Recruiting and Retaining a Diverse Faculty in a Public University

Wilkinson, Nancy Lee

doi:10.1353/pcg.2007.0017

Cited by 4 publications

(3 citation statements)

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“…But, it is also necessary to keep expectations realistic. Wilkinson (2007) asserted that no one faculty member ought to be expected to "serve on all the committees on which you'd like your department Downloaded by [University of Chicago Library] at 15:13 08 December 2014 to be represented as 'diverse,' for example, and "one person can't instantly diversify your faculty" (p. 170). In speaking of Latina/o faculty, Padilla (2003) referred to the "obligation factor" wherein faculty of color will often feel obligated to "accept onerous administrative assignments and service work" (p. 188).…”

Section: Retain African American Facultymentioning

confidence: 99%

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The African American Experience in Physical Education and Kinesiology: Plight, Pitfalls, and Possibilities

Hodge

Wiggins

2010

Quest

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Section: Retain African American Facultymentioning

confidence: 99%

“…Academic units should provide African American faculty with individualized mentoring from senior faculty who are genuinely committed to supporting their junior level African American colleagues (Wilkinson, 2007).…”

Section: Retain African American Facultymentioning

confidence: 99%

The African American Experience in Physical Education and Kinesiology: Plight, Pitfalls, and Possibilities

Hodge

Wiggins

2010

Quest

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“…Hodge and Wiggins (2010) insist that "administrators, personnel committees, and senior faculty [should] explicitly articulate standards, expectations, and procedures for career advancement to newly hired faculty" (p. 53). Wilkinson (2007) asserted that no one faculty member should be expected to "serve on all the committees on which you'd like your department to be represented as 'diverse', for example, and 'one person can't instantly diversify your faculty'" (p. 170). Padilla (2003) discussed the "obligation factor" wherein Hispanic faculty will often feel obligated to "accept onerous administrative assignments and service work" (p. 188).…”

Section: Retain Hispanic Facultymentioning

confidence: 99%

The Hispanic Experience in Physical Education Programs and Departments

Hodge

Cervantes

Vigo-Valentín

et al. 2012

Journal of Hispanic Higher Education

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The purpose of this article is to discuss challenges and identify strategies to increase the representation of Hispanic faculty in the academy, particularly Physical Education (PE) programs and departments at doctorate-granting universities. Recommendations to increase the presence and improve the experiences of Hispanic faculty are provided. These include committing to diversity, recruiting more Hispanic doctoral students, valuing Hispanic faculty, advertising faculty position announcements strategically, personalizing the recruitment of Hispanic faculty, and ensuring their retention. Resumen Este artículo discute retos e identifica estrategias para incrementar la representación del profesorado hispano en la academia, en particular en Programas y Departamentos de Educación Física (PE) y en universidades que confieren doctorados. Estos incluyen compromiso a la diversidad, reclutamiento de más estudiantes hispanos de doctorado, valuar a los profesores hispanos, anunciar puestos de profesores en forma estratégica, personalizar el reclutamiento de profesores hispanos, y asegurar su retención.

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Summary and Conclusions: How Can We Help Enhance Diversity in Kinesiology?

Hodge¹,

Brooks²,

Harrison³

2013

Kinesiology Review

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This article is divided into two major sections. First, the authors provided interpretations and conclusions about enhancing diversity in kinesiology based on the collection of articles for this Special Theme of theKinesiology Review.There are six informative articles for this Special Theme on Diversity in Kinesiology that includeWhy We Should Care about Diversity in Kinesiologyby Brooks, Harrison Jr., Norris, and Norwood;Diversity in Kinesiology: Theoretical and Contemporary Considerationsby Hodge and Corbett;Creating an Inclusive Culture and Climate that Supports Excellence in Kinesiologyby Lowrie and Robinson;Undergraduate Preparedness and Partnerships to Enhance Diversity in Kinesiologyby Gregory-Bass, Williams, Blount, and Peters;Creating a Climate of Organizational Diversity—Models of Best Practiceby Keith and Russell; and this final article. Second, we identify strategies and provided recommendations to increase the presence and improve the experiences of Black and Hispanic faculty and students in kinesiology programs.

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Recruiting and Retaining a Diverse Faculty in a Public University

Cited by 4 publications

References 0 publications

The African American Experience in Physical Education and Kinesiology: Plight, Pitfalls, and Possibilities

The African American Experience in Physical Education and Kinesiology: Plight, Pitfalls, and Possibilities

The Hispanic Experience in Physical Education Programs and Departments

Summary and Conclusions: How Can We Help Enhance Diversity in Kinesiology?

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