Why the Shortage of Black Professors?

What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations.

“…Qualitative studies provide further evidence that bias continues to plague the Academy by showing that prejudice remains rampant at U.S. institutions of higher learning, creating an unpleasant environment for minority and female students and faculty (Clark and Corcoran, 1986;Anderson et al, 1993;Feagin and Sikes, 1995;Turner, Myers, and Creswell, 1999;Johnsrud and Sadao, 1998;Carr et al, 2000;Gersick, Dutton, and Bartunek, 2000). However, because participants in qualitative studies know their responses are being recorded and analyzed, they may be influenced by a social-desirability bias (Greenwald and Banaji, 1995), and such studies cannot necessarily measure unconscious bias (Greenwald and Banaji, 1995;Valian, 1999;Bertrand, Chugh, and Mullainathan, 2005;Quillian, 2006;Pager and Shepherd, 2008;Ridgeway, 2009;Sue, 2010) or provide insight into the magnitude of bias.…”

Still flies in buttermilk: black male faculty, critical race theory, and composite counterstorytelling

“…Already sitting on two campus diversity committees, he feels like he is being taken advantage of because he is the only professor of color in his department and one of few in the entire college. His colleagues often compliment his work ethic with, "you do so much" or a concerned "don't do too much" and yet no one, not even the Dean, seems to hesitate when they request his presence on yet another committee (Anderson et al, 1993). Even more disturbing is that it is never, "Hey Dr Timesnow, we are going to the graduation ceremony, would you like to walk together?"…”

“…Does he have similar struggles balancing research, teaching, and service?" Dr Jones, a white male junior faculty member like him, was hired in the Bedford School of Education and Culture at the same time and seems to be held to different expectations and evaluated differently as well (Anderson et al, 1993). For example, Roderick receives a large amount of undergraduate student traffic (including several students who have never taken his classes), sits as a "token" on two campus diversity committees, oversees two student groups, and serves as a liaison between Bedford and the campus' Office of Diversity and Inclusive Excellence.…”

Passionate pedagogy and emotional labor: students’ responses to learning diversity from diverse instructors

“…University and college administrators have shifted a large proportion of teaching duties away from regular (grant securing) faculty to part-time and adjunct faculty (Pratt 1997) and to graduate teaching assistants (GTAs) (Lafer 2001). Diversity instruction is challenging for all instructors, majorities of whom report in national studies that they receive minimal training, supervision, and feedback for teaching generally (Anderson et al 1993;Gay 2004;Montecinos 2004;Turner, Myers, and Creswell 1999). Yet, minority instructors, including women, experience the burden of having their credibility and authority challenged in the classroom (Aguirre 2000;Gititi 2002;Perry et al 2009;Stanley 2006) and the emotional challenges of teaching courses that serve as lightning rods for diversity politics in the larger society (Moore et al 2010).…”