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Higher Education: Handbook of Theory and Research pp 277–349Cite as

Institutional Barriers, Strategies, and Benefits to Increasing the Representation of Women and Men of Color in the Professoriate

Looking Beyond the Pipeline

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Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 35))

Abstract

Women and men of color represent growing populations of the undergraduate and graduate student populations nationwide; however, in many cases, this growth has not translated to greater faculty representation. Despite student demands, stated commitments to diversity, and investments from national organizations and federal agencies, the demographic characteristics of the professoriate look remarkably similar to the faculty of 50 years ago. Many strategies to increase faculty diversity focus on increasing representation in graduate education, skill development, and preparation for entry into faculty careers. While these needs and strategies are important to acknowledge, this chapter primarily addresses how institutions promote and hinder advances in faculty diversity. Specifically, extant literature is organized into a conceptual framework (the Institutional Model for Faculty Diversity) detailing how institutional structures, policies, and interactions with faculty colleagues and students shape access, recruitment, and retention in the professoriate, focusing on the experiences of women and men of color. A failure to address these challenges has negative implications for teaching, learning, and knowledge generation; consequently, this review also presents research documenting how women and men of color uniquely contribute to the mission and goals of US higher education.

This material is based upon work supported by the National Science Foundation under No. 1649199. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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Notes

  1. 1.

    “Minority” speaks to numerical representation. The term “minoritized” acknowledges how social constructs like race, gender, ethnicity, religion, and sexual identity influence power dynamics and exposure to oppression. For more, please see https://www.theodysseyonline.com/minority-vs-minoritize

  2. 2.

    In the context of this work, people of color refers to individuals who identify as one or more of the following: American Indian/Alaska Native/Native American, Asian American, Black or African American, Hispanic or Latina/o/x, Pacific Islander or Native Hawaiian, or Multiracial.

  3. 3.

    Although this work examines sexism and focuses on how it impacts women generally and women of color specifically, it is critical to acknowledge that gender is a social construct and a growing population identifies beyond the man/woman or male/female binary. I did not review any literature that addressed the experiences, outcomes, or structural oppression of transwomen or individuals who identify outside of the traditional gender binary, and acknowledge that the barriers they face and how they experience the academy likely are very different.

  4. 4.

    Referred to collectively as “people of color” or “scholars of color.”

  5. 5.

    Underrepresented minority usually includes Black/African Americans, Latina/o/x, and Native Americans/American Indians.

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  1. University of Maryland, College Park, MD, USA

    Kimberly A. Griffin

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    Laura W. Perna

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    Laura W. Perna

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    Ann Austin

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    Linda Eisenmann

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    Pamela Eddy

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    Adrianna Kezar

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    Anne-Marie Nunez

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    Shouping Hu

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    Anna Neumann

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    Nicholas A Bowman

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    Marvin Titus

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    Nicholas Hillman

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Griffin, K.A. (2020). Institutional Barriers, Strategies, and Benefits to Increasing the Representation of Women and Men of Color in the Professoriate. In: Perna, L. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 35. Springer, Cham. https://doi.org/10.1007/978-3-030-31365-4_4

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