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Refining the Focus on Faculty Diversity in Postsecondary Institutions: New Directions for Institutional Research, Number 155

ISBN: 978-1-118-52675-0
120 pages
November 2012, Jossey-Bass
Refining the Focus on Faculty Diversity in Postsecondary Institutions: New Directions for Institutional Research, Number 155 (1118526759) cover image


Faculty diversity is gaining unprecedented emphasis in the mission of colleges and universities, and institutional researchers are being pushed for relevant data. This volume examines faculty diversity from a variety of perspectives.

Together, they constitute a comprehensive outlook on the subject, highlighting factors including racial background, gender, citizenship, employment status, and academic discipline, and examining how growing diversity has affected the work experience and productivity of faculty and the learning outcomes of students. Special attention is given to international and nontenure-track faculty members, two groups that have experienced rapid growth in recent years. The authors:

  • Present empirical evidence to support the increasing importance of faculty diversity in institutional research
  • Show the need for actively tracking the changes in diversity over time
  • Highlight the critical role of research methodology in all such work.

This is the 155th volume of this Jossey-Bass quarterly report series. Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.

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Table of Contents

Editor's Notes 1
Yonghong Jade Xu

1. Where Are They? A Multilens Examination of the Distribution of Full-Time Faculty by Institutional Type, Race/Ethnicity, Gender, and Citizenship 5
Daryl G. Smith, Esau Tovar, Hugo A. García
This study provides a descriptive analysis of the diversity of the postsecondary full-time faculty at degree-granting institutions and details the changes that took place between 1993 and 2009 with respect to gender, race/ethnicity, and citizenship across eleven institutional types.

2. International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility 27
Dongbin Kim, Susan Twombly, Lisa Wolf-Wendel
In this chapter, multiple data sources are used to illustrate the rapidly growing number of international faculty members at American universities and the importance of understanding their professional needs and experiences.

3. Missing from the Institutional Data Picture: Non-Tenure-Track Faculty 47
Adrianna Kezar, Daniel Maxey
Definition of non-tenure-track faculty is provided along with their basic background characteristics. Arguments are made for creating better data about this new faculty majority and also better models for understanding its implications.

4. The Similarities and Differences in the Work Experience of Women Faculty in Traditional and Nontraditional Disciplines 67
Yonghong Jade Xu
The work experiences of women faculty in academic fields of different gender compositions is examined using national data sets of a ten-year period with a focus on women in male-dominated disciplines.

5. Emotional Management and Motivation: A Case Study of Underrepresented Faculty 85
Vicente M. Lechuga
The emotional management of minority faculty in a science department is studied qualitatively in order to examine the influence of emotion on faculty motivation to engage in scholarly work within the sociocultural setting.

6. Lessons from the Past and Directions for the Future 99
Yonghong Jade Xu
To conclude the volume, the themes that emerged from the previous chapters are discussed and suggestions are made regarding future data collection and institutional research of faculty diversity.

Index 105

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Author Information

Yonghong Jade Xu, psychology professor. Grant, National Science Foundation & National Center Education Statistics, 2006. Member of Association Study Higher Education, American Educational Research Association. Doctor of Philosophy, University Arizona, Tucson, 2003. Member of Association Study Higher Education, American Educational Research Association.
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