Assessing departmental readiness to support minoritized faculty

Simple item page
dc.contributor.authorCarter-Veale, Wendy Y.
dc.contributor.authorCresiski, Robin H.
dc.contributor.authorSharp, Gwen
dc.contributor.authorLankford, Jordan D.
dc.contributor.authorUgarte, Fadel
dc.date.accessioned2024-03-27T13:26:07Z
dc.date.available2024-03-27T13:26:07Z
dc.date.issued2024-02-27
dc.description.abstractThough increasing numbers of racially and ethnically minoritized (REM) individuals earn PhDs and national initiatives focus on faculty diversity, challenges persist in recruiting, hiring, and retaining REM faculty. While a pervasive issue nationally, the literature predominantly focuses on faculty diversity at research-intensive institutions. This exploratory case study pilots a readiness instrument to evaluate the commitment and willingness of a biomedical department at a primarily undergraduate institution to embrace faculty diversity before initiating a postdoctoral faculty conversion program. We introduce the Community Readiness Model (CRM) into an academic context, offering academic departments a robust framework and tool to evaluate readiness and capacity to recruit, retain, and support REM faculty. Practical Takeaways Academic departments can be conceived of as a type of community. The adapted Department Readiness Tool can be a valuable method of evaluating a department's readiness to support the success of underrepresented minority faculty. Departments may score highly on some areas of readiness but relatively low on others, which provides insight into where time and resources should be invested to improve readiness.
dc.description.sponsorshipThis research was supported by the National Science Foundation, (NSF) Directoratefor Education and Human Resources (EHR), AGEP Awards: 1820984, 1820975, 1820983,1820971, and 1820974.
dc.description.urihttps://onlinelibrary.wiley.com/doi/abs/10.1002/he.20494
dc.format.extent11 pages
dc.genrejournal articles
dc.identifierdoi:10.13016/m2x8wm-ci2f
dc.identifier.citationCarter-Veale, W. Y., Cresiski, R. H., Sharp, G., Lankford, J. D., & Ugarte, F. (2024). Assessing departmental readiness to support minoritized faculty. New Directions for Higher Education, 1–11. https://doi.org/10.1002/he.20494
dc.identifier.urihttps://doi.org/10.1002/he.20494
dc.identifier.urihttp://hdl.handle.net/11603/32667
dc.language.isoen_US
dc.publisherWiley
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Faculty Collection
dc.relation.ispartofUMBC Staff Collection
dc.relation.ispartofUMBC Biological Sciences Department
dc.relation.ispartofUMBC Student Collection
dc.relation.ispartofUMBC Graduate School
dc.relation.ispartofUMBC Meyerhoff Scholars Program
dc.relation.ispartofUMBC School of Public Policy
dc.relation.ispartofUMBC Psychology Department
dc.rightsAttribution-NonCommercial-NoDerivs 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleAssessing departmental readiness to support minoritized faculty
dc.typeText
dcterms.creatorhttps://orcid.org/0000-0002-3395-9221

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
NewDrctnsHghrEdu.pdf
Size:
198.24 KB
Format:
Adobe Portable Document Format
Download

Collections

UMBC Faculty Collection
UMBC Biological Sciences Department
UMBC Graduate School
UMBC Meyerhoff Scholars Program
UMBC Psychology Department
UMBC School of Public Policy
Load more