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Supporting Strategies for Equity, Diversity, and Inclusion in Higher Education Faculty Hiring

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Diversity and Inclusion in Higher Education and Societal Contexts

Abstract

Henry F. Fradella takes a long view of diversity’s role in higher education to present some tried and true “best practices” for creating and implementing both formal policies and informal practices that support diverse and inclusive hiring practices. In doing so, he details how higher education has moved over the past forty years from focusing primarily on the heterogeneity of demographic representation to targeting the integration of diverse employee involvement in all systems and processes. Fradella further discusses relevant legal issues in training search committees, recruiting diverse applicant pools, and supporting efforts to foster inclusion in university activities and communications. Finally, he admonishes those who assign insufficient institutional resources for diverse and inclusive hiring practices, arguing that administrators at every rank can effect positive change.

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Notes

  1. 1.

    Notably, that figure has fallen from 5.6% of US faculty members in 2008 (Taylor et al. 2008).

  2. 2.

    To connect hiring to retention, such biases should be explored in the context of tenure and promotion decisions as well.

  3. 3.

    Tierney and Salle (2008) argued that the lack of diversity on the faculty at highly selective institutions is, in part, a function of the low numbers of doctoral students of color. Significantly, faculty of color may elect to accept offers from less prestigious universities where they may have the opportunity to mentor a more diverse student body. Alternatively, “many Ph.D.s of color also choose to avoid the isolation that often accompanies being one of the few faculty of color on campus and opt for careers outside of academe that are frequently better compensated” (Tierney and Salle 2008: 3).

  4. 4.

    In Hopwood (1996), the US Court of Appeals for the Fifth Circuit held that “any consideration of race or ethnicity by the law school for the purpose of achieving a diverse student body is not a compelling interest under the Fourteenth Amendment” (944). Although the decision in Grutter v. Bollinger (2003) effectively overruled that proposition, several states—Arizona, California, Michigan, Nebraska, Florida, and Texas—have all adopted laws banning the use of race and ethnicity in admissions decisions.

  5. 5.

    Petit was the first federal case to apply Grutter in the employment setting. It upheld the Chicago Police Department’s race-conscious hiring plan, citing that it was based on a compelling need for diversity on a force that polices a racially and ethnically diverse city.

  6. 6.

    Indeed, Executive Order 11246 (1965) requires all federal contractors (and most colleges and universities qualify as such) to take affirmative steps to diversify applicant pools (see Springer 2006). And all colleges and universities covered by Executive Order 11246 “are required to prepare annual affirmative action reports that provide aggregate demographic data on faculty hiring and promotion” (Sturm 2006: 265).

  7. 7.

    For example, “[n]egative socioeconomic factors continue to account for disproportionately lower numbers of racial and ethnic minorities, such as African Americans, Hispanics, Native Americans, and Pacific Islanders in the STEM (science, technology, engineering, and mathematics) training pipeline and scientific workforce” (Allen-Ramdial and Campbell 2014: 612; see also Estrada-Hollenbeck et al. 2011).

  8. 8.

    Interestingly, this program was not advertised to department chairs, school directors, or deans. It was a well-kept secret, largely because the university had never figured out a way to fund the program.

  9. 9.

    According to the Handbook on Diversity and the Law (Burgoyne et al. 2010), Reasonable affirmative action under Title VII (and a narrowly tailored approach under Title VI and the Equal Protection Clause) means: (i) altering practices that have been barriers to underutilized racial minorities or women, undertaking targeted outreach to include such minorities and women in the applicant pool before that pool has been completed, and using neutral approaches; and (ii) if that proves inadequate to correct the imbalance (or provides insufficient diversity), taking race or gender into account in a reasonable way that is time-limited and does not overburden non-minorities (in jurisdictions that legally allow such consideration). Reasonable affirmative action under Title VII and Office of Federal Contract Compliance Programs (and, to the extent applicable, diversity efforts under Title VI and the Equal Protection Clause) should be aimed at remedying discrimination, a manifest imbalance, or significant underutilization and achieving mission-critical diversity, and should not extend beyond the necessary time period or be overly broad (104).

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    Henry F. Fradella

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Fradella, H.F. (2018). Supporting Strategies for Equity, Diversity, and Inclusion in Higher Education Faculty Hiring. In: Gertz, S., Huang, B., Cyr, L. (eds) Diversity and Inclusion in Higher Education and Societal Contexts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-70175-2_7

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