ERIC Number: ED500038
Record Type: Non-Journal
Publication Date: 2006-Feb
Ivory Tower of the Brave New World
Singh, Delar K.; Cooper, Tuesday L.
Online Submission, Paper presented at the Annual Meeting of the American Association for Colleges of Teacher Education (58th, San Diego, CA, Jan 29-Feb 1, 2006)
American society is becoming increasingly diverse. With only 62% of the college going youngsters being White, there is need for aggressive strategies to recruit and retain faculty who are diverse. Diversity has several educational benefits. It enriches students' educational experiences, offers multiple perspectives, promotes personal growth and healthy society, strengthens communities as well as workplace and enhances economic competitiveness. Despite the changing demographics and numerous benefits of diversity, faculty of minority background are severely underrepresented in American institutions of higher learning. The current research literature points to a number of valid reasons for the low representation of faculty of color in higher education. Some of these reasons are: chilly climate of the academy for members of minority groups, endeavors at marginality and undermining of minority faculty research and teaching, excessive teaching loads and service assignments, unrealistic work expectations, social isolation, and unsupportive work environment. Well meaning senior faculty members often make cognitive mistakes that undervalue their minority colleagues. They do so on a routine basis as well as during crucial gate keeping processes such as reviews for promotion and tenure and elections for rewards and leadership posts in and outside of the departments. In this presentation, we share with our fellow teacher educators how the current state of affairs can be changed for the benefit of all. Our success story and stories of our other minority colleagues in our department allude to the fair practices of our department and our campus.
Publication Type: Information Analyses; Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education
Authoring Institution: N/A