NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ779197
Record Type: Journal
Publication Date: 2003
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0190-2946
Diverse Student Bodies, Diverse Faculties
Antonio, Anthony Lising
Academe, v89 n6 p14-17 Nov-Dec 2003
Faculty of color are severely underrepresented in American higher education; they make up just over 10 percent of full-time undergraduate professors. Many in academe are familiar with this statistic and know that progress in increasing the presence of faculty of color on U.S. campuses has been slow. They are also aware, however, that students of color have made significant strides in gaining access to higher education over the last twenty years--progress so great that white students are no longer the majority on many campuses. The recent flurry of research on students reveals that a diverse student body confers benefits ranging from the development of students' intellectual and social self-confidence, to exposure to different ideas and viewpoints, to cognitive development and academic achievement. The focus on student diversity provides a valuable opportunity to redouble efforts to increase the representation of faculty of color in academe. In this article, the author offers four proposals related to the potential benefits of a diverse student body for faculty of color. The propositions encourage one to ask the following questions: Do initiatives to diversify the student body also help institutions recruit and retain diverse faculty? Are these dual objectives complementary? Can they be conceived of as two parts of a broader strategy for institutions to increase and manage diversity on their campuses?
American Association of University Professors. 1012 Fourteenth Street NW Suite 500, Washington, DC 20005. Tel: 800-424-2973; Tel: 202-737-5900; Fax: 202-737-5526; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States