Increasing Faculty Diversity: The Occupational Choices of High-Achieving Minority Students
Harvard University Press, Jun 30, 2009 - Education - 384 pages
In recent years, colleges have successfully increased the racial diversity of their student bodies. They have been less successful, however, in diversifying their faculties. This book identifies the ways in which minority students make occupational choices, what their attitudes are toward a career in academia, and why so few become college professors. Working with a large sample of high-achieving minority students from a variety of institutions, the authors conclude that minority students are no less likely than white students to aspire to academic careers. But because minorities are less likely to go to college and less likely to earn high grades within college, few end up going to graduate school. The shortage of minority academics is not a result of the failure of educational institutions to hire them; but of the very small pool of minority Ph.D. candidates. In examining why some minorities decide to become academics, the authors conclude that same-race role models are no more effective than white role models and that affirmative action contributes to the problem by steering minority students to schools where they perform relatively poorly. They end with policy recommendations on how more minority students might be attracted to an academic career.
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1 The Problem
2 Obtaining the Data
3 Ethnic Differences in Occupational Choices
4 Influences on Initial Occupational Choice
5 The Influence of Academic Performance
6 Attitudes toward Academia
7 Role Models Interaction with Faculty and Career Aspirations with Melissa Bolyard
8 The Influence of School Characteristics
9 The Pipeline into Academia with Elizabeth Arias
Other editions - View all
academic self-confidence affirmative action African Ameri African American students Americans and Latinos arts and sciences Asian students Astin become a college career choice Chapter Cl Cl Claude Steele cohort correlation dents dependent variable Derek Bok difference effect elite schools faculty contact faculty members first-choice career focus groups four ethnic groups freshman interest gender GPAs of 2.8 grades graduate students HBCUs high school important indicated influence interest in academia Ivy League Ivy League schools Latino students levels of academic liberal arts colleges logistic regression major medicine minority group minority students multinomial NCES number of African number of minority occupational choice parents Percentage of students Ph.D predominantly white schools profes proportion racial preferences role model sample SAT scores school type select academia selecting college professor selective schools seniors small number statistically significant stereotype threat Table teaching tion type of school undergraduates underperformance university professor white students Whites African