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Marshall University Multicultural Affairs Recruitment of Underrepresented Minority Group Faculty Survey Summary Report. by Betty Jane Cleckley, Ph.D. Vice President for Marshall University Multicultural Affairs Huntington, WV with assistance of David Ochieng Okoth Graduate Assistant
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Betty Jane Cleckley, Ph.D.
Vice President for Marshall University Multicultural Affairs
with assistance of
David Ochieng Okoth
September 15, 2006
The Research tool
The basic research tool was the questionnaire mailed to institutions of higher learning nationally. In the initial mailing, 172 questionnaires were disseminated at random irrespective of whether they were private or public, large or small, urban or rural based, and whether they were graduate research universities or undergraduate; 40 of these schools and colleges responded. Thirty-eight completed the questionnaire and two respondents declined to participate in the survey; of the six open-ended items explored, a 70 percent response rate was achieved.
This research sought to elicit responses to the following key issues:
Programs Described to Increase Underrepresented Group Faculty (Partial List):
Nationally, Pennsylvania was ranked the most responsive with five institutions participating in this survey whereas New York, California, and Ohio tied at 3 institutions each.
Table 2: Table of Numbers of Institutions according to State
*Figures from National Center for Educational Statistics: http://nces.ed.gov/programs/digest/d97/d97t242.asp
Below are the institutional strengths that enhance recruitment of underrepresented faculty (27 different categories of responses were reported). Among the major strengths were:
(Refer to Table 3)
Obstacles encountered with respect to recruiting, hiring, and training underrepresented faculty (25 different categories of response were reported). Among them:
(Refer to Table 4)
Advantages and Disadvantages of the programs and strategies respondents used to increase numbers of underrepresented faculty are outlined as follows:
Advantages of the programs and strategies
Disadvantages of the programs and strategies
The small percentage of returns recommends against making generalizations from this study to the population at large. However, the recurring theme among the respondents was that institutions of higher education manifest commitment to diversifying the faculty through a variety of initiatives, projects, and efforts. Some are well along in the process, revealing a heightened atmosphere of campus interest and support. While the study reveals some clear successes, there are some clear limitations in terms of institutionalizing faculty diversity. This Study should help point way for the other institutions to practice what works and has worked for respondents successfully.
This survey has been successful in identifying broad trends with regards to institutional strengths and obstacles with respect to the recruitment, hiring, and training of under represented faculty.
This study recommends an in depth follow-up initiative concerning the various strategies utilized to diversify faculty.
Table 3. Institutional strengths that enhance the recruitment of underrepresented minority group faculty.
Table 4. Obstacles encountered in establishing and maintaining a program to increase underrepresented minority group faculty.