“Overcoming Dualisms and Promoting Minority Inclusion in Science Networks and Pipelines"
2013 AAAS Annual Meeting in Boston, February 14th-18th
Supporting the Promotion and Retention of Women of Color Faculty
There is a substantial body of evidence demonstrating that women of color faculty are often isolated at large research universities (Thompson 2001; Turner 2002; Turner et al 1999; Blackwell 1989; Boice 1993; Spann 1990; Castro unpublished manuscript). Because women of color faculty are underrepresented in all ranks in the professoriate, these feelings of isolation are influenced by factors such as tokenism, a lack of mentorship, bicultural stress (Obiomon 2007) and perceived discrimination (Long and Scott 2001). Moreover, women of color faculty have been characterized as experiencing a “double-bind”, a disadvantage particular to their racial/ethnic AND gendered identities (Malcom et. al. 1976; Ong et al. 2010; Branch 2011). While research has been able to describe the negative experiences of tenure-track women of color faculty, few studies have explored the impact of programs designed specifically to support women of color faculty.
This case study of an Initiative designed to retain junior female faculty of color in STEM disciplines at a large, public, research-1 university explores the impact of co-mentoring and professional development programming on tenure/promotion and retention outcomes. Employing a multi-method approach to determining impact, this study relies on data collected through in-depth interviews with women of color faculty, ethnographic observation of the Initiative’s activities, as well as a statistical analysis of institutionally derived data on race, gender, and rank from 2007 to the present.
The findings of this project shed light on best practices and strategies for retaining women of color faculty, and their securing tenure. Best practices include creating structure for grassroots input and feedback as well as for the collection and analysis of racial/ethnic data. Retention and promotion strategies include activities for sustaining community building, networking opportunities to diminish feelings of isolation, and activities that support peer mentorship and scholarly productivity. We argue that modifying and employing the practices and strategies presented are critical to shaping institutional transformation that promotes greater inclusion and equity for women of color scholars.