An official website of the United States government
This research paper describes a study designed to help inform STEM faculty hiring practices at institutions of higher education in the U.S., where over the past two decades, diversity statements have become more popular components of application packages for faculty jobs. The purpose is to explore the ways and extent to which diversity statements are utilized in evaluating faculty applicants. The research questions are: (1) To what extent do universities equip search committees to evaluate applicants’ diversity statements? (2) What are STEM faculty’s perspectives of diversity statements in job applications? This paper is derived from a larger two-phase sequential mixed methods study examining the factors current faculty members and administrators consider important when hiring new STEM faculty. During the first phase, we deployed a nationwide survey to STEM faculty members and administrators who have been involved in faculty searches, with 151 of 216 respondents answering questions specific to diversity statements. About 29% of survey respondents indicated their departments required diversity statements; 59% indicated their institutions did not provide guidance for evaluating them. The second phase was a phenomenological study involving interviews of 25 survey respondents. Preliminary analyses of interview data indicated that a little more than half (52%) of participants’ departments required a diversity statement. Of the departments that required diversity statements, a little more than half used a rubric for evaluation, whether as part of a larger holistic rubric, or as a standalone rubric. For some departments that did not require diversity statements, applicants were required to discuss diversity within their other application materials. Regarding faculty members’ perceptions of diversity statements, some felt that diversity statements were necessary to assess candidates’ beliefs and experiences. Some noted that when diversity is discussed as part of another document and is not required as a stand-alone statement, it feels like the candidate “slaps on a paragraph” about diversity. Others viewed diversity statements as a “bump” that gives candidates “bonus points.” A few faculty felt that diversity statements were “redundant,” and if applicants were passionate about diversity, they would organically discuss it in the other required documents. Many shared frustrations regarding the requirement and evaluation practices. Most participants indicated their postings provided applicants with little to no guidance on what search committees were looking for in submitted diversity statements; they felt it would be beneficial for both the search committee and the applicants to have this guidance. Shared through a traditional lecture, results from this study may be used to help inform strategies for recruiting faculty who are committed to diversity - and ideally, equity and inclusion - and for addressing equity in faculty hiring.
more »
« less
Do Diversity Awards Discourage Applicants From Marginalized Groups From Pursuing More Lucrative Opportunities?
Four studies reveal that offering diversity awards (i.e., awards for applicants from marginalized groups) has unintentionally negative implications for equity. Across the four studies, applicants from marginalized groups were more likely to select the more lucrative award when two unrestricted awards were offered (Study 1: adults from racial groups underrepresented in U.S. colleges who were recruited from Amazon Mechanical Turk, N = 168; Studies 2–4: college women, N range = 152–628). However, the presence of a less lucrative diversity award caused applicants to apply for and prioritize diversity awards over more lucrative unrestricted awards. Fit, or how much applicants felt the award was for someone like them, mediated their increased likelihood of applying for diversity awards over unrestricted awards. These findings suggest that diversity awards may inadvertently siphon applicants from marginalized groups out of application pools for unrestricted awards. Greater examination of unrestricted awards is needed to increase their attractiveness and fit, especially in instances when diversity awards are also offered.
more »
« less
- Award ID(s):
- 1919218
- PAR ID:
- 10301121
- Date Published:
- Journal Name:
- Psychological Science
- Volume:
- 32
- Issue:
- 9
- ISSN:
- 0956-7976
- Page Range / eLocation ID:
- 1346 to 1361
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
This research paper describes a study designed to help inform STEM faculty hiring practices at institutions of higher education in the U.S., where over the past two decades, diversity statements have become more popular components of application packages for faculty jobs. The purpose is to explore the ways and extent to which diversity statements are utilized in evaluating faculty applicants. The research questions are: (1) To what extent do universities equip search committees to evaluate applicants’ diversity statements? (2) What are STEM faculty’s perspectives of diversity statements in job applications? This paper is derived from a larger two-phase sequential mixed methods study examining the factors current faculty members and administrators consider important when hiring new STEM faculty. During the first phase, we deployed a nationwide survey to STEM faculty members and administrators who have been involved in faculty searches, with 151 of 216 respondents answering questions specific to diversity statements. About 29% of survey respondents indicated their departments required diversity statements; 59% indicated their institutions did not provide guidance for evaluating them. The second phase was a phenomenological study involving interviews of 25 survey respondents. Preliminary analyses of interview data indicated that a little more than half (52%) of participants’ departments required a diversity statement. Of the departments that required diversity statements, a little more than half used a rubric for evaluation, whether as part of a larger holistic rubric, or as a standalone rubric. For some departments that did not require diversity statements, applicants were required to discuss diversity within their other application materials. Regarding faculty members’ perceptions of diversity statements, some felt that diversity statements were necessary to assess candidates’ beliefs and experiences. Some noted that when diversity is discussed as part of another document and is not required as a stand-alone statement, it feels like the candidate “slaps on a paragraph” about diversity. Others viewed diversity statements as a “bump” that gives candidates “bonus points.” A few faculty felt that diversity statements were “redundant,” and if applicants were passionate about diversity, they would organically discuss it in the other required documents. Many shared frustrations regarding the requirement and evaluation practices. Most participants indicated their postings provided applicants with little to no guidance on what search committees were looking for in submitted diversity statements; they felt it would be beneficial for both the search committee and the applicants to have this guidance. Shared through a traditional lecture, results from this study may be used to help inform strategies for recruiting faculty who are committed to diversity - and ideally, equity and inclusion - and for addressing equity in faculty hiring.more » « less
-
Existing academic structures and norms perpetuate the mistreatment and marginalization of scholars resulting in a climate that is misaligned with the values of academics from marginalized groups. Therefore, we study how climates at multiple levels of the academy (i.e., research group, department, and professional field) shape marginalized scholars’ careers and career attitudes. Participants (N = 3,204) were doctoral students, postdoctoral fellows, and assistant professors from four science fields (biology, physics, economics, and psychology) who completed an online survey about psychological safety and intragroup conflict within their research group, climate of diversity within their department, climate of scholarly inclusion within their professional field, and their career outcomes. We conducted three general structural equation models with marginalized identity status predicting three career outcomes: turnover intentions, burnout disengagement, and burnout exhaustion. We also tested the mediation effect of climate at the levels of the research group, department, and profession on these career outcomes. Participants with a greater number of marginalized identities experienced a more negative climate at all three levels compared to those with no and fewer marginalized identities. The climate experienced at these three levels also significantly mediated all three career outcomes for marginalized scholars. Climate of scholarly inclusion at the level of the profession was especially strongly related to intent to leave and burnout. These results add to the breadth of research on multiply marginalized scholars’ negative experiences of academic climates and point to areas that may be particularly important for interventions.more » « less
-
Diversity in ocean sciences lags far behind US demographics. A substantial body of research highlights barriers that limit the participation and success of students from underrepresented minoritized (URM) and other marginalized groups in STEM disciplines, and a wealth of studies highlight successful interventions that improve the persistence of these groups in STEM higher education. Despite this knowledge, over the past four decades, ocean sciences has made limited progress in growing diversity within its workforce, suggesting new strategies are needed. Undergraduate research experiences are a pivotal pathway toward graduate education and future careers in ocean sciences, but they are plagued by many issues that limit the participation and success of persons from URM and other marginalized backgrounds. Here we summarize obstacles that limit participation of diverse populations in ocean sciences and highlight successful strategies for overcoming these obstacles. By re-envisioning how we approach undergraduate research experiences and bringing intentionality to the recruitment of students and the training environments that they experience, we can more effectively grow diversity in ocean sciences and unleash the power of diversity to address the pressing local and global problems facing marine ecosystems.more » « less
-
Objective: Identify the role(s) and support(s), if any, that family members provide to first-generation and historically marginalized doctoral students, including strengths and challenges of this support. Background: Nonfinancial family support is important for the success and retention of first-generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed. Method: During an intervention designed for firstgeneration and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis. Results: Two themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life. Conclusion: The study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States. Implications: Family science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1177/0956797621993109
