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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.
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Preparing justice involved youth for transition: Employer perceptions
In this pilot study, we sought to understand employer perspectives on hiring young applicants, especially applicants who have been involved in the juvenile justice system. A survey was conducted to assess employers’ perceptions of qualities young applicants often lack, what qualities they are seeking, and the skills, training, and/ or documents that would be beneficial for young applicants during the hiring process. The survey was deployed to 19 employers; 12 employers responded. Six employers who completed the survey also took part in follow-up interviews. In the interviews, employers expounded on how job and career preparation programs can best prepare youth for successful employment, how their companies approach hiring candidates with juvenile records, and how STEM (science, technology, engineering, and mathematics) skills are incorporated into entry level positions. Through both the survey and interview, employers also shared how the COVID-19 pandemic impacted their hiring processes.
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- Award ID(s):
- 1920550
- PAR ID:
- 10476517
- Publisher / Repository:
- Elsevier
- Date Published:
- Journal Name:
- Children and Youth Services Review
- Volume:
- 155
- Issue:
- C
- ISSN:
- 0190-7409
- Page Range / eLocation ID:
- 107270
- Subject(s) / Keyword(s):
- Juveniles Juvenile justice Reentry Employers Employment Youth Employability
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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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
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1016/j.childyouth.2023.107270
