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Despite the increasing diversity of undergraduate students in the United States, university faculty demographics, particularly in science, technology, engineering, and mathematics (STEM) fields, remain largely homogeneous, which is problematic for fostering an inclusive academic environment. We examined the hiring process for tenure-track teaching-focused faculty (TFF) positions, specifically within the University of California system, to develop and implement inclusive hiring practices that may promote greater faculty diversity. Through a series of faculty learning communities (FLCs), we developed and implemented inclusive hiring rubrics designed to better evaluate teaching excellence and ensure the recruitment of diverse faculty members. Our findings highlight the critical need for faculty diversity, particularly TFF who instruct in gateway introductory STEM courses, to enhance student outcomes by fostering more inclusive teaching practices and reducing racial disparities in academic achievement. We recommend that institutions adopt inclusive hiring practices, including the use of tailored hiring rubrics, to create a more equitable and supportive learning environment for all students.
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This content will become publicly available on February 26, 2026
Faculty, Academic Careers, and Environments (FACE) Framework: A Guide to Faculty Work for Research, Practice, and Policy
- Award ID(s):
- 2200769
- PAR ID:
- 10637398
- Publisher / Repository:
- Taylor and Francis
- Date Published:
- Journal Name:
- The Journal of Higher Education
- ISSN:
- 0022-1546
- Page Range / eLocation ID:
- 1 to 33
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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