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ABSTRACT Faculty of Color and women faculty face significant obstacles (e.g., isolation, marginalization, tokenism) on the road to tenure and promotion. We translate social psychological research on the contact hypothesis and belonging and adapt previous interventions at other universities to deliver an institutional‐level intervention designed to support faculty belonging and retention. This study utilizes a faculty climate survey and institutional‐level demographic data to assess tenure‐track faculty belonging and retention following the intervention. We observe greater perceptions of institutional support for diversity and lesser disparities in belonging and tenure rates among historically marginalized faculty over three years following the intervention. We discuss how social psychologists may help translate basic research into institutional interventions that promote racial justice and equity. Our work illustrates the potential for targeted initiatives to reduce disparities and promote equity and representation in academia, ultimately benefiting both faculty and students. 

Underrepresented minority (URM) faculty in higher education institutions often lack equal access to mentoring which contributes to high turnover rates. Even with equal access for all faculty, existing mentoring structures may not adequately address the unique needs of URM faculty across the career-span. We developed a Multi-Stage Mentoring Framework which utilizes a network of mentors to attend to the instrumental and psychosocial needs of faculty at every career stage. We evaluated how well existing mentoring programs at one university fit into the framework. Using both quantitative and qualitative responses, we determined that this constellation of institutional mentoring programs cumulatively provide opportunities for both instrumental and psychosocial formal mentoring support for faculty who span the early through late career stages.