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Myra Gordon (2004) argues that “the real reason for a general failure to diversify lies in the culture and practices typically associated with faculty hiring” (p. 184). This chapter examines the faculty hiring process and how it contributes to the underrepresentation of female faculty of color and to what happens to them if they are hired. Drawing on the existing literature and insights from critical theory and signal theory, the dissection of the process considers how institutionalized norms characteristic of the dominant group in the academy (white, males) play a role in the exclusion (oppression) of nontraditional candidates, and signal their fit with those norms.

Diversity is a somewhat amorphous concept; however, it is crucial to our growth as a nation, especially the growth and personal development of college and university students. Most college and university campuses are diverse societies, composed of individuals of many ethnicities, religions, ages, sexual identities, and physical abilities. It is not hard to see the diversity on a campus; people of different backgrounds and cultures comprise the vast majority of the campus population. The University Diversity and Inclusion Office commonly has a vice president, an associate provost, or chief diversity officer for diversity who serves as the senior administrative head. This leader has the responsibility to provide educational activities and programs systematically.

This chapter discusses the role that the University Diversity and Inclusion Office plays in educating the campus about global diversity awareness and inclusivity excellence. The chapter outlines a systematic and flexible approach to addressing the demographic shift that is occurring on college and university campuses and how best to deal with campus bias incidents. The components of the University Diversity and Inclusion Office strategic direction are examined with particular attention focused on the role of the office, its leadership, and the mission of the institution. A section on proposed successful campus-wide diversity initiatives is included as examples of an essential endeavor that enhances campus diversity. This organizational structure has won a national (HEED) Higher Education Excellent in Diversity Award.

The purpose of this paper is to describe a mentoring program developed at a large predominantly white research university that was aimed at retaining and advancing women faculty of color. The ADVANCE Scholar Program pairs each scholar for two years with a senior faculty member at the university who serves as an internal advocate, and with an eminent scholar outside the university who helps the scholar gain prominence in their discipline.

This paper offers a case study of the ADVANCE Scholar Program. The authors describe the intersectional approach to organizational change in this conceptual framework and provide a brief overview of the institution and precursors to the development of the Scholar program. The authors describe the program itself, its rationale, structure and participants in the program.

Overall, the program generated a positive reception and outcomes, and the authors suggest that such a program has the potential to make a positive difference in making the university a more supportive place for a diverse professoriate and recommend it as a model for adoption at other predominantly white research universities.

By publishing the operations and the outcomes of this faculty mentoring program, we expect to contribute broadly to a more supportive campus climate for a diverse professoriate. We have developed, implemented, and continue to study this successful model to retain minoritized faculty scholars in the professoriate.

Women faculty of color are often assigned to serve on committees to meet diversity objectives of the institution and are sought after by students of color from across the university, but this service is not considered. This program, the ADVANCE Scholar Program, pairs each scholar with a senior faculty member who serves as an internal advocate, and an external eminent scholar who guides the scholar in gaining national prominence. These efforts to retain and promote minoritized faculty scholars, altogether, have important implications on the pervasive issues affecting many members of academic communities at the individual, interpersonal and the institutional levels.

This case study provides an innovative strategy to tackle the lack of role models and the experiences of social isolation that occurs for women faculty of color with multiply marginalized status. Hence, women faculty of color benefit from a valuable, institutionally supported, university-wide mentoring program designed to increase diversity of minoritized faculty in the professoriate ranks.

Research to improve access and equity for women of color in higher education offers insights on the nuanced challenges and opportunities that exist today. In the past, women of color confronted overt discrimination in their pursuit of educational and career attainment. Today, they are likely to face more subtle practices couched in what Miller (2010) coins, the “deservingness” status suggesting that although women of color have gained entry in the academy, they come under scrutiny in their faculty and administrative roles. Despite such scrutiny, their presence in the academy has brought them a measure of social independence, ushered in multiple perspectives to enrich students' learning experiences, and have challenged traditional approach to research knowledge, and leadership theories and practices (Glazer Raymo, 2008; Jean-Marie, Williams & Sherman, 2009; Lloyd-Jones, 2009).

Research literature examining the experiences of faculty of color, particularly women in higher education, reveals a pattern of institutional and attitudinal barriers, which is directly linked to successful recruitment and retention of learners and faculty of color (Brayboy, B. M. (2003). The implementation of diversity in predominately White colleges and universities. Journal of Black Studies, 34(1), 72–87; Gregory, 2001; Hughes, R. L., & Howard-Hamilton, M. F. (2003). Insights: Emphasizing issues that affect African American women. In: M. F. Howard-Hamilton (Ed.), New directions for student services. Meeting the needs of African American women (104, pp. 95–104). San Francisco, CA: Jossey-Bass; Park, J. J., & Denson, N. (2009). Attitudes and advocacy: Understanding faculty views on racial/ethnic diversity. The Journal of Higher Education, 80(4), 415–438; Project MUSE; Stanley, C. A. (Ed.) (2006). Faculty of color: Teaching in predominantly White colleges and universities. Bolton, MA: Anker Publishers; Turner, 2002; Watson & Shealey, 2010). This chapter provides a review of the recent and relevant research on Black women in teacher education. In addition, the authors conducted a review of research specifically addressing the experiences of Black women in teacher education during the last 10 years. Findings from this summative analysis highlight recent research on the experiences of Black women faculty and shed light on the implications for future research as well as leadership and program development.

This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.

The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA.

This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program.

The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care.

This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.

Bringing renewed attention to the anemic representation of Black women within the teaching profession, this chapter begins by chronicling the history of Black women in teacher education – from the Reconstruction Era to the 21st century – in an effort to highlight the causes of their conspicuous demographic decline. Next, it is argued that increasing the number of Black women in the teaching profession is a worthwhile endeavor although the rationales for such targeted efforts may not be obvious or appreciated by the casual observer. It is, therefore, important to illuminate the multiple justifications as to why it is essential to improve the underrepresentation of Black women in America’s classrooms. Lastly, it is asserted that serious attention is required to reverse the dramatic exodus of Black women from the teaching profession. In conveying this issue, the author shares special emphasis recruiting tactics, for the national, programmatic, and local school district levels, as promising proposals to enlist and retain more Black women in the teaching profession.

African-American and Latino students are failing to make the grade in higher education. The numbers of black and Hispanic college graduates lag significantly behind white and Asian-American students, and the numbers are even lower at the master's and doctorate level (Ryu, 2010). And while Latino/as are the largest and fastest growing racial/ethnic group in the United States, they remain the least well educated at all levels of degree attainment. As educators, we are left challenged as to how to break the cycle. In many instances, colleges and universities succeed at the recruitment of students of color, yet retention and attrition are more daunting tasks. We include as part of this reflection piece – and a way to inform this chapter – reference to research (Peña, Hernandez, Viernes-Turner & Dirks, 2007) we conducted with several colleagues that studied African-Americans and Latinos/as in higher education, as well as our personal observations as mentors in minority mentoring programs. We also offer our insights as two academics who were once thought of as high-risk students but are now enjoying careers in the field of sociology. We have discovered that minority students value seeing their own as not only professors but in the first author's case, an associate dean.