A diverse and inclusive scientific community is more productive, innovative and impactful, yet ecology and evolutionary biology continues to be dominated by white male faculty. We quantify faculty engagement in activities related to diversity and inclusion and identify factors that either facilitate or hinder participation....
Read MoreRead MoreThe existing discourse highlighting Black faculty experiences in the classroom are largely hidden among studies that center the experiences of Faculty of Color who teach courses about race, gender, and/or diversity, regardless of their faculty status. And, even fewer of those studies unpack how their...
Read MoreRead MoreMany college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial...
Read MoreRead MoreThis article analyzes 255 articles published in seven peer-reviewed journals over a 10-year period and presents examples of how higher education researchers undertake the study of campus racial climates; racial differences in access, outcomes, and attainment; and the experiences of students, faculty, and administrators of...
Read MoreRead MoreIn this article, a case is made for improving the school success of ethnically diverse students through culturally responsive teaching and for preparing teachers in preservice education programs with the knowledge, attitudes, and skills needed to do this. The ideas presented here are brief sketches...
Read MoreRead MoreThe purpose of this study was to explore the current racial climate for Black and Hispanic faculty at three predominantly White flagship universities with regard to the climate for faculty diversity and diversity discourse.The research paradigm was qualitative using evaluative case study method (Yin, 2009)...
Read MoreRead MoreSocial dominance theory (Sidanius & Pratto, 1999) contends that institutional-level mechanisms exist that reinforce and perpetuate existing group-based inequalities, but very few such mechanisms have been empirically demonstrated. We propose that gendered wording (i.e., masculine- and feminine-themed words, such as those associated with gender stereotypes)...
Read MoreRead MoreOur paper focuses on the role that the gender composition of the leaders of American colleges and universities - trustees, presidents, and provosts - play in influencing the rate at which academic institutions diversify their faculty across gender lines. Our analyses make use of institutional...
Read MoreRead MoreStereotype research emphasizes systematic processes over seemingly arbitrary contents, but content also may prove systematic. On the basis of stereotypes' intergroup functions, the stereotype content model hypothesizes that (1) 2 primary dimensions are competence and warmth, (2) frequent mixed clusters combine high warmth with low...
Read MoreRead MoreAddressing the underrepresentation of women in science is a top priority for many institutions, but the majority of efforts to increase representation of women are neither evidence-based nor rigorously assessed. One exception is the gender bias habit-breaking intervention (Carnes et al., 2015), which, in a...
Read MoreRead More