Underrepresented Minority Faculty
Resources for Faculty of Color & Minority Faculty
Welcome to the Faculty of Color and Underrepresented Minority Faculty (URM) resource page. This page is designed to provide information for all Drexel faculty members about the experiences and issues that may affect faculty of color and minority faculty members at Drexel and elsewhere.
An excellent introductory resource is “Keeping Our Faculties: Addressing the Recruitment and Retention of Faculty of Color” which includes the proceedings of a 2002 conference at the University of Minnesota
URM Faculty Interest Group
The mission of the Under-Represented Minority (URM) Faculty Interest Group is to foster a greater sense of community and mutual support among the under-represented faculty while enhancing cultural inclusivity at the University. The group strives to bring together individuals who have an active interest in promoting racial equity and furthering the success of URM faculty.
Established in the fall of 2015, the URM Faculty Interest Group was created as an informal forum for learning and dialogue. The group is faculty-driven and aims to meet the self-identified needs of Drexel’s faculty of color, while providing an opportunity for networking and forming cross-disciplinary connections.
- Fred Allen, PhD, Teaching Professor and Associate Director for Undergraduate Education, School of Biomedical Engineering Science and Health Systems
*In 2010, the U.S. Department of Education conducted a study which showed that URM faculty are historically and contemporarily underrepresented in all disciplines among faculty. Four groups are considered underrepresented in higher education relative to their proportion in the general U.S. population and are defined as such by the National Science Foundation: African American/Black, Hispanic, Pacific Islander, and Native American.
Books and Articles
Jaschik, S. (2015, April 20). Which Groups Are Favored? Inside Higher Ed.
Flaherty, C. (2015, April 6). Does faculty diversity need targets? Inside Higher Ed
Nunez-Smith, M., Ciarleglio, M. M., Sandoval-Schaefer, T., Elumn, J., Castillo-Page, L., Peduzzi, P., Bradley, E.H. ( 2012). Institutional variation in the promotion of racial/ethnic minority faculty at US medical schools. American Journal of Public Health, 102(5), 852-858.
Nelson, D. J., & Rogers, D. C. (2004). A national analysis of diversity in science and engineering faculties at research universities.
Reflecting on 20 years on minorities in higher education and the ACE annual status report (2004). Washington, DC: American Council on Education: Center for Advancement of Racial and Ethnic Equity.
Antonio, A.L. (2003). Faculty of color and scholarship transformed: New arguments for diversifying faculty. Diversity Digest 3(2), 6-7.
Castellanos, J., & Jones, L. (Eds.). (2003). The majority in the minority: Expanding the representation of Latina/o faculty, administrators and students in higher education. Herndon, VA: Stylus Publishing.
Cole, S., & Barber, E. G. (2003). Increasing faculty diversity: The occupational choices of high-achieving minority students. Cambridge, MA: Harvard University Press.
Essien, V. (2003). Visible and invisible barriers to the incorporation of faculty of color in predominantly white law schools. Journal of Black Studies, 34(1), 63-71.
Fenelon, J. (2003). Race, research, and tenure: Institutional credibility and the incorporation of African, Latino, and American Indian faculty. Journal of Black Studies, 34(1), 87-100.
Hamilton, K. (2003). Mission possible. Black Issues in Higher Education, 20(18), 24-28.
Reid, Landon D., & Radhakrishnan, Phanikiran, (2003). Race matters: The relation between race and general campus climate. Cultural Diversity & Ethnic Minority Psychology, 9(3), 263-275.
Sadao, K. C. (2003). Living in two worlds: Success and the bicultural faculty of color. Review of Higher Education, 26(4), 397-418.
Segura, D. A. (2003). Navigating between two worlds: The labyrinth of Chicana intellectual production in the academy. Journal of Black Studies, 34(1), 28-51.
Turner, C. S. (2003). Incorporation and marginalization in the academy: From border toward center for faculty of color? Journal of Black Studies, 34(1), 112-125.
Weems, Robert E. (2003). The incorporation of black faculty at predominantly white institutions: A historical and contemporary perspective. Journal of Black Studies, 34(1), 101-111.
Agathangelou, A.M., & Ling, L.H.M. (2002). An unten(ur)able position: The politics of teaching for women of color in the US. International Feminist Journal of Politics, 4(3), 368-399.
Antonio, A. L. (2002). Faculty of color reconsidered: Reassessing contributions to scholarship. The Journal of Higher Education, (September/October), 582-602.
Bernal, D. D., & Villalpando, O. (2002). An apartheid of knowledge in academia: The struggle over the "legitimate" knowledge of faculty of color. Equity & Excellence in Education, 35(2), 169-180.
Chait, R. P., & Trower, C. A. (2002). Faculty diversity: Too little for too long. Harvard Magazine, March-April 2002, 33-36.
Clewell, B. C., & Campbell, P. B. (2002). Taking stock: Where we’ve been, where we are, where we’re going. Journal of Women and Minorities in Science and Engineering, 8(3&4), 255-284.
Cooper J.E., & Dannelle D. Stevens. (2002). Tenure in the sacred grove: Issues and strategies for women and minority faculty. Albany, NY: State University of New York Press.
Delgado Bernal, D., & Villalpando, O. (2002). The apartheid of knowledge in the academy: The struggle over "legitimate" knowledge for faculty of color. Journal of Equity and Excellence in Education, Special Issue on Critical Race Theory in Education, 35(2), 169-180.
Johnson, Barbara J., & Harvey, William (2002). The socialization of black college faculty: Implications for policy and practice. Review of Higher Education, 25(3), 297-314.
Jones, L. (Ed.). (2002). Making it on broken promises: Leading African American male scholars confront the culture in higher education. Sterling, VA: Stylus Publishing.
McKenzie, M. M. (2002). Labor above and beyond the call: A black woman scholar in the academy. Sister circle: Black women and work. (S. Harley & T. W. a. W. Collective (Eds.)). New Brunswick, NJ: Rutgers University Press.
NCES. (2002). The condition of education 2002: status of women and minority faculty. National Center for Education Statistics.
Pérez, Z. M. (2002). Toward recruiting and retaining Latino students and faculty: Gauging commitment. Perspectivas, 15-26.
Smith, W.A., Altbach, P.G., & Lomotey, K. (Eds.). (2002). The racial crisis in American higher education. Albany, NY: State University of New York Press.
Thurman, T. (2002). Are we there Yet? Retaining faculty of color. Black Issues in Higher Education.
Turner, C. S. V. (2002). Women of color in academe: Living with multiple marginality. The Journal of Higher Education, 73(1), 74-93.
Villalpando, O., & Delgado Bernal, D. (2002). A critical race theory analysis of barriers that impede the success of faculty of color. The racial crisis in American higher education: Continuing challenges for the twenty-first century. (P. W. Smith & P. G. Altbach & K. Lomotey (Eds.). Albany: State University of New York Press.
Harvey, W. B. (2001). Minorities in higher education 2000-2001: Eighteenth annual report status report. Washington, DC: American Council on Education.
Jones, L. (2001). Retaining African Americans in higher education. Sterling, VA: Stylus Publishing.
Thomas, G.D., & Hollenshead, C. (2001). Resisting from the margins: The coping strategies of black women and other women of color faculty members at a research university. The Journal of Negro Education, 70(3), 166-175.
Allen, W. R., Epps, E. G., Guillory, E. A., Suh, S. A., & Bonous-Hammarth, M. (2000). The black academic: Faculty status among African Americans in U.S. higher education. The Journal of Negro Education, 69(1&2), 112-127.
Aquirre, A. (2000). Women and minority faculty in the academic workplace: Recruitment, retention, and academic culture. ASHE-ERIC Higher Education Reports, 27(6), 1-110.
Baez, B. (2000). Race-related service and faculty of color: Conceptualizing critical agency in academe. Higher Education, 39(3), 363-391.
Butner, B. K., Burley, H., & Marbley, A. F. (2000). Coping with the unexpected: Black faculty at predominantly white institutions. Journal of Black Studies, 30(3), 453-462.
Essed, P. (2000). Dilemmas in leadership: Women of colour in the academy. Ethnic and Racial Studies, 23(3), 888-904.
Garcia, M. (2000). Succeeding in an academic career: A guide for faculty of color. Westport, CT: Greenwood Press.
Gunning, S. (2000). Now that they have us, what’s the point? (S. G. Lim & M. Herrera-Sobek (Eds.)). Power, Race, and Gender in Academe: Strangers in the Tower? 171-182. New York:Modern Language Association.
Horton, H. W. (2000). Perspectives on the current status of the racial climate relative to students, staff, and faculty of color at predominantly white colleges/universities in America. Equity & Excellence in Education,33(3), 35-37.
Jones, L. (Ed.). (2000). Brothers of the academy: Up and coming black scholars earning our way in higher education. Sterling, VA: Stylus Publishing.
Laden, B. V., & Hagedorn, L. S. (2000). Job satisfaction among faculty of color in academe: Individual survivors or institutional transformers. New Directions for Institutional Research, 105, 57-66.
Medina, C., & Luna, G. (2000). Narratives from Latina professors in higher education. Anthropology & Education Quarterly, 31(1), 47-66.
Moody, J. (2000). Tenure and diversity: some different voices. Academe, 86(3), 30-33.
Rai, K. B., & Critzer, J. W. (2000). Affirmative action and the university: Race, ethnicity, and gender in higher education employment. Lincoln, NE: University of Nebraska Press.
Turner, C.S., & S.L. Myers, Jr. (2000). Faculty of color in academe: Bittersweet success. Needham Heights, MA: Allyn and Bacon.
Hamlet, J. D. (1999). Giving the sistuhs their due: The lived experiences of African American women in academia. Nature of a sistuh: Black women's lived experiences in contemporary culture. (In T. McDonald & T. Ford-Ahmed (Eds.)). Durham, NC: Carolina Academic Press.
Harvey, W.B. (1999). Grass roots and glass ceilings: African American administrators in predominantly white colleges and universities. State University of New York Press.
Erickson, C.D., & Rodriguez, E.R. (1999). Indiana Jane and the temples of doom: Recommendations for enhancing women and racial/ethnic faculty's success in academia. Innovative Higher Education, 24(2), 149-168.
Turner, C.S., S.L. Myers, Jr., & J.W. Creswell. (1999). Exploring underrepresentation: The case of faculty of color in the Midwest. The Journal of Higher Education. 70(1), 27-59.
Azoulay, K.G. (1998). (White) women and (racial) diversity in the academy: Reflections on intentions and interventions. Review of Education/Pedagogy/Cultural Studies, 20(3), 211-217.
Blackshire-Belay, C. (1998). Under attack: The status of minority faculty members in the academy. Academe, 84(4), 30-36.
Committee on Women in Psychology and APA Commission on Ethnic Minority Recruitment, Retention, and Training in Psychology. (1998). Surviving and thriving in academia: A guide for women and ethnic minorities. Washington, DC.
de la Luz Reyes, M., & J.J. Halcon. (1998). Racism in academia: The old wolf revisited. Harvard educational review, 58(3), 299-314.
Johnsrud, L.K., & K.C. Sadao. (1998). The common experience of 'otherness': Ethnic and racial minority faculty. Review of Higher Education. 21(4), 315-342.
Benjamin, L. (Ed.). (1997). Black women in the academy: Promises and perils. Gainsville, FL: University Press of Florida.
De Castell, S., & M. Bryson (Eds.). (1997). Radical interventions: Identity, politics, and difference/s in educational praxis. Albany, NY: State University of New York Press.
Padilla, R., & Rudolfo Chávez (Eds.) (1995). The leaning ivory tower: Latino professors in American universities. Albany, NY: State University of New York Press.
Aguirre Jr., A., R. Martinez, & A. Hernandez. (1993). Majority and minority faculty perceptions in academe. Research in Higher Education. 34(3), 371-384.
Cuadraz, G. H. (1993). Meritocracy (un)challenged: The making of a Chicano and Chicana professoriate and professional class. University of California, Berkeley, Berkeley, CA.
Phillip, M. C. (1993). Feminism in black and white: Despite gains, sexism and racism present unique hurdle for black women in academia. Black Issues in Higher Education 11, 12-17.
Nieves-Squires S. (1991). Hispanic women: Making their presence on campus less tenuous. Washington, DC: Association of American Colleges, Project on the Status and Education of Women.
Frierson Jr, H.T. (1990). The situation of black educational researchers: Continuation of a crisis. Educational researcher. 19(2), 12-17.
Moses Y.T. (1989). Black women in academe: Issues and strategies. The Association of American Colleges and Universities. Project on the Status and Education of Women.
Banks, W.M. (1984). Afro-American scholars in the university. American Behavioral Scientist, 27(3), 325-338.
McKay, N. (1983). Black woman professor—white university. Women’s studies international forum. 6(2), 143-147.