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首页> 美国卫生研究院文献>Journal of Undergraduate Neuroscience Education >Retention of Underrepresented Minority Faculty: Strategic Initiatives for Institutional Value Proposition Based on Perspectives from a Range of Academic Institutions
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Retention of Underrepresented Minority Faculty: Strategic Initiatives for Institutional Value Proposition Based on Perspectives from a Range of Academic Institutions

机译：保留代表性不足的少数民族教师：基于一系列学术机构的观点进行的机构价值主张的战略举措

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摘要

The student and faculty make-up of academic institutions does not represent national demographics. Racial and ethnic minorities are disproportionately underrepresented nationally, and particularly at predominantly white institutions (PWIs). Although significant efforts and funding have been committed to increasing points of access or recruitment of under-represented minority (URM) students and faculty at PWIs, these individuals have not been recruited and retained at rates that reflect their national proportions. Underrepresentation of URMs is particularly prevalent in Science, Technology, Engineering, and Mathematics (STEM) disciplines. This reality represents a national crisis given a predicted shortage of workers in STEM disciplines based on current rates of training of all individuals, majority and URM, and the intersection of this limitation with persistent challenges in the recruitment, training, retention and advancement of URMs who will soon represent the largest pool of future trainees. An additional compounding factor is the increasingly disproportionate underrepresentation of minorities at higher professorial and administrative ranks, thus limiting the pool of potential mentors who are correlated with successful shepherding of URM students through STEM training and development. We address issues related to improving recruitment and retention of URM faculty that are applicable across a range of academic institutions. We describe challenges with recruitment and retention of URM faculty and their advancement through promotion in the faculty ranks and into leadership positions. We offer specific recommendations, including identifying environmental barriers to diversity and implementing strategies for their amelioration, promoting effective and innovative mentoring, and addressing leadership issues related to constructive change for promoting diversity.
机译：学术机构的学生和教职员工组成并不代表全国人口统计资料。在全国范围内，少数民族和少数民族的比例过低，尤其是在白人机构（PWI）中。尽管已经做出了巨大的努力和资金投入，以增​​加访问或招募PWI代表性不足的少数族裔学生和教师的机会，但是这些人员的招募和保留率并不能反映其国家比例。 URM的代表性不足在科学，技术，工程和数学（STEM）学科中尤其普遍。基于当前对所有个人，多数和URM的培训率，预计STEM学科中的工人短缺，并且这一局限性与URM的招募，培训，保留和发展方面的持续挑战相交，因此，这种现实代表着国家危机不久将成为未来培训学员中最大的一群。另一个复合因素是，在较高的教授和行政级别中，少数族裔的比例越来越低，这限制了与通过STEM培训和发展成功培养URM学生相关的潜在导师队伍。我们致力于解决与提高URM教师的招聘和留任率有关的问题，这些问题适用于许多学术机构。我们描述了招募和保留URM教职人员所面临的挑战，以及通过晋升到教职职级和晋升为领导职位而面临的挑战。我们提供具体建议，包括确定导致多样性的环境障碍并实施改善策略，促进有效和创新的指导，并解决与建设性变革有关的领导问题，以促进多样性。

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