Increasing faculty diversity : the occupational choices of high-achieving minority students / Stephen Cole, Elinor Barber with Melissa Bolyard and Annulla Linders.

By:

Cole, Stephen, 1941-

Contributor(s):

Barber, Elinor G

Material type: Text

TextPublication details: Cambridge, Mass. : Harvard University Press, 2003.Description: 1 online resource (xvi, 368 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9780674029699
0674029690

Subject(s): Genre/Form:

Electronic books.

Additional physical formats: Print version:: Increasing faculty diversity.DDC classification:

378.1/2/089 21

LOC classification:

LB2332.6 .C65 2003eb

Online resources:

Click here to access online

Contents:

The Problem -- Obtaining the Data -- Ethnic Differences in Occupational Choices -- Influences on Initial Occupational Choice -- The Influence of Academic Performance -- Attitudes toward Academia -- Role Models, Interaction with Faculty, and Career Aspirations / Melissa Bolyard -- The Influence of School Characteristics -- The Pipeline into Academia / Elizabeth Arias -- Policy Recommendations.

Action note:

digitized 2010 HathiTrust Digital Library committed to preserve

Summary: Annotation In recent years, colleges have successfully increased the racial diversity of their student bodies. They have been less successful, however, in diversifying their faculties. This book identifies the ways in which minority students make occupational choices, what their attitudes are toward a career in academia, and why so few become college professors. Working with a large sample of high-achieving minority students from a variety of institutions, the authors conclude that minority students are no less likely than white students to aspire to academic careers. But because minorities are less likely to go to college and less likely to earn high grades within college, few end up going to graduate school. The shortage of minority academics is not a result of the failure of educational institutions to hire them; but of the very small pool of minority Ph. D. candidates. In examining why some minorities decide to become academics, the authors conclude that same-race role models are no more effective than white role models and that affirmative action contributes to the problem by steering minority students to schools where they perform relatively poorly. They end with policy recommendations on how more minority students might be attracted to an academic career.

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Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references (pages 351-358) and indexes.

Use copy Restrictions unspecified star MiAaHDL

Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010. MiAaHDL

Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. MiAaHDL

http://purl.oclc.org/DLF/benchrepro0212

digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL

Print version record.

Annotation In recent years, colleges have successfully increased the racial diversity of their student bodies. They have been less successful, however, in diversifying their faculties. This book identifies the ways in which minority students make occupational choices, what their attitudes are toward a career in academia, and why so few become college professors. Working with a large sample of high-achieving minority students from a variety of institutions, the authors conclude that minority students are no less likely than white students to aspire to academic careers. But because minorities are less likely to go to college and less likely to earn high grades within college, few end up going to graduate school. The shortage of minority academics is not a result of the failure of educational institutions to hire them; but of the very small pool of minority Ph. D. candidates. In examining why some minorities decide to become academics, the authors conclude that same-race role models are no more effective than white role models and that affirmative action contributes to the problem by steering minority students to schools where they perform relatively poorly. They end with policy recommendations on how more minority students might be attracted to an academic career.

English.

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