Best Practices to Diversify Chemistry Faculty
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Marie Little Fawn Agan [1] ; Reni Joseph [7] ; Armando Rivera-Figueroa [2] ; Benny C. Chan [3] ; Abby R. O'Connor [3] ; Mary Jo Ondrechen [8] ; Wayne E. Jones Jr. [4] ; Peter K. Dorhout [5] ; Ann C. Kimble-Hill [6]
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[1] Norwich University
Norwich University
Town of Northfield, Estados Unidos
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[2] Los Angeles City College
Los Angeles City College
Estados Unidos
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[3] College of New Jersey
College of New Jersey
Township of Ewing, Estados Unidos
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[4] University of New Hampshire
University of New Hampshire
Town of Durham, Estados Unidos
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[5] Iowa State University
Iowa State University
Township of Franklin, Estados Unidos
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[6] Purdue University
Purdue University
Township of Wabash, Estados Unidos
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[7] St. Louis Community College, United States
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[8] Northeastern University, United States
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 1, 2022, págs. 435-443
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Many academic institutions have looked at various ways to make their faculty a more diverse and inclusive group of people that better reflect the demographic swath of their current and future student bodies. This is even more so important in chemistry departments, where there has long been a discussion on the “leaky pipeline” for women and underrepresented groups. The work presented here examines programs and policies at various departments aimed at increasing the diversity of their faculty applicant pool, and compares them against the reception of the general scientific community by way of applicant demographics and the use of a survey instrument designed to ascertain the advertisement language that lends to a more diverse applicant pool. The combination of these results is then used to generate a list of best practices that administrations and academic search committees can use to improve their ability to attract diverse talent.
