Anatomy of a Community College Faculty Diversity Program

Abstract

Diversifying the faculty in community colleges, especially with faculty of color, continues to be problematic as we move through the first decade of the 21st Century. National statistics show that overwhelmingly the faculty continues to be Caucasian, even at a time when more and more students are coming from diverse ethnic backgrounds. This seemingly intractable problem is particularly acute in California, where the majority of community college students are students of color, but not the faculty. A faculty diversity program that has been in existence for 17 years has made important progress in changing the situation in southern California. This comprehensive program recruits, trains, and places interns in 10 community colleges in cooperation with a regional university. The results of the program demonstrate that substantial numbers of faculty of color are being prepared by the program and that they are getting hired in community colleges as adjunct and full-time faculty. Community colleges can be and should be proactive in identifying, developing, and hiring faculty of color. They shouldn't wait for other societal institutions to do the job for them. By working cooperatively with other local colleges, community based organizations that involve communities of color, and nearby universities, they have the opportunity to make significant inroads into diversifying their faculty. This program can and should be replicated in other parts of the country as a way to nurture the next generation of community college faculty leaders.

Notes

Scale (1–10) 1 = poor, 5 = average, 10 = excellent, N = 354.

Intern N = 312, Mentor N = 255.

Scale: OUTSTANDING NEEDS IMPROVEMENT 1 2 3 4 5.

N = 289.

Scale: 5 = Strongly agree, 4 = Agree, 3 = Undecided, 2 = Disagree, 1 = Strongly disagree.

*Most former interns were still working on a graduate degree at the time of follow-up.