Faculty diversity in California environmental studies departments: implications for student learning

Abstract

Faculty diversity is an important driver of student success, especially for students of color. Yet, faculty diversity has not kept pace with the increase in student diversity within US 4-year postsecondary institutions. While students of color make up 42.5% of this population, faculty of color only constitute 24.4%. This study empirically examines these trends in environmental studies departments in California. Using survey data collected from faculty within 22 such departments in the University of California (UC) and California State University (CSU) systems, this study explores the demographic characteristics of faculty in these departments, how these demographics are related to tenure status, and the implications of these results for student success. Importantly, we show that despite students of color constituting 58.2% (UC) and 52.4% (CSU) of the student population within environmental studies departments, faculty of color only represent 22.5% (UC) and 17.7% (CSU) within these departments. These disparities are even more pronounced for Black/African American, Latinx, and Native American populations, which is particularly problematic since many of these schools are Hispanic-Serving Institutions. We conclude that UC and CSU environmental studies departments must take seriously the task of diversifying their faculty and argue that anti-racist training for hiring committees, differentiated support for faculty of color, and creating an inclusive campus climate are key factors for the recruitment and retention of faculty of color.