Predictors of Diversification of Journalism & Mass Communication Faculties 1989–1998

Abstract

The percentage of faculty in journalism and mass communication programs who are women is increasing, but the change is so gradual that, at the present rate, it will be around the year 2035 before the faculty looks like the students enrolled in journalism and mass communication programs today in terms of gender. The situation is much the same in terms of race and ethnicity. Growth in the percentage of faculty who are not white is such that, at the present rate, it will be at least 2035 before the faculty is as diverse as today's students. The target is moving, however, and by 2035, the percentage of students who are members of racial and ethnic minorities is likely to be higher than it is today. This means that if today's rate of change in journalism and mass communication faculty continues, in 2035 there still will be a gap between the characteristics of the faculty and the students. From 1989 to 1998 - the period for which data on the characteristics of faculty in journalism and mass communication are available- the amount of change averaged across faculties in the country represented the addition of three-fourths of a woman to the faculty. In terms of minorities, the average change was an increase of half a faculty member. Yet some journalism and mass communication programs have made strides in diversifying their faculties, both in terms of gender and race. For example, one journalism program added thirteen women to its faculty from 1989 to 1998, and one added six faculty members who are members of racial or ethnic minorities. What explains that variation? Why have some journalism and mass communication programs enjoyed more success than others in diversifying their faculties? This article examines three different factors that could explain the variability: the characteristics of the region in which the journalism program is located, the characteristics of the university that houses the program, and the characteristics of the journalism program itself. Interviews and observational data are used to answer questions about the forces that explain variability in diversification outcomes. Literature Review Systematic research on the determinants of diversification in journalism and mass communication programs has not been undertaken to date. The review of basic data on the status of women and minorities in journalism education by Manning-Miller and Dunlap1 in this journal offered a sound springboard for study of the topic. Much has been written generally about diversity issues in higher education, with current literature focusing on the impact of affirmative action on student enrollments and the consequences of that enrollment. Bowen and Bok, in their study of students at selective colleges and universities, found that black students performed well in those institutions, graduated at rates higher than the national average, and were successful in their careers after college.2 Cole and Barber, however, reported that black students did less well at selective than at less selective institutions.3 The Top 10 percent plan used in Texas as an alternative to affirmative action has been shown to be ineffective in returning minority enrollment levels to their level under affirmative action at the state's two most selective public universities.4 Renner has noted that, while access to higher education has increased for all Americans in the last thirty years, the biggest gains have been made by whites, not by Hispanics or blacks, resulting in an increasing gap between the races.5 In general, research has shown that having appropriate faculty role models at institutions improves such affirmative action goals as improved enrollment and retention rates. Blackwell,6 for example, found that the best predictor of black student enrollment in professional schools and graduation from those programs was the number of Black faculty in that school. Kaigler-Love7 conducted indepth interviews with seven female faculty members at two universities in Oklahoma to determine how mentoring affects retention of female minority students. …