Demographic Mismatch Research Articles

Inclusive Faculty Hiring: Promising Practices for Increasing Higher Education Faculty Diversity

This paper reviews and synthesizes the extant work on promising practices in recruiting and hiring diverse college faculty in an equitable, inclusive process. First, I discuss the substantial demographic mismatch between faculty, the general working-age population, and undergraduate students. I then discuss the evidence that representational faculty diversity benefits students. I then integrate the literature on promising practices in inclusive faculty recruitment to recommend four strategies: better position advertisements, ongoing, proactive recruitment, thoughtful committee assignment and training, and a more deliberate, deliberative process. I offer multiple tactics within each strategy and urge institutions to adopt and prioritize whatever mix of these and other strategies/tactics makes the most sense for them.

Building cultural awareness and intercultural empathy using the critical incident analysis method

PurposeThe purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools.Design/methodology/approachThis study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey.FindingsIn most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students.Originality/valueThis study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.

Space physics guide to STRIDE: Strategies and tactics for recruiting to improve diversity and excellence

The space physics research community is not diverse. This is especially true at the senior experience levels, but is even true for our student populations, which are also not matching the demographics of the general public. Striving towards a demographic shift to match the general population promotes equity and inclusion. In addition, diversity increases research productivity. Unfortunately, bias exists, including within the space physics research community, and this negatively impacts hiring practices and perpetuates the demographic mismatch. Yet there are many strategies and tactics that can be adopted to counter this problem. A number of these methods are presented and discussed, specifically those regarding the search process for hiring new research group members. The key methods for achieving an equitable search process are as follows: develop a holistic rubric early, even before the job ad is posted; slow down the downselect from the full applicant pool to the short list of finalists so that the rubric can be carefully applied to each candidate; make the interview process as equitable as possible by considering the ways in which it could be biased; and conduct a fair decision-making process that focuses on the job-relevant criteria and avoids global rankings until the final vote.

Classroom Management #Karen: What Can Educators Learn From a Meme?

Much has been written about how race and the demographic mismatch of mostly white teachers teaching mostly Black and brown students has contributed to the over-disciplining of this same population of students. Further, research has shown that when students have teachers of the same race they are less likely to experience exclusionary discipline practices. While recent studies have considered the role of gender, along with race, in school discipline, the focus remains primarily on the gender and race of the students, with fewer studies considering specifically what it might mean for school discipline that U.S. teachers are mostly white women. This paper takes up that focus and applies the recent #Karen meme to an analysis of the school discipline gap, ultimately offering implications for education practitioners and researchers.

A scientist like me: demographic analysis of biology textbooks reveals both progress and long-term lags.

Textbooks shape teaching and learning in introductory biology and highlight scientists as potential role models who are responsible for significant discoveries. We explore a potential demographic mismatch between the scientists featured in textbooks and the students who use textbooks to learn core concepts in biology. We conducted a demographic analysis by extracting hundreds of human names from common biology textbooks and assessing the binary gender and race of featured scientists. We found that the most common scientists featured in textbooks are white men. However, women and scientists of colour are increasingly represented in contemporary scientific discoveries. In fact, the proportion of women highlighted in textbooks has increased in lockstep with the proportion of women in the field, indicating that textbooks are matching a changing demographic landscape. Despite these gains, the scientists portrayed in textbooks are not representative of their target audience-the student population. Overall, very few scientists of colour were highlighted, and projections suggest it could take multiple centuries at current rates before we reach inclusive representation. We call upon textbook publishers to expand upon the scientists they highlight to reflect the diverse population of learners in biology.

The Effects of Demographic Mismatch in an Elite Professional School Setting

Ten years of administrative data from a diverse, private, top-100 law school are used to examine the ways in which female and nonwhite students benefit from exposure to demographically similar faculty in first-year, required law courses. Arguably, causal impacts of exposure to same-sex and same-race instructors on course-specific outcomes such as course grades are identified by leveraging quasi-random classroom assignments and a two-way (student and classroom) fixed effects strategy. Having an other-sex instructor reduces the likelihood of receiving a good grade (A or A–) by 1 percentage point (3 percent) and having an other-race instructor reduces the likelihood of receiving a good grade by 3 percentage points (10 percent). The effects of student–instructor demographic mismatch are particularly salient for nonwhite and female students. These results provide novel evidence of the pervasiveness of demographic-match effects and of the graduate school education production function.

Association of Physician Characteristics With Perceptions and Experiences of Gender Equity in an Academic Internal Medicine Department

The persistence of inequities that disadvantage women physicians remains empirically underexplained. Understanding the cultural factors that are associated with disparities in harassment, discrimination, remuneration, and career trajectory are critical to addressing inequities. To explore how physicians perceive the climate for women physicians and compare perceptions and experiences of gender inequity among physicians based on characteristics including gender, faculty status, parental status, and years in practice. This sequential, explanatory, mixed-methods qualitative study used the Culture Conducive to Women's Academic Success (CCWAS; range 45-225, with higher scores indicating better perceived culture toward women), followed by individual semistructured interviews with physicians at the Department of Medicine of the University of Calgary. All 389 physician members of the Department of Medicine, including academic and clinical physicians and those of any gender, were invited to participate in the survey and interview phases. The culture within the department for women physicians was assessed using the CCWAS score. Scores were compared between respondents' gender and years in practice. Interviews with physicians were used to further explore findings from the CCWAS and to understand experiences and perceptions of gender disparities. A total of 169 of 389 physicians completed the survey (response rate, 43.4%; 102 [59.9%] women; 65 [38.9%] men; and 2 [1.2%] who did not disclose gender); 28 participants (7.2%) elected to participate in an interview (22 [78.6%] women; 6 [21.4%] men). Women physicians perceived the culture of the department toward women as significantly worse than men physicians (median [interquartile range] CCWAS score, 137.0 [118.0-155.0] vs 164.5 [154.0-183.4]; P < .001). Physicians with more than 15 years in practice perceived the culture toward women as significantly more favorable than physicians with 15 years or less in practice (median [interquartile range] CCWAS score, 157.0 [138.8-181.3] vs 147.0 [127.5-164.3]; P = .02). Qualitative data demonstrated that experiences of junior women (ie, physicians who graduated medical school after 1996, when an equal number of men and women in medical school was achieved in Canada) and perceptions of senior men (ie, those who graduated before 1996) were most different; junior women reported high rates of discrimination and harassment, while senior men perceived that the Department of Medicine had achieved gender equity. In this study, senior men physicians' perceptions of gender equity were different from lived experiences of gender inequity reported by junior women physicians. This demographic mismatch between perceptions and experiences of gender equity in medicine may explain the lack of action by leaders and decision-makers in medicine to mitigate disparities.

Editorial Team Introduction

Editorial Team Introduction

Rac(e)ing to punishment? Applying theory to racial disparities in disciplinary outcomes

ABSTRACTIn recent decades, racial disparities in K-12 disciplinary outcomes in the United States have garnered considerable attention. Empirical studies have established that schools’ discipline policies and practices play an important role; however, the lack of an integrated theoretical framework inhibits the discourse on bias and discrimination as a contributing factor. This study aims to close the gap between theory and empirical evidence by examining the contributors to the racial disparities in disciplinary outcomes through theoretical lenses. Our findings indicate that school discipline approaches that predominantly focus on policing minor and subjective behavior may facilitate racial bias in enforcement. Our results suggest that the racial discipline gap may be the product of the: (a) heightened focus on risk management, (b) cultural and demographic mismatch between the teaching workforce and students, and (c) transmission of dominant values through school discipline policies and practices that are reflective of upper and middle-class norms.

Suburban Black Lives Matter

This article explores the range of experiences and meanings of Black life in suburban space. Drawing from educational, historical, and sociological literatures, I argue that an underconsideration of suburban space has left many portraits of educational inequality incomplete. The article outlines the emergence of American suburbs and the formation of the city suburb divide which governs much framing of educational inequality and why this frame has limited thinking about what suburbs are and who lies within them. I follow with a discussion of the contemporary state of the suburbs which are now often more racially, ethnically, and economically diverse than their proximal central cities. There are a variety of suburb types, and this article explores three: majority–minority suburbs, exclusive enclaves, and gateway communities. Each suburb type leads to unique challenges such as demographic mismatch between leadership and school population to considering how ethnicity and race interact with Afro-Latino communities. A discussion of how racialized poverty in suburbia shapes the school and social experiences of Black youth is offered. The article closes with the consideration of the directions researchers should consider and areas of policy that are ripe for reengagement given the diversity of Black experiences in suburban schools.

The Impact of Demographic Representation on Absences and Suspensions

AbstractRepresentative bureaucracy theory is central to public administration scholarship due to the likely relationship between the demographic composition of the public workforce and both the actual and perceived performance of public organizations. Primary school classrooms provide an ideal context in which to test the predictions of representative bureaucracy theory at the micro (student) level. Specifically, as parents have at least some agency over primary school students’ daily attendance, absences partially reflect parental assessments of their child's school, classroom, and teacher. Ensuring students attend school each day represents an effort at coproduction on the part of parents. The representativeness of the teacher workforce, and specifically that of the student's classroom teacher, is therefore likely to influence student absenteeism. Similarly, student suspensions reflect students’ relationships with their teacher, students’ comfort level in the classroom, and teachers’ discretion in the referral of misbehavior. These academically and socially important outcomes provide convenient, objective measures of behaviors that are likely influenced by street‐level representation. Using longitudinal student‐level administrative data from North Carolina, we use a two‐way (student and classroom) fixed effects strategy to identify the impact of student–teacher demographic mismatch on primary school students’ absences and suspensions. We find that representation among street‐level bureaucrats significantly decreases both absenteeism and suspensions and that these effects can be given a causal interpretation. This pushes literature forward by establishing the importance of demographic representation in shaping productive relationships between individual bureaucrats and clients.

Stereotype Threat, Role Models, and Demographic Mismatch in an Elite Professional School Setting

Ten years of administrative data from a diverse, private, top-100 law school are used to examine the ways in which female and nonwhite students benefit from exposure to demographically similar faculty in first-year required law courses. Arguably causal impacts of exposure to same-sex and same-race instructors on course-specific outcomes such as course grades are identified using a two-way (student and classroom) fixed effects strategy. Impacts of faculty representation on long-run, student-specific outcomes such as graduation are identified using an instrumental variables (IV) strategy that exploits transitory variation in the demographic makeup of the faculty. Having an other-sex instructor reduces the likelihood of receiving a good grade (A or A-) by one percentage point (3%) and having an other-race instructor reduces the likelihood of receiving a good grade by three percentage points (10%). The effects of student-instructor demographic mismatch are particularly salient for nonwhite female students. The IV estimates suggest that the share of first-year courses taught by nonwhite instructors increases the probabilities that nonwhite students persist into the second year and graduate on time. These results provide novel evidence of the pervasiveness of role-model effects in elite settings and of the graduate-school education production function.

Stereotype Threat, Role Models, and Demographic Mismatch in an Elite Professional School Setting

Ten years of administrative data from a diverse, private, top-100 law school are used to examine the ways in which female and nonwhite students benefit from exposure to demographically similar faculty in first-year required law courses. Arguably causal impacts of exposure to same-sex and same-race instructors on course-specific outcomes such as course grades are identified using a two-way (student and classroom) fixed effects strategy. Impacts of faculty representation on long-run, student-specific outcomes such as graduation are identified using an instrumental variables (IV) strategy that exploits transitory variation in the demographic makeup of the faculty. Having an other-sex instructor reduces the likelihood of receiving a good grade (A or A-) by one percentage point (3%) and having an other-race instructor reduces the likelihood of receiving a good grade by three percentage points (10%). The effects of student-instructor demographic mismatch are particularly salient for nonwhite female students. The IV estimates suggest that the share of first-year courses taught by nonwhite instructors increases the probabilities that nonwhite students persist into the second year and graduate on time. These results provide novel evidence of the pervasiveness of role-model effects in elite settings and of the graduate-school education production function.

On the origin of the achievement gap

Education Implicit bias is well documented in education, although specific examples and underlying causes are less understood. To learn more about teacher biases, Gershenson et al. used a student fixed-effects strategy to examine the formation of public school teachers' expectations of student educational attainment. Using representative U.S. survey data that contain two teachers' expectations for each student, the effect of student-teacher demographic mismatch was examined. Analysis showed that nonblack teachers have significantly lower educational expectations for black students than do black teachers. These results are the starting point for many additional, and necessary, research projects on this type of bias: How does it form, how can it be eliminated, and what are the long-term effects of its persistence? Econ. Edu. Rev. 10.1016/j.econedurev.2016.03.002 (2016).

Who believes in me? The effect of student–teacher demographic match on teacher expectations

Teachers are an important source of information for traditionally disadvantaged students. However, little is known about how teachers form expectations and whether they are systematically biased. We investigate whether student–teacher demographic mismatch affects high school teachers’ expectations for students’ educational attainment. Using a student fixed effects strategy that exploits expectations data from two teachers per student, we find that non-black teachers of black students have significantly lower expectations than do black teachers. These effects are larger for black male students and math teachers. Our findings add to a growing literature on the role of limited information in perpetuating educational attainment gaps.

White Multicultural Voices in Southern Universities: An Overview

Abstract It is a fact that the diversity of today’s student population in schools across the United States is growing. According to the Center for Public Education (2012), it is also a fact that the majority of teachers in these schools are White, middleclass females. As a result of this demographic mismatch, teacher educators have been charged with the mission to help future teachers embrace multiculturalism so as to effectively meet the needs of this diverse student population. In order for this pedagogical shift to be successful, teacher educators themselves (who are also majority White) must first embrace the tenets of multiculturalism as well. This article introduces the Special Issue of Muticultural Learning and Teaching (MLT) that presents the personal narratives regarding multiculturalism of several White scholars in academia who currently work in the field of teacher education in southern universities where diversity abounds throughout the schools.

The Impact of Teacher Demographic Representation on Student Attendance and Suspensions

Representative bureaucracy theory is central to public administration scholarship due to the likely relationship between the demographic composition of the public workforce and both the actual and perceived performance of public organizations. Primary school classrooms provide an ideal context in which to test the predictions of representative bureaucracy theory at the micro (student) level. Specifically, since parents have at least some agency over primary school students' daily attendance, absences reflect parental assessments of their child's school, classroom, and teacher. The representativeness of the teacher workforce, and specifically that of the student's classroom teacher, is therefore likely to influence student absenteeism. Similarly, student suspensions reflect students' relationships with their teacher, students' comfort level in the classroom, and teachers' discretion in the referral of misbehavior. These academically and socially important outcomes provide convenient, objective measures of behaviors that are likely influenced by street-level representation. Using longitudinal student-level administrative data from the North Carolina, we use a two-way (student and classroom) fixed effects strategy to identify the impact of student-teacher demographic mismatch on primary school students' absences and suspensions. We find that representation among street-level bureaucrats significantly decreases both absenteeism and suspensions and that these effects can be given a causal interpretation. The introduction of two-way fixed effects estimators to public administration scholarship is a secondary contribution of the current study.

Drama, Theatre, and the Infusion of Multiethnic Content: An Exploratory Study

The school-age population in the United States has become increasingly diverse in terms of ethnicity, language, social class, and national origin (Grant and Secada 404). For example, in states such as Texas, New Mexico, Hawaii, and California, students of color--of African, Native American, Latino, and Asian descent-constitute more than 50% of the total student population, making White students the most recent numerical minority (Banks, Multiethnic Education 5). Furthermore, a disproportionate number of these students live at or below the poverty level, and many reside in homes where English is not the first language (Bennett 15). Although students come to school with culturally diverse backgrounds, teachers are predominately White, middle class, English-speaking, and female (National Education Association 78-80). Such a demographic mismatch between the student population and teacher workforce suggests that teachers will need to have specific knowledge and competencies to effectively understand and relate to diverse groups of students (Baruth and Manning 200-204).

Analysis of covariance as a remedy for demographic mismatch of research subject groups: some sobering simulations.

Analysis of Covariance (ANCOVA) is often used in neuropsychological studies to effect ex-post-facto adjustment of performance variables amongst groups of subjects mismatched on some relevant demographic variable. This paper reviews some of the statistical assumptions underlying this usage. In an attempt to illustrate the complexities of this statistical technique, three sham studies using actual patient data are presented. These staged simulations have varying relationships between group test performance differences and levels of covariate discrepancy. The results were robust and consistent in their nature, and were held to support the wisdom of previous cautions by statisticians concerning the employment of ANCOVA to justify comparisons between incomparable groups. ANCOVA should not be used in neuropsychological research to equate groups unequal on variables such as age and education or to exert statistical control whose objective is to eliminate consideration of the covariate as an explanation for results. Finally, the report advocates by example the use of simulation to further our understanding of neuropsychological variables.