Ethnic Minority Faculty Research Articles

Examining the Gap Between Medical School Matriculation and Graduation Rates Amongst Self-Identified Minorities

Despite increasing diversity, data indicates that there is a gap between the matriculation or admission of and graduation rates amongst medical students who identify with racial or ethnic minority groups. The purpose of this study was to identify barriers experienced by minority medical students that may account for this gap. An IRB approved online survey was created, and distributed electronically to minority medical students, residents, and practicing physicians. Information on demographics, family dynamics, academic struggles, health issues, financial difficulties and faculty diversity was collected via self-report. Participants (n=167) who completed the survey identified as Black/African/African American (60%), Hispanic/Latinx (26%), Asian (8%), and as Other racial or ethnic minority (6%). The majority of survey participants graduated within the traditional 4 years of medical school (83%) and 17% did not. The most frequently reported reason was to pursue academic advancement (42%) which included completing a research year, dual degree, or PhD. The second reason was due to academic deficiencies (38%), either course failure or failure of a board exam. The majority of respondents (59%) also reported not having enough faculty members who were members of racial or ethnic minority groups at their medical school. Our data suggests the majority of racial and ethnic minority medical students graduate within the traditional 4 years of medical school. However, if they do not, it is either due to academic advancement to become a more successful residency applicant, or due to academic issues. The majority of respondents reported that they perceive a lack of racial and ethnic minority faculty members in academics.

Perceptions of support by nursing faculty of color.

Racial and ethnic minority faculty members within nursing academia are critical to the recruitment and training of a diverse health care workforce. Effective strategies and opportunities for the success of minorities within nursing faculty must be identified and explored. The purpose of this paper is to identify strategies for support being utilized by nursing faculty of color, and support systems that practicing faculty of color believe would aid their success in academia. This descriptive survey used an 18-item online survey distributed to faculty of color in nursing academic institutions throughout the United States. Of the completed surveys, 116 responses met inclusion criteria. Common themes from faculty of color emerged regarding the importance of mentorship, faculty development, networking and acknowledgement. Respondents noted their experience with successful support systems and strategies and support systems they found to be lacking. Strategies were recommended for promoting faculty of color in schools and colleges of nursing.

Developing a program for social work with Latino populations: a case study

ABSTRACTThis paper presents a case study of the development of a program in a large U.S. School of Social Work to train social work students to work with Latina/o populations entitled ‘Latino/a Initiatives for Service, Training, and Assessment’ (LISTA). Using a case study methodology, this work fills a current gap in the literature as it examines the programmatic and curricular dynamics associated with such an effort. The methods section details LISTA’s planning process and early implementation. This includes the demographic, theoretical, and professional context of the program along with the stages of curricular development. The results section examines LISTA’s current curriculum, including three courses, field placements and study abroad program, as well as its assessment processes. It further examines issues and challenges related to developing a new curricular emphasis in a graduate program, including funding, recruitment, and securing field placements. The discussion section provides a set of recommendations, including the institutionalization of mechanisms for community feedback and the recruitment of ethnic minority students and faculty. LISTA serves as a potential model for recruiting and training social workers to serve diverse ethnic minority populations.

<i>Neither Jew nor Gentile: Exploring Issues of Racial Diversity on Protestant College Campuses</i> (review)

Reviewed by: Neither Jew nor Gentile: Exploring Issues of Racial Diversity on Protestant College Campuses Dafina Lazarus Stewart Neither Jew nor Gentile: Exploring Issues of Racial Diversity on Protestant College Campuses. George Yancey. 2010. New York: Oxford University Press. 200 pp. Hardcover: ISBN 978-0-19-973543-3 ($29.95). George Yancey's (2010) latest book continues his research concerning Protestant colleges and issues of racial diversity in this institutional context. The book reports findings of Yancey's study of the matriculation and graduation of students of color at these institutions as well as the perceptions of various institutional diversity initiatives by both racial majority students and racial and ethnic minority students. Yancey uses his findings to make several recommendations to predominantly White Protestant colleges to bolster their recruitment and retention of racial and ethnic minority students and improve the effectiveness of institutional diversity initiatives. The book is organized in seven chapters. The initial chapters provide a context for discussing issues of racial diversity in higher education (chapter 1) and then in predominantly White Protestant colleges (chapter 2). Yancey's review of the literature regarding general differences found between how Whites and non-Whites understand race and racism is thorough and insightful. In chapter 2, Yancey also presents survey data from 161 colleges on the diversity initiatives likely to be used by predominantly White Protestant colleges, distinguishing those initiatives more likely to be used by either mainline versus conservative (defined as those institutions with denominational affiliations or sponsorships that are recognized as fundamentalist or evangelical Christian in theology and dogma) institutions. Beginning with chapter 3, Yancey then proceeds to walk the reader through the data from his study, first reporting the correlational study of factors related to matriculation and graduation of racial and ethnic minority students at the predominantly White mainline and conservative Protestant colleges in his survey sample. Yancey distinguished among those factors significantly related to matriculation and graduation of African American, Hispanic American, Native American, and Asian American college students and found that different initiatives were correlated to the matriculation and graduation of students from each of these four racial and ethnic groups. Among his findings were that the celebration of heritage months and multicultural student organizations were significantly correlated to the matriculation and graduation of African American and Native American college students. For Hispanic American and Asian American college students, their matriculation and graduation were significantly correlated to the presence of diversity-related courses in the curriculum and faculty [End Page 915] from racial and ethnic minority groups. Yancey suggests that differences among these groups' racialized experiences in the United States may account for these differences. In chapters 4 and 5, Yancey reports data from students themselves, both White (chapter 4) and non-White (chapter 5), sharing their perceptions of the effectiveness of various institutional diversity initiatives on changing the racial climate of their campuses and increasing majority student understanding of issues of race and racism. A total of 460 students from ten colleges completed the survey, 324 self-identifying as White and the remainder self-identifying as Black (45), Hispanic (31), Asian (25), multiracial (23), or other (10). The final two chapters, chapters 6 and 7, discuss the implications of Yancey's findings. In chapter 6, Yancey particularly focuses on what he identifies as his most notable findings, including the effect of having racial and ethnic minority faculty. He concludes the book in chapter 7 by offering specific recommendations for Protestant colleges and exploring the transferability of his findings for non-Protestant predominantly White colleges and universities. Although a significant body of literature exists that has studied issues of racial diversity in U.S. higher education, which Yancey reviews in the first chapter, there has been no research that particularly examines the unique institutional context of sectarian higher education and Protestant colleges, in particular. Yancey's research stands as a notable effort to fill this void in the literature. Moreover, Yancey's careful attention to the potpourri of existing institutional diversity initiatives and the realization that these initiatives may differentially influence the academic persistence and experiences of students with respect to race is laudable. Also noteworthy is Yancey's recognition that it was important to study...

Faculty Diversity Programs in U.S. Medical Schools and Characteristics Associated With Higher Faculty Diversity

To describe diversity programs for racial and ethnic minority faculty in U.S. medical schools and identify characteristics associated with higher faculty diversity. The authors conducted a cross-sectional survey study of leaders of diversity programs at 106 U.S. MD-granting medical schools in 2010. Main outcome measures included African American and Latino faculty representation, with correlations to diversity program characteristics, minority medical student representation, and state demographics. Responses were obtained from 82 of the 106 institutions (77.4%). The majority of the respondents were deans, associate and assistant deans (68.3%), members of minority ethnic/racial background (65.9% African American, 14.7% Latino), and women (63.4%). The average time in the current position was 6.7 years, with approximately 50% effort devoted to the diversity program. Most programs targeted medical trainees and faculty (63.4%). A majority of programs received monetary support from their institutions (82.9%). In bivariate analysis, none of the program characteristics measured were associated with higher than the mean minority faculty representation in 2008 (3% African American and 4.2% Latino faculty). However, minority state demographics in 2008, and proportion of minority medical students a decade earlier, were significantly associated with minority faculty representation. Medical student diversity 10 years earlier was the strongest modifiable factor associated with faculty diversity. Our results support intervening early to strengthen the minority medical student pipeline to improve faculty diversity. Schools located in states with low minority representation may need to commit additional effort to realize institutional diversity.

Commentary: The Building the Next Generation of Academic Physicians Initiative: Engaging Medical Students and Residents

Data from the 2010 U.S. Census are a reminder of the diverse patient population in the United States and the growing health care needs of Americans. Academic health centers are tasked with reforming the system to expand its capacity for care and with cultivating innovation to generate the teaching, training, and research prowess needed to eliminate health disparities. At the center of this reform is enhancing the system that produces the human capital, including the physicians who care for the patients and the educators who train those physicians. Institutions and foundations have committed to the development of pipeline programs, from kindergarten through college, to create a diverse clinical workforce, but they have limited their direct promotion of diversity in the academic medicine workforce to faculty development programs. Despite faculty efforts, shortcomings in diversity persist, including a paucity of female full professors and deans, an insignificant increase in the proportion of underrepresented racial and ethnic minority faculty, and a lack of knowledge on the cultivation of the lesbian and gay faculty perspective. Furthermore, underrepresented racial and ethnic minority students in particular lose interest in academic medicine careers during medical school, and overall students lose interest in academic medicine careers during residency. The Building the Next Generation of Academic Physicians Initiative is designed to develop interest and promote achievement in pursuing academic medicine careers. This initiative is needed to increase the pool of diverse faculty down the road and elicit their perspectives to more effectively address health care disparities.

Equity, Inclusiveness, and Diversifying the Faculty: Transforming the University in the 21st Century

This article was presented at the 2009 American Academy of Kinesiology and Physical Education's annual meeting, October 1–3, 2009. The University of North Carolina at Greensboro (UNCG) continues to redefine the public research university for the 21st century as an inclusive, collaborative, and responsive institution making a difference in the lives of students and the communities it serves. We chronicle UNCG's journey to become a more inclusive community and present the universities' statement on diversity and inclusiveness, institutional profile, historical overview of processes taken for diversifying the faculty, and initiatives for creating a more inclusive campus. This paper provides data gathered from the Deans Council Subcommittee on Recruitment and Retention of Ethnic Minority Faculty, survey data from The Campus Unity Council and focus group data from The Inclusive Community Initiative Task Force. We conclude by highlighting accomplishments from implemented recommendations and plans for our continued journey in developing a more inclusive 21st century university. UNCG fully supports and values an inclusive community where there is visible and meaningful representation of the diversity present in the wider community at all university levels. Diversity is the combination of characteristics, experiences, and competencies that make each person unique, and increases the value of our community. We strive to maintain a climate of equity and respect, where we protect the rights of all to ensure that every member feels empowered, valued, and respected for their contributions to the mission of the university. The University of North Carolina at Greensboro is committed to providing all staff, faculty, and students' equitable access to services, benefits, and opportunities.

Reducing Health Disparities Through a Culturally Centered Mentorship Program for Minority Faculty: The Southwest Addictions Research Group (SARG) Experience

Ethnic minority faculty members are vastly underrepresented in academia. Yet, the presence of these individuals in academic institutions is crucial, particularly because their professional endeavors often target issues of health disparities. One promising way to attract and retain ethnic minority faculty is to provide them with formal mentorship. This report describes a culturally centered mentorship program, the Southwest Addictions Research Group (SARG, 2003-2007), at the University of New Mexico (UNM) that trained a cadre of minority researchers dedicated to reducing health disparities associated with substance abuse. The SARG was based at UNM's School of Medicine's Institute for Public Health, in partnership with the UNM's Center on Alcoholism, Substance Abuse, and Addictions. The program consisted of regular research meetings, collaboration with the Community Advisory Board, monthly symposia with renowned professionals, pilot projects, and conference support. The authors collected data on mentee research productivity as outcomes and conducted separate mentee and mentor focus-group interviews to assess the strengths and weaknesses of the SARG program. The SARG yielded positive outcomes as evidenced by mentee increase in grant submissions, publications, and professional presentations. Focus-group qualitative data highlighted program and institutional barriers as well as successes that surfaced during the program. Based on this evaluation, a Culturally Centered Mentorship Model (CCMM) emerged. The CCMM can help counter institutional challenges by valuing culture, community service, and community-based participatory research to support the recruitment and advancement of ethnic minority faculty members in academia.

Survey of U.S. Boards That Review Mental Health-Related Research

WE OBTAINED DATA ON INSTITUTIONAL Review Boards (IRBs) that review mental health-related applications (MHRAs) in a national survey of institutions with federally assured human research protection programs. Approximately 57% of IRBs review MHRAs, and among these a small percentage may not have mental health experts on their committees (5%). Moreover, mental health experts on IRB committees at high research volume institutions are carrying substantially greater workloads than their lower volume counterparts. In terms of committee demographics, more women (36%) are serving as IRB Chairs on committees that review MHRAs than expected from their representation on medical or university faculties; ethnic minority faculty have lower representation among Chairs than might be expected from their overall faculty representation. Our findings suggest the need for additional studies to (a) examine if the number of mental health experts on IRBs should be increased particularly among IRBs reviewing a high volume of MHRAs, (b) determine if the breadth of expertise among IRB mental health experts corresponds to the range of substantive and methodological approaches represented by the mental health protocols under review, and (c) examine if recruiting IRB scientific expertise from outside an institution, a more common practice among smaller research entities, impacts review quality.

Integrating realistic job previews and realistic living conditions previews

PurposeThe purpose of this paper is to explore the use of realistic job previews (RJPs) and realistic living conditions previews (RLCPs) during the recruitment of a group of internationally mobile knowledge workers who elect to go overseas independently rather than as part of an overseas assignment. It also aims to explore individual perceptions of the value of RJPs and RLCPs in contributing to work and general living adjustment.Design/methodology/approachThe paper draws on a qualitative study of international faculty in six Canadian universities using in‐depth interviews to examine their experiences of recruitment and focusing specifically on the extent to which RJPs and RLCP were provided.FindingsThe findings reflect the need for realistic recruitment that includes information about position specifications and responsibilities as well as non‐organizational factors such as opportunities for spousal employment. Thus, respondents did not conceptualize the recruitment process in terms of two separate components of “job” (RJP) and “living conditions” (RLCP). Instead realistic recruitment emerged as a holistic process, with each individual having his/her own differential weighting of the relative importance of different factors.Research limitations/implicationsThe sample comprises mostly white‐western faculty, thus ethnic minority faculty are underrepresented. Further research might also explore the perceptions and experiences of international recruiters.Originality/valueThe paper extends the current literature on RJPs and RLCPs to consider internationally mobile knowledge workers who elect to go overseas independently. Located within an interpretive perspective it also enhances our understanding of individual experiences and the need for a more holistic approach to international recruitment.

Minority Faculty Voices on Diversity in Academic Medicine: Perspectives From One School

To examine the perceptions and experiences of ethnic minority faculty at University of California-San Francisco regarding racial and ethnic diversity in academic medicine, in light of a constitutional measure outlawing race- and gender-based affirmative action programs by public universities in California. In 2005, underrepresented minority faculty in the School of Medicine at University of California-San Francisco were individually interviewed to explore three topics: participants' experiences as minorities, perspectives on diversity and discrimination in academic medicine, and recommendations for improvement. Interviews were tape-recorded, transcribed verbatim, and subsequently coded using principles of qualitative, text-based analysis in a four-stage review process. Thirty-six minority faculty (15 assistant professors, 11 associate professors, and 10 full professors) participated, representing diversity across specialties, faculty rank, gender, and race/ethnicity. Seventeen were African American, 16 were Latino, and 3 were Asian. Twenty participants were women. Investigators identified four major themes: (1) choosing to participate in diversity-related activities, driven by personal commitment and institutional pressure, (2) the gap between intention and implementation of institutional efforts to increase diversity, (3) detecting and reacting to discrimination, and (4) a need for a multifaceted approach to mentorship, given few available minority mentors. Minority faculty are an excellent resource for identifying strategies to improve diversity in academic medicine. Participants emphasized the strong association between effective mentorship and career satisfaction, and many delineated unique mentoring needs of minority faculty that persist throughout academic ranks. Findings have direct application to future institutional policies in recruitment and retention of underrepresented minority faculty.

Outsiders in a White, Middle-Class System: Counselor Educators of Color in Academe

The author presents results of an exploration of the experiences of counselor educators of color, focusing on participants' relationships and interactions with the system of academe and how they are exemplified in the tenure and promotion process. Results suggest P. H. Collins's (1991) concept of the outsider academe is highly relevant. ********** Essays and narratives by faculty of color and culturally diverse faculty suggest those who differ from the White, middle-class norm experience life in academe as (e.g., Collins, 1991; James & Farmer, 1993; Mindiola, 1995). McKay (1997) described how the dynamics of the larger society, perpetuated in academe, situate European American faculty and faculty of color within systems of power and privilege: American and all Western society remain provinces in which white men, and some white women, of a particular class with particular dominant ideologies determine the nature of all of our existences. Thus, even without deliberate intentions to enforce dominance over others, the relations between whites and the other in white institutions of higher education develop and emerge out of a dynamic that reifies racist and sexist paradigms of power and powerlessness. (pp. 15-16) The counseling profession promotes in its practitioners empathy, genuineness, regard, and, increasingly; appreciation for and understanding of diversity. Yet, if the literature suggests that faculty of color generally experience life in academe, and are positioned therein, as outsiders in a White, middle-class system, what will be revealed by a study of the experiences of counseling faculty of color? R. L. Young, Chamley, and Withers (1990) found that counselor education departments reported that 90.6% of the faculty were European American, compared with 79.8% being European American in the total U.S. population. Similarly, Dinsmore and England (1996) found that 15% of counselor educators were non-White, compared with 25% being non-White in the general population. Although the hiring rate for ethnic minority faculty in counselor education has been slowly increasing, R. L. Young et al. (1990) projected that the current rate will actually perpetuate minority underrepresentation (p. 153). In addition, counselor educators of color are more likely to be nontenured or part-time faculty than are European American counselor educators (Bradley & Holcomb-McCoy, 2002; Brinson & Kottler, 1993). Difficulties in securing tenure track positions or in achieving tenure may force some faculty of color to leave academe to seek employment elsewhere. An important step in recruitment and retention of a more diverse faculty is to gain understanding of the day-to-day experiences of counselor educators of color in predominantly European American counseling departments. The counseling literature includes several articles and essays that shed some light on these experiences. For example, in their exploration of cross-cultural mentoring in counselor education, Brinson and Kottler (1993) found that cross-cultural communication and power dynamics between faculty of color and White faculty may come into play in mentoring relationships. They also discussed feelings of isolation that women and men of color may experience when working in predominantly White counselor education programs. Personal narratives by counselor educators of color that appeared in a Journal of Counseling & Development special issue on racism (e.g., Durodoye, 1999; Jackson, 1999) suggested that the experience of intentional and unintentional racism on individual and systemic levels presents ongoing challenges in the professional lives of faculty of color. However, in-depth exploration and analysis are still needed of the experiences of counselor educators of color and of the perceived and manifest consequences of these experiences. This study, which involved exploration and analysis of the intersection of ethnicity, social class, and gender in the lives of counselor educators of color, was undertaken to help fill this need. …

Affirmative Action and Job Satisfaction: Understanding Underlying Processes

In the present article, we examine the relationship between perceptions of affirmative action and the satisfaction of racial and ethnic minority faculty members. We develop a conceptual model of factors that mediate the impact of affirmative action on the satisfaction of faculty of color, and investigate this model based on survey responses of 84 African‐American, 48 Latina/o, and 59 Asian faculty. Analyses showed that the satisfaction of faculty of color is significantly related to how affirmative action is perceived to be embraced by the community, and that this effect is mediated by how supportive colleagues are seen and how much self‐doubt faculty experience. Data also indicated the important role of mentoring for supporting the goals of affirmative action.

Pedagogy, Praxis, and Politics: an Introduction

This special issue has emerged in part from the conversations that took place at the 2002 MELUS conference in Seattle. The conference theme, Pedagogy, Praxis, and Politics: Multiethnic Literatures in US Education, attracted a large number of participants. MELUS members expressed a sense of excitement and common purpose in a three-day exchange of ideas on the challenges and rewards of teaching ethnic American literature. The year 2002 also marked the thirtieth anniversary of the MELUS organization. Over the years, colleges and universities across the United States have successfully instituted ethnic studies programs and have changed their curricula to include ethnically-identified works. The end of these three decades serves as a good starting point from which to take stock of the pedagogical/political practices in the field. Conversations on critical pedagogy have been taking place at various conferences and college campuses. A significant question that emerges for us in these dialogues is why, when multiethnic studies have attained a stable presence in the classroom, teachers and scholars continue to encounter a lack of institutional support and what are often negative evaluations of faculty who teach multiethnic studies. Critics like Gerald Graff, Henry Giroux, and John Guillory have written extensively about literature departments in which progressive changes in the curriculum have not translated into more positive experiences for ethnic minorities in higher education. In fact, the kind of liberal multiculturalism that institutions have adopted as a corrective to the history of racism is not in itself free of racism. The presence of ethnic studies in the curriculum has produced its own set of problems--problems that illustrate the limitations of institutional policies and practices. Curriculum reform is part of a larger project that seeks to address issues of race and ethnicity, such as the hiring of ethnic minority faculty and the recruitment and retention of students of color. However, this additive approach to multiculturalism often does little to effect more substantive and much needed changes in higher education. Curriculum reform implemented as part of diversity initiatives has not produced better working environments for ethnic faculty, for example. Altogether, a critique of institutional politics has concluded that the implementation of the worthwhile goal of inclusiveness has fallen far short of its promise. The implications of this critique have become more pronounced in the wake of 9/11. Critical inquiry of the dominant narratives and accepted policies in the US have become particularly vexed in the last three or four years. Critics in ethnic studies routinely question conventional narratives of nationhood and expose their racial underpinnings. Their hope, however utopian, is to fashion a more inclusive and less oppressive national self-image. However, those affiliated with powerful conservative and right-wing groups, such as Dinesh D'Souza, William Bennett, and Lynne Cheney, view this questioning itself as disruptive of national unity. Narratives of threatened national unity are not new and have historically been counterbalanced by calls for people of all races and colors to get along, a strategy especially poignant in wartime as individuals are conscripted to fight a perceived common enemy. Such calls for unity have often attempted to curtail the questioning of the status quo. The present political climate is no different, even as we confront a new set of historical circumstances. A cursory survey will turn up many recent, documented cases of backlash against faculty and students of color who are perceived as directly aligned with and beneficiaries of multiculturalism. In sum, the teaching of multiethnic literary studies, which in the past thirty-odd years has progressed under far from ideal conditions, must now contend with even more sinister challenges and threats to its relative successes. …

Between the cup of principle and the lip of practice: ethnic minorities and American psychology, 1966-1980.

By 1980, the previously held dichotomy of Black and White racial identity in America had yielded to a mosaic of red, yellow, brown, black, and white. During the 1960s and 1970s, identity, and thus psychological knowledge, were articulated and differentiated in terms of gender, sexual orientation, and class in unprecedented ways. In this article, the author contextualizes efforts to make mainstream American psychology more receptive to ethnic minorities between 1966 and 1980. Advocacy and activism by ethnic minority psychologists forced American mainstream psychology to yield a place at the table to non-White, non-European individuals. He emphasizes the recruitment and retention of ethnic minority graduate students and faculty, and concludes that many individual psychologists were important in forcing changes in these areas.

Recruitment and Retention of Ethnic Minority Counselor Educators: An Exploratory Study of CACREP‐Accredited Counseling Programs

This exploratory study sought to determine the strategies used by programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) to recruit and retain ethnic minority faculty. Seventy‐three CACREP liaisons were surveyed, and the results indicated that many programs have not developed specific strategies to recruit and retain ethnic minority faculty. Mentoring was the most frequently reported strategy for retaining ethnic minority faculty. Implications for counselor education are discussed.

Current Status of Ethnic Minority Counselor Educators in the United States

Recruitment and retention of ethnic minorityfaculty is a challenge facing professionals inhigher education across the country. Issuesrelated to finding and keeping ethnic minoritycounselor educators continue to stimulateresearch interest in barriers to education andcareer development as well as in improvingmulticultural competencies of all counselors.This article reports data from a nationalsurvey of research, teaching, and serviceactivities of ethnic minority counseloreducators. Results indicated that the majorityof faculty of color were untenured and at theassistant professor level. Findings alsorevealed that a small number of ethnic minorityfaculty were asked to collaborate withcolleagues on referred publications.Implications for the counseling profession arealso presented.

Ethnic Diversity in Clinical Psychology: Recruitment and Admission Practices among Doctoral Programs

Graduate admissions directors (N = 72) of American Psychological Association-accredited clinical psychology doctoral programs reported on ethnic minority student recruitment and admission practices. Most programs (98%) reported efforts to recruit minority applicants, with 82% using flexible criteria, most often for Graduate Record Examination scores and grade point average. For 1994, ethnic minority composition of the applicant pool was 12%, whereas ethnic minority individuals represented 25% of offers of acceptance and 22% of incoming classes. Directors identified community characteristics, financial issues, and existing minority student representation as influencing successful recruitment. Empirical correlates of minority student representation were ethnic minority faculty representation and research opportunities in ethnic minority issues. Use of a task force to aid recruitment related significantly to greater minority representation in the incoming class.

The Common Experience of "Otherness": Ethnic and Racial Minority Faculty

This study identified the commonalities underlying the experiences of ethnic and racial minority faculty members at a predominantly white research university. Despite the heterogeneity of "minority" faculty, their common experiences included: (a) the bicultural stance they cultivated, (b) the ethnocentrism they perceived, and (c) the discriminatory behavior they experienced. This paper explores the usefulness of theories of race and ethnic relations in aiding understanding of the common experiences of those perceived as "other" by the dominant majority.

Achieving Ethnic Parity in Counseling Psychology

With the increasing diversification of the population comes an increased need for ethnic minority psychologists. Most counseling psychology programs will have to dramatically increase the numbers of ethnic minority students they enroll and faculty they hire to achieve parity and meet the need for more ethnic minority counseling psychologists in the future. This article describes the preconditions and strategies needed to recruit, to select, and to support ethnic minority students and faculty in counseling psychology programs.