Racial Equity in Higher Education:

Well thank you thank you for
having me here I’m excited to be here and I’m particularly excited that I’m
here with so many of my friends. I have a lot of friends
in the college of their. Illinois and I’m just happy that
they’re here to support me I’m sure they’re going to give me a good
critique of what I said and didn’t say but you know the Academy is
a community of scholars and I’m fortunate to be a part of
a huge community of scholars so many of my friends are here today and
I’d like to thank them for for coming and for all of you being so
hospitable to me. I want to talk today about what I’m
trying to mean a racial equity in higher education and I’m sure someone will say
What do you mean by racial equity and quite simply it’s equity for
everyone including scholars of color so the title of my talk is racial equity in
higher education cultivating the gifts and talents of faculty of color. So if we look back at. This course in literature on
faculty of color it hasn’t changed much since the seventy’s
you hear the same conversations the articles talk about basically
the same things the same problem every sense around the seventy’s and
so across disciplines not just in education not just in
sociology not just in medicine but across disciplines you see
the same kinds of conversations about the problems that
faculty of color experience in predominately white institutions for
example new yards through the Carson one nine hundred eighty seven wrote that
African-Americans in peace that be. Face overt and
hidden Stickles and that their experiences are different from their
white peers and that’s a thing you’ll see up to the day I just read an article
last week where someone says and the experiences of black faculty and other
under-represented faculty are different from their white peers in one nine hundred
eighty seven Wilson wrote that once institutions recruit minority faculty
they’re responsible for their success and that minority faculty experience
social isolation isolation and limit their productivity while the social
isolation is another factor that continues to come up in the literature
even today about minority faculty I don’t know if I would agree
with the limited productivity we have so many scholars of color doing so
much great work just fantastic work but there’s the issue of social isolation
is still very prevalent today. BLACKWELL in one nine hundred eighty nine
wrote that African-Americans experience a revolving door syndrome they go to
one institution they get frustrated they go to another one they get
frustrated leave go to another and often they leave the academy
altogether we still see that going on today that people get frustrated
and they leave the academy and then lend their johns route in one
thousand nine hundred ninety three row minority of faculty experience
a succession of exclusions occurring at each stage of their faculty
career they’re left out of the loop they’re left out of grants they’re left
out of public opportunities they have problems with promotion and ten years all
these things are still going on today. So the discourse has intensified now over the past couple years because as you know
we’ve have lots of student protests. Yes Chiclet Missouri Berkeley and
one of the things that the students are asking for is racial equity
particularly in the hiring of more faculty of color and in some cases
particularly African-American faculty for instance the students that Missouri
asked the Chancellor to increase the number of African-American
faculty by ten percent and so students are becoming more engaged in this
so this discussion has intensified over. The last two years for sure so also
the more reason is recent things that have come up as last this year Inside Higher Ed
and the Gallup organization. There the survey of chief academic
officer mostly probles So six hundred fifty four people responded to
the survey and they represented public and private institutions and higher it one
of the questions they were asked was What are they confident that
they could meet their goals for minority faculty hiring thirty
one percent said yes they could thirty one percent disagreed and
one of the reasons they disagree is that faculty hiring is
pretty much the centralize so if you’re in danger in the soci of being
department chair most of that rests with you in other words Provost very
seldom get involved in faculty hiring they are involved in maybe
associate dean and deans and up but not faculty in of all the three
institutions that I worked in as a faculty member in only one institution that was
North Carolina did I meet with the provost but that’s typically not done and
so one of the reasons they gave for disagreeing was that well there’s
not a lot that can be done because. The fact will be hiring rest
in the partner in the college. Provost were more likely to think that
their targets were unrealistic and so in that they didn’t really explain what
they meant as a black person what I got was the same line was we can’t find
enough of them we don’t know there are not very many of them we don’t have enough
of people of color who can do this or we don’t have enough people of color who
can do that now they might not have meant that but since they didn’t say what they
mean that’s how I interpret it that. A large majority sixty two
percent of the Provos agree or strongly agree that my colleagues needs to
do more make hiring decisions in new ways. In new ways in order to
achieve meaningful increases in the number of minority faculty. So again they didn’t explain what
they meant by in new ways but clearly they understand that something
must be done to increase the numbers of faculty of color in across
the board in all disciplines and so that was an interesting finding
that while they don’t think that they’ll be able to reach their target they
do know that they need to do something so how are they going to figure that out. In taking the measure of faculty diversity
which was done by the National Center for Educational Statistics. They found that under represented
a minority groups held approximately thirteen percent of the faculty
jobs in two thousand and thirteen up from nine percent in one
thousand nine hundred ninety three yet faculty of color still only hold ten
percent of tenured faculty positions. I’m not sure if that’s. Together correct because I’ve read some
other ones that say it’s fifteen percent. Say it’s twelve. And so but
we know that the numbers are small so they are the numbers are increasing but we
know that in comparison to our white peers we are still very much in the minority. Some recent literature suggests that
these things still remain the same faculty of color still have
many of the same challenges the literature today does not diverge a
lot from the literature from the seventy’s to the late ninety’s faculty
of color still experience the Academy really differently than
their peers white peers faculty of color most often have to challenge
negative promotion in tin your decisions based on some
sort of unwritten rules some recent literature on these topics I
have written about in two thousand and one I wrote about Black fact
the predominately white institutions and the need for mentoring and then in two thousand and
eleven Somebody take me off so I wrote about my own experiences
as a black graduate student at Ohio State and
also as a black faculty member and then article is called sometimes I felt
like a motherless child being black and female in the academy and so
I talk about this journey that I’ve taken I came out of practice I
was a teacher in administrator and then I went into the steep
learning curve as a faculty first. And I had never really I
had experience racism but when you’re in a large high school. People got stuff to do you know where
going from class to class they got. Afterschool activities they got this and
that so your experience my experiences
with racism were more subtle but they were there but more subtle and
it wasn’t till I came to the academy that people began to be in my face in
a way that I had not experience and so the for the first few years I was like
why are these people always in my face don’t they have something else that they
should be doing why do whites spend so much time trying to marginalize me or trying to make me feel that I am
not I shouldn’t be here and so. I had an incident and then I just are
right and so that particular course about my experiences as a black faculty
person Fred banner in two thousand and four said he just did a little
informal survey of African-Americans in the academy and he found some universal
truths it’s unwelcoming to us so there we go with the social isolation
we’re often out of the loop. People often leave because we
feel we’re not valued there and so we decided to go someplace else and
then after going to a few places we just decided to leave the academy Caroline
Turner at all did a huge literature review on faculty of color and
I’m going to return to that. The mayor common colleagues wrote
an article about a pedagogy of equity a pair of gold you
have equity in there is aimed at faculty women of color giving
them our Senate off and to city in the can to me and
a sense of belonging and they argued that more than
trying to always talk about. The number of faculty of color in peace. Why can’t we focus on changing
the cultures and the structures in. That make faculty of cultural
color uncomfortable and lead to all these challenges
the last one talks about. Being why men of color in the faculty and particularly the issues of race and
gender if you go back to work the work of Rosie dowdy in the seventy’s
she said being black and female. It puts you in a double bind
if the race and the gender she was talking about black principals so
she did a huge that Black Prince and she said being a black female principal
puts you in a double bind but here we have people still talking about this double
bind in two thousand and seventy. In the Turner study if you’ve not ever
looked at this is an interesting study they did very extensive literature review on the literature
surrounding faculty of color the importance of mentoring programs
what faculty of color bring to the table how their marginalizes very
interesting and very well done study and one of the things that they found was
the department’s need to diversify their processes for how they judge
preempt olds thin your faculty. And she emphasized that people who
are coming along now younger scholars don’t really come to don’t
often come to the academy with these tradition no
way of writing of thinking of talking of doing
presentations their work is. Much more grounded in their experiences
and sort of their passions and so that we need to be
thinking about different ways of judging their work when it
comes to promotion and tenure. They also found that if you
have a more diverse environment that has the potential to
alleviate the isolation for faculty of color so I mean that
makes a lot of sense if we it’s almost like Beverly Daniel Tatum’s Why are
all the Black Kids Sitting in the group in the cafeteria faculty members are not any
different every faculty member no matter what color they are wants to have a peer
group that they are comfortable with for faculty of color oftentimes
that’s not the case my first faculty position was at
the University of New Orleans so first time I’ve ever lived away from
home I’m just coming out of the K. twelve schools I’m the only black
person in my department there’s already been numerous attempts to make me conform
to a white norm which I’m not going to do. And. So I was calling people all the time so
I would get on the phone this is three cell phones
are calling people all the time so my department chair calls me in the office
and says I’ve just got your phone bill this thing is outrageous what
are you doing on the phone so much why why you are you coming I want
to come my colleagues to find out you know what I should do about this
what I should do about that and I miss him and talked to he said well you
have to stop making all these phone calls on you know our business functions
your phone bills too I said well you are some black people and
I’ll start making friends and then I got up and left and went and
called Larry Parker and I said. You can’t believe when you just
said to me and so people need. Same race affiliation I
don’t care who you are or what color you are you’re you want
same race affiliation at some point that’s not to say that you can’t get along
with other people in your department it’s not to say that you don’t work
well with white people or be more American Indian people but
it is the say that we are human beings and we gravitate toward same
race affiliation and it’s no different when you’re in
the academy and so as universities and colleges become more diverse it’s
important that students staff and faculty be provided with training on
the issues faced by faculty of color and someone said to me that sounds kind
of that you would be training faculty staff and students on issues
faced by faculty of color but I don’t think it’s if these
people think that the micro aggressions the faculty of color face
are normal so if you think that’s normal to marginalize people make them feel
unwelcome then I guess you don’t think we need that but we do need that
kind of training because people need to feel welcome a need to feel that there’s
racial equity in their institutions. Turner also urged scholars
to accept as legitimate ways of knowing knowledge
systems that don’t necessarily. A conform to Western
academic standards and so. I was we just left the area which I call
the ultimate networking mentoring talk and socialize learning about things and I just amazed at some of the topics
that some of the younger scholars. Have I mean they’re within the bounds
of their content knowledge but the way they approaches just so
amazing it’s very nontraditional they don’t
conform to any norm white or otherwise they have their own norms and
so how are we going to judge them once they come up for
promotion until your once they began to write once they began to make
prison test presentations so when Turner and all reviewed this
literature’s they said that it and scores the importance of having
departmental and institutional plans. That systematically promote progress
toward the goal of diversifying faculty and that’s what I’ll
talk about in the second part so part of that plan also should include
training to increase knowledge and sensitivity of campus staff faculty about what people of color go
through in the workplace so I was a University of North Carolina
Charlotte giving them the same sort of presentation and I said if you
really want to know how faculty of color experience the Academy
why don’t you just ask them. They’ll tell you so you can’t on the one hand say we really
want to be able to help faculty of color we want to be able to support them provide
them with mentoring this that that mess well how are you going to know what
it’s about provide with if you don’t ask I said I’m positive they’ll tell you so
one of the questions that. Ministre Toure’s and
other faculty ought to be asking is how do you experience
the academy I mean what are your experiences like here how do you
think they differ from yours. White peers for
which the Academy was made. Because if we’re honest the Academy
was not made for people of color. It’s like America is made for our white peers again that’s not to say
we’re not going to get along with them we can work with them but
it’s not made for me so someone needs to ask me
how I feel about this how do I need goes the space
what kinds of help do I need the alignment of our diversity efforts
the administration the college level is critical for this to take
place it’s just not enough for us just to talk about it we
have to put something in place. And I like this idea that. A.
More diverse university allows for a synergy on campus a synergy on
campus that supports the retention of not only faculty but students
because we see far too many students of color leaving
the university as well because of the way that they experience it
which is sometimes in negative ways. So one of the recommendations that
Caroline also comes up with is that we need deliberate efforts to provide
opportunities for collegial networking and cross cross discipline collaboration so as I said we just left they are a that’s
the ultimate networking and it’s across collaboration
across education but we also need mentors from
other disciplines most of us our work crosses over into
several disciplines in. Pretty sure bills and. Just by nature I mean that
that’s where it’s hard. I mean I’m a K. twelve person by nature
but I cross over into higher ed and into research design and so
you make connections with people in all of these various areas it could
be in psychology could be you know the school of medicine it could
be in the School of Public Health so you don’t just try to make these
connections inside of your unit but also. So as we diversify
the faculty as I’ve said people bring different ways of
knowing different ways of how they perceive knowledge and
that ought to be valued. And then my next statement on that is
the partment faculty people chairs Deans secretaries need to
recognise these underlying messages that they say
that devalues bodies work. So I can remember being told
your work is too narrow it’s all about black people yeah
because I’m black and that’s what I do. You need to add something about white
people in there to make it more appealing Well that is appealing it was in A are
that’s about as appealing as you can get and research. While you’re biased about your work
because you’re black Yeah I am. Both counts but those are marginalizing
statements another words you telling me that my work is not
valued because I’m black that I don’t do good work that I won’t my work won’t be recognised them
our work can contribute. In the field none of which is true. My work is good to me is very good so I’m not you know you need to try
that with somebody or not me but when people say things like that
you know you don’t know how people internalize those things
it’s the moralizing is discouraging It’s the meaning you know and
writing is already hard really hard and so what that does I think
is for me anyway maybe made it hard. So some key considerations that I
think we ought to be thinking about how do institutions
conceptualize racial equity this atmosphere where everyone regardless
of their color is treated equitably. As they go about trying to do their job. How the institutions operationalize racial
equity what it is what is it that they need to do and do institutions believe
that all faculty have gifts and talents that should be recognised and
cultivated because if you don’t believe that last thing then
that’s where the problems for faculty for any faculty actually but particularly for
faculty of color come in so if institutions are committed
to cultivating the gifts and talents of all faculty then how
are they go on to normalize racial equity for all faculty and
especially faculty of color so that people view these initial tis as normal where they do
their work it’s normal. Where they do their work it’s not abnormal
it’s not an anomaly but this is a normal. Part of the place where I do my work. So I believe. The way you get it this is that
three levels you need commitment you need structure you need support
from central administration from the college and then from the
department everybody has to be in sync on all of these things I mean these
are the three places the states place so all three of these places need to
have a commitment to the success of all faculty and especially
preach in your faculty of color. Need to have a commitment to
providing consistent and long term structured support in mentoring it
doesn’t occur over one semester or two semesters or in their just
in their first year or just for theirs first two years that’s
six years is a long time but it gets here sooner than you think and if you’re going to be have crazy sleep
deprived and now to your mind after six years you need somebody that’s going to be
supporting you so after the end of the six years you feel very confident that
you will be promoted in ten years and then needs to be a commitment provided his
support for the people going to carry this out particularly the deans the department
chairs the mentors in the mentees. So the commitment the structure and
the support as a central administration. As a central ministration
this needs to be a priority. For all pretend your facts. Otherwise you get this revolving
door thing where people never quite get it so it always amazes me
when I go to AC a.r.e or U.C.L.A. or any other conference and
some ices also and so left the academy and if I look back at their you
know when they came and. You know they just never quite
got it they couldn’t quite get organized they couldn’t get the writing
on track they fell out of place. They had trouble with students
struggle with that and so it is to be a priority if you’re
hiring somebody that’s you going to do all you can to make
sure that they succeed and sometimes that means a little extra
effort for some people who come in and. They haven’t had the prior experience so some of us like myself had a lot of
prior experience with the academy in terms of who my advisor
was taught some classes. Those kinds of things helped a lot was
still like a steep learning curve but at least I you know have some prior
experience while the face just come into the academy life like
to say off the street. But sometimes that’s hard for people you
know I need some prior experience in this so mentoring as priority is particularly
important for faculty of color. Need to decide what central
ministration is going to do to support encourage promote in tenure
pretty in your faculty. So now the last thing that anybody
in central ministration was the years that you want to have a meet but
it requires some planning people need to sit down at the table and
thrash this stuff out it can’t just be we’re going
to have a mentoring initiative and here you go figure it out tell me what
you did people need to be at the table there need to be seeing your scholars in
there who know and understand the NS and out of this institution who know who
the people are who know the promotion and tenure policies they need to
be at the table to talk about. Well if you do then I don’t know their
work but you might want to do this and it’s been my experience that this and
so forth and that mid-level pretty in your scholars
the people you’re having it for are the free to marry scholars
particularly dollars of color they need to be at the table don’t be trying to plan
something for them and not include them how do you know it’s going to work how
do you know that’s what they need or you just pick and stuff out of the air
you need to have them at the table new assistant professors need to be there been
because they need to hear the conversation that’s going on so Then too there’s
down the line they can say well you said this that didn’t work so well for
me maybe we ought to try this there needs to be a man representation
from central administration because they’re the people who need to
say this is what we’re willing to do. And this is how we can see that
it might work we’ve got this much money we’ve got this much resources
we’ve investigated this so forth and so on and then faculty governess needs to
be there because they have to buy into this on the campus wide level and
they need to be talking about this at their faculty governess so
all of these people and maybe more need to be involved in
the planning of all this it can’t just be. Now been places where
the new faculty comes and they say OK Pick out your research
mentor and your teacher you mention. How would I And what do what do those
people do and why do I pick them out and how do I know who to pick
I mean I just got here so it can’t just be some willy nilly
thing then people need to listen. To me and. You you’ve already been there and
you’re successful but is usually a different day it’s
usually a different day is different from when I started and so
I need to listen to what people. How they talk how they conceptualize their
work how they talk about what they need so you need to listen the preacher in
your faculty the central mission in the streets news listen to the deans
because the deans are going to be saying how do you expect me to do this when I
already have to do this this the this is this who am I going to put in charge of
this how much money are you going to give me I don’t know if that will work you know
so the deans need to be heard well and then the department chairs are the same
thing because all of this needs to be you know in in sync with each other. As an especially important to listen
to the free to stay in your faculty of color because again these
are the people that are coming in and no matter what they say they have some
anxieties about coming in this department come in in this college I don’t care
how confident they appear to be and how what a fabulous grad
student they were and how well their work looks like
it’s going to impact the feel they have some anxieties about
coming in to this to this thing call the academy and someone needs to be
asking them you know what do you think. And again I’ll keep saying
we experience the Academy differently than our white peers. And I see people come in you have a. Latino person command and a white
person coming in at the same time and the white person is just so
full of confidence. If the snow this is where I’m supposed to
be I’m going to do well I’m going to get everything one Latino person is like
as soon as they’re out of the meeting they’re knocking on your door can I talk
to you I mean anxieties are there so we need to listen to them because they
already feel that they’re going to experience a different. Again pretend you’re faculty
across disciplines are more faculty of color are more likely to leave
before they get to promotion than tenure their least likely to be promoted and they’re more likely to experience
that revolving door impact so in that central ministration directive we
want to have goals objectives expected outcomes the goals are clearly
articulated on paper on paper on the website
where people can see where they can go to ask questions and
they’re communicated to all units all the units know what’s supposed to be
going on you know now we know that it will you know be different in each unit because
you have to adapt to what you’re doing but all the units need to know what’s
going on now how are you going to provide an incentive for these people that
are going to take on the job of mentoring you can’t just ask these senior
scholars to mentor people and don’t give them anything then you
know that’s not going to work. Might be money it might be a pool
might be a Course release some time might be research support might be
travel money might be grad assistant but there are ways that cement floors
can be compensated can be company. Implemented the search will offer sneeze
to implement a clear and consistent system of evaluation how are you
going to know if this work is. Working needs improvement if
you don’t evaluate it that they have to be some data somebody has
to be in charge of getting the data and look at issues like the commitment so
not only the central office commit but the commitment in the unit are these
people really committed to doing what the Central Office is asking them to do or
they can a haphazard you know because some people will say you know
A.J. She’s she’s good she should be and she does need all that you get there and
so but how do they know that they asked a day there or just may that is
something the structure is the structure working is this a good structure
do we need to fix some things. The kinds of support people get is of
the now office is too much I can’t imagine being too much but is that enough
is the kind of support they need and then what are the strengths and weaknesses
and how are we going to move forward in the future so
there needs to be an evaluation component out of the central administration to
look at what’s going on in the units Otherwise people are just going to do
whatever they want to mostly you know the college level again people
need to understand facilitate and employ a man what the Central Office has
said they want them how they want to see it and so the plan has to be developed
that’s appropriate for the college that’s going to be different from men in
education would be different from medicine which would be different from dentistry
which would be different from sociology so they’re not going to all look the same but
the core principles are the be the same in the you know this is
where we need to identify. The pass concerns of faculty
especially Paklin color so what have people been saying about
their preteen your experience. They teach too many classes they have too
many students do they are they on too many committees are people saying
unkind things to them Are they being marginalised at the department
level what what makes them think two years in that they
won’t get tenure when you have some people only two three years in and saying
I don’t think I’m going to get tenure there I think it’s going to be hard why
would you be saying that only two years in May What what is going on so you know
you have to identify those concerns and then survey the needs of
pre-teen your faculty of color. Give them a survey that have them write
out what they’re thinking about how this how this might work again as
the a lot of this is about listening. Because if you have tenure you don’t have
to worry about these things and if you’re for Professor you certainly don’t have to
worry about the pretty in your people have to worry about so then cross cross race
where you go to get the mentors for who’s going to be a mental cross
race across gender mentoring is a right reality for fact it just
says particularly faculty of color not enough people not enough people so
much. OK so not enough people so you can identify people who
are going to be committed. So the first my first all rule of that
is don’t ask someone to be a mentor who can be a mentor who
doesn’t want to be a mentor who isn’t a good mentor who doesn’t
like mentoring don’t ask them. I mean they don’t have to be a mentor this is not something you’re trying to
check off when you’re diversity score card don’t ask them to be a mentor
if you know that they’re. Well with being a mentor particularly for
people of color that they don’t want to mentor anybody that doesn’t do the same
kind of work they do don’t ask them I mean they don’t have to do this and so you
need to be careful about who you ask and who you’re trying to be mentors
you need to discuss with them your mentors what their expectations are what
kind of incentives they’re going to get. And that they need to recognize
the challenges of cross race and cross gender mentoring I mean there’s
there can be some challenges there and so you don’t want people. Doing this who are not willing of
the mantra to be able to give all the information they can about all these
levels of reviews first year third year promotion and tenure there shouldn’t
be any secrets this should not be a mystery when people go up for
tenure they are to know the process they ought to know the process I don’t
understand why people don’t know process develop the mentors got
to be willing to meet you know often very often with people so this is one thing that always amazes me as all
creative your faculties should know and understand the University College
at spectator sions for most. Just a day or a I can count how many
people said well I don’t know why I don’t know why they didn’t tell me why don’t you
know when you know you know somebody has to tell them so you say when back of the
cover don’t know it really this is the NZ. You all talk to about
publications levels of importance book chapters versus peer reviewed
articles you know edited books versus books no books what what
what do you require What do you. What should it look like the value
of service and how much for a family of color you’re a faculty
of color so you’re expected to know everything about a faculty of
color because your faculty of color and of course you know everything about other
faculty of color other people color of students of color you’re going to be
on every dissertation committee for every student of color in
the college because of course your faculty of color and
mission know all that stuff and so but when you get promotion and
tenure that’s the value why we spend so much time with those things they’re not
in your department they’re up stairs and curriculum instruction in your head
leadership why are you doing that and so in one way faculty of color
always pushed to come to the assistance of all students of color
but then when they get the promotion and tenure then that’s a no no I mean you know
you should have been doing of that and so. The value of teaching you know people
put a lot of time in their teaching so people should know that and then provide
examples of outstanding dasi And again this shouldn’t be a mystery what
do you want but dot ca to look like. Organizationally I mean what I want to be
first second third fourth and twentieth. Should give me an example
this shouldn’t be a mystery. As you know and also I think preaching
your faculty need more than one mentor so you need to find them. Other mentors you know so lots of us in
this room like Bill Tran is mentoring me. Chris Dunbar his mentor
we’re colleagues but mentor we mentor each other no matter
what it doesn’t have to be one mentor and they can be across the campus
across the department in international organizations but
people need more than one mentor. The department works very similar. Communicating in identifying strengths and weaknesses making sure the person knows what is needed in the departments
where most people get hung up like. If you have a department level review
that’s where most people get denied and so it’s very important for the department
year to be on board to act accordingly to make sure the preacher in your
person knows what is expected of them knows what is not there I don’t
think is anybody’s job to judge. The value of someone’s work if
that’s the kind of work they do. Your job is to make sure
the person understands how to get tenure with that kind of work. So if I want to write about black people
all the time I’m going to write about black people all the time but
I need to know how do I make sure they’re writing about black people all
of the time will get me promotion and tenure and
then promoted to full professor. That’s different from saying your
work is too narrow I don’t like your work I don’t do that kind of work
you need to broaden your work to include white people if whatever
kind of work someone does they need to know how to
make that work translate to excess for promotion until
the end there’s a big difference in. I’ve already been over these. So I don’t want to just
mention a few programs and hire here that have some good mentors. There are tons of them but
interesting really they tend to be located in the sciences and for women so that’s where you going to find most of
the institution no mentoring programs if you want to look for guides
they’re in the sciences medicine and dentistry nursing public health and
for women so Michigan State has one where they
supply resources orientations and even mentoring so I thought that was
interesting so you can go online and do webinars get resources get meant you
talk the talk to the mentor online so they have a big focus on either mentoring
get newsletters those kinds of things. The University of San Francisco has
mentoring in the health sciences where they assist faculty with career
advancement improve faculty recruitment and retention increase
the diversity of the faculty increase faculty satisfaction they want
people to be happy I called them and we were people the big lab they work here
we want them to be satisfied with their work environment and we want them to
be able to improve their productivity. As a result of the mentoring. Marquette University. I call all these people just. So they have a prince
Mark Aarons carefully so they have a principle of we
want to care for the person. So in caring for the person we want to
facilitate the professional development of tenure track assistant professors we
want to care for them we want to make sure they’re healthy physically healthy
mentally that they’re not. Going to be stressed out that they’re
not too stressed out but we want. To let them know that we care
about you we want to care for you. Then the Big twelve that’s Oklahoma Texas West Virginia
Iowa State Kansas State Kansas they have a fact of the fellowship program
that includes a mentoring component and this was created by the provost
that all of these institutions and what they do is they have activities for
the preteen your faculty that they say stimulate scar scholarly
activities in teaching research and service establish contacts and
networking for new faculty the faculty can they give them twenty five
hundred dollars and they can travel for as long as two weeks to another
one of the Big twelve institutions to meet with their mentor so
this you you find a mentor and then you go to another one of
these big twelve institutions and you could meet with them for up to two
weeks and everything is paid for and this is what’s interesting
the ballot is fourteen year and tenure track so
not only people who are tenure track but people who are trying to be promoted to
four so that was very interesting and that’s in the Big twelve So
in closing I think if we want racial equity
it’s not it’s not easy so that that would be the first thing but it
takes some planning it takes them thinking and it takes the participation of people
who are going to be willing to are going to be committed and who are not going to
do this just because their colleague did it even though they don’t want to do it
even though they don’t want to do it and it also takes people who are willing to
stand up and say you can’t treat another faculty person like this the faculty
we are all human beings and your are. Remarks your unkindness your
microaggression have no place in the academy so
that that’s another deeper part of it is that you have to see people as human
beings because of you don’t see him as a human being then you don’t
see him as worthy of being in the same place that you are in
the same place that you are and so the human being human as part of it is a
big issue and if people don’t want to put that in the planning documents but
that that’s a big issue thank you.

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