Many universities in the twenty-first century claim "diversity" as a core value, but fall short in transforming institutional practices. The disparity between what universities claim as a value and what they accomplish in reality creates a labyrinth of barriers, challenges, and extra burdens that junior faculty of color must negotiate, often at great personal and professional risk. This volume addresses these obstacles, first by foregrounding essays written by junior faculty of color and second by pairing each essay with commentary by senior university administrators. These two university constituencies play crucial roles in diversifying the academy, but rarely have an opportunity to candidly engage in dialogue. This volume harnesses the untapped collective knowledge in these constituencies, revealing how diversity claims, when poorly conceived and under-actualized, impact the university as an intellectual work environment and as a social filter for innovative ideas.

"The Truly Diverse Faculty will be the 'go to' book for university leaders who aspire to create, nurture, and sustain a diverse faculty but who too frequently fail to grasp what that goal requires of our higher education institutions. It gives administrators and faculty personnel committees a compelling analysis of what often goes awry when faculty newcomers to the professoriate are hired and expected to simply fit in with existing, narrow standards of excellence. It provides powerful examples of institutional failures when common diversity narratives convey that faculty of color strive for success but fall short, not because of normative and procedural shortcomings of institutions but because of their own weaknesses. Fortunately, this book also offers equally powerful examples of institutional successes approaches to creating a truly diverse faculty that work. Importantly, although geared to a higher education audience, this book has much to offer to other institutions that also must diversify to represent and connect with increasingly diverse clients, customers, and colleagues." - Patricia Gurin, Nancy Cantor Distinguished University Professor Emerita of Psychology and Women's Studies, Faculty Associate, Research Center for Group Dynamics, Institute for Social Research, and Director of Research, Program on Intergroup Relations, University of Michigan, USA

Autorentext
Kal Alston, Syracuse University, USA Monisha Bajaj, University of San Francisco, USA Nancy Cantor, Rutgers University, USA Mari Castañeda, University of Massachusetts, Amherst, USA Luis Fraga, University of Washington, USA Phillip Atiba Goff, University of California, Los Angeles, USA Michael Hames-García, University of Oregon, USA James A. Larimore, New York University, Abu Dhabi, United Arab Emirates Daniel Little, University of Michigan, USA Chandra Talpade Mohanty, Syracuse University, USA Nana Osei-Kofi, Oregon State University, USA Victoria Plaut, University of California, Berkeley, USA John Riofrio, College of William and Mary, USA Denise Sekaquaptewa, University of Michigan, Ann Arbor, USA Robert N. Shelton, Research Corporation for Science Advancement Carol Stabile, University of Oregon, USA Kecia Thomas, University of Georgia, USA Tiffany Willoughby-Herard, University of California, Irvine, USA

Inhalt
PART I: UNIVERSITY STRUCTURES AND THE PROFESSIONAL LIVES OF JUNIOR FACULTY OF COLOR 1. Constructed Strugglers: The Impact of Diversity Narratives on Junior Faculty of Color; Ernesto J. Martínez and Stephanie A. Fryberg Comment: Valuing the World, Valuing Diversity; Nancy Cantor and Kal Alston 2. Models of Success in the Academy; Victoria Plaut Comment; Kecia Thomas 3. Junior Faculty of Color in the Corporate University: Implications of Neoliberalism and Neoconservatism on Research, Teaching and Service; Nana Osei-Kofi Comment: Which Way Forward? The Corporate University as a Site of Contradiction; Michael Hames-García PART II: NEGOTIATING A NON-DIVERSE ACADEMY 4. On Being the Solo Faculty Member of Color: Research Evidence from Field and Laboratory Studies; Denise Sekaquaptewa Comment; Robert N. Shelton 5. Whiteness as Request; Phillip Atiba Goff Comment; Daniel Little 6. Mammy No More/Mammy Forever: The Stakes and Costs of Teaching Our Colleagues; Tiffany Willough-Herard Comment: Sister-Administrators in the Neoliberal Academy: Reflections of a Feminist-of-Color; Chandra Talpade Mohanty PART III: SPEAKING TO THE PIPELINE: EARLY MENTORSHIP, PREPARATION, AND PROFESSIONAL BARRIERS 7. Trusting Vulnerability: Mentoring Graduate Students of Color; John Riofrio Comment; James A. Larimore 8. Lanterns and Street Signs: Effective Mentoring for Greater Equity in the Academy; Monisha Bajaj Comment: Mentoring for Institutional Gain; Luis Fraga 9. Breaking Through the Associate Professor Glass Ceiling; Mari Castañeda and Michael Hames-García Comment: Slowing Down the Line; Carol Stabile