Issues related to the integration of race within sociology doctoral programs were explored. Two sets of data were analyzed: open-ended interviews with 26 women of color graduate students and 92 questionnaires completed by Ph.D. programs on faculty, graduate courses, and expertise in race. Quantitative data show that faculty of color are likely to be the one member of their race in the department. EuroAmerican faculty are over-represented in the rank of Full Professor and Associate Professor and faculty of color are under-represented in the tenured ranks. Less than a quarter of departments included the study of race in required theory courses. Departments listing race and ethnicity as a specialty in the area did not always offer graduate courses in the field and courses that were offered did not necessarily focus specifically on U.S. race/ethnic/minority relations, but included international studies and broad topics in social organizations and stratification. Comments by a sample of women of color graduate students point out a number of critical issues: curricula that are outdated, ignore race, are monocultural, and look better in the catalog than in the classroom; faculty that are top-heavy with older White males; students discouraged from pursuing what attracted them to the academy in the first place; and students in conflicts with racial overtones over scarce resources and favors. Qualitative results show that women of color graduate students perceive the inclusion of students and faculty of color to include an acceptance of their racial and ethnic experience in the intellectual and social culture of the department. They linked the goal of integration of the student body and the faculty to be inseparable from integration of race into the curriculum in both required and nonrequired courses, and assigned readings.
ASJC Scopus subject areas
- Sociology and Political Science