TY - JOUR
T1 - The case for greater faculty diversity
T2 - examining the educational impacts of student-faculty racial/ethnic match
AU - Llamas, Jasmín D.
AU - Nguyen, Khoa
AU - Tran, Alisia G.T.T.
N1 - Publisher Copyright:
© 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021
Y1 - 2021
N2 - Faculty diversity has benefits for all students; however, increasing faculty diversity may be particularly helpful in reducing academic disparities for students of color. This study examines the impact of having a professor of the same race/ethnicity on student performance. A longitudinal model was tested to examine how campus racial/ethnic composition and student-faculty racial/ethnic match impact GPA and graduation for students of color. Campus racial/ethnic climate was included in the model as a potential mediating factor. Results indicated that student-faculty racial/ethnic match, campus racial/ethnic composition, and campus racial/ethnic climate each predicted GPA, which predicted graduation. An indirect relationship between student-faculty racial/ethnic match and GPA through campus racial/ethnic climate was found. Findings stress the need for diverse faculty to enhance student success, ultimately improving grades and retention. Given the benefits to students, a focus on the hiring and retention of faculty of color may be key in addressing academic disparities.
AB - Faculty diversity has benefits for all students; however, increasing faculty diversity may be particularly helpful in reducing academic disparities for students of color. This study examines the impact of having a professor of the same race/ethnicity on student performance. A longitudinal model was tested to examine how campus racial/ethnic composition and student-faculty racial/ethnic match impact GPA and graduation for students of color. Campus racial/ethnic climate was included in the model as a potential mediating factor. Results indicated that student-faculty racial/ethnic match, campus racial/ethnic composition, and campus racial/ethnic climate each predicted GPA, which predicted graduation. An indirect relationship between student-faculty racial/ethnic match and GPA through campus racial/ethnic climate was found. Findings stress the need for diverse faculty to enhance student success, ultimately improving grades and retention. Given the benefits to students, a focus on the hiring and retention of faculty of color may be key in addressing academic disparities.
KW - Faculty diversity
KW - academic disparities
KW - faculty of color
KW - students of color
UR - http://www.scopus.com/inward/record.url?scp=85074399681&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85074399681&partnerID=8YFLogxK
U2 - 10.1080/13613324.2019.1679759
DO - 10.1080/13613324.2019.1679759
M3 - Article
AN - SCOPUS:85074399681
SN - 1361-3324
VL - 24
SP - 375
EP - 391
JO - Race Ethnicity and Education
JF - Race Ethnicity and Education
IS - 3
ER -