A Call for Transformative Leadership: Addressing the Lack of Female Full Professors in STEM at HBCUs

Given the record of HBCUs in producing STEM talent, and the high enrollment of women students at many HBCUs, the lack of women STEM faculty at the highest faculty and leadership ranks at HBCUs begs to be examined. The academic tenure system, with its standardized career ladder (assistant professor,...

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Bibliographic Details
Published in:Peer review : emerging trends and key debates in undergraduate education 2019-01, Vol.21 (1-2), p.14-17
Main Authors: Stephens, Monica, Wilson-Kennedy, Zakiya S
Format: Article
Language:English
Subjects:
Analysis
Careers
Climate
College faculty
College professors
Dimensional analysis
Employment discrimination
Empowerment
Engineering
Faculty Promotion
Females
Gender
Harassment
Higher education
Historically Black Colleges & Universities
Historically black colleges and universities
Human resource management
Males
Mathematics education
Mentoring
Minority & ethnic groups
Multiculturalism & pluralism
Reinforcement
Science education
Sex discrimination
Sexual harassment
Sociology
STEM education
Supply and demand
Teachers
Teaching
Theory
Undergraduate Students
Universities
Women
Women college faculty
Women Faculty
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Summary:Given the record of HBCUs in producing STEM talent, and the high enrollment of women students at many HBCUs, the lack of women STEM faculty at the highest faculty and leadership ranks at HBCUs begs to be examined. The academic tenure system, with its standardized career ladder (assistant professor, associate professor, full professor) and prescriptive tenure review processes, follows a rigorous pathway that positions most academic institutions as gender exclusive and more favorable to men. HBCUs are the leading producers of Black students who receive PhDs in the STEM disciplines, even though only 9 percent of Black undergraduates attend HBCUs (National Center for Education Statistics, "Fast Facts: Historically Black Colleges and Universities," n.d.). [...]reward structures should align with institutional missions.
ISSN:1541-1389