Chapter 1: Introduction
ADEA Humanistic Initiatives
- Chapter 1: Introduction
- Chapter 2: Barriers and Challenges to Recruiting and Retaining Diverse Faculty
- Chapter 3: Best Practice Highlights—Recruiting and Hiring Diverse Faculty
- Chapter 4: Best Practice Highlights—Retaining Diverse Faculty
- Chapter 5: Conclusion
- Appendix B: Diversity and Inclusion Terminology
The ADEA Faculty Diversity Toolkit (FDT) highlights information and best practices for dental schools and allied dental programs to consider when developing and executing strategies to recruit and retain historically underrepresented
and marginalized faculty.
Also included are approaches that may be adapted or tailored to fit the needs of individual campuses. A discussion of potential challenges and barriers to consider and avoid are also highlighted in the FDT.
Tips on using the online toolkit:
- Use the links to navigate to topics of interest and/or download the ADEA Faculty Diversity Toolkit PDF.
- Read the “Chapter Key Points” section for key summaries of the chapter.
Chapter 1 Sections
- Defining Underrepresented and Historically Underrepresented and Marginalized Faculty
- Why Does Faculty Diversity Matter?
- Accreditation and Faculty Diversity
- Faculty Diversity Toolkit Purpose
- Faculty Diversity Toolkit Development
Chapter Key Points
The initial starting point is the development of an aligned mission that advances the benefits of diversity and inclusion as an important means of accomplishing core academic, clinical, research and community engagement goals.
Research shows that a diverse faculty:
- Improves student learning outcomes,
- Are more likely to integrate a variety of pedagogy and multicultural scholarship into the classroom,
- Have more frequent contact with their students,
- Show greater interest in expanding their research and scholarship to incorporate issues related to historically underrepresented marginalized groups,
- Utilize methods that foster higher order thinking skills and
- Serve as important role models for all students.
Continuing changes to demographics in the United States and Canada will mean increases in students who are immigrants, visible minorities and historically underrepresented racial and ethnic groups. As a result, students will expect to see and engage with faculty who are diverse and look like them.
CODA standards related to a humanistic environment require dental schools and dental therapy programs to focus on cultural competency and faculty diversity.
- Taylor T, Milem, J, Coleman A. Bridging the Research to Practice Gap: Achieving Mission Driven Diversity and Inclusion Goals. The College Board, 2016.
- Stewart AJ and Valian V. An Inclusive Academy: Achieving Diversity and Excellence. Cambridge, MA: MIT Press, 2018.
- Hassouneh D. Faculty of color in the health professions: Stories of survival and success. Hanover, NH: Dartmouth College Press, 2018.
- Milem JF. Increasing Diversity Benefits: How Campus Climate and Teaching Methods Affect Student Outcomes. In: Orfield G. Diversity Challenged: Evidence on the Impact of Affirmative Action. Cambridge, MA: Harvard Education Publishing Group, 2001.
- Milem JF, Chang MJ, Antonio AL. Making diversity work on campus: A research-based perspective. Washington, DC: Association American Colleges and Universities, 2005.
- Nelson Laird, TF. College students’ experiences with diversity and their effects on academic self-confidence, social agency, and disposition toward critical thinking. Research in Higher Education. 2005, 46,365-387.
- Page KR, Castillo-Page L, Wright SM. Faculty diversity programs in U.S. medical schools and characteristics associated with higher faculty diversity. Acad Med.2011;86:1221-1228.
- Umbach PD. The contribution of faculty of color to undergraduate education. Research in Higher Education. May 1, 2006;47(3):317-345.