Faculty Diversity and Graduation Rates: A Zero-Sum Effect

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  • Author(s): Steve Wilson; Alexis McCullough-Wilson
  • Language:
    English
  • Source:
    Intercultural Education. 2024 35(3):241-256.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      College Faculty; Diversity (Faculty); Graduation Rate; Minority Group Students; Mentors; College Students; Influences; Racial Differences; Success
    • Subject Terms:
      Texas
    • Accession Number:
      10.1080/14675986.2024.2348411
    • ISSN:
      1467-5986
      1469-8439
    • Abstract:
      Texas higher education institutions serve some of the most diverse student populations in U.S. institutions. However, graduation rates remain among the lowest in the United States, particularly for underrepresented minority students. Diverse faculty members who act as mentors have the potential to increase underrepresented minority students' graduation rates. Yet few studies have examined these relationships. Using data from the 2021 Integrated Post-Secondary Data System (IPEDS), this quantitative study contributes to this line of research by examining the correlations of overall faculty diversity and faculty race/ethnic match and mismatch with graduation rates of students by race/ethnicity in Texas. Similar to past research, findings suggested a zero-sum effect: a significant positive relationship between faculty and students of the same racial/ethnic background and a negative correlation between faculty diversity and the graduation rates of students from different racial/ethnic backgrounds than faculty. These results suggest that further research is needed to determine what other variables might influence such findings and how faculty can support students from different racial/ethnic backgrounds.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1425731