Non-Academic Literature Reviews - Academic Female Finance Committee

Representation and Recognition

Institutional Support and Environment

Hiring, Evaluation, Promotion, and Retention

Studies Cited

Representation and Recognition

Jack (2023): This article discusses the evaluation of a journal’s impact, recognizing that there is no objective measure for tracking progress towards inclusivity in science or for evaluating who contributes to health research. A study led by Gallifant finds that there is significant underrepresentation of female authors, and that low- or middle-income countries are the most at risk of being “left behind” as academia becomes more centralized in high-income countries.

JHU Newsletter (2023): The Johns Hopkins Newsletter Editorial Board emphasizes the need for diversity in higher education and calls on Hopkins to make the Center for Africana Studies an academic department.

Rude (2023): This article discusses Miami University’s student and faculty demographics along with faculty anecdotes on diverse representation, noting that while Miami University faculty is 83% white, this proportion is only slightly more than most higher-education institutions in the U.S.

Perna (2023): Institutions need better data on faculty backgrounds, their experiences and working conditions, and (in)equities in measures of success, Laura W. Perna writes. Crucially, we lack a source of recent, nationally representative and individual-level data on faculty. As such, data that are aggregated at the institution level cannot tell us how the characteristics, experiences and working conditions of different groups of faculty vary within institutions or across academic disciplines.

Patel (2021): The author discusses implications of a minimal increase in the share of Black recipients of doctorates, for colleges that want to diversify their faculty.

Kyaw (2021): The article explains findings from the Southern Regional Education Board, on how rates of underrepresented faculty in higher education have not been keeping up with the increasingly diversifying student demographics.

Centeno (2021): The author, a Latinx, first-generation college student, speaks on personal experiences in a predominantly white institution and the need for increased faculty diversity.

Flaherty (2021): The article discusses implications of a new study that looks back to find that faculty diversity took a hit in terms of tenure-track hires during and after the Great Recession.

Lem et al. (2021): The article investigates the accessibility of academic careers for women in Japanese higher education.

Corley 2020: While colleges have enrolled more women than men for years, a recent Forbes finds women working in higher education, especially those of color, continuing to face systemic issues that hinder their career advancement, rendering them a rare sighting in academia.

Klawe 2020 and Goldberg 2019 : Columbia University geoscientists state that the lack of diversity in climate change research can lead to the disregard of a study’s’ impact on people from marginalized communities, and NYU artificial intelligence researchers conclude that the lack of women in the forefront of AI development results in flawed AI systems that perpetuate gender and racial biases.

Institutional Support and Environment

Adami (2023): Over the last academic year, department chairs and other senior academic leaders from the nation’s top research universities gathered to discuss how they can increase equity within their institutions.These top scholars were the initial cohort of the Institute on Inquiry, Equity and Leadership in the Academic Department, hosted by the Faculty Advancement Network (FAN), a consortium of universities collaborating to advance diversity and inclusion in the U.S. professoriate.

Stewart (2023): South Dakota is just one example of Republican-led states taking action against diversity, equity, and inclusion efforts in academia. In the face of such actions, this article discusses Cheryl Crazy Bull, president and CEO of the Denver, Colorado-based American Indian College Fund and her urge for higher education leaders to have a clear sense of purpose, especially as Native student enrollment declines across the country.

Ivanova (2023): Student Research Fellow Lily Ivanova explores what makes a professor more or less likely to break out of traditional formats of teaching and evaluation: something to do with their academic identity. Ivanova invokes several theories and studies on what impacts professors’ teaching styles, from social reproduction to personal interpretations of equity.

Poliakoff (2023): In Forbes, Poliakoff writes about the practices of DEI offices and budgets and their ROI. He notes that pending legislation focuses less on the ROI of DEI offices than on the perception of harm that they do to academic standards and the quality of campus life.

Curran (2023):In Brookings, Curran, a professor in a Florida university, comments on proposed legislation that threatens viewpoint diversity in higher education. He believes that current policy proposals could broadly limit teaching and research related to DEI and remove protections for faculty to research and teach without fear of reprisal.

UChicago News (2023): UChicago is the host institution of the Ivy+ Faculty Advancement Network (FAN), a consortium of peer universities seeking innovative collaborations to open pathways through the academic profession. For its inaugural initiative, the consortium has selected nearly 50 faculty fellows, including five faculty from UChicago, to explore efforts to make their departments and disciplines more diverse. Those fellows will gather this spring at the University for a capstone event to discuss learnings from the past academic year.

Asare (2023): In Forbes, Asare discusses the threat of U.S. lawmakers’ efforts to defund DEI efforts within higher education, with Black faculty most at-risk. Black faculty are severely underrepresented within higher education, representing 7% of all faculty in the U.S. (2020). Asare also describes the effects of racial battle fatigue as a result of racial stereotyping in the workplace.

Hawkins (2023): This article discusses how the principles of academic freedom and diversity, equity, and inclusion collide, such that academic administrators, much like judges, need to take seriously the responsibility to weigh the competing interests involved. Therefore, decisions balancing academic freedom and academic responsibility, much like the adjudication of rights by courts, require close scrutiny, delicate balancing of interests, and context-dependent inquiries.

Khalid and Snyder (2023): This article also explores the relationship between academic freedom and universities’ responsibility to foster an inclusive learning community. Khalid and Snyder state that when institutions proclaim that academic freedom and inclusion coexist in a kind of synergistic harmony, they are trafficking in PR-driven wishful thinking. In the hardest cases, there is no way of upholding an “all are welcome here” brand of inclusion while simultaneously defending academic freedom.

Knox (2023): Demand for diversity, equity and inclusion specialists on campus is high—and so is turnover. Many in the field say the work can be isolating and support from top leaders is rare. While some institutions have elevated their highest-level DEI officers to senior positions or even president, the employees interviewed for this article said that more often, university leaders show a lack of appreciation and support for their work, leading them and many of their colleagues to leave higher ed burned out and disillusioned.

The Education Trust (2022): This article summarizes a new report from The Education Trust, which finds that all students benefit from having diverse faculty. Black and Latino students are going to college in greater numbers and they are more likely to graduate when they have faculty members who look like them and can serve as positive mentors and role models. White students who interact with diverse faculty are more likely to develop deeper cross-cultural and critical-thinking skills and greater levels of empathy, which are essential for success in today’s multicultural and multiracial world.

Flaherty (2022): The author discusses a survey on LGBTQA identities in the academic workplace, and stresses a concrete need to improve specific workplace climates for sexual and gender minorities.

Pettit (2021): The article studies female academic parents–especially those with younger children–and disparities in their research time lost during the pandemic.

Chesley (2021): The article outlines the experiences of Stanford faculty members during the pandemic. Its effects on work-life balance and teaching, research and service have caused significant stress for Stanford faculty members, particularly women faculty, as well as faculty members who are at the lowest level of the Stanford professoriate salary scale.

Ellis (2021): The article discusses a report released by the National Academies of Sciences, Engineering, and Medicine, which finds that female academics in the STEM fields, who already face a host of career obstacles, have found those challenges exacerbated by the pandemic.

Flaherty (2021): The author discusses studies on coronavirus pandemic’s disproportionate blow to female academics and academics who are caregivers’ productivity.

O’Grady (2021): The paper evaluates why certain groups are more likely to have parents with advanced degrees, to add to existing research on underrepresented tenure-track faculty.

Kitchener (2021): A postdoctoral fellow describes her experience in academia and research while taking care of her family.

Mandavilli (2021): This article responds to the possibility of the pandemic prompting an epidemic loss of women in the sciences.

Flaherty (2021): The author describes experiences of multiple Black academics who resigned, citing concerns about institutional racism.

Bolleddula (2021): The article describes experiences of Cornell’s 8 women full-professors, who face disproportionate burdens and spend their careers advocating for the hiring of more Black women as faculty.

Guiffrida (2021): The author shares how the faculty who’ve succeeded in the new environment of the pandemic share a similar attitude that appears to be lacking among those who’ve struggled.

Doherty (2021): The author describes a “quiet crisis” of parents on the tenure track, in which parenthood can be punishing for academics.

Misra et al. (2021): The article describes the toll that women of color in academia face when they are expected to do diversity work, as they are disproportionately called upon colleagues for labor that do not feed into their typical workloads and reward systems.

Flaherty (2021): The author discusses a survey on adjunct faculty, which finds that the pandemic has made adjunct faculty working conditions more dire.

Alcalde and Subramaniam 2020: A 2020 article in Inside Higher Ed argues that women of color in academia are consistently questioned about their competency based on how others perceive their identities, and the women who are in administrative leadership positions face isolation and increased visibility for scrutiny, which ultimately impacts how they are evaluated.

Jones and Williams 2020: A 2020 Hechinger Report article by Jones and Williams highlights that Black academics face a particular set of obstacles, in which they have been persistently excluded and alienated at all levels, across all genders. Jones and Williams stress that institutional change needs to go far beyond solidarity statements and diversity declarations, after finding in their research that Black women leaders, who struggle to navigate their dual oppression, experienced unprecedented self-doubt, a lack of confidence in their abilities, and challenges related to dealing with imposter syndrome and stereotype threat in campus interactions.

Hiring, Evaluation, Promotion, and Retention

Powell (2023): Powell in the NY Times outlines the history of diversity statements, conflicts and qualms from professors about their requirements, and scoring rubrics. Diversity statements are a new flashpoint on campus–nearly half the large universities in America require that job applicants write such statements, part of the rapid growth in D.E.I. programs. Many University of California departments now require that faculty members seeking promotions and tenure also write such statements.

Friedersdorf (2023): Regarding DEI-statement requirements, Friedersdorf in The Atlantic stresses that demanding that everyone embrace the same values will inevitably narrow the pool of applicants who work and get hired in higher education.

Cliburn (2023): Organized by Janice Hamlet, PhD, NIU’s associate vice provost for faculty mentoring and diversity, the eighth annual Preparing Future Faculty of Color Conference serves as an opportunity for over 100 graduate students from 18 institutions and faculty of color to network and explore career pathways.

Zahneis (2023): Several states are taking aim at the use of diversity statements in hiring. Recently introduced legislation in Missouri would block their use, and last month the University of North Carolina system’s Board of Governors banned “compelled speech” for prospective students and employees. Further, in March 2023, The chancellors of the Texas A&M and Texas State systems eliminated the diversity-statement requirement in hiring practices. Zahneis goes on to explain what diversity statements are, why they are controversial, their legality, and how they are used in hiring.

Abrams (2023): Why should any faculty member have to make a political statement to be given a grant or job, asks Samuel Abrams. Overwhelming evidence shows that groups of diverse thinkers are better problem-solvers and innovators than homogeneous groups, as creativity is often enhanced by integrating different points of view. To Abrams, this is why academics should be deeply opposed to the proliferation of DEI statements in US higher education. In a new survey by the Foundation for Individual Rights and Expression (Fire), about half of almost 1,500 professors at four-year US colleges and universities expressed the view that ideological statements are a justifiable requirement for a job at a college or university, rising to 61 per cent among female faculty. The same proportion of male faculty regarded such statements as ideological litmus tests that violate academic freedom – but 39 per cent still took the opposite view.

The Economist (2023): This Economist article explores the proliferation of DEI statements across the University of California system. Studies claim that as many as one in five faculty jobs across America require them. And government agencies that fund scientific research are starting to make grants to labs conditional upon their diversity metrics and plans.

The Economist (2023): This Economist podcast looks at ways ideological homogeneity is spreading across campuses, debating whether diversity statements are a threat to academic freedom.

Flaherty (2022): Flaherty discusses new analysis in Nature Human Behavior, finding that U.S. academe can only reach true faculty diversity within a generation, but that colleges and universities have to think bigger—and work together. Flaherty continues on to point out other studies on the increase / decrease of faculty diversity throughout the years. For example, another study from 2019 found faculty diversity increased very little nationwide from 2013 to 2017, with large research institutions showing the least progress of all.

Matias (2022): In this project page, Matias provides further details on his paper with Lewis and Hope in Nature Human Behavior, as well as opportunities for faculty to contribute to the efforts to work toward demographic parity by 2050. Moreover, the team has generated per-institution trend data and are sharing it with local journalists and student journalists who are reporting on faculty diversity questions.

Yu and Kedia (2022): The article discusses a debate sparked after the tenure denial of a professor and social psychologist at the Yale School of Management.

Matias et al. (2021): This article by FiveThirtyEight discusses demographics of academic institutions and investigates progress made in diversifying academia.

Khalid and Snyder (2021): The authors discuss how DEI work is ideological, and how this is a difficulty when attaching distinctive diversity, equity, and inclusion rules and guidelines to tenure and promotion.

Anderson and Heim (2021): The authors describe a moment of solidarity amongst Black female professors in a tenure process.

Schermele (2021): The article describes the need for a revolution in academia, after a Latina professor was denied tenure.

Newman 2020 and Wingfield 2020: describe their approaches to improving diversity in their respective university faculties. Wingfield’s WashU new sociology department was created with intentional and consistent commitments to racial diversity and excellence, with nearly half of their full-time faculty identifying as people of color, and three women and three Black senior faculty. Those who helped launch this sociology department found that valuing diversity and hiring the best for the job were complementary goals. Wingfield notes that her colleagues’ early collective and shared prioritization of building a racially diverse faculty was crucial to setting the tone for her department and creating a precedent on future hiring cycles. While searching for assistant professors, the hiring committee relied on professional associations that primarily included sociologists of color, instead of on their alma maters or other networks that were more likely to have predominantly white candidates. They also ensured that while narrowing their list, they still maintained a diverse slate of candidates.

Studies Cited

Abrams, Samuel J. “Diversity Statements Are an Imposition on Academic Freedom.” Times Higher Education (THE), March 6, 2023. https://www.timeshighereducation.com/blog/diversity-statements-are-imposition-academic-freedom.

Adami, Chelcey. “Faculty Advancement Network Centers Equity-Minded Leadership.” Stanford Report, August 9, 2023. https://news.stanford.edu/report/2023/08/08/institute-centers-equity-minded-leadership-lasting-change/.

Alcalde , Cristina M., and Mangala Subramaniam. “Women in Leadership in Academe Still Face Challenges in Structures, Systems and Mind-Sets (Opinion).” Inside Higher Ed, 17 July 2020, www.insidehighered.com/views/2020/07/17/women-leadership-academe-still-face-challenges-structures-systems-and-mind-sets.

“American Universities Are Hiring Based on Devotion to Diversity.” The Economist, February 4, 2023. https://www.economist.com/united-states/2023/02/04/american-universities-are-hiring-based-on-devotion-to-diversity.

Anderson, Nick, and Joe Heim. “Black Female Professors Voice Solidarity with Journalist Nikole Hannah-Jones in UNC Tenure Showdown.” The Washington Post, WP Company, 9 June 2021, https://www.washingtonpost.com/education/2021/06/08/unc-black-professors-hannah-jones-tenure/.

“Are Diversity Statements a Threat to Academic Freedom?” The Economist, February 3, 2023. https://www.economist.com/podcasts/2023/02/03/are-diversity-statements-a-threat-to-academic-freedom.

Asare, Janice Gassam. “Defunding Diversity: How Academia Is Failing Black Faculty.” Forbes, March 13, 2023. https://www.forbes.com/sites/janicegassam/2023/03/09/defunding-diversity-how-academia-is-failing-black-faculty/?sh=6af3cab06a3d.

Asare, Janice Gassam. “Why Are There So Few Professors Of Color?” Forbes, Forbes Magazine, 23 July 2019, www.forbes.com/sites/janicegassam/2019/07/23/why-are-there-so-few-professors-of-color/.

Bartel, Susan. “Leadership Barriers for Women in Higher Education.” Leadership Barriers For Women In Higher Education | BizEd Magazine, 19 Dec. 2018, bized.aacsb.edu/articles/2018/12/leadership-barriers-for-women-in-higher-education.

Bolleddula, Jyothsna. “’I Don’t Want to Be the Only One’: Cornell’s 8 Black Women Full-Professors Face Disproportionate Burdens.” The Cornell Daily Sun, 2 July 2021, https://cornellsun.com/2021/07/02/i-dont-want-to-be-the-only-one-cornells-8-black-women-full-professors-face-disproportionate-burdens/.

Centeno, Jacqueline. “Why We Need More Faculty of Color in Higher Education.” Forbes, Forbes Magazine, 12 May 2021, https://www.forbes.com/sites/civicnation/2021/05/12/why-we-need-more-faculty-of-color-in-higher-education/?sh=676c8ced64f2.

Chesley, Kate. “Survey Reveals COVID-19’s Significant Stress on Faculty.” Stanford Report, 3 Nov. 2021, https://news.stanford.edu/report/2021/02/26/survey-reveals-covid-19s-significant-stress-stanford-faculty/.

Cliburn, Erik. “Conference Prepares Grad Students for Careers in Academia.” INSIGHT Into Diversity, March 14, 2023. https://www.insightintodiversity.com/conference-prepares-grad-students-for-careers-in-academia/.

Corley, Jacquelyn. “Where Are The Women Of Color In Academia?” Forbes, Forbes Magazine, 28 June 2020, www.forbes.com/sites/jacquelyncorley/2020/06/27/where-are-the-women-of-color-in-academia/.

Curran, F Chris. “Proposed Legislation Threatens Viewpoint Diversity in Higher Education.” Brookings, March 28, 2023. https://www.brookings.edu/articles/proposed-legislation-threatens-viewpoint-diversity-in-higher-education/.

Davis, Leslie, and Richard Fry. “College Faculty Have Become More Racially and Ethnically Diverse, but Remain Far Less so than Students.” Pew Research Center, Pew Research Center, 31 July 2019, www.pewresearch.org/fact-tank/2019/07/31/us-college-faculty-student-diversity/.

“DEI Legislation Tracker.” The Chronicle of Higher Education, July 14, 2023. https://www.chronicle.com/article/here-are-the-states-where-lawmakers-are-seeking-to-ban-colleges-dei-efforts.

“Diversity in Academia: How Far We Haven’t Come.” MLA Action Network, 20 Nov. 2018, action.mla.org/workforce-diversity-in-academia-how-far-we-havent-come/.

Doherty, Maggie. “The Quiet Crisis of Parents on the Tenure Track.” The Chronicle of Higher Education, The Chronicle of Higher Education, 7 Oct. 2021, https://www.chronicle.com/article/the-quiet-crisis-of-parents-on-the-tenure-track.

Editorial Board, JHU. “Diversity Shouldn’t Be up for Debate: We Need Representation in Academia.” The Johns Hopkins Newsletter, March 9, 2023. https://www.jhunewsletter.com/article/2023/03/diversity-shouldnt-be-up-for-debate-we-need-representation-in-academia.

Ellis, Lindsay. “Many Female Academics Face Big Challenges – and Covid-19 Raises the Stakes, Report Says.” The Chronicle of Higher Education, The Chronicle of Higher Education, 9 Mar. 2021, https://www.chronicle.com/blogs/live-coronavirus-updates/many-female-academics-face-big-challenges-and-covid-19-raises-the-stakes-a-new-report-says.

Estop, Heather. “What Are the Key Challenges Facing Women in Academia? – SAGE Ocean: Big Data, New Tech, Social Science.” SAGE Ocean, SAGE Ocean, 7 Mar. 2019, ocean.sagepub.com/blog/what-are-the-key-challenges-facing-women-in-academia.

“Faculty Diversity Plays a Central Role in College Completion.” The Education Trust, December 1, 2022. https://edtrust.org/press-release/faculty-diversity-plays-a-central-role-in-college-completion/.

Flaherty, Colleen. “Fighting Gender Bias in Student Evaluations of Teaching, and Tenure’s Effect on Instruction.” Inside Higher Ed, 20 May 2019, www.insidehighered.com/news/2019/05/20/fighting-gender-bias-student-evaluations-teaching-and-tenures-effect-instruction.

Flaherty, Colleen. “Study Finds Female Professors Experience More Work Demands and Special Favor Requests, Particularly from Academically Entitled Students.” Inside Higher Ed, 10 Jan. 2018, www.insidehighered.com/news/2018/01/10/study-finds-female-professors-experience-more-work-demands-and-special-favor.

Flaherty, Colleen. Study Finds Female Professors Outperform Men in Service — to Their Possible Professional Detriment, 12 Apr. 2017, www.insidehighered.com/news/2017/04/12/study-finds-female-professors-outperform-men-service-their-possible-professional.

Flaherty, Colleen. “Study Finds True Faculty Diversity Is Possible by 2050.” Inside Higher Ed , December 5, 2022. https://www.insidehighered.com/news/2022/12/06/study-finds-true-faculty-diversity-possible-2050.

Flaherty, Colleen. “Teaching in the Eye of the Beholder.” Inside Higher Ed, 13 Jan. 2017, https://www.insidehighered.com/news/2017/01/13/study-online-ratings-professors-suggest-scores-vary-instructors-gender-and-perceived.

Flaherty, Colleen. “Study Finds Gains in Faculty Diversity, but Not on the Tenure Track.” Inside Higher Ed, 22 Aug. 2016, www.insidehighered.com/news/2016/08/22/study-finds-gains-faculty-diversity-not-tenure-track.

Flaherty, Colleen. Who’s Doing the Heavy Lifting in Terms of Diversity and Inclusion Work?, 4 June 2019, www.insidehighered.com/news/2019/06/04/whos-doing-heavy-lifting-terms-diversity-and-inclusion-work.

Flaherty, Colleen. “Multiple Black Professors Have Resigned in Recent Years over Racism.” Multiple Black Professors Have Resigned in Recent Years over Racism, 3 May 2021, https://www.insidehighered.com/news/2021/05/03/multiple-black-professors-have-resigned-recent-years-over-racism.

Flaherty, Colleen. “Productivity Costs and Nondisclosure of Queer Identity.” Inside Higher Ed, https://www.insidehighered.com/quicktakes/2022/03/03/productivity-costs-and-nondisclosure-queer-identity.

Flaherty, Colleen. Study Shows Faculty Diversity Took a Hit in Time of Crisis, https://www.insidehighered.com/news/2021/10/18/study-shows-faculty-diversity-took-hit-time-crisis.

Flaherty, Colleen. Survey of Adjuncts Finds Pandemic Made Their Situation Worse, https://www.insidehighered.com/news/2022/02/24/survey-adjuncts-finds-pandemic-made-their-situation-worse.

Flaherty, Colleen. Where and How Gender and Caregiving Intersect for Professors during COVID-19, https://www.insidehighered.com/news/2021/03/31/where-and-how-gender-and-caregiving-intersect-professors-during-covid-19.

Friedersdorf, Conor. “The Hypocrisy of Mandatory Diversity Statements.” The Atlantic, July 8, 2023. https://www.theatlantic.com/ideas/archive/2023/07/hypocrisy-mandatory-diversity-statements/674611/.

Gasman, Marybeth. “The Five Things No One Will Tell You about Why Colleges Don’t Hire More Faculty of Color.” The Hechinger Report, 20 Sept. 2016, hechingerreport.org/five-things-no-one-will-tell-colleges-dont-hire-faculty-color/.

“Gender Disparity in Authorship Existent in Academia.” Enago Academy, 29 Apr. 2019, www.enago.com/academy/gender-disparity-in-authorship-existent-in-academia/?utm_source=TrendMD.

Goldberg, Emma. “Earth Science Has a Whiteness Problem.” The New York Times, The New York Times, 23 Dec. 2019, www.nytimes.com/2019/12/23/science/earth-science-diversity-education.html.

Guiffrida, Douglas. “Inside Higher Ed.” A Faculty Member Considers Why Different Professors Succeeded or Struggled during the Pandemic (Opinion), https://www.insidehighered.com/advice/2021/07/07/faculty-member-considers-why-different-professors-succeeded-or-struggled-during.

Hawkins, Stacy. “Sometimes Diversity Trumps Academic Freedom.” The Chronicle of Higher Education, February 28, 2023. https://www.chronicle.com/article/sometimes-diversity-trumps-academic-freedom.

Ivanova, Lily. “Pushing the Envelope on Diversity in Academia: Why Do Professors Challenge or Uphold Traditional Ways of Teaching and Knowing?” BC Campus, July 10, 2023. https://bccampus.ca/2023/06/06/pushing-the-envelope-on-diversity-in-academia-why-do-professors-challenge-or-uphold-traditional-ways-of-teaching-and-knowing/.

Jack, Patrick. “Journals Need ‘diversity Factor’ to Improve Representation.” Times Higher Education (THE), August 14, 2023. https://www.timeshighereducation.com/news/journals-need-diversity-factor-improve-representation.

Jackson, Erin Dowell and Marlette. “‘Woke-Washing’ Your Company Won’t Cut It.” Harvard Business Review, 27 July 2020, hbr.org/2020/07/woke-washing-your-company-wont-cut-it.

Jimenez, Miguel F., et al. “Underrepresented Faculty Play a Disproportionate Role in Advancing Diversity and Inclusion.” Nature News, Nature Publishing Group, 3 June 2019, www.nature.com/articles/s41559-019-0911-5.

Jones, Brandy, and Janelle Williams. “When Institutions Fail Black Women in Academia.” The Hechinger Report, 31 July 2020, hechingerreport.org/opinion-when-institutions-fail-black-women-in-academia/.

June, Audrey Williams. “The Invisible Labor of Minority Professors.” The Chronicle of Higher Education, CHE, 8 Nov. 2015, www.chronicle.com/article/the-invisible-labor-of-minority-professors/?cid2=gen_login_refresh.

June, Audrey Williams. “What Factors Hold Back the Careers of Women and Faculty of Color? Columbia U. Went Looking for Answers.” The Chronicle of Higher Education, CHE, 18 Oct. 2018, www.chronicle.com/article/what-factors-hold-back-the-careers-of-women-and-faculty-of-color-columbia-u-went-looking-for-answers/.

Khalid, Anna, and Jeffrey Aaron Snyder. “Opinion: How to Fix Diversity and Equity.” The Chronicle of Higher Education, The Chronicle of Higher Education, 20 Sept. 2021, https://www.chronicle.com/article/how-to-fix-diversity-and-equity.

Khalid, Anna, and Jeffrey Aaron Snyder. “Yes, Dei Can Erode Academic Freedom. Let’s Not Pretend Otherwise.” The Chronicle of Higher Education, February 6, 2023. https://www.chronicle.com/article/yes-dei-can-erode-academic-freedom-lets-not-pretend-otherwise.

Kitchener, Caroline. “Academia Is Often a Family Business. That’s a Barrier for Increasing Diversity.” Science, https://www.science.org/content/article/academia-often-family-business-s-barrier-increasing-diversity.

Klawe, Maria. “Why Diversity In AI Is So Important.” Forbes, Forbes Magazine, 20 July 2020, www.forbes.com/sites/mariaklawe/2020/07/16/why-diversity-in-ai-is-so-important/.

Knox, Liam. “Frustrated Dei Staff Are Leaving Their Jobs.” Inside Higher Ed , February 3, 2023. https://www.insidehighered.com/news/2023/02/03/frustrated-dei-staff-are-leaving-their-jobs.

Koedel, Cory, and Diyi Li. “Examining Faculty Diversity at America’s Top Public Universities.” Brookings, Brookings, 1 Nov. 2017, www.brookings.edu/blog/brown-center-chalkboard/2017/10/05/examining-faculty-diversity-at-americas-top-public-universities/.

Kyaw, Arrman. “Report: Faculty Diversity Falling behind Student Diversity.” Diverse, 11 May 2021, https://www.diverseeducation.com/faculty-staff/article/15109063/report-faculty-diversity-falling-behind-student-diversity.

Lai, Jonathan. “Diversity at Colleges? Not at the Front of the Classroom.” Https://Www.inquirer.com, The Philadelphia Inquirer, 8 Jan. 2017, www.inquirer.com/education/inq/diversity-colleges-not-front-classroom-20170110.html-2.

Langin, Katie, et al. “A Sense of Belonging Matters. That’s Why Academic Culture Needs to Change.” Science, 16 Jan. 2019, www.sciencemag.org/careers/2019/01/sense-belonging-matters-s-why-academic-culture-needs-change.

Lem, Pola, et al. “Is Japanese Higher Education Finally Becoming a Woman’s Place?” Times Higher Education (THE), 1 Sept. 2022, https://www.timeshighereducation.com/depth/japanese-higher-education-finally-becoming-womans-place.

Mandavilli, Apoorva. “Could the Pandemic Prompt an ‘Epidemic of Loss’ of Women in the Sciences?” The New York Times, The New York Times, 13 Apr. 2021, https://www.nytimes.com/2021/04/13/health/women-stem-pandemic.html.

Matias, J Nathan. “Project Page: U.S. Universities Are Not Succeeding in Diversifying Faculty.” J. Nathan Matias, December 5, 2022. https://natematias.com/faculty-parity-projections/.

Matias, J Nathan, et al. “Universities Say They Want More Diverse Faculties. so Why Is Academia Still so White?” FiveThirtyEight, FiveThirtyEight, 7 Sept. 2021, https://fivethirtyeight.com/features/universities-say-they-want-more-diverse-faculties-so-why-is-academia-still-so-white/.

Matthew, Patricia A. “What Is Faculty Diversity Worth to a University?” The Atlantic, Atlantic Media Company, 23 Nov. 2016, www.theatlantic.com/education/archive/2016/11/what-is-faculty-diversity-worth-to-a-university/508334/.

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