Research on the Status and Experience of Women of Color at Michigan

Women of Color Faculty at the University of Michigan: Recruitment, Retention, and Campus Climate (2008, Aimee Cox for the CEW)

Cox conducted extensive interviews with current and former women of color faculty members at the University of Michigan. Her findings? Their numbers are small; they experience significant annual attrition; they are often called on to perform extra service without compensatory support. Aimee Cox was the 2007-2008 Center for the Education of Women (CEW) Jean Campbell Research Scholar and a current Assistant Professor of African American and African Studies at Rutgers University.

The Status of Women Report (2009, President’s Advisory Commission on Women’s Issues--PACWI)

PACWI's report provides data on the status of women students, faculty, and staff at the University of Michigan. This new report adds to the knowledge accumulated in four earlier editions, and presents an accurate measure of the relative standing of women in the University, identifies areas where inequities still exist, and provides benchmarks for setting goals and measuring progress. There is a specific section on women of color faculty:

Experiencing Michigan: Accounts by Faculty from Underrepresented Minorities (2006, ADVANCE)

Twenty-six science and engineering faculty drawn from four racial-ethnic groups (African American, Latino, Native American and Asian/Asian American) were interviewed by a member of the ADVANCE Project staff during the summer of 2006. Most of the faculty of color interviewed regard the University of Michigan and their departments as offering many positive career opportunities. At the same time, a large proportion of them report serious interest in leaving the UM, in part because of their experiences both in the University and in the larger community. These include isolation, a sense of being marginal or unvalued, exclusion from decision-making and from networks, and disrespect and lack of deference from students. These difficulties are exacerbated by frequent experiences of heightened visibility and of being viewed as a representative of a group.

Instructor Identity: The Impact of Gender and Race on Faculty Experiences with Teaching (2004, Diana Kardia & Mary Wright for CRLT).

Some teaching challenges are enacted along gendered and racial/ethnic lines in ways that significantly alter the teaching experience for women faculty and faculty of color. In this Occasional Paper we describe findings from the Center for Research on Learning and Teaching’s (CRLT) research about these challenges, contextualize these findings in the literature on gender and student ratings, and suggest strategies for U-M faculty and administrators in regard to teaching and using student evaluations.

Institutional Indicator Report (2010, ADVANCE)

Since its creation with the support of an NSF grant in 2002, the ADVANCE program has created institutional indicators reports for each academic year (AY), but for 2007. These reports present statistical data on all faculty with appointments on the instructional (tenure), primary research, and clinical tracks, by gender and race/ethnicity, at the University of Michigan. These reports are divided into three sections: overall campus-wide assessment; indicators for Science, Technology, Engineering, and Mathematics (STEM) faculty campus-wide; and indicators for non-STEM faculty campus-wide. The overall campus-wide assessment provides summary information about all faculty on the instructional, research and clinical tracks.

For previous years reports: