Education
The underrepresentation of minorities in college and university faculties has been well documented (Kosoko-Lasaki, Sonnino & Voytko, 2006). Non-whites and women are both underrepresented at the university level. As few as 3.9% of medical school faculty are non-whites or female (Palepu, Carr, Friedman, Ash & Moskowitz, 2000). When women are members of faculty, they often occupy lower ranks of their profession, including assistant professorial roles rather than full tenured posts (Daley, Wingard & Reznik, 2006).
This indicates an experience of the glass ceiling, whereby women and minorities secure an entry-level post but fail to be represented or supported and thus fail to move up to more secure ranks of their profession. As a result there is a high rate of "revolving door" patterns for minority and female faculty in higher education (Parker, Clayton-Pedersen, Moreno, Teraguchi & Smith, 2006). This is especially true for first year faculty members, who are not receiving the support they need from senior staff and administration. A review of literature reveals the extent of the problem, focusing on the experiences and expectations of minority first...
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