https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&feed=atom&action=historyRecruit and retain a diverse faculty - Revision history2024-03-28T19:03:23ZRevision history for this page on the wikiMediaWiki 1.31.8https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&diff=4400&oldid=prevAbayer1 at 15:59, 17 September 20152015-09-17T15:59:34Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">A number </del>of <del class="diffchange diffchange-inline">studies have pointed to non-diverse </del>economics department faculty <del class="diffchange diffchange-inline">as a deterrent for women and racial minorities to pursue </del>further studies in economics. <del class="diffchange diffchange-inline">The </del>evidence <del class="diffchange diffchange-inline">suggests instructor identity does make a difference</del>. Using a data set with random assignment of students to professors, Carrell, Page, and West (2010) find professor gender in introductory math and science courses “has a powerful effect” on female students’ performance in the class and on the likelihood of pursuing majors in the field. Fairlie, Hoffmann, and Oreopoulos (2014) find similar effects for underrepresented minority college students. At the graduate level, Hale and Regev (2014) and Neumark and Gardecki (1996) find that having more female faculty members leads to more female students entering and completing economics PhD programs.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">The lack </ins>of <ins class="diffchange diffchange-inline">diversity in </ins>economics department faculty <ins class="diffchange diffchange-inline">may deter students from underrepresented groups from pursuing </ins>further studies in economics. <ins class="diffchange diffchange-inline">Rigorously derived </ins>evidence <ins class="diffchange diffchange-inline">supports this hypothesis</ins>. Using a data set with random assignment of students to professors, Carrell, Page, and West (2010) find professor gender in introductory math and science courses “has a powerful effect” on female students’ performance in the class and on the likelihood of pursuing majors in the field. Fairlie, Hoffmann, and Oreopoulos (2014) find similar effects for underrepresented minority college students. At the graduate level, Hale and Regev (2014) and Neumark and Gardecki (1996) find that having more female faculty members leads to more female students entering and completing economics PhD programs.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>While there are a variety of possible mechanisms through which instructor identity can affect student performance, same-gender and same-race role models may be effective in buffering against [[Stereotype threat]].  Psychologists Marx and Roman found that the presence of a highly competent female role model in mathematics protected female students from the negative effects of stereotype threat. In the first study, participants took a math test and self-esteem survey in the presence of either a male or female researcher who identified himself or herself as a math major. Marx and Roman found that female participants performed better and had higher state-self esteem in the female researcher condition. Men’s performance and self-esteem levels were equivalent across conditions. In follow up studies, participants read biographical descriptions of female students who were either math majors (math competent) or English majors who had taken a few math courses (math incompetent) as a sample essay and then completed a math test, a state self-esteem survey, and a self-appraisal of math competence. Descriptions of competent female math role models increased performance, state self-esteem, and self-appraisal of competence levels. Based on these findings, it is clear that competent same-gender role models in the field of economics would act as a buffer to stereotype threat.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>While there are a variety of possible mechanisms through which instructor identity can affect student performance, same-gender and same-race role models may be effective in buffering against [[Stereotype threat]].  Psychologists Marx and Roman found that the presence of a highly competent female role model in mathematics protected female students from the negative effects of stereotype threat. In the first study, participants took a math test and self-esteem survey in the presence of either a male or female researcher who identified himself or herself as a math major. Marx and Roman found that female participants performed better and had higher state-self esteem in the female researcher condition. Men’s performance and self-esteem levels were equivalent across conditions. In follow up studies, participants read biographical descriptions of female students who were either math majors (math competent) or English majors who had taken a few math courses (math incompetent) as a sample essay and then completed a math test, a state self-esteem survey, and a self-appraisal of math competence. Descriptions of competent female math role models increased performance, state self-esteem, and self-appraisal of competence levels. Based on these findings, it is clear that competent same-gender role models in the field of economics would act as a buffer to stereotype threat.</div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&diff=4399&oldid=prevAbayer1 at 15:48, 17 September 20152015-09-17T15:48:24Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 15:48, 17 September 2015</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[File:Diverse Faculty.jpeg|300px|right]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[File:Diverse Faculty.jpeg|300px|right]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>A number of studies have pointed to non-diverse economics department faculty as a deterrent for women and racial minorities to pursue further studies in economics. <del class="diffchange diffchange-inline"> </del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>A number of studies have pointed to non-diverse economics department faculty as a deterrent for women and racial minorities to pursue further studies in economics. <ins class="diffchange diffchange-inline">The evidence suggests instructor identity does make a difference. Using a data set with random assignment of students to professors, Carrell, Page, and West (2010) find professor gender in introductory math and science courses “has a powerful effect” on female students’ performance in the class and on the likelihood of pursuing majors in the field. Fairlie, Hoffmann, and Oreopoulos (2014) find similar effects for underrepresented minority college students. At the graduate level, Hale and Regev (2014) and Neumark and Gardecki (1996) find that having more female faculty members leads to more female students entering and completing economics PhD programs. </ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">Research (Lockwood</del>, <del class="diffchange diffchange-inline">2006) shows </del>that <del class="diffchange diffchange-inline">exposure to </del>a female role model <del class="diffchange diffchange-inline">improves </del>a <del class="diffchange diffchange-inline">woman’s feelings of </del>self-<del class="diffchange diffchange-inline">efficacy and ratings </del>of <del class="diffchange diffchange-inline">potential future career success  more than exposure to </del>a male <del class="diffchange diffchange-inline">role model</del>. <del class="diffchange diffchange-inline">She also </del>found that <del class="diffchange diffchange-inline">women cited other women as more often influential </del>in <del class="diffchange diffchange-inline">their career paths than men</del>. <del class="diffchange diffchange-inline">These findings suggest the importance of matching in career role models</del>.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">While there are a variety of possible mechanisms through which instructor identity can affect student performance</ins>, <ins class="diffchange diffchange-inline">same-gender and same-race role models may be effective in buffering against [[Stereotype threat]].  Psychologists Marx and Roman found </ins>that <ins class="diffchange diffchange-inline">the presence of </ins>a <ins class="diffchange diffchange-inline">highly competent </ins>female role model <ins class="diffchange diffchange-inline">in mathematics protected female students from the negative effects of stereotype threat. In the first study, participants took </ins>a <ins class="diffchange diffchange-inline">math test and </ins>self-<ins class="diffchange diffchange-inline">esteem survey in the presence </ins>of <ins class="diffchange diffchange-inline">either </ins>a male <ins class="diffchange diffchange-inline">or female researcher who identified himself or herself as a math major</ins>. <ins class="diffchange diffchange-inline">Marx and Roman </ins>found that <ins class="diffchange diffchange-inline">female participants performed better and had higher state-self esteem </ins>in <ins class="diffchange diffchange-inline">the female researcher condition</ins>. <ins class="diffchange diffchange-inline">Men’s performance and self-esteem levels were equivalent across conditions</ins>. In <ins class="diffchange diffchange-inline">follow up studies</ins>, <ins class="diffchange diffchange-inline">participants read biographical descriptions </ins>of <ins class="diffchange diffchange-inline">female students who were either math majors (math competent) or English majors who had taken a few math </ins>courses <ins class="diffchange diffchange-inline">(math incompetent) as a sample essay and then completed a math test, a state self-esteem survey, and a self-appraisal of math competence</ins>. <ins class="diffchange diffchange-inline">Descriptions of competent female math role models increased performance, state self-esteem</ins>, and <ins class="diffchange diffchange-inline">self-appraisal of competence levels. Based on these findings, it is clear </ins>that <ins class="diffchange diffchange-inline">competent same-gender role models </ins>in the <ins class="diffchange diffchange-inline">field </ins>of <ins class="diffchange diffchange-inline">economics would act as </ins>a <ins class="diffchange diffchange-inline">buffer to </ins>stereotype threat.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"> </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>In <del class="diffchange diffchange-inline">research specific to economics</del>, <del class="diffchange diffchange-inline">studies have shown the importance </del>of <del class="diffchange diffchange-inline">instructor gender in [[Introductory economics </del>courses<del class="diffchange diffchange-inline">]]</del>. <del class="diffchange diffchange-inline">At the graduate level</del>, <del class="diffchange diffchange-inline">economists David Neumark </del>and <del class="diffchange diffchange-inline">Rosella Gardecki (1996) found </del>that <del class="diffchange diffchange-inline">having more female faculty members resulted in higher completion rates for female economics graduate students. Because there are fewer women and racial minorities </del>in <del class="diffchange diffchange-inline">economics, </del>the <del class="diffchange diffchange-inline">lack </del>of <del class="diffchange diffchange-inline">role models may be </del>a <del class="diffchange diffchange-inline">potential cause for further [[Stereotype threat|</del>stereotype threat<del class="diffchange diffchange-inline">]] and disidentification from the field</del>.  </div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">Same-gender and same-race role models may be effective in buffering against </del>[[<del class="diffchange diffchange-inline">Stereotype threat</del>]]<del class="diffchange diffchange-inline">.  Psychologists Marx </del>and <del class="diffchange diffchange-inline">Roman found </del>that <del class="diffchange diffchange-inline">the presence of a highly competent female role model in mathematics protected female </del>students <del class="diffchange diffchange-inline">from </del>the <del class="diffchange diffchange-inline">negative effects of stereotype threat</del>. <del class="diffchange diffchange-inline">In the first study, participants took a math test and self-esteem survey in the </del>presence of <del class="diffchange diffchange-inline">either </del>a <del class="diffchange diffchange-inline">male or female researcher who identified himself or herself as </del>a <del class="diffchange diffchange-inline">math major. Marx </del>and <del class="diffchange diffchange-inline">Roman found that female participants performed better and had higher state-self esteem </del>in <del class="diffchange diffchange-inline">the female researcher condition. Men’s performance and self-esteem levels were equivalent across conditions. In follow up studies, participants read biographical descriptions of female </del>students <del class="diffchange diffchange-inline">who were either math majors (math competent) or English majors who had taken a few math courses (math incompetent) as a sample essay and then completed a math test, a state self-esteem survey, and a self-appraisal of math competence</del>. <del class="diffchange diffchange-inline">Descriptions </del>of <del class="diffchange diffchange-inline">competent female math </del>role <del class="diffchange diffchange-inline">models increased performance</del>, <del class="diffchange diffchange-inline">state self-esteem, and self-appraisal of competence levels. Based on these findings, it is clear that competent same-gender role models </del>in the <del class="diffchange diffchange-inline">field of </del>economics <del class="diffchange diffchange-inline">would act as a buffer to stereotype threat</del>.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">The </ins>[[<ins class="diffchange diffchange-inline">Faculty participation data|absence</ins>]] <ins class="diffchange diffchange-inline">of women </ins>and <ins class="diffchange diffchange-inline">racial minorities from economics department faculty presents a message </ins>that students <ins class="diffchange diffchange-inline">belonging to underrepresented groups are not welcome and may not be able to break into </ins>the <ins class="diffchange diffchange-inline">field</ins>. <ins class="diffchange diffchange-inline">The </ins>presence of a <ins class="diffchange diffchange-inline">diverse faculty creates </ins>a <ins class="diffchange diffchange-inline">more comfortable environment for underrepresented students, </ins>and <ins class="diffchange diffchange-inline">typically results </ins>in <ins class="diffchange diffchange-inline">increased [[Participation data|participation rates]] by these </ins>students. <ins class="diffchange diffchange-inline">A diverse faculty is not only important in terms </ins>of role <ins class="diffchange diffchange-inline">modeling for a diverse student body</ins>, <ins class="diffchange diffchange-inline">but also for presenting different [[Consequences|perspectives]] </ins>in the economics <ins class="diffchange diffchange-inline">classroom</ins>.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">The [[Faculty participation data|absence]] of women and racial minorities from economics department faculty presents a message that students belonging to underrepresented groups are not welcome and may not be able to break into the field. The presence of a diverse faculty creates a more comfortable environment </del>for <del class="diffchange diffchange-inline">underrepresented students, </del>and <del class="diffchange diffchange-inline">typically results in increased [[Participation data|participation rates]] by these students. A </del>diverse faculty <del class="diffchange diffchange-inline">is not only important in terms of role modeling for a diverse student body, but also for presenting a different [[Consequences|perspective]] in the economics classroom. </del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">==Resources </ins>for <ins class="diffchange diffchange-inline">recruiting </ins>and <ins class="diffchange diffchange-inline">retaining </ins>diverse faculty<ins class="diffchange diffchange-inline">==</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">==Resources </del>for recruiting diverse faculty<del class="diffchange diffchange-inline">==</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*The AEA's [http://www.aeaweb.org/committees/CSMGEP/index.php CSMGEP] collects and disseminates information on job opportunities and on minority PhD candidates. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"> </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Since 2008, the Research Network </ins>for <ins class="diffchange diffchange-inline">Racial and Ethnic Inequality has received funding from the National Science Foundation for the [https://thenetwork.socialequity.duke.edu/national-science-foundation-diversity-initiative-tenure-economics-dite Diversity Initiative for Tenure in Economics] (DITE).  DITE is a mentoring program targeting junior scholars in economics from underrepresented groups and junior scholars in economics who will promote greater diversity in the economics profession. More specifically, DITE conducts a 1 ½ day research and mentoring workshop that seeks to facilitate the successful transition of non-tenure track faculty to tenure track faculty or from junior faculty status to a tenured, associate professor position among economists who diversify the economics profession. DITE provides long term professional development guidance to the junior scholars who participate. The program seeks to include all identifiable recent Ph.D. economists from groups underrepresented in the economics profession or who display a strong commitment to diversification of the demography of the economics profession.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"> </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*There are multiple databases and online resources available to help departments recruit diverse job candidates. North Carolina State University's [http://oied.ncsu.edu/advance/resources/faculty-search-toolbox-resources-for-</ins>recruiting<ins class="diffchange diffchange-inline">-</ins>diverse<ins class="diffchange diffchange-inline">-faculty/ website for ADVANCE], a program devoted to increasing </ins>faculty <ins class="diffchange diffchange-inline">diversity, lists resources for finding qualified candidates of diverse backgrounds. Some resources suggested by them include:</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">The AEA's </del>[http://<del class="diffchange diffchange-inline">www</del>.<del class="diffchange diffchange-inline">aeaweb</del>.<del class="diffchange diffchange-inline">org</del>/<del class="diffchange diffchange-inline">committees</del>/<del class="diffchange diffchange-inline">CSMGEP</del>/<del class="diffchange diffchange-inline">index</del>.<del class="diffchange diffchange-inline">php CSMGEP</del>] <del class="diffchange diffchange-inline">collects and disseminates </del>information on <del class="diffchange diffchange-inline">job opportunities </del>and <del class="diffchange diffchange-inline">on </del>minority <del class="diffchange diffchange-inline">PhD candidates</del>.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">::</ins>[http://<ins class="diffchange diffchange-inline">nrc58</ins>.<ins class="diffchange diffchange-inline">nas</ins>.<ins class="diffchange diffchange-inline">edu</ins>/<ins class="diffchange diffchange-inline">FordFellowDirect</ins>/<ins class="diffchange diffchange-inline">Main</ins>/<ins class="diffchange diffchange-inline">Main</ins>.<ins class="diffchange diffchange-inline">aspx Ford Foundation Fellows Directory</ins>]<ins class="diffchange diffchange-inline">: "This directory contains </ins>information on <ins class="diffchange diffchange-inline">Ford Foundation Postdoctoral fellowship recipients awarded since 1980 </ins>and <ins class="diffchange diffchange-inline">Ford Foundation Predoctoral and Dissertation fellowship recipients awarded since 1986. The directory was created to serve as a resource for university officials seeking to diversify their faculty, </ins>minority <ins class="diffchange diffchange-inline">students looking for mentors and role models, and scholars interested in establishing collaborative projects</ins>.<ins class="diffchange diffchange-inline">"</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">There are multiple databases and online resources available to help departments recruit diverse job candidates. North Carolina State University's </del>[http://<del class="diffchange diffchange-inline">oied.ncsu</del>.<del class="diffchange diffchange-inline">edu</del>/<del class="diffchange diffchange-inline">advance/resources/faculty-search-toolbox-resources-for-recruiting-diverse-faculty/ website for ADVANCE</del>]<del class="diffchange diffchange-inline">, </del>a <del class="diffchange diffchange-inline">program devoted </del>to <del class="diffchange diffchange-inline">increasing faculty diversity</del>, <del class="diffchange diffchange-inline">lists resources for finding qualified candidates </del>of <del class="diffchange diffchange-inline">diverse backgrounds</del>. <del class="diffchange diffchange-inline">Some resources suggested by them include:</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">::</ins>[http://<ins class="diffchange diffchange-inline">sacnas</ins>.<ins class="diffchange diffchange-inline">org</ins>/<ins class="diffchange diffchange-inline">about SACNAS Member Directory</ins>]<ins class="diffchange diffchange-inline">: "SACNAS is </ins>a <ins class="diffchange diffchange-inline">society of scientists dedicated </ins>to <ins class="diffchange diffchange-inline">fostering the success of  Hispanic/Chicano and Native American scientists—from college students to professionals—to attain advanced degrees, careers</ins>, <ins class="diffchange diffchange-inline">and positions </ins>of <ins class="diffchange diffchange-inline">leadership in academia</ins>.<ins class="diffchange diffchange-inline">"</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">*[http</del>:<del class="diffchange diffchange-inline">//nrc58.nas.edu/FordFellowDirect/Main/Main.aspx Ford Foundation Fellows Directory]</del>: <del class="diffchange diffchange-inline">"This directory contains information on Ford Foundation Postdoctoral fellowship recipients awarded since 1980 and Ford Foundation Predoctoral and Dissertation fellowship recipients awarded since 1986. The directory was created to serve as a resource for university officials seeking to diversify their faculty, minority students looking for mentors and role models, and scholars interested in establishing collaborative projects."</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>::[http://dspdirectory.sreb.org/default.aspx?AspxAutoDetectCookieSupport=1SREB Doctoral Scholar Directory]: "The database offers faculty and research recruiters an economical way to reach a diverse group of people. It includes access to: vitae, profiles, research and scholarship areas, as well as other information for all doctoral scholars and Ph.D. recipients who have attended the Institute on Teaching and Mentoring, the largest gathering of minority Ph.D.s and Ph.D. candidates in the nation."</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">*[http://sacnas.org/about SACNAS Member Directory]: "SACNAS is a society of scientists dedicated to fostering the success of  Hispanic/Chicano and Native American scientists—from college students to professionals—to attain advanced degrees, careers, and positions of leadership in academia."</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">*</del>[http://dspdirectory.sreb.org/default.aspx?AspxAutoDetectCookieSupport=1SREB Doctoral Scholar Directory]: "The database offers faculty and research recruiters an economical way to reach a diverse group of people. It includes access to: vitae, profiles, research and scholarship areas, as well as other information for all doctoral scholars and Ph.D. recipients who have attended the Institute on Teaching and Mentoring, the largest gathering of minority Ph.D.s and Ph.D. candidates in the nation."</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Recommendations for further reading==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Recommendations for further reading==</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>{{hidden|Sources|</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>{{hidden|Sources|</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Carrell, Scott E., Marianne E. Page, and James E. West. 2010. “Sex and Science: How Professor Gender Perpetuates the Gender Gap.” Quarterly Journal of Economics 125(3): 1101-1144.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Catanese, A.V. (1991) Faculty Role Models and Diversifying the Gender and Racial Mix of Undergraduate Economics Majors. The Journal of Economic Education Vol. 22, No. 3, Special Issue on Undergraduate Economic Education (Summer, 1991), pp. 276-284 Article Stable URL: http://www.jstor.org/stable/1183114</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Catanese, A.V. (1991) Faculty Role Models and Diversifying the Gender and Racial Mix of Undergraduate Economics Majors. The Journal of Economic Education Vol. 22, No. 3, Special Issue on Undergraduate Economic Education (Summer, 1991), pp. 276-284 Article Stable URL: http://www.jstor.org/stable/1183114</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Fairlie, Robert W., Florian Hoffmann, and Philip Oreopoulos. 2014. “A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom.” American Economic Review 104(8): 2567-91.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Hale, Galena, and Tali Regev. 2014. “Gender Ratios at Top PhD Programs in Economics.” Economics of Education Review 41: 55–70.</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Lockwood, P. (2006). “Someone Like Me Can Be Successful”: Do College Students Need Same-Gender Role Models? Psychology of Women Quarterly. Vol.30, p 36-46.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Lockwood, P. (2006). “Someone Like Me Can Be Successful”: Do College Students Need Same-Gender Role Models? Psychology of Women Quarterly. Vol.30, p 36-46.</div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&diff=3529&oldid=prevAbayer1 at 22:36, 27 October 20132013-10-27T22:36:45Z<p></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 22:36, 27 October 2013</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l3" >Line 3:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>A number of studies have pointed to non-diverse economics department faculty as a deterrent for women and racial minorities to pursue further studies in economics.   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>A number of studies have pointed to non-diverse economics department faculty as a deterrent for women and racial minorities to pursue further studies in economics.   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Research (Lockwood, 2006) shows that exposure to a female role model improves a woman’s feelings of self-efficacy and ratings of potential future career success  more than exposure to a male role model. She also found that women cited other women as more often influential in their career paths than men. These findings suggest the importance of matching in career role models.  </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Research (Lockwood, 2006) shows that exposure to a female role model improves a woman’s feelings of self-efficacy and ratings of potential future career success  more than exposure to a male role model. She also found that women cited other women as more often influential in their career paths than men. These findings suggest the importance of matching in career role models. In research specific to economics, studies have shown the importance of instructor gender in [[Introductory economics courses]]. At the graduate level, economists David Neumark and Rosella Gardecki (1996) found that having more female faculty members resulted in higher completion rates for female economics graduate students. Because there are fewer women and racial minorities in economics, the lack of role models may be a potential cause for further [[Stereotype threat|stereotype threat]] and disidentification from the field.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"> </ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>In research specific to economics, studies have shown the importance of instructor gender in [[Introductory economics courses]]. At the graduate level, economists David Neumark and Rosella Gardecki (1996) found that having more female faculty members resulted in higher completion rates for female economics graduate students. Because there are fewer women and racial minorities in economics, the lack of role models may be a potential cause for further [[Stereotype threat|stereotype threat]] and disidentification from the field.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Same-gender and same-race role models may be effective in buffering against [[Stereotype threat]].  Psychologists Marx and Roman found that the presence of a highly competent female role model in mathematics protected female students from the negative effects of stereotype threat. In the first study, participants took a math test and self-esteem survey in the presence of either a male or female researcher who identified himself or herself as a math major. Marx and Roman found that female participants performed better and had higher state-self esteem in the female researcher condition. Men’s performance and self-esteem levels were equivalent across conditions. In follow up studies, participants read biographical descriptions of female students who were either math majors (math competent) or English majors who had taken a few math courses (math incompetent) as a sample essay and then completed a math test, a state self-esteem survey, and a self-appraisal of math competence. Descriptions of competent female math role models increased performance, state self-esteem, and self-appraisal of competence levels. Based on these findings, it is clear that competent same-gender role models in the field of economics would act as a buffer to stereotype threat.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Same-gender and same-race role models may be effective in buffering against [[Stereotype threat]].  Psychologists Marx and Roman found that the presence of a highly competent female role model in mathematics protected female students from the negative effects of stereotype threat. In the first study, participants took a math test and self-esteem survey in the presence of either a male or female researcher who identified himself or herself as a math major. Marx and Roman found that female participants performed better and had higher state-self esteem in the female researcher condition. Men’s performance and self-esteem levels were equivalent across conditions. In follow up studies, participants read biographical descriptions of female students who were either math majors (math competent) or English majors who had taken a few math courses (math incompetent) as a sample essay and then completed a math test, a state self-esteem survey, and a self-appraisal of math competence. Descriptions of competent female math role models increased performance, state self-esteem, and self-appraisal of competence levels. Based on these findings, it is clear that competent same-gender role models in the field of economics would act as a buffer to stereotype threat.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The [[Faculty participation data|absence]] of women and racial minorities from economics department faculty presents a message that students belonging to underrepresented groups are not welcome and may not be able to break into the field. The presence of a diverse faculty creates a more comfortable environment for underrepresented students, and typically results in increased [[Participation data|participation rates]] by these students. A diverse faculty is not only important in terms of role modeling for a diverse student body, but also for presenting a different [[Consequences|perspective]] in the economics classroom.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The [[Faculty participation data|absence]] of women and racial minorities from economics department faculty presents a message that students belonging to underrepresented groups are not welcome and may not be able to break into the field. The presence of a diverse faculty creates a more comfortable environment for underrepresented students, and typically results in increased [[Participation data|participation rates]] by these students. A diverse faculty is not only important in terms of role modeling for a diverse student body, but also for presenting a different [[Consequences|perspective]] in the economics classroom.  </div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&diff=3528&oldid=prevAbayer1 at 22:35, 27 October 20132013-10-27T22:35:40Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Resources for recruiting diverse faculty==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Resources for recruiting diverse faculty==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The AEA's [http://www.aeaweb.org/committees/CSMGEP/index.php CSMGEP] collects and disseminates information on job opportunities and minority candidates.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The AEA's [http://www.aeaweb.org/committees/CSMGEP/index.php CSMGEP] collects and disseminates information on job opportunities and <ins class="diffchange diffchange-inline">on </ins>minority <ins class="diffchange diffchange-inline">PhD </ins>candidates.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>There are multiple databases and online resources available to help departments recruit diverse job candidates. North Carolina State University's [http://oied.ncsu.edu/advance/resources/faculty-search-toolbox-resources-for-recruiting-diverse-faculty/ website for ADVANCE], a program devoted to increasing faculty diversity, lists resources for finding qualified candidates of diverse backgrounds. Some resources suggested by them include:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>There are multiple databases and online resources available to help departments recruit diverse job candidates. North Carolina State University's [http://oied.ncsu.edu/advance/resources/faculty-search-toolbox-resources-for-recruiting-diverse-faculty/ website for ADVANCE], a program devoted to increasing faculty diversity, lists resources for finding qualified candidates of diverse backgrounds. Some resources suggested by them include:</div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&diff=3527&oldid=prevAbayer1: /* Resources for recruiting diverse faculty */2013-10-27T22:35:05Z<p><span dir="auto"><span class="autocomment">Resources for recruiting diverse faculty</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Resources for recruiting diverse faculty==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Resources for recruiting diverse faculty==</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The AEA's [http://www.aeaweb.org/committees/CSMGEP/index.php CSMGEP] collects and disseminates information on job opportunities and minority candidates. </ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>There are multiple databases and online resources available to help departments recruit diverse job candidates. North Carolina State University's [http://oied.ncsu.edu/advance/resources/faculty-search-toolbox-resources-for-recruiting-diverse-faculty/ website for ADVANCE], a program devoted to increasing faculty diversity, lists resources for finding qualified candidates of diverse backgrounds. Some resources suggested by them include:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>There are multiple databases and online resources available to help departments recruit diverse job candidates. North Carolina State University's [http://oied.ncsu.edu/advance/resources/faculty-search-toolbox-resources-for-recruiting-diverse-faculty/ website for ADVANCE], a program devoted to increasing faculty diversity, lists resources for finding qualified candidates of diverse backgrounds. Some resources suggested by them include:</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*[http://dspdirectory.sreb.org/default.aspx?AspxAutoDetectCookieSupport=1SREB Doctoral Scholar Directory]: "The database offers faculty and research recruiters an economical way to reach a diverse group of people. It includes access to: vitae, profiles, research and scholarship areas, as well as other information for all doctoral scholars and Ph.D. recipients who have attended the Institute on Teaching and Mentoring, the largest gathering of minority Ph.D.s and Ph.D. candidates in the nation."</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*[http://dspdirectory.sreb.org/default.aspx?AspxAutoDetectCookieSupport=1SREB Doctoral Scholar Directory]: "The database offers faculty and research recruiters an economical way to reach a diverse group of people. It includes access to: vitae, profiles, research and scholarship areas, as well as other information for all doctoral scholars and Ph.D. recipients who have attended the Institute on Teaching and Mentoring, the largest gathering of minority Ph.D.s and Ph.D. candidates in the nation."</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Recommendations for further reading==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Recommendations for further reading==</div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&diff=3526&oldid=prevAbayer1 at 22:32, 27 October 20132013-10-27T22:32:57Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Research (Lockwood, 2006) shows that exposure to a female role model improves a woman’s feelings of self-efficacy and ratings of potential future career success  more than exposure to a male role model. She also found that women cited other women as more often influential in their career paths than men. These findings suggest the importance of matching in career role models. In research specific to economics, economists David Neumark and Rosella Gardecki (1996) found that having more female faculty members resulted in higher completion rates for female economics graduate students. Because there are fewer women and racial minorities in economics, the lack of role models may be a potential cause for further [[Stereotype threat|stereotype threat]] and <del class="diffchange diffchange-inline">disidentication </del>from the field.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Research (Lockwood, 2006) shows that exposure to a female role model improves a woman’s feelings of self-efficacy and ratings of potential future career success  more than exposure to a male role model. She also found that women cited other women as more often influential in their career paths than men. These findings suggest the importance of matching in career role models. In research specific to economics<ins class="diffchange diffchange-inline">, studies have shown the importance of instructor gender in [[Introductory economics courses]]. At the graduate level</ins>, economists David Neumark and Rosella Gardecki (1996) found that having more female faculty members resulted in higher completion rates for female economics graduate students. Because there are fewer women and racial minorities in economics, the lack of role models may be a potential cause for further [[Stereotype threat|stereotype threat]] and <ins class="diffchange diffchange-inline">disidentification </ins>from the field.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
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</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&diff=2967&oldid=prevJvenato1 at 03:31, 31 August 20122012-08-31T03:31:22Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Research (Lockwood, 2006) shows that exposure to a female role model improves a woman’s feelings of self-efficacy and ratings of potential future career success  more than exposure to a male role model. She also found that women cited other women as more often influential in their career paths than men. These findings suggest the importance of matching in career role models. Because there are fewer women and racial minorities in economics, the lack of role models may be a potential cause for further [[Stereotype threat|stereotype threat]] and disidentication from the field.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Research (Lockwood, 2006) shows that exposure to a female role model improves a woman’s feelings of self-efficacy and ratings of potential future career success  more than exposure to a male role model. She also found that women cited other women as more often influential in their career paths than men. These findings suggest the importance of matching in career role models<ins class="diffchange diffchange-inline">. In research specific to economics, economists David Neumark and Rosella Gardecki (1996) found that having more female faculty members resulted in higher completion rates for female economics graduate students</ins>. Because there are fewer women and racial minorities in economics, the lack of role models may be a potential cause for further [[Stereotype threat|stereotype threat]] and disidentication from the field.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Marx, D., & Roman, J. (2002). Female Role Models : Protecting Women’s Math Test Performance. Personality and Social Psychology Bulletin. Vol. 28:9. P 1183- 1193.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Marx, D., & Roman, J. (2002). Female Role Models : Protecting Women’s Math Test Performance. Personality and Social Psychology Bulletin. Vol. 28:9. P 1183- 1193.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Neumark, D., & Gardecki, R. (1996). Women helping women? Role Model and Mentoring Effects on Female PhD Students in Economics. NBER Working Paper 5733.</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>}}</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>}}</div></td></tr>
</table>Jvenato1https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&diff=2966&oldid=prevJvenato1 at 03:10, 31 August 20122012-08-31T03:10:57Z<p></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 03:10, 31 August 2012</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The [[Faculty participation data|absence]] of women and racial minorities from economics department faculty presents a message that students belonging to underrepresented groups are not welcome and may not be able to break into the field. The presence of a diverse faculty creates a more comfortable environment for underrepresented students, and typically results in increased [[Participation data|participation rates]] by these students. A diverse faculty is not only important in terms of role modeling for a diverse student body, but also for presenting a different [[Consequences|perspective]] in the economics classroom.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The [[Faculty participation data|absence]] of women and racial minorities from economics department faculty presents a message that students belonging to underrepresented groups are not welcome and may not be able to break into the field. The presence of a diverse faculty creates a more comfortable environment for underrepresented students, and typically results in increased [[Participation data|participation rates]] by these students. A diverse faculty is not only important in terms of role modeling for a diverse student body, but also for presenting a different [[Consequences|perspective]] in the economics classroom.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">==Resources for recruiting diverse faculty==</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Recommendations<del class="diffchange diffchange-inline">:</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">There are multiple databases and online resources available to help departments recruit diverse job candidates. North Carolina State University's [http://oied.ncsu.edu/advance/resources/faculty-search-toolbox-resources-for-recruiting-diverse-faculty/ website for ADVANCE], a program devoted to increasing faculty diversity, lists resources for finding qualified candidates of diverse backgrounds. Some resources suggested by them include:</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*[http://nrc58.nas.edu/FordFellowDirect/Main/Main.aspx Ford Foundation Fellows Directory]: "This directory contains information on Ford Foundation Postdoctoral fellowship recipients awarded since 1980 and Ford Foundation Predoctoral and Dissertation fellowship recipients awarded since 1986. The directory was created to serve as a resource for university officials seeking to diversify their faculty, minority students looking for mentors and role models, and scholars interested in establishing collaborative projects."</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*[http://sacnas.org/about SACNAS Member Directory]: "SACNAS is a society of scientists dedicated to fostering the success of  Hispanic/Chicano and Native American scientists—from college students to professionals—to attain advanced degrees, careers, and positions of leadership in academia."</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*[http://dspdirectory.sreb.org/default.aspx?AspxAutoDetectCookieSupport=1SREB Doctoral Scholar Directory]: "The database offers faculty and research recruiters an economical way to reach a diverse group of people. It includes access to: vitae, profiles, research and scholarship areas, as well as other information for all doctoral scholars and Ph.D. recipients who have attended the Institute on Teaching and Mentoring, the largest gathering of minority Ph.D.s and Ph.D. candidates in the nation."</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">==</ins>Recommendations <ins class="diffchange diffchange-inline">for further reading==</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Listen to Damon Williams speak on [http://media.swarthmore.edu/featured_events/?p=255 Towards a Model of Inclusive Excellence: Promising Practices for Advancing Faculty Diversity].</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Listen to Damon Williams speak on [http://media.swarthmore.edu/featured_events/?p=255 Towards a Model of Inclusive Excellence: Promising Practices for Advancing Faculty Diversity].</div></td></tr>
</table>Jvenato1https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&diff=2964&oldid=prevJvenato1 at 02:14, 22 August 20122012-08-22T02:14:26Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Same-gender and same-race role models may be effective in buffering against [[Stereotype threat]].  Psychologists Marx and Roman found that the presence of a highly competent female role model in mathematics protected female students from the negative effects of stereotype threat. In the first study, participants took a math test and self-esteem survey in the presence of either a male or female researcher who identified himself or herself as a math major. Marx and Roman found that female participants performed better and had higher state-self esteem in the female researcher condition. Men’s performance and self-esteem levels were equivalent across conditions. In follow up studies, participants read biographical descriptions of female students who were either math majors (math competent) or English majors who had taken a few math courses (math incompetent) as a sample essay and then completed a math test, a state self-esteem survey, and a self-appraisal of math competence. Descriptions of competent female math role models increased performance, state self-esteem, and self-appraisal of competence levels. Based on these findings, it is clear that competent same-gender role models in the economics would act as a buffer to stereotype threat.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Same-gender and same-race role models may be effective in buffering against [[Stereotype threat]].  Psychologists Marx and Roman found that the presence of a highly competent female role model in mathematics protected female students from the negative effects of stereotype threat. In the first study, participants took a math test and self-esteem survey in the presence of either a male or female researcher who identified himself or herself as a math major. Marx and Roman found that female participants performed better and had higher state-self esteem in the female researcher condition. Men’s performance and self-esteem levels were equivalent across conditions. In follow up studies, participants read biographical descriptions of female students who were either math majors (math competent) or English majors who had taken a few math courses (math incompetent) as a sample essay and then completed a math test, a state self-esteem survey, and a self-appraisal of math competence. Descriptions of competent female math role models increased performance, state self-esteem, and self-appraisal of competence levels. Based on these findings, it is clear that competent same-gender role models in the <ins class="diffchange diffchange-inline">field of </ins>economics would act as a buffer to stereotype threat.</div></td></tr>
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</table>Jvenato1https://wikis.swarthmore.edu/div_econ/index.php?title=Recruit_and_retain_a_diverse_faculty&diff=2892&oldid=prevAbayer1 at 13:17, 20 July 20122012-07-20T13:17:41Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The absence of women and racial minorities from economics department faculty presents a message that students belonging to underrepresented groups are not welcome and may not be able to break into the field. The presence of a diverse faculty creates a more comfortable environment for underrepresented students, and typically results in increased participation rates by these students. A diverse faculty is not only important in terms of role modeling for a diverse student body, but also for presenting a different [[Consequences|perspective]] in the economics classroom.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The <ins class="diffchange diffchange-inline">[[Faculty participation data|</ins>absence<ins class="diffchange diffchange-inline">]] </ins>of women and racial minorities from economics department faculty presents a message that students belonging to underrepresented groups are not welcome and may not be able to break into the field. The presence of a diverse faculty creates a more comfortable environment for underrepresented students, and typically results in increased <ins class="diffchange diffchange-inline">[[Participation data|</ins>participation rates<ins class="diffchange diffchange-inline">]] </ins>by these students. A diverse faculty is not only important in terms of role modeling for a diverse student body, but also for presenting a different [[Consequences|perspective]] in the economics classroom.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
</table>Abayer1