Date of Graduation
Doctor of Education in Higher Education (EdD)
Rehabilitation, Human Resources and Communication Disorders
Second Committee Member
Christian, Diversity, Faculty, Universities
This study explored institutional efforts to increase faculty diversity at three southern Christian universities and provided descriptions of what promoted or curtailed faculty diversity at those institutions. Daryl G. Smith's (2009) dimensions of diversity were used to evaluate the role of institutional missions, and how they were connected to diversity efforts. Smith's 2009 conceptual framework offered four areas for studying diversity: access and success, institutional vitality and viability, education and scholarship, and intergroup relations and campus climate. A qualitative multiple or collective case study design was used. The sample included 20 total participants; 19 from the three case institutions and one Council of Christian Colleges and Universities (CCCU) administrator. The study participants consisted of 12 males and 8 females; 11 faculty, 7 administrators, and 2 students. A combination of personal interviews, observations, field notes, documents and textual analysis provided faculty diversity themes at the different institutions.
Although institutions have made great strides in diversity efforts, this study revealed that more intentional and methodic processes need to be established to increase faculty diversity at CCCU institutions. The more interaction students have with diverse populations the better prepared they will be to work and serve in global communities. Consequently, faculty diversity efforts can be maximized by implementing better recruitment and retention strategies. This study highlighted a few recruitment and retention strategies which included the active pursuit of faculty of color and the purposeful management of mentorship programs.
Smith, M. (2014). A Christian Value?: Faculty Diversity at Southern Evangelical Campuses. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/2240