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<p>In a climate where diversity, equity, and inclusion (DEI) initiatives are under attack, institutional leaders’ good intentions to diversify the professoriate are not enough. In this review of the literature, we examined recommended policies and practices from higher education literature between 2008–2020 that have the potential to create and sustain change in retaining and promoting racially and ethnically minoritized faculty. We found that the recommended policies and practices were transformative when they: (1) addressed root causes of inequity across levels of the system, (2) developed processes and checks to sustain iterative change over time, and (3) redistributed resources and power for collective support. We developed a framework of transformative change for diversifying the professoriate to shift the way we think about change efforts in higher education and provide a reflective guide for institutional leaders looking to foster transformative change in an uncertain and tumultuous climate. Our pragmatic approach goes beyond implementing best practices and supports institutional leaders with implementing organizational change specific to the context of diversifying the professoriate.</p>

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Good Intentions Are Not Enough: A Systematic Review of Policy and Practice Recommendations to Retain and Promote Racially and Ethnically Minoritized Faculty

  • 期刊论文

  • 发表日期：

    2025年12月9日

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  • Truth Hunter,
  • Jillian Ives,
  • Milagros Castillo-Montoya,
  • Ayaa Elgoharry

摘要

In a climate where diversity, equity, and inclusion (DEI) initiatives are under attack, institutional leaders’ good intentions to diversify the professoriate are not enough. In this review of the literature, we examined recommended policies and practices from higher education literature between 2008–2020 that have the potential to create and sustain change in retaining and promoting racially and ethnically minoritized faculty. We found that the recommended policies and practices were transformative when they: (1) addressed root causes of inequity across levels of the system, (2) developed processes and checks to sustain iterative change over time, and (3) redistributed resources and power for collective support. We developed a framework of transformative change for diversifying the professoriate to shift the way we think about change efforts in higher education and provide a reflective guide for institutional leaders looking to foster transformative change in an uncertain and tumultuous climate. Our pragmatic approach goes beyond implementing best practices and supports institutional leaders with implementing organizational change specific to the context of diversifying the professoriate.