ACCESS IS NOT ENOUGH October 1989 CHAPTER 5 Faculty Higher education institutions, nationally, are struggling with the issue of developing more diverse faculties. According to James Blackwell's article,"Faculty Issues: The Impact on Minorities," published in the summer 1988 edition of The Review of Higher Education, Blacks comprised about four percent of total faculty in the U.S. in 1986, a decrease from an estimated high level of approximately six percent in the late 1970s. The article also states that the four percent figure includes black faculty employed at historically black colleges and universities. When this group of black faculty is disaggregated from the total number of Blacks holding faculty positions in postsecondary education, Blacks account for approximately one percent of the faculty in predominantly white colleges and universities. Currently, 3.4 percent of our tenure/tenure-track faculty and 2.9 percent of our non-tenure track faculty are Black. These 91 individuals are distributed throughout our many departments with only two departments employing more than three Blacks in the same department. As one would expect, many of the black tenured faculty members are distinguished scholars in their fields and outstanding contributors to our university. Others, not yet tenured, are also pursuing research, teaching and services with vigor. The purpose of this chapter is to discuss the ways in which black faculty experiences deviate from those of their white colleagues and how the campus can effectively respond to these differences so they are not working to the disadvantage of our black faculty. The empirical data to substantiate many of the perceptions noted in the findings below are unavailable either nationally or for the campus. For example, there are no national data nor has the campus completed reports concerning tenure rates by race or the service contributions of faculty members. The perceptions as shared by our black faculty members, however, identify differences that should be addressed. Findings 1. Many UMCP black faculty members state that their role and experience on campus differ from that of their white colleagues in that they are called upon to teach and complete research at the same level as their colleagues, but are asked to provide considerably more service than their colleagues. Dr. James E. Blackwell's article "Faculty Issues: The Impact on Minorities" supports this statement: "Most institutions, except the historical black institutions hire Blacks in token numbers. Therefore, typically when a black person is hired in a faculty position, he or she is a role model, expected to be an advisor, a counselor, and advocate, and a sympathetic listener for black students. As a result, they are often drawn into activities unrelated to their competencies or interest, competing with research and publication demands. Minority faculty often feel that they must respond to the needs of minority students who often feel alienated in predominantly white institutions. A dilemma is, on the one hand, to work hard and meet the traditional requirements for tenure and, on the other, to respond directly to student demands and departmental and institutional expectations to not only work with minority students but be the "minority representation" on every committee. Many who choose this course receive the impression that such responsiveness was appropriate and would compensate for lower scholarly output at the time of tenure consideration. They are disillusioned when the same person in their department who encouraged them to "assume responsibility for all things minority" penalize them for "inadequate scholarly productivity" during tenure considerations." 2. Many Blacks pursue careers as faculty members because they are interested in making a contribution to humanity by teaching, advising and serving as role models for students. However, the process of obtaining tenure at institutions like UMCP requires faculty members to focus primarily on research and publications during the initial six years. This expected behavior, in many cases, is inconsistent with the message universities give to black candidates and to the interest and motives of many Blacks to pursue careers as faculty members. One UMCP black faculty member in writing to me concerning this report stated: "I felt that my obligation was first and foremost to my students. After all, that was the carrot used to lure me from private industry and played a major role in my making a career decision at that time. Repeatedly, I was told you can make a difference, and you can take the opportunity to give something back." 3. The isolation many black faculty members experience relates to the earlier comments concerning the issue of building on a "relationship driven campus." Often, it appears, white junior faculty members are genuinely included in opportunities to develop relationships with senior faculty that are not equally available for black junior faculty members. These relationships serve to help these faculty to "learn the ropes," participate in joint publications, and other entrees to research and publications that are not available to others more isolated in the department. 4. Many faculty express the concern that the campus is only interested in the black candidate who is a "superstar." Yet many other candidates are hired who are not superstars. This point is supported by a comment in a recent article in The Chronicle on Higher Education concerning the recruitment of black faculty at traditionally white institutions. The article notes that no national data are available, but states that tenure rates for minority professors and white men are similar. It further states: "We make just as many errors for the top male candidates who we think are the greatest thing that ever walked the earth, so why can't we take the chance on minorities." 5. Black faculty also expressed concern regarding how their minority related research is received on campus. Many allude to the pressure to conform to mainstream research interests (which frequently exclude work relating to ethnicity) in order to receive serious, favorable consideration in reviews for tenure. Secondly, they are concerned about the lack of opportunities to do collaborative research with peers (within the departments, white colleagues tend to be skeptical of the value of one's potential contributions, and black colleagues tend to be non-existent). The importance of increasing the presence of black faculty on our campus cannot be overemphasized. This group, more than any other, is most influential in the campus community. If the campus climate is to improve for Blacks and, in general, then black faculty must contribute considerably. They expand knowledge and understanding; they serve as role models for black students as well as many other students; they eliminate the myths many whites have about the competence of Blacks; and they are participants in the governance, for departments, colleges and the campus serving as the conscience for the campus by ensuring that policies and procedures are fair to all. This talented group of ninety-one individuals are overburdened, thus the recommendations that follow are provided to increase their number and to improve their environment so that it is not a "revolving door" for black faculty at UMCP. This "revolving door" will continue as long as we continue business as usual, expecting untenured black faculty members to provide extraordinary service while pursuing tenure. This practice is unrealistic and unfair for these individuals. We must openly and clearly communicate to black untenured faculty members that we expect and support that the attainment of tenure will be their priority during the initial six years. Thereafter, however, our expectation of their service obligations will increase considerably. In doing so, the campus acknowledges that initially we will suffer in that we will not benefit from their service (advising and serving as role models for students as well as participants on committees) but the long term benefits are worth it. Recommendations 1. Establish policies and practices in each college to support black untenured faculty members. These initiatives should provide for decreased teaching and service responsibilities to allow these individuals adequate time for research and publications. 2. Increase the pool line program from 6 positions to 10 lines annually. As noted in the chapter, black faculty presence is of the utmost importance to the success of this overall effort. The appointment of all black faculty members should not be limited to this pool line program. It is expected that these individuals will continue to be recruited and appointed by departments even if pool line positions are unavailable. 3. Establish a Center for Minority Scholarship Research and Service. This center would provide funding to advance the research and scholarship by our black faculty, staff and students, and coordinate service projects in cooperation with local citizens and organizations. 4. Establish a Black Visiting Professors Program. The program would identify and fund six positions annually. These competitive one year appointments of distinguished individuals would expand our curriculum (each could teach at least one special minority course) and the exposure our students could have with black faculty.