Diversity Statements: How Faculty Applicants Address Diversity.
Diversity Statements: How Faculty Applicants Address Diversity.
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多样性声明：教师申请人如何解决多样性。
DOI：
10.1037/a0038549
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发表时间：
2014
影响因子：
2.4
通讯作者：
D. Baker
中科院分区：
文献类型：
--
作者：
K. Schmaling;Amira Y Trevino;Justin R. Lind;A. Blume;D. Baker
本研究的目的是审查3个学科的助理教授职位的申请材料。申请者被要求写一份多样性声明，描述他们将如何通过研究、教学和服务来促进多样性。样本包括191名候选人提交的申请材料，这些候选人是一所公立研究型大学计算机科学、政治学和心理学终身教职的候选人。申请信和多样性声明被编码为9个多样性维度。例如，我在拉丁裔社区的研究。。..，我在一所中学做志愿者，鼓励更多的女孩学习计算机科学。。..，编码将分别反映族裔/种族和性别的多样性层面。申请人自我披露多样性的情况并不常见，不到四分之一的信件中出现了这种情况。非特定形式的多样性在申请材料中最常被提及，其次是族裔/种族、残疾、年龄和性别。这些搜索之间的比较显示，心理学家申请者在他们的信件中提到多样性的密度明显高于其他两个学科，而且他们也最有可能引用多样性的特定维度，而不是非特定维度。这些结果加深了我们对教师申请者如何处理申请的多样性声明部分的理解，并揭示了不同学科之间在多样性构建方面的潜在差异。最后讨论了研究结果对教师申请者的建议和进一步研究的方向。
The purpose of the present study was to examine application materials for assistant professor positions in 3 academic disciplines. Applicants were asked to write a diversity statement describing how they would advance diversity through their research, teaching, and service. The sample included application materials submitted by 191 candidates for tenure-track faculty positions at a public research university in computer science, political science, and psychology. Application letters and diversity statements were coded for 9 diversity dimensions. For example, My research in the Latino community . . ., and I volunteer at a middle school to encourage more girls to pursue computer science . . ., would be coded as reflecting the diversity dimensions of ethnicity/race and gender, respectively. Applicant self-disclosures of diversity were uncommon, occurring in fewer than 1 quarter of the letters. Nonspecific forms of diversity were most frequently mentioned in application materials, followed by references to ethnicity/race, disability, age, and gender. Comparisons between the searches revealed that psychologist applicants had significantly higher density of references to diversity in their letters than the 2 other disciplines, and also were most likely to cite specific, rather than nonspecific, dimensions of diversity. These results add to our understanding of how faculty applicants approach the diversity statement component of applications and reveal potential differences between disciplines in the diversity construct. The results are discussed in terms of suggestions to faculty applicants and directions for further research.