Diversity Initiative for Tenure in Economics

经济学终身教职多样性倡议（DITE）是一个研究指导研讨会，旨在促进来自代表性不足的种族和族裔群体（特别是黑人）的经济学家从初级教师身份成功过渡到终身副教授。拉丁美洲人和美洲原住民）。来自这些群体的经济学家在大学教师队伍中的代表性严重不足，特别是在经济学系，这就需要做出特别努力，以确保来自这些群体的初级教师能够发展出能够晋升为终身教职的研究和教学形象。美国经济协会（AEA）通过三个主要途径支持少数民族经济学家的专业发展，AEA暑期课程和少数民族奖学金计划，AEA管道项目，以及经济学专业少数民族地位委员会（CSMGEP）对每个项目的监督。投资、技术和企业发展司是唯一一个专门为增加黑人、拉丁美洲人和美洲土著经济学家在美国各地学院和大学终身教职中的代表性而设计的方案，其方式是指导专注于研究和教学的初级教员。在每一年的补助金，这个奖项使投资、技术和企业发展司匹配多达12名初级学者与6名高级教师导师，并召开一个年度一天半的研讨会，初级研究员将获得关键的指导，他们的研究活动，以及在该计划的三个夏天的专业发展建议。国家科学基金会的支持还将使每一批投资、技术和企业发展司的学者和导师能够在次年1月的联合社会科学协会会议期间再次聚会，并于春季在杜克大学再次聚会，参加一个讲习班，研究员将在讲习班上正式介绍他们目前的研究活动。最后，投资、技术和企业发展司在可能的情况下支持研究员到导师所在的学校拜访一位导师。在每一年的12名研究员和6名导师被细分为三个工作组，主要根据共同的研究活动，机构类型的相似性，以及导师可以提供初级教师的学者网络的适当性来确定。这三个小组举行了一次密集的会议，专门准备研究项目，以便成功地提交给备受好评的专业期刊发表。每个分组会议将允许研究员介绍他们的研究，并从小组导师和参与者那里获得反馈。更广泛的影响：投资、技术和企业发展司的有效性是通过续订率、出版成功率、作为演讲者和讨论者出席会议、教学评价、引用次数和研究员收到赠款来衡量的。投资、技术和企业发展司研究员的职业生涯在他们参加方案的一年之后至少有五年的纵向跟踪。 投资、技术和企业发展司的目标是发挥作用，通过大幅提高代表性不足群体的初级教员的职业成功机会，在美国经济学系的人口统计中产生更大的包容性

The Diversity Initiative for Tenure in Economics (DITE) is a research mentoring workshop that seeks to facilitate successful transition from junior faculty status to tenured associate professor for economists from underrepresented racial and ethnic groups (especially blacks. Latinos, and native Americans). The gross underrepresentation of economists from these groups in the ranks of university faculty, particularly in economics departments, creates an imperative for special efforts to insure that junior faculty from these groups develop the research and teaching profile that will lead to promotion to tenure. The American Economic Association (AEA) supports the professional development of minority economists via three major avenues, the AEA Summer Program and Minority Scholarship Program, the AEA Pipeline Project, and the supervision of each by the Committee on the Status of Minority Groups in the Economics Profession (CSMGEP). DITE is the only program designed specifically to increase the representation of black, Latino and native American economists in tenured faculty positions at colleges and universities throughout the United States via mentoring of junior faculty focused on research and teaching. During each year of the grant, this award enables DITE to match up to twelve junior scholars with six senior faculty mentors and convene an annual one and one-half day workshop where the junior fellows will receive critical guidance on their research activities as well as professional development advice in each of the three summers of the program. NSF support also will enable each DITE cohort of scholars and mentors to meet again during the course of the Allied Social Science Association (ASSA) conference in the following January and to re-convene at Duke in spring for a workshop where fellows will make formal presentations of their current research activity. Finally, where possible, DITE provides support for fellows to make one visit to one of their mentors at the campus of the mentor. In each year the twelve fellows and six mentors are subdivided into three working teams, identified primarily on the basis of common research activities, similarity of institutional type, and appropriateness of the network of scholars that the mentor can provide the junior faculty member. The three teams meet for an intensive session devoted to preparing the research projects for successful submission for publication in well-regarded professional journals. Each break-out session will allow fellows to present their research and receive feedback from the group mentors and participants. Broader Implications: The effectiveness of DITE is measured by renewal rates, publication success, conference attendance as presenter and discussants, teaching evaluations, citation counts, and receipt of grant funding of its fellows. DITE fellows careers are followed longitudinally for at least five years beyond their year in the program. The goal of DITE is to play a role in producing greater inclusiveness in the demography of economics faculties in the United States by significantly increasing the odds of professional success for junior faculty from underrepresented groups