Content Analysis of Publicly Available Institutional Resources and Support
Implications for Black, Indigenous, and LatinX (BIL) Faculty Members at Highly Ranked U.S. Schools of Social Work
DOI:
https://doi.org/10.18060/28895Keywords:
Higher education diversity, Faculty promotion and tenure, Institutional resources and supports, Content analysis, publicly available data sourceAbstract
Black, Indigenous, and LatinX faculty members remain underrepresented in research-intensive schools of social work (SSWs), particularly at the rank of tenured (full) professor. This study involved a content analysis of publicly available data to examine the institutional resources and support at highly ranked SSWs that may influence faculty recruitment, retention, and promotion. We examined 10 highly ranked SSWs to assess institutional demographics, student enrollment profiles, financial and research resources, and diversity, equity, inclusion, and accessibility support. Data sources included institutional websites, federal databases, and organizational reports. Findings indicate common characteristics: All 10 SSWs are Research 1 universities with substantial endowments, urban locations, and selective admissions. Although none is a minority-serving institution, all provided accessible diversity, equity, inclusion, and accessibility information. Institutional resources and support exist in the academy, and faculty experiences may often be positioned in the context of persistent systemic challenges. These findings provide insights for Black, Indigenous, and LatinX faculty members navigating their career paths at highly ranked SSWs; they also inform institutional efforts to enhance recruitment, retention, and pathways to (full) professorship.
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