While the University’s black student enrollment currently lags behind the national average, its minority faculty population is outpacing the competition.
An April 2006 study by the Association of American Colleges and Universities looked at 27 college and university improvement efforts for ethnic diversity among faculty.
“Between 1993 and 2003, the percentage of underrepresented minority faculty at four-year institutions grew only two percent nationally, from approximately six percent to eight percent,” the study said.
While the national average for minority faculty hovers between six and eight percent, almost 15 percent of University faculty belong to a minority group. And University faculty and staff agree it is ahead of the national average because of the emphasis the University places on diversity.
Other statistics also show the University is on the right track when it comes to minority faculty employment.
Since 2003 there has been an eight percent increase in the number of minority faculty employed at the University.
The American Association of University Professors defines a minority as any faculty who specifies themselves as American Indian or Alaska Native, Asian or Pacific Islander, black, or Hispanic.
According to the University’s fall 2006 headcount of faculty by gender and ethnic group table, the University employed 210 minorities and 1,219 white non-Hispanics, exclusive of nonresident aliens.
Data breakdown shows the University employed 128 Asian or Pacific Islanders, 53 blacks, 24 Hispanics and five American Indian or Alaskan Natives.
Students and faculty turn to the Flagship Agenda as a tool to develop a diverse community. Objective four of the Flagship Agenda for 2003 to 2010, titled ‘Improving Quality of Life,’ recognizes the inclusiveness of the University and lack of increasing diversity. Action two of objective four aims to put “increased emphasis on recruiting and retaining minority students and faculty, providing a workplace free of intolerance or discrimination.” The agenda calls for increasing underrepresented populations in faculty ranks as an intended outcome.
The agenda also details available grants for aiding efforts to expand faculty when it comes to ethnicity.
Katrice Albert, vice provost for Equity, Diversity and Campus Outreach, said achieving diversity does not happen quickly.
“It is a constant, unyielding challenge that we take very seriously,” she said.
Meagan Sanders, mass communication assistant professor, said she is aware of the national trend to diversify faculty. She said most universities use various departments to promote ethnic awareness, but she feels the University has taken the issue on as an entire institution.
“I think LSU is one of the few to come out in their agenda and strongly state their plan,” she said.
Sanders said fewer minorities with advanced degrees explain the large gap between whites and minorities on the upper administrative levels.
“Today, more minorities are going to graduate school more than ever before,” she said. “So they are either just starting, in the middle or finishing their education programs. I do not think the applicant pool is as large as it needs to be just yet.”
The study attributed faculty turnover as a major factor in the lack of advancement for underrepresented minority faculty.
Albert said added workloads can distract minority faculty from devoting enough time to scholarship because they become overextended.
“This can often put faculty of color in a bind,” she said. “They feel obligated to serve on committees, but the heavy service loads means less time for their research.”
Sanders stressed the importance of seeing more people from diverse backgrounds on the University level.
“We live in a world where not everyone is going to look like or come from the same backgrounds as us,” she said. “Having more diverse faculty will help to increase intercultural communication and interaction among students.”
Electrical engineering senior Purujit Saha said increasing diversity is always a good thing.
“I have taken many electrical engineering classes and come across a good mix of ethnic faculty, particularly Asians,” he said. “I have never had an African American teacher.”
In fall 2006, Asian and Pacific Islanders made up nearly 61 percent of minority faculty. African Americans had the second largest population with more than 25 percent.
“We realize that we must do our part to recruit and retain the best quality faculty in general and minority faculty in particular,” Albert said. “We are certainly sorry to see quality faculty leave LSU when that decision is made. However, there are measures in place to assist with issues of retention.”
—-Contact Natalie Messina at [email protected]