Gaining on the Goals Affirmative Action Policies, Practices, and Outcomes in Media Communication Education.Report as inadecuate




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A study investigated hiring practices of departments of media communication. Questions were asked about the current distribution of ethnic minorities and women in media communication departments; what policies guide affirmative-action in hiring in the field; whether actual minorities and women hires accurately represent efforts to hire; and what can be done to improve ethnic and gender diversity in the field. The study surveyed 226 department chairs of media communication on their experiences in affirmative action in the hiring of fulltime, tenure-track faculty members in the past 3 academic years. The response rate was 51%. Telephone interviews were conducted with 13 non-responding schools. Some key results indicate: there is a substantial and growing pool of women job candidates; contrary to claims that small schools are unable to compete in hiring, the distribution of minority and women faculty by institution size suggests that colleges and universities of all sizes are finding ethnic minorities and women to hire; the biggest reasons why departments have been successful in hiring ethnic women and minorities are a perceived need for women and minority faculty and the absence of racist and sexist attitudes in the faculty; all schools get minority and women applicants, and all schools get roughly the same percentage of acceptance of their offers to ethnic minorities and women. Successes were found where the faculty stand together on the issue of diversity and actively undertake affirmative action on their own behalf. (Contains 7 tables of data and 39 references. Appendixes contain a cover letter, questionnaire, and interview form.) (Author/SR)

Descriptors: Affirmative Action, College Faculty, Departments, Employment Practices, Faculty Integration, Females, Higher Education, Mass Media, Minority Groups, National Surveys, Occupational Surveys, Personnel Policy, Personnel Selection











Author: Chow, Clement; And Others

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11043&id=ED397457







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