Affirmative Action Status Report. New Jersey Public Colleges and Universities, 1977-1985.

Institution	New Jersey State Dept. of Higher Education, Trenton.
Titel	Affirmative Action Status Report. New Jersey Public Colleges and Universities, 1977-1985.
Quelle	(1986), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Affirmative Action; Black Teachers; College Faculty; Faculty Mobility; Females; Full Time Faculty; Higher Education; Hispanic Americans; Minority Groups; Public Colleges; School Personnel; Teacher Employment; Women Faculty; New Jersey + Suchen Sie Ihr Suchwort? Fakultät; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Ethnische Minderheit; Schulpersonal; Frauenakademie; Weibliche Gelehrte
Abstract	The representation of women, Blacks, and Hispanics in full-time positions at New Jersey public colleges is reported for 1977-1985. Information is provided for administrators, faculty, professional (nonfaculty) staff, and nonprofessional staff. Trends in newly hired faculty and faculty turnover rates are also considered. Overall, the data indicate some progress for minorities and women as a percentage of the public institutions' workforce. Between fall 1982 and fall 1985, the proportion of minority and women new faculty appointments continued to exceed the proportion of minorities and women in the total full-time faculty workforce. However, the annual faculty turnover rates for minorities and women are higher than rates for whites and males. In addition, institutions have difficulty in the recruitment of minority faculty in highly competitive fields as a result of the small pool of available candidates and high demand. Included are data on: full-time employees in each of the four types of positions by race/ethnicity and sex with breakdowns for different types of colleges; newly hired full-time faculty by field, race, and gender; and faculty turnover rates. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC