Non-European Immigrants among Political Science Faculty: American Higher Education and the New Wave of Immigration.

Autor/inn/en	Manrique, Gabriel G.; Manrique, Cecilia G.
Titel	Non-European Immigrants among Political Science Faculty: American Higher Education and the New Wave of Immigration.
Quelle	(1993), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Freedom; College Environment; College Faculty; Cross Cultural Studies; Departments; Equal Opportunities (Jobs); Faculty Integration; Higher Education; Immigrants; Minority Group Teachers; Political Science; Racial Bias; Racial Differences; Surveys; Teacher Characteristics + Suchen Sie Ihr Suchwort? Akademische Freiheit; Hochschulumwelt; Fakultät; Cultural comparison; Kulturvergleich; Department; Abteilung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Faculty; Academic Staff; Integration; Lehrkörper; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immigrant; Immigrantin; Immigranten; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Racial discrimination; Rassismus; Rassenunterschied; Survey; Umfrage; Befragung
Abstract	This document reports the results of a survey of immigrant political science faculty of non-European origin during the fall of 1992. There were five purposes for conducting the survey: (1) to collect data on the characteristics of faculty in the United States who migrated from non-European countries, particularly the less developed countries; (2) to study differences across immigrant groups; (3) to study some of the factors that affect the decision of highly educated professionals to migrate; (4) to examine the experiences of immigrant faculty with racial discrimination and perceptions of the impact of race on their work; and (5) to study their views on racial diversity on U.S. campuses. The questionnaire sent to immigrant faculty included questions about the characteristics of the respondent, current institution, and department; respondent's comparisons of professional opportunities between the United States and country of origin; respondent's experiences with discrimination and racial prejudice; respondent's perceptions of how one's race affects work as a faculty member; and views about institutional efforts to increase the diversity of faculty and students. The study concluded that most immigrant faculty come to the United States as graduate students, finish their degrees, and then accept teaching positions here before seeking permanent residency. Immigrant faculty trade off a higher social standing in their country of origin for a higher standard of living, more academic freedom, and better access to library facilities in the United States. One out of three respondents reported encountering some form of discrimination on campus. (DK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01