Threats to Staff Diversity: A Case Study. ASHE Annual Meeting Paper.

Autor/in	Marcus, Laurence R.
Titel	Threats to Staff Diversity: A Case Study. ASHE Annual Meeting Paper.
Quelle	(1998), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; College Faculty; Community Colleges; Diversity (Faculty); Ethnic Relations; Faculty College Relationship; Faculty Integration; Interviews; Job Satisfaction; Minority Group Teachers; Organizational Climate; Quality of Working Life; Teacher Integration; Two Year Colleges; Work Attitudes; Work Environment + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Fakultät; Community college; Community College; Ethnische Beziehungen; Faculty; Academic Staff; Integration; Lehrkörper; Interviewing; Interviewtechnik; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Organisationsklima; Arbeitsqualität; Work attitude; Arbeitshaltung; Arbeitsmilieu
Abstract	This case study at a community college serving a small city and surrounding rural area was undertaken to examine how a diverse staff experiences the work place. Interviews were conducted with a stratified random sample of one-half of the student affairs group staff; half of the respondent group were people of color, and four out of five were women. The interview protocol for the study was developed in consultation with a staff committee; a "culture audit" was customized to fit the organizational setting. Questions focused on the sense of success among staff, how staff are inducted into the organizational culture, the quality of supervision, career development opportunities, the extent of team spirit, and general satisfaction working at the school. Findings included the following: while 70 percent of the staff believed they had been successful at the college, disaggregation of the data revealed a racial/ethnic discrepancy; some minorities cited lack of understanding of organizational politics and culture; there was a discrepancy in the frequency of mentoring of whites and minorities; inadequacies in the performance appraisal system; differences in gender and race/ethnicity responses to questions about quality of supervision; and, in fact, differences in gender, racial, and ethnic perceptions were seen in most areas examined. (Contains 21 references.) (CH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC