This talk is about the experiences of faculty of color who teach online. Interviews were conducted with 22 instructors across institution types and professional titles. Several themes have emerged from the preliminary analysis. These include: Saliency of race/ethnicity online, Student characteristics/Course climate, Faculty agency, Course evaluations, Mentoring/Support/Professional Development, Isolation/Marginalization (courses and individuals), Community of Practice, Promotion & Tenure. The early findings illustrate the diversity of experiences among these individuals and confirm that “faculty of color” is not a homogenous group. Several individuals shared challenges and rewards that arose in teaching courses that dealt specifically with content related to race, ethnicity, class and social justice. Other instructors commented that they believed that race was not a factor at all in their online courses regardless of the subject matter. Still others expressed concerns about student evaluations and the impact of negative student ratings could have on their retention, promotion and tenure.
4:00 pmRuth Wilson Gilmore, Professor of Geography, Earth & Environmental Sciences and American Studies, Graduate Center, City University of New York Cultures of Law in a Global Context Knight Auditorium, Spurlock Museum; 600 S. Gregory Street; Urbana IL
Tuesday, April 29,
A growing literature suggests that increased ethnic diversity may lead to lower public expenditures. This inverse relationship may be attributable to the diversity in policy preferences which tends to coincide with ethnic diversity. When policy preferences vary widely among constituents, the subjective benefits of collective action--and therefore public spending--are reduced. Further, the subjective benefits of public spending may also be lower when the beneficiaries are viewed as ethnic outsiders. For these reasons, ethnic diversity may steer the political process toward a lower level of overall public spending. However, this negative effect may be offset by positive social contact between ethnic groups, which may serve to alleviate distrust, reduce prejudice, and foster empathy that spans ethnic boundaries.
Accordingly, the authors investigate the effects of ethnic diversity on state higher education spending with a model that allows the effect of ethnic diversity to be mediated by the degree of positive social contact between groups, which we measure with the intermarriage rate. We find that increased ethnic diversity yields a statistically significant and negative impact on state appropriations to universities, but only in states with low intermarriage rates. The magnitude of the negative effect diminishes with the rate of intermarriage. We discuss these results within the context of continued state efforts to enhance access to higher education for traditionally disadvantaged minority groups.
Research was conducted with co-author Jacob Fowles at the University of Kansas.