Selected Readings
Baca Zinn, M., & Zambrana, R. E. (2019). Chicanas/Latinas Advance Intersectional Thought and Practice. Gender & Society, 33(5), 677-701. Doi: 0891243219853753.
Bhopal, K. & Jackson, J. (2013). The experiences of Black and minority ethnic academics: Multiple identities and career progression.
Boyd, T., Cintrón, R., & Alexander-Snow, M. (2010). The experience of being a junior minority female faculty member. Forum on Public Policy.
Castañeda, M., Zambrana, R. E., Marsh, K., Vega, W., Becerra, R., & Perez, D. J. (2015). Role of institutional climate on underrepresented faculty perceptions and decision making in use of work-family policies. Journal of Family Relations.
Career Leadership & University Excellence [CLUE]. (2012). Planning group on promotion and tenure. Albany, NY: University at Albany, State University of New York. http://www.albany.edu/academics/files/CLUE_PT_Full_Final_Report.pdf
Cora-Bramble, D. (2006). Minority faculty recruitment, retention and advancement: Applications of a resilience-based theoretical framework. Journal of Health Care for the Poor and Underserved, 17, 251–255.
Espino, M. & Zambrana, R.E. (2019). “How Do You Advance Here? How do You Survive?” An Exploration of Under-Represented Minority Faculty Perceptions of Mentoring Modalities. The Review of Higher Education, 42(2), 457-484.
Gutiérrez, R. (2013). Higher education and equity: Historical narratives, contemporary debates. Diversity & Democracy, 16, 2.
Moreno, J. F., Smith, D.G., Clayton-Pedersen, A.R., Parker, S., & Teraguchi, D. H. (2006). The revolving door for underrepresented minority faculty in higher education: An analysis from the campus diversity initiative. Washington, DC: Association of American Colleges & Universities.
Northridge, M.E., Holtzman, D., Bergeron, C.D., Zambrana, R.E., & Greenberg, M.R. (2015). Mentoring for publication in the American Journal of Public Health. Editorial. American Journal of Public Health: S14-16.
Turner, C.S.V. (2002). Diversifying the faculty: A guidebook for search committees. Washington, DC: Association of American Colleges and Universities.
Turner, C.S.V., Gonzalez, J.C., & Wood, J.L. (2008). Faculty of color in academe: What 20 years of literature tells us. Journal of Diversity in Higher Education 1(3): 139-168.
Walters, K. L., Maliszewski Lukszo, C., Evans-Campbell, T., Burciaga Valdez, R., & Zambrana, R. E. (2019). ‘Before they kill my spirit entirely’: insights into the lived experiences of American Indian Alaska Native faculty at research universities. Race Ethnicity and Education, 22, 610-633. Doi: 10.1080/13613324.2019.1579182
Zambrana, R. E. (2015). Inequality in higher education: Diversity or transformation? In: Psychological Stress (Volumes I – III) Edited by: Palmer, S. & Gyllensten, K. London: SAGE Ltd.
Zambrana, R. E., Brianne A.Dávila, Michelle M. Espino, Lisa M.Lapeyrouse, R. Burciaga Valdez, Denise A. Segura. (2017) Mexican American Faculty in Research Universities: Can the Next Generation Beat the Odds? Sociology of Race and Ethnicity.
Zambrana, R.E., & Hurtado, S. (Eds.). (2015). The magic key: The educational journey of Mexican Americans from K-12 to college and beyond. Austin, Texas: University of Texas Press. (International Latino Book Award, First Place for Best Academic Themed Book; Second Place for Best Non-Fiction Multi-Authored Book).
Zambrana, R.E. (2018). Toxic Ivory Towers: The Health Consequences of Work Stress on the Health of Underrepresented Minority Faculty. Rutgers University Press.
Additional Reading
- The Consortium of Race, Gender and Ethnicity, University of Maryland in collaboration with the University of Pennsylvania’s Offices of Faculty Affairs and Institutional Affairs; Perelman School of Medicine, and School of Nursing, and Swarthmore College, draws on lessons learned from a National Summit entitled “Changing the National Conversation on Equity and Inclusion,” attended by college and university presidents and provosts, in September 2018 to produce this Guidebook. This Guidebook is a timely and critical resource for all college and university leaders, as the nation acknowledges the ways in which URM underrepresentation including ineffective mentoring, and other exclusionary structural practices and policies, have decreased the opportunities and growth of a significant intellectual domestic academic labor force. Drawing on decades of interdisciplinary empirical research and institutional reports, the Guidebook offers practical and effective tools to address long-standing structural inequities and highlights key strategies in providing opportunity, support and success for URM population groups in the academic pathway. By concentrating on high-impact, responsive and effective policy and practice recommendations, the Guidebook proffers university senior leadership strategies that can be implemented to strengthen and improve the inclusion of URM doctoral students and early career faculty along the academic life course. Equity driven solutions to promote success for URM faculty will drive success for the institution as a whole. Three Incontestable Lessons: (1) Leadership Matters! (2) Effective, Responsive & Caring Mentorship Matters! (3) Valorization and Transparency in Promotion & Tenure Matters! I extend a deep debt of gratitude to President Amy Gutmann from The University of Pennsylvania for her and the faculty leadership in guiding this effort to a successful conclusion, and to our co-sponsor The American Council of Education, particularly Lorelle Espinosa.
Race, Ethnicity, and NIH Research Awards
National Center for Faculty Development and Diversity
University of Wisconsin’s Institute for Clinical and Translational Research’s Mentoring Guides
Searching for Excellence and Diversity: A Guide for Search Committee Chairs
The Revolving Door for Underrepresented Minority Faculty in Higher Education
