Ethics of Teaching: Beliefs and Behaviors of Community College Faculty Page: 24
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led a number of organizations to open their doors or, in some
cases, eliminate barriers to women, minorities, disabled
veterans, older persons and people of various faiths and
national origins. Most universities and colleges claim
commitment to equal opportunity and diversity. However, these
institutions continue to significantly underrepresent
minorities, in comparison to the market of qualified employees
and students. To explain this dynamic further, urban areas of
the United States, in particular, are graduating large numbers
of African American and Latino students who are not
proportionately represented in the enrolling freshman classes of
American colleges and universities. Nor are the students of
color who matriculate, graduating from colleges and universities
at the same rate as their white counterparts (Black Issues in
Higher Education (BIHE), 2001). Similar under-representation
exists for faculty and staff. An article on Gaps in America
(BIHE, 2001) shows, for example, that 4.9 percent of full-time
faculty United States colleges and universities are Black, Non-
Hispanic, yet many institutions in the United States are
awarding 10% or more of their doctorates to members of this
population (Black Issues in Higher Education (BIHE, 1998).
Affirmative action programs, required of most
institutions of higher education for more than two decades,
produced some increases in diversity among faculty and student
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Scales, Renay Ford. Ethics of Teaching: Beliefs and Behaviors of Community College Faculty, dissertation, August 2002; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc3212/m1/30/: accessed May 22, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .