The Underrepresentation of Minority Faculty in Higher Education: Panel Discussion
基于2002年《高等教育纪事》的数据，从两个对立视角探讨美国少数族裔教职比例低的问题：一方归因于学生准备不足和平权行动的负面作用，另一方则强调院校招聘意愿低和薪资差距等需求侧因素。
The 3 July 2002 issue of the Chronicle of Higher Education described the matter we are discussing today in these words: "Taken together. African-Americans and persons of Hispanic origin represent only 8 percent of full-time faculty nation-wide, and while 5 percent are African-American, half of them work at historically black institutions. The proportion of black faculty members at white institutions is 2.3 percent, virtually the same as it was 20 years ago." We are privileged to have the opportunity to explore this issue from two different perspectives. The first contends that unless major changes occur, the number of minority students interested in and prepared for faculty positions will remain dreadfully insufficient and that, furthermore, affirmative action has been a culprit in this process and leads many of these students into higher educational environments in which they do not perform well enough to even seriously consider or be considered for careers in academe. The other position says that, although the supply of minority faculty candidates is admittedly small, the relatively low level of commitment from higher educational institutions to recruit, hire, and promote minority candidates and the salary disparity between academe and industry lead to a problem of demand that must be appreciated and addressed. Furthermore, it argues, affirmative action has been beneficial in increasing minority faculty presence