'Making a Way out of No Way': The Balanced-Integrative Diversity, Equity, and Inclusion (DEI) Promotion and Tenure Pathway
Saved in:
| Title: | 'Making a Way out of No Way': The Balanced-Integrative Diversity, Equity, and Inclusion (DEI) Promotion and Tenure Pathway |
|---|---|
| Language: | English |
| Authors: | Teresa Sosa (ORCID |
| Source: | Journal of Diversity in Higher Education. 2026 19(3):382-390. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Diversity Equity and Inclusion, College Faculty, Faculty Promotion, Tenure, Teacher Evaluation, Scholarship, Teacher Promotion, Career Pathways, Standards, Faculty Workload |
| Geographic Terms: | Indiana (Indianapolis) |
| DOI: | 10.1037/dhe0000651 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | In 2021, Indiana University Indianapolis approved a new pathway for promotion and tenure for its faculty, the Balanced-Integrative Diversity, Equity, and Inclusion case of excellence. The DEI case allows faculty to demonstrate excellence across a range of integrated scholarly activities aligned with diversity, equity, and inclusion. This qualitative study uses case study methods to examine how faculty going up on this case navigated its requirements and the experiences of those who were either dissuaded from seeking advancement under this case or were unable to pursue this option in their school. The findings reveal that while viewed as a necessary and long overdue option for faculty, the pathway is not without obstacles. The results indicate the need for more well-defined and understood standards and criteria to both construct and evaluate the case. The pathway may also present more work for those making the case, which has the added burden of deliberatively defining and making clear the DEI-oriented aspects of their faculty work. The implications indicate the need for further research, institutional support, and innovation to ensure that this pathway remains a truly viable and equitable option for faculty. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507938 |
| Database: | ERIC |
| Abstract: | In 2021, Indiana University Indianapolis approved a new pathway for promotion and tenure for its faculty, the Balanced-Integrative Diversity, Equity, and Inclusion case of excellence. The DEI case allows faculty to demonstrate excellence across a range of integrated scholarly activities aligned with diversity, equity, and inclusion. This qualitative study uses case study methods to examine how faculty going up on this case navigated its requirements and the experiences of those who were either dissuaded from seeking advancement under this case or were unable to pursue this option in their school. The findings reveal that while viewed as a necessary and long overdue option for faculty, the pathway is not without obstacles. The results indicate the need for more well-defined and understood standards and criteria to both construct and evaluate the case. The pathway may also present more work for those making the case, which has the added burden of deliberatively defining and making clear the DEI-oriented aspects of their faculty work. The implications indicate the need for further research, institutional support, and innovation to ensure that this pathway remains a truly viable and equitable option for faculty. |
|---|---|
| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000651 |
