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'Making a Way out of No Way': The Balanced-Integrative Diversity, Equity, and Inclusion (DEI) Promotion and Tenure Pathway

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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 0000-0003-1641-3988), Gina Sánchez Gibau (ORCID 0000-0002-1730-2932)
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
FullText Text:
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  Data: 'Making a Way out of No Way': The Balanced-Integrative Diversity, Equity, and Inclusion (DEI) Promotion and Tenure Pathway
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  Data: <searchLink fieldCode="AR" term="%22Teresa+Sosa%22">Teresa Sosa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1641-3988">0000-0003-1641-3988</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gina+Sánchez+Gibau%22">Gina Sánchez Gibau</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1730-2932">0000-0002-1730-2932</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2026 19(3):382-390.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Diversity+Equity+and+Inclusion%22">Diversity Equity and Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Promotion%22">Faculty Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Tenure%22">Tenure</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Promotion%22">Teacher Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Pathways%22">Career Pathways</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Workload%22">Faculty Workload</searchLink>
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  Data: 10.1037/dhe0000651
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  Data: 1938-8926<br />1938-8934
– Name: Abstract
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  Data: 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.
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        Value: 10.1037/dhe0000651
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      – Text: English
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        PageCount: 9
        StartPage: 382
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      – SubjectFull: Diversity Equity and Inclusion
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Faculty Promotion
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      – SubjectFull: Tenure
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      – SubjectFull: Teacher Evaluation
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      – SubjectFull: Teacher Promotion
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      – SubjectFull: Career Pathways
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      – SubjectFull: Standards
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      – SubjectFull: Faculty Workload
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      – SubjectFull: Indiana (Indianapolis)
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