Advancing excellence through faculty diversity
Evaluation and selection
Candidates in all fields are evaluated by faculty reviewers in their own fields and in related fields. Faculty reviewers will evaluate candidates according to their academic accomplishments, the strength of their research proposal, and their potential for faculty careers that will contribute to diversity and equal opportunity through their teaching, research and service.1 Faculty reviewers also may consider the mentor's potential to work productively with the candidate and commitment to equity and diversity in higher education.
In evaluating the candidates' potential to contribute to diversity and equal opportunity through their academic careers, faculty review committees may consider the following criteria:
Teaching and service
(Applicants are encouraged to address these points in their Education Background Statement)
Applicants who have the potential to contribute to higher education through their understanding of the barriers facing women, domestic minorities, LGBTQ individuals, students with disabilities, and other members of groups underrepresented in higher education careers, as evidenced by life experiences and educational background. Examples include but are not limited to:
attendance at a minority serving institution;
ability to articulate the barriers facing women, racial minorities, LGBTQ individuals, and other domestic groups in the United States in fields where they are underrepresented; and
participation in higher education pipeline programs such as Puente, MESA, Summer Research Opportunity Programs or McNair Scholars.
Applicants with a record of academic service to advance equitable access to higher education for women, racial minorities and other domestic groups in the United States in fields where they are underrepresented;
Applicants with a record of leadership or significant experience teaching and mentoring students from groups that have been historically underrepresented in higher education in the United States;
Applicants who have demonstrated significant academic achievement by overcoming barriers such as economic, social or educational disadvantage within the United States; and
Applicants with a record of leadership or significant experience performing public service within the United States addressing the needs of our increasingly diverse society.
(Applicants are encouraged to address these points in their Research Statement)
Applicants with the potential to bring to their academic research the critical perspective that comes from their understanding of the experiences of groups historically underrepresented in U.S. higher education or underserved by academic research generally;
Applicants who, in addition to their primary field of interest in math, science, engineering and technology fields, have the potential to make research contributions to understanding the barriers facing members of groups who have been historically underrepresented in these fields in U.S. higher education. For example,
studying patterns of participation and advancement of women, racial minorities and other domestic groups in academic fields in the United States where they are underrepresented; and
evaluating research programs, curricula and teaching strategies designed to enhance participation of students from groups underserved by U.S. higher education.
Applicants in any field who have research interests focusing on underserved populations and understanding issues of racial or gender inequalities. For example,
research that addresses issues such as race, gender, diversity and inclusion;
research that addresses topics such as health disparities, educational access and achievement, disabilities, political engagement, economic justice, social mobility, civil and human rights and other questions of interest to historically underrepresented groups; and
artistic expression and cultural production that reflects culturally diverse communities or voices not well represented in the arts and humanities.
Other factors that may be considered
Faculty review committees may give less consideration to applicants who:
Currently hold tenure-track faculty appointments or have received faculty offers
Have had significant postdoctoral experience typical of competitive tenure-track candidates in their field
Propose to work in the department where they received their Ph.D. or currently hold postdoctoral appointments with their proposed mentor
Applicants in any of the three situations above should address their circumstances in their application.
Applicants must hold or receive a Ph.D. from an accredited university.
Successful applicants must present documents demonstrating that they are legally authorized to work in the United States. Visa sponsorship and work authorization is possible for successful applicants through a process which would be managed by the International Students and Scholars Office with the support of the UC faculty mentor on their home campus. Individuals granted deferred action status under the Deferred Action for Childhood Arrivals program are encouraged to apply.
The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to age, race, color, religion, sex, sexuality, gender identity, national origin, ethnicity, disability status, protected veteran status, or any other characteristic protected by law.
1 University of California policy governing the appointment and advancement of professors states,
"The University of California is committed to excellence and equity in every facet of its mission. Teaching, research, professional and public service contributions that promote diversity and equal opportunity are to be encouraged and given recognition in the evaluation of the candidate's qualifications. These contributions to diversity and equal opportunity can take a variety of forms including efforts to advance equitable access to education, public service that addresses the needs of California's diverse population, or research in a scholar's area of expertise that highlights inequalities." (APM 210-1-d (pdf))