Recognizing JEDI Efforts in the Hiring, Tenure, and Promotion Process

• DOI: 10.5670/oceanog.2024.307
• Publication Date: 2024-12-13T17:37:47Z
• Authors: James Pierson; Genevieve Nesslage; Alexandra Fries; Heath Kelsey; Feng Chen; Cathlyn Davis; Kenneth Rose

Over the last few years and across the academic landscape in the United States, there has been increasing awareness, understanding, and appreciation of the importance and value of diversity in faculty recruitment, growth, and success (e.g., Lafferty et al., 2023). Expanded viewpoints, approaches, and ways of thinking benefit the education and research missions of institutions and better serve and support local communities, students, and society. Diverse teams have been shown to have better problem-solving skills than less diverse teams (Hong and Page, 2004). Given long-standing structures of power and privilege, efforts to diversify and support university faculty require consideration of equity, inclusion, justice, acceptance, and belonging in requirements and expectations for hiring, promotion, and evaluation of faculty.