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Updated: Oct 12, 2025

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A New Effort to Diversify Faculty: Postdoc-to-Tenure Track Conversion Models.

Dawn Culpepper1, Autumn M Reed2, Blessing Enekwe1

  • 1University of Maryland, College Park, College Park, MD, United States.

Frontiers in Psychology
|November 22, 2021
PubMed
Summary
This summary is machine-generated.

Postdoctoral conversion programs offer a promising pathway to diversify the professoriate. These initiatives blend traditional hiring with innovative support to help underrepresented minority scholars secure faculty positions.

Keywords:
AGEPdiversityfaculty diversityhigher educationpostdoc

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Area of Science:

  • Higher Education Policy
  • Faculty Diversity Initiatives
  • STEM Workforce Development

Background:

  • Decades-long calls to diversify the professoriate have yielded slow progress, especially in STEM.
  • Scholars from underrepresented racial minority groups face persistent barriers in transitioning from doctoral studies to faculty roles.

Purpose of the Study:

  • To review and synthesize key attributes of existing postdoctoral conversion programs designed to recruit and retain faculty from underrepresented racial minority groups.
  • To identify commonalities, unique features, and best practices across various conversion program models.

Main Methods:

  • Policy and practice review of 38 postdoctoral conversion programs at institutional, consortium, and system levels.
  • Analysis of program attributes, including recruitment strategies, structural supports, and transition mechanisms.
  • Case study insights from the University System of Maryland, including UMBC's established program and new initiatives.

Main Results:

  • Conversion programs effectively integrate conventional hiring practices with novel evidence-based strategies.
  • Key components include proactive recruitment, cohort building, search waivers, professional development, mentorship, and financial incentives.
  • Diverse models exist across different institutional contexts, demonstrating adaptability and varied success factors.

Conclusions:

  • Postdoctoral conversion programs represent a vital strategy for increasing faculty diversity in higher education.
  • These programs offer a structured pathway for underrepresented scholars, addressing systemic barriers to faculty appointment.
  • Continued development and implementation of such programs are crucial for achieving a representative professoriate.