DOCUMENT RESUME ED 327 598 UD 027 801 AUTHOR Adams, Myrna C., Ed.; Wadsworth, Elizabeth, Ed. TITLE The Role of the Faculty in Meeting the National Need for African American, American Indian and Latino Scholars. Report of the Stony Brook Conference I (Glencove, New York, November 20-23, 1987 and July 15-17, 1988). INSTITUTION State Univ. of New York, Stony Brook. SPONS AGENCY Anheuser-Busch Companies, Inc., St. Louis, MO.; Carnegie Corp. of New York, N.Y.; National Science Foundation, Washington, D.C.; Rockefeller Foundation, New York, N.Y. PUB DATE 89 CONTRACT 8751437 NOTE 154p.; Also sponsored by a grant from APOCA Industries. AVAILABLE FROMThe Graduate School, SUNY at Stony Brook, Stony Brook, NY 11i94-4433 ($12.00 plus $2.00 shipping and handling). PUB TYPE Collected Works - Conference Procet7lings (021) -- EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *American Indians; Black Students; *Doctoral Programs; Educational Opportunities; *Graduate School Faculty; *Graduate Study; Higher Educatio%; Hispanic Americans; Incentives; Mentors; Minority Groups; Scholarship; *Teacher Role IDENTIFIERS *A:rican Americans; *Latinos ABSTRACT This publication reports on a conference convened in November 1987 (with a follow-up for unfinished business in July, 1988) to analyze and propose solutions to the problem of ethnic minority underrepresentation in doctoral programs, with specific emphasis on the role of faculty in reversing this trend. Prefatory material includes a conference summary, synopses of papers, and an overview of the agenda. The text of the keynote address by Arturo Madrid is presented. The main body of the report is divided into four sections corresponding to key issues related to the faculty role in minority graduate scholarship. Each section includes a topic introduction, a commissioned paper or papers, responses, and work group reports. The paper for Issue I, "Access and Outreach," is "The Role of Graduate Faculty in Bringing Democracy to Graduate Education" (Leonard A. Valderde). The paper for Issue II, "Mentoring," is "Faculty Roles in Mentoring Minority Students" (James E. Blackwell). Papers for Issue III, "Canons and Bourdaries of Scholarship," are "Communicentric Frames of Reference in the Pursuit of Scholarship: Implications for the Production of Knowledge and the Development of Minority Scholars" (Edmund W. Gordon and David Rollock) and "Integration or Transformation: Minority Scholarship in the Humanities and Arts" (Margaret B. Wilkerson). The paper for Issue IV, "Incentives aid Rewards," is "The Role of Faculty in Developing Minority Scholars: Incentives and Rewards" (J. Herman Blake). Addenda include a participant's observations, highlights from the plenaries, recommended policies and actions, and a reaction form. (AF) *A" ---41111 "A- I xt. A Report Of The Stony Brook Conference I Myrna C. Adams and Elizabeth Wadsworth, Editors 3EST COPY AVAILABLE A Pubkation of The Graduate School, State University of New Yorkat Stony Brook, Stony Brook,New York 11794 and The New York African American Institute, State University Plaza, Albany, New York 12246 , BEST COPYAVAILABLE 0 1989 State Universky of New York at Stony Brook This material is based upon work supported by the National Science Foundation under Grant Number 8751437. Additional Funding for this Conference was made possthle by wants from the State University of New York Research Foundation, The Carnegie Corporation of New York, Anheuser-Busch Companies, APOCA Industries, The Rockefeller Foundation, and Research Corporation. Any opinions, tmdings, and conclusions or :ecommendatkxis expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation or the listed funding sources. Typesetting and Design Services provided by Graphic Support Services, State University of New York at Stony Brook Printed in the Unwed States of America Copies of this report may be ordered from: The Graduate School, State Universi'y of New York at Stony Brook, Stony Brook, NY 11794-4433 Price: $12.00 plus $2.00 shipping and handling. Also available In paper or microfiche through: ERIC Document Reproduction Service, 3900 Wheeler Avenue, Alexandria, Virginia 223046409. Tekphone 1-800-227-3742. Table of Contents INTRODUCTION i ACKNOWLEDGEMENTS CONFERENCE SUMMARY v KEYNOTE ADDRESS 1 Arturo Madrid ISSUE I- ACCESS AND OUTREACH 4 Topic Introduction Paper 5 ME ROLE OF GRADUATE FACULTY IN BRINGING DEMOCRACY TO GRADUATEEDUCATION Leonard A. Valverde Responses ElaineJ. Copeland, 11 Edgar G.Epps, 15 Howard F. Taylor, 19 Work Group Report 21 Trevor L. Chandler and Stephen H. Ado0bus ISSUE II - MENTORING 24 Topic Introduction Paper 25 FACULTY ROLES IN MENTORING MINORITYSTUDENTS James E. Blackwell Responses Wesky L. Harris, 36 Joan Payne-Johnson, 37 Clylon A. Poodry, 40 Work Group Report 41 John A. Garcia and John B. Turner ISSUE III- CANONS AND BOUNDARIES OF SCHOLARSHIP 45 Topic Introduction Paper 46 COMMUNICENTRIC FRAMES OF REFERENCEIN THE PuRsur OF SCHOLARSHIP: IMPLICATIONS FORME PRODUCTION OF KNOWLFDGE AND ME DEVELOPMENTOF MINORITY SCHOLARS Edm&nd W. Gordon and David Rollock Table of Contents Paper 46 INTEGRATION OR TRANSFORMATION: MINORITY SCHOLARSHIP IN THE HUMANITIES AND ARTS Margaret B. Wilkerson Responses Frank Bonilla, 60 Raymont T. Garza, 62 Charlotte Heth, 64 A. Charlene McDermott, 68 Work Group Reports William B. Harvey and Reginald Wilson, 71 William T Trent and Katherine Vangen, 72 ISSUE IV INCENTIVES AND REWARDS 73 Topic Introduction Paper 74 THE ROLE OF FACULTY IN DEVELOPING MINORITY SCHOLARS: INCENTIVES AND REWARDS J. Herman Bkike Responses Donald L. Fixico, 80 Robert Garfias, 83 Homer A. Neal, 86 Work Group Report 89 Joyce B. Justus and Robert Daly A PARTICIPANT'S OBSERVATIONS 91 Robert Fullilove HIGHLIGHTS FROM THE PLENARIES 94 Elizabeth L. Wadsworth POLICIES AND ACTIONS 113 Preface, Myrna C. Adams REACTION FORM 135 lhe Stony Brook Conference Introduction i INTRODUCTION Robert L Lichter tion, received 6.5 percent of bachelors, 5.8 percent of ous- Executive Director ters, and 3.4 percent of all Ph.D. degrees. In 1986 the fraction Dreyfus Foundation of doctorates dropped by almost 15 percent to 2.9 percent. Blacks, Hispania and American Indians combined received The volume you are about to read represents the efforts of only 3 percent of all science and engineering doctorates in dozens of faculty and administrators from universkies across 1985, and 2.1 percent in 1986, a decrease of 30 percent. In the United States convened by the State Universky of New absolute numbers, for 1986, doctorates in physical sciences, York at Stony Brook in order to create opportunities to mathematics, computer science, and engineering were award- address a major issue. ed to 57 Blacks, 99 Hispanics, 14 American Indians, 487 The issue is survival. Asian-Americans--and 6,935 whites or non-ckiwns. In 1980, the U.S. population was 75.5 percent whke, 11.7 Even more discouragingly, bttween 1985 and 1986, the percent black, 7.2 percent Hispanic, 1.9 percent Asian- tobi number of Ph.D.'s earned by Blacks dropped by 9 per- American, and 0.7 percent American Indian. By 1984, the cent, from 1,040 to 946, while in the same period the total ratios nad changed to 72 percent whke, 16.3 percent black, number of doctorates awarded increased by 2.1 percent. 8.5 percent Hispanic, 2.3 percent Asian-American, and about From 1976 to 1982, according to a study published recently in one percent American Indian. Skipping 'intermediate data, by the Hanard Educational Review, the percentage af all gradu- the year 2000less than a mere 11 years awaythe popula- ate students who were black dropped by almost 18 percent, tion will be 55.9 percent white, 28.8 percent black, 12.6 per- front 5.1 to 4.2 percent. Gains that had been evident in the cent Hispanic, 1.6 percent Asian and 1.1 percent American sixties and part of the seventies are displaying a marked and Indian. And the percentage of white maks in the population discouraging reversal, wkh ominous consequences for iiur will be substantially less than fifty percent. ability as a society to survive and grow. What this means, of course, is inat within our lifetimes the The issues are not new, and no single institution is alone leaders and shapers of our aociety increasingly willcome in recognizing the need to confront them. Unfortunately, the from the ranks or" people of color. Universkiesare the training will to take action at the university level is often confounded ground for leaders. Universities are the intellectual link by the valid argument that the root of change lies at the ear- between the past 2nd the future. They have progressed from liest educational stages, hence there is little that cahlg clone being isolated and cloistered enclaves to being key players kt at the undergraduate or graduate level. Vide the premise is the "globs; village that characterizes todays workl. valued, the inference is not, and we run the risk of rationaliz- The world is characterized by cukural pluralky. Its popula- ing inaction. We are in danger of sitting and deploring the cir- tion in general, and that of the Unked kites in particular, is cumstances, convincing ourselves that we care and 'wish' we changing rapidly. In the more narrow framework of the could do something about nt: but in fact not going beyond University, all indicators show that by the year 2000, the that. Academy kself will begin to face a shortage in its ownmm- There are many reastau given for the decline in the rate at bership, as large numbers of college and university facuity which people of color are receiving advanced degrees. retire. They will be replaced by today's nine-year-olds, who Cenainly the political and ideobgical tone that has emanated are the graduate students of the year 2000. They will have to from V/ashington during the last decade has been a signifi- come from the ranks of people of color, who will comprise cant factor.