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Faculty Retention: The Great Resignation and Faculty of Color at Predominantly White

Institutions

Zachary J. Mellon
Department of Human Services, Western Carolina University
HESA 695: Capstone in Higher Education Student Affairs
Dr. April Perry
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Faculty Retention: The Great Resignation and Faculty of Color at Predominantly White

Institutions

This paper explores factors that impact faculty retention within higher education, the

great resignation, and faculty members of Color experience at predominantly White institutions

(PWI). A constant competition exists between higher education institutions over faculty

members who successfully demonstrate the ability to impart knowledge to students. The

continuous competition makes it difficult for some institutions to retain talented faculty members

(Marken & Matson, 2019). Employers from the private sector also seek to attract the services of

faculty and can offer benefits and compensation packages that exceed what many institutions can

offer (Gewin, 2022). Although the full impact of COVID-19 will not be understood for years to

come, this historical event has propelled faculty to pursue careers and benefits offered in the

private industry (Gewin, 2022). Furthermore, Faculty of Color at PWIs assume extra

responsibilities that their White counterparts commonly do not inherit (Grandison et al., 2022).

This unrecognized service, partnered with an already heavy workload, and lack of adequate

support, makes it difficult for PWIs to retain Faculty of Color (Grandison et al., 2022). This

paper examines relevant literature regarding these topics and includes a call to action to

administrators to better understand the experience of faculty members of Color, and how to

improve institutional support for this population.

The Great Resignation

The noticeable trend of employees leaving their jobs for other professional opportunities

during the COVID-19 pandemic has been termed “The Great Resignation” (Kuzior et al., 2022,

p. 1). Kuzior et al. (2022) report that nearly 50 million employees in the United States have quit

their positions since 2021. These statistics continue to rise as high rates of employment changes
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continue. This is an ongoing issue and research is still being collected regarding causes for

occupational changes and how the COVID-19 pandemic triggered mass turnover. According to

Kuzior et al. (2022), preliminary research suggests burnout and anxiety have led some

individuals to seek alternative careers. Parker and Horowitz (2022) of the Pew Research Center

found the most common reasons for employees quitting were low pay, lack of advancement

opportunities, disrespect in the workplace, childcare dilemmas, and lack in work schedule

flexibility. Further down the list, 39% of participants cited being overworked as a reason for

seeking alternative employment options (Parker & Horowitz, 2022).

In response to COVID-19, organizations were forced to adopt a flexible work model to

accommodate employees. This was done by using technology to create a virtual working

environment in which employees work remotely. To remain in operation, organizations adopted

this approach during the pandemic due to lockdown restrictions. Hopkins and Figaro (2021)

investigate how organizations handled the post-lockdown transition regarding employees’ work

schedules and location requirements. The authors suggest the successful navigation of virtual

work has provided employees with leverage, while many desire to maintain flexibility and a

healthy work-life balance. This has led to challenges in employee retention for some

organizations, as others have continued to offer virtual positions (Hopkins & Figaro, 2021).

Faculty Retention

Research identifies a multitude of factors that impact employee satisfaction levels, which

is directly associated with organizational retention rates. Taylor et al. (2017) argue there is a

correlation between the empowerment of faculty and a higher education institution’s retention

statistic. Taylor et al. (2017) discuss how institutions that empower and engage their faculty

members tend to demonstrate greater retention rates compared to their counterparts. Faculty
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engagement practices are key to facilitating a healthy campus culture and environment in which

faculty feel appreciated. Ongori (2009) reports that the ideal method in which to engage

employees is to ensure they are involved in an organization’s decision making while having their

perspectives heard and validated by high-ranking officials. Taylor et al. (2017) suggest campus

leaders should include faculty in campus committees to facilitate engagement and promote the

idea that administrators value faculty opinion as demonstrated by their involvement in

institutional decisions. Inclusion in decision-making processes leads to faculty empowerment, as

they feel valued, and their opinions respected (Taylor et al., 2017). Butts et al. (2009) found

employee empowerment and perception of support to be strongly connected with ones’

commitment to their organization and likelihood of continued employment.

Involvement practices are not the only factors that impact faculty job satisfaction. Rosser

(2004) identifies appropriate administrative services and professional development support are

linked to faculty retention. Effective teaching methods are consistently evolving as more

research is developed on instructional techniques, and as the student population continues to

change. Faculty must engage in professional development practices to sharpen their teaching

methods and require institutional support to receive these necessary developmental services.

Marken and Matson (2019) claim faculty provided with engagement opportunities persist at an

institution for longer periods and report a 34% faculty engagement level after conducting 75,000

faculty interviews. The authors state this statistic is lower compared to other sectors Gallup

investigated.

Faculty of Color at Predominantly White Institutions

Across the higher education landscape in the United States, 79% of full-time faculty are

White, while 21% are Faculty of Color (National Center for Education Statistics, 2022).
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Predominantly White Institutions (PWIs) present unique challenges for faculty members of

Color. Jones et al. (2020) report Faculty of Color commonly encounter unpleasant working

environments, lack of mentorship, isolation, and tenure challenges while at PWIs. While fewer

mentorship options are available for professional development, in addition to faculty

responsibilities, this population also spends more time mentoring students of Color compared to

their White colleagues (Stanley, 2006). Faculty of Color also serve on institutional committees to

ensure diverse perspectives are considered, yet are seldomly invited to participate in decision-

making at the institutional level (Stanley, 2006).

Teaching, scholarship, and service are aspects that are considered when faculty seek

tenured positions. Baez (2000) argues Faculty of Color must disproportionately engage in

supporting and serving minoritized students, which decreases time available for teaching and

scholarship. This frequent occurrence proves harmful during review for tenure as institutions

heavily value teaching and scholarship (Baez, 2000). Achieving tenure is demanding and the

current review system provides an additional challenge that only Faculty of Color must navigate.

Grandison et al. (2022) cite a need for PWIs to increase support for their Faculty of Color and

identified the lack in support as a factor directly associated with poor retention of this population.

The authors note difficulties Faculty of Color encounter in identifying community on and around

campus.

Call to Action

COVID-19 has contributed to a volatile workplace market as many employees are

seeking alternative career options during unprecedented times. Pandemic lockdown restrictions

forced employers to adapt and offer greater flexibility to their employees. Employers had varied

reactions once lockdown restrictions were lifted which impacted their employee retention rates.
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Research indicates burnout, low pay, and lack of employer flexibility are common factors that

have led to employee transitions (Parker & Horowitz, 2022). Although research of the great

resignation’s impact on higher education has been initiated, researchers should investigate this

phenomenon from the lens of Faculty of Color at Predominantly White Institutions. High levels

of employee burnout noted during the pandemic, compounded by the disproportionate amount of

service Faculty of Color engage in at PWIs further exemplifies a gap in the literature that should

be examined. Research clearly indicates Faculty of Color endure a vastly different experience as

their White colleagues at PWIs. An exploration of the White faculty experience compared to that

of Faculty of Color during the lockdown and great resignation can provide insight into current

faculty retention challenges.

Partnered with the need for future research on this topic, PWI administrators need to

assess the institutional support of Faculty of Color. While many institutions publicly state their

dedication to diversity, equity, and inclusion, institutions must take action that support these

claims. Without adequate support, institutions will continue to face difficulty in the retention of

Faculty of Color as other institutions and industries compete for talented professionals. Faculty

of Color voices must be heard and involved in institution level decision making, rather than

being tokenized for diversity committee efforts. Empowering, engaging, and valuing employees’

perspectives will positively impact retention efforts (Butts et al., 2009). The tenure process in

postsecondary education needs to be reevaluated as Faculty of Color are faced with a “cultural

taxation” and added obligations their White counterparts do not confront (Grandison et al., 2022,

p. 64). Furthermore, early engagement with Faculty of Color through mentorship programs will

provide professional development opportunities and demonstrate institutional support (Stanley,

2006). To appropriately support and retain Faculty of Color, PWIs must act beyond public
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diversity statements and redesign institutional structures and practices for a more equitable

campus environment.
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References

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