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Education Policy Analysis Archives | ||
Volume 9 Number 12 |
April 22, 2001 |
ISSN 1068-2341 |
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Editor: Gene V Glass, College of Education Arizona State University
Copyright 2001, the
EDUCATION POLICY ANALYSIS ARCHIVES. Articles appearing in EPAA are abstracted in the Current Index to Journals in Education by the ERIC Clearinghouse on Assessment and Evaluation and are permanently archived in Resources in Education. |
Affirmative Action at Work: Performance Audit of Two
Minority
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Abstract
IMGIP and ICEOP are minority graduate fellowship programs sponsored by the State of Illinois in order to increase the number of minority faculty and professional staff at Illinois institutions of higher education through graduate fellowships, networking and mentoring support. Nearly 850 fellowships have been awarded since 1986. A performance audit examined immediate (areas of graduate study, ethnicity of awards), intermediate (graduation areas and rates), and long-range results (academic job placement). The primary source for the audit was the database maintained by the programs' administrative office. These data were compared with data sets maintained by the Illinois Board of Higher Education and with national benchmarks (NSF and Ford Foundation Minority Graduate Fellowships). Findings revealed: (a) the IMGIP and ICEOP programs led to major diversification of minority doctoral study in Illinois; (b) a high percentage of all fellows graduated, both absolutely and in relation to national benchmarks, and fellows made up a large percentage of doctoral degrees awarded to minorities by Illinois institutions (e.g., 46% of doctorates in the hard sciences awarded to African Americans from 1988-1998); and (c) fellows made up an important proportion of all minority faculty in Illinois (9%). Most ICEOP doctoral fellows and many other fellows have taken academic positions. The audit revealed outcomes-based evidence of a successful affirmative action program in higher education—evidence that is not otherwise available. |
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African American, Hispanic Americans, and Native Americans are significantly underrepresented throughout the collegiate education pipeline leading to faculty positions. In addition, minority graduate students have traditionally not done doctoral work in the sciences and humanities but have concentrated in education (Blackwell, 1987, Stamps & Tribble, 1995). Minority students make up a small proportion of students awarded advanced degrees and few minorities hold faculty positions in higher education (Midwest Higher Education Commission, 1995; Sandersen, & Dugoni, 1999). In the mid-1980s, Illinois initiated two programs aimed at increasing minority faculty in institutions of higher education in the state. These programs, described below, provide graduate fellowships, mentoring, and networking support to African American, Hispanic American and Native American graduate students at institutions within the state who have the career goal of working in higher education in the state. This combination of financial, academic, and networking support has been identified as critical to the success of minority graduate students (Smith & Parker, 2000; Stamps & Tribble, 1995; Willie, Grady & Hope, 1991). |
Program DescriptionsThe Illinois Minority Graduate Incentive Program (IMGIP) was established in 1985, funded by a Higher Education Cooperation Act (HECA) grant awarded by the Illinois Board of Higher Education (IBHE). HECA funding has continued through the current fiscal year. The purpose of IMGIP is to increase the number of minority faculty and professional staff at Illinois institutions of higher education in the physical sciences, life sciences, mathematics, and engineering. Applicants for the fellowship must be African American, Hispanic American, or Native American and have been unconditionally accepted into an appropriate Illinois doctoral program. Three-year fellowship awards with an annual stipend of $13,500 are made following statewide competition. Fellows also receive a $1,500 books, supplies and travel allowance, a tuition waiver, and mentoring and networking support, including a yearly, three-day conference of workshops and presentations by current and former fellows, faculty mentors and university officials. Applicants need not be Illinois residents. There is no pay back provision; although, upon graduation, fellows must seek employment at institutions of higher learning in Illinois. A total of 177 fellowships have been awarded since 1986.The Illinois Consortium for Educational Opportunity Program (ICEOP) was established by state legislation in 1985 by Public Act 84-785. According to the Act, ICEOP awards were established "to implement the policy of encouraging minority students to enroll and complete academic programs at the post-baccalaureate level." The ultimate goal was to increase the number of faculty and staff from minority groups underrepresented in Illinois institutions of higher education and governing boards. Applicants for the fellowship must be Illinois residents, be African American, Hispanic American, Asian American (Note 1), or Native American, have financial need, and have been unconditionally admitted to an appropriate Illinois graduate program. Two-year master's fellowships and four-year doctoral fellowships are made following statewide competition. The annual stipend is $10,000. In addition, most fellows receive a tuition waiver from their university. The administrative office provides orientation and networking support, especially through the yearly fellows' conference that includes IMGIP fellows. Upon graduation, applicants must take a position in Illinois education or payback 20% of their stipend award. A total of 669 fellowships have been awarded since 1987. In 1988, a central office for both IMGIP and ICEOP was established at Southern Illinois University at Carbondale (http://www.imgip.siu.edu/). Since then, the two programs have been administered jointly by an administrator responsible to the ICEOP Board of Directors (made up of representative from 34 graduate degree granting institutions in the state) and the IMGIP Board of Directors (made up of representatives from 10 doctoral degree granting institutions in the state). |
Figure 1. Logic Model of IMGIP and ICEOP OutcomesMethodologyLogic ModelThis performance audit examined program outcomes following the logic model outlined in Figure 1 (United Way, 1996). The immediate result of state-awarded fellowships (i.e., IMGIP and ICEOP) was expected to be a diversification of the fields of graduate study chosen by minority students. The intermediate result of the minority graduate programs was expected to be increased frequency of advanced degrees being awarded to minority students in the fields of funded study. The long-range goal was expected to be increase employment of minorities in higher education in Illinois.Performance AuditThe primary source of information for the audit was the database of IMGIP and ICEOP fellows developed and maintained by the programs' administrative office. The database included information on awards (100%), academic progress (90%), job placement (66%), and residential address (98%) for each fellow. An audit of the database by a confirmatory survey of current and former fellows and of university representatives found that the information in the database was up to date and accurate. Data from the administrative database were compared with three data sets maintained by the IBHE: (1) enumeration of graduate students enrolled by institution, academic program, and student ethnicity yearly from 1988 through 1998; (2) enumeration of graduate degrees conferred by institution, academic program, and student ethnicity yearly from 1988 through 1998; and (3) enumeration of faculty by institution, rank and ethnicity for 1997. IBHE data sets are available at http://www.ibhe.state.il.us/The program audit examined these issues:
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ResultsGraduate Study-Ethnicity and Areas of Academic StudyAfrican American, Hispanic Americans, and Native American made up 9.3% of Illinois graduate students from 1988 to 1998 (Table 1, Appendix) and 7.2% of Illinois the college faculty (1997, Table 9, Appendix). All IMGIP and ICEOP fellows were minorities.Based on the National Center for Education Statistics' 2-digit Classification of Instructional Programs (CIP) codes, Figure 2 compares the areas of study for all Illinois' doctoral students, for all minority doctoral students, and for IMGIP fellows, highlighting the areas of primary concentration of IMGIP fellows (see also Table 2, Technical Appendix).
Figure 2. Areas of Academic Study for IMGIP Fellows and Illinois Doctoral StudentsFigure 3 compares the areas of study for all Illinois' graduate students, for all minority graduate students, and for ICEOP fellows, highlighting the areas of primary concentration of ICEOP fellows (see also Table 3 in the Appendix ). |
Figure 3. Areas of Academic Study for ICEOP Fellows and for Illinois Graduate StudentsBoth master's and doctoral students are included in the figure. Compared to all Illinois graduate students, minority graduate students were somewhat less likely to enroll in the areas of Social Sciences/History, English Language/Letters, and Visual & Performing Arts (11% vs. 9%, respectively). In contrast, 29% percent of ICEOP fellowships have been awarded in these three areas, increasing academic diversity. In the opposite direction, ICEOP fellowships have tended to intensify minority graduate study in the area of Education. Thirty-two percent of minority graduate students study Education, compared to 20% of all graduate students. Thirty-eight percent of ICEOP fellowships have been awarded in Education. Together the IMGIP and ICEOP programs have contributed a major diversification of minority doctoral study into the areas of Biological/Life Sciences, Physical Sciences, Engineering, and Mathematics and to additional diversification of minority graduate study into Social Sciences/History, English Language/Letters, and Visual & Performing Arts. 
Figure 4. ICEOP/IMGIP and Other Minority Doctoral Graduates as a % of Illinois Doctorates by Fiscal YearGraduate Study-Degree CompletionOver the 11 years from 1988 to 1998, African American, Hispanic Americans, and Native Americans received 5.3% of the doctoral degrees awarded by Illinois institutions. (Note 2) Sanderson & Dugoni (1999) report that these minority groups received 9.4% of all PhDs awarded in 1997 by US universities. In Illinois, the percentage of doctorates awarded to minorities has risen gradually from 4.6% in FY 1988 to 6.9% in FY 1998. Over the study period, 15% of the minority doctoral degrees in Illinois have been awarded to IMGIP and ICEOP fellows, rising from 7% in 1988 to 18% in 1998. Figure 4 shows the growth of minority doctoral degrees as a percentage of all degrees over this period and illustrates the increasing importance of the IMGIP and ICEOP fellows to this change. |
Figure 5. Graduations Rates for IMGIP and ICEOP Fellows by Years Post-fellowship Award and for National BenchmarksSixty-nine percent of the IMGIP fellows and 75% of the ICEOP doctoral fellows from 1986 to 1990 finished their degrees (see Table 4, Appendix). By comparison, Bowen and Rudenstein (1992) found that “about half of all entering students in Ph.D. programs eventually obtain doctorates” (p. 105). Doctoral graduation rates for the Ford Foundation Predoctoral Minority Fellowships was 41% after 7 years (Note 3) (National Research Council, 1996). National Science Foundation Minority Graduate Fellowships were also about 41% (Note 4). Illinois' fellows doctoral graduation rates far surpass these national benchmarks. Those awarded doctoral fellowships more recently appear to be on track to meet or exceed the experience of other programs with 40% of IMGIP fellows and 47% of the 1991 to 1995 ICEOP doctoral fellows, already having received their degrees. A high percentage of the ICEOP master's fellows received their degree: 74% and 87% for awards from 1987- 1990 and 1991-1995, respectively. The observed graduation rates for fellows may be underestimated because academic status was not available in the administrative database for 13% of IMGIP fellows and 9% of ICEOP fellows. Graduate Study-Area of DegreeFurther evidence of the importance of the IMGIP and ICEOP programs to minority doctoral education in Illinois came from analysis of the proportion of minority doctoral degrees granted by area of study. Figure 6 presents this information for academic areas typical of IMGIP fellowships (top, darker bars) and of ICEOP fellowships (bottom, lighter bars). Overall, fellows received 27% of all doctoral degrees awarded in Illinois to minorities in the areas of Biological/Life Sciences, Physical Sciences, Engineering, and Mathematics over the 11 years from 1988 to 1998 (see Table 5, Appendix). Fellows received 16% of the doctoral degrees awarded to minorities in the areas of Education, Social Sciences/History, Psychology, English Language/Letters, and Public Administration/Services (see Table 6, Appendix). In none of the areas of academic study where ICEOP master's fellowships were awarded did the fellows makeup more than 5% of the degrees awarded to minorities. |
Figure 6. Doctoral Degrees Awarded to IMGIP and ICEOP Fellows as a Percentage of Doctoral Degrees Awarded to Minorities in Illinois 1988-1998, Selected FieldsJob PlacementKnown job placements for fellows who have received their degrees are presented in Figure 7. Both programs consider appropriate job placements to include somewhat more than academic faculty positions in Illinois (Note 5). Seventy- five percent of ICEOP doctoral degree recipients, 43% of IMGIP degree recipients, and 38% of ICEOP master's degree recipients have taken academic jobs (see Table 7, Appendix). Comparably, through 1995 the Committee on Institutional Cooperation (CIC) schools reported that 69% of 137 minority doctoral fellows who had by then received a doctorate in humanities or in social sciences took a faculty position (in any state), as did 45% of the 22 minority fellows who had received a doctorate in sciences (Note 6). The former group would be most comparable to ICEOP fellows and the latter to IMGIP fellows.
Figure 7. Academic Job Placement of IMGIP and ICEOP GraduatesComparing the number of fellows who have taken academic faculty positions in Illinois with the total number of minority faculty in Illinois reveals that almost 9% of the minority faculty in Illinois have been or are ICEOP and IMGIP fellows (Note 7). The rank and type of institution where fellows were placed were not available in the administrative database. Analysis of this information for all Illinois faculty indicate that minority faculty are (1) more likely than other faculty to teach at community colleges (28% vs. 18%), (2) about as likely as other faculty to teach at public universities (43% vs. 41%), and (3) less likely than other faculty to teach at private universities (29% vs. 41%, see Table 9, Appendix). Minority faculty are less likely to be tenured (45% vs. 55%) and more likely to be on tenure track than other faculty (29% vs. 20%). DiscussionAs an immediate result, IMGIP and ICEOP have contributed a major diversification of minority doctoral study into sciences and engineering and to additional diversification of minority graduate study into social sciences and humanities. The programs have intensified minority graduate study in Education. As an intermediate result, a high percentage of all fellows finish their degrees, especially when compared to national bench marks. This is particularly clear for ICEOP doctoral fellows. Graduating IMGIP and ICEOP fellows make up a large percentage of doctoral degrees awarded to minorities by Illinois institutions and make an important and increasing contribution to the rising proportion of minority doctoral degrees awarded in the state. Long-term results also are positive. IMGIP and ICEOP fellows make up an important proportion of the minority college faculty in Illinois (9%). Most ICEOP doctoral fellows and many other fellows are taking academic positions. However, for science and engineering graduates (IMGIP), that the percentage of fellows with academic positions is lower and that they are not locating in Illinois is disappointing.In terms of educational policy, this results-focused program audit revealed Illinois investments in minority graduate fellowship programs are bearing fruit for the state and the nation. Several aspects of the programs would benefit from further investigation. First, both programs, but especially IMGIP, focused on academic areas of graduate study especially infrequently pursued by minority students. Working closely with universities, both programs were able to identify, admit, enroll, and graduate these students. Second, science doctorates and master's graduates were less likely to take academic positions. Although the mechanisms certainly differ for these groups, both may benefit from additional mentoring and encouragement to pursue academic careers, either through state supported post-docs or teaching internships. Finally, an explicit pay back provision, such as that implemented for ICEOP, may help tip the balance between academic and private sector employment for new PhDs. As realized in the present report, the performance audit took advantage of an outcome-focused database of program participants and of datasets for the state that allowed development of comparison statistics. The outcome-focus has proven quite popular with the state higher education authority (IBHE) and the state legislature. For both groups issues of clear causal inference are less important that evidence of change in policy related indicators. At the same time, the outcome-focus was much preferred to the more typical process analysis of minority graduate fellowship programs (Smith, & Parker, 2000; Stamps & Tribble, 1995). |
Notes
ReferencesBowen, W. G. & N. L. Rudenstein. (1992). In Pursuit
of the Ph.D.. Princeton, New Jersey: Princeton
University Press. Illinois Board of Higher Education (IBHE) (1999). Databook 1999. Springfield, Illinois. http://www.ibhe.state.il.us/Data%20Book/1999/1999%20Data%20Book.htm Midwestern Higher Education Commission (MHEC). (1995).
Minority faculty development project. Minneapolis. Minn.:
MHEC. National Research Council. (1995). Minority Science
Paths: National Science Foundation Minority Graduate
Fellows of 1979-1981. Washington, D. C.: National Academy
Press National Research Council. (1996). Status Of the Ford Foundation Predoctoral and Dissertation Fellowship Recipients for the Ford Foundation Predoctoral Fellowships for Minorities Program (1986-1991) and Ford Foundation Dissertation Fellowships for Minorities Program (1986-1993). Washington, D. C.: National Academy of Science. Sandersen, A., & Dugoni, B. (1999). Summary Report 1997: Doctoral Recipients from U.S. Universities. Chicago: NORC. Smith, D. G. & Parker, S. (2000). Progress and promise: An evaluation of the Compact for Faculty Diversity. Boston, Massachusetts: New England Board of Higher Education Stamps, S. D., & Tribble, I. (1995). If you can walk, you can dance. If you can talk, you can sing. Silver Spring, Maryland: Beckham House Publishers. United Way of America. (1996). Measuring program outcomes: A practical approach. Alexandria, Virginia: United Way of America. Willie, C. V., Grady, M. K., & Hope, R. O. (1991).
African-Americans and the doctoral experience:
Implication for policy. New York: Columbia University
Teachers College. About the AuthorJack McKillipSouthern Illinois University at Carbondale
Dr. McKillip is a Professor of Psychology, Southern
Illinois University at Carbondale, where he has been on the
faculty for more than 25 years. His disciplinary
specialties are program evaluation, need assessment,
professional certification, and secondary data analysis. He
has published 2 books and more than 50 articles and has had
several large corporate research contacts. Current
projects include evaluations of a statewide community
college to senior college minority transfer program, of K-12
science educations interventions, and of professional
certifications. He also is involved in a multi-university,
hierarchical linear modeling study of college student binge
drinking. Please address comments to Dr. McKillip at the
Department of Psychology, Southern Illinois University,
Carbondale, Illinois 62901-6502. Phone: (618) 453-8909,
email: mckillip@siu.edu. Thanks to Jerry Zar, Pat McNeil, and
James Wallace for comments and to Jane Meuth for help with
program descriptions. This research was funded under a
contract of the IMGIP and ICEOP administrative office with
the author. |
Appendix
Table 1
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| Ethnicity | % IMGIP1 | % ICEOP1 | Illinois Graduate Students2 |
| African American | 63.3% | 78.9% | 6.8% |
| Hispanic American | 32.8% | 17.2% | 2.3% |
| Native American | 4.0% | 2.1% | 0.2% |
| Asian American | -- | 1.8% | 4.4% |
| N | 177 | 669 | 862,081 |
1 Source:
IMGIP/ICEOP administrative database, unduplicated IMGIP and
ICEOP Fellowship awards 1986 through 1999. Computed by
author.
2
Source: IBHE data on graduate enrollment in Illinois
universities, 1988 though 1998 for graduate students with
declared majors (FES88.dat to FES98.dat). Computed by
author.
| Doctoral Program (2 Digit CIP Code) | % IMGIP1 | % Minority2 | % Total3 |
| Biological/Life Sciences | 27.7% | 4.0% | 8.2% |
| Physical Sciences | 24.3% | 2.7% | 7.3% |
| Engineering | 23.7% | 4.3% | 10.0% |
| Psychology4 | 7.9% | 13.7% | 11.3% |
| Mathematics | 5.1% | 0.7% | 2.4% |
| Home Economics | 3.4% | 0.2% | 0.1% |
| Agricultural Sciences | 2.8% | 0.6% | 1.1% |
| Computer & Information Science | 1.7% | 0.8% | 2.8% |
| English Language/Letters | 1.7% | 3.6% | 4.4% |
| Agribusiness/Production | 0.6% | 0.4% | 0.3% |
| Education | 0.6% | 30.1% | 13.8% |
| Social Sciences/History | 0.6% | 11.2% | 11.8% |
| All Others (17) | 0.0% | 27.7% | 26.3% |
| Total Doctoral Programs | 100.0% | 100.0% | 100.0% |
1
Source: IMGIP/ICEOP administrative database,
unduplicated IMGIP Fellowship awards 1985 through 1999.
Coding and computation by author. N=177.
2 Source: IBHE data on doctoral enrollment in
Illinois universities, 1988 though 1998 for African
American, Native American, and Hispanic American students
(FES88.dat to FES98.dat). Computed by author.
N=12,668.
3
Source: IBHE data on doctoral enrollment in Illinois
universities, 1988 though 1998 for doctoral students with
declared majors (FES88.dat to FES98.dat). Computed by
author. N=183,850.
4
The IMGIP board voted to end funding of doctoral study in
Psychology in 1997.
| Graduate Program (2 Digit CIP Code) | % ICEOP1 | % Minority2 | % Total3 |
| Education | 37.7% | 31.6% | 20.3% |
| Social Sciences/History | 15.2% | 4.7% | 5.2% |
| Psychology | 8.8% | 5.2% | 4.7% |
| English Language/Letters | 7.2% | 2.3% | 2.7% |
| Visual & Performing Arts | 6.4% | 2.4% | 3.2% |
| Health Professions | 4.6% | 6.3% | 7.0% |
| Public Administration/Services | 4.6% | 9.9% | 4.8% |
| Business Mgt./Admin. Services | 2.1% | 18.4% | 23.9% |
| Biological/Life Sciences | 1.9% | 1.6% | 3.1% |
| Philosophy & Religion | 1.6% | 0.5% | 0.7% |
| Communications | 1.5% | 1.7% | 1.3% |
| Foreign Languages | 1.5% | 1.0% | 1.2% |
| Physical Sciences | 1.0% | 1.0% | 2.6% |
| Engineering Related Technology | 0.9% | 0.2% | 0.2% |
| Engineering | 0.7% | 2.2% | 5.6% |
| Home Economics | 0.7% | 0.2% | 0.4% |
| Mathematics | 0.7% | 0.9% | 1.4% |
| Area/Ethnic Studies | 0.6% | 0.6% | 0.2% |
| Computer & Information Science | 0.4% | 1.9% | 3.1% |
| Protective Sciences | 0.4% | 1.6% | 0.5% |
| Divinity | 0.3% | 2.6% | 3.3% |
| Architecture | 0.1% | 0.7% | 0.8% |
| Law and Legal Studies | 0.1% | 0.4% | 0.5% |
| Liberal/General Studies | 0.1% | 0.7% | 0.8% |
| Library Sciences | 0.1% | 0.7% | 1.0% |
| Parks and Recreation | 0.1% | 0.3% | 0.5% |
| All Others (4) | 0.0% | 0.6% | 1.2% |
| Total | 100.0% | 100.0% | 100.0% |
1
Source: IMGIP/ICEOP administrative database,
unduplicated ICEOP Fellowship awards 1986 through 1999.
Coding and computation by author. N=669.
2 Source: IBHE data on graduate enrollment in
Illinois universities, 1988 though 1998 for African
American, Native American, and Hispanic American students
(FES88.dat to FES98.dat). Computed by author.
N=80,484.
3
Source: IBHE data on graduate enrollment in Illinois
universities, 1988 though 1998 for graduate students with
declared majors (FES88.dat to FES98.dat). Computed by
author. N=862,081.
| Awarded Degree | Continuing with Studies | Discontinued | Unknown | Total | |
| IMGIP (Doctorate) | |||||
| '86-'90 (n=64) | 69% | 0% | 31% | 2% | 100% |
| '91-'95 (n=57) | 40% | 7% | 32% | 21% | 100% |
| '96-2000 (n=55) | 5% | 64% | 13% | 18% | 100% |
| ICEOP (Doctorate) | |||||
| '87-'90 (n=110) | 75% | 1% | 19% | 5% | 100% |
| '91-'95 (n=154) | 47% | 20% | 16% | 16% | 100% |
| '96-2000 (n=155) | 7% | 83% | 3% | 8% | 100% |
| ICEOP (Master's) | |||||
| '87-'90 (n=43) | 74% | 0% | 26% | 0% | 100% |
| '91-'95 (n=60) | 87% | 3% | 7% | 3% | 100% |
| '96-2000 (n=142) | 49% | 35% | 6% | 10% | 100% |
Note.- 1 IMGIP fellow and 4 ICEOP fellows died before
completing their studies. They are omitted from the table
as is one student enrolled in a professional degree
program. Source: IMGIP/ICEOP administrative
database. Coding and computation by author.
| All Illinois Doctoral Degrees (FY88- FY98)1 | African Americans | Hispanic Americans | Native Americans | Total |
| Engineering | 33 | 41 | 74 | |
| Biological/Life Sciences | 23 | 39 | 4 | 66 |
| Mathematics | 3 | 6 | 9 | |
| Physical Sciences | 22 | 28 | 2 | 52 |
| Total Doctoral Graduates | 81 | 114 | 6 | 201 |
| Engineering | 7 | 5 | 12 | |
| Biological/Life Sciences | 10 | 5 | 1 | 16 |
| Mathematics | 4 | 4 | ||
| Physical Sciences | 16 | 6 | 22 | |
| Total IMGIP Graduates | 37 | 16 | 1 | 54 |
| Engineering | 21% | 12% | 16% | |
| Biological/Life Sciences | 43% | 13% | 25% | 24% |
| Mathematics | 100%* | 44% | ||
| Physical Sciences | 73% | 21% | 42% | |
| Total Doctoral Graduates | 46% | 14% | 17% | 27% |
1
Source: IBHE data on doctoral degrees awarded in
Illinois universities, 1988 though 1998 for all students
(FEZ88.dat to FEZ98.dat). Computed by author.
2
Source: IMGIP/ICEOP administrative database, fellows
receiving degrees from FY1988 through FY1998. Discipline
coding and computations by author. Three African American
IMGIP fellows receiving doctoral degrees not included
because they were awarded FY1999. 49 doctorates were
awarded to IMGIP fellows and 5 to ICEOP fellows.
* IBHE data only identify 3 mathematics doctoral degrees
awarded to African American students during the study
period while IMGIP/ICEOP data contain 4.
| All Illinois Doctoral Degrees (FY88- FY98)1 | African Americans | Hispanic Americans | Native Americans | Total |
| Education | 390 | 80 | 8 | 478 |
| Social Sciences/History | 70 | 46 | 5 | 121 |
| Psychology | 115 | 72 | 7 | 194 |
| English Language/Letters | 32 | 12 | 4 | 48 |
| Public Administration/Services | 38 | 10 | 48 | |
| Total Doctoral Graduates | 645 | 220 | 24 | 889 |
| Education | 58 | 10 | 68 | |
| Social Sciences/History | 18 | 7 | 25 | |
| Psychology | 19 | 7 | 2 | 28 |
| English Language/Letters | 13 | 4 | 17 | |
| Public Administration/Services | 5 | 1 | 6 | |
| Total IMGIP Graduates | 113 | 29 | 2 | 144 |
| Education | 15% | 13% | 14% | |
| Social Sciences/History | 26% | 15% | 21% | |
| Psychology | 17% | 10% | 29% | 14% |
| English Language/Letters | 41% | 33% | 35% | |
| Public Administration/Services | 13% | 10% | 13% | |
| Total Doctoral Graduates | 18% | 13% | 8% | 16% |
1
Source: IBHE data on doctoral degrees awarded in
Illinois universities, 1988 though 1998 for all students
(FEZ88.dat to FEZ98.dat). Computed by author.
2
Source: IMGIP/ICEOP administrative database, fellows
receiving degrees from FY1988 through FY1998. Disciplines
selected because they had graduated at least 5 fellows.
Discipline coding and computations by author. Thirteen
ICEOP fellows receiving doctoral degrees not included
because they were awarded FY1999. 131 doctorates were
awarded to ICEOP fellows and 13 to IMGIP fellows.
| IMGIP Fellows1 | Awarded Doctorate (n=70) | Continuing with studies (n=39) | Dis-continued (n=67) | Unknown (n=23) | Total (n=176) | |
| Faculty/Staff-IL | 10.0% | 4.5% | 5.1% | |||
| Faculty/Staff-MI2 | 1.4% | 0.6% | ||||
| Faculty/Staff-Other | 31.4% | 9.0% | 14.8% | |||
| Other or Unknown | 55.7% | 86.3% | 100.0% | 56.8% | ||
| Continuing | 1.4% | 100.0% | 22.7% | |||
| Total IMGIP | 100.0% | 100.0% | 100.0% | 100.0% | 100.0% | |
| ICEOP Fellows1,3 | Awarded Doctorate (n=166) | Awarded Master's4 (n=153) | Continuing with studies (n=213) | Dis-continued (n=74) | Unknown (n=58) | Total (n=664) |
| Faculty/Staff/Educ.-IL | 45.8% | 31.4% | 7.0% | 9.5% | 22.0% | |
| Faculty/Staff/Educ.-MI2 | 2.4% | 0.7% | 0.5% | 0.9% | ||
| Faculty/Staff/Educ.-Other | 27.1% | 5.9% | 0.9% | 9.5% | 1.7% | 9.6% |
| Other or Unknown | 21.7% | 62.1% | 1.4% | 81.1% | 98.3%% | 37.3% |
| Continuing | 3.0% | 90.1% | 30.1% | |||
| Total ICEOP | 100.0% | 100% | 100.0% | 100.0% | 100.0% | 100.0% |
Note.- One IMGIP fellow and 5 ICEOP fellows have died and
are not included in the table.
1 Source:
IMGIP/ICEOP administrative database, fellows receiving
degrees from FY1988 through FY1998. Coding and
computations by author.
2
Since 1997 IMGIP/ICEOP boards allow fellows to accept
academic jobs in Michigan via a reciprocity agreement..
3 ICEOP legislation allows fellows to accept faculty
or staff position in Illinois higher education or “as
an employee of this State in an education related
position”(930/10; 110 ILCS 935/2). This educational
placement is often as administrators in public k-12 school
districts. 25 ICEOP fellows hold such positions in Illinois
(8.4% of those awarded the doctorate and 6.5% of those
awarded the master's).
4
Students with master's level ICEOP fellowship that have
been awarded the master's degree.
| African American | Hispanic American | Native American | Total Minority | ||
| Number of Illinois Faculty1 | 1253 | 45 | 465 | 1763 | |
| Number of | IMGIP | 6 | 3 | 0 | 9 |
| Fellows Employed | ICEOP | 117 | 24 | 2 | 143 |
| as Illinois Faculty2 | Both | 123 | 27 | 2 | 152 |
| Fellows as a % of | IMGIP | 0.5% | 0.0% | 0.6% | 0.5% |
| Illinois Faculty | ICEOP | 9.3% | 4.4% | 5.2% | 8.1% |
| Both | 9.8% | 4.4% | 5.8% | 8.6% | |
1 Source: IBHE IPEDS S file on faculty at 138
Illinois institutions in 1997 (line F107, Total Faculty,
staff97.txt).Includes “all persons whose specific
assignments customarily are made for the purpose of
conducting instruction, research, or public service as a
principal activity”. This can include administrators
“if their principal activity is instructional.”
Computations by author. Minority faculty (African
American, Hispanic American, and Native American) make up
7.2% of the total of 24,565 faculty at 138 institutions.
Table 9 presents minority faculty rank and type of
institution.
2
Source: IMGIP/ICEOP administrative database, Illinois
faculty placements only. Coding and computations by
author.
| Type of School | % Other Faculty (n=22,802) | % Minority Faculty1 (n=1,763) | ||
| Private (n=80) | 41.4% | 29.0% | ||
| Community College (n=46) | 17.7% | 27.9% | ||
| Public (n=12) | 40.9% | 43.1% | ||
| Total (N=138) | 100.0% | 100.0% | ||
| Faculty Rank | % Other Faculty | % Minority Faculty | ||
| Tenured | 55.0% | 45.4% | ||
| Tenure Track | 20.4% | 28.8% | ||
| Not Tenure Track | 24.6% | 25.8% | ||
| Total | 100.0% | 100.0% | ||
| Minority Faculty as a % of All Faculty | Tenured | Tenure Track | Not Tenure Track | Total2 |
| Private | 3.4% | 6.5% | 6.3% | 5.1% |
| Community College | 9.4% | 12.5% | 23.5% | 10.8% |
| Public | 5.7% | 13.2% | 7.0% | 7.5% |
| Total | 6.0% | 9.8% | 7.5% | 7.2% |
Source: IBHE IPEDS S file on faculty at 138
Illinois institutions in 1997 (lines F092, “Total
faculty with tenure,” F099, “Total non-tenured
faculty (Those on tenure track),” F106, “Total
non-tenured faculty (Those not on tenured track),” and
F107, “Total Faculty”, staff97.txt).
Classification of institutions and computations by author.
1Minority
faculty are African American, Hispanic American, and Native
American.
2 N=24,565.
Copyright 2001 by the Education Policy Analysis ArchivesThe World Wide Web address for the Education Policy Analysis Archives is epaa.asu.edu General questions about appropriateness of topics or particular articles may be addressed to the Editor, Gene V Glass, glass@asu.edu or reach him at College of Education, Arizona State University, Tempe, AZ 85287-0211. (602-965-9644). The Commentary Editor is Casey D. Cobb: casey.cobb@unh.edu . EPAA Editorial Board
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