Category Archives: Race, Equity and Diversity

by James A. Bacon

The College of Arts & Sciences at the University of Virginia will be using “equity” as a criteria in allocating pay raises in the coming year, according to a memo distributed by Interim Dean David L. Hill.

Hill has divided the 5% pool of funds available for pay raises into three portions. One portion, accounting for 20% of the 5%, will go to “standard promotion raises,” in which “equity” is one criteria among several. The second portion, accounting for 40%, makes no reference to equity, but a third portion, also accounting for 40%, allows department chairs and directors to “address additional merit and equity considerations in their departments and programs.”

The memo does not define what Hill means by “equity.” But the pay raises will be handed out in a context in which College employees are required to submit “diversity statements” in their annual reviews describing their commitment to Diversity, Equity & Inclusion in teaching, research and service.

When Bacon’s Rebellion asked if pay raises would be tied to race, ethnicity, sex, or sexual orientation, John Carfagno, the College’s director of communications, denied that they would. Responded Carfagno:

The communication you reference outlines efforts by the Dean’s Office to evaluate potential pay inequities between faculty members who have similar roles, academic backgrounds, performance, and scholarly activities. These can arise due to many factors, including the timing and mode of one person’s hiring relative to another. These decisions are made independent of the traits you referenced in your email to Dean Hill.

Continue reading →

Jefferson Council board member Joel Gardner participated yesterday in a panel discussion about the proliferation and growth of Diversity, Equity & Inclusion (DE&I) offices in universities across the country. The discussion, sponsored by the National Association of Scholars, also features John Sailer, a NAS research associate, and Scott Yenor, a Boise State University faculty member.

For those not familiar with what’s happening at UVa, Gardner provides a succinct overview. Even if you are, his remarks are well worth watching.

— JAB

by Allan Stam

Why should you care about faculty review policies at the University of Virginia and other public Virginia universities? You should care because they affect which faculty are likely to stay at a university and which faculty are likely to move on. In other words, they affect who will teach your children and grandchildren. 

You should want universities to keep professors who conduct state-of-the-art research and excel at teaching their scholarly discipline. But that’s not what you’re going to get with the new guidelines issued by the UVa College and Graduate School of Arts & Sciences. (See the previous post.)

Pay raises and the annual reviews that affect them are powerful administrative tools that universities use to incentivize faculty efforts. Given that there are only so many hours in a day, faculty allocate their time towards areas that their employers reward and away from those that they do not. Continue reading →

by James A. Bacon

This month University of Virginia departments embark upon a four- to five-month “peer review” of faculty members. The stakes are high. Scores from the review will affect merit raises and prospects for promotion.

New this year: Twenty percent of the scores will be awarded on the basis of the faculty member’s contributions to Diversity, Equity & Inclusion (DEI).

In theory, the “guidance” issued by the dean’s office of the College of Arts & Sciences allow individual departments some latitude in how they conduct their peer reviews. But the language, though bland and formulaic, is clear: professors who fail to enlist in social-justice activism will have a less-than-promising future at UVa.

Evaluations of each faculty member’s “performance” will be shared with other faculty members. There is no uniform standard for weighting the scores, but if departmental reports don’t specify otherwise, the “default” mode is 40% teaching, 40% research, and 20% DEI. Continue reading →