Empowering Faculty as Leaders of Equity-Driven Change in Higher Education

• In Event: Faculty Innovations at Minority Serving Institutions

Abstract

This study examines how faculty self-efficacy as leaders of equity-driven change in higher education is influenced by individual identities and institutional context. Using national survey data and the validated Self-Efficacy as Faculty Change Agent for Equity (SE-FCA-E) scale, findings reveal that faculty from Minority Serving Institutions (MSIs) report significantly higher self-efficacy as change agents, while race, gender, sexual orientation, and tenure status do not significantly predict self-efficacy. Hierarchical modeling highlights variability in tenure-related effects across institutions. Results also suggest that institutional environments may play a critical role in empowering faculty as agents of inclusive excellence. These insights inform strategies to enhance faculty engagement and support sustainable equity efforts in higher education.

Authors

• Shujin Zhong, University of North Florida

• Nicole Marie-Gerardi Maccalla, University of California - Los Angeles

• Cynthia Joseph, University of California-Los Angeles (UCLA) - Los Angeles, CA

• Dawn Purnell, University of California - Los Angeles