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Ask more than “What percentage of faculty are diverse?” A useful comparison starts by defining who is counted, checking the year and categories, examining rank and employment status, and then asking what faculty representation and support look like in your intended major. Campus-wide figures provide context, but they cannot predict the people teaching your introductory courses or the mentoring available to you.

Use the questions below with admissions staff, department chairs, institutional research offices, and current students. Request figures with definitions and dates, and record the answers in the same format for every college you are considering.

Start with the denominator: who does the college call faculty?

A percentage is meaningful only when you know its denominator. Colleges may use “faculty” to mean instructional staff, everyone with faculty status, or a broader group of academic employees. Some reports include part-time instructors; others show only full-time employees. IPEDS (the Integrated Postsecondary Education Data System) separates staff by occupational activity, faculty status, and full- or part-time status, so two institutions can use the same label for different populations.

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Questions to ask

  • Does this figure cover instructional faculty only, all employees with faculty status, or other academic staff?
  • Are adjunct, visiting, temporary, and part-time instructors included?
  • Are graduate teaching assistants included or excluded?
  • Is the count for the whole institution, a school or college within it, or one department?
  • What was the headcount date, and is it a snapshot or an average?

Ask the representative to provide both the numerator (the number of people in a category) and denominator (the total staff population). If a college cannot define either, do not use the percentage for a precise comparison.

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How are race, ethnicity, and gender categories defined?

Request the exact categories used and how people who do not report an identity are handled. IPEDS staff files break out race/ethnicity and gender, but the categories and treatment of unknown or unreported identities affect the totals you see.

Questions that clarify the categories

  • Which race and ethnicity categories appear in the table?
  • Are people who identify as Hispanic or Latino reported separately from race categories?
  • How many records are unknown, not reported, or missing?
  • Can a person be counted in more than one category, or must each person select one?
  • How is gender recorded, and what options are available in the institution’s own reporting?
  • What reference date applies to the figures?

Ask why a number changed if the college presents a year-to-year trend. A change may reflect hiring, departures, reclassification, a revised category, or a different reporting date rather than a shift in campus experience.

What do the numbers look like by rank and job security?

An institution can have a diverse overall faculty while offering students a very different mix in tenured positions, tenure-track roles, or introductory courses. Request a breakdown by academic rank and tenure status whenever it is available.

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Request these groups separately

  • Professors
  • Associate professors
  • Assistant professors
  • Lecturers and instructors
  • Tenured faculty
  • Tenure-track faculty who are not yet tenured
  • Non-tenure-track faculty

The Fall 2024 IPEDS file listing includes full-time instructional staff classified by faculty and tenure status, academic rank, race/ethnicity, and gender. Confirm whether the college’s table uses that same population or adds part-time staff and other employee groups. If only a total is supplied, ask why rank-level data are unavailable and whether the department can provide them.

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Why rank matters to your decision

Rank affects who is likely to teach gateway courses, supervise research, advise students, and remain at the institution. It also helps you distinguish representation among senior decision-makers from representation in early-career teaching roles. Do not treat a high share of lecturers as equivalent to the same share of tenured professors; those jobs have different authority, workloads, and stability.

What will I actually see in my intended major?

Ask about the department rather than relying on the institution-wide profile. A university total combines many disciplines and may conceal substantial differences among departments. National institutional data are a useful comparison point, but there is no universal format requiring every college to publish comparable department-level diversity tables.

Department-level questions

  • How many faculty members are in my intended department, by rank and employment status?
  • Who teaches the introductory and required courses for this major?
  • What are the race, ethnicity, and gender distributions among those instructors?
  • How many faculty members are available to advise first-year and transfer students?
  • Can I meet a department faculty member and current students before enrolling?
  • Are cross-listed courses taught by faculty from another department, and if so, who teaches them?

Ask for the department’s current roster and the term or academic year it represents. Compare the people listed with the courses in the published schedule; a department may have faculty whose research specialties do not align with the classes most students take.

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Are representation and hiring changing?

A current headcount cannot tell you whether representation is improving, stable, or declining. Ask for dated hiring and departure information and for an explanation of how the college tracks it.

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Separate hiring from retention

IPEDS reports newly hired full-time permanent instructional staff and specifies a hiring window for that category. Ask the college for the corresponding year and definition before comparing hiring totals. Hiring is not the same as retention: a department may recruit a diverse cohort but lose people quickly, or retain faculty while making few new appointments.

The federal staff sources do not establish a comparable retention measure for every college. Therefore ask each institution directly:

  • How many faculty members in each demographic group were hired, promoted, or left during the last several years?
  • What period does each figure cover?
  • Are departures voluntary, retirements, contract endings, or all exits combined?
  • Does the college conduct exit interviews or publish retention reports?
  • What actions followed any documented retention problem?

Request at least two or three dated observations rather than an undated statement that diversity is “growing.” Keep the definitions constant when comparing schools.

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What mentoring and support can students use?

Staff counts cannot tell you whether a student will experience a welcoming classroom or find a mentor. Ask about the actual programs, who runs them, and how students participate.

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Useful support questions

  • Which faculty mentoring programs are available to students in my major?
  • Can first-year students request an adviser or faculty mentor with a matching academic or personal interest?
  • Are there affinity groups, cultural centers, or identity-based student organizations connected to the department?
  • Who coordinates these programs, and what is the normal response time for a student seeking help?
  • Are mentoring and advising available to commuters, part-time students, and online students?
  • How are concerns about bias, harassment, or exclusion reported and resolved?
  • Can I speak with current students about their experiences using these services?

Ask for a program name, eligibility rules, meeting frequency, and contact person. A general promise of “support” is less useful than a description of how a student actually joins and receives help.

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How to use NCES and IPEDS data without making a false comparison

NCES describes IPEDS as a primary source for information about U.S. colleges, universities, and technical and vocational institutions. Use its Data Center as a starting point, then verify the population and year for every figure.

Check these fields before comparing

Comparison field What to verify
Staff population Instructional staff or broader faculty-status staff; full-time, part-time, or both
Reference year and date Collection year and the date on which employees were counted
Identity categories Race/ethnicity and gender definitions, including unknown or unreported records
Rank and tenure Professor, associate, assistant, lecturer/instructor, tenured, tenure-track, and non-tenure-track groups
Scope Whole institution, school, department, or intended major
Trend measure New hires, departures, promotions, or a different measure, with its stated period
Student support Named mentoring, advising, affinity, and reporting programs verified by the college

IPEDS Human Resources data cover staff on an institution’s payroll as of November 1 of the current IPEDS Data Collection Year. The Human Resources component has eight distinct but related parts, labeled A through H, and includes separate full-time and part-time sections. Survey requirements differ for some institution types and sizes, so confirm that both colleges were required to report the fields you are comparing.

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Current Data Center listings identify Fall 2024 files. A Fall 2024 record should not be compared casually with an older file without noting the different collection year and reference date.

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A practical script for admissions calls and campus visits

Use the same sequence with every college so that an engaging presentation does not substitute for comparable evidence.

  1. Define the population: “When you say faculty diversity, which employees are counted? Are part-time instructors included?”
  2. Fix the date: “What collection year and headcount date do these numbers represent?”
  3. Request categories: “Which race, ethnicity, and gender categories are used, and how many records are unknown or unreported?”
  4. Ask for rank and security: “Can you show the distribution by professor, associate professor, assistant professor, lecturer or instructor, and tenure status?”
  5. Move to the major: “What does this look like in the department I plan to enter, and who teaches the introductory courses?”
  6. Probe change over time: “What were the hiring and departure figures for the same groups in recent, dated periods?”
  7. Test support: “What mentoring, advising, affinity, and complaint-resolution resources can I use, and who coordinates them?”
  8. Verify with students: “May I speak with current students in this department about their classroom and mentoring experiences?”

Write down the exact wording of each answer, the staff member’s title, and any document or table they provide. Mark an answer as “not stated” rather than filling a gap with an assumption.

How to interpret answers and spot weak evidence

Stronger answers

  • Provide a table with a defined population, collection date, categories, and counts or percentages.
  • Distinguish full-time from part-time staff and explain rank or tenure differences.
  • Connect institution-wide figures to a department roster and course assignments.
  • Describe hiring and retention measures separately, with dates and definitions.
  • Name specific support programs, coordinators, participation rules, and student contacts.

Answers that need follow-up

  • A single percentage with no denominator or date.
  • “Faculty” figures that combine professors, instructors, staff, or graduate assistants without explanation.
  • Claims about improvement that do not identify the years or whether the measure is hiring, retention, or promotion.
  • A promise of an inclusive climate without a way to speak with current students or review procedures.
  • Campus-wide data offered as a substitute for information about your major.

These warning signs do not prove that a college lacks diversity or support. They show that the answer is not yet precise enough for a fair comparison.

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What faculty-diversity data can—and cannot—tell you

Staff reports describe who was employed under specified categories at a particular time. They do not measure whether classrooms are welcoming, whether students can obtain mentoring, or whether a faculty member will have time to advise you. Nor do they create a universal department-level format or a comparable current retention metric for every institution.

Use the numbers to identify questions, not to predict an individual experience. Combine a dated, well-defined profile with a department conversation, a review of introductory-course instructors, and candid discussions with current students. That combination gives you a more realistic basis for choosing among colleges than any single campus-wide percentage.

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