Featured Research

From research on educational equity, urban health care, gender, and religious diversity; to programs that promote intercultural understanding and an interest in STEM programs; MSU faculty and staff are working to make education accessible to all, push the boundaries of discovery, and solve the big problems of our time.

Faculty Inclusion and Excellence Study

Executive Summary - Mentoring  

Following extensive work on MSU's ADAPP ADVANCE grant awarded by the National Science Foundation, the Faculty Excellence and Inclusion Study investigated the experiences of faculty of color at MSU. The study gathered information about the specific needs and experiences of faculty of color. The report analyzes aspects of the mentoring experience for faculty of color and provides recommendations for improvement. The dataset, collected by Dr. Isis Settles and Paulette Granberry Russell (director, Office for Institutional Diversity and Inclusion), consisted of one-on-one interviews with 118 of MSU’s American Indian, Asian, Black and Hispanic faculty members.

Epistemic Exclusion - Full Report 

The Epistemic Exclusion Project was led by Dr. Kristie Dotson (Philosophy), and included three other collaborators: Dr. NiCole Buchanan (Psychology), Dr. Michael O’Rourke (Philosophy, and director of the Toolbox Dialogue Initiative); and Dr. Isis Settles (University of Michigan, Psychology and Afroamerican and African Studies). Dr. Dotson developed and coined the term "epistemic exclusion" (2012, 2014) to explain how evaluations of scholarship, ways of knowing, and knowledge production often exclude scholarship on non-traditional topics within a discipline, as well as scholarship produced by members of marginalized social groups.

Dr. O’Rourke and Dr. Stephanie E. Vasko led three workshops in Spring 2017 to 1) explore how faculty and administrators at MSU see epistemic exclusion in their work contexts; 2) provide faculty and administrators with a label for experiences in which certain types of scholarship are excluded; and 3) solicit suggestions for changes to policy and practice that could address epistemic exclusion at MSU and within higher education. Findings from these dialogues and recommendations are included in the full report. The Epistemic Exclusion Project was funded by a Creating Inclusive Excellence Grant award from the Office for Institutional Diversity and Inclusion.

Related Articles

  • Davis, T., Jones, M. K., Settles, I.H., & Granberry Russell, P. (in press). Barriers to successful mentoring of faculty of color. Journal of Career Development.
  • Thorne, K. M., Jones, M. K., Davis, T. M., *Settles, I. H. (in press). The significance of race in cross-racial mentoring of faculty of color. Translational Issues in Psychological Science (Special issue: Impact of Race).
  • Settles, I. H., Jones, M. K., Buchanan, N. T., & Dotson, K. (2021). Epistemic exclusion: Scholar(ly) devaluation that marginalizes Faculty of Color. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000174
  • Settles, I. H., Buchanan, N. T., & Dotson, K. (2019). Scrutinized but not recognized: (In)visibility and hypervisibility experiences of faculty of color. Journal of Vocational Behavior, 113, 62-74. https://doi.org/10.1016/j.jvb.2018.06.003
  • Buchanan, N. T. & Settles, I. H. (2019). Managing (in)visibility and hypervisibility at work. Journal of Vocational Behavior, 113, 1-5. https://doi.org/10.1016/j.jvb.2018.11.001 
  • Settles, I., & Nguyen, D. (2017). Mentoring experiences and perceptions of faculty of  color. (Unpublished technical report for the Office for Inclusion and Intercultural Initiatives). Michigan State University