An Intervention to Increase Belonging and Support Retention for Faculty of Color and Women Faculty

ABSTRACT Faculty of Color and women faculty face significant obstacles (e.g., isolation, marginalization, tokenism) on the road to tenure and promotion. We translate social psychological research on the contact hypothesis and belonging and adapt previous interventions at other universities to deliver an institutional‐level intervention designed to support faculty belonging and retention. This study utilizes a faculty climate survey and institutional‐level demographic data to assess tenure‐track faculty belonging and retention following the intervention. We observe greater perceptions of institutional support for diversity and lesser disparities in belonging and tenure rates among historically marginalized faculty over three years following the intervention. We discuss how social psychologists may help translate basic research into institutional interventions that promote racial justice and equity. Our work illustrates the potential for targeted initiatives to reduce disparities and promote equity and representation in academia, ultimately benefiting both faculty and students.