• Compiled to support the work of the ADE Ad Hoc Committee on the
    Status of African American Faculty Members in English, this scholarship review is not comprehensive. Much of the relevant literature treats diversity and equity issues in higher education broadly, a consequence of the difficulty of obtaining reliable data on specific disciplines and the sometimes statistically insignificant numbers when one does. Broad treatments show, too, that the low number of black faculty members in English cannot be attributed to simple, local problems; instead, a complex interaction of social, economic, and educational factors leads black students, especially black men, away from higher education or, more specifically, away from English and militates against their success when they do pursue advanced degrees and faculty careers.