The Need to Diversify Library Science Information Programs
By Erica T. Gresham
I became interested in the library/archive field after completing several archive related internships and engaging with several professionals who worked in archives. As I pursued my MLIS, I noticed that there was a lack of diversity of students and faculty in my masters program. While doing research for a capstone project, I learned that the library/archive profession struggled to gain and retain people of color.
According to the Department for Professional Employees (DPE) just over 82 percent of librarians identified as white in 2022. Library technicians and assistants were slightly more diverse. Among library assistants, 77 percent identified as white in 2022. However, only 4.3 percent of librarians identified as Black or African American, a steep decline from 9.5 percent in 2020. Librarians who identified as Hispanic or Latinx numbered 8.0 percent, and those identifying as Asian-American or Pacific Islander made up 5.1 percent.
The substantially low numbers of librarians of color compared to their white counterparts, who are overwhelmingly represented in librarianship, drives the need to draw in more diverse information professionals. Even as the United States population continues to grow diverse, the information field has yet to mirror those similar changes.
A contributing factor why librarianship struggles with diversity is education and the lack of awareness of the profession as a career option. According to Stanley (2007), when asked what college students of color knew about the library field, many of them could not answer the question. Most of them were unaware of the educational requirements and the career options available within the field. The students lack of knowledge regarding the library information profession, and the viable career choices available, illuminates the need to expose students of color to the occupation. To attract people of color to this line of work, it must begin as early as high school through marketing initiatives, increase visibility at career fairs, and assign coursework that requires the use of the library.
The lack of diversity is perhaps felt more at the collegiate level, when people of color are insufficiently represented, the impact reverberates throughout the profession all the way back to the classroom. Not having enough faculty of color to teach library information science (LIS) courses tends to detract from the draw of Black, Indigenous, People of Color (BIPOC) since there is a lack of role models to inspire them to pursue a degree in library information studies (Jaeger, Bertot & Subramaniam, 2013). By library information science programs lacking instructors/mentors of color, new BIPOC librarians entering the field are left feeling unsure of themselves and a desire to prove themselves in the predominantly white profession.
Since most faculty in library information science programs are white, students receive a limited range of perspectives, particularly in terms of providing inclusive library services to diverse populations. Students who are pursuing their master's degrees in library information science should be taught by and experience different points of view from faculty that represent various groups of people. Faculty members from diverse and underrepresented populations create a platform where a variety of insights and voices are promoted, shaping the content of the curriculum in LIS Master’s programs to embrace more inclusive and diverse elements (Jaeger & Franklin, 2007). Having educational staff members of different races and ethnic backgrounds allows BIPOC students to see themselves in an occupation that craves diverse views and approaches to challenging societal norms.
The lack of diverse representation within LIS faculties impacts research, teaching, administration, leadership, and service reduces the unique perspectives the global majority offers. Also, the profession as a whole loses out since there are not enough faculty members of color who can serve as mediators, recruiters, and mentors for students from underrepresented populations. Faculty diversity promotes a broader range of pedagogical techniques and boosts faculty-student engagement (Jaeger & Franklin, 2007). However, the shortage of educators of color in LIS programs affects graduate students by limiting their exposure to differing viewpoints and leaves them with multiple disadvantages when it comes to serving underrepresented groups.
A solution to increase diversity in LIS programs is to offer more courses focused on diversity. According to (Adkins, Virden, & Yier, 2015) most North American LIS programs offer diversity-related curricula, some information professionals were not exposed to diversity and inclusion classes since they were either optional or were doctoral-level courses. However, LIS programs incorporating additional multicultural courses into the curriculum endorse diversity and inclusion and promote a better sense of understanding for all involved.
Another issue that hampers diversity in LIS programs is the lack of foreign language education which maintains the divide between underrepresented communities who contend with language barriers and accessing information. Since libraries serve multilingual populations, LIS programs must incorporate foreign language courses into the curriculum to increase inclusion and outreach (Jaeger & Franklin, 2007). For example, as the Latinx population increases, the need for information professionals who familiarize themselves with Spanish, Portuguese, and Indigenous languages or others spoken in Latin America and the Caribbean will help break down language barriers, leading to more inclusive programs and services. Incorporating foreign languages into LIS curriculums help expose graduate students to other cultures, making them aware of and prepared to serve patrons from varying populations (Jaeger, Bertot, & Subramaniam, 2013).
The lack of diverse representation in LIS programs and faculties has contributed to the persistently low numbers of librarians of color. As Jaeger & Franklin (2007) note, there is a need to research to understand the reasons why there is such low participation from people of color, in particular African Americans and Latinx, in LIS programs. To increase diversity in LIS faculties, various ways to expand Black and Latinx engagement must be identified, so more of them become LIS faculty. Understanding why these two groups entered LIS, their experience while pursuing their Master’s degree, their perspectives of inclusion in the field, and feeling prepared to serve diverse user populations can assist with increasing the diversification of the profession.
Having the global majority voice their experiences before and after receiving their Master’s in LIS offers insight into attracting and keeping people of various races and ethnic backgrounds interested in librarianship. For library information science schools to draw more diverse LIS faculties members, they must collectively work together to identify successful and unsuccessful methods for recruiting and retaining educators of color, so BIPOC students have mentors and role models for guidance (Jaeger & Franklin, 2007).
There is a clear need to draw more BIPOC folks to librarianship, so the needs of the global majority are met. However, LIS programs must take critical steps to ensure there are initiatives centered on BIPOC and better engagement so they are not excluded but included. A wonderful example of inclusion is the University of Hawaiʻi at Mānoa LIS program hired a native Hawaiian professor who will teach Hawaiian librarianship which promotes a more inclusive approach regarding LIS courses and culture.
Bibliography
Adkins, D., Virden, C., & Yier, C. (2015). Learning about diversity: The roles of lis education, lis associations, and lived experience. Library Quarterly, 85(2), 139-149. doi: 10.1086/680153
Jaeger, P.T., Bertot, J.C., & Subramaniam, M. (2013). Preparing future librarians to effectively serve their communities. Library Quarterly, 83(3), 243-248. doi: 10.1086/670699
Jaeger, P.T., & Franklin, R.E. (2007). The virtuous circle: increasing diversity in lis faculties to more inclusive library services and outreach. Education Libraries, 30(1), 20-26.
Library professionals: Facts & figures. (2023). Department for Professional Employees [Fact sheet]. Retrieved from https://www.dpeaflcio.org/factsheets/library-professionals-facts-and-figures
School of Communication and Information. (2023, September 29). The Library and Information Science Program Welcomes Two New Faculty Members: Keahiahi Long & Meera Garud
Retrieved April 08, 2024, https://sci.manoa.hawaii.edu/two-new-lis-faculty-members-keahiahi-long-meera-garud/
Stanley, M. J. (2007). Case study: Where is the diversity? Focus groups on how students view the face of librarianship. Library Administration & Management, 21(2), 83-89.
Erica T. Gresham
identifies as a Black woman, and received her Master of Library Information Science two years ago. She currently works as a federal contractor and is working toward applying her knowledge and skills to the ever-growing cannabis industry.
To learn more about her please visit her Linktree.