White and male professors continue to dominate U.S. hospitality and tourism education programs, our new research has found, even as the industry is growing increasingly diverse. This imbalance raises questions about who shapes the future of hospitality and whose voices are left out of the conversation.

Our analysis of 862 faculty members across 57 of the top U.S. college hospitality programs found that nearly three-quarters of these professors were white, and more than half were male. White men alone represented 43.5% of all faculty, showing persistent overrepresentation.

By comparison, only 3.7% of faculty identified as Black, far below the 14.4% share of the U.S. population that identifies as Black. Asian faculty accounted for 22.5% – significantly more than the Asian share of the U.S. population, with slightly more Asian women than men represented.

Because publicly available data did not allow us to reliably identify faculty from Hispanic or Indigenous backgrounds, our analysis focuses on representation among Black and Asian professors.

Our findings are based on a review of online faculty directories for every U.S. hospitality and tourism program included in the Academic Ranking of World Universities for 2020. We coded each faculty member by gender, race and academic rank using publicly available information gathered through university websites, LinkedIn and other professional profiles.

While this approach cannot capture the full complexity of individual identity, it reflects how representation is typically perceived by students and prospective faculty. For example, when a student browses a university’s website or sits in a classroom, they notice who looks like them and who does not.

Our results point to a stark imbalance. The people teaching, researching and preparing the next generation of hospitality leaders do not mirror the demographics of either the workforce or the student population.

Despite growing institutional attention to fairness and belonging across higher education, the tourism and hospitality field has been slow to evolve.

Why it matters

Representation in higher education isn’t just a matter of fairness. It affects student outcomes and the long-term sustainability of the field. Researchers have found that when students see role models who share their racial or ethnic identity, they report stronger connections to their academic community, higher retention rates and greater academic confidence.

For hospitality programs, which emphasize service, empathy and cultural understanding, these effects are especially meaningful. The hospitality workforce is one of the most diverse in the United States, spanning global hotels, restaurants, events and tourism operations. Yet the lack of variety among those teaching hospitality sends a conflicting message. Diversity is valued in the workforce, but it remains underrepresented in the classrooms training future leaders.

Major employers such as Marriott, Hyatt and IHG have invested heavily in programs that promote access and belonging, creating leadership pipelines for underrepresented groups. Meanwhile, academic programs that prepare these future leaders have not made comparable progress.

The absence of representation among hospitality and tourism academia also shapes the kinds of research questions that get asked. When faculty from underrepresented backgrounds are missing, issues such as racialized guest experiences, workplace bias and equitable career advancement may be overlooked.

What still isn’t known

Our study provides a snapshot, rather than a complete picture of faculty representation in U.S. hospitality and tourism programs. Because the sample focused on research-intensive universities, it excluded many historically Black universities and teaching-focused institutions, which may have more professors of color.

The research also relied on publicly available photographs and institutional profiles to identify race and gender. While this method mirrors how students visually perceive representation, it cannot fully capture multiethnic or intersectional identities.

We believe that future studies should track how faculty composition evolves over time and explore the lived experiences of educators from underrepresented backgrounds. Understanding the barriers that prevent these scholars from entering or staying in academia is essential for creating environments where all faculty can thrive.

The Research Brief is a short take on interesting academic work. Abigail Foster, admissions specialist at the University of the District of Columbia’s David A. Clarke School of Law, contributed to this article.

The authors do not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.