Learning to be Rutgers at 250

Transcription

1 Learning to be Rutgers at 250 Building an Academic Community for the 21 st Century (The Morals and Metrics of Diversity) Jorge Reina Schement Vice Chancellor, Diversity and Inclusion Distinguished Professor of Communication Policy Distinguished Professor of Latino Studies Rutgers University-New Brunswick/RBHS

2 ODI I What do we mean by diversity? While there is general agreement on the idea of diversity, there is no consensus. The Test: Can we create a great state university on a foundation of diversity and inclusion, without consensus?

3 ODI How the RU Community Understands Diversity-1 The Internet and modern technology have opened up new marketplaces that allow us to promote our businesses to new geographic locations and cultures. And given that it can now be as easy to work with people remotely as it is to work face-toface, cross-cultural communication is increasingly the new norm. --Mind Tools Editorial Team, We come here to learn to succeed with people from different cultures. 3

4 We strive for diversity and inclusion because the 4 results are realistic, efficient and effective. ODI How the RU Community Understands Diversity-2 A lot of people in our industry haven't had very diverse experiences. So they don't have enough dots to connect, and they end up with very linear solutions without a broad perspective on the problem. The broader one's understanding of the human experience, the better design we will have. --Steve Jobs

5 ODI How the RU Community Understands Diversity-3 I swear to the Lord, I still can't see, Why Democracy means, Everybody but me. --Langston Hughes The Black Man Speaks (1943)

6 ODI II The People of the State are the Basis for the Student Population of the State s Flagship University. The Test: How well does the profile of the student body reflect the profile of the people of the state?

7 ODI Diverse NJ: The Source of RU-NB Diverse Student Body In all of US, New Jersey has the: 3 rd largest Indian population, 3 rd largest Korean population, 4 th largest Chinese population, 4 th largest Filipino population. Other Ethnicities in NJ. Italians 18% Irish 16% Germans 12% Polish 7% African Americans 15% 21% of NJ's pop. is foreign born. 30% speak a language other than English in the home. As a % of state populations: NJ's Jewish population ranks 2nd (after New York). NJ's Muslim population ranks 2nd (after Michigan). Latinos = 18.5% of NJ s pop as of 2012 Largest U.S. pops. of Costa Ricans, Peruvians, and Colombians More people of Cuban origin in NJ than anywhere outside FL. (2012) US Census * U.S. Census Bureau: State and County QuickFacts 2012 (source 7

8 ODI A diverse student body prepares students for life in a diverse world. Unknown; 1.70% Two or More; 3.10% Foreign; 11.70% African American; 7.50% American Indian; 0.10% Asian; 21.20% White; 42.40% Hawaiian; 0.20% Latino; 12.10% Rutgers New Brunswick Student Population by Race/ Ethnicity 2015 Source: Rutgers University Fact Book

9 Survey of Rutgers Students ODI Languages Spoken by RU Students (Non English) --Peter Guarnaccia Creole 3% (Caribbean, N=4) French 4% (Haiti, Africa, N=6) Igbo 1% (Nigeria, N=1) Kikuyu 1% (Kenya, N=1) Patois 1%(Caribbean, N=1) Swahili 1%(Kenya, N=1) Twi 1% (Ghana, N=1) Yoruba 1% (Nigeria, N=1) Bengali 1%(Bangladesh, N=1) Cantonese 2% (China, N=3) "Chinese" 2% (China, N=3) Gujarati 8% (India, N=12) Hindi 4% (India, N=6) Japanese 1% (Japan, N=1) Kapampangan 1% (Philippines, N=1) Korean 3% (Korea, N=5) Mandarin 3% (China, N=5) Punjabi 1% (India, N=1) Shanghainese 1%(China, N=1) Tagalog 6%(Philippines, N=9) Tamil 1% (India, N=2) Telugu 1% (India, N=1) Urdu 35 (Pakistan, N=5) Vietnamese 5% (Vietnam, N=8) Visayan 1% (Philippines, N=2) Georgian 3% (Georgia, N=5) Greek 5% (Greece, N=7) Italian 3% (Italy, N=4) Polish 5% (Poland, N=8) Russian 1% (Russia, N=1) 9 Sicilian 1% (Italy, N=1) Turkish 3% (Turkey, N=5) Spanish 25%(Latino Countries, N=37)

10 BTAA Undergrad Student Population Comparison ODI 80% 70% 60% 50% 40% 30% Black, Latino, and Asian White 20% 10% 0% Foreign Data Source: IPEDS Fact Sheet 10

11 RU-NB Long-Term Success in Recruiting Women Students Contrast Other BTAAs. ODI 11

12 ODI III The Faculty Constitute a Key Component in the Diversity of the University. The Test: How closely can the profile of the faculty reflect the profile of the student body?

13 40% Gender and Faculty Rank ODI Male NB Female 61% NWK % % CMD 40 % 61 % 13

14 Years of Recruitment, Investment, and Persistence Paying Off ODI 14

15 ODI Professors - by Race/Ethnicity RU-NB Tot. =

16 ODI Assoc. Professors - by Race/Ethnicity RU-NB Tot. =

17 ODI Asst. Professors - by Race/Ethnicity RU-NB Tot. =

18 We Lead But There s Much Work to Be Done. ODI

19 ODI IV Rutgers will advance faculty diversity by supporting strong recruitment and mentoring policies.

20 ODI President Barchi s Statement on Diversity In our goal to enhance faculty diversity, we are defining diversity very broadly. Diversity may include, but is not limited to, gender, ethnicity, race, culture, national origin, or personal or professional characteristics that are either unrepresented or underrepresented in the particular department or unit of intended hire. This definition of diversity thus has inclusion as a critical and literal component, in that the inclusion of a diversity of individuals, groups, and points of view will be stressed in faculty recruitment and retention, as opposed to the privileging of a particular group or groups over others. In order to be supported, such diverse or inclusive hires will have to demonstrably enhance the academic unit s scholarly and teaching excellence. Memo from Pres. Robert L. Barchi, September 30 th,

21 President Barchi s Statement on Recruitment ODI Should an academic unit select a faculty candidate who increases the diversity of that unit, as broadly defined above, the unit will be eligible to receive fifty percent of that individual s salary for three years, as well as additional funds to support mentoring and retention activities. Memo from Pres. Robert L. Barchi, September 30 th,

22 Two Examples of Big Ten Recruitment Policies ODI University of Michigan At the University of Michigan (U-M), we have a Provost Faculty Initiative Program that provides support to units to hire outstanding faculty in a variety of categories including those who represent an unprecedented opportunity, provide partner support for another current or potential faculty hire, and most relevant to our situations, faculty who have a demonstrated commitment to diversity in their scholarship, teaching, mentoring and/or service. University of Minnesota The University of Minnesota's Institute for Diversity, Equity, and Advocacy or (IDEA) is the faculty-focused arm of the Office for Equity and Diversity. Our associate and assistant vice provosts are committed to attracting, developing, retraining, and having American Indian Faculty, Faculty of Color and Women faculty especially in STEM reach tenure and promotion. See our Bridge Funding Program (Similar to Rutgers 3 year salary subsidy). Excerpts from correspondence with Big Ten Academic Alliance Chief Diversity Officers 22

23 Big Ten Academic Alliance Pathways Projects Summer Research Opportunities Program ( SROP) provides a valuable opportunity for BTAA faculty to mentor and recruit a diverse pool of prospective graduate students. 90% report that they plan to attend graduate school. ODI BTAA and the Associated Colleges of the Midwest (ACM) $8.1 million grant from The Andrew W. Mellon Foundation, aims to expand participation by underrepresented groups in the career pipeline from college student to liberal arts college professor. A seven-year initiative, Undergraduate and Faculty Fellows Program for Diverse Professoriate, offers college students paid summer research opportunities in the humanities, humanistic social sciences and the arts at the Big Ten universities. Big Ten Graduate Deans and National Science Foundation Alliance for Graduate Education and the Professoriate (AGEP). Professorial Advancement Initiative (PAI) links postdoctoral scholars, faculty, and staff across our campuses. The goal of the PAI is to develop a high-quality mentoring network that will improve the transition of postdoctoral scholars into the professoriate in the STEM disciplines and double the number of URM faculty members hired at Big Ten institutions. 23

24 Learning to be Rutgers at 250 Building an Academic Community for the 21 st Century (The Morals and Metrics of Diversity) Jorge Reina Schement Vice Chancellor, Diversity and Inclusion Distinguished Professor of Communication Policy Distinguished Professor of Latino Studies Rutgers University-New Brunswick/RBHS