Student Population Projected to be 50% URM by 2050

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1 Diversity in Higher Education: The Example of the University of California Full participation in college (and beyond) is essential for California's future (and the US) Demographics are rapidly diversifying; the college population not as rapidly... This is a long-standing problem, with no easy (or cheap) solutions We know what to do; it is a matter of doing it

2 Student Population Projected to be 50% URM by 2050 U.S. Population Years Old, by Race/Ethnicity: July and Projections to 2050 Actually, the CA graduating high school class was 50% Hispanic last year! Source: National Science Foundation, Women, Minorities and Persons with Disabilities in Science and Engineering, 2004.

3 UC Statement of Principle on Diversity Adopted by the Assembly of the Academic Senate May 10, 2006 Endorsed by the Chancellors and President of the University of California June 30, 2006 Adopted by the Regents of the University of California, September 19, 2007 The diversity of the people of California has been the source of innovative ideas and creative accomplishments throughout the state's history into the present. Diversity a defining feature of California's past, present, and future refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, and geographic region, and more. Because the core mission of the University of California is to serve the interests of the State of California, it must seek to achieve diversity among its student bodies and among its employees. The State of California has a compelling interest in making sure that people from all backgrounds perceive that access to the University is possible for talented students, staff, and faculty from all groups. The knowledge that the University of California is open to qualified students from all groups, and thus serves all parts of the community equitably, helps sustain the social fabric of the State. Diversity should also be integral to the University's achievement of excellence. Diversity can enhance the ability of the University to accomplish its academic mission. Diversity aims to broaden and deepen both the educational experience and the scholarly environment, as students and faculty learn to interact effectively with each other, preparing them to participate in an increasingly complex and pluralistic society. Ideas, and practices based on those ideas, can be made richer by the process of being born and nurtured in a diverse community. The pluralistic university can model a process of proposing and testing ideas through respectful, civil communication. Educational excellence that truly incorporates diversity thus can promote mutual respect and make possible the full, effective use of the talents and abilities of all to foster innovation and train future leadership. Therefore, the University of California renews its commitment to the full realization of its historic promise to recognize and nurture merit, talent, and achievement by supporting diversity and equal opportunity in its education, services, and administration, as well as research and creative activity. The University particularly acknowledges the acute need to remove barriers to the recruitment, retention, and advancement of talented students, faculty, and staff from historically excluded populations who are currently underrepresented.

4 Some Compelling Reasons for Diversity An educated workforce impacts our ability to compete in the global marketplace. We cannot afford to lose women (in science) and URM students. All talent is needed. Female and URM faculty will help attract and retain female and URM students. Quality of Education diversity of viewpoints and experiences provides a richer educational environment for students and faculty alike. (same for research) Diverse teams - more effective problem solvers. Satisfying career paths for talented people Socio-economic mobility Social Justice

5 Early Barriers to College Poor educational opportunities: Under-resourced schools (fewer courses, labs, books, enrichments) Under-trained teachers (don t know math/science; don t expect success) Poorly taught courses (rote, little inquiry, hands on, relevance) Counterproductive discipline meted out preferentially to students of color No peer interest in science (negative reinforcement) Bad or non-existent counseling Lack of role models (in school, neighborhood, family, experience) Negative family pressure (non-academic or go professional) Negative peer pressure (academics too white, too hard )

6 School Quality Varies Greatly

7 Student Pipelines

8 Solutions in Higher Education Outreach programs to high schools that provide adequate preparation and foster deep interest Summer programs that bring pre-college students to campuses Cohort programs on campus that give students needed advice, study groups and habits, peer support, role models, research opportunities These are proven highly effective, but expensive per student Good preparation for graduate school, including right faculty contacts, research experience, mentoring from grad students Good financial support : many science departments have a lot of grant and fellowship support but not other fields Creation of communities of support and networks for students

9 UC Berkeley Serves Diverse Students Many other UC campuses are even more diverse Larger than Stanford s whole student body

10 Berkeley Graduation Rates

11 Pipeline from High School to UC Faculty The Shape of the Pipeline Varies for URM, Women and Whites CA HS UC UG UC Grad UC Faculty CA HS UC UG UC Grad UC Faculty 41% 17% 11% 7% 58% 54% 48% 27% URM 44% 37% 54% 80% Women CA HS UC UG UC Grad UC Faculty Whites

12 Women Doctorate Recipients: % Percent Female Among Doctorate Recipients, % 60% Parity Line: 49% 40% 20% 0% Life Sciences Mathematics Computer Science Engineering Physical Sciences Psychology Social Sciences Education Health Humanities Professional, etc. Source: NSF Science and Engineering Doctorate Awards: "Professional, etc." includes professional, unknown, and other.

13 Vision for the VC Equity and Inclusion Provide better coordination and synergy among all campus efforts (internal and external) and strategic planning Help lead efforts to obtain outside resources Provide ongoing analysis of progress and challenges Provide better communication of ideas and best practices internally and externally Provide better connections to foster recruitment and success among students, faculty, and staff Be on the leading edge of national changes in higher education

14 Principles + Top-Level Strategies Diversity is a fact, not a principle; it exists at some level. It is the fact of diversity that nourishes excellence.and it is the principles of equity and inclusion rather than representation that will foster diversity and cement UC Berkeley s excellence.

15 Groups Differ on How They View Climate for Others Undergraduate responses to How would you rate the climate at UC Berkeley for persons from the following racial/ ethnic backgrounds? by Race/Ethnicity Climate for African Americans Asian (n = 2,430) White (n = 1,734) Native American/Alaska Native (n = 76) Chicano/Latino (n = 594) African American (n = 144) 47% 74% 73% 89% 87% Chicano/Latina Native American/ Alaska Natives Asian (n = 2,453) White (n = 1,756) Native American/Alaska Native (n = 80) Chicano/Latino (n = 632) African American (n = 132) Asian (n = 2,149) White (n = 1,540) Chicano/Latino (n = 511) Native American/Alaska Native (n = 74) African American (n = 106) Campus Climate Survey Findings 61% 59% 78% 76% 90% 88% 94% 92% 83% 81% Source: UC Berkeley Campus Climate Survey, 2013

16 We Can Do It! But it takes intention, leadership, energy, and resources. From everyone.

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18 Expected Outcomes Ø UC Berkeley is recognized as a national leader in research, teaching, and public service related to equity, inclusion, and diversity. Ø All campus members report a strong sense of belonging and demonstrate the knowledge and skills necessary to successfully navigate and lead in a diverse world. Ø Intergroup disparities in the enrollment, retention, and graduation rates of undergraduate and graduate students are eliminated. Ø Staff at all levels including the executive and management levels reflects the rich diversity of the national and local talent pools. Ø The faculty hiring and retention rates reflect the composition of the availability pools of exceptional talent in all fields nationally. Ø The campus devotes the leadership and resources to sustain and enhance equity, inclusion, and diversity at UC Berkeley.