Diversity and Inclusion New Faculty Orientation

Transcription

1 Diversity and Inclusion New Faculty Orientation Dr. G. Christine Taylor Vice Provost for Diversity and Inclusion

2 Diversity Enriches the Educational Experience 2

3 U-Michigan Research Illustrating Educational Benefits of Diversity Across Four-Year Stay at College (Professor Patricia Gurin Expert Testimony) Increased scores on a test used to measure complex thinking More motivation to achieve Greater intellectual self-confidence and engagement The highest level of interest in graduate degrees A higher level of motivation to understand the perspectives of others Higher levels of citizenship A greater likelihood after graduation to have friends, neighbors, and co-workers from diverse racial/ethnic backgrounds * Data came from the Michigan Student Study and Astin s CIRP Study 3

4 Environmental Scan for Diversity in Higher Education Dramatic Changes in Demographics K-12 Preparation Access & Affordability Global Competition Diversifying STEM Fields 4

5 General Institutional Focus Increase and retain the number of historically underrepresented and diverse students Increase and retain the number of historically underrepresented and diverse faculty and staff Prepare all students to successfully operate and compete in an increasingly diverse and global environment Create and sustain an environment in which all members feel welcome and can excel 5

6 Diversity Defined a mosaic of people who bring a variety of backgrounds, styles, perspectives, values, and beliefs as assets to the group and organizations with which they connect. 6

7 Primary Dimensions of Diversity 5

8 Primary & Secondary Dimensions of Diversity 1 st Generation Organizational Role and Level Parental Status Work Experience Nationality Educational Background Communication First Language Geographic Location Religious Beliefs Income Marital Status Military Experience 6

9 Inclusion The active, intentional, and ongoing engagement with diversity in people, in the curriculum, in the co-curriculum activities, and in the organization designed to increase --- 1) awareness 2) content knowledge 3) cognitive sophistication 4) empathic understanding of the complex ways individuals interact within systems and institutions. 7

10 Diversity is the highway 8

11 Inclusion is the destination 9

12 Ideal that we are working toward 10

13 Building an inclusive community is a collective transformational process - Not an event! 11

14 Diversity complex and dynamic 12

15 Theoretical Model of Understanding for Diversity (Adapted from Matthew, et, al., 2005; 2006) Structural Diversity: Number and Proportion of Diverse Groups Historical Legacy: Inclusion/Exclusion of Diverse Groups (Policies and Actions) Psychological Climate: Prevailing Perceptions, Norms, Attitudes, and Beliefs at Institution Institutional Climate for Diversity Behavioral Climate: Quantity and Quality of Interaction Among Diverse Groups 13

16 Historical Legacy: Inclusion/Exclusion of Diverse Groups (Policies and Actions) Launching pad for national models of excellence Noted contributions with diversity in STEM Documented incidents Alumni who describe a less than positive experience while attending Surviving rather than thriving 14

17 Historical Legacy: Inclusion/Exclusion of Diverse Groups (Policies and Actions) Action Steps Meetings with various alumni groups around the country to hear their stories, provide updates and to invite them back to the table Working with the Diversity Action Committee and Advancement to increase engagement and giving 16

18 Structural Diversity: Number, Proportion and Position of Diverse Group Members Faculty Staff Students. 17

19 Definitions Minority - All U.S. citizens, both naturalized or permanent residents that have African, Hispanic, Native American heritage. A broader definition of minority groups - Americans and permanent residents of Asian descent, including Southeast Asians and Pacific Islanders. URM Underrepresented minority -- those minority groups that are not represented in the STEM fields in numbers proportional to their composition in the U.S. population -- African Americans, Hispanics, Native Americans. 18

20 Tenure & Tenure-Track Faculty by Race/Ethnicity for Fall Total = 1, Percent Change 44% % 23% -.20% American Indian or Alaska Native Black or Af rican American Asian, Hawaiian, or Pacif ic Islander Hispanic or Latino 19

21 Tenure & Tenure-Track Faculty by Race/Ethnicity for Fall 2009 American Indian/Alaskan Native 0.2% Asian/Hawaiian/ Pacific Islander 17.2% Black/African American 2.8% White/Other 76.9% Hispanic/Latino 2.9% Total Tenure-track Faculty = 1,918 20

22 Underrepresented Tenure-Track Faculty 3.5% 3.0% 2.5% 2.0% 1.5% Total = 1, % 2.9% % 0.5% 0.0% 0.2% 4 American Indian/ Alaska Native Black/ African American Hispanic/ Latino 21

23 Big Ten Public and Peer Full-time Faculty for Fall 2009 Minority GEORGIA TECH 24.1% Fall % UC BERKELEY 22.1% 22.9% ILLINOIS 20.7% 19.9% INDIANA 19.9% 16.3% MICHIGAN 18.8% 18.7% MICHIGAN STATE 18.7% 18.3% PEER MEAN (excluding Purdue) PURDUE TEXAS A & M BIG TEN MEAN (excluding Purdue) OHIO STATE MINNESOTA IOWA WISCONSIN PENN STATE UT AUSTIN 17.8% 17.4% 17.3% 16.8% 16.1% 15.0% 14.4% 14.1% 13.3% 12.0% 0% 5% 10% 15% 20% 25% 30% 17.6% 16.6% 17.2% 16.2% 15.5% 14.9% 13.4% 15.9% 12.9% 11.5% 22

24 Big Ten Public and Peer Full-time Faculty for Fall 2009 Underrepresented Minority African American American Indian Hispanic ILLINOIS MICHIGAN STATE UT AUSTIN INDIANA TEXAS A & M UC BERKELEY 8.6% 8.3% 8.3% 8.2% 8.0% 7.1% PEER MEAN (excluding Purdue) MICHIGAN BIG TEN MEAN (excluding Purdue) OHIO STATE GEORGIA TECH PENN STATE IOWA WISCONSIN PURDUE MINNESOTA 6.9% 6.6% 6.6% 6.1% 5.9% 5.7% 5.4% 5.2% 5.0% 4.8% 0% 2% 4% 6% 8% 10% 23

25 Tenure and Tenure-Track Faculty Headcount by Gender 100% Total = 1,918 80% 60% 40% 20% 22.9% 23.1% 24.1% 25.2% 25.8% % 501 0%

26 Big Ten Public and Peer Full-time Faculty for Fall 2009 Women INDIANA 38.4% Fall % MINNESOTA 37.2% 37.1% UT AUSTIN 36.3% 36.3% PENN STATE 35.6% 34.8% MICHIGAN MICHIGAN STATE BIG TEN MEAN (excluding Purdue) IOWA UC BERKELEY WISCONSIN ILLINOIS OHIO STATE PEER MEAN (excluding Purdue) TEXAS A & M PURDUE GEORGIA TECH 35.4% 35.3% 35.2% 35.0% 35.0% 34.0% 33.1% 32.9% 32.6% 30.2% 30.0% 21.5% 0% 10% 20% 30% 40% 50% 35.0% 35.2% 34.7% 34.6% 34.9% 33.6% 31.6% 32.2% 32.3% 30.4% 29.8% 22.2% 25

27 Headcount of Tenure and Tenure-Track Faculty by Rank, Gender and Minority for Fall % 80% Women 501 (26.1%) Minority 434 (22.6%) Total Tenure/Tenure-Track Faculty 1,918 60% 40% 20% 0% 39.7% 35.2% 29.8% 31.4% % 15.1% 12.3% 15.2% 17.5% 21.1% Dean Head Professor Associate Assistant Women Minority 26

28 Structural Diversity: Faculty Number and Proportion of Diverse Groups Action Steps Study of faculty experience modeled after - MIT Initiative on Race and Diversity Institutionalize ADVANCE grant outcomes Focus on mentoring Strategies to increase candidate pools Provost Search Briefings Scholars / Fellows Programs Best practices. 29

29 Student Level by Minority Fall 2009 American Indian 0.5% Asian American 5.4% Undergraduate Caucasian 52.8% Graduate/Professional Total = 31,145 Total = 8,552 African American Asian 3.4% International American African American Hispanic 9.0% 4.1% 3.3% 2.9% Hispanic 2.4% American Indian 0.3% Caucasian 79.0% International 37.0% 37

30 Student Level by Race/Ethnicity of Fall Enrollment 2,000 Undergraduate Total = 30,747 Total = 31,145 1,500 1,547 1,668 1, , , Af rican American American Indian Asian American Hispanic 38

31 Student Level by Race/Ethnicity of Fall Enrollment Graduate/Professional Total = 7,906 Total = 8, Af rican American American Indian Asian American Hispanic 39

32 Big Ten Public and Peer Enrollment of Domestic Minority Students for Fall 2008 UC BERKELEY UT AUSTIN GEORGIA TECH PEER MEAN (excluding Purdue) ILLINOIS MICHIGAN TEXAS A & M MINNESOTA MICHIGAN STATE BIG TEN MEAN (excluding Purdue) OHIO STATE PENN STATE PURDUE WISCONSIN INDIANA IOWA Undergraduate 42.8% 30.1% 29.5% 29.2% 24.8% 22.1% 17.8% 17.7% 17.0% 15.6% 13.9% 13.4% 13.1% 11.9% 9.3% Fall % 59.0% 42.0% 29.3% 28.8% 28.2% 25.1% 20.6% 17.5% 17.6% 16.8% 15.6% 13.4% 13.4% 13.1% 11.2% 9.0% 0% 10% 20% 30% 40% 50% 60% 70% 40

33 Big Ten Public and Peer Enrollment of Domestic Minority Students for Fall 2008 UC BERKELEY UT AUSTIN MICHIGAN GEORGIA TECH PEER MEAN (excluding Purdue) TEXAS A & M ILLINOIS PURDUE BIG TEN MEAN (excluding Purdue) MICHIGAN STATE OHIO STATE PENN STATE INDIANA WISCONSIN MINNESOTA IOWA Graduate 33.0% 26.5% 25.8% 25.2% 22.7% 22.0% 21.1% 16.2% 16.1% 15.8% 15.6% 14.4% 14.1% 13.8% 13.1% 11.4% Fall % 24.1% 25.7% 24.1% 22.0% 22.0% 20.7% 16.1% 15.8% 16.6% 15.2% 13.7% 14.1% 12.6% 12.8% 11.1% 0% 10% 20% 30% 40% 50% 60% 70% 41

34 Big Ten Public and Peer Enrollment of Underrepresented Minority Students for Fall 2008 Undergraduate UT AUSTIN TEXAS A & M UC BERKELEY ILLINOIS PEER MEAN (excluding Purdue) GEORGIA TECH MICHIGAN STATE MICHIGAN OHIO STATE BIG TEN MEAN (excluding Purdue) MINNESOTA PENN STATE INDIANA PURDUE WISCONSIN IOWA 24.4% 17.5% 16.3% 14.8% 14.1% 12.4% 12.3% 12.2% 10.1% 9.6% 8.1% 8.0% 7.7% 7.4% 7.2% 5.6% 0% 10% 20% 30% 40% 50% 60% 70% 42

35 Big Ten Public and Peer Enrollment of Underrepresented Minority Students for Fall 2008 Graduate TEXAS A & M UT AUSTIN UC BERKELEY PEER MEAN (excluding Purdue) GEORGIA TECH ILLINOIS MICHIGAN MICHIGAN STATE PURDUE BIG TEN MEAN (excluding Purdue) INDIANA PENN STATE OHIO STATE WISCONSIN IOWA MINNESOTA 17.6% 16.6% 12.9% 12.6% 12.4% 12.0% 11.5% 11.3% 10.4% 9.5% 9.5% 9.4% 9.3% 8.3% 7.5% 6.8% 0% 10% 20% 30% 40% 50% 60% 70% 43

36 Big Ten Public and Peer Enrollment of Female Students for Fall 2008 UC BERKELEY MINNESOTA MICHIGAN STATE WISCONSIN UT AUSTIN IOWA INDIANA BIG TEN MEAN (excluding MICHIGAN TEXAS A & M PEER MEAN (excluding Purdue) OHIO STATE ILLINOIS PENN STATE PURDUE GEORGIA TECH Undergraduate 53.2% 53.1% 53.0% 52.2% 51.9% 51.7% 50.3% 49.8% 49.8% 47.8% 47.0% 46.5% 46.4% 44.9% 42.2% 29.9% Fall % 53.2% 53.2% 53.0% 52.0% 52.7% 51.1% 50.2% 50.1% 48.0% 47.3% 46.7% 47.0% 44.9% 41.9% 29.7% 0% 10% 20% 30% 40% 50% 60% 70% 45

37 Big Ten Public and Peer Enrollment of Female Students for Fall 2008 MICHIGAN STATE OHIO STATE IOWA INDIANA MINNESOTA WISCONSIN BIG TEN MEAN (excluding UT AUSTIN ILLINOIS MICHIGAN PENN STATE PEER MEAN (excluding Purdue) UC BERKELEY TEXAS A & M PURDUE GEORGIA TECH Graduate 56.5% 54.0% 53.8% 52.3% 51.8% 51.3% 50.7% 48.5% 47.0% 44.9% 44.8% 43.5% 43.1% 42.6% 38.6% 25.5% Fall % 55.1% 53.5% 52.2% 51.8% 49.9% 50.4% 48.0% 47.4% 44.1% 43.8% 42.8% 43.1% 40.6% 38.4% 25.6% 0% 10% 20% 30% 40% 50% 60% 70% 46

38 First-time Full-time Freshmen Retention and Graduation Rates by Group 1-Year Retention Yr 5-Yr 6-Yr Gender Men 86.9% 36.3% 64.6% 69.8% Women 87.5% 45.3% 66.5% 71.1% Ethnic Group** African American 82.7% 24.1% 50.0% 55.6% American Indian 77.3% 30.3% 54.5% 54.5% Asian American 89.4% 31.0% 61.1% 70.8% Hispanic American 82.2% 30.9% 52.0% 57.7% Caucasian 87.6% 41.0% 66.6% 71.3% Overall 87.2% 40.0% 65.3% 70.3% **Ethnic subgroups exclude International students Cohort Graduation Rate 48

39 Minority Multicultural Program Directors College based or program based staff who provide support for diverse populations Refocused energies on retention initiatives Development of collaborative models Program and impact assessment Sharing best practices 49

40 Academic Boot Camp Engineering / Science / Technology 2005 Alpha Class 2006 Beta Class 2007 Gamma Class 2008 Delta Class 2009 Epsilon Class 50

41 Closing the Achievement Gap - Engineering 1st Semester GPA Academic Boot Camp impact on all URMS Semester GPA All URM ABC NonABC Total Cohort F'02 F'03 F'04 F'05 F'06 F'07 F'08 F'09 51 Cohort

42 Structural Diversity: Students Number and Proportion of Diverse Groups Action Steps Additions to the admissions staff Increase early visitation opportunities Collaborations with MMPD / Alumni Increased focus on retention of diverse students Focus on counselors in schools serving diverse students Strategic partnering with schools and organizations Emerging Urban Leaders Building collaborative models / best practices. 52

43 Equity Scorecard Fall 2010 A comprehensive campus-based strategy for assessing and improving institutional effectiveness A holistic and systematic strategy that spotlights and prioritizes racial / ethnic inequities for action planning Provides a solid base of information for closing the access and achievement gaps 53

44 The Equity Scorecard ACCESS Objective Baseline Improvement Equity Target RETENTION Objective Baseline Improvement Equity Target Equity in Educational Outcomes EXCELLENCE Objective Baseline Improvement Equity Target INSTITUTIONAL RECEPTIVITY Objective Baseline Improvement Equity Target 54

45 Psychological Climate: Prevailing Perceptions, Norms, Attitudes, and Beliefs at Institution Raised in homogeneous communities Gravitate towards people like us Uncomfortable with differences we don t understand Screen out evidence which contradicts existing perceptions Difference = Deficient 56

46 Psychological Climate: Prevailing Perceptions, Norms, Attitudes, and Beliefs at Institution OBSERVABLE Communication Styles Approach to conflict Task completion Decision making Disclosure Knowing BELOW THE SURFACE Beliefs Values Perceptions Expectations Attitudes Assumptions 57

47 Culture Status Quo Stability. Business as usual Rules 58

48 Dominant Culture Male White Young Wealthy Protestant Able-bodied. Heterosexual Rules 59

49 Difference and Social Systems Male White Young Wealthy Protestant Able-bodied. Heterosexual Rules Visible Difference Non-visible Difference 60

50 Difference and Social Systems Male White Young Wealthy Protestant Able-bodied Heterosexual Visible Difference Non-visible Difference Rules? 61

51 Psychological Climate: Prevailing Perceptions, Norms, Attitudes, and Beliefs at Institution Action Steps Development of diversity competencies knowledge / skills / behavior Clearly articulated behavioral expectations Accountability Full integration of diversity into institutional planning and decision making Different level of analysis in climate study Continue campus discussions and programs 62

52 Black Cultural Center Cultural Centers 63

53 Latino Cultural Center 64

54 Native American Educational Cultural Center 65

55 Women s Resource Office 66

56 Diversity Resource Office MLK Day of Service 67

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59 Behavioral Climate: Quantity and Quality of Interaction Among Diverse Groups Student s prior experience often homogeneous and heavily informed by media Low percentage of diverse students Fairly segregated campus 70

60 Behavioral Climate: Quantity and Quality of Interaction Among Diverse Groups Do Numbers Really Matter? 71

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65 Lessons Learned by University of Michigan 1. Different groups have different perceptions of climate 2. Perceptions have changed over time 3. Perceptions of climate issues impact recruitment 4. Perceptions of climate impacts academics / retention 5. Diversity is not about happy feet, happy talk, happy meals and happy times 76

66 Behavioral Climate: Quantity and Quality of Interaction Among Diverse Groups Action Steps: Partnering with Student Affairs to develop more intentional opportunities for interaction Focus on Classroom Experience team learning Communicate the Diversity message into Student / Faculty / Staff Orientations Student exchanges with HBCU/ HSI Assessing student experience over time 77

67 Building a more inclusive classroom environment The course content; Whose voices, perspectives and scholarship are represented? How are perspectives and experiences of various groups presented? Your prior assumptions and awareness of potential multicultural issues in classroom situations; Students will seek help when struggling Poor writing suggest limited intellectual ability Your planning of class sessions, including the ways students are grouped for learning; Accommodations - Religious Holidays / Students with Disabilities Your knowledge about the diverse backgrounds of your students; and Your decisions, comments, and behaviors during the process of teaching Grouping students, Controversial topics, gender /race dynamics

68 Building a more inclusive classroom environment Although there may be one answer to physics, chemistry or mathematics problem (based on the current state of knowledge), there are often multiple paths for arriving at the answer. In a broadly diverse classroom, all students thus benefit from hearing the different questions posed in the educational area. Fostering habits of seeking multiple pathways to solutions would seem a prudent strategy for the development of innovation in thinking of students in addition to enhancing each student s mastery of existing science. S. James Gates, Jr. J.S. Toll Professor of Physics and Center for Particle and String Theory Director at the University of Maryland, College Park, Thoughts on Creativity, Diversity and Innovation in Science and Education

69 Building a more inclusive classroom environment Diversity Fellows Program Advance Grant Purdue Conference for Pre Tenure Women September Diversity and Inclusion Faculty Development Initiative

70 The Big Questions! What voices are absent from this table that if heard, could provide important input into the development of this plan or the quality of this decision? How does this decision or plan impact those who are not represented at the table, but may well be disproportionately impacted? 79

71 Moving the Needle 80

72 Theoretical Model of Understanding for Diversity (Adapted from Matthew, et, al.,2005; 2006) Structural Diversity: Number and Proportion of Diverse Groups Historical Legacy: Inclusion/Exclusion of Diverse Groups (Policies and Actions) Psychological Climate: Prevailing Perceptions, Norms, Attitudes, and Beliefs at Institution Institutional Climate for Diversity Behavioral Climate: Quantity and Quality of Interaction Among Diverse Groups 81

73 Selected Goals for Purdue s Diversity and Inclusion Agenda West Lafayette Campus Reduce Gaps in Educational Outcomes Reduce gaps stratified by race and income Key Action Steps: Implement Equity Scorecard assessment tool Increase mentoring Replicate successful models Expand models such as Academic Bootcamp Increase alumni engagement 85

74 Selected Goals for Purdue s Diversity and Inclusion Agenda West Lafayette Campus Develop Cultural Competencies All students curricular and co-curricular Key Action Steps: Review curriculum to infuse diversity Provide faculty support Create programming initiatives Increase the breadth of courses with diversity immersion Longitudinal diversity study 86

75 Selected Goals for Purdue s Diversity and Inclusion Agenda West Lafayette Campus Create a Welcoming Environment Thriving rather than surviving Key Action Steps: Restructure the Office of Vice Provost for Diversity and Inclusion Promote inclusive and welcoming environment Develop diversity training for faculty, staff and students Conduct unit level climate study Clearly articulate behavioral expectations Build diversity and inclusion into performance management Require all units to share progress on diversity 87

76 Selected Goals for Purdue s Diversity and Inclusion Agenda West Lafayette Campus Women Faculty Increase women faculty from 30% to 36% Key Action Steps: Study/Review experiences of women faculty Institute annual Provost Search Briefing Develop women Ph.D. databases Create fellowship opportunities Provide incentives and implement mentoring programs Provide ongoing professional development Conduct exit interviews 88

77 Selected Goals for Purdue s Diversity and Inclusion Agenda West Lafayette Campus Women Undergraduate Students Increase undergraduate women from 42.4% to 50% Key Action Steps: Develop marketing strategy to promote women in STEM Strengthen partnerships with targeted high schools Scholarship leveraging Increase outreach Realign internal processes Increase collaboration with MMPD 89

78 Selected Goals for Purdue s Diversity and Inclusion Agenda West Lafayette Campus Women Graduate Students Increase undergraduate women from 38.6% to 51.0% Key Action Steps: Increase pipeline of women grad students Implement recommendations from Advance Grant Develop strong mentoring programs Foster relationships with faculty at targeted institutions Develop relationships with HBCU s HSIs, Tribal Colleges, and Women s Colleges 90

79 Selected Goals for Purdue s Diversity and Inclusion Agenda West Lafayette Campus Underrepresented Students Increase from 7.4% to 15% Key Action Steps: Partnering with high schools / communities Increase campus visits of underrepresented students Increase outreach Provide college prep support to parents Scholarship leveraging Grow the Emerging Urban Leaders Program 91

80 Selected Goals for Purdue s Diversity and Inclusion Agenda West Lafayette Campus Underrepresented Faculty Increase underrepresented tenure-track faculty from 5.9% to 10% Key Action Steps: Study experiences of URM faculty Institute annual Provost Search Briefing Develop URM Ph.D. databases Create fellowship opportunities Develop pipeline for faculty hires Provide ongoing professional development Conduct exit interviews 92

81 Selected Goals for Purdue s Diversity and Inclusion Agenda West Lafayette Campus Underrepresented Grad Students Increase underrepresented graduate students from 7.7% to 12% Key Action Steps: Increase pipeline of grad students Build relationships with HBCU s HSIs, Tribal Colleges, and Women s Colleges to further enhance pipelines Improve relationship with URM faculty at targeted institutions 93

82 Why should we limit ourselves to shooting for the stars when we have already walked on the moon? 95