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Kristin Drapela Audrey Shinner Jonathan Rich The University of Georgia.

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Presentation on theme: "Kristin Drapela Audrey Shinner Jonathan Rich The University of Georgia."— Presentation transcript:

1 Kristin Drapela Audrey Shinner Jonathan Rich The University of Georgia

2  Diversity is a fuzzy concept; definitions range from narrow to very broad.  Diversity often means different things to different people.  Definitions of diversity have changed over time and vary depending on context.  How do you define diversity?  What does diversity mean to you?

3  Narrow Definition:  Equal Employment Opportunity Act (1972): “ Race, color, religion, sex, or national origin.”  What groups might be left out by this definition?  Broad Definition:  “Diversity is all the ways in which we differ.”  Why might this definition be too broad to be useful?

4  There is no “one size fits all” definition that will work for everybody.  What diversity might look like in one academic office might be different from the diversity needs of another office.  Academic administrators can adopt a definition that works best for their office’s needs.  Arrive at a definition by looking internally at your own office’s needs and then compare regionally and nationally.

5  “Diversity includes but is not limited to, groups defined by race, nationality, ethnicity, age, gender, sexual orientation, language, religion, disability and/or health status, gender identity/expression, veteran status, geographic origins, and socio-economic status.”  - UGA Office of the Registrar Diversity Plan

6  “It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.“  Audre Lorde

7  Contact Hypothesis – interpersonal contact is one of the most effective ways to reduce prejudice and improve relations between members of different groups.

8  Diversity enhances students’ intellectual development in several ways:  Improved learning outcomes  Openness  Higher levels of academic development  Increased intellectual engagement  Improved critical thinking skills  Enhanced self-concept  Development of positive student-faculty relationships

9  Diversity enhances the workplace in numerous ways as well.  Recruiting from a diverse pool of candidates means a more qualified workforce  Captures a greater share of the consumer market  An inclusive workforce has lower turnover  Fosters a more innovative workforce  Diversity is a key aspect of entrepreneurialism

10  Much attention has been paid to diversity in the corporate work environment, college students, and faculty members.  Little focus has been given to diversity in academic administrative offices.  Administrative offices in higher education occupy the “weird space in between” corporate office and academic faculty.

11  The US population increased by 2.8 million in 2004 to 2005 and people of color accounted for 81 percent of the growth.  One in every two US residents will be a minority by  Whites will still be the largest single ethnic group in terms of size.  American workplace is moving away from an exclusively white male model to a more diverse segmented approach.

12  30% of college enrollments are minority students.  40% increase is projected over the course of the next two decades.

13  Women currently make up 56 percent of undergraduates, compared to 44 percent of men.  Women earn 58% of bachelor’s degrees, compared to 42% for men.  Since 1988, the number of female post baccalaureate students has exceeded the number of males.  Between 2000 and 2010, the number of female post baccalaureate students increased 62 percent while the number of males increased by only 38 percent.

14  From 1976 to 2010:  The percentage of White students fell from 83 percent to 61 percent.  the percentage of Hispanic students rose from 3 percent to 13 percent.  The percentage of Asian/Pacific Islander students rose from 2 percent to 6 percent.  The percentage of Black students rose from 9 percent to 14 percent.




18  Diversity awareness has gone from being a luxury among cosmopolitan sophisticates to an absolute necessity for success in the global marketplace.  Organizations that do not manage diversity will be at competitive disadvantage.  Organizations that are sensitive to diversity will be able to attract and retain the best available employees.

19  The benefits of diversity persist beyond the college experience into the post college years.  Businesses have made clear the skills needed in today’s workplace can only be developed through exposure to widely diverse people, cultures, ideas, and viewpoints.  Diversity exposure provides students with cross-cultural competency as they enter an increasingly diverse workforce after graduation.

20  White households have incomes that are two- thirds higher than African Americans and 40 percent higher than Hispanics.  30 percent of white adults had at least a bachelor's degree, while only 17 percent of black adults and 12 percent of Hispanic adults had degrees.  The median income for white households is $50,622. It is $30,939 for black households, $36,278 for Hispanic households.

21  Should the university reflect the population of its region/state/city?  Black and Hispanic students are dramatically underrepresented in the most selective colleges.  The probability of enrolling in a highly selective college is five times greater for white students than black students.  What does it mean when flagship institutions are the most prestigious and yet the least diverse?

22  If the university is going to be diverse, what part of the system does diversity apply to?  Current students, faculty, staff, administration, or alumni?  Structural Diversity – numerical representation.  Informal Interactional Diversity – frequency and quality of interracial contact.  Classroom Diversity – content and structure of the course itself.

23  Discrimination  Failure to publicize job openings in minority communities.  Bias in hiring practices and interview call-backs.  Negative attitudes and discomfort  Prejudice  Racism  Stereotyping  Inadequate organizational policies  Lack of commitment from upper management.

24  Design an office policy that emphasizes your stance on creating a diverse workplace.  Include anti-discrimination/equal opportunity policy in mission statement.  Write a statement about your office’s commitment to diversity in the job description.  Emphasize the need for qualified candidates of all backgrounds.  Identify publications with diverse readership to post job listings.

25  Ask questions about inclusiveness during the interview.  Make experience with diverse populations a requirement for a position.  Use HR applicant tracking software to better determine if advertised positions are reaching diverse applicant pools.  Contact local and national organizations that focus on diverse groups of individuals.  Seek referrals from current employees.

26  Utilize strategies to build awareness.  Offer training and education programs to employees.  Provide mentoring and career development programs.  Mandate fairness through office policies.  Make available statements of commitment from upper management.  List diversity and inclusion as part of your office’s strategic plan.

27  “The single, overarching goal of the University of Georgia’s Diversity Plan is to sustain and enhance a learning and work environment that is diverse and inclusive where individual differences are valued and serve as a source for collective empowerment.”

28  “Diversity encompasses the breadth of knowledge, skills and experiences in a student body. A broadly diverse learning environment benefits the whole university, both because students of differing cultural, racial, ethnic and experiential backgrounds bring differing perspectives to the University community, and because alumni of such a learning environment gain greater legitimacy in the eyes of the citizenry of Georgia, the nation and the world.”

29  Each unit must include progress on the diversity plan as part of their annual reporting.  Everyone must develop a diversity plan or update an existing plan around diversity for their unit.  Units must look internally and compare with regional and national policies.  Some units created their own plan while others operate off the general University guidelines.

30  GOAL #1: Enhance and sustain an institutional climate that values and welcomes diversity and inclusion.  Objectives:  Provide opportunities for faculty, staff and students to increase their knowledge, skills and abilities in working with diverse individuals and groups.  Provide exposure to other customs, traditions, societies and ethnicities, through effective interaction and engagement across diverse groups.  Enhance, communicate and assure fair and equitable treatment free from harassment, discrimination and bias.

31  GOAL #2: Increase the recruitment and retention of diverse students, with emphasis on those who are historically underrepresented.  Objectives:  Evaluate and enhance current recruitment and retention strategies to promote diversity.  Increase existing institutionally supported need- based scholarship and funding opportunities.  Expand the collection, management and dissemination of annual data on diversity of students to track growth and declines at UGA.

32  GOAL #3: Recruit, retain and support advancement opportunities for a more diverse faculty and staff.  Objectives:  Evaluate and enhance current recruitment and retention strategies targeted at a more diverse faculty and staff.  Increase faculty and staff diversity in all units and at all levels as appropriate.  Expand the collection, management and dissemination of annual data on diversity of faculty and staff, to track growth and declines in all UGA units.  Ensure a consistent unit-level process for performance evaluations, exit interviews and data archives for faculty and staff.  Utilize existing programs or, where needed, create new ones that will provide staff and faculty with opportunities for career development and advancement.

33  GOAL #4: Expand partnerships that increase diversity-related research and program initiatives with businesses, communities and organizations.  Objectives:  Build upon and enhance the University’s supplier base to incorporate a diverse set of businesses providing goods and services to the University.  Promote, develop, and enhance activities and collaborative research with colleges and universities that traditionally serve underrepresented groups.  Develop and implement community-focused diversity initiatives that engage the local communities with which the University of Georgia interacts.

34  GOAL #5: Integrate diversity and inclusion into established systems of accountability.  Objectives:  Establish baselines and conduct climate assessments to measure improvements in diversity and inclusion.  Recognize and document contributions to diversity and inclusion.  Include diversity and inclusion activities in unit annual reports and evaluations of faculty, staff and administrators as appropriate.

35  Campus-wide diversity and inclusion awareness and engagement programs and activities.  Enhanced curriculum diversity including academic courses, service-learning, international programs and extra- curricular activities.  The number of historically underrepresented undergraduate, graduate and professional students.  The number of women and historically underrepresented faculty and staff at all levels.  The amount of need-based and diversity-related scholarships that support the recruitment and retention of diverse students.  The number of external partnerships and collaborations across the state of Georgia that promote and enhance diversity and inclusion.

36  Steps we took to implement our Diversity Plan:  Determining why we wanted to design our own plan and how to go about implementing it.  Exploring ways to measure our goals without quantification.  Taking advantage of the multi-level engagement UGA plan.  Getting everyone from the University President to the Service Center Representatives on board.

37  Read UGA Diversity Plan.  Narrowed it down to our focus.  Made it specific to our office.  Looked at staff development as opposed to student recruitment or curriculum.  Focus on Qualitative interactions.  Worked to keep it flexible and to have long term viability.

38  Research what other colleges and universities are doing.  Pull the ideas that work best for you.  Be realistic about what is possible.  Choose a few key items to focus on.  Select one item, see it through, and then move on to the next.

39  Getting beyond the numbers:  Focus on qualitative interactions.  Pinpoint areas of interest where we could have significant improvement and obtain measurable results.

40  Encourage every staff member to attend at least one diversity training or event annually.  Encourage staff to take advantage of events and share them with the office.  Encourage professional development:  Training  Tuition Assistance Program  Conferences  Give staff members enough time to participate in these events.

41  Directors must make a conscious effort to increase the applicant pool of historically underrepresented groups when filling staff positions.  During job interviews, specifically ask applicants if they support an office climate that is inclusive.  Ask about the prospective employee’s experience in working with diverse populations.  Insure the interviewing team is diverse.

42  Observe heritage months with office events and public displays.  Increase the presence of diversity initiatives on our website.  Set up a news-feed monitor that includes various campus events along with information required for students.

43  Appoint a diversity representative who will be:  Responsible for submitting an annual report to Office of Institutional Diversity (OID).  Share initiatives from OID with the office.  Follow the best practices in recordkeeping with a specific eye toward inclusion.  Work with Equal Opportunity Office, Training and Development, and the Disability Resource Center.

44  Published our diversity plan on our website.  Established a diversity Coordinator for the office.  Worked with OID on formatting the annual report.  Continued outreach to individuals and departments across campus.  Initiated dialogue with colleagues in our office.


46  Antonio, A. L.. (2001). Diversity and the Influence of Friendship Groups. The Review of Higher Education, 25(1),  Antonio, A. L. (2001). The Role of Interracial Interaction in the Development of Leadership Skills and Cultural Knowledge and Understanding. Research in Higher Education, 42,  Antonio, A. L. (2002). Faculty of Color Reconsidered: Reassuring Contributions to Scholarship. The Journal of Higher Education, 73(5), doi: /jhe  Astin, A. W. (1993). The American Freshman: National Norms for Fall Los Angeles: Higher Education Research Institute, UCLA.  Baez, B. (2000). Race-related service and faculty of color:Conceptualizing critical agency in academe. Higher Education, 39,  Blackshire-Belay, C. A. (1998). The Status of Minority Faculty Members in the Academy. Academe, 84(4),  Chang, M. J. (1996). Racial Diversity in Higher Education:Does a Racially Mixed Student Population Affect Educational Outcomes? Doctoral Dissertation. University of California, Los Angeles.  Chang, M. J. (1999). Does Racial Diversity Matter? The Educational Impact of a Racially Diverse Undergraduate Population. Journal of College Student Development, 40(4),  Cole, D. (2007). Do Interracial Interactions Matter? An Examination of Student-Faculty Contact and Intellectual Self-Concept. The Journal of Higher Education, 78(3),

47  Cole, D. G. Bennett, C., & Thompson, J. (2003). Teacher Education in a Collaborative Multicultural Classroom: Implications for Critical - Mass-Minority and All-Minority Classes at a Predominantly White University. Journal of Classroom Interaction, 38(1),  Delgado-Romero, E. A. (2006). What is Diversity and How Much Diversity is "Enough" in U. S. Institutions of Higher Education? Challenges Facing Higher Education. Paper presented at the The Intersection of Diversity and Learning Conference, Athens, GA.  Freeland, S. (2013, Jan. 7, 2013). Action Plan, The University of Georgia Columns.  Frost, S. (2012). How to Attract a Diverse Applicant Pool. Small Business Chronicle.  Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and Higher Education" Theory and Impact on Educational Outcomes. Harvard Educational Review, 72(3),  Jayakumar, U. M., Howard, T. C., Allen, W. R. & Han, J. C. (2008). Can Higher Education Meet the Needs of an Increasingly Diverse and Global Society? Campus Diversity and Cross- Cultural Workforce Competencies. Harvard Educational Review, 78(4),  Kerby, S., & Burns, C. (2012). The Top 10 Economic Facts of Diversity in the Workplace : Center for American Progress.  Milem, J. F. (1994). College, Students, and Racial Understanding. Thought and Action, 9(2),  Wentling, R. M. & Palma-Rivas, N. (1998). Current Status and Future Trends of Diversity Initiatives in the Workplace: Diversity Expert's Perspective. Human Resource Development Quarterly, 9(3),  Wheeler, M. L. (1994). Diversity training (Vol. Research Report No ). New York.

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