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Beyond the Diversity Plan Teaching PA Conference, May 18, 2011 Susan T. Gooden, Ph.D., Professor Wilder School of Government & Public Affairs Virginia Commonwealth University stgooden@vcu.edu
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Context and Assumptions Diversity plan is not an end into itself. Component of a programmatic culture that values diversity (“think globally, act locally”—Frederickson) Lack of ideal university support of diversity efforts is not an excuse for inaction Focus is on routine program actions that support diversity and inclusion (structural analysis—john powell) Teaching PA Conference, May 18, 2011
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Know the Diversity History of Program Develop an accurate diversity narrative - Who was the first African-American student in your program? -Who was the first Latino graduate of your program? -Is your program a safe zone? Since when? -Describe your longitudinal data in terms of diversity. -What were the experiences of under-represented groups in your program 30 years ago? 20 years ago? 10 years ago? How do they compare today? -Educate faculty on your program’s diversity history. Teaching PA Conference, May 18, 2011
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Why is this useful? Sends a clear message that the program values its own diversity history Offers transparency about the program’s history in terms of equal opportunity and discrimination Allows faculty, staff and students to know the diversity history of their program Teaching PA Conference, May 18, 2011
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Diversity Measures Matter Think of this as diversity budgeting (graduate from the school of “anecdotal diversity accounting”) Routinely examine diversity data - Number of minority applicants - Number of minority applicants accepted - Enrollment yield - Retention and graduation/promotion data - Number of assistantships provided to minority students - Career placement data Teaching PA Conference, May 18, 2011
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Why is this important? Promotes programmatic accountability Gives clear and accurate diversity picture Identifies diversity priorities and goals Provides diversity programmatic data Teaching PA Conference, May 18, 2011
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Programmatic Norms Do majority faculty regularly speak up regarding the importance of diversity (e.g., faculty recruitment, retention)? Do diverse faculty routinely teach in the program core? Are courses regularly offered with a focus on key aspects of diversity (women in PA; social equity; diversity in PA; Public Administration and Tribal Governance) Do faculty view diversity-related research as a second- tier research activity? Teaching PA Conference, May 18, 2011
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Programmatic Norms (Continued) Is diversity reflected in scholars-in-residence and invited lectures (not just a practitioner activity) What messages do departmental pictures, wall hangings and artifacts reflect about diversity? What diversity messages are sent in the distribution of important student assignments? (journal assistants; sponsored research; co-authorships) Teaching PA Conference, May 18, 2011
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Programmatic Norms (continued) What diversity messages are sent in the distribution of important faculty assignments? (chair, P&T committees; core curriculum review) What diversity messages are sent in the distribution of important hiring and budgetary decisions? (endowed professorships; diversity utilization of maximum flexible dollars) Teaching PA Conference, May 18, 2011
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True or False? A review of our program’s hiring record would find diversity is important. A review of our program’s budgetary record would find diversity is important. Faculty memberS routinely speak up regarding the importance of diversity to our program (not a “one- person” activity) Our program faculty is seriously preparing to educate MPA students in a more diverse demographic society Our program pushes itself in the area of diversity. Teaching PA Conference, May 18, 2011
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The Bottom Line Examining internal programmatic norms and behaviors is important Programs can do a lot internally to promote diversity How much does your program do? Teaching PA Conference, May 18, 2011
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Comments? Teaching PA Conference, May 18, 2011 Susan T. Gooden, Ph.D. (804) 828-7078 stgooden@vcu.edu
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