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

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

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

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

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

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

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

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

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

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

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

Comments? Teaching PA Conference, May 18, 2011 Susan T. Gooden, Ph.D. (804)