DIVERSITY STRATEGIC PLAN:
1909 TO 2009: CHARTING A PATH FOR THE
NEXT CENTURY
I. The
Meaning of Diversity
II.
III. Prerequisites
for Success
IV. Vision
and
V. The
Process of Achieving Diversity
VI. Measures
Utilized to Assess Success
VII. Accountability
Measures
I. The
Meaning of Diversity
Diversity
at ASU is a process embracing the ideal of inclusion. Through continuous education,
the
ASU community constantly moves towards that ideal by generating special
attention and
sensitivity
to such factors as gender, race, ethnicity, ability, sexual orientation, age,
and religion
while
accepting these differences as positive
and enriching.
II. The
Diversity Rationale
Many
rationales exist for embracing diversity as an integral component of academe
and its pursuit of knowledge and excellence.
The Educational Rationale
The
quest for knowledge is central to the very existence of
Achieving
this fullness of knowledge begins with recognizing that no single people group,
personality, discipline or trade is the caretaker of all knowledge or life
experiences. Rather, the pursuit and
sharing of knowledge requires the presence, and meaningful participation, of
those who may contribute their unique qualities and experiences to this
constantly changing mosaic we call diversity.
As one writer noted:
Diversity
is essential for excellence. Through
diversity, the knowledge base that serves as the foundation of the academy
becomes richer, more accurate, and more nuanced. Diversity also encourages a deeper
understanding of students and the ways in which their complex and dynamic
identifies influence what they learn and how they learn it. In these ways, diversity drives higher
education toward excellence in teaching and learning. (McTighe, et. al., 1999).
Moral Rationale
Arkansas
State University is uniquely situated given its immediate access to significant
populations of students who come from predominately white and predominately black
school districts and counties that represent some of the most economically
disadvantaged communities in the United States, if not the world. The suburban and urban populations of the
The
country and the world do not reflect these localized demographics and the
incorrect views of the world and people they may produce. Therefore, it is imperative that the
university strive to create a campus environment that accurately reflects the
world in which our students will live, learn and lead. As the world continues to become more diverse
and interdependent, the marketplace is demanding that universities produce
students who have the skills to lead, work with or be governed by those who may
differ from them. (See, Amicus Curae
Briefs filed on behalf of the
Specifically,
all students have a right to see a consistent and meaningful reflection of
themselves, and of those from whom they differ, in the people, programs and
activities of
Finally, diversity is simply the right thing to do. In a world where equality and equal
opportunity remain actionless ideals (continue to exclude the disenfranchised),
a commitment to diversity recognizes that equality, equal opportunity and even
social justice simply do not happen absent an institutional and personal commitment
to include everyone in all facets of academia.
After all, diversity at its core is simply about inclusion and
exclusion. It is an understanding of why
we choose to include certain people, ideas, methodologies, paradigms and
practices while simultaneously, systematically and sometimes, unconsciously
excluding others.
III. Prerequisites
for Success
Successful
and enduring diversity can only exist when certain factors and understandings
exist on a campus. These prerequisites
for success include the following:
A. The university must continue to make a
significant financial commitment and investment in people and programs, most
notably in the areas of faculty recruitment and the academic development of
minority students.
B. An understanding must exist that the
challenges surrounding the issue of diversity must be shared, and met, by all
campus members. It cannot be the
responsibility of a limited number of campus participants.
C. Diversity does not simply happen. Rather, it is the result of coordinated and
sustained efforts of all members of the campus community. It requires that the university be innovative
and willing to take perceived risks and implement different strategies to build
and sustain diversity throughout the campus.
D. All campus members must be willing, to
some degree, to embrace different people, ideas and methods in significant and
meaningful ways throughout the campus community.
IV. VISION
AND
Vision Statement
ASU will be known for its commitment to diversity
as evidenced by its inclusive work and learning environments, its acceptance of
differences as positive and enriching and its ability to attract, retain and advance a diverse
faculty, staff and student body.
ASU will have an environment where anyone,
no matter who they are, will see a consistent reflection of themselves on the
campus and in its activities.
They will feel comfortable, welcomed, and as if they belong at ASU.
The Diversity Taskforce facilitates the
process of embracing inclusion for ASU by educating the campus on diversity and
its benefits thereby enhancing the learning and work environments and enabling
all campus members to become more productive global citizens.
V.
THE PROCESS
FOR ACHIEVING DIVERSITY
A.
Structural Diversity
Structural
diversity refers to numerical and proportional representation of students,
faculty and staff from different racial/ethnic groups throughout the
university, including its programs and activities. (Cite) This level of diversity will be achieved via
the following goal:
RECRUITMENT:
GOAL #1 – The faculty and staff composition at
Action
Plan:
1.
The university
must continue to monitor the student/faculty ratio as they relate to gender and
ethnicity. According to the Fall 2003
IPEDS Fall Enrollment Survey, minorities accounted for 16.1% of the enrollment
base. African Americans were the largest
ethnic minority group accounting for over 14% of the total enrollment
base. Conversely, of the 446 total
full-time faculty, only 11% are minority with only 5.8% African American, 3.6%
Asian and 1.5% classified as Hispanic or Native American. From a student access standpoint, this
equates to student-faculty ratios of 20:1 for ethnicities classified as other,
21.6:1 for whites and 58:1 for blacks.
The ratio for blacks rises to 72:1 when only traditional 9/10 month
faculty are considered. The remaining
groups suffer only mild increases as a result of this adjustment. Goals for minority faculty recruitment must
always consider the following: (1)
Retirement and Attrition of minority faculty members; (2) The number of total
faculty may continue to grow; and (3) The student body may continue to
grow. Combined this produces a “moving” target that the university must
strive to meet.
2.
The university
must support a 10 year process for strategic hires in selected departments with
an emphasis on departments where there are no African American, Latino or
female faculty members.
i.
Additional
faculty lines must be created to support and sustain this strategic hiring
initiative.
ii.
The university
will initiate a formal “Grow-Your-Own” program whereby promising minorities are
provided financial support as they pursue terminal degrees.
iii.
Implement and
fund Predoctoral Teaching Fellowships for Minority Scholars.
3.
The search and
selection process must be continuously monitored to ensure potential minority
employees are treated fairly and equitably throughout the search and selection
process.
4.
The campus
community and search committees must be continuously educated on how to conduct
searches that will attract more diverse applicants into each position pool
5.
Review and modify
the Search and Selection Plan on an annual basis to assess effectiveness of the
process and allow input from the various constituent groups.
RETENTION
AND DEVELOPMENT:
GOAL No. 1: Create
and maintain an environment on the ASU
environment that makes it a desirable place for minorities to work and develop
professionally.
Action
Plan:
1.
Develop and
recognize best practices in creating and maintaining a welcoming environment
for minority faculty, staff and students.
2.
Engage in intentional
activities to maintain a welcome environment and to combat the “chilly climate”
that may be experienced by female and minority faculty members.
3.
Assign mentors to
all minority faculty and staff members who are new to the university or to
their current position.
4.
Create friendly
and honest peer evaluation groups to help assess the job performance of minority
employees.
5.
Continuous
individual meetings between faculty and department chairs to review teaching
evaluations, research progress, PRT progress and conduct yearly goal setting
with interim reporting.
6.
Provide
opportunities for minority faculty and staff to assess their satisfaction with the work
environment and their development as a professional.
7.
Conduct an
institutional climate review every three years.
8.
Conduct exit
interviews with persons who transfer to other departments or leave the
university altogether. Emphasis should
be placed on ascertaining why individuals felt compelled to seek employment
elsewhere.
9.
Encourage and support faculty in their pursuit
of research that may fall outside of the traditional realms of research.
10.
Determine the
role that service to students, the campus and the community will have in the
reward systems for faculty and staff, especially for those who advise and
mentor significant numbers of students.
11.
Monitor
departmental interactions to ensure that all faculty have an opportunity to
participate in all formal and informal departmental functions.
12.
Define ombudsman
and determine how to incorporate an ombudsman into the employment/grievance
process.
13.
Provide
continuing education for the ASU faculty and staff populations on diversity
employment and retention issues.
14.
Ensure proper
representation of minorities and women on all university committees, panels,
taskforces, etc. Particular care should be given to all selections or
appointments that result in recommendations or decisions that will impact the
work environment.
15.
Annually
disseminate data regarding Ph.D. and M.A./MS production by race/gender across
fields to identify those areas where special efforts might be needed. Such data will come from The American Council
on Education’s annual status report on Minorities in Higher Education, and the
annual Survey of Earned Doctorates compiled by the National Science
Foundation, the National Institutes of Health, the U.S. Department of
Education, The National Endowment for the Humanities, the U.S. Department of
Agriculture and the National Aeronautics and Space Administration.
B.
Diversity-Related
Initiatives
GOAL: INTRODUCE INTIATIVES TO THE CAMPUS
THAT WILL ENCOURAGE UNDERSTANDING OF
DIVERSITY, BUILD SUPPORT FOR AN
INCLUSIVE ENVIRONMENT and CREATE OPPORTUNITIES FOR DIVERSITY DIALOGUE.
STRATEGY: Celebrate
diversity by recognizing and rewarding diversity-based research and the
development of programs that contribute
to the overall objectives of diversity.
Action Plan:
1.
Diversity Excellence
Award
The
purpose of this award is to encourage excellence through diversity in academic
departments by recognizing those departments that exhibit the highest
commitment to excellence through diversity with an emphasis on recognizing best
practices that are sustainable.
2.
Diversity
Pilots Program – Provides mini-grants
to pilot new diversity initiatives throughout the staff and student body. The goal of the program is to empower and
encourage campus members to become actively involved in diversity initiatives.
3.
Quality
4.
Strategic
Hiring Fund – Provides recruitment
and retention assistance by helping fund the first-year salary of certain
high-priority minority or female faculty and staff hires.
5.
Diversity
Conversation Series (Discussions in
Diversity) – The goal of this initiative will be to encourage small group
diversity-based dialogue throughout the campus on a consistent basis.
6.
Diversity Incentive Grants Program – Monetary grants will be provided to faculty and
staff members to pursue diversity-related research, create diversity-based
courses or infuse diversity into existing courses. Additionally, grants will be provided to
staff members to engage in initiatives designed to improve workplace climates.
7.
Diversity
Speaker Series - This series will formally introduce
diversity dialogue to the campus by inviting presentations from national,
regional and local speakers.
8.
Quality
9.
ASU Diversity
Education Initiative – The goal of
this initiative is to educate all members of the campus community on
diversity sensitivity and awareness issues and to equip all with the skills to
navigate and manage across difference.
10.
Student
Incentive Grants - The goal of this initiative will be to
encourage students to work together by funding collaborative proposals that
help impart the university’s commitment to diversity throughout the student
body.
DIVERSITY AND THE STUDENT BODY
Minority Student Outreach,
Recruitment, Retention and Academic Performance:
While the university
continues to make progress in improving overall student academic performance,
minority students, specifically African American male students continue to achieve
far lower levels of academic success. In
fact, the sub-par academic performance of African American males at ASU is very
alarming and has reached a crisis level.
The following table highlights a comparison of graduation rates among
various segments of the student body.
ASU STUDENT GRADUATION RATES (SIS
Student Enrollment Information)
|
|
African American Male |
African American Females |
White American Male |
White American Female |
All Full-Time First-Time Freshmen |
|
Graduated within 4 years |
4.9% |
10.8% |
15.4% |
25.8% |
19% |
|
Graduated within 5 years |
14.6% |
28% |
26% |
41.2% |
32.1% |
|
Graduated within 6 years |
15.8% |
37.9% |
35.9% |
44.8% |
39.1% |
African American student
retention is another issue that must be addressed by the university. While the most recent 1st to 2nd year
retention rates show significant increases in the retention of African American
males, the rate for African American females has gradually declined since
1997. The 2nd to 3rd
year and 3rd to 4th year retention rates for African
American males, while improving, continue to lag behind those of other student
groups.
The goals and strategies
outlined below must be attained if the university is to experience sustained
long-term growth and be viewed as a college of choice for minorities as
of minority students centers around the
creation of an academic mentor/advisor
position whose primary function will be to develop, implement and coordinate initiatives,
programs and university functions and services to improve the academic
performance of minority students with particular emphasis placed on African
American males. Specific goals and
initiatives are contained in the following spreadsheet.
|
Minority Student Recruitment and
Retention |
|
|
Goals & Strategies |
|
|
|
Responsible Division |
|
GOAL 1 |
|
|
Recruit and enroll
greater numbers of students from underrepresented groups to create a truly
diverse community of students that reflects both our multi-cultural society
and individual differences, and encourage partnerships that build the
educational pipeline by reaching children and their parents at an earlier
age. |
|
|
|
|
|
STRATEGIES |
|
|
Collect and track ethnicity data on inquires as
well as applications, admits, and matriculants. Examine the current data for any
limitations and adjust as necessary. |
VCSA, VPAA, IRP, Admissions, |
|
|
|
|
Evaluate current policies for admitting students to
ensure that this process is culturally sensitive. |
VCSA, VPAA, Admissions, |
|
|
|
|
Expand the focus of Multicultural Student Affairs
to clearly show support of Native American, Latino, Asian American and
international students. |
VCSA, DI |
|
|
|
|
Develop a program in which current minority
students can be used as recruitment tools in their hometown areas. |
VCSA, VPAA, VPUA |
|
|
|
|
Establish a multicultural center where students
will have the opportunity to have programs and learn of different cultures. |
PRES, VCSA |
|
|
|
|
Explore the possibility of buying lists of
potential under-represented students. |
VCSA, VPAA |
|
|
|
|
Continue to support ongoing initiatives that link
faculty with high school counselors, cultivate relationships with elementary
and middle school children, and work with University area feeder schools. |
VPAA |
|
|
|
|
Develop a plan for communicating with junior high
school students during the career-development portion of their curriculum. |
VCSA, VPAA |
|
|
|
|
Develop recruitment strategies for academic
programs targeted to youth, such a competitions, cams or conferences, which
would attract minority students. |
VPAA, ATHLETICS, DI |
|
|
|
|
Enhance relationships with high school counselors,
especially those who work in schools with high percentages of students of
color by bringing small groups of counselors to campus to meet students and
administrators and tour facilities. |
VCSA |
|
|
|
|
Develop a counselor advisory group. |
VCSA |
|
|
|
|
Sponsor a greater number of on-campus visit
opportunities and on-campus over-night visits for potential minority students
and their families. |
VCSA, VPAA, VPUA, DI, ATHLETICS |
|
|
|
|
Design more programs that bring students from
underrepresented groups to the University to attend events and tour our
facilities. |
VCSA, VPAA |
|
|
|
|
Initiate a Leadership Development Outreach Program
for deans, chairs and faculty to visit targeted institutions (e.g. high
schools, churches, military) with a high concentration of minorities to
introduce them to ASU and its array of programs and opportunities. |
VPAA |
|
|
|
|
Identify units and programs that are best
positioned to develop off-campus professional outreach programs to serve a
statewide audience. |
VPAA, VCSA, VPUA, DI |
|
|
|
|
Establish registered student organizations for
Native American, Asian American and Latino students. |
VCSA, VPAA, DI |
|
|
|
|
The Director of the Office for Students with
Disabilities will take a proactive approach to ensure ASU is in compliance
with |
VCSA, VPFA |
|
|
|
|
Use the Educational Talent Search Program and the
National Youth Sports Program to enhance the college exploration process for
low-income and first-generation youth. |
VCSA, ATHLETICS, VPAA |
|
|
|
|
Hire two undergraduate and graduate recruiters to
aid in the implementation of the admissions outreach strategies. |
VCSA, VPAA |
|
|
|
|
Develop and enhance relationships with local
corporations to increase the number of employees from underrepresented groups
whose dependents apply to undergraduate programs. |
VCSA, VPFA, VPAA |
|
|
|
|
Increase support for alumni associations for
underrepresented groups to serve as a bridge between current students and
graduates. |
VPUA, DI |
|
|
|
|
Establish linkages with Hispanic-serving
institutions and relationships with the |