american dental education association promises and pitfalls: the role of diversity offices in dental...

AMERICAN DENTAL EDUCATION ASSOCIATION

Promises and Pitfalls: The Role of Diversity Offices in Dental Education

Kim C. D’Abreu, M.P.H.Senior Vice President for Access, Diversity, and Inclusion

Policy CenterAmerican Dental Education Association

Northeast Regional ConferenceSan Juan, Puerto Rico

February 22, 2013


Purpose of Pilot Study

To examine the role of the diversity office and officer in the face of an expanding definition in the dental education community


Dental Education

• U.S. Dental Schools = 66

• The number of dental school applicants has remained stable since 2007 and hovers around 12,000

• Total URM enrollment hovers around 13% and in 2011 dipped slightly to 12.8%

• URM faculty represented 10% of total full-time faculty members in 2009-10; however, nearly 9% of all faculty did not report their race or ethnicity


Why Does Dental Workforce Diversity Matter?

• The U.S. medical and oral health workforce has failed to keep pace with the growing racial and ethnic diversity of the nation

• Workforce is inadequately diverse to address health disparities

• Improves the cultural competency of patient care

• A diverse workforce contributes to: trust and credibility with racial/ethnic minority communities; and investigative minority-specific health care studies


HOW to Achieve Diversity Objectives WHEN…

• Diversity is no longer just racial. It is more complex

• The definition of diversity in higher education has evolved over the last 40 years due to:

– changing sociopolitical and demographic landscapes


Diversity 3.0 – A New Paradigm

Diversity 1.0

Isolated efforts aimed at removing social and legal barriers

Diversity 2.0

Diversity on the periphery but heightened awareness

Diversity 3.0

Diversity and inclusion are integrated in the core work of the institution


Old Diversity Challenge (1.0)


New Diversity Challenge (3.0)


Review of the Literature

Building Institutional Capacity

Diversity programs must adequately meet the needs of a heterogeneous base while maintaining high-quality programs for traditionally underrepresented minorities. The student affairs approach to diversity is clearly important, but is no longer sufficient. It is essential for faculty members in charge of diversity efforts, student recruitment and other support services to align those efforts more closely with the overarching institutional mission.

(Smith, 2006; Nivet, 2011)


Review of the Literature

Building the Role of Diversity Leader

The lack of a standard definition for the chief diversity officer role was identified as a major impediment to advancing the role universally, and is something that must be addressed if the role is to be fully activated as a strategic asset for more organizations hoping to accomplish their diversity, equity and inclusion goals.

(Damon, 2012)


Conceptual Framework

Institutionalism Theory draws from the work by scholars that believe that diversity in higher education is a multi-level concept that is impacted by various institutional contexts (e.g. historical, structural, and psychological)

(Hurtado et al., 2002; Smith 1995)

Organizations stay the same because it is easier for them to do so. Homogenous environments may be prone to “group think” where divergent perspectives or alternatives are easily ruled out in the interest of going along with the group (Perrow, 1986; Weick, 1976)


Methods and Data• Content Analysis:

– ADEA Official Guide to Dental Schools, 2011– Opportunities for Minority Students in U.S. Dental Schools, 2012-2013– Dental School websites

• In-Depth Interviews– Participants solicited through ADEA’s diversity officers listserv– Seven individual phone interviews from public and private institutions– Reactions to “University of Pennsylvania’s Decision to Restructure

Diversity Office Sparks Controversy” (Diverse Issues in Higher Education, (11/12/12)

– Questions related to institutional diversity and Diversity Office(r)


Profile: Dental School Diversity Offices/Officers

Total U.S. Dental Schools: 65• Only 17 schools (26%) have “minority affairs”

departments/offices

• 43 schools (66%) have diversity officers

– 50% Associate Deans or other Faculty Rank

– 50% Directors


Dental School Interviews

Diversity Offices/Minority Affairs:

• One Director of Minority Affairs

Diversity Officers

• Six Faculty

– Two Dean of Students

– Four Associate Deans

• Associate Dean of Admissions; Associate Dean of Student Affairs


Dental School Interviews:What We Heard

Current Role of Diversity Office/Officer• Tutoring services• Peer mentor identification• Recruitment • Organizing space for meetings, evening workshops• Summer jobs (TAs, Summer enrichment programs, i.e. SMDEP)• Career counseling• Safe space• Support for student activities (Student National Dental

Association, Hispanic Student Dental Association, etc.)• Travel support to attend professional meetings


Dental School Interviews: Expanded Diversity Role

I have watched diversity offices go from Minority Affairs –to multicultural affairs –to plain ol’ diversity—and now to diversity inclusion. All of those changes were in an attempt to grapple with the changing demographics and complexities of what it means to define difference in our schools.

It would seem that spreading the work of diversity as a core strategic function and excellence is a great goal, but perhaps better down the road? The question is what about today? What does the transition look like?


Dental School Interviews:Pitfalls

My worry – dental education will end up where it was twenty years ago, with students trying to fit in, with students ably and capably surviving in a non-nurturing environment.

The refrains of the past would be resurrected “why do students of color, need extra help or more support than anyone else”. There would be no attention paid to the journey traveled by students just to make it successfully through college to be qualified for admission to dental school. No value to the baggage students may have.

The environment would return to “sink or swim”.


Dental School Interviews: Pitfalls

I cannot think of a single successful model of a diverse student and faculty body without a ‘champion’ at the individual school level.

CHAMPION + SUSTAINED SUPPORT FROM LEADERSHIP = SUCCESS IN DIVERSITY EFFORTS


Dental School Interviews: Promises

I think there is value to having a diversity policy that is woven into the fabric of the campus and university. That is the opposite of the traditional model for how these diversity efforts worked…as it functioned in years back, it was perceived by students (and faculty) “like a babysitter”. It served minority students only—and specifically those experiencing academic difficulty…they were not players at the table.


Dental School Interviews: Promises

Because the dental school is not more accountable to the larger university around diversity as a central mission, there is little to no support for diversity activities.

I like the notion of broad accountability. I don’t see people voluntarily changing in my environment. Every time there is a new faculty search I am cautiously optimistic that the search will improve the school’s diversity, but I am consistently disappointed. Diversity needs to be put into action and taken out of the closet.


Dental School Interviews: Complexity of Implementing

Diversity 3.0

One of the challenges to diversity work in general, not just diversity offices, is lip service. Schools put things down on paper (policies, plans, etc.) for accreditation, but are never cited if their plans don’t yield fruit. What is said by accreditors is, “oh well, you tried”.


Accreditation Standard 1: Institutional Effectiveness

1-4 The dental school must have policies and practices to:

a. achieve appropriate levels of diversity among its students, faculty, and staff;

b. engage in ongoing systematic and focused efforts to

attract and retain students, faculty, and staff from diverse

backgrounds; and

c. systematically evaluate comprehensive strategies to

improve the institutional climate for diversity.


Dental School Interviews: Complexity of Implementing

Diversity 3.0Sometimes, change depends on the credibility and role you hold in an organization. Are you a tenured member of the faculty or part of the administration? The issue is: what is more effective – the person or the policy?

Even if you have a leader with the courage of their convictions and they have made the direction clear, are they then able to move aside tenured and other resistant faculty who are not willing to follow the future direction?


Diversity Leader Interview: Take Home

Yes, I do think it is possible to have a successful program without a single individual who is the point on diversity

… but you may need the individual champion before moving to a more strategic and integrated model. Without trust that the institution is committed and accountability, there is a danger.


Implications

1. The complex nature of diversity results in a broad range of approaches structures, and ultimately outcomes

2. Diversity leaders have different levels of authority within the institution and will have varied levels of satisfaction

3. Restructuring needs to ensure that the historic issues of racial/ethnic minorities not be lost


Implications

4. Restructuring that shifts to a strategic (de-centralized) model may have unintended consequences for diversity leaders and students if there is not sufficient diversity and competence in faculty

5. But without trust that the institution is committed, without metrics that ensure accountability, there is a danger of going backwards

6. Future work--There may be emerging ideas about what variables, if they work together, may produce positive diversity outcomes


Thank You!

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