diversity and multicultural affairs

Diversity and Multicultural Affairs

Dr. Taffye Benson ClaytonVice Provost

University of North Carolina at Chapel Hill


Our Brand As a National Leader Diversity is central to our mission and integral to our

brand at Carolina Leader in higher education access

– Access directly linked to diversity and academic excellence 21ST century high-achieving students

– Desire for diverse learning environments– Compositional diversity is an important component– Expectation of access to and interaction with other high-

achieving diverse students and faculty


Diversity and Inclusion Defined

Diversity• Broad and

encompassing

Inclusion• Active, intentional,

ongoing efforts to engage diversity to reap its educational benefits

Inclusive AND differentiated• leverage compositional

diversity• reap educational

benefits• meet needs of

differentiated segments authentically


Diversity at UNC-Chapel Hill Mission

– Extend knowledge-based services and other resources of the University to the citizens of North Carolina and their institutions to enhance the quality of life for all people in the State

Academic Plan• Equity and Inclusion at Carolina—Strategic plan with

recommendations to strengthen commitment to diversity and inclusion

Core values– Believes that it can achieve its educational, research, and service

mission only by creating and sustaining an environment in which students, faculty, and staff represent diversity…


DMA’s Mission and Vision Mission

– The Office of Diversity and Multicultural Affairs (DMA) is an administrative unit in the Office of the Executive Vice Chancellor and Provost.

– Our mission is to provide university-wide leadership in developing and implementing initiatives that promote access to and diversity within our student, faculty, and staff communities. We provide leadership, consultation, and project management of policies, programs, and services that promote diversity as a means of achieving educational excellence and enhancing the quality of life for all members of the University community.

Vision– To promote and sustain an inclusive campus community that values and

respects all members of the University community


Refreshed Vision for Diversity

Strategically positioned

Mission-aligned and mission-

driven

Integrated into institutional priorities,

planning and fabric


DMA’s Expanded Charge and Portfolio Since its inception, DMA has primarily served

historically underrepresented students Now faculty, staff and student-focused


DMA’s Broad Based Focus

• Institutional diversity – Leadership for university-wide

diversity policies, procedures, and practices

– Diversity, inclusion, and cultural competence education

– Consultation• Assessment and research of

diversity issues within organizational structures

• Community engagement with diverse populations

• Recruitment and retention of faculty, staff, and students from diverse backgrounds and cultures

• Multicultural programming• Support programs for diverse

student populations• Diversity, inclusion and

cultural competence leadership programs

Diversity and inclusion functions


The New DMA Team


New DMA Directors

Sr. Director, Education Operations & Initiatives

Marco Barker, PhD

Director, Inclusive Student Excellence

Ada Wilson, JD

Director, Research, Assessment &

AnalyticsSearch Underway


Coordinators

Coordinator, Multicultural

Student Programs and Carolina Latino

InitiativeJosmell Perez, MEd.

Coordinator, Educational Programs

Search Underway


Administrative Support

Executive Assistant

Katherine Max

Communications

SpecialistMiki Kersgard

Administrative Support Specialist

Margie Scott


UNC as a Diversity Leader


Opportunities to Lead in Diversity Faculty Diversity Recruitment and Retention Minority Male Success and Graduation Faculty and Staff Diversity Education Cultural Competence Skill Development and

Leadership


Leading in Diversity Presence and Success

To develop strategies to increase the presence of historically underrepresented populations

To develop an effective model for minority male student success at Carolina to decrease graduation rate disparities and promote differentiated student success


Leading in Diversity Education To develop a comprehensive, multiple

modality educational strategy, inclusive of faculty and staff at Carolina

To develop a model for cultural competence skill development and leadership education for students


Diversity Seminar Series for Faculty and Staff

Chancellor’s 21st Century Vision Dialogue Through the Lens of Diversity

The Role of Diversity in Education Plenary Keynote

Dr. Pat Gurin—Nancy Cantor Distinguished Professor Emerita of Psychology and Women's Studies at the University of Michigan

Panel Discussion Participants Dr. Jeff Milem—Ernest W. McFarland Distinguished Professor in Leadership for

Education Policy and Reform in the College of Education, Department Chair and Director, Center for the Study of Higher Education at the University of Arizona

Dr. Thomas Nelson-Laird—Associate Professor, Higher Education Leadership and Policy Studies, Project Manager for the Faculty Survey of Student Engagement (FSSE) at Indiana University


Minority Males at UNC


Undergraduate Academic Success at Carolina

Differentiated Student Success

Underrepresented Student Success

Undergraduate Student Success


Disaggregating the Data What does the data tell us about differentiated

groups? How do we use the data to make data driven

decisions that support our institutional mission?


Undergraduate Student Data Enrollment

– 18,430 students, approximately 7,700 males (42 %)– 39 American Indian– 715 Hispanic/Latino– 566 African American

Graduation, Current four-year rate is 80%• 2010 Retention Study four-year rate

– American Indian males 64.7% American Indian females67.4%

– Hispanic males 61% Hispanic females77.3%

– African American males 49.2% African American females 71%

Source: UNC Institutional Research


Forum and Workgroup Progress Minority Male Success Forum, January 27, 2012 Goals

– Continue momentum developed across campus to address needs of Carolina undergraduate men of color

– Respond to student appeals for support, consideration and action– Enhance communication and collaboration on this issue– Strengths-based approach to understanding and supporting recruitment,

retention, graduation and success of minority males– Examine current efforts and exchange new ideas for mentoring

Minority Male Collaborative Workgroup, March 2012– DMA, Undergraduate Retention, Student Success and Academic Counseling,

New Student and Parent Programs, Scholarships & Financial Aid, Office of Institutional Research, Student Affairs, CBC


Challenges with Target Group General success strategies will frequently not meet the

needs of many minority males More likely to be hindered by economic disadvantages Less likely to access existing social/academic resources More likely to be first-generation students Less likely to have access to information about higher

education Less likely to have role models among faculty


Minority Male Success and Graduation Successful minority males at Carolina

– Are skilled at academic self-management– Have self-awareness of their academic strengths– Engage in learning activities outside the classroom– Are likely to intentionally engage with non-

minority students– May or may not participate in mentorship


3MP Grant Process Initiated by General Administration in response to:

– UNC Board of Governors and the UNC General Administration launch the University of North Carolina Tomorrow Initiative (2007)

– Recommendation 4.2.5. • UNC should increase the educational attainment of all underrepresented

populations, especially African American male and Hispanic students

2011—UNC launches three 3MP pilots on UNC campuses 2012—UNC system to provide funding to additional campuses to

expand efforts with minority male students in parallel with Community College System


Carolina Millennial Scholars Scope—first-year and transfer students

– Connect students to University resources– Enhance participants’ academic experience and set a path to

graduation– Encourage students to identify their individual strengths– Help students take responsibility for their education, choices and

decisions Design

– Small cohorts based on academic interests– Seminar and series of workshops focused on academic success,

professional development, and financial literacy– Faculty and staff mentoring


Thank You

diversity and multicultural affairs

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