RETENTION STRATEGIES FOR DIVERSE - webinar...RETENTION STRATEGIES FOR DIVERSE ... Barry University and

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  • RETENTIONSTRATEGIESFORDIVERSEANDUNDERREPRESENTEDFACULTY

    Presenters:Shani Fleming,PhD(c),MS,MPH,PA-C

    BarryUniversityandFrankTuitt,Ph.D.UniversityofDenverModerator:JewellWinn,Ed.D.TennesseeStateUniversity

    NATIONAL ASSOCIATION OF DIVERSITY OFFICERS IN HIGHER EDUCATION

    FALL WEBINARDECEMBER 2, 2016

  • Recruitment and Retention of Faculty of Color

    Ms.Shani FlemingBarryUniversity

    Institutional Commitment:

  • Accreditation Admissions/HiringPractices Campusclimate Collaboration/community

    partnerships Curriculum DataandEvaluation Dedicatedfacultyposition Facultydevelopmentand

    leadership

    Funding Institutionalleadership Marketing Mission Pipeline Retention Strategicplan/agenda Widespreadapproaches

    Attheendofthissession,participantswillbeabletoadvocateforthefollowingrecommendationsforinstitutionalcommitment:

    INSTITUTIONAL COMMITMENT

  • Theinstitutionalmissionandvisionshouldguideallstrategicdecisions.

    Itisimportantthatthemissionandvisionarenotmerelywordsbuthavemeasuresandmetricsassociatedwithit

    MISSION

  • Developasharedunderstandingofhowdiversityservesasanessentialdriverinachievingexcellence.

    Articulateinverbalandwrittenform,theimportanceofequity,inclusion,anddiversitytothebroadereducationalmissiontoadvancetheinclusivecommunitywithintheinstitutionthroughformalandinformalinteractionswithstakeholdersandconstituentsbothinsideandoutsideoftheuniversity.

    INSTITUTIONAL LEADERSHIP

  • Specificgoals,objectives,standards,policies,andaccountabilitymechanismstoensureinstitutionaldiversityandculturalcompetence

    Thereshouldbespecificrecruitmentobjectives,aswellasstrategiestomeetthem.

    Programsshouldgatherdatatoassessinstitutionalprogressinachievingracialandethnicdiversityamongstudents,faculty,administration,andgraduates

    STRATEGIC PLAN

  • Trackandpubliclydisseminatetheracialandethniccompositionofthestudents,facultyandstaff.

    Usevariousformsofinstitutionaldatatobenchmarkandpromoteaccountabilityforthecorecommitmentofinclusivecommunityanddocumenttheeducationalbenefitsofdiversityandinstitutionaleffectiveness.

    DATA AND EVALUATION

  • Sustainabilityofinclusionanddiversityeffortsmustbeconsideredthroughoutthedevelopment,implementationandevaluationofinstitutionalpolicywithfundingasacornerstone.

    Federalandstatefundingopportunitiesandincentivesforinclusionanddiversity.

    FUNDING

  • Theremustbeincreasedattentiononemployeeretentioneffortsandturnoverrates.

    Programsmustmakeintentionaleffortstodeveloppartnershipswithminorityalumniandengagethemineducationaltrainingopportunities

    HarvardMedicalSchool

    FACULTY DEVELOPMENT AND LEADERSHIP

  • Institutionsdemonstratecommitmentthroughallocationoffinancialresourcesandtime.

    Recruitmentandretentionareincrediblytimeconsumingactivitieswhichrequiresconsistency,mentoring,andlongevitywithaprogram.

    CDOsoftenserveasanorganizationalchangeagentforequity,diversityandinclusionservingasanaccountabilityofficerfortheinstitutionalmissionandstrategicplan

    Evenwithadedicatedindividual,itmustbethejointeffortofeveryfaculty,staffandadministratortosupporttheeffortsofrecruitmentandretention.

    DIVERSE FACULTY/ADMINISTRATIVE POSITIONS

  • Organizationsshouldpartnerwithmedia,advertisingandmarketingfirms,andvideoandaudioproductioncompaniestodevelopandimplementeffectivecommunicationcampaignstargetingminorities

    Marketingmaterialsincludingbrochures,websites,banners,shouldreflectthecommitmenttodiversitythroughphotosandstatementsoftheprogramscommitment.

    MARKETING

  • Institutionsmustequatediversitywitheducationalexcellence

    Whenevaluatinginclusive,welcomingenvironments,itisimperativetoconsiderwhohastheauthoritytodothewelcoming.

    CAMPUS CLIMATE

  • Thereissuchdiversitywithineducationalsettingsthataprescriptive,one-sizefitsallapproachwithprovenoutcomeswillbechallenging.

    PartnershipsversusRelationships

    COLLABORATION/COMMUNITY PARTNERSHIPS

  • InstitutionscanhavediversitydrivenpoliciesandreducebarrierstoURMadmissionbydevelopingaclearstatementofthemission

    Oneofthepromisingstrategiesistheuseofholisticadmissionpoliciesthatgiveseriousconsiderationtoallthewaysanapplicantmightcontributetoadiverseeducationalenvironment

    Admissionscriteriashouldalsotakeintoaccountmissioncongruencyandsocietalneedstoacceptabalancedclassthatreflectsthepopulationserved.

    ADMISSIONS/HIRING PRACTICES

  • Conductcurriculumdevelopmenteffortstoadvancethediversitymissionoftheinstitutionand/orprogrambypartneringwithdeansandfacultyincurriculumdevelopmenteffortstofacilitateinclusivepedagogyinallcourses.

    Developandfundtrainingopportunitiesforculturalcompetence.

    CURRICULUM

  • Createneworstrengthenexistingeducationalpipelineprograms.

    Usenewandnontraditionalpaths.

    Utilizeexistingrecruitmenttoolsandpartnershipsforrecruitment.

    PIPELINE

  • Provideadequatesocial,academicsupportandretentionsystems.

    RETENTION

  • Accreditationbodieshavetheauthoritytoenforcediversitypolicybyaskingprogramstoevaluatemission,processmanagement,substantivepolicy,andevaluateresultsasitrelatestostudentinclusionanddiversity

    ACCREDITATION

  • Useacombinationofinterventionstoaddressinclusionanddiversitytoinclude: financialsupport, academicsupport, transitionprograms, socialsupport, buildingamoreinclusivecampusclimate, targetingrecruitingofamorediversefaculty, mentoringprograms, targetedrecruitment, collaborativeschoolpartnerships, mentoring, facultycareerdevelopmentopportunities,and holisticadmissionsprograms.

    WIDESPREAD APPROACHES

  • Promoting the Success of Employees of Color atPredominately White Institutions

    Dr.FrankTuittUniversityofDenver

    Making Excellence Inclusive

  • Whatarethesomeofthebestpracticesforrecruiting,retaining,andpromotingthesuccessofemployeesofcolorinPWIs?

    HowcanwecreateInstitutionalenvironmentsthatrespectandcareforthesoulsofouremployeesofcolor?

    Aims & Considerations

  • Diversitymatters,identitymatters,context

    matters.

    1

    Retentionandsuccessstartswiththe

    recruitmentprocess&searchexperience

    2

    Goodintentionsdonotguaranteeprogressive

    results.5

    Creatinginclusiveenvironmentsis

    importantforsegmentsoftheinstitution.

    4

    Advancingdiversityrequiresself-awareness,courage,andcontinuous

    commitment. 3

    Agapexistsbetweenourinstitutional

    aspirationsandrealities6

    Supporting Employees of Color Assumptions

  • Thepurposefulembodimentofinclusiveorganizationalpracticestowardmultipleidentitygroups

    Afocusonintellectualandsocialdevelopment. Thedevelopmentandutilizationoforganizationalresourcestoenhancelearning.

    Recognizestheculturaldifferencesdiverseemployeesbringtotheorganizationalexperience.

    Createswelcomingorganizationalenvironmentsthatengageallofitsdiversity. Establishesanenvironmentthatchallengeseveryindividualtoachieveatthehighestlevels.

    (AAC&U,2005)

    Inclusive Excellence

  • IndividualCharacteristicsSocialidentitysalience

    Previouslived-experiencesbeliefs,attitudes,perceptions

    StructuralDiversityCompositionaldiversityToken&solostatus

    Invisibility/hyper-visibility

    Socio-historicalContextTraditions,rituals,&reputationCampusecology

    Internal/Externalenvironment

    OrganizationalBehaviorExplicitcommitmenttoEDIProfessionalepistemologiesCompetenciesforinclusion

    LeadersasCDOs

    InterpersonalInteractionsMicroaggressions

    (assaults,insults,invalidations)Overtactsofprejudice&discriminationsEmotionalattachment,identification,

    andinvolvement

    OrganizationalEnvironmentCentralizedvs.decentralizedstructuresStructuresasgatekeepersorgateways

    Policies,procedures,practicesAvailabilityofculturallyaffirmingspaces

    +/- Factors that Influence Employees of Color Overall Sense of Belonging in PWIs

  • Haveastrategicvisionofinclusionandacommitmenttodiversityandinclusion. Regularlyassessinstitutionalenvironment/campusclimatethatnegativelyandpositivelyimpact

    employeesofcolor(Milem,etal.,2005); policiesandpracticeshavethepotentialtocreatemoreequitableconditionsandoutcomesandcanbe

    assessedforequityanddiversity; Usedatatodriveimprovementeffortsandaddressunhealthyfactors; Enhanceandcreateprograms(affinity-based&integrated)toencouragepositivegroupinteractions

    andreduceisolation; CreateopportunitiesforthedevelopmentofcompetenciesforInclusion Incentivize,recognizeand

    reward; Provideresources(funding&support); Identifybothunitlevelandinstitutionwideaccountabilitymechanisms; Theresponsibilityforsupportingemployeesofcolorcannotbeplacedsolelyonspecializedcampus

    entitieseveryoneonthecampushastotakeresponsibility(Harper&Quaye,2009).

    Best Practices: Creating an Inclusive and Affirming Organizational Environment

  • fromAmericanAssociationofColleges&Universities,2005+

    Success

    Diversity

    Inclusion

    Equity

    Embedded

    EngagedDiversity

    Focused&BroadlyDefined

    SenseofBelonging

    SuccessforAll

    EverybodysResponsibility

    Promoting Employees of Color Success

  • Bell,J.&Hartmann,D.(2007).Diversityineverydaydiscourse:Theculturalambiguitiesandconsequencesofhappytalk. AmericanSociologicalReview.72,895-914.

    CohenJJ.(2003)TheConsequencesofPrematureAbandonmentofAffirmativeActioninMedicalSchoolAdmissions. JournalofAmericanMedicalAssociation.289(9):1143-1149.

    Coleman,A,Palmer,S,Winnick,S&Holland&Knight(2008).RoadmaptoDiversity:LegalandEducationalPolicyFoundationsforMedicalSchools.AssociationofAmericanMedicalColleges

    CouncilonGraduateMedicalEducation(2005).MinoritiesinMedicine:AnEthnicandCulturalChallengeforPhysicianTraining.WashingtonDC:HRSA

    Curtis,Elana,Wikaire,Erena,Stokes,Kanewa,&Reid.(2012). AddressingIndigenoushealthworkforceinequities:Aliteraturereviewexploring'best'practiceforrecruitmentintotertiaryhealthprograms.(BioMed CentralLtd.)BioMed CentralLtd. Retrievedfromhttp://www.equityhealthj.com/content/11/1/13

    HarvardMedicalSchoolOfficeforDiversityInclusionandCommunityPartnership.Retrievedfromhttps://mfdp.med.harvard.edu/

    InstituteofMedicine(US).(2004).Inthenation'scompellinginterest:Ensuringdiversityinthehealth-careworkforce.Smedley,B.D.,Butler,A.S.,Bristow,L.R.Washington,DC:NationalAcademiesPress.

    Smith,D.(2012).Buildinginstitutionalcapacityfordiversityandinclusioninacademicmedicine.AcademicMedicine.87(11), 1511-1515.SullivanCommission.(2004)MissingPersons:MinoritiesintheHealthProfessions,AReportoftheSullivanCommissiononDiversityinthe

    HealthcareWorkforce.Witzburg RA,Sondheimer HM(2013).Holisticreviewshapingthemedicalprofessiononeapplicantatatime. NewEnglandJournalof

    Medicine.368(17):1565-1567.Worthington,R.,Stanley,C.,&Lewis,W.(2014).NationalAssociationofdiversityofficersinhighereducationstandardsof professional

    practiceforchiefdiversityofficers.JournalofDiversityinHigherEducation,7(4),227-234Zion,S.,Blanchett,W.(2011).Reconceptualizing inclusion:Cancriticalracetheoryandinterestconvergencebeutilizedtoachieve

    inclusionandequityforAfricanAmericanstudents?TeachersCollegeRecord,113(10),2186-2205

    References

  • AAC&U(2013).Boardstatementondiversity,equity,andInclusiveExcellence.Retrievedfrom:http://www.aacu.org/about/statements/2013/inclusiveexcellence.cfm

    Ahmed,S.(2012).Speakingaboutracism(pp.141-171).Onbeingincluded:Racismanddiversityininstitutionallife.DukeUniversityPress.Harper,S.R.&Quaye,S.J.(2007).StudentorganizationsasvenuesforblackidentityexpressionanddevelopmentamongAfricanAmerican

    malestudentleaders.JournalofCollegeStudentDevelopment,48(2),127-144.Hurtado,S.,Griffin,K.A.,Arellano,L.,&Cuellar,M.(2008).Assessingthevalueofclimateassessments:Progressandfuture directions.Journal

    ofDiversityinHigherEducation,1(4),204.Jackson,B.W.(2005).Theoryandpracticeofmulticulturalorganizationanddevelopmentinorganization.InM.L.Ouellett (Ed.),Teaching

    Inclusively:ResourcesforCourses,DepartmentsandInstitutionalChangeinHigherEducation.Stillwater,OK:NewForumsPress,Inc.(Ch.1,3-20).

    Milem,J.,Chang,M.,&Antonio,A.(2005).Makingdiversitywork:Aresearchedbasedperspective.AAC&U.Orfield,G.,&Lee,C.(2007).HistoricReversals,AcceleratingResegregation,andtheNeedforNewIntegrationStrategies.CivilRightsProject,

    UCLA.Turner,C.S.V.(2002).Diversifyingthefaculty:Aguidebookforsearchcommittees.Washington,D.C.;AssociationofAmericanCollegesand

    Universities.Williams,D.A.,Berger,J.B.,&McClendon,S.,A.(2005).Towardamodelofinclusiveexcellenceandchangeinpostsecondaryinstitutions.

    Washington,D.C.:AssociationofAmericanCollegesandUniversities.

    References Continued

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