+Science of

Diversity ProjectSemester 1

Presentation

drg.gmu.edu

+Acknowledgements

We are grateful for support from the Office of Student Creative Activities and Research (OSCAR) and University Life.

We also appreciate the support from the Mason Community for this ongoing work.

+Introductions

Faculty Leads: Joya Crear, Associate Dean University Life Eden King, Associate Professor, Psychology Jaime Lester, Associate Professor, Higher

Education Program Shannon Portillo, Assistant Professor,

Criminology, Law & Society Graduate Assistant

M. Liz Andrews, Ph.D. Student, Cultural Studies Program

+Introductions Cont.

Students Julie AllstromAmaria AsgharGrace BeyaDanietta Charles Nupur Khullar

Caitlin Marais Rebekah Ortiz Typhaney SebreyStephanie Skees Jason Von Kundra

+Structure of the Class

Four Semester ProjectOpen to all undergraduate students with

three department options and available as 0-3 credits

Student LedTextbook: Educational research: Planning,

conducting, and evaluating quantitative and qualitative research.

Inclusive environment

+Goals of the Project

Creating a student-centered scholarly experience Documenting Mason’s multiple narratives of

diversity Recommending change by engaging university

decision-makers Giving voice to university and community

stakeholders Promoting evidence-based activism and social

justice

+Overarching Focus

This project explores the broad theme of differences in power, diversity and privilege within the multiple stakeholder groups within the university (faculty, staff, students and administration). We focus specifically on governance,

influence and decision-making.

+6 Themes

History and ContextStudent Intergroup Relations/Self

Segregation Student Governance Staff Demographics Faculty Demographics Administration and Decision-Making

+History and Context

Sign directing students to evening classes at the University of Virginia Extension Center in northern Virginia,1950

George Mason University, Fairfax Campus, 2007

+History and Context

Mason’s first commencement exercises, 1968

Mason’s Winter Commencement, 1975

+History and Context

What is the history of diversity at GMU? How does Mason’s history of diversity differ

from that of other postsecondary educational institutions?

What have been the primary diversity initiatives enacted at GMU?

What outcomes related to diversity at GMU resulted from external influences? What outcomes resulted from internal institutional motivations?

+Students/Self-Segregation By student intergroup relations, we refer to the state of

regular interaction between collegiate individuals of different social identity (race, religion, ethnicity, greek organization, et cetera)

By segregation, we refer to the separation of the said collegiate individuals under the basis of their social identity (race, religion, ethnicity, greek organization, et cetera)

Through these themes we are exploring how power and privilege may be causing challenges for these individual to connect on commonalities

We are furthermore exploring how this fear of engagement may be due to assumptions and misconceptions

+Students/Self-Segregation (cont’d) Attitudes towards students of a different social identity

(Henderson-King & Kaleta 2000). Pre-college racial environment and experiences (Saenz

2010) Interaction between diverse student groups (Cole

2007). Students who are more involved (Cole,2007). Organized opportunities (Gurin, Biren, & Nagda 2006)

(Smith, Bowman, Hsu 2007) (Henderson-King & Kaleta 2000)

Further evaluation and implementation of programs (Gurin, Biren & Nagda 2006), (Cole 2007).

+Students/Self-Segregation (cont’d) While power and privilege are mentioned in

some of the literature regarding intergroup relations, there are still significant gaps.

Further explore how intergroup projects are implemented.

How can intergroup relations be articulated in a University’s vision?

Is the inequality of power and privilege for social groups improved by college diversity programs?

+Student Governance

What does leadership look like? Is Student Government representative of

the entire student body?There is limited research on student

government representativeness. Looking at whether school's student

governments are representative of their student body.

+Student Governance

Exploring student government and student leaders outside official power structure

How do diversity programs that work to increase enrollment and retention of historically underrepresented people impact the diversity of student leaders?

Are the demographics of the general student body reflected in leadership positions?

+Demographics

Faculty/Student

US Female

GMU Female

US Male

GMU Male

Faculty 44% 42% 56% 58%

Students

57% 55% 43% 45%Data only report persons identifying as male or female, these statistics do not include gender non-conforming or transgender faculty or students.

Student data come from National Center for Education Statistics Fall 2011

+Demographics

Faculty/Student

US White

GMU White

US POC

GMU POC

US NRA

GMU NRA

Faculty 64% 64% 17% 17% 3% 6%

Students

57% 48% 29% 31% 5% 5%POC refers to people of color, this is inclusive of Black, Latino/a, Asian and Indigenous Americans and Pacific Islanders. NRA refers to non-resident aliens.

Percentages may not add up to 100 because there are some unknowns.

National data come from the National Center for Education Statistics; Mason data are from Institutional Research and Reporting

+Faculty Demographics

Faculty Employment Contracts: Power and Autonomy

What is tenure? What are the issues surrounding tenured

faculty?What does the research say?Next step: How does this apply to Mason

faculty?

+Administration and Decision-Making Literature on Best Practices/Programs for Diversity

Agendas (Dumas-Hines 2001) (Kezar, Eckel, Contreras-McGavin & Quaye 2008)

Six Contextual Variables (Kezar, Glenn, Lester & Nakamoto 2008) Knowledge capacity Physical capacity Institutional willingness to reflect Project connection with institutional operations Leadership within the team and institution Racial climate

+

+Administration and Decision-Making (cont’d)How are diversity projects implemented

on campus? Success and Failure Analysis on

Campus with implementation End Result

Better understand the process based on best practice methods

+Next Steps: Spring 2013

Decide what type of data collection best contributes to knowledge in our areas of interest

Plan for data collection with new cohort of students

Collect data!

+Thank you!

Questions or Comments?Visit our facebook page: Science of Diversity Project Check out our website drg.gmu.edu Email: sportill@gmu.edu