Institutional Excellence Via Diversity Considerations for Faculty Recruitment at CSUN Faculty Hiring Workshop 2016 Educational Equity Committee September 28, 2016 EEC Committee Members: Marcella DeVeaux, Xochitl Flores-Marcial, Eric Garcia, Kim Henige, Dimpal Jain, Ruting Jia, Omar Ruvalcaba, Kathleen Young, Boris Ricks (Chair) & Shiva Parsa (Executive Secretary)
Educational Equity Committee (EEC) In fulfillment of our educational mission, California State University, Northridge (CSUN) is committed to educational equity.
CSUN recognizes that educational equity does not depend on ethnic, religious, or linguistic diversity alone. The concepts and dimensions of educational equity shall include, but are not limited to race, ethnic/cultural identity, religious belief, sexual orientation, sex/gender, sexual identity, disability, socioeconomic status, cultural orientation, veteran status, national origin and age. Accordingly, through effective and well-communicated policies, we integrate values that support inclusion and prevent discrimination.
EEC Goals & Practices Foster campus climate that welcomes, recognizes, and promotes respect
for diverse CSUN community
Incorporate knowledge and appreciation of diverse cultural
values in curriculum and extracurricular activities
Develop, promote, maintain and institutionalize
activities/programs that further understanding of individual/group diversity Faculty Recruitment Workshops Faculty Retention Workshops Campus Climate Survey Co-Sponsorship of workshops, lectures, events
Ensure concepts and dimensions of educational equity are
advanced and incorporated into every aspect of university activity including academic programs, extra-curricular activities, and employment practices
Today’s Goals Provide institutional context/information to: Consider in your faculty search (recruitment and
hiring) policies and practices Facilitate reflection regarding your faculty search
policies and practices and how they may or may not reinforce CSUN’s commitment to excellence via diversity
What is Institutional Excellence?
Institutional Excellence Activities built into every facet and function of the
university to achieve community engagement and student success Leadership development of faculty and staff to ensure
student success Campus culture that strives for continuous improvement at
all institutional levels
CSUN values diversity as an essential condition for achieving institutional excellence
How can faculty diversity enhance institutional excellence?
What are the benefits of faculty diversity?
Institutional Benefits of Faculty Diversity More student-centered approaches to teaching and
learning (Jayakumar, Howard, Allen, & Han, 2009; Knowles & Harleston, 1997) More diverse curricular offerings
(Knowles & Harleston, 1997;
Milem, 2003)
More research focused on issues of race/ethnicity, and
gender and sexuality (Antonio, 2002; Jayakumar, Howard, Allen, & Han, 2009; Milem, 2003; Turner, 2000)
Women and faculty of color more likely to be involved in
community and volunteer service (Allen et al., 2000; Antonio, 2002; Astin et al., 1997; Villalpando & Delgado Bernal, 2002)
Immediate Benefits for Students Enhanced critical thinking ability
(Antonio, 2004; Gurin, et al.,
2002; Pascarella, 1996)
Enhanced openness to diversity and challenges (Harper & Hurtado, 2007; Pascarella, 1996)
Greater commitment to increasing racial understanding (Astin, 1997; Harper & Hurtado, 2007)
Greater student engagement on campus and greater
satisfaction with college (Astin, 1997; Espenshade & Radford, 2009) Positive perceptions of a more supportive campus
racial climate (Harper & Hurtado, 2007; Hurtado, et al., 1998)
Long-Term Benefits for Students Improved racial and cultural awareness
(Gurin, 1999; Harper &
Hurtado, 2007)
Higher levels of creativity and innovation & Better
problem-solving abilities (Antonio, 2004) Cultivation of workforce with greater levels of cross-
cultural competence (Gurin, 1999; Milem, 2003; Turner, Gonzalez, & Wood, 2008)
More demonstrated occupational and residential
desegregation later in life (Milem, 2003)
How diverse is CSUN?
Institutional Context: MSI CSUN = One of a few institutions in the U.S. to maintain multiple Minority-Serving Institution (MSI) designations: AANAPISI: Asian American, Native American, and Pacific Islander Serving
Institution (at least 10% of AA, NA, PI combined student population w/lowincome status) HSI: Hispanic Serving Institution (at least 25% “Hispanic” student population
w/low-income status)
Although colleges and universities are MSI designated, researchers have begun to ask if they are minority serving institutions or simply minority enrolling institutions E.g., Previous EEC Campus Climate report findings indicate minoritized
(gender and race/ethnicity) communities experience more hostile campus climate at CSUN
Institutional Context: CSUN by the Numbers The following tables reflect gender and racial representation for Faculty (F) and Students (S) by College for AY 2015 Racial groups include: American Indian & Alaskan Native (AIAN), Native Hawaiian & Other Pacific Islander (NHOPI), African Am/Black, Latina/o, Asian, White, Multiracial, and Unknown Data for “International” faculty and students are not included, so percentages might not add up to 100% International student population in all colleges Large (5%
Female
Male
AIAN
NHOPI
Black
Latina/ o
Asian
White
Multirace
Unknow n
Universit y F (2,067)
49.9
50.1
0.2
0.0
4.2
10.9
11.6
66.9
0.8
4.8
S (41548)*
54.8
45.2
0.2
0.1
5.0
44.2
11.5
24.1
3.3
5.2
F (349)
45.3
54.7
0.9
0
4.3
7.2
5.4
75.9
0.6
5.7.0
S (5,339)*
53
47
0.2
0.1
6.7
40
9.2
26.9
5.1
6.3
F (159)
55.3
44.7
0.6
0
3.1
1.9
18.9
68.6
0.6
6.3
S (7,121)*
42.1
57.9
0.1
0.1
3.7
36.6
14.1
28
2.6
4.4
F (229)
63.3
36.7
0.4
0
3.5
10.9
5.2
74.7
1.7
3.5
S (1,359)
82.5
17.5
0.3
0.1
5.2
38.7
6.3
36.8
4
7.7
19.3
80.7
1.2
0
2.4
5.4
22.9
63.9
0
4.2
AMC
BUS ECON
EDUC
ECS F (166)
Female
Male
AIAN
NHOPI
Black
Latina/ o
Asian
White
Multirace
Unknow n
Universit y F (2,067)
51.3
48.7
0.8
0.1
4.2
10.4
11.2
68.9
0.7
3.6
S (41,548)*
54.8
45.2
0.2
0.1
5.0
44.2
11.5
24.1
3.3
5.2
F (343)
67.1
32.9
0.3
0.3
5.5
7.0
12.2
70.0
1.2
3.5
S (7,910)
69.6
30.4
0.1
0.2
5.8
44.4
15.8
23.5
3.6
4.5
F (333)
59.2
40.8
3.0
0
1.2
26.7
14.1
47.4
0.9
6.6
S (1,987)*
70.7
29.3
0.2
0.1
4.5
49
8.5
25.2
3.7
5.8
F (200)
33.5
66.5
0
0
3
9.5
14.0
69.5
0.5
3.5
S (3,072)*
56.4
43.6
0.1
0
3.9
42.4
14.8
26.7
3.2
6.5
52.7
47.3
0
0
8.6
9.5
7.8
68.7
0.8
4.5
HHD
HUM
SCI & MATH
SBS F (243)
Reflection
Diversity is multi-faceted and contextual E.g., male-identified students are severely underrepresented in Education
How diverse is your College? What are the diversity strengths of your college? What are some of the diversity limitations of your college? What role might implicit/unconscious bias play in the diversity limitations of your college Before beginning the search? What perspectives and experiences are we missing? Where do we want our department/college to be in 10 or 20 years? Writing the job description Are we reflecting a range of interests, backgrounds, and experiences in our description of the position, unit, and institution? Are there people who could succeed in this role but who wouldn’t meet our qualifications?
Reflection How can the CSUN by the Numbers tables inform your recruitment/hiring practices? What are some diversity-targeted questions you can include (and/or have previously included) during faculty candidate interviews? In other words, what are examples of questions that would enable faculty
candidates to discuss their experiences working with students from diverse backgrounds? SAMPLE: Can you describe any activities or texts that you could
incorporate into the classroom that would consider or engage diverse student experiences?
Diversity is not an end in itself Diversity is a means of achieving
educational and institutional goals But
adding diverse people to homogeneous environment does not automatically create more welcoming/ intellectually stimulating campus
Requires long-term efforts, engagement, and
substantial attention to diversity and equity issues
Your Packet
References Allen, W. R., Epps, E. G., Guillory, E. A., Suh, S. A., Bonous-Hammarth, M., & Stassen, M. (2002). Outsiders within: Race, gender, and faculty
status in U.S. higher education. In W. A. Smith, P. G. Altbach, & K. Lomotey (Eds.), The racial crisis in American higher education (pp. 189 – 220). Albany: State University of New York Press. Antonio, A. L., et al. (2004). Effects of racial diversity on complex thinking in college students. Psychological Science, 15, 507-510. Antonio, A. L. (2002). Faculty of color reconsidered: Reassessing contributions to scholarship. The Journal of Higher Education, 73(5), 482– 602. Astin, A. W. (1997). What matters in college?: Four critical years revisited. San Francisco: Jossey-Bass. Astin, H. S., Antonio, A. L., Cress, C. M., & Astin, A. W. (1997). Race and ethnicity in the American professorate, 1995–1996. Los Angeles: University of California, Los Angeles, Higher Education Research Institute. Espenshade, T. J.& Radford, A. W. (2009). No longer separate, not yet equal: Race and class in elite college admission and campus life. Princeton, NJ: Princeton University Press. Gurin, P., Dey,E. L., Hurtado, S. & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72, 330-366. Gurin, P. (1999). Expert report of Patricia Gurin, in the compelling need for diversity in higher education. Gratz et al. v. Bollinger, et al., No. 9775321 (E.D. Mich.) Grutter et al. v. Bollinger, et al., No. 97-75928 (E.D. Mich.). Ann Arbor: University of Michigan. Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates. In S. R. Harper, & L. D. Patton (Eds.), Responding to the realities of race on campus: New directions for student services (pp. 7-24). San Francisco: Jossey-Bass. Hurtado, S., Milem, J.F., Clayton-Pedersen, A.R., and Allen, W.R. (1998). Enhancing campus climates for racial/ ethnic diversity through educational policy and practice. The Review of Higher Education. 20th Anniversary Edition, 21(3). Knowles, M. F., & Harleston, B. W. (1997). Achieving diversity in the professoriate: Challenges and opportunities. Washington, DC: American Council on Education. Milem, J. F. (2003). The educational benefits of diversity: Evidence from multiple sectors. In M. J. Chang, D. Witt, J. Jones, & K. Hakuta (Eds.), Compelling interest: Examining the evidence on racial dynamics in colleges and universities (126-169). Stanford, CA: Stanford University Press. Pascarella, E. T. et al. (1996). Influences on students’ openness to diversity and challenge in the first year of college. Journal of Higher Education, 67, 174-195. Pike, G. R., & Kuh, G. D. (2006). Relationships among structural diversity, informal peer interactions, and perceptions of the campus environment. Review of Higher Education, 29(4), 425–450. Turner, C. S. V., González, J. C., & Wood, J. L. (2008). Faculty of color in academe: What 20 years of literature tells us. Journal of Diversity in Higher Education, 1(3), 139-168. Villalpando, O., & Delgado Bernal, D. (2002). A critical race theory analysis of barriers that impede the success of faculty of color. In W. A. Smith, P. G. Altbach, & K. Lo- motey (Eds.), The racial crisis in American higher education: Continuing challenges for the twenty-first century (pp. 243–269). Albany: State University of New York Press.
