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© 2003 The President and Fellows of Harvard College
Understanding Understanding What Works:What Works:Model Diversity Programs for all Students with emphasis on Recruiting, Retaining, and Supporting the Academic Achievement of Underrepresented Students in Colleges
And Universities
NCORE 2003San Francisco, California
PRESENTERS
Carolyn Howard,
Harvard Graduate School of Education
Frank Tuitt,
Harvard Graduate School of Education
Richard Reddick,
Harvard Graduate School of Education
Director
Dean Whitla, Ph.D.
Harvard University
© 2003 The President and Fellows of Harvard College
Why are we doing this research? Professional Schools Research
– Law School Research– Medical School Research
Support from:– Atlantic Philanthropies– Ford Foundation– Mellon Foundation
© 2003 The President and Fellows of Harvard College
Racial/Ethnic Diversity Impact on “how you and others think about problems in classes”
(Law Schools)
0
5
10
15
20
25
30
35
40
45
50
Enhances
Mod. Enhances
No Impact
Mod Detracts
Detracts
© 2003 The President and Fellows of Harvard College
“Have discussions with students of different racial and ethnic backgrounds changed your view of the equity of the
criminal justice system?” (Law Schools)
05
101520253035404550
© 2003 The President and Fellows of Harvard College
“Are discussions with students of different racial and ethnic backgrounds more or less likely to promote greater understanding of medical
conditions and treatments? (Medical Schools)
05
101520253035404550
© 2003 The President and Fellows of Harvard College
Goals of the Current Project Identify best practices and characteristics
found in successful diversity initiatives Locate programs that have improved
academic achievement of underrepresented minorities and examine the components of these
Examine admissions policies and practices of schools
© 2003 The President and Fellows of Harvard College
Our School Selection Process A minimum rate of structural diversity
among student population Higher than average retention rates of
minority students Special initiatives or Centers noted in the
academic press/journals (e.g., UMD’s Diversity Web, UMichigan’s Center for Race and Ethnicity)
Recommendations from Advisory Board
© 2003 The President and Fellows of Harvard College
Categorization of Schools Based on: Size Selectivity Funding Sources – Public vs.
Private Geographic Region Technical Schools Women’s Colleges
© 2003 The President and Fellows of Harvard College
Research Sample Started with 101 schools that met our criteria Narrowed down to 50 NCDP has visited 28 campuses to date From the 28 campuses that we have visited, we
have interviewed:– 9 college presidents– 12 vice presidents or provosts– 120 faculty members– 250 administrators– Over 400 students
© 2003 The President and Fellows of Harvard College
Data Collection
Phone Interviews Web-based research Campus interviews Focus group interviews with students Existing literature and institutional research
© 2003 The President and Fellows of Harvard College
Research Questions How do students, faculty, and staff describe…
– the campus’ efforts for inclusion and success of underrepresented minority students, faculty, and staff?
– Campus climate (the social, political, and cultural environment) and inter-racial group relations?
– Success in providing diversity in curricula, and teaching and learning?
– Success in providing co-curricular diversity programming?
– Perceptions of institutional transformation?
© 2003 The President and Fellows of Harvard College
Structural Diversity
R ecru itm en tA ctiv ities
A cadem icS uppor t
Lead ersh ipD evelopm en t
S ocia l/C ultura lIn teg ratio n
R etentio nA ctiv ities
S tudents
R ecru itm en tA ctiv ities
P rom otio n
P rofes s iona lD evelopm en t
R etentio nA ctiv ities
F aculty
R ecru itm en tA ctiv ities
P rofes s iona lD evelopm en t
R etentio nA ctiv ities
S taf f
H um an C apita l
© 2003 The President and Fellows of Harvard College
Top Schools in Structural Diversity (Large State Schools) UCLA: 56% FT students of color in 2000
• 26.7% Full Time Minority Faculty (’01)• 19.3% FT Tenured Min. Faculty (’01)
UC Berkeley: 55.3% FT students of color• 19.9% FT Minority Faculty• 14.5% FT Tenured Minority Faculty
U New Mexico: 44.5% FT students of color• 16.7% FT Minority Faculty • 15.5% FT Tenured Minority Faculty
Rutgers: 35% FT students of color• 14.9% FT Minority Faculty• 13.2% FT Tenured Minority Faculty
U Maryland : 32.3% FT students of color • 15.4% FT Minority Faculty• 14% Tenured Minority Faculty
© 2003 The President and Fellows of Harvard College
Top Schools in Structural Diversity (Ivy League & Highly Selective Schools) MIT: 46.7% FT students of color (2000)
• 12.5% FT minority faculty• 11.5% Tenured minority faculty
Stanford: 45.3% FT students of color• 14.1% FT minority faculty• 11.2% Tenured minority faculty
Harvard College: 33.3% FT students of color• 11.8% Ft minority faculty• 9.6% Tenured minority faculty
Cornell University: 30.3 FT students of color • 13.5% FT minority faculty• 11% tenured minority faculty
© 2003 The President and Fellows of Harvard College
Top Schools in Structural Diversity (Mid to Large Private Schools)
USC: 43.1% FT students of color (2000)• 19.4% FT minority faculty• 13.9% Tenured minority faculty
U Miami (FL): 40.1% FT students of color• 27.2% FT minority faculty• 18.6% FT Tenured minority faculty
Northwestern: 27.5% FT students of color• 12.6% FT minority faculty • 11.6% Tenured minority faculty
Emory: 26.0 % FT students of color• 20.9% FT minority faculty• 11.2% Tenured minority faculty
© 2003 The President and Fellows of Harvard College
Top Schools in Structural Diversity (Small Private Schools [< 3,000 students]) Occidental College: 39.1% FT students of color
• 22.6% FT minority faculty• 21.7% Tenured minority faculty
Wellesley: 35.3% FT students of color • 15.3% FT minority faculty• 15.3% Tenured minority faculty
Swarthmore College: 33.0% FT students of color • 12.9% FT minority faculty • 12.4% Tenured minority faculty
Rice University: 32.2% FT students of color • 11.0% FT minority faculty• 8.9% Tenured minority faculty
© 2003 The President and Fellows of Harvard College
Students: Recruitment Activities
Minority student recruitment officers on staff
Admissions office sponsors special recruitment programming
Contacts and links to minority students Student’s college prep program University has and supports a Minority
Alumni Recruitment network
© 2003 The President and Fellows of Harvard College
College & University Admissions Offices
Recruiters ExternalRelationships
PercentPlans
RecruitmentPrograms
FinancialAid
AdmissionsOffice
© 2003 The President and Fellows of Harvard College
Formal Recruiters
Minority Recruiting Staff– One vs. many (Stanford)
Students (Univ. of Florida) Alumni (UVA, UT-Austin, Emory,
Amherst) Satellite Offices
© 2003 The President and Fellows of Harvard College
External Relationships Churches (UMD) College Prep programs
– Posse Foundation, Prep for Prep, College/Upward Bound (Pomona)
Recruiting families (U Florida, UVA, UMD) Guidance counselor (Rice) Geographic focus (Carnegie Mellon) College 101 (Agnes Scott, UMD)
– Financial aid training and first year of college
© 2003 The President and Fellows of Harvard College
Recruitment Programs
Recruitment/Student of Color weekends– Both “pre-app” and “post-admit”– Often host students of color on a weekend, and
merge program with all students on a Monday
Fly-ins Phone calls (Yale)
© 2003 The President and Fellows of Harvard College
Financial Aid Need-blind financial aid Race-based scholarships (McNair, Mellon,
HEOPS)– Programs are under fire in the anti-affirmative action
era
Merit Awards– “Buying Students” (UVA, Northwestern, Agnes Scott)
High school-based scholarships (UT-Austin, Berkeley, UCLA)
© 2003 The President and Fellows of Harvard College
Percent Plans Florida’s 20% Plan
– Guarantees admission to top 20% of HS students with a “B” average in 19 required school academic units–not necessarily to the school of their choice.
Texas’ 10% Plan– Automatically admits all public and private HS students in
top 10% of their class to public universities in the state. California’s 4% Plan
– Guarantees admission to all public and private HS school students in the top 4% of their class to one of the UC’s 8 campuses–not necessarily into school of their choice.
© 2003 The President and Fellows of Harvard College
Students – Retention Activities
Academic Support Retention office (larger schools) Summer Prep Programs Year-Long (+) Academic Transition
Programs Scholarship Programs that create
Community through mentoring relationships and “culture of study”
© 2003 The President and Fellows of Harvard College
Leadership Development and Social/Cultural integration Service Learning Programs and Community
Organization Programs Living/Learning Cultural Centers
– Race-specific vs. Integrated• Offices vs. residential centers
• Multicultural advisors in residential centers vs. residence life staff
Responses to intolerance, prejudice and hate crimes (Stanford)
© 2003 The President and Fellows of Harvard College
Enhancement Programs
Emerging Scholars Program – UT Austin STARS – Yale Meyerhoff Program – UMD-Baltimore Chemistry Program –Williams Spend a Summer with a Scientist – Rice Gateways Program – Northwestern
© 2003 The President and Fellows of Harvard College
Armendariz’s and Treisman’s Emerging Scholars Program at UT Austin Research based Goal: increase the number of minority and
female freshmen in calculus Added intensive discussion sections Replicable – 150 schools across the nation
are using this model
© 2003 The President and Fellows of Harvard College
Faculty Recruitment Activities
Finding funds for “targets of opportunity” (e.g., Swarthmore, Mt. Holyoke)– “Sweetening the pot”– Targeted searches– Increasing research funds instead of salary
Using incentives (e.g., housing, release time for mentoring students)
Creating your own pipeline
© 2003 The President and Fellows of Harvard College
Faculty Retention Activities
Mentoring (formal and informal) Creating community Upper administration commitment to
Diversity (Northwestern)
© 2003 The President and Fellows of Harvard College
Organizational Behavior
Strategic Planning
Leadership
Vision
Internal and External lFunds
Financial
Resources
Campus ClimateStudent Satisfaction
Achievement
AssessmentActivities
Culture of Evidence
ResearchActivities
Evaluation
Institutional Capital
© 2003 The President and Fellows of Harvard College
Organizational Behavior
Mission– Visible and accessible on Web, materials
Senior Leadership – Visible and Intentional Commitment to Diversity
(Dartmouth, Rice) Assessment: Creating a Culture of Evidence
(UMD, Amherst, Williams, Brown)– Climate studies– Faculty, student, staff satisfaction studies
Planning (Northwestern, Rice)
© 2003 The President and Fellows of Harvard College
Educational Development
D iverse P erspective s
C onten t
Curriculum
Inc lus ive Learn in gand T e achin g
C lassroo m
Pedagogy
F acultyS pon sore d
S tuden tS pon sore d
C ollabo ration sinterna l and e xterna l
C o-curricu la r
Programs
Intellectual Capital
© 2003 The President and Fellows of Harvard College
Aspects of Curriculum Transformation
Full ethnic/specialty departments (e.g., African American, Latino, and Women’s Studies) that offer a wide range of courses
Mandatory enrollment in one or more courses that focuses on social justice issues; or history, status, achievement of diverse groups
Course Development funds Teaching and Learning Centers for faculty
– Workshops offered for faculty and staff encouraging interdisciplinary methods or diversity issues content
© 2003 The President and Fellows of Harvard College
Teaching and Learning Challenges Negative Class Room Experiences
– Native Informants– Perceptions of White Professors– Perceptions of Faculty of Color
© 2003 The President and Fellows of Harvard College
Teaching and Learning Challenges: Student Voices
Well, oftentimes, when you come into a classroom, you sort of become the token person (laughter). I mean, whenever a question comes up, whether it’s in political science or in history or whatever, everyone will sort of like turn to you — you would be amazed by the whipping action, and everyone looks at you and they’re like, “So how do you feel about this?” and sometimes even if you want to agree with the majority of the class, you’ll disagree just so that you can give the other side and I mean, its really obvious sometimes that your professors are mostly white, the TAs are often white. Um, even in the African studies department, a lot of the teachers are white.
– African American female at an Ivy school
I had a really interesting experience with a black woman professor who hated black students. And really felt like black students felt she should give them an A because we were black, so we had to work really hard. This is my first black woman professor, like I was really excited, you know. And then you just get in there and my first meeting with her was like, “Well, you wrote this paper because obviously you think you can write, but this paper shows you can’t.” And I was like, “Wow. Okay.” I had a really interesting experience with that.
– African American Female student at a Small private school
© 2003 The President and Fellows of Harvard College
Teaching and Learning Challenges: Student Voices
I’m actually taking an “America in the 1960s” class at _______ now, and Professor ____. is the teacher. There was the one time I can say that I felt a student was totally racially targeted, I was extremely uncomfortable with the whole situation, and there were maybe, three students of color in that class, including me, and everyone else is White, and it’s kind of like, the whole atmosphere at ________ is different. And the teacher, well there’s this one African American male in the class, and we were talking about the Civil Rights movement, and the teacher, who was White, kept saying, ”Tim, where are you in this picture? Tim, where are you? You aren’t even represented at all,” and the class was laughing, and the teacher was laughing too, and the teacher was White. And, I was like, that would never happen at [my school]. People would have said something immediately. And I was so uncomfortable, and it was like the second day of class, I was the only ______ student in that class. And so, I didn’t say anything, and I’m just kicking myself for not saying anything, and the guy that was being called on, he answered, and he like chuckled with his answer, but I was like, does this happen all the time?
– Asian Female at a small private school
© 2003 The President and Fellows of Harvard College
Positive Teaching and Learning Experiences Faculty-Student Engagement Creates the space for Diverse Perspectives Student-to-Student Engagement Attentiveness to how students are
experiencing the learning environment
© 2003 The President and Fellows of Harvard College
Positive Teaching and Learning Experiences: Student Voices Like I had this Professor, for English 101, and she’s actually one of the [college], Asian
American, big people up there (laughter), and I had no idea, I was just some first-year. But one day this student made this really inane comment about diversity in class, and the next day, she brought in packets of worksheets, and gave it out, and made us discuss the issues surrounding diversity. And I was like, ‘oh my god!’she’s on it! So there are like some outstanding professors who are very in tune with the climate of the day.
– Asian female at a small private institution
Yeah! And I had like one Asian American. And that ended up being like my best term and I couldn’t figure out why, and I was like, whoa, it was, its almost just a totally different feeling just to actually connect with a professor, and to not, I guess before, since I never knew what I was missing or I never knew there was such a disconnect, or there was such a frustration there when you sit in a class and I mean, you’re sitting there with 30 other students that are majority Caucasian and they kind of look at you like, “oh, we’re discussing civil rights today.”
– Multiethnic student at highly selective private institution
© 2003 The President and Fellows of Harvard College
Positive Teaching and Learning Experiences: Student Voices I’m taking a class called “Ethics and Public Policy,” and it’s being taught by
one of ___’s most famous professors. He actually stopped the normal syllabus reading and assigned two weeks of class discussion towards discussing ideas of freedom, discussing freedom of speech, respecting values and the ideas of the press. I think he did a pretty fantastic job facilitating that discussion. He moved off his normal syllabus and spend an entire two weeks discussing it. Even in my personal encounters with him, he seems like a person who’s very willing to make people more aware of these kinds of issues.
– Asian male student at a highly selective institution
© 2003 The President and Fellows of Harvard College
Attitude Benders
Sustained Dialogue Programs at Princeton and UVA
Intergroup Dialogue and Leadership Programs at U Michigan, UMD, UMass-Amherst, Arizona State and Mt. Holyoke (faculty-initiated)
Intercultural Dialogues at Pomona and Rice (ADVANCE) (student life initiatives)
© 2003 The President and Fellows of Harvard College
Student Opinions on Campus Climate
‘Mainstream’ campus population doesn’t attend or appreciate events
Concern about retention of their minority peers
Inadequate response by Senior Administration
© 2003 The President and Fellows of Harvard College
More Student Concerns
General isolation from faculty and administrators
Classroom experiences need enhancement Frequently diversity program directors and
staff are not viewed as “mainstream” Social isolation Exhaustion about “doing it all”
© 2003 The President and Fellows of Harvard College
Attributes of Successful Programs Commitment of Senior Leadership to
diversity is critical Institutionalized administrative support for
initiatives (e.g., Multicultural Affairs Office)
Meaningful cross-cultural dialogue through community service or “dialogue” programs
Methods for promoting achievement of underrepresented students
© 2003 The President and Fellows of Harvard College
Attributes of Successful Programs (continued) Admissions outreach (e.g., satellite offices,
family programs) Curricular and pedagogical transformation Effective and timely interventions for
campus crises Engaging, committed faculty,
administrators, and/or staff in leadership positions
© 2003 The President and Fellows of Harvard College
Summarizing Thoughts
More “model programs” than “model institutions”
Students of color experience the institution differently from mainstream students – despite programming
© 2003 The President and Fellows of Harvard College
More Summarizing Thoughts
Communities of color are finding fewer students committed to the traditional values of organizations– Communities are changing
– Activism generally seems not as strong today
– integrated programs vs. concentrated programs – both are necessary
© 2003 The President and Fellows of Harvard College
The Best Programs Address: Campus climate – assessment and
transparency of results Faculty and administrative training and
support Enhanced URM student achievement Mainstream student engagement Multicultural organizational leadership Crisis prevention and intervention