Full-Time Faculty Full-Time Faculty Diversity WorkshopDiversity Workshop

January 21, 2009January 21, 2009

Purpose of the DayPurpose of the DayWhat it is not…What it is not…– Politically correct exercise to check off the boxPolitically correct exercise to check off the box– Reaction to a lawsuitReaction to a lawsuit– Perfect fit for each person’s expectationsPerfect fit for each person’s expectations– Complete or thorough solution to every needComplete or thorough solution to every need

Purpose of the DayPurpose of the DayWhat it is…What it is…– Genuine effort to move forwardGenuine effort to move forward– Arises from our Christian faith orientationArises from our Christian faith orientation– Addressed to real needs identified by our Addressed to real needs identified by our

students and facultystudents and faculty– Practical and applied content Practical and applied content – Safe environment for dialogueSafe environment for dialogue– Interaction among faculty around diversity Interaction among faculty around diversity

“Hear each other’s voice”“Hear each other’s voice”

Schedule for the MorningSchedule for the Morning

Introduction: Framework for Focus Introduction: Framework for Focus on Diversity at APUon Diversity at APU

Diversity in the ClassroomDiversity in the Classroom

Faculty Dialogue on DiversityFaculty Dialogue on Diversity

Awareness, Knowledge, Awareness, Knowledge, & Competencies & Competencies

Raising Raising awarenessawareness of the diversity issues of the diversity issues challenging APU (perspectives of others)challenging APU (perspectives of others)

Providing Providing knowledgeknowledge regarding key issues regarding key issues related to diversity related to diversity

Developing Developing competenciescompetencies to provide education to provide education across lines of diversity across lines of diversity

Diversity “Events”Diversity “Events”

National flurry of campus diversity eventsNational flurry of campus diversity events

APU situationsAPU situations

““Diversity Fatigue” or “Catalytic Events” Diversity Fatigue” or “Catalytic Events” – Brenda Salter – Brenda Salter McNeil, PhDMcNeil, PhD

APU InitiativesAPU InitiativesImago DeiImago Dei

Student Town Hall Meetings with the Student Town Hall Meetings with the presidentpresident

Faculty Diversity Roundtables with the Faculty Diversity Roundtables with the president and acting provostpresident and acting provost

President’s Council Retreat on January 6President’s Council Retreat on January 6

Faculty and Staff Diversity WorkshopsFaculty and Staff Diversity Workshops

Academic Vision 2016Academic Vision 2016

Azusa Pacific University scholars view Azusa Pacific University scholars view creation as a reflection of God-honoring creation as a reflection of God-honoring diversity, and draw upon the full spectrum diversity, and draw upon the full spectrum of human knowledge and methods of of human knowledge and methods of inquiry developed across centuries. As an inquiry developed across centuries. As an academic community, we examine our life academic community, we examine our life together and determine the attributes, together and determine the attributes, assumptions, and practices that promote assumptions, and practices that promote or inhibit a full reflection of truth and life.or inhibit a full reflection of truth and life.

(http://www.apu.edu/provost/vision/diversity/)(http://www.apu.edu/provost/vision/diversity/)

Academic Vision 2016Academic Vision 2016““Our policies and curriculum evidence this Our policies and curriculum evidence this principle as does faculty recruitment, hiring, principle as does faculty recruitment, hiring, and development programs. Hallmarks of and development programs. Hallmarks of this commitment to a diverse community this commitment to a diverse community include include sustained scholarly dialoguesustained scholarly dialogue around around difficult issues marked by respect, difficult issues marked by respect, openness, civility, and active listening. openness, civility, and active listening. Faculty members stand equipped to engage Faculty members stand equipped to engage diverse learners and utilize pedagogical diverse learners and utilize pedagogical practices that support diversity.”practices that support diversity.”

(http://www.apu.edu/provost/vision/diversity/)(http://www.apu.edu/provost/vision/diversity/)

Positional Statement on DiversityPositional Statement on Diversity

We also believe that, because sin has marred We also believe that, because sin has marred each individual, Christ, in His great love chose each individual, Christ, in His great love chose to die on the cross for the sake of every person to die on the cross for the sake of every person (I John 2:2; John 3:16) so that all may receive (I John 2:2; John 3:16) so that all may receive forgiveness for sin and be reconciled to God. forgiveness for sin and be reconciled to God. Our pursuit of diversity involves fulfilling Christ’s Our pursuit of diversity involves fulfilling Christ’s command to love our neighbors as ourselvescommand to love our neighbors as ourselves (Matthew 19:19; Mark 12:31, Luke 10:27). We (Matthew 19:19; Mark 12:31, Luke 10:27). We support a diverse university across lines of race, support a diverse university across lines of race, ethnicity, culture, gender, socioeconomic status, ethnicity, culture, gender, socioeconomic status, class, age, and ability. In submitting to the class, age, and ability. In submitting to the Lordship of Christ we seek to eliminate attitudes Lordship of Christ we seek to eliminate attitudes of superiority and failure to fulfill Christ’s charge of superiority and failure to fulfill Christ’s charge to reach all peoples.to reach all peoples.

(http://www.apu.edu/about/diversity/)(http://www.apu.edu/about/diversity/)

Diversity in the ClassroomDiversity in the ClassroomFaculty – Faculty & Faculty – AdministrationFaculty – Faculty & Faculty – Administration– HiringHiring– Retention Retention

Faculty – Student InteractionsFaculty – Student Interactions– CurriculumCurriculum– Worldview/CultureWorldview/Culture– TerminologyTerminology– ExamplesExamples

Student – Student InteractionsStudent – Student Interactions

Key Diversity Factors in Key Diversity Factors in the Classroom at APUthe Classroom at APU

Race – EthnicityRace – Ethnicity

Gender Gender

ReligionReligion

Student OutcomesStudent Outcomes

Contemporary RealityContemporary Reality

We must prepare students to be We must prepare students to be

interculturally competent interculturally competent

for careers in a global society for careers in a global society

Census 2000 Question Census 2000 Question on Raceon Race

Intermarriage MorphingIntermarriage Morphing

          

Diversity at APUDiversity at APU Student & F/T Faculty Data Student & F/T Faculty Data

Office of Diversity Planning & Office of Diversity Planning & AssessmentAssessment

Prepared by Prepared by Debbie Gin, Director, Diversity StudiesDebbie Gin, Director, Diversity Studies

Source: Office of Institutional Research 2008 IPEDS Data Source: Office of Institutional Research 2008 IPEDS Data (unless otherwise noted)(unless otherwise noted)

http://www.apu.edu/ir/commondata/2009/http://www.apu.edu/ir/commondata/2009/

DemographicsDemographicsSource: 2007 American Community SurveySource: 2007 American Community Survey

(US Census Bureau)(US Census Bureau)

Race/EthnicityRace/Ethnicity NationalNational(Pop=301.6m)(Pop=301.6m)

CaliforniaCalifornia(Pop=36.6m)(Pop=36.6m)

LA CoLA Co(Pop=9.88m)(Pop=9.88m)

White AloneWhite Alone 65.8%65.8% 42.5%42.5% 28.8%28.8%

Hispanic/LatinoHispanic/Latino 15.1%15.1% 36.2%36.2% 47.3%47.3%

Black or African Am AloneBlack or African Am Alone 12.2%12.2% 6.0%6.0% 8.6%8.6%

Am Ind & Alaska Natv AloneAm Ind & Alaska Natv Alone 0.7%0.7% 0.5%0.5% 0.2%0.2%

Asian AloneAsian Alone 4.3%4.3% 12.2%12.2% 12.9%12.9%

Natv Hawaiian & Other PI AloneNatv Hawaiian & Other PI Alone 0.1%0.1% 0.3%0.3% 0.2%0.2%

Some Other Race AloneSome Other Race Alone 0.2%0.2% 0.3%0.3% 0.3%0.3%

Two or More RacesTwo or More Races 1.6%1.6% 2.1%2.1% 1.5%1.5%

UG Students by Race/Ethnicity, Fall/Fall I, 2008UG Students by Race/Ethnicity, Fall/Fall I, 2008

UG Students by Race/Ethnicity (N=4147)

0.5%

7.8%

4.2%

13.1%

2.0%

63.8%

4.6%4.0%

Am Ind/Natv

Asn/PI

Black

Hispanic

Int'l

White

Other

Unknow n

Grad Students by Race/Ethnicity, Fall/Fall I, 2008Grad Students by Race/Ethnicity, Fall/Fall I, 2008

Grad Students by Race/Ethnicity (N=3690)

0.7%

9.2%

6.6%

21.0%

5.0%

50.7%

2.6%

4.3%

Am Ind/Natv

Asn/PI

Black

Hispanic

Int'l

White

Other

Unknow n

CAPS Students by Race/Ethnicity, Fall/Fall I, 2008CAPS Students by Race/Ethnicity, Fall/Fall I, 2008

CAPS Students by Race/Ethnicity (N=797)

0.6%

9.2%

9.0%

26.3%

0.4%

47.9%

2.4%

4.1%

Am Ind/Natv

Asn/PI

Black

Hispanic

Int'l

White

Other

Unknow n

F/T Faculty by Race/Ethnicity, Fall/Fall I, 2008F/T Faculty by Race/Ethnicity, Fall/Fall I, 2008

F/T Faculty by Race/Ethnicity (N=378)

0.3%

8.7%

7.4%

4.2%

76.5%

2.9%

Am Ind/Natv

Asn/PI

Black

Hispanic

White

Other/Unk

F/T Staff by Race/Ethnicity, Fall/Fall I, 2007F/T Staff by Race/Ethnicity, Fall/Fall I, 2007

F/T Staff by Race/Ethnicity (N=662)

6.6%4.4%

14.8%

74.2%

Asian

Black

Hispanic

White

CAPS Students by Race/Ethnicity (N=797)

0.6%

9.2%

9.0%

26.3%

0.4%

47.9%

2.4%

4.1%

Am Ind/Natv

Asn/PI

Black

Hispanic

Int'l

White

Other

Unknow n

Grad Students by Race/Ethnicity (N=3690)

0.7%

9.2%

6.6%

21.0%

5.0%

50.7%

2.6%

4.3%

Am Ind/Natv

Asn/PI

Black

Hispanic

Int'l

White

Other

Unknow n

UG Students by Race/Ethnicity (N=4147)

0.5%

7.8%

4.2%

13.1%

2.0%

63.8%

4.6%4.0%

Am Ind/Natv

Asn/PI

Black

Hispanic

Int'l

White

Other

Unknow n

F/T Faculty by Race/Ethnicity (N=378)

0.3%

8.7%

7.4%

4.2%

76.5%

2.9%

Am Ind/Natv

Asn/PI

Black

Hispanic

White

Other/Unk

22.7

27.3

12.0

29.4

19.8

35.3

14.4

34.9

14.6

34.1

13.9

36.4

16.5

33.3

12.9

45.3

0.0

10.0

20.0

30.0

40.0

50.0

60.0

Percent Stop-Outs*

Am Ind/Natv(N/Grad=22;

UG=22)

Asn/PI(N/Grad=286;

UG=333)

Black(N/Grad=218;

UG=217)

Hispanic(N/Grad=723;

UG=665)

Int'l(N/Grad=167;

UG=123)

White(N/Grad=1865;

UG=2915)

Other(N/Grad=93;

UG=170)

Unknown(N/Grad=95;

UG=170)

Race/Ethnicity***

Student Attrition (Fall 2008)**

Grad

UG

0.0

20.0

40.0

60.0

80.0

100.0

120.0

140.0

160.0

Percentage

Am Ind/Natv(N=1)

Asn/PI(N=33)

Black(N=28)

Hispanic(N=16)

White(N=289)

Other/Unk(N=11)

Race/Ethnicity

F/T Faculty by Gender & Race/Ethnicity

Male (N=199)

Female (N=179)

0%

20%

40%

60%

80%

100%

UG (N=4147) Grad (N=3604) CAPS (N=797) F/T Faculty

(N=378)

F/T Staff

(N=662)

Students, F/T Faculty*, & F/T Staff** by Gender

Male

Female

Primary Religious AffiliationPrimary Religious Affiliation

Total Students Total Students (N=8548)(N=8548)

ResponsesResponses

ChristianChristian 20.7%20.7%

NondenominationaNondenominationall

19.6%19.6%

Unknown Denom.Unknown Denom. 10.6%10.6%

CatholicCatholic 10.0%10.0%

BaptistBaptist 7.7%7.7%

PresbyterianPresbyterian 3.4%3.4%

Evangelical FreeEvangelical Free 2.9%2.9%

Assembly of GodAssembly of God 2.4%2.4%

LutheranLutheran 2.3%2.3%

OtherOther 2.0%2.0%

FoursquareFoursquare 2.0%2.0%

Latter Day Latter Day Saints/MormonSaints/Mormon

0.46%0.46%

BuddhistBuddhist 0.16%0.16%

MuslimMuslim 0.09%0.09%

JudaismJudaism 0.08%0.08%

HinduHindu 0.01%0.01%

UnitarianUnitarian 0.01%0.01%

NoneNone 0.85%0.85%

Understanding OthersUnderstanding OthersSympathySympathy – connection to another’s feelings – connection to another’s feelings due to parallel experiences (projection)due to parallel experiences (projection)

EmpathyEmpathy – a choice to enter the perspective of – a choice to enter the perspective of another (respect for differences)another (respect for differences)

““Interpathy”Interpathy” – "an intentional cognitive – "an intentional cognitive envisioning and affective experiencing of envisioning and affective experiencing of another's thoughts and feelings, even though another's thoughts and feelings, even though the thoughts rise from another process of the thoughts rise from another process of knowing, the values grow from another frame of knowing, the values grow from another frame of moral reasoning, and the feelings spring from moral reasoning, and the feelings spring from another basis of assumptions." another basis of assumptions." David Augsberger (1986) Pastoral Counseling Across Cultures, p.29David Augsberger (1986) Pastoral Counseling Across Cultures, p.29

“Interpathy” requires us

to build a bridge from our world

to enter the world of the other person

Jon WallaceJon Wallace