November 14, 2022 | Mona Oates

Leadership Pipeline for Hispanic Faculty

The Hispanic population is one of the fastest growing demographics in the United States. About 17% of university students are of Hispanic decent, which is a 13.6% increase from 1972. However, Latina/-o faculty make up only 4% of the total higher education faculty. The leadership pipeline for Hispanic faculty is lagging due to missing support and understanding of their culture.

Hispanic faculty

Hispanic faculty is an underserved community within higher education. Their unique perspectives are often aimed at local Latino communities and their needs. Due to biased institutionalized norms Hispanic faculty tend to align their research with national/international popular issues to gain acknowledgment and career security. Consequently, local nuance-based knowledge is ignored, which prohibits Latino leadership preparation and institutional outreach.

Hispanic Serving Institutions

Hispanic Serving Institutions (HSIs) and Latina/-o faculty have high potential to (re-)shape the academic work environment.  HSIs prepare, develop, and retain Latina/-o leaders and scholars. HSIs begin to grow in numbers, however, many institutions receive the designation based on Hispanic student enrollment and not on their mission to develop programs.

However, persistent racial and dominant ideologies prevent critically empowering and preparing educational leaders to serve in Latino communities, which improves access and equity in Higher Education Institutions. Simultaneously, all other educators and researchers need to consider their work contribution to Latino communities, since the enter Higher Education community needs to reshape the archaic conception of academia’s representation.

Support for Latina/-o Leadership

As we mentioned in our previous article, underrepresented groups take on the majority of service tasks and outreach. Hispanic faculty have the potential to promote cultural, linguistic, and historical connections for Latino communities and serve their local population. Nonetheless, the support to encourage multicultural leadership cannot rest upon their shoulders alone.

We encourage Higher Education Institutions to broaden their borders into surrounding communities and to support positive change and problem solving from communities to schools and universities. This way institutions can help to create an infrastructure that supports Hispanic future leaders and higher education professionals.

This infrastructure must take into consideration that there is an inherent diversity among the Hispanic community. Therefore, the group cannot be generalized into a simple program. It is necessary to expand the Latina/-o narrative to include an understanding of unique Hispanic identity. While institutions mention a dedication to issues of access broadly, these programs did not prioritize Latino/a students but certainly included and benefited them.

September 30, 2022 | Mona Oates

Invisible Labor in Academia

The most recent generation of college freshmen/-women started their first semester with mixed emotions of excitement and anxiety about their future. The past 2.5 years of their schooling was mostly remote or in and out of classrooms. The constant uncertainty about their future and their lack of hands-on, reading, and writing capabilities are noticed by higher education faculty. Now as well as during the height of the pandemic professors provide highly demanded emotional and invisible labor in academia.

Emotional Labor in Academia

But what is Emotional Labor? Emotional Labor includes caring acts, roles, and emotions. It is a professional skill, where personal feelings are suppressed and are replaced with work-related and socially acceptable emotions. Paid or unpaid emotional labor can lead to fatigue, frustration, being overwhelmed, and burnout.

Importance of Invisible Labor in Academia

Invisible and emotional work constitute to the core of many jobs including higher education. Emotional labor is expected but not rewarded. This type of good academic citizenship contributes to the safeguarding and improving quality, and efficiency of academia. Women and faculty of color and minority groups engage heavily in making academic institutions a better place, which prevents those groups from leaving. This additional work includes researching for and writing official reports, increasing mentoring, and serving on committees. However, the labor stays unrecognized and is heavily burdened on assistant professors and those starting their academic career.

Undervalued Labor in Academia

Professors’ time is a multitude of task which expand beyond the prescribed workhours and are often not rewarded. Much of the academic structure has a gendered reward structure. Teaching and services, such advising, are often valued less and require more emotional labor. Typically, these tasks are brought onto women and underrepresented faculty. On the other side men take up much of the administration and research work, which is promoted with tenure and other career advancing rewards.

An Indispensable and Unrewarded Resource

From the onset of the Covid-19 pandemic emotional labor became an indispensable resource for students who tried to navigate the new learning structure and their fears about health and the wellbeing of their community. This phenomenon even 2.5 years later reigns on, even with in-person classes since students missed crucial time to learn and network while attending school online.

Research has shown that groups involved in invisible labor do not advance quickly in their academic careers. However, there is some positive changes. Underrepresented faculty represented 11% of tenure track/tenured faculty in 2013, which improved to 12% by 2019, while women jumped from 41% to 43% respectively. White faculty had an overall decline of 5.67% on tenure track positions and 3.9% reduction who were tenured. This decline could also represent a trend in neoliberal institutions lowering the overall tenured faculties.

While the inequities always existed the Covid-19 pandemic made the issue more visible, despite some resistance to discussion in higher education. Administration seems to listen but does not offer much actionable support.

A rebranding of tenure is necessary, where service, teaching, and other invisible labor in academia are credited. It is time to recognize and reward the crucial elements of invisible labor in their own category and apply it to the qualifications for tenure.

July 25, 2022 | Mona Oates

Millennials: Adaptive Leaders in Higher Education Institutions

Millennials are now the largest working group in the United States. They are coming of age to be leaders. Born in the 1980s and 1990s, they experienced great economic uncertainties, which taught them to permanently adapt to rapidly changing environments. This condition primed them to be Adaptive Leaders in Higher Education Institutions (HEIs).

Higher Education Institutions need Adaptive Leaders

Higher Education Institution’s (HEIs) originated in 11th century Europe. The rigid hierarchy’s structure is antiquated and ill-suited for today’s constantly changing world.

HEIs’ top-down leadership with a multi-level approval process is vulnerable to disruption such as the Covid-19 pandemic and new technologies. Modern issues demand egalitarian and equitable approaches, which are the preferred leadership approach of Millennials.

The Covid-19 pandemic disrupted HEIs’ systems and helped redefine norms and examine the leadership roles. Institutions struggled to adapt to tackle issues of remote learning, social isolation, and dropping enrollment. The toils could have been avoided if it was easier to adapt institutions’ rigid rules and traditions to modern technology and equitable leadership. Higher Ed needs leaders who are agents of change and adept to challenges.

Leaders of HEIs need to embrace change, manage crisis, adapt fluidly, and prepare institutions and their people to cope effectively in constantly changing environments.

This coming generation is an opportunity for transformational change by tackling HEIs’ rising cost, market and workforce instability, and politics.

Who Are Millennials: Leaders of Change

Millennials are the largest generational workforce to date. They are more diverse and have a strong relationship with technology. Millennials are highly ambitious and expect flexibility in their positions. This flexibility can range from adopting new responsibilities, workflows, and quick career growth. These high expectations about their work experience result in challenges for old hierarchal traditions.

Millennials have strong work characteristic, which makes them stand out from previous generations:

  • They are technology savvy
  • Possess diverse communication skills
  • Are racially and ethnically Diverse
  • They are adaptive innovators
  • Team oriented
  • Entrepreneurial
  • Seek a culture of mentorship
  • Are raised in a volatile economy that created a challenging workforce

Compared to previous generations Millennials will not stay with an institution unless loyalty goes both ways. An employer ought to be authentically caring about all life aspects including work-life balance and opportunities to grow in their aspirations.

 

Millennials’ Approach to Leadership

Millennials bring their own attitudes toward leadership, work environment and organizational culture. Many embrace an environment where all people are equal and deserve equal rights and opportunities. This egalitarian emphasis is not in line with HEIs’ preference for hierarchy and rigid department structures. However, Millennials challenging existing systems should not be perceived as a threat but HEIs can embrace their opinions, involve them in the process, and provide feedback to allow growth individually and positively impact the organization.

Millennials have created a new economic and cultural landscape via collaboration, social change, egalitarianism. This adaptive leadership approach has the potential to transform HEIs’ structure and strengthen them against future disruptions.

 

Adaptive Leadership

Adaptability as a critical skill reflects in leaders who change behaviors, feelings, and thoughts to environmental demands. Such characteristics enable individuals to identify problems, address change, and increase people’s capacity to embrace uncertainty.

Ultimately this leads to the idea that leaders do not have all the answers but work with their community to change and solve issues. Once more a hierarchical system needs to seek a more flexible structure.

 

Read more on Diverse Groups that benefit your organization:

June 16, 2022 | Mona Oates

Creating Successful Careers For LGBTQAI+

Individuals from the LGBTQAI+ community are moving into various positions in Higher Education. Research has shown that younger, more integrated staff increases morale in student affairs. However, creating successful careers for LGBTQAI+ in Academia is not often a priority.

 

LGBTQAI+ Are Quickly Moving On

While candidates are ambitious, the current system does not allow for quick role innovation. Role innovation is the introduction of significant new behaviors and activities into a preexisting role. An example would be, if a new employer was to develop a non-traditional but more effective workflow. Little role innnovation is partly due to an inflexible workplace. Junior or midcareer candidates quickly move on, leaving senior positions filled by older, white, cisgender, heterosexual men. Such development is also a reflection of a low commitment to DEI.

 

Identify Discriminatory Practices Against LGBTQAI+ Professionals

Discriminatory practices can occur when race, gender, age, and sexual orientation intersect. Queer professionals persistently encounter oppressive actions at work and their community. The National Assessment of Collegiate Campus Climate (NACCC) described most American colleges and universities as not LQBTQAI+ friendly.

For you to identify systemic discriminations at your organization try to identify the following:

  • Review Dress Code Policy
    • What is the prescribed or perceived dress code in your organization?
  • Review Racial Demographics
    • What roles do Queer Employees and people of color have at your workplace?
  • Research Pay Scale Inequities
    • What are the wage imbalances between queer people, women, and individuals of color compared to Caucasian men?
  • What have you heard and learned about the LGBTQAI+ community at your organization?
    • Do they hold senior and executive leadership roles?

Creating Successful Careers For LGBTQAI+ In Academia. Review Dress Code Policy What is the prescribed or perceived dress code in your organization? Review Racial Demographics What roles do Queer Employees and people of color have at your workplace? Research Pay Scale Inequities What are the wage imbalances between queer people, women, and individuals of color compared to Caucasian men? What have you heard and learned about the LGBTQAI+ community at your organization? Do they hold senior and executive leadership roles?

 

Hard Work Deserves Reward

Queer professionals often work harder and are required to lead queer/minority groups on top of their official career role. Such high demands and consuming tasks do not allow for role innovation. Instead, their colleagues assert their vision onto them based on their intersecting identities.

The LGBTQAI+ community in higher education deserves to be rewarded. It is imperative that their positions are secure and growth opportunities arise without hurdles.

 

Career Advice for LGBTQAI+ in Higher Education

Your mere presence in a heteronormative, predominantly white leadership role is an act of queer activist leadership. You do not need to sacrifice your work and career advancement by managing diversity groups, unless you can afford the energy expense and additional work.

  1. Explore roles outside of social justice and DEI
  2. Know that you are valuable
  3. Be strategic with career moves
  4. Be authentic and radical if necessary
  5. Use your presence to challenge systemic oppression

 

DEI: More Than a Band Aid

Implementation of DEI is merely a band aid if the roots of systemic oppression of underrepresented groups such as the LGBTQAI+ community is not addressed. If the persons upholding the system cannot internalize and change their outlooks by DEI’s intention, then there cannot be workplace improvement. DEI’s work is not there to check boxes but to transform individual’s perspectives and attitudes, group dynamics, and organizational climates.

Creating successful careers for LGBTQAI+ in Academia should be more than a mission statement. Organizations must commit to define root causes of discrimination and transform their workforce to be openminded and accepting of change.

Creating Successful Careers For LGBTQAI+ In Academia. Career Advice for LGBTQAI+ in Higher Education Your mere presence in a heteronormative, predominantly white leadership role is an act of queer activist leadership. You do not need to sacrifice your work and career advancement by managing diversity groups, unless you can afford the energy expense and additional work. Explore roles outside of social justice and DEI Know that you are valuable Be strategic with career moves Be authentic and radical if necessary Use your presence to challenge systemic oppression

May 12, 2022 | Mona Oates

Including Native Americans, Asian American, & Pacific Islanders in Higher Ed Institutions

Action to implement culturally specific programs for Asian, Pacific Islanders, and Native Americans are almost unheard of. Their unique cultures and historical relevance are too often ignored but due to separate circumstances. While one group is the model immigrant the other is virtually invisible. Close examination of their needs is required to device appropriate resources. Including Native Americans, Asian American, & Pacific Islanders in Higher Ed Institutions is vital to our growth of respectable and diverse workplaces.

Asian and Pacific Islanders

Asian and Pacific Islanders are mostly lumped into a singular group. Which makes them invisible to possible needs. “Model Immigrant” stereotype prevents them from reaching possible support academically, emotionally, and physically. Rarely were they part of racial inequities until recently.

Rising Asian hate crimes are elevating the awareness for support and resources for this group. However, distinguishing between the wide range of nationalities has yet to be widely recognized. This includes higher ed institutions who provide little resources for their Asian population.

Native Americans

Similarly, Native Americans receive little recognition for their achievements or needs. They bring forward great insights and understandings. However, you will not find their tribes’ flags on campus, leaving them invisible. Some colleges and universities recognize that they are built on native land. A small ceremony lends as a band aid without additional follow through. Universities must commit to actionable outreach to the displaced communities, who inhabited the land long before the institutions were set in stone.

Representation

Both populations, Asian and Native Americans, face almost opposite problems. While Asian professors represent almost 11 percent, Native Americans represent less than the Unknown population, which is 2.5 percent versus 0.2 percent. One group is perceived as the model immigrants and the other receives little to no recognition. However, both groups face a lack of support that is customized to their needs and cultural experience.

Leaders and staff of Higher Ed institutions need to push against the stream and begin to implement programs that integrate Asian, Pacific Islanders, and Native Americans that recognize their cultural individualities and implement policies that protects them. It is time to move beyond intentions and small gestures. Institution have to commitment and show responsibility to make good to those unattended and ignored.

One start would be to write the right job ads to culturally diversify and include those we ignore most. Including Native Americans, Asian American, & Pacific Islanders in Higher Ed Institutions workforce is one small step to recognize them.

March 8, 2022 | Mona Oates

How to Recruit and Hire Women in Academia

For more than a decade women have been earning far more doctoral degrees than men. However, male candidates surpass women in gaining tenure, getting published, and reach leadership positions.

Women are not equally represented in higher education but much of the focus on why is based on structural barriers. A study by Stanford Graduate School of Education (GSE) found widespread implicit biases against women and their academic work.

However, to hire women or diverse groups does not need to be about gender. If you want to see more women in your workforce, consider the following tips on how to recruit and hire women in academia. Or if you are looking to find a higher education position, take note to set your standard.

 

How to Recruit and Hire Women in Academia

Higher education and research institutions are forerunners when it comes to improving diversity in their workforce. However, implicit biases tend to linger and prevent highly qualified candidates to be hired or to accept the job.

Speaker Events

Candidates may mingle with faculty and build a relationship. How to Recruit and Hire Women in Academia

If you are seeking to recruit a diverse workforce, consider opportunities for potential candidates to speak at your institution. These events allow potential applicants to attend your facilities before they are looking to apply.

The opportunity to speak at an event or department generates excitement and allows for the speakers to mingle with faculty and build a relationship outside of the interview environment.

If the institution funds the visit socioeconomic inequities between candidates are lowered. This highlights your commitment to diversity, equity, and inclusion at the workplace. The department could organize a virtual event to reduce expenses. However, face -on-face interactions are priceless.

Inclusive Job Postings

Academic Diversity Search is optimized to reach your desired women and underrepresented candidates. How to Recruit and Hire Women in Academia

The first step to reach many future candidates is by publishing your employee needs on assorted job boards. Specialized job boards such as Academic Diversity Search are optimized to reach your desired women and underrepresented candidates.

Your job description has to focus on the position’s role and expectation. Remove alienating terms like “rock star” or “powerhouse” and ensure that job titles are clear and concise.

Include salary ranges. Through transparency about the salary ranges you promote equal pay and that your institutions prioritizes qualification over gender.

Interviewing Etiquette

Potential candidates are busy working and looking for a new opportunity. Set yourself and the interviewing team a definite time limit to respect the interviewee’s time. Extending the meeting can be possible but should confirmed with your candidate. If it is clear that they have a time limit, please respect it by ensuring that you can complete the interview in the designated timeframe.

Encourage candidates to contemplate their responses before answering your questions. Being in a physical or virtual room with strangers can be stressful and generate a power imbalance. Allow them to be mindful of their answers and to overcome reactionary responses.

Comments can be misinterpreted, and some themes should not be mentioned in an interview. Marital status, gender related scandals, racist and sexist jokes and remarks should all be avoided. The candidate may have had a trauma related to these topics, plus they are all irrelevant to an interviewee’s qualifications for the position.

Be an Active Role Model

Awkward and inappropriate comments happen during interviews. Instead of brushing over the incident show initiative and correct the person on their behavior. You demonstrate responsibility and represent an institution that acts on its Diversity, Equity, and Inclusion statements. Candidates will appreciate your act and may feel more comfortable to be part of your team.

demonstrate responsibility and represent an institution that acts. How to Recruit and Hire Women in Academia

Reference:

Hofstra, B. (2021). Stanford research reveals a hidden obstacle for women in academia. Stanford News. Retrieved March 03, 2022, from https://news.stanford.edu/2021/12/16/hidden-obstacle-women-academia/

Pierson, E., Redmiles, E., Battle, L., & Hullman, J. (2020). If you want more women in your workforce, here’s how to recruit. Nature. Retrieved March 01, 2022, from www.nature.com/articles/d41586-020-02489-w

 

O’Brien, S. (2019). How to Recruit More Women to Your Company. Harvard Business Review. Retrieved March 01, 2022, from https://hbr.org/2019/11/how-to-recruit-more-women-to-your-company

February 21, 2022 | Mona Oates

African American Faculty Status in Higher Education

The ongoing COVID-19 pandemic has highlighted many issues in America’s institutional structures. One that rose strongly to the public eye was the Black Lives Matter movement. Many systematic inequalities for the black and brown community became visible. Representation of African American faulty in high education was one of the topics that became obvious within the academic community.

Current Status

Persistent underrepresentation of African American faculty in the US colleges and universities affects the diversity and success of the institutions’ students and research innovation. Additionally, existing black and brown faculty face greater hurdles to attain tenure and accomplish required research publications.

Research identified that the group’s characteristics, experience, achievements, and opportunities vary vastly compared to their Caucasian counterparts. As a result, African American faculty are systematically disadvantaged. Universities fail to remove obstacles to recruitment, retention, and success of their black faculties.

Only 4% of African Americans represent professors and associate compared to their white tenured faculty at 87%. On the instructor and lecturer level African Americans representation is almost double at 7%. Nonetheless, white colleagues are 82% of that group (Chronicle of HigherEd, 2000). In contrast per the 2019 US census more 13% of the US population are Black.

Obstacles

Beyond continued underrepresentation African American faculty are consistently represented at lower levels of the academic hierarchy.  Persistent obstacles prevent African Americans to climb the prestige hierarchy of academia. The hurdles to overcome can be categorized into two parts:

  1. Black faculty is overburdened with teaching and service responsibilities, which are less likely to be recognized and rewarded. These tasks are also amplified as African Americans tend to value them in order to reach and engage with their students. Expectations for them to attend minority issues, racial relations, and recruitment committees absorb additional time. Therefore, faculty of color spends more time tending to students instead of having time to engage with research.
  2. Inflexible expectations about research and publications by their respective institutions. Professors of color often focus on identity, racial/ethnic dynamics-based research which is less valued in research universities. Additionally, research grants are harder to attain due to color and unconventional research topics.

How to Remove Obstacles

Universities and colleges outside of Historically Black Colleges and Universities (HBCUs) need to identify all hurdles within the pipeline of recruiting, retaining and promoting African American faculty members. Some of these hurdles include rewarding strong dedication towards teaching and services, while reducing the expectations to attend committees. High education institutions should be capable of creating greater equity by removing the obstacles identified by existing research.

Universities have begun to initiate stronger recruitment requirements of African American faculty since the Black Lives Matter movement. However, representation of African American faculty remains low in US universities and colleges. Improvements are becoming noticeable, since June 2020 about 22.5 percent of presidents and chancellors hired to US colleges and universities were of racial minority groups, excluding HBCUs.

 

References

Allen, W. R., Epps, E. G., Guillory, E. A., Suh, S. A., & Bonous-Hammarth, M. (2000). The Black Academic: Faculty Status among African Americans in U.S. Higher Education. The Journal of Negro Education69(1/2), 112–127. http://www.jstor.org/stable/2696268

 

Lederman, D. (2022). Diversity on the Rise Among College Presidents. Inside Higher Ed. Retrieved February 20, 2022, from https://www.insidehighered.com/news/2022/02/14/colleges-have-hired-more-minority-presidents-amid-racial-reckoning?

 

U.S. Census Bureau, (2019). U.S. Census Bureau Releases 2014-2018 ACS 5-Year Estimates. Retrieved February 20, 2022, from https://www.census.gov/programs-surveys/acs/news/updates/2019.html

January 15, 2022 | Mona Oates

Martin Luther King: Creativity and Underrepresented Groups

Martin Luther King: Creativity and Underrepresented Groups. Martin Luther King, Jr. stated that: “Almost always, the creative dedicated minority has made the world better.”Universities and research institutions thrive on inspiration, creativity, and innovation. They are pillars of progress. The most successful institutions produce the most cutting-edge technologies, systems, and cultural revolution. These developments are then adopted into our social network and improve our everyday lives.

Martin Luther King, Jr. stated that: “Almost always, the creative dedicated minority has made the world better.”

 

This holds true for today and far into our futures. Higher Education environments require a diverse workforce and students. Time and time again research has shown that individuals of different backgrounds accelerate innovation. It is often the person with lesser representation who is willing to push known standards and schools of thought.

 

What could be the reason? For one a person who stands outside of the norm often see and unfortunately experience the imbalances present in an institution. This institutional bias expands beyond the workplace. It exists in our social structures, healthcare, technology, voting accessibility, food education and availability.

 

Thus, underrepresented persons develop a drive to improve and unite our world. They are a requirement in higher education in order to direct our society onto a path where we all become people and are not judged by their color, sexual orientation, hair,
gender, religion or any other identity.

 

Martin Luther King: Creativity and Underrepresented Groups. I look to a day when people will not be judged by the color of their skin, but by the content of their character.

| Mona Oates

What is Diversity, Equity and Inclusion in Academia

Since our founding the concept of diversity has changed dramatically and evolved further to help institutions to fairly incorporate diverse groups. Diversity, Equity and Inclusion (DEI) in Academia is now the foremost concept to give guidance to universities and other institutions to have their diverse staff thrive within their workplace.

 

Diversity

Diversity is commonly used and talked about at the workplace. However, it is often misunderstood, and its definition has blurred. Frequently diversity is applied to individuals. It needs to be pointed out that a person cannot be diverse. A group of different individuals may be diverse. This is an important point to remember since labeling someone as diverse undermines their individualism and places them as other than a perceived default, which is usually systemically privileged individuals who may not necessarily be the majority. A diverse group includes the presence of differences. Diversity is represented in race, ethnicity, gender identity, sexual orientation, age, and socioeconomic class, as well as physical ability, veteran status, whether or not you have kids. Other aspects that need to be considered are diversity of thought.

 

Inclusion

What is Diversity, Equity and Inclusion in Academia. Inclusion creates common shared valued experience and a sense of belonging.Once diversity became a focus and institutions began to hire underrepresented groups it became evident that the status quo work environment did not result in employee retention. Diverse groups cannot work well together unless they feel valued, and their needs are heard. Inclusion requires the employer to go beyond numbers of representation and create common shared valued experience and a sense of belonging. Inclusion maintains diversity because it allows all employees to be their selves at work while maintaining a professional, collaborative, and productive environment.

 

 

Equity

While inclusion is a vital element to ensure that all individuals at What is Diversity, Equity and Inclusion in Academia. Equity recognizes individuals' hurdles and advantages throughout the workplacethe workplace feel welcome, one must recognize that everyone
must have access to resources, rewards, and any necessary support. Equity recognizes individuals’ hurdles and advantages throughout the workplace. By addressing them every employee has the opportunity of equal possible outcomes in their career and personal growth. Equity is not equality since each individual may not start at the same level, and require support and resources to be as successful as others. For example, job applications could be standardized so that each candidate has an equal chance to apply and being interviewed. Additionally, companies need to recognize that underrepresented groups work harder because they are being asked to help with diversity discussions and equal rights policies within the company. While it is honorable of the employer to include many groups in the decision making it is vital to compensate them for the additional time they invest.

 

How does DEI apply to academia?

Universities have been the pioneers of diversity and inclusion for decades. The primary reason universities moved forward on this mission is due to student demands. Students insisted to have teachers and mentors that are relatable and showed them that a career in academia or other university jobs welcome individuals of all backgrounds. Some institutions of higher learning start to develop programs to teach their students the skills to implement DEI in the workplace. For example, the University of Michigan initiated a Graduate Student DEI Professional Development Certificate Program.

Institutions can apply DEI in a multitude of ways and state their agendas as a moral or instrumental perspective. Stating a moral commitment often results in the mission to correct injustice, while the instrumental strategy helps to highlight the benefits of diversity to more privileged groups. The latter approach while emphasizing the beneficial learning outcomes of increased diversity, instrumental diversity may end up being more beneficial to the privileged groups rather than the underrepresented individuals it was developed for. It appears that a dual approach of moral and instrumental strategy is applied to bring equity to all individuals and have more privileged groups understand the benefits.

Begin to become a DEI leader today and post a job.

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