Category: Category Four

March 8, 2023 | Mona Oates

How it Works: Gender Equity in Higher Education

Gender equity in the workforce in higher education

Gender equity in the workforce in higher education is a complex issue that universities and colleges are increasingly recognizing as a critical concern that must be addressed. Institutions are now implementing several measures to ensure that all employees, regardless of gender, have equal opportunities and support to achieve professional and personal success. Today on International Women’s Day, we explore how gender equity works in the workforce in higher education, provide specific examples of how institutions are implementing measures to promote gender equity, and discuss the challenges that still need to be addressed.

Measures for Gender Equity: Access, retention, and success

Gender equity in the workforce in higher education works by addressing the inequalities and biases that exist in traditional employment systems, particularly with regards to access, retention, and success. To create an inclusive environment that fosters professional and personal success for all employees, regardless of gender, institutions are taking proactive measures. These measures include providing equal access to resources, facilities, and opportunities, promoting gender-inclusive policies and practices, and actively supporting programs and initiatives that help to break down gender-based barriers.

University of Michigan and UC Berkeley initiatives

One specific example of how gender equity is being implemented in the workforce in higher education is at the University of Michigan. The university has implemented several initiatives to promote gender equity in the workplace, including the Women’s Leadership Council, which focuses on increasing the representation of women in leadership roles and fostering a culture of inclusion and equity. The council provides training, mentorship, and networking opportunities for women and works to promote policies and practices that support gender equity in the workplace.

Similarly, the University of California, Berkeley has established the Gender Equity Resource Center, which is a hub for gender-based programs, services, and resources for faculty and staff. The center offers resources and support for addressing gender-based discrimination and harassment, including training, advocacy, and counseling services. Additionally, the center promotes policies and practices that support gender equity, such as parental leave policies, gender-inclusive facilities, and pay equity initiatives.

Addressing Unconscious Bias: Inclusive hiring and promotion practices

Moreover, institutions are also focused on addressing unconscious bias and promoting inclusive hiring and promotion practices. For example, Stanford University has implemented training programs for faculty and staff on unconscious bias and inclusive hiring practices. The university also established a Diversity and Inclusion Innovation Fund, which provides funding for innovative programs and initiatives that promote diversity, equity, and inclusion in the workplace.

Challenges to Gender Equity: Lack of women in leadership positions and unconscious bias

While significant progress has been made in promoting gender equity in the workforce in higher education, several challenges still need to be addressed. One of the most significant challenges is the lack of women representation in leadership positions. Despite women making up a significant proportion of the workforce, there is still a significant gap in leadership roles. The University of Michigan’s Women’s Leadership Council and other similar initiatives are trying to address this challenge by promoting policies and practices that support gender equity in leadership.

Another challenge is unconscious bias, which continues to hinder the advancement of women in higher education. Institutions are implementing training programs to help address this challenge and promote inclusive hiring and promotion practices.

In conclusion, gender equity in the workforce in higher education is a crucial issue that institutions are addressing through various measures. Universities and colleges are promoting gender-inclusive policies and practices, providing resources and support for addressing gender-based discrimination and harassment, and actively supporting programs and initiatives that help to break down gender-based barriers. While significant progress has been made, several challenges, including the lack of women in leadership roles and unconscious bias, must be addressed to ensure that all employees have equal opportunities and support to achieve professional and personal success.

Related Posts

A tree sculpture from above. Neurodiversity at the Workplace

Neurodiversity at the Workplace
February 28, 2023 | Mona Oates

Neurodiversity refers to the idea that differences in neurological functioning are normal and should be accepted and respected. This concept…

Achievements and Obstacles: Advancing African Americans in Higher Education. Three women smiling

Achieving Equity: African Americans in Higher Education Jobs
February 23, 2023 | Mona Oates

As of 2022, there have been some significant successes for African Americans in higher education jobs. While there is still…

Adapting DEI Hiring Practices to a Pandemic
January 26, 2023 | Mona Oates

Diversity, equity, and inclusion (DEI) in hiring is an important aspect of creating a more equitable and inclusive academic environment….

February 28, 2023 | Mona Oates

Neurodiversity at the Workplace

Neurodiversity refers to the idea that differences in neurological functioning are normal and should be accepted and respected. This concept has gained increasing attention in recent years, particularly in the workplace. In higher education, where diversity is often celebrated and encouraged, there is an opportunity to embrace and accommodate neurodiverse individuals. Today we will explore the importance of neurodiversity in the workplace in higher education and the potential benefits it can bring.

Neurodiverse individuals, such as those with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, and other learning differences, have unique strengths and challenges that can be leveraged or accommodated in the workplace. For example, individuals with ASD may have exceptional attention to detail and a strong ability to focus on tasks that require repetition, making them ideal for certain roles such as data analysis or quality control. Meanwhile, individuals with ADHD may have high energy levels, a creative mindset, and the ability to multitask, making them valuable in fast-paced and innovative work environments. Finally, individuals with dyslexia may have strong visual-spatial skills and creativity, making them well-suited for careers in design or the arts.

Accommodating neurodiversity in the workplace not only benefits the individual but also the organization as a whole. By recognizing and embracing the unique strengths of neurodiverse individuals, organizations can tap into a broader range of skills, experiences, and perspectives. This can lead to increased creativity, problem-solving abilities, and innovation, as well as greater diversity and inclusivity in the workplace. Additionally, accommodating neurodiversity can improve job satisfaction and retention rates among neurodiverse employees, which can ultimately lead to increased productivity and profitability for the organization.

In higher education, accommodating neurodiversity is particularly important, as the goal is to create a welcoming and inclusive environment for all students and staff. Higher education institutions have a responsibility to ensure that all individuals, regardless of their neurological differences, have access to the same opportunities and resources. This can include providing accommodations such as extended time on exams, assistive technology, and alternative learning formats, as well as offering training and resources to support neurodiverse individuals in the workplace.

One example of a higher education institution that is leading the way in accommodating neurodiversity is the Rochester Institute of Technology (RIT). RIT has a Neurodiversity Hiring Initiative, which seeks to recruit and retain neurodiverse individuals in a variety of roles across the institution. The initiative provides training and support to both neurodiverse employees and their managers to ensure that they are set up for success. Additionally, RIT has a Neurodiversity Student Support Services program, which offers a range of accommodations and resources to neurodiverse students, such as tutoring and coaching, assistive technology, and social and emotional support.

While accommodating neurodiversity in the workplace in higher education is important, it is not without its challenges. Some managers and colleagues may not understand or be aware of the unique strengths and challenges of neurodiverse individuals, which can lead to misunderstanding and stigmatization. Additionally, some accommodations may require additional resources or changes in the workplace, which can be challenging to implement. However, by providing education and training to staff and managers, as well as offering support and resources to neurodiverse individuals, these challenges can be overcome.

In conclusion, neurodiversity is a valuable asset in the workplace in higher education. By recognizing and accommodating the unique strengths and challenges of neurodiverse individuals, organizations can tap into a broader range of skills and perspectives, ultimately leading to greater creativity, innovation, and inclusivity. While accommodating neurodiversity is not without its challenges, with the right

Related Posts

Two chairs How it Works: Gender Equity in Higher Education

How it Works: Gender Equity in Higher Education
March 8, 2023 | Mona Oates

Gender equity in the workforce in higher education Gender equity in the workforce in higher education is a complex issue…

Achievements and Obstacles: Advancing African Americans in Higher Education. Three women smiling

Achieving Equity: African Americans in Higher Education Jobs
February 23, 2023 | Mona Oates

As of 2022, there have been some significant successes for African Americans in higher education jobs. While there is still…

Adapting DEI Hiring Practices to a Pandemic
January 26, 2023 | Mona Oates

Diversity, equity, and inclusion (DEI) in hiring is an important aspect of creating a more equitable and inclusive academic environment….

February 23, 2023 | Mona Oates

Achieving Equity: African Americans in Higher Education Jobs

As of 2022, there have been some significant successes for African Americans in higher education jobs. While there is still much work to be done to address the ongoing disparities and challenges faced by Black professionals in higher education, there are also many positive developments to celebrate.

Advancements in Leadership

One area of success is the increasing number of African American leaders in higher education. In recent years, there has been a growing number of Black college and university presidents, chancellors, and other high-level administrators. These leaders are bringing new perspectives and approaches to higher education, and are helping to promote diversity and inclusion at their institutions.

Increasing Number of Black Faculty Members

Another area of success is the increasing number of African American faculty members in higher education. While there is still a significant disparity between the percentage of Black faculty members and the overall Black population, there has been a slow but steady increase in recent years. According to the National Center for Education Statistics, in the 2018-2019 academic year, Black people made up 5.5% of full-time instructional faculty at degree-granting postsecondary institutions in the United States. This represents a slight increase from previous years.

Contributions to Research and Scholarship

In addition to these successes in representation, there have also been significant successes in the areas of research and scholarship. African American scholars in higher education have made important contributions to a wide range of fields, from the humanities and social sciences to science, technology, engineering, and mathematics (STEM). Their work has helped to advance our understanding of a wide range of topics, and has had a significant impact on their fields.

Successes in STEM

One notable success in this area is the increasing visibility of African American scholars in STEM fields. Despite the ongoing challenges faced by Black professionals in STEM, there has been a growing number of African American researchers and scientists who are making significant contributions to their fields. For example, in 2021, Dr. Kizzmekia Corbett, a Black immunologist at the National Institutes of Health (NIH), played a key role in the development of the Moderna COVID-19 vaccine.

Proactive Steps for Diversity and Inclusion

Finally, there have been successes in the areas of diversity and inclusion initiatives at universities and colleges. Many institutions are taking proactive steps to address the ongoing disparities faced by African Americans in higher education, and are implementing policies and practices that promote diversity, equity, and inclusion. For example, some universities and colleges are implementing bias training programs for faculty and staff, while others are creating new programs and initiatives to support Black students and faculty members. We also suggestions on how to adapt DEI practices in higher education.

Continuing the Journey Towards Equity and Representation

Overall, while there is still much work to be done to address the ongoing disparities and challenges faced by African Americans in higher education, there have also been many successes in recent years. Black leaders, faculty members, and scholars are making important contributions to higher education, and are helping to promote diversity and inclusion at their institutions. As we continue to work towards a more equitable and representative higher education workforce, it is important to celebrate these successes and to continue building on them.

Related Posts

Two chairs How it Works: Gender Equity in Higher Education

How it Works: Gender Equity in Higher Education
March 8, 2023 | Mona Oates

Gender equity in the workforce in higher education Gender equity in the workforce in higher education is a complex issue…

A tree sculpture from above. Neurodiversity at the Workplace

Neurodiversity at the Workplace
February 28, 2023 | Mona Oates

Neurodiversity refers to the idea that differences in neurological functioning are normal and should be accepted and respected. This concept…

Adapting DEI Hiring Practices to a Pandemic
January 26, 2023 | Mona Oates

Diversity, equity, and inclusion (DEI) in hiring is an important aspect of creating a more equitable and inclusive academic environment….

January 26, 2023 | Mona Oates

Adapting DEI Hiring Practices to a Pandemic

Diversity, equity, and inclusion (DEI) in hiring is an important aspect of creating a more equitable and inclusive academic environment. The COVID-19 pandemic has highlighted and exacerbated existing disparities and inequalities in academia, making it even more crucial for institutions of higher education to prioritize DEI in hiring now.

One of the most significant challenges that the pandemic has brought to light is the lack of representation of marginalized communities in academia. Many institutions continue to struggle with diversifying their faculty and staff, with underrepresentation of people of color, women, and members of the LGBTQ+ community. The pandemic has also highlighted the ways in which the academic job market has been affected, leading to a decrease in hiring opportunities and an increase in competition for available positions.

map and graphs showing Racial and Ethnic Diversity in the Higher Education Workforce from CUPA-HR. DEI and Hiring Post Pandemic
Racial and Ethnic Diversity in the Higher Education Workforce from CUPA-HR

DEI in Hiring

To address these issues, institutions must take a proactive and intentional approach to DEI in hiring. This includes actively recruiting and seeking out candidates from marginalized communities, as well as creating a more inclusive and welcoming environment during the hiring process. For example, institutions can use targeted recruitment strategies to reach out to underrepresented groups, such as advertising job openings in publications and online platforms, like ADS, that reach these communities, and partnering with organizations that support diversity in the academy. Additionally, institutions can also ensure that their hiring committees are diverse, and that bias is minimized during the hiring process, such as by blind reviewing of applications.

Ongoing Support After Hiring

Another important aspect of DEI in hiring is providing support for underrepresented groups once they are hired. This includes offering mentoring and professional development opportunities, as well as providing resources and support to help them navigate the academic environment. For example, institutions can provide opportunities for networking and connecting with other faculty and staff members from similar backgrounds and offer resources such as counseling and mental health services.

Diversify the Career Path

The pandemic has also highlighted the ways in which the academic job market has been affected, leading to a decrease in hiring opportunities and an increase in competition for available positions. Institution should be mindful of this and consider providing an alternative career path such as visiting or adjunct positions or providing support for postdocs to develop their skills and publications to increase their chances of being hired in the future.

Holistic DEI Approach

In addition to addressing these specific challenges, institutions must also take a holistic approach to DEI in hiring, ensuring that it is integrated into all aspects of the institution. This includes recruitment and hiring, curriculum development, and campus culture. For example, institutions must actively recruit and hire a diverse faculty and staff and ensure that the curriculum is inclusive and reflective of the diverse experiences and perspectives of all students. Additionally, institutions must work to create a campus culture that is inclusive and welcoming for all students, faculty, and staff.

In conclusion, the COVID-19 pandemic has highlighted and exacerbated existing disparities and inequalities in academia, particularly in terms of representation of marginalized communities in faculty and staff positions. Institutions of higher education must take a proactive and intentional approach to DEI in hiring, including active recruitment of candidates from underrepresented groups, creating a more inclusive hiring process, and providing support for underrepresented groups once they are hired. This is crucial for creating a more equitable and inclusive academic environment and will benefit the entire academic community.

Related Posts

Two chairs How it Works: Gender Equity in Higher Education

How it Works: Gender Equity in Higher Education
March 8, 2023 | Mona Oates

Gender equity in the workforce in higher education Gender equity in the workforce in higher education is a complex issue…

A tree sculpture from above. Neurodiversity at the Workplace

Neurodiversity at the Workplace
February 28, 2023 | Mona Oates

Neurodiversity refers to the idea that differences in neurological functioning are normal and should be accepted and respected. This concept…

Achievements and Obstacles: Advancing African Americans in Higher Education. Three women smiling

Achieving Equity: African Americans in Higher Education Jobs
February 23, 2023 | Mona Oates

As of 2022, there have been some significant successes for African Americans in higher education jobs. While there is still…

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.

Related Posts

Two chairs How it Works: Gender Equity in Higher Education

How it Works: Gender Equity in Higher Education
March 8, 2023 | Mona Oates

Gender equity in the workforce in higher education Gender equity in the workforce in higher education is a complex issue…

A tree sculpture from above. Neurodiversity at the Workplace

Neurodiversity at the Workplace
February 28, 2023 | Mona Oates

Neurodiversity refers to the idea that differences in neurological functioning are normal and should be accepted and respected. This concept…

Achievements and Obstacles: Advancing African Americans in Higher Education. Three women smiling

Achieving Equity: African Americans in Higher Education Jobs
February 23, 2023 | Mona Oates

As of 2022, there have been some significant successes for African Americans in higher education jobs. While there is still…

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.

Related Posts

Two chairs How it Works: Gender Equity in Higher Education

How it Works: Gender Equity in Higher Education
March 8, 2023 | Mona Oates

Gender equity in the workforce in higher education Gender equity in the workforce in higher education is a complex issue…

A tree sculpture from above. Neurodiversity at the Workplace

Neurodiversity at the Workplace
February 28, 2023 | Mona Oates

Neurodiversity refers to the idea that differences in neurological functioning are normal and should be accepted and respected. This concept…

Achievements and Obstacles: Advancing African Americans in Higher Education. Three women smiling

Achieving Equity: African Americans in Higher Education Jobs
February 23, 2023 | Mona Oates

As of 2022, there have been some significant successes for African Americans in higher education jobs. While there is still…

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:

Related Posts

Two chairs How it Works: Gender Equity in Higher Education

How it Works: Gender Equity in Higher Education
March 8, 2023 | Mona Oates

Gender equity in the workforce in higher education Gender equity in the workforce in higher education is a complex issue…

A tree sculpture from above. Neurodiversity at the Workplace

Neurodiversity at the Workplace
February 28, 2023 | Mona Oates

Neurodiversity refers to the idea that differences in neurological functioning are normal and should be accepted and respected. This concept…

Achievements and Obstacles: Advancing African Americans in Higher Education. Three women smiling

Achieving Equity: African Americans in Higher Education Jobs
February 23, 2023 | Mona Oates

As of 2022, there have been some significant successes for African Americans in higher education jobs. While there is still…

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

Related Posts

Two chairs How it Works: Gender Equity in Higher Education

How it Works: Gender Equity in Higher Education
March 8, 2023 | Mona Oates

Gender equity in the workforce in higher education Gender equity in the workforce in higher education is a complex issue…

A tree sculpture from above. Neurodiversity at the Workplace

Neurodiversity at the Workplace
February 28, 2023 | Mona Oates

Neurodiversity refers to the idea that differences in neurological functioning are normal and should be accepted and respected. This concept…

Achievements and Obstacles: Advancing African Americans in Higher Education. Three women smiling

Achieving Equity: African Americans in Higher Education Jobs
February 23, 2023 | Mona Oates

As of 2022, there have been some significant successes for African Americans in higher education jobs. While there is still…

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.

Related Posts

Two chairs How it Works: Gender Equity in Higher Education

How it Works: Gender Equity in Higher Education
March 8, 2023 | Mona Oates

Gender equity in the workforce in higher education Gender equity in the workforce in higher education is a complex issue…

A tree sculpture from above. Neurodiversity at the Workplace

Neurodiversity at the Workplace
February 28, 2023 | Mona Oates

Neurodiversity refers to the idea that differences in neurological functioning are normal and should be accepted and respected. This concept…

Achievements and Obstacles: Advancing African Americans in Higher Education. Three women smiling

Achieving Equity: African Americans in Higher Education Jobs
February 23, 2023 | Mona Oates

As of 2022, there have been some significant successes for African Americans in higher education jobs. While there is still…