Diversity, Student Achievement, and Campus Climate

Diversity, Student Achievement, and Campus Climate

Victor M. H. Borden, Ph.D.Professor of Educational Leadership and Policy Studies

Indiana University Bloomington

An Evidence-Based Approach to Institutional Development

http://www.ukzn.ac.za/Homepage.aspx


Overview

۞ Institutional effectiveness in pursuing diversity agenda

۞ Colored by personal experience► Theoretical underpinnings and influences► Developing diversity performance indicators

as part of a more comprehensive campus effort to develop a culture of evidence

► Multi-campus effort to develop diversity action plans through a portfolio assessment process


Theoretical Underpinnings/Influences

۞ Social Psychology► Field Theory & Action Research (Lewin)► Group Dynamics (Steiner)► Social Cognition (Ijzen, Kahneman & Tversky)► Interpersonal Relationships (Levinger, Kelly &

Thibaut)► Thesis – Interpersonal transformations► Dissertation – Student Engagement



۞ Institutional Research/Organizational Science► Information use in the organizational context► Group decision making (March & Simon,

Mintzberg)► Simon – attention economy► Organizational learning (Argyris & Schon,

Huber)► Situated Learning & Communities of Practice

Vigotsky, Sealy-Brown & Duguid, Lave & Wenger



۞ Diversity and Campus Climate► Black/Diverse Issues AA/EEO audits► Diversity as educational asset

Hurtado, Anderson, Nettles, Bentsimon► Participatory action research (collaborative

inquiry) and institutional activism Nelms, Giesecke-Sciami, Wilson,

Johnson


Deeds: Institutional Effectiveness and Accountability for Diversity

۞ Climate assessments۞ Diversity scorecard۞ Mission-based performance indicators


Climate Assessments

۞ Questionnaire studies of student, faculty, and staff► Most common form► A mile wide and inches deep► Minimal connection to initiatives

۞ Diversity audits► Multi-method process, including surveys, interviews, review of

policies, and review of processes► More depth but not always representative

۞ Diversity portfolios► Flexible venue► Shows growth► Authentic examples with reflection, placed within a coherent

context of goals, objectives, and developmental


Diversity Scorecard

۞ USC Diversity Scorecard Project۞ From equity in educational opportunity to

equity in educational outcomes۞ Promotes culture of evidence

► collection and analysis of data specifically related to student outcomes


Mission-Related Diversity PIs

۞ Diversity as integral part of mission۞ Address internal and external perceptions

regarding the role of diversity for the organization

۞ Link to the internal processes that affect diversity performance

۞ Represent the “tip of the iceberg” of diversity assessment


PIs as the Tip of the Iceberg

PlanImplement

AssessImproveVe

rtic

al (h

iera

rchi

cal)

alig

nmen

t Performance Indicators

Horizontal (cross-unit) alignment


IUPUI Vision and Mission

The MISSION of IUPUI is to provide for its constituents excellence in

· Teaching and Learning · Research, Scholarship, and Creative Activity · Civic Engagement, Locally, Nationally, and Globally

with each of these core activities characterized by · Collaboration within and across disciplines and with

the community, · A commitment to ensuring diversity, and · Pursuit of best practices


Diversity Indicators

۞ Chancellor’s Diversity Cabinet as Champion Group

۞ Defining diversity goals and objectives۞ Identifying measures with an eye toward

► Relationship to diversity initiative► Validity and reliability

۞ Assembling data and evaluating status۞ Reporting out۞ Action plans for change۞ Onwards and upwards


PI Development Process۞ Bring together

► Senior leadership► Faculty and administrators with greatest interest► Those who oversee relevant programmatic areas► Experts in measuring diversity► Friendly critics from our communities

۞ Brainstorming sessions► What are the major measurable dimensions inherent in our

definitions for diversity?► What are the primary goals of our diversity initiatives?► How do our diversity efforts align with our mission critical

activities (teaching, research, engagement)


۞ Centrally coordinated► Diversity Inquiry Group ► Office of Multicultural

Professional Development ► IUPUI-Ivy Tech Passport

Program ► Minority Research

Scholars Program ► Minority Business

Enterprises ► Office for Women► Diversity Awareness

Workshop

Diversity Programs and Activities► Student Life and Diversity

Programs ► International Development

Advisory Committee/Development Fund

► Indiana Center for Intercultural Communication

۞ School-based examples► Minority Engineering

Advancement Program► School of Nursing Diversity

and Enrichment Programs


1. Recruit and enroll a diverse student body2. Retain and graduate a diverse student body3. Engage students, through the curriculum and co-

curriculum, in learning about their own and other culture and belief systems

4. Diversity in research, scholarship, and creative activity

5. Contribute to the climate for diversity in Indianapolis, Central Indiana, and the entire state

6. Recruit, develop, and support of diverse faculty and staff

7. Engage the campus community in global issues and perspectives

8. Student, faculty, and staff perceptions of the campus climate for diversity

IUPUI Diversity Performance Objectives

Teac

hing

& L

earn

ing

R, S

, C

AC

ivic

En

g.D

iver

sity


PI Development Process

۞ Analyze available data► What we can now measure► What we should measure

۞ Bring data to table of sponsor group for evaluation► Chancellor’s Diversity Cabinet


1. Recruit and enroll a diverse student body2. Retain and graduate a diverse student body3. Engage students, through the curriculum and co-

curriculum, in learning about their own and other culture and belief systems

4. Diversity in research, scholarship, and creative activity

5. Contribute to the climate for diversity in Indianapolis, Central Indiana, and the entire state

6. Recruit, develop, and support of diverse faculty and staff

7. Engage the campus community in global issues and perspectives

8. Student, faculty, and staff perceptions of the campus climate for diversity

IUPUI Diversity Performance Objectives


Retain/Graduate a Diverse Student Body

۞ Minority student retention and graduation rates ۞ Student satisfaction with the learning

environment by gender and race/ethnicity ۞ Degrees conferred to under-represented

minority students (African Americans, Native Americans, and Hispanics)

۞ Market share of area high school graduates


Engage students…

۞ Students' self-reported interactions with diverse peers

۞ Student Perceptions of Campus Emphasis on Encouraging Interactions among Diverse Students

۞ Faculty Reports of Including Diverse Perspectives in Discussions and Writing Assignments

۞ Multicultural Student Support and Curriculum Development Efforts


Passing Judgment

۞ Measures provided along with a rubric delineating three levels of achievement (green, yellow, red)

۞ Make an initial judgment (privately)۞ Discuss (advocate) different choices۞ Vote again۞ Determine if majority vote is acceptable to all


Reporting Out

۞ Published in…► Institutional portfolio► Campus annual performance report► Chancellor’s State of Diversity address

۞ Reported on by Chancellor at Martin Luther King, Jr. community dinner


Then What?

۞ Prioritizing improvement efforts► Retaining and graduating students of color► Attracting and retaining faculty of color

۞ Refining measures► Diversity grids on student, faculty, and staff surveys► Streamlining to focus on “doubling the numbers”

۞ Furthering campus engagement in the process► Conferences, presentations, planning process

۞ Annual review of progress


IUPUI Diversity Climate Items (1)

۞ Likert Scale Items (strongly agree to strongly disagree)۞ I feel a sense of belonging at IUPUI۞ IUPUI faculty and staff are committed to helping me achieve my

educational goals۞ IUPUI faculty and staff are committed to promoting an environment

that respects and celebrates diversity۞ The diversity of IUPUI’s student body was one of the reasons I

chose to come here۞ Faculty incorporate into their curriculum and classroom discussion

issues that relate to the diversity of human experience and culture۞ My experiences at IUPUI have prepared me to live and work in a

diverse and complex society۞ Understanding and learning about diversity is important to me


IUPUI Diversity Climate Items (2)Because of my…

I have experienced…. Gender Race/

Ethnicity Sexual

Orientation Age Dis-

abilities Religious

Beliefs

Socio-economic

Class Negative or disparaging comments

Harassment

Discrimination

Feeling isolated or unwelcome Offensive language or humor

Not being taken seriously

Discouragement in pursuing my academic goals

Encouragement in pursuing my academic goals

Feeling connected to others on campus

Joining a group or organized activity that promotes my interests


IUPUI Diversity Climate Items (3)

How often have you…۞ Socialized with students from backgrounds different than your own۞ Participated in classroom discussions and activities that included

contributions from students with diverse backgrounds and perspectives۞ Had experiences in class that enhanced your understanding of the

history, culture, or social concerns of people from diverse backgrounds۞ Taken a class that increased your understanding of multiculturalism and

diversity۞ Attended campus events or activities that increased your understanding

of multiculturalism and diversity۞ Noticed the influence of multicultural and diverse perspectives in

campus artwork, sculpture, or décor۞ Seen or read racist, antigay/lesbian, or sexist material (including graffiti)

on campus۞ Felt a sense of negative conflict between diverse groups on campus


NSSE Diversity Items

۞ Academic and intellectual experiences How often have you…

► Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments

► Had serious conversations with students of a different race or ethnicity than your own

► Had serious conversations with students who differ from you in terms of their religious beliefs, political opinions, or personal values


NSSE Diversity Items

۞ Educational and personal growth How much have you gained in…

► Understanding people of other racial and ethnic backgrounds

۞ Institutional Environment How much emphasis was put on…

► Encouraging contact among students from different economic, social, and racial or ethnic backgrounds


CONDUCTING A CAMPUS DIVERSITY PORTFOLIO REVIEW


Purpose

۞ Assess the current status of diversity and equity efforts across the campuses of IU

۞ Have each team serve in both self-study and site review roles to further inform the process

۞ Enable campus contexts to shape the study۞ Promote consistency in the process to identify

university-wide strengths and challenges


The Four-Step Process

1. Assembling a Campus Diversity Portfolio2. Planning, scheduling and conducting site-

visits 3. Providing constructive, evaluative feedback 4. Developing a reflective response and report

for the April EMA meeting


Assembling the Portfolio

۞ Template provided for guidance۞ Additional Supports

► IU Status of Minorities Report► Campus web-site diversity review► Guide to other relevant information

resources۞ Technical support for electronic document

preparation


IU Status of Minorities

۞ Benchmarked against institutional peers۞ Students

► K-12 Pipeline► Application to Admissions► Enrollment► Graduation Rates► Degrees

۞ Faculty and Staff Representation► Overall and among Professors and Senior

Administrators


Status of Minorities – Select Findings

۞ Larger percentages of minorities in the pipeline now and even more expected

Figure 1.2K-12 Minority Enrollment for Indiana: Ten-Year Trends (In Thousands)

0

20

40

60

80

100

120

140

1995-96 1998-99 2001-02 2004-05

Black

Hispanic

AsianNative American

Multiracial

Source: Indiana Department of Education


Gaps in Preparation Prevail

Figure 1.5Percent of High School Graduates who Completed Core 40

4032

67

37

5347

5547

78

51

66 65

0

20

40

60

80

100

NativeAmerican

Black Asian Hispanic White Multi-racial

1997-98 to 2000-012001-02 to 2004-05

Source: Indiana Department of Education


Preparation Gaps Selection Gaps

Figure 2.2P ercent Admitted Among P rospective First-Time Students At IU Campuses

Fall 2002 - Fall 2005

6861

70 70 6874 75

8478 80 85

7787 88

0102030405060708090

100

Bloomington IUPUI East Kokomo Northwest South Bend Southeast

Underrepresented MinorityOther P rospective Students


Minority Enrollment Generally Lower at IU than at Peers

Figure 4.1Percent Minority Among Undergraduates

Fall 2002 - 2005

156 6

35

115

2130

15 18

31

17 1910

0

20

40

60

80

100


IU CampusIU Campus Peer Institutions


No Gap in STEM Enrollments

Figure 4.4Percent Underrepresented Minority Among Undergraduates in STEM Fields

Fall 2002 and Fall 2004 Combined

137

2

32

1046

136 5

34

105

9

0

20

40

60

80

100


STEM MajorsAll Majors


Figure 5.1Graduation Rates

2002 - 2005

14 13 1016 14

9

72

25 23 2530 27 31

61

36

22 2126

19 21

74

48

30 30 33 31 30

55

0

20

40

60

80

100


IU Under-Represented MinorityIU Other RacePeer Under-Represented MinorityPeer Other Race

Graduation Rate Gaps Prevail


Few UR Minority Full Professors

Figure 7.2Percent Underrepresented Minority Among Full Professors


37

0 06 34 5 3 3

93 53

0

20

40

60

80

100




UR Minority in Leadership Roles

Figure 8.1Percent Minority Among Executive-Level Professional Staff


6

36

20 2116

411

20

9 1018

12 128

0

20

40

60

80

100




The Template

۞ Four dimensions of diversity and equity۞ Yes/no questions to guide selection of

evidence۞ Suggestions for types of evidence to provide

for each “yes” response► Evidence validates “yes” and provides

information as to context, scope, and impact۞ Space to summarize “Strengths” and

Challenges for each dimension


Dimensions of Diversity and Equity► Institutional Leadership and Commitment

♦ The clarity of expectations, investment of human and fiscal resources, and accountability as demonstrated through the words and actions of campus leadership at all levels

► Curricular and Co-Curricular Transformation♦ The extent to which principles of multiculturalism, pluralism, equity

and diversity are currently incorporated into the curriculum and co-curriculum, as well as ongoing efforts to further infuse them into same

► Campus Climate♦ The degree to which the events, messages, symbols, values, etc., of

the campus make it a welcoming and inclusive environment for all students, faculty, staff, and members of the broader community

► Representational Diversity♦ The degree to which the campus attracts, retains, and develops

students, faculty, and staff of color, commensurate with the campus mission and service region


Selecting Evidence

۞ Do not attempt to be exhaustive, or it will be exhausting

► Include what you would be willing to read۞ Give priority to recent and concise materials۞ Use document extracts when possible

► If more than one document is necessary for supporting a point, consider synthesizing into a single entry

۞ Provide a sentence that identifies what the document is intended to demonstrate


Suggested Portfolio Structure

۞ Introduction► Description of general approach to diversity and

equity efforts► Demographic profile of students, faculty, and staff► Brief description of the self-study process

۞ Responses to the template questions with supporting evidence and section summaries

۞ Preliminary reflection on the status of campus diversity and equity efforts

۞ Issues, questions and concerns you would like the site-visit team to address


Electronic Format if Possible

۞ Collect and organize evidence as electronic documents, direct or scanned

۞ Use hyperlinks to link from template questions to evidence

۞ Create a hyperlink table of contents or index as a navigation interface

۞ Can put on web (with password protection) or burn to CD

۞ Technical support available


Ideas for Managing the Process

۞ Appointing overall leader and section responsibilities

۞ Expanding team as needed to cover spread the load

۞ Administrative support for scheduling and tracking


The Site Visit۞ Priorities for determining the date

► Portfolio complete at least two weeks prior► Availability of review team► Availability of key campus constituents

۞ Develop an itinerary based on who you want the site visit team to meet with to “bring to life” evidence

۞ Identify additional materials to make available on site, as appropriate

۞ Identify a central location for all meetings, interviews and resources

۞ Arrange for meals and, if necessary, lodging۞ EMA will pay for all expenses


Providing Constructive, Evaluative Feedback

۞ Suggested outline► General perceptions of strengths and challenges of

campus diversity and equity efforts► Responses to questions and issues raised in

Portfolio► Critique of the correspondence between answers

and evidence► Recommendations and suggestions for approaches

and priorities۞ Principles for Peer Review Feedback

► Attachment to guide


Preparing for April EMA

۞ Review site-visit feedback, meet, and prepare brief written response

۞ Prepare campus presentation for April meeting► Guidelines to follow as we learn from the

process► Required section on next steps


Timeframe Guidance

December 2006 to January 2007

Develop the self-study portfolio

February 2007 to mid-March 2007

Conduct site-visits

Mid- to late March 2007

Provide written feedback from site-visits

Early April 2007 Prepare final summary and presentation for April meeting


Results

۞ Each campus develops a diversity plan۞ New Vice President for Diversity, Equity and

Multicultural Affairs tracks progress۞ State-level initiative reinforces university effort


Lessons Learned1. Diversity is many things to many people (as it should

be) Job 1 is to develop a common language and some level of

shared objectives2. An evidence-based approach at all stages provides the

basis for assessable initiatives3. There is a range of evaluation/assessment approaches

to fit a range of programs and contexts4. Collaborative inquiry is the most powerful and

appropriate basis for diversity initiative assessment and improvement

5. An overarching institutional accountability framework adds coherence and demonstrates institutional effectiveness


Discussion


Diversity, Student Achievement, and Campus Climate

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