Enhancing Diversity and Equity at Tradition University
Harvey, W. B. (2018) Enhancing Diversity and Equity at Tradition University. I D. Griffiths and J. Ryan (Eds.) Case Studies for Inclusive Educators and Leaders. Word & Deed Publishing, Ontario, Cn.
Abstract: To help move Tradition University forward on its stated commitment to diversity and equity, the institution hired a chief diversity officer who, upon his appointment, cautioned the members of the community that no one person alone would be able to change the institutional culture. This case examines circumstances that, policy statements notwithstanding, hindered the university from moving towards its stated goals and it calls attention to a measure of covert resistance that is embedded in customs, traditions, and practices of the institution. Efforts to include administrators, students and faculty in moving the diversity agenda forward are considered, and lead to the realization that institutional self-examination, an openness to change, and appropriate resources are critical to realizing success in this endeavor.
Harvey, W. B. (2018) Inclusive Internationalization: Best Practices for Embedding Diversity and Equity in Campus Internationalization (Foreword)
Excerpt: Now, at this point in our contemporary, technocratic world, the push for diversity and inclusion within the academy has, in some ways, merged with the reality of globalism. This confluence offers colleges and universities opportunities to push the social dynamic forward, into an era in which individuals and groups who are not a part of the majority population receive equitable treatment and a comparable measure of dignity and respect, both on and beyond the campus. Into this dynamic milieu, the chief diversity officer and the senior international officer could possibly emerge as the two administrative figures who may be best positioned to help their institutions design and implement policies and practices that translate their lofty ideals into specific actions.
Inclusive Internationalization: Best Practices for Embedding Diversity and Equity in Campus Internationalization (Foreword)
STUDY REVEALS Insight into ExperienceS OF CDOs in Higher Education
In 2016, along with my colleague William T. Lewis Sr., PhD, of CoopLew LLC, I launched a project that sought to shed light on the experiences of chief diversity officers (CDOs) in higher education. Sponsored by INSIGHT Into Diversity magazine, the study was the result of survey data gathered online over a two-month period beginning in November 2016.
The CoopLew study, titled From Their Mouths: The Lived Experience of Chief Diversity Officers in Higher Education, is groundbreaking national research conducted to bring forth credible, personal sentiments and perspectives regarding CDOs’ attitudes, workplace perceptions, and skill applications in higher education. The survey garnered more than 260 responses from current and past CDOs.
National Association of Diversity Officers in Higher Education
Standards for Professional Practice
Prelude to the Next Paradigm Shift for CDO’s
The National Association of Diversity Officers in Higher Education (NADOHE) have developed and approved Standards of Professional Practice for Chief Diversity Officers (CDOs). The standards established in this document are a formativeadvancement toward the increased professionalization of the CDO in institutions of higher education. These standards encompass a broad range of knowledge and practices that are reflected in the work of CDOs across differing professional and institutional contexts. The standards are useful as guideposts to help clarify and specify the scope and flexibility of the work of CDOs, and provide a set of guidelines to inform and assist individual administrators and institutions in aligning the work of CDOs on their campuses with the evolving characteristics of the profession. The standards take into account the relatively wide variations in professional backgrounds, expertise, organizational structures, fiscal resources, and scope of administrative authority that exist across institutional contexts.
Roger L. Worthington
University of Maryland
Christine A. Stanley
Texas A&M University
William T. Lewis, Sr.
Virginia Tech University
The conclusion of the Obama era intensified the urgency for the pursuit of social, racial, and equity reforms. Citizens from all demographic groups — religious, socio-economic, and more — have rallied and erupted in protest across the country, all with varying demands. These demands are not confined to the U.S., but are an international cry. Among the many heard across the world, one message aimed at higher education rang loud and clear: To be competitive in the global market, as President Barack Obama said in 2009, we need to confer more degrees, especially to underrepresented populations.
One outstanding impetus of the Obama administration was that institutions of higher education should serve as conduits to meet citizens’ demands. Yet, even with continued protests and mass gatherings across the country, universities have gained little ground in providing salient experiences for underrepresented populations, and according to The Education Trust, the graduation achievement gap continues to widen.
The Impact of Campus Climate on Widening Achievement GapS
We have heard so much about the importance of campus climate over recent months. Its overall impact on any type of institution can be both staggering and complex. For students, “climate” is what cultivates the emotional, psychological, physical, and spiritual experiences at a college or university. Its effects begin the moment they set foot on campus and can last indefinitely. It is the foundation for trust, excitement, enthusiasm, energy, and expectations during a student’s journey to the commencement stage. A negative climate can have psychological, emotional, social, and physical effects and can take its toll daily until graduation may no longer be an option or is put in question.
Prepping for “Trumped-Up” Students: Proactive Steps for College PresidentS
With the election and inauguration of President Donald Trump complete, many higher education administrators may be wondering how students will respond to our country’s new leader and the demonstrations that are taking place both for and against the new administration. The wave of protests that occurred just several months ago etched images of angry students in our minds. Now, more outrage and political upheaval threaten to spark the fire once again.
Why Colleges Need to Conduct Climate SurveyS
If you have ever felt “chilly” on your campus or wondered why some students, faculty, and staff seem to feel more at home than others, your institution may need to conduct a climate study.
American institutions of higher education should be examples of diversity, equity, and inclusion. Yet 2015 was marked with record numbers of student demonstrations, most held to demand what colleges and universities already proudly boast as core values of their mission — equal care for all students, a welcoming workplace for faculty of all backgrounds, and upward mobility for all constituents due to universities’ transparent ethics and civic responsibility.
Sustaining High-Impact Diversity and Inclusion Initiatives Through Strategic Fundraising Management
When state funding to support public higher education began to recede in the ’90s and took a free fall during the 2007-2009 recession, many programs and initiatives saw damaging budget cuts. During these austere times, resources for diversity and inclusion efforts — which for some institutions have been seen largely as secondary to the core academic mission — have experienced reductions.
Preparing Students to Protest in the Millennial ErA
In his “Letter from Birmingham Jail,” Martin Luther King Jr. wrote a searing rebuke to his white clergy brothers, who had voiced their disapproval of his visit to Birmingham while remaining silent regarding the racial injustices that the city’s African American citizens were experiencing, which had brought King to the city in the first place. Of note, King addressed his critics’ notion that negotiation should be sought as a more acceptable approach to resolving racial injustice over direct action, such as sit-ins, marches, and protests. On this matter, he and his brethren shared the same perspective. Indeed, direct action is the last step in any nonviolent campaign and is preceded by the collection of facts (to determine if injustice exists), negotiation, and self-purification.
Political Situations CDOs Should Avoid or Manage
The role of the chief diversity officer (CDO) in higher education continues to evolve into a position of increasing authority and one central to university leadership. However, these professionals are faced with myriad challenges that are political in nature. These issues are characterized by L.G. Bolman and T.E. Deal in their book Reframing Organizations: Artistry, Choice, and Leadership. The political frame they discuss assumes that organizations are coalitions of individuals and interest groups who lobby, bargain, jockey, and negotiate for limited human and financial resources, as well as unlimited power and authority.
Intrusive Attention Key for Black Males in Higher Ed
With more than 22 years in higher education, I am no stranger to what can be achieved when diligent and personal service is afforded to young Black and Latino men. The recent call to action by President Obama on behalf of Black and Latino young men provides startling statistics and realities to those responsible for integrating, collaborating and elevating the social position of these underrepresented populations.