Deneese L. Jones, Ph. D., ChairDeneese L. Jones, Ph. D., Chair

J. John Harris III, Ph. D., Vice ChairJ. John Harris III, Ph. D., Vice Chair

MissioMissionn

The University of Kentucky is a comprehensive, public, land grant university dedicated to preparing a diverse student body for an increasingly multicultural, pluralistic and technological world and to improving the lives of people in the commonwealth, the nation, and the world through excellence in research, teaching and service.

The Charge to the PCDThe Charge to the PCD Advise the President on issues, policies and practices that affect the

University of Kentucky’s commitment as a champion of diversity

Report regularly to the President and the University community on the status of issues of diversity at UK (on matters of racial and ethnic diversity in employment, working environment, compensation and campus leadership

Offer recommendations to redress all forms of racial and ethnicity-related inequities, that is , making recommendations for enhancing the University’s recruitment, retention and graduation on minority students in all of its programs, and for enhancing the institution’s recruitment and retention of minority faculty and staff

Propose initiatives to ensure racial and ethnic diversity at the University of Kentucky which full engage faculty, staff and students in the creation of a campus that is inclusive, that is, cultural affairs, communications, curriculum, extra-curricular opportunities, and community affairs

Accomplishments of the CommissionAccomplishments of the Commission2002-present2002-present

Development of University-wide initiatives and eighteen specific recommendations relative to the status of historically underrepresented populations at the University of Kentucky

Launched PCD website Fall, 2002 with resource listings as a university clearinghouse

Sponsorship of University-wide first “Bucks for Brains” summer research initiative for undergraduates

Sponsorship of University and community forums to enhance awareness, understanding and sensitivity between and among multiple audiences

Co-sponsor of numerous academic and cultural events (e.g., Carter G. Woodson lecture, new faculty orientation)

Conduct continuing professional development for faculty and staff

Accomplishments of the CommissionAccomplishments of the Commission2002-present2002-present

Assisted in the preparation of a senior level community relations and outreach initiative whose goal is to achieve the participation of culturally diverse individuals through planned programs established with the Vice President for Academic Outreach

Developed the Brown v. Board of Education proposal for a university-wide yearlong commemoration of the landmark decision and its impact on Kentucky higher education.

Established an ongoing Panel on Diversity series. Established the Commission on Diversity Award that promotes and

recognizes the value of cultural diversity actualized by an individual, unit or program.

Collaborated with academic and student affairs units to ensure a continuing commitment to the values and enhancement of diversity.

DiversityDiversity

Definition:

Diversus (latin), Having variety in form- - American Heritage Dictionary, 4th ed., (2001@252)

Something to think about:

Unity does not exclude diversity, nay more, without diversity there can be no true and perfect unity.

-- Farrar (1882)

Challenges to Success for Challenges to Success for Diversity IssuesDiversity Issues

Leadership must acknowledge these obstacles and remove barriers restricting representation of diverse groups in colleges and universities: Institutional culture and climate (e.g. curriculum, faculty-

administrative hiring, selection, advancement)

Assessment (e.g. SAT/ACT/GRE used as sole measures of entrance)

Financial aid (e.g. rising tuition costs added to reductions in federal and state support)

Articulation and recruitment (e.g. partnerships between higher education, high schools, community colleges and other four-year institutions)

Transfer (e.g. from community colleges and to graduate/professional schools) Sourse: Justiz, Wilson, Bjork, 1994

Why Value Diversity in the Professoriate, Why Value Diversity in the Professoriate, Staff and Student Body?Staff and Student Body?

There is no better way to promote “academic excellence” than to maximize talent development.

Increasing cognitive learning, complex thinking and personal development challenges stereotypes for all students.

Effective mentoring of diverse students by individuals with similar experiences will improve retention and graduation rates.

Diverse faculty representation increases an institutions ability to attract diverse students into baccalaureate, graduate and professional level programs.

Universities that pay critical attention to who will be attending their schools and to what they must do to educate these students to face emerging realities demonstrate an understanding of valuing diversity in changing times.

SOURCE: Antonio, 2002; Coleman, 2001; Hill, 1999; Justiz, Wilson and, Bjork, 1994

World MetricWorld MetricIf we could shrink the Earth’s population to a village of precisely 100 people…with all existing human ratios remaining the same, it would look something like this:

There would be 57 Asians, 21 Europeans, 14 from the Western Hemisphere (North & South) and 8 Africans

51 would be female; 49 would be male

70 would be nonwhite; 30 would be white

70 would be non-Christian; 30 would be Christian

50 percent of the entire world’s wealth would be in the hands of only 6

Only one would have a college education

No one would own a computer

Population GrowthPopulation Growth

In the next 10 years, Kentucky’s projected population growth is 3% (128,000).

From 2001-2010 the numbers of Kentucky’s public school graduates is expected to increase by 4% (1,300).

Diverse students will account for 13% of public high school graduates in Kentucky by 2007.

SREB Fact Book on Higher Education 2000/2001

Critical Issues in Diverse Student Admissions, Retention and Graduation Rates

Future rates of growth predict that no later than the 2050s, over half the population will be Americans of color

Key actions needed: Undertake a large-scale effort to enlighten all students, faculty and staff

about the history and current reality of racial and ethnic discrimination that has targeted Americans of color

Significantly increase the number of faculty of color Develop much better support and mentoring programs for faculty of color

with an eye to facilitating their promotion to tenure and to higher levels of decision making

Increase the number of students of color and provide essential programs to prepare, support, and mentor them as they progress toward graduation

Expand the number of support staff and administrators who are African Americans and other people of color while providing strong support programs that foster their advancement

Develop comprehensive partnerships among administrators, faculty and students as well as with the diversity of families and communities served

Disseminate information about best practices to all units on campus

Dispelling Myths and Uncovering Truths About Dispelling Myths and Uncovering Truths About Under-representation of Diverse StudentsUnder-representation of Diverse Students

in Higher Educationin Higher Education

The strongest predictor of success in math, science and engineering is elementary and middle school math and science skill

Poor and working class African Americans were more likely to persist in postsecondary pursuits than their white peers

Poor Asian Americans are less likely than other races to persist in higher education

Poor and working class students are more likely than middle and upper income students to earn A grades in higher education

Lower and working class students may aspire to lower levels of postsecondary levels because of cost and preconceived notions of access.

SOURCE: Gandy, 1998; Paulsen, 2002

Factors That Can Influence College Attendance, Retention and

Graduation for Diverse Students

Family Income and Family Income and Education Education Socio-economic factorsSocio-economic factors

Pre-college Academic Pre-college Academic Preparation Preparation Quality of public schoolingQuality of public schooling

Admission PoliciesAdmission Policies Portfolio and multiple Portfolio and multiple

measures vs. standardized measures vs. standardized test onlytest only

Social and Academic Social and Academic Support on CampusSupport on Campus Mentoring mattersMentoring matters

Financial Aid Financial Aid Debt vs. grantsDebt vs. grants

Pre-matriculation Pre-matriculation Perceptions Perceptions ““Grow your own”Grow your own”

Postsecondary Student Access and Retention Issues for Diverse Students

Accumulation of significant debt Accumulation of significant debt as an undergraduate decreases as an undergraduate decreases the likelihood that qualified low-the likelihood that qualified low-income and working-class income and working-class students will pursue graduate students will pursue graduate studiesstudies

Pre-matriculation perceptions of Pre-matriculation perceptions of students impact the caliber of students impact the caliber of undergraduate and graduate undergraduate and graduate schools they choose to attendschools they choose to attend

Selection of lower cost Selection of lower cost undergraduate schools impact undergraduate schools impact access to elite graduateaccess to elite graduate schools.

The gap in attendance rates The gap in attendance rates between high- and low-income between high- and low-income students has widenedstudents has widened

Student grant and scholarship Student grant and scholarship support has not kept pace with support has not kept pace with tuition increasestuition increases

The more hours working-class The more hours working-class students work the more likely students work the more likely they were to drop out of collegethey were to drop out of college

As tuition costs rise economically As tuition costs rise economically disadvantaged students work disadvantaged students work more, take fewer classes, increase more, take fewer classes, increase time to graduationtime to graduation

SOURCE: Feagan, 2003

Impact of Socioeconomic Status (SES) and Impact of Socioeconomic Status (SES) and Family Income on the Most Highly Qualified Family Income on the Most Highly Qualified

High School GraduatesHigh School Graduates

97%

67%

78%

47%

0%

20%

40%

60%

80%

100%

120%

Att

endi

ng

An

yC

olle

ge

Att

endi

ng

Fou

r-Y

ear

Col

lege

Highest SES QuartileLowest SES Quartile

Source: A Report of the Advisory Committee on Student Financial Assistance, 2002

UK Student Demographics: UK Student Demographics: Fall 2002 by Race / EthnicityFall 2002 by Race / Ethnicity

Undergrad Grad First Prof

Post Doc.

House Staff

LCC Total

Black, Non-Hispanic 925 310 52 1 11 897 2,196

Amer. Indian/ Alaskan Native

20 16 1 0 0 36 73

Hispanic 156 48 14 2 8 88 316

International 278 1,057 10 164 37 66 1,612

Not Reported 308 381 74 16 147 289 1,215

White 15,884 3,868 1,186 38 240 6,785 28,001

Total 17,878 5,767 1,388 232 476 8,270 34,011

UK Student Demographics: UK Student Demographics: Fall 2002 by Race / EthnicityFall 2002 by Race / Ethnicity

Total = 34,011

Asian/Pacific Islander1.76% Hispanic

0.93%

American Indian0.21%Black, Non-

Hispanic6.46%

International4.74%

Not Reported3.57%

White82.33%

University of Kentucky Diversity University of Kentucky Diversity Survey Results Compiled from. . .Survey Results Compiled from. . .

The National Survey of Student The National Survey of Student Engagement (NSSE, 2001)Engagement (NSSE, 2001)

Undergraduate Alumni Survey Undergraduate Alumni Survey (1999, 2000, 2001)(1999, 2000, 2001)

New Freshmen Survey (2001)New Freshmen Survey (2001)

Noel-Levitz Student Satisfaction Noel-Levitz Student Satisfaction Inventory (1997, 2000)Inventory (1997, 2000)

0.3%4.5%

33.8%

1.5%

23.5%

61.3%

22.1%

52.9%

0%

10%

20%

30%

40%

50%

60%

70%

Very Discriminatory Discriminatory Supportive Very Supportive

Overall Sample African Americans

(Overall N=2358, African-American N=68)(Overall N=2358, African-American N=68)

Note: Results are compiled from three years of surveysNote: Results are compiled from three years of surveysSource: Undergraduate Alumni Survey Results for 1999, 2000, 2001 Source: Undergraduate Alumni Survey Results for 1999, 2000, 2001

Perceived Academic Climate for Perceived Academic Climate for African-American Students at UK African-American Students at UK

Source: Undergraduate Alumni Survey Results for 2001Source: Undergraduate Alumni Survey Results for 2001

2.4%

10.0%

47.9%

39.7%

0.0%

18.2%

63.6%

18.2%

0%

10%

20%

30%

40%

50%

60%

70%

Definitely not Probably not Probably yes Definitely yes

Overall Sample African Americans

““Would you enroll again at UK?”Would you enroll again at UK?”

SummarySummary StatementsStatements African American students are African American students are

more likely to express concern more likely to express concern with UK’s commitment to racial with UK’s commitment to racial harmony on campus.harmony on campus. (Noel-(Noel-Levitz Inventory)Levitz Inventory)

African American freshmen are African American freshmen are more likely to report working more likely to report working and conversing with whites than and conversing with whites than vice versa.vice versa. (New Freshman (New Freshman Survey)Survey)

Both African Americans and Both African Americans and women are less likely than the women are less likely than the overall group of respondents to overall group of respondents to believe the campus is safe and believe the campus is safe and secure.secure.

UK students are less likely UK students are less likely than students from other than students from other doctoral institutions to doctoral institutions to converse with students who converse with students who are very different from are very different from themselvesthemselves (NSSE)(NSSE)

UK students perceive the UK students perceive the university as not university as not emphasizing the importance emphasizing the importance of contact with students of contact with students from different economic, from different economic, social, and racial or ethnic social, and racial or ethnic backgroundsbackgrounds (NSSE)(NSSE)

Female and African Female and African American alumni perceive American alumni perceive the social climate at UK as the social climate at UK as less supportive than the less supportive than the overall sample of alumnioverall sample of alumni (UK Alumni Survey)(UK Alumni Survey)

Barriers Reported by Barriers Reported by Faculty of ColorFaculty of Color

There is a “double burden” of racism and sexism that face many women faculty of color

At the heart of many problems faced by faculty of color, is the repeated questioning of their abilities, training, and intelligence

Not only is there a major energy cost from racial barriers, there are huge psychological, physical, financial, and community costs to faculty of color in higher education

Practices of intense bias peers, staff and students can devalue, discourage and marginalize faculty of color causing a revolving door for hiring without retention

Source: Feagin, 2003

““Our institution cannot Our institution cannot compete for faculty of compete for faculty of color because everyone color because everyone wants them.”wants them.”

““We cannot match the We cannot match the high salaries offered high salaries offered faculty of color.”faculty of color.”

““Recruiting faculty of Recruiting faculty of color takes away color takes away opportunities for white opportunities for white faculty.”faculty.”

“There are no qualified There are no qualified candidates of color for candidates of color for our open faculty our open faculty positions.”positions.”

““Faculty of color will Faculty of color will leave for more money leave for more money and prestige.”and prestige.”

““Faculty of color would Faculty of color would not come to our not come to our campus.”campus.”

““Model Minority”Model Minority”

Debunking the Myths for Debunking the Myths for Faculty of ColorFaculty of Color

SOURCE: Turner, 2002

Doctoral Degrees Awarded in 1999-2000 By Race

0.4 5.3

4.9

2.9

61.4

25.1

American Indian

Asian

African American

Hispanic

White

Other

Distribution of Full-time Faculty in Degree-granting Institutions: Fall 1999

18.40%

6.50%4.50% 4.30%

0.70%3.10%

80.90%

0.30% 0.90%

88.50%

5.50%1.80%3%

31%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Total African American Hispanic Asian American Indian Other White

Race/Ethnicity

Perc

ent o

f Tot

al

Professor

Associate Professor

Assistant Professor

Instructor

SOURCE: National Center for Education Statistics (2001)

8.20%

2.40%

18.50%

70.90%

Men of Color

Women of Color

White Women

White Men

Demographics for Full Demographics for Full Professor: 1999Professor: 1999

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fall Staff Survey, 1999

Executive/Managerial/Administrative

American Indian

Asian

African American

Hispanic

White

Other

Source: The Chronicle of Higher Education, ??

Faculty Demographics and Rank: Faculty Demographics and Rank:

University System Tenured and Tenure-track Faculty University System Tenured and Tenure-track Faculty

2001-2002 by Rank / Race / Ethnicity / Gender2001-2002 by Rank / Race / Ethnicity / Gender

Full Time Faculty

Black,

Non-Hispanic

M F

American Indian/

Alaskan Native

M F

Asian/

Pac. Islander

M F

Hispanic

M F

White

M F

Professors 6 4 1 0 40 6 4 0 490 77

Associate Professors 19 11 1 0 28 8 2 2 348 187

Assistant Professors 6 8 1 0 27 7 4 2 183 122

Instructors 0 0 0 0 0 0 0 0 3 13

Total 31 23 3 0 95 21 10 4 1,024 399

Access and Retention in Higher Education Access and Retention in Higher Education for Racially/Ethnically Diverse Students: for Racially/Ethnically Diverse Students:

Some Promising InitiativesSome Promising Initiatives HAWKHAWKA University of Kansas initiative that used orientation, mentoring, tutoring, career A University of Kansas initiative that used orientation, mentoring, tutoring, career

counseling, and financial aid packages to raise minority retention rates at the counseling, and financial aid packages to raise minority retention rates at the

undergraduate level.undergraduate level. Project DEEPProject DEEPA research initiative that is evaluating the retention programs and associated A research initiative that is evaluating the retention programs and associated

graduation rates of minorities in 20 U.S. colleges and universities.graduation rates of minorities in 20 U.S. colleges and universities.

SREB Doctoral ScholarsSREB Doctoral ScholarsThe Southern Regional Education Board in conjunction with its member states, The Southern Regional Education Board in conjunction with its member states,

institutions and foundations initiative to increase the number of minorities earning institutions and foundations initiative to increase the number of minorities earning doctoral degrees and secondarily increasing the ratio numbers of minority faculty doctoral degrees and secondarily increasing the ratio numbers of minority faculty in colleges and universities. Ongoing mentorship and transition to the academy in colleges and universities. Ongoing mentorship and transition to the academy continues after graduation.continues after graduation.

Holmes ScholarsHolmes ScholarsThe Holmes Scholars are a select group of graduate students who are enrolled at The The Holmes Scholars are a select group of graduate students who are enrolled at The

Holmes Partnership institutions preparing for careers in the education professorate Holmes Partnership institutions preparing for careers in the education professorate and in professional development schools.  and in professional development schools. 

Strategies to Increase the Hiring and Strategies to Increase the Hiring and Retention of Racially/Ethnically Retention of Racially/Ethnically

Diverse FacultyDiverse Faculty

Institutional commitment to hire, retain and promoteInstitutional commitment to hire, retain and promote Personal outreach to candidatesPersonal outreach to candidates Aggressive recruitment strategyAggressive recruitment strategy Cultivate a welcoming environmentCultivate a welcoming environment Engage campus neighborsEngage campus neighbors Don’t distort realityDon’t distort reality Counter segregated networksCounter segregated networks Mentor racially/ethnically diverse doctoral graduate Mentor racially/ethnically diverse doctoral graduate

students and post-doc employeesstudents and post-doc employees Cultivate alliances with minority organizationsCultivate alliances with minority organizations

SOURCE: Bennefield, 1999; Davidson, 2001; Fain, 2000; Hamilton, 2002; Hill, 1999

1850 1875 1900 1925 1950 1975 1990 2000

UK Founded

1865

1st UK African

American Student 1949

1st UK African

American Faculty

1965/1967

Plessy v. Ferguson

1896

Day Law1903

1st African American Dean 1990

1st African American

Vice President

1974

1st UK Status of Minority Report1990

13th Amendment

1865

Brown v. Bd. Of Educ.

1954

Civil Rights Act 1964

Adams v. Richardson

1973

President’s Commission on Diversity

2001

1st UK African

American BOT Chair

2002

““Education of all Americans profoundly Education of all Americans profoundly benefits the national economy. The benefits the national economy. The Education Testing Service estimates that, Education Testing Service estimates that, ‘if Hispanics and African Americans had ‘if Hispanics and African Americans had the same education and commensurate the same education and commensurate earnings as whites,’ there would be ‘an earnings as whites,’ there would be ‘an upsurge in national wealth’ of $113 billion upsurge in national wealth’ of $113 billion annually for African Americans and $118 annually for African Americans and $118 billion for Hispanics” billion for Hispanics”

(Business-Higher Education Forum, 2002)

President’s CommissionPresident’s Commission

On DiversityOn Diversity

2 Gillis Building2 Gillis Building

University of KentuckyUniversity of Kentucky

Lexington, Kentucky 40506-0033Lexington, Kentucky 40506-0033

Tel: (859) 257–3493Tel: (859) 257–3493

Fax: (859) 257–1015Fax: (859) 257–1015

TDD: (859) 257-TDD: (859) 257-

Web: wwwpcd@uky..eduWeb: wwwpcd@uky..edu

Lee A. Todd, PresidentLee A. Todd, President

Deneese L. Jones, ChairDeneese L. Jones, Chair

J. John Harris III, Vice J. John Harris III, Vice ChairChair