College Completion Rates for 25- to 29-Year-Olds and for Persons 25 Years and Over, by Race and Ethnicity: 1998

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Deneese L. Jones, Ph. D., Chair J. John Harris
III, Ph. D., Vice Chair
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Mission

• 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.

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The Charge to the PCD

• Advise the President on issues, policies and
  practices that affect the University of
  Kentuckys 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
  Universitys recruitment, retention and
  graduation on minority students in all of its
  programs, and for enhancing the institutions
  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

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Accomplishments of the Commission2002-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

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Accomplishments of the Commission2002-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.

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Diversity
Definition Diversus (latin), Having variety in
form - - American Heritage Dictionary, 4th ed.,
(2001_at_252)

• Something to think about
• Unity does not exclude diversity, nay more,
  without diversity there can be no true and
  perfect unity.
• - Farrar (1882)

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Challenges to Success for Diversity 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

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Why Value Diversity in the Professoriate, 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
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World MetricIf we could shrink the Earths
population to a village of precisely 100
peoplewith all existing human ratios remaining
the same, it would look something like this

• 70 would be non-Christian 30 would be Christian
• 50 percent of the entire worlds wealth would be
  in the hands of only 6
• Only one would have a college education
• No one would own a computer

• 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

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Population Growth

• In the next 10 years, Kentuckys projected
  population growth is 3 (128,000).
• From 2001-2010 the numbers of Kentuckys 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

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Critical Issues in Diverse Student Admissions,
Retention and Graduation RatesFuture 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

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Dispelling Myths and Uncovering Truths About
Under-representation of Diverse Studentsin
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
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Factors That Can Influence College Attendance,
Retention and Graduation for Diverse Students

• Family Income and Education
• Socio-economic factors
• Pre-college Academic Preparation
• Quality of public schooling
• Admission Policies
• Portfolio and multiple measures vs. standardized
  test only

• Social and Academic Support on Campus
• Mentoring matters
• Financial Aid
• Debt vs. grants
• Pre-matriculation Perceptions
• Grow your own

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Postsecondary Student Access and Retention Issues
for Diverse Students

• Accumulation of significant debt as an
  undergraduate decreases the likelihood that
  qualified low-income and working-class students
  will pursue graduate studies
• Pre-matriculation perceptions of students impact
  the caliber of undergraduate and graduate schools
  they choose to attend
• Selection of lower cost undergraduate schools
  impact access to elite graduate schools.

• The gap in attendance rates between high- and
  low-income students has widened
• Student grant and scholarship support has not
  kept pace with tuition increases
• The more hours working-class students work the
  more likely they were to drop out of college
• As tuition costs rise economically disadvantaged
  students work more, take fewer classes, increase
  time to graduation

SOURCE Feagan, 2003
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Impact of Socioeconomic Status (SES) and Family
Income on the Most Highly Qualified High School
Graduates
Source A Report of the Advisory Committee on
Student Financial Assistance, 2002
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UK Student Demographics Fall 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
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UK Student Demographics Fall 2002 by Race /
Ethnicity

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University of Kentucky Diversity Survey Results
Compiled from. . .

• The National Survey of Student Engagement (NSSE,
  2001)
• Undergraduate Alumni Survey (1999,
  2000, 2001)
• New Freshmen Survey (2001)
• Noel-Levitz Student Satisfaction Inventory (1997,
  2000)

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Perceived Academic Climate for African-American
Students at UK
(Overall N2358, African-American N68) Note
Results are compiled from three years of
surveys Source Undergraduate Alumni Survey
Results for 1999, 2000, 2001
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Would you enroll again at UK?
Source Undergraduate Alumni Survey Results for
2001
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This institution shows concern for students as
individuals.
Note A Gap of 1.5 or greater suggests an area
of concern. A gap is defined as the difference
between importance and satisfaction. Source
Noel-Levitz Student Satisfaction Inventory, 1997
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. . .Faculty care about me as an individual.
Note A Gap of 1.5 or greater suggests an area
of concern. A gap is defined as the difference
between importance and satisfaction.
Source Noel-Levitz Student Satisfaction
Inventory, 1997
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Summary Statements

• African American students are more likely to
  express concern with UKs commitment to racial
  harmony on campus. (Noel-Levitz Inventory)
• African American freshmen are more likely to
  report working and conversing with whites than
  vice versa. (New Freshman Survey)
• Both African Americans and women are less likely
  than the overall group of respondents to believe
  the campus is safe and secure.

• UK students are less likely than students from
  other doctoral institutions to converse with
  students who are very different from themselves
  (NSSE)
• UK students perceive the university as not
  emphasizing the importance of contact with
  students from different economic, social, and
  racial or ethnic backgrounds (NSSE)
• Female and African American alumni perceive the
  social climate at UK as less supportive than the
  overall sample of alumni (UK Alumni Survey)

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Barriers Reported by Faculty 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

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Debunking the Myths for Faculty of Color

• Our institution cannot compete for faculty of
  color because everyone wants them.
• We cannot match the high salaries offered
  faculty of color.
• Recruiting faculty of color takes away
  opportunities for white faculty.

• There are no qualified candidates of color for
  our open faculty positions.
• Faculty of color will leave for more money and
  prestige.
• Faculty of color would not come to our campus.
• Model Minority

SOURCE Turner, 2002
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(No Transcript)
27

SOURCE National Center for Education Statistics
(2001)
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Demographics for Full Professor 1999

SOURCE U.S. Department of Education, National
Center for Education Statistics, Fall Staff
Survey, 1999
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Source The Chronicle of Higher Education, ??
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Faculty Demographics and Rank
University System
Tenured and Tenure-track Faculty
2001-2002 by Rank / Race / Ethnicity /
Gender
Black, Non-Hispanic M F
American Indian/ Alaskan Native M F
Asian/ Pac. Islander M F
Hispanic M F
White M F
Full Time Faculty
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
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Access and Retention in Higher Education for
Racially/Ethnically Diverse Students Some
Promising Initiatives

• HAWK
• A University of Kansas initiative that used
  orientation, mentoring, tutoring, career
  counseling, and financial aid packages to raise
  minority retention rates at the undergraduate
  level.
• Project DEEP
• A research initiative that is evaluating the
  retention programs and associated graduation
  rates of minorities in 20 U.S. colleges and
  universities.
• SREB Doctoral Scholars
• The Southern Regional Education Board in
  conjunction with its member states, institutions
  and foundations initiative to increase the number
  of minorities earning doctoral degrees and
  secondarily increasing the ratio numbers of
  minority faculty in colleges and universities.
  Ongoing mentorship and transition to the academy
  continues after graduation.
• Holmes Scholars
• 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 and in professional
  development schools. 

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

• Institutional commitment to hire, retain and
  promote
• Personal outreach to candidates
• Aggressive recruitment strategy
• Cultivate a welcoming environment
• Engage campus neighbors
• Dont distort reality
• Counter segregated networks
• Mentor racially/ethnically diverse doctoral
  graduate students and post-doc employees
• Cultivate alliances with minority organizations

SOURCE Bennefield, 1999 Davidson, 2001 Fain,
2000 Hamilton, 2002 Hill, 1999
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1st UK African American Faculty 1965/1967
1st UK African American BOT Chair2002
13th Amendment 1865
1st African American Vice President 1974
UK Founded1865
Presidents Commission on Diversity2001
Day Law1903
Adams v. Richardson1973
1850 1875 1900 1925 1950 1975 1990 2000 1850 1875 1900 1925 1950 1975 1990 2000 1850 1875 1900 1925 1950 1975 1990 2000 1850 1875 1900 1925 1950 1975 1990 2000 1850 1875 1900 1925 1950 1975 1990 2000 1850 1875 1900 1925 1950 1975 1990 2000 1850 1875 1900 1925 1950 1975 1990 2000 1850 1875 1900 1925 1950 1975 1990 2000 1850 1875 1900 1925 1950 1975 1990 2000


1st African American Dean 1990
Brown v. Bd. Of Educ. 1954
1st UK Status of Minority Report1990
Plessy v. Ferguson 1896
1st UK African American Student 1949
Civil Rights Act 1964
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• Education of all Americans profoundly benefits
  the national economy. The Education Testing
  Service estimates that, if Hispanics and African
  Americans had the same education and commensurate
  earnings as whites, there would be an upsurge
  in national wealth of 113 billion annually for
  African Americans and 118 billion for Hispanics
  
• (Business-Higher Education Forum, 2002)

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Lee A. Todd, President Deneese L.
Jones, Chair J. John Harris III, Vice Chair
Presidents Commission On Diversity 2 Gillis
Building University of Kentucky Lexington,
Kentucky 40506-0033
Tel [phone] Fax [phone] TDD
(859) 257- Web wwwpcd_at_uky..edu