Christine Clark

1. Christine Clark Vice President for Diversity & Inclusion

2. Why Race Matters The Educational Benefits of Diversity in Higher Education

3. Benefits of Diversity Students who attend racially diverse colleges and universities, and who take advantage of that diversity*: Earn higher grades; Are more likely to graduate; And are, upon graduation, hired first, promoted faster, and earn more money sooner than their peers who attend more racially homogenous higher education institutions. +Three conditions that must exist and be taken advantage of for the benefits of diversity to accrue: opportunities for informal/accidental interaction across race in the co-curricular context; 2) opportunities for formal/structured interaction across race in the co-curricular context; 3) opportunities for formal/integrated intellectual engagement across race in the curricular context.+Three conditions that must exist and be taken advantage of for the benefits of diversity to accrue: opportunities for informal/accidental interaction across race in the co-curricular context; 2) opportunities for formal/structured interaction across race in the co-curricular context; 3) opportunities for formal/integrated intellectual engagement across race in the curricular context.

4. Question Areas� There are three major question areas that will help us to frame what we need to do with respect to diversity. These question areas focus on: demographics; conceptualization; and, accountability. These are our greatest diversity CHALLENGES�These are our greatest diversity CHALLENGES�

5. Demographics What do our racial and gender demographics look like? Students? Faculty and Staff? What can we do to improve our racial and gender demographic diversity? How can we operationalize these actions? How will we know if/when we have been successful/successful enough?? Challenge ONE---numbers from: ir.unlv.edu, additional available on the Provost�s Planning Website Tenure-track and tenured faculty ranks are where the numbers are the worst, and they get worse with advanced rank In every underrepresented group students outnumber faculty and staff, and by 2 to 1 for American Indians and Latinas/os; in contrast, white faculty and staff numbers are one third higher than white students We need to at least better balance student and faculty and staff demographics We also need to increase the numbers of underrepresented groups to at least mirror the nation, and, better, the local community Perhaps a larger challenge lies in the revolving door embedded in our demographics--we are doing �okay� with the numbers year to year, but because these numbers do not reliably represent the same people from year to year we recognize we have a retention problem So we need to improve recruitment AND retention which speaks to climate challenges We need to change, for the better, institutional processes around: outreach; admissions and hiring; persistence in, and graduation from, degree programs, APT, and career advancement; support (academic, professional, and social) and mentorship (informal and formal); and conflict negotiation and resolution Walk our Talk: Equality of Access can only be measured by equality of outcomesChallenge ONE---numbers from: ir.unlv.edu, additional available on the Provost�s Planning Website Tenure-track and tenured faculty ranks are where the numbers are the worst, and they get worse with advanced rank In every underrepresented group students outnumber faculty and staff, and by 2 to 1 for American Indians and Latinas/os; in contrast, white faculty and staff numbers are one third higher than white students We need to at least better balance student and faculty and staff demographics We also need to increase the numbers of underrepresented groups to at least mirror the nation, and, better, the local community Perhaps a larger challenge lies in the revolving door embedded in our demographics--we are doing �okay� with the numbers year to year, but because these numbers do not reliably represent the same people from year to year we recognize we have a retention problem So we need to improve recruitment AND retention which speaks to climate challenges We need to change, for the better, institutional processes around: outreach; admissions and hiring; persistence in, and graduation from, degree programs, APT, and career advancement; support (academic, professional, and social) and mentorship (informal and formal); and conflict negotiation and resolution Walk our Talk: Equality of Access can only be measured by equality of outcomes

6. Conceptualization How is diversity conceptualized, and what can we do to promote the development of collective diversity awareness, knowledge, and action in ways that will both support and challenge all of our constituents?? Statements: Hiring Admissions Employment Protection Office Need to educate people about what this means and how to practice it� Statements: Hiring Admissions Employment Protection Office Need to educate people about what this means and how to practice it�

7. Accountability How are students, faculty, staff, and community members �held accountable� for diversity in their respective roles on and off campus? Practices, Protocols, Procedures, Policies Performance Evaluation--reciprocal--supervisor-supervisee, action plans APT--integration of diversity measures/impact of demographics on each measure DAP--by Unit/Department//Division/College-School Conflict Resolution-educative, not punitivePractices, Protocols, Procedures, Policies Performance Evaluation--reciprocal--supervisor-supervisee, action plans APT--integration of diversity measures/impact of demographics on each measure DAP--by Unit/Department//Division/College-School Conflict Resolution-educative, not punitive

8. History of Diversity at UNLV Firsts � Students, Faculty, Staff by Race/Gender Academic Program Establishment Benchmarks � Ethnic Studies, etc. Co-Curricular Program Establishment Benchmarks � HR, Office of Student Life, VP�s, etc. Evolution of Negatives � Mascot, Immigration Status Challenges, Domestic Partner Benefits, etc. Looking back, moving forward Establishing floors/baselines from which to asses progress over time�Looking back, moving forward Establishing floors/baselines from which to asses progress over time�