Beyond the Diversity Plan

1. Beyond the Diversity Plan Susan T. Gooden, Ph.D., Professor Wilder School of Government & Public Affairs Virginia Commonwealth University stgooden@vcu.edu Teaching PA Conference, May 18, 2011

2. Context and Assumptions • Diversity plan is not an end into itself. • Component of a programmatic culture that values diversity (“think globally, act locally”—Frederickson) • Lack of ideal university support of diversity efforts is not an excuse for inaction • Focus is on routine program actions that support diversity and inclusion (structural analysis—john powell) Teaching PA Conference, May 18, 2011

3. Know the Diversity History of Program • Develop an accurate diversity narrative - Who was the first African-American student in your program? -Who was the first Latino graduate of your program? -Is your program a safe zone? Since when? -Describe your longitudinal data in terms of diversity. -What were the experiences of under-represented groups in your program 30 years ago? 20 years ago? 10 years ago? How do they compare today? -Educate faculty on your program’s diversity history. Teaching PA Conference, May 18, 2011

4. Why is this useful? • Sends a clear message that the program values its own diversity history • Offers transparency about the program’s history in terms of equal opportunity and discrimination • Allows faculty, staff and students to know the diversity history of their program Teaching PA Conference, May 18, 2011

5. Diversity Measures Matter • Think of this as diversity budgeting (graduate from the school of “anecdotal diversity accounting”) • Routinely examine diversity data - Number of minority applicants - Number of minority applicants accepted - Enrollment yield - Retention and graduation/promotion data - Number of assistantships provided to minority students - Career placement data Teaching PA Conference, May 18, 2011

6. Why is this important? • Promotes programmatic accountability • Gives clear and accurate diversity picture • Identifies diversity priorities and goals • Provides diversity programmatic data Teaching PA Conference, May 18, 2011

7. Programmatic Norms • Do majority faculty regularly speak up regarding the importance of diversity (e.g., faculty recruitment, retention)? • Do diverse faculty routinely teach in the program core? • Are courses regularly offered with a focus on key aspects of diversity (women in PA; social equity; diversity in PA; Public Administration and Tribal Governance) • Do faculty view diversity-related research as a second-tier research activity? Teaching PA Conference, May 18, 2011

8. Programmatic Norms (Continued) • Is diversity reflected in scholars-in-residence and invited lectures (not just a practitioner activity) • What messages do departmental pictures, wall hangings and artifacts reflect about diversity? • What diversity messages are sent in the distribution of important student assignments? (journal assistants; sponsored research; co-authorships) Teaching PA Conference, May 18, 2011

9. Programmatic Norms (continued) • What diversity messages are sent in the distribution of important faculty assignments? (chair, P&T committees; core curriculum review) • What diversity messages are sent in the distribution of important hiring and budgetary decisions? (endowed professorships; diversity utilization of maximum flexible dollars) Teaching PA Conference, May 18, 2011

10. True or False? • A review of our program’s hiring record would find diversity is important. • A review of our program’s budgetary record would find diversity is important. • Faculty memberS routinely speak up regarding the importance of diversity to our program (not a “one-person” activity) • Our program faculty is seriously preparing to educate MPA students in a more diverse demographic society • Our program pushes itself in the area of diversity. Teaching PA Conference, May 18, 2011

11. The Bottom Line • Examining internal programmatic norms and behaviors is important • Programs can do a lot internally to promote diversity • How much does your program do? Teaching PA Conference, May 18, 2011

12. Comments? Susan T. Gooden, Ph.D. (804) 828-7078 stgooden@vcu.edu Teaching PA Conference, May 18, 2011