Diversity and Multicultural Affairs

1. Diversity and Multicultural Affairs Dr. Taffye Benson Clayton Vice Provost University of North Carolina at Chapel Hill

2. Our Brand As a National Leader • Diversity is central to our mission and integral to our brand at Carolina • Leader in higher education access • Access directly linked to diversity and academic excellence • 21st century high-achieving students • Desire for diverse learning environments • Compositional diversity is an important component • Expectation of access to and interaction with other high-achieving diverse students and faculty

3. Diversity and Inclusion Defined

4. Diversity at UNC-Chapel Hill • Mission • Extend knowledge-based services and other resources of the University to the citizens of North Carolina and their institutions to enhance the quality of life for all people in the State • Academic Plan • Equity and Inclusion at Carolina—Strategic plan with recommendations to strengthen commitment to diversity and inclusion • Core values • Believes that it can achieve its educational, research, and service mission only by creating and sustaining an environment in which students, faculty, and staff represent diversity…

5. DMA’s Mission and Vision • Mission • The Office of Diversity and Multicultural Affairs (DMA) is an administrative unit in the Office of the Executive Vice Chancellor and Provost. • Our mission is to provide university-wide leadership in developing and implementing initiatives that promote access to and diversity within our student, faculty, and staff communities. We provide leadership, consultation, and project management of policies, programs, and services that promote diversity as a means of achieving educational excellence and enhancing the quality of life for all members of the University community. • Vision • To promote and sustain an inclusive campus community that values and respects all members of the University community

6. Refreshed Vision for Diversity

7. DMA’s Expanded Charge and Portfolio • Since its inception, DMA has primarily served historically underrepresented students • Now faculty, staff and student-focused

8. DMA’s Broad Based Focus Diversity and inclusion functions • Institutional diversity • Leadership for university-wide diversity policies, procedures, and practices • Diversity, inclusion, and cultural competence education • Consultation • Assessment and research of diversity issues within organizational structures • Community engagement with diverse populations • Recruitment and retention of faculty, staff, and students from diverse backgrounds and cultures • Multicultural programming • Support programs for diverse student populations • Diversity, inclusion and cultural competence leadership programs

9. The New DMA Team

10. New DMA Directors

11. Coordinators

12. Administrative Support

13. UNC as a Diversity Leader

14. Opportunities to Lead in Diversity • Faculty Diversity Recruitment and Retention • Minority Male Success and Graduation • Faculty and Staff Diversity Education • Cultural Competence Skill Development and Leadership

15. Leading in Diversity Presence and Success • To develop strategies to increase the presence of historically underrepresented populations • To develop an effective model for minority male student success at Carolina to decrease graduation rate disparities and promote differentiated student success

16. Leading in Diversity Education • To develop a comprehensive, multiple modality educational strategy, inclusive of faculty and staff at Carolina • To develop a model for cultural competence skill development and leadership education for students

17. Diversity Seminar Series for Faculty and Staff Chancellor’s 21st Century Vision Dialogue Through the Lens of DiversityThe Role of Diversity in Education • Plenary Keynote • Dr. Pat Gurin—Nancy Cantor Distinguished Professor Emerita of Psychology and Women's Studies at the University of Michigan • Panel Discussion Participants • Dr. Jeff Milem—Ernest W. McFarland Distinguished Professor in Leadership for Education Policy and Reform in the College of Education, Department Chair and Director, Center for the Study of Higher Education at the University of Arizona • Dr. Thomas Nelson-Laird—Associate Professor, Higher Education Leadership and Policy Studies, Project Manager for the Faculty Survey of Student Engagement (FSSE) at Indiana University 

18. Minority Males at UNC

19. Undergraduate Academic Success at Carolina

20. Disaggregating the Data • What does the data tell us about differentiated groups? • How do we use the data to make data driven decisions that support our institutional mission?

21. Undergraduate Student Data • Enrollment • 18,430 students, approximately 7,700 males (42 %) • 39 American Indian • 715 Hispanic/Latino • 566 African American • Graduation, Current four-year rate is 80% • 2010 Retention Study four-year rate • American Indian males 64.7% American Indian females 67.4% • Hispanic males 61% Hispanic females 77.3% • African American males 49.2% African American females 71% Source: UNC Institutional Research

22. Forum and Workgroup Progress • Minority Male Success Forum, January 27, 2012 • Goals • Continue momentum developed across campus to address needs of Carolina undergraduate men of color • Respond to student appeals for support, consideration and action • Enhance communication and collaboration on this issue • Strengths-based approach to understanding and supporting recruitment, retention, graduation and success of minority males • Examine current efforts and exchange new ideas for mentoring • Minority Male Collaborative Workgroup, March 2012 • DMA, Undergraduate Retention, Student Success and Academic Counseling, New Student and Parent Programs, Scholarships & Financial Aid, Office of Institutional Research, Student Affairs, CBC

23. Challenges with Target Group • General success strategies will frequently not meet the needs of many minority males • More likely to be hindered by economic disadvantages • Less likely to access existing social/academic resources • More likely to be first-generation students • Less likely to have access to information about higher education • Less likely to have role models among faculty

24. Minority Male Success and Graduation • Successful minority males at Carolina • Are skilled at academic self-management • Have self-awareness of their academic strengths • Engage in learning activities outside the classroom • Are likely to intentionally engage with non-minority students • May or may not participate in mentorship

25. 3MP Grant Process • Initiated by General Administration in response to: • UNC Board of Governors and the UNC General Administration launch the University of North Carolina Tomorrow Initiative (2007) • Recommendation 4.2.5. • UNC should increase the educational attainment of all underrepresented populations, especially African American male and Hispanic students • 2011—UNC launches three 3MP pilots on UNC campuses • 2012—UNC system to provide funding to additional campuses to expand efforts with minority male students in parallel with Community College System

26. Carolina Millennial Scholars • Scope—first-year and transfer students • Connect students to University resources • Enhance participants’ academic experience and set a path to graduation • Encourage students to identify their individual strengths • Help students take responsibility for their education, choices and decisions • Design • Small cohorts based on academic interests • Seminar and series of workshops focused on academic success, professional development, and financial literacy • Faculty and staff mentoring

27. Thank You