Faculty Leadership for Diversity

1. Faculty Leadership for Diversity George Fox University Pete C. Menjares, Ph.D. Associate Provost for Diversity Leadership Biola University

2. Overview • Select Research • One Work in Progress • Q & A

3. Select Research

4. Select Research • Minority faculty remain underrepresented in American higher education at 17% (Turner, González, and Wood, 2008) • Minority Faculty remain underrepresented in CCCU schools at 6.5% (Laney and Daniels, 2006)

5. Select Research: Challenges • Departmental • Research • Job satisfaction • Bias in hiring • Just work expectations • Teaching challenges • Isolation/Marginalization • Language/Accent discrimination • Service

6. Select Research: Challenges • Institutional • Lack of recruitment/retention • Lack of diversity • Isms (race/ethnicity, class, gender) • Tokenism • Tenure/Promotion • Mentorship • Historical legacy of exclusion • Pipeline issues • Myths

7. Select Research: Supports • Departmental • Love for teaching • Service

8. Select Research: Supports • Institutional • Supportive administration • Student diversity • Support programs • Colleagues/allies • Networks • Tenure/Promotion • Mentorship

9. Select Recommendations • Institutionalize diversity goals (I) • Promote strong diversity leadership (I) • Establish more inclusive standards for judging faculty performance (D) • Provide opportunities for authentic and spiritual expression (D) • Establish recruitment/hiring/retention plans • Diversify the student body/faculty

10. Select Recommendations • Provide training on faculty of color issues • Provide opportunities for collegial networks and collaborations • Provide research support • Promote mentoring programs • Promote policies supportive of a diverse faculty • Establish more inclusive standards for tenure/promotion

11. One Work in Progress

12. Background • Recruitment and retention challenges • The need to develop all faculty for diversity • The tension between mandatory and voluntary training • Naming the attitudes/dispositions, knowledge, skills, and outcomes

13. Background • Building a compelling case • The distinctively Christ-centered nature of the institution • The nature and theology of the Kingdom of God • The epistemology of spiritual formation

14. The Faculty Coalition for Diversity Leadership

15. Faculty Coalition for Diversity Leadership • A coalition of the willing – Voluntary, not tied to promotion, no stipends, but resourced in books, materials, meals, and travel • Application process – Selective, commitment, accountability • Twice-monthly meetings: Readings, discussions, experiential learning, cultural excursions, written reflections

16. Faculty Coalition for Diversity Leadership • Primary outcomes: • Work cooperatively toward a biblical understanding of diversity • Work toward a common language of diversity • Model experientially for our community • Comprehend and recognize prejudice, bias, injustice • Develop new course goals, research and write • Equip and train in the complex area of diversity and intercultural understanding

17. Vision Statement To work cooperatively toward a biblical understanding of diversity and a common language, model experientially, comprehend and recognize prejudice, develop new course goals, resource others, research and write, and equip and train in the complex areas of diversity and intercultural understanding

18. Spiritual Formation and Transformation – II Cor. 5:16-21 • Life Transformation in Christ (epistemology of spiritual formation) • Biblically-Based Diversity and Intercultural Understanding (for the sake of transformation) • Integration of Diversity (for the sake of transformation) • Christian Worldview of Diversity (for the sake of transformation) • Telos – Love of God, Love of Others (Mark 12:30-31)