faculty leadership for diversity

+

Faculty Leadership for DiversityGeorge Fox UniversityPete C. Menjares, Ph.D.Associate Provost for Diversity LeadershipBiola University

+Overview

Select Research

One Work in Progress

Q & A

+

Select Research

+ 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)

+ Select Research: Challenges

• Departmental– Research– Job satisfaction– Bias in hiring– Just work expectations– Teaching challenges– Isolation/Marginalization– Language/Accent discrimination– Service

+ 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

+ Select Research: Supports

Departmental Love for teaching Service

+ Select Research: Supports

Institutional Supportive administration Student diversity Support programs Colleagues/allies Networks Tenure/Promotion Mentorship

+ 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

+ 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

+

One Work in Progress

+ 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

+ 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

+

The Faculty Coalition for Diversity Leadership

+ 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

+ 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

+ 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

+ 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)