Diversity and Inclusion @ UIC

Tyrone Forman, Professor

Associate Chancellor and Vice Provost for Diversity

University of Illinois at Chicago August 19, 2016

Defining Diversity

“the variety of personal experiences, values, and worldviews that arise from differences in culture and life circumstance. Such differences include but are not limited to race, ethnicity, gender, sexual orientation, disability, national origin, citizenship status, age, language, religion, and economic status”

Diversity Components Structural Diversity

– the numerical and proportional representation of different groups in a context

Interactional Diversity – interactions with diverse people and interactions with

diverse information/ideas

Institutional Diversity (Curricular/Co-Curricular) – diversity courses, intergroup dialogue programs, cultural

awareness centers, diversity training that occur on the university campus

Why Diversity Matters

• Promote robust exchange of ideas • Enhance innovation • Promote the inclusion of

underrepresented/underserved individuals • Disrupt and negate stereotypes • Facilitate cooperation and cultural understanding • Prevent isolation and alienation • Create pathways to leadership • Ensure democratic legitimacy

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UIC’s Commitment to Diversity & Inclusion

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UIC’s Diversity Blueprints: Strategic Thinking and Planning

2009 2012

Diversity Vision

UIC will be nationally recognized as a leading diverse learning community where human differences are embraced, and where neither difference nor disadvantage stands in the way of intellectual and professional achievement.

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Difference Is Not the Problem

“It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.”

– Audre Lorde (Our Dead Behind Us: Poems, 1986)

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Diversity Mission

Promote an organizational culture and structure that honors diversity through integration of the principles of access, equity, and inclusion into all aspects of university processes and practices.

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Key Diversity Principles

ACCESS

Opportunity to fully participate in campus life

EQUITY

Fair and just

outcomes for all to achieve their full intellectual and

professional potential

INCLUSION

An individual or group sense of

belonging as valued member(s) of

campus life

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Role of Office of Diversity

Guide UIC’s strategic efforts to advance access, equity, and inclusion as fundamental principles underpinning all aspects of university life. We manage UIC’s diversity resources and infrastructure, initiate programs that promote an inclusive university climate, partner with campus units to formulate systems of accountability, and develop links with the local community and alumni groups to advance engagement with critical diversity issues.

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Shared Leadership and Responsibility

“Diversity [is] a collective undertaking; not the work of a few, but the duty of all” (A Mosaic for UIC Transformation)

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Diversity Organizational Chart

Diversity Organizational Chart

ACCESS

Diversity Organizational Chart

EQUITY

Diversity Advisory Committee: The Diversity Advisory Committee is a broadly representative, deliberative group drawn from the ranks of staff, faculty and students who are committed to advancing the principles of access, equity, and inclusion. It advises on matters pertinent to enhancing the positive impact of diversity at UIC. Specifically, the DAC provides counsel on diversity policy, procedures, and strategy that inhibit or facilitate UIC being a more welcoming and inclusive university. .

Diversity Chairpersons Committees: This committee consists of the chairperson(s) of each college and administrative unit’s diversity committee. Its role is to ensure that initiatives are underway and progress is being made as it relates to each unit’s diversity strategic plan. Specifically, its emphasis is on identifying areas for improvement, setting measurable goals, and monitoring progress toward those goals as it relates to advancing the principles of access, equity, and inclusion. It is a vehicle for facilitating communication, cooperation, and sharing of ideas across divisions of the university related to diversity efforts.

Chancellor’s Status Committee: Advisory bodies to UIC’s Chancellor, comprising staff, students, and faculty who collaboratively monitor the needs of underrepresented and underserved groups on campus, and proactively make policy recommendations that can improve the climate for these groups on campus. While each status committee focuses on its own specific area, they also collaborate with one another on common equity and inclusion issues as they arise.

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Diversity Organizational Chart

INCLUSION

Centers for Cultural Understanding and Social Change: A collaborative group of six seven centers with distinct histories, missions and locations that promote the well-being of and cultural awareness about underrepresented and underserved groups at UIC by providing opportunities for intercultural engagement among students, faculty, staff, and Chicago communities.

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The Variety of Diversity Cultures Institutional Culture Meaning

Monocultural Assimilationist Organization. May have a diverse workforce and/or student body but still values a majority culture (i.e., “This is how we do it around here.”). Unconscious at best and intentionally discriminatory at worst.

Compliant Numbers-based Organization: Diversity is a problem to be managed (i.e., “What do we have to do stay out of trouble?”). Focus on protecting the institution image and maintaining status quo.

Multicultural Multicultural Organization: May have a diverse workforce and/or student body but typically ignores differential opportunity structures for these groups within organization (i.e., “Difference equals food, fashion, and festivals, but rarely equity for all”).

Inclusive Inclusive Organization: Has a diverse workforce and student body and is attentive to the flourishing of these groups throughout the organization (i.e., “We embrace and accommodate difference, promoting equity for all.”)

Diversity Priorities

• Priority 1: Strengthen Diversity Infrastructure: Build and sustain a structure that reflects diversity as a fundamental institutional value. • Priority 2: Promote Equity and Inclusion: Advance existing efforts and create new avenues to promote a climate of equity and inclusion. • Priority 3: Expand Frontiers of Knowledge: Become a national leader in the dissemination of innovative diversity scholarship. • Priority 4: Enhance Community Engagement: Cultivate mutually beneficial partnerships with diverse communities.

Campus Diversity by the numbers…

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Student Diversity

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Black, 8%

Asian, 22%

Latino, 28%

Other, 8%

White, 34%

Fall 2015 UIC Undergraduate Enrollment

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UIC Students with Disabilities, 2005-2015

1

3.3

0.6

1.4 0.8

2.6

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Undergraduate

Graduate/Professional

Campus Total

Female Students

UIC Female Undergraduate Student Comparison to Peer Group Institutions, 1980-2014

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14

University of Illinois at Chicago

25th Percentile

50th Percentile (Median)

75th Percentile

• SUNY, University at Buffalo • U of Ala at Birmingham • U of Cincinnati • U of Connecticut • U of Louisville • U of S Florida - Tampa • U of Utah • VCU

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UIC Peers

Structural diversity (i.e., the presence of numerically diverse students, faculty, and staff) “…is not an airborne virus whose mere presence spreads the beneficial outcomes of diversity…[it] is a resource that must be intelligently and intentionally drawn on to …produce positive outcomes.”

Moving Beyond Numbers…..

AN EXAMPLE:

Leveraging Diversity inside the classroom

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UIC ENTERING STUDENT SURVEY

Reputation for Racial/Ethnic Diversity “Very Important” in my decision: UIC Freshmen, 2008-15

Source: 2008-15 UIC Entering Student Survey

50%

68%

54% 54%

61% 56% 57% 58%

36%

43% 42% 42% 41% 39% 41% 45%

50% 52% 47% 47% 48%

43% 45% 45%

22% 26% 27% 29% 30% 32%

28% 28%

0%

10%

20%

30%

40%

50%

60%

70%

2008 2009 2010 2011 2012 2013 2014 2015

Black Asian Latino White

Helping to Promote Racial Understanding Personally Very Important: UIC Freshmen, 2008-15

Source: 2008-15 UIC Entering Student Survey

59% 62%

54% 56% 61%

57% 61%

69%

39% 38% 43%

46% 46% 41%

44% 49%

50% 53%

47% 44% 45%

42% 45%

49%

30% 26% 27% 29% 30% 31% 32%

39%

0%

10%

20%

30%

40%

50%

60%

70%

2008 2009 2010 2011 2012 2013 2014 2015

Black Asian Latino White

• Course overview: – 8-week seminar – 1-credit hour – small class size (N < 20)

• Course objectives : – Provide a framework to communicate across difference

(i.e., cross-cultural understanding) – Build awareness and explore students’ multiple and

intersecting social identities (i.e., promote positive intergroup relations)

– Introduce new students to existing resources and services at UIC related to diversity and social justice

First Year Dialogue Seminar

Dialogue Framework

37

18.16 19.48

17.80 19.07

20.36 20.13

7.00

14.00

21.00

28.00

Openness to multipleperspectives

Awareness of structuralattributions of gender

inequality

Awareness of structuralattributions of racial inequality

Before CC120

After CC120

Before and after Dialogue Course differences in openness to multiple perspectives, awareness of structural attributions to gender and racial

38

32.53

29.19

10.64

35.22 33.17

11.41

7.00

14.00

21.00

28.00

35.00

42.00

Confidence in social actions Frequency of social actions Attitudes about political issuesin society

Before CC120

After CC120

Before and after Dialogue Course differences in confidence in social actions frequency of social action, & attitudes about political issues in society

39

0.38

0.22

0.51 0.48

0.60

0.33

0.00

0.20

0.40

0.60

0.80

1.00

Openness tomultiple

perspectives

Awareness ofstructural

attributions ofgender

inequality

Awareness ofstructural

attributions ofracial

inequality

Confidence insocial actions

Frequency ofsocial actions

Attitudesabout political

issues insociety

Before and after Dialogue Course estimated effect sizes on all outcomes

Small effect=.2

Medium effect=.5

Large effect=.8

Dialogue Initiative: CC-120

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Staff Diversity

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Black, 22%

Asian, 14%

Latino, 14%

White, 44%

Other, 6%

Fall 2015 UIC Permanent Staff

Group Overrepresentation in Job Categories

Faculty Diversity

Comparison of UIC Minority Faculty with Select Peer Institutions, Fall 2014 Tenured Tenure-Track Asian Black Latino Asian Black Latino Institution Name All % Rank % Rank % Rank All % Rank % Rank % Rank UIC 825 18% 4 ↓ 3% 6 ↓ 6% 2 ↔ 389 21% 3 ↑ 8% 3 ↔ 8% 2 ↔ Florida St U 769 12% 9 4% 5 3% 5 286 12% 6 5% 6 4% 6 Georgia State U 519 12% 9 8% 1 2% 6 210 10% 8 11% 1 2% 8 Rutgers -Newark 275 11% 10 7% 2 3% 5 120 11% 7 9% 2 4% 6 Temple U 737 10% 11 6% 3 4% 4 236 10% 8 3% 8 1% 9 U of Ala at Birmingham 796 14% 7 4% 5 4% 4 485 20% 4 8% 3 2% 8 U of Arizona,Tuscon 1114 9% 12 1% 8 6% 2 330 12% 6 2% 9 8% 2 U of California, Irvine 902 19% 3 2% 7 6% 2 224 20% 4 3% 8 6% 4 U of Cincinnati 688 13% 8 4% 5 2% 6 257 5% 12 6% 5 4% 6 U of Col- Denver 560 8% 13 1% 8 5% 3 1533 9% 9 1% 10 5% 5 U of Memphis 455 12% 9 7% 2 4% 4 178 10% 8 8% 3 3% 7 U of Mich-Dearborn 202 25% 1 3% 6 5% 3 78 32% 1 3% 8 1% 9 U of Missouri-KC 328 15% 6 7% 2 2% 6 79 11% 7 3% 8 4% 6 U of New Mexico 616 10% 11 1% 8 13% 1 304 8% 10 3% 8 10% 1 UNC- Charlotte 529 13% 8 5% 4 3% 5 179 9% 9 11% 1 2% 8 U of Pittsburgh 1143 15% 6 2% 7 3% 5 428 21% 3 6% 5 3% 7 U of South Florida 698 7% 14 5% 4 4% 4 289 7% 11 7% 4 4% 6 U of Wisc-Milwaukee 585 17% 5 6% 3 4% 4 191 20% 4 7% 4 4% 6 Virginia Commonwealth U 704 10% 11 5% 4 2% 6 263 19% 5 4% 7 2% 8 Wayne State U 760 20% 2 5% 4 3% 5 257 26% 2 4% 7 4% 6

# of UIC Departments with No Latino/a, No Black, or No Faculty from Either Group, 2007-2015

44 39 39 39 39 39 37

35 36

58

47 49 46 47 45 43

46 49

37

28 28 27 27 25 22 22 21

0

10

20

30

40

50

60

70

80

2007 2008 2009 2010 2011 2012 2013 2014 2015

No Latino/a No Blacks No Latino/a and No Blacks

Female Faculty

UIC Female Tenure-Track Faculty Comparison to Peer Group, 1993-2014

37.6% 41.3%

38.2% 40.5%

44.4% 46.7% 47.7%

49.3% 52.3% 51.3%

48.3% 49.3% 51.3% 51.3%

47.9% 46.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

93 95 97 99 01 03 05 06 07 08 09 10 11 12 13 14

University of Illinois at ChicagoPeer 25th PercentilePeer 50th Percentile (Median)Peer 75th Percentile

Note: Data from 1994, 1996, 2000, 2002, and 2004 were reported from too few peer institutions and therefore were excluded from the analysis. Source: Ipeds

Female Tenured Faculty Comparison of UIC to Peer Group, 1993-2014

21.5% 21.5% 21.5% 24.2% 25.4%

27.3% 27.3% 29.1% 29.0%

31.0% 31.9% 32.8% 33.6% 33.9% 36.5%

38.3%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

93 95 97 99 01 03 05 06 07 08 09 10 11 12 13 14

University of Illinois at ChicagoPeer 25th PercentilePeer 50th Percentile (Median)Peer 75th Percentile

Note: Data from 1994, 1996, 2000, 2002, and 2004 were reported from too few peer institutions and therefore were excluded from the analysis. Source: Ipeds

Other Campus Diversity Efforts I

• Top 4% Program (admit top students regardless of ACT scores)

• ACCESS Program (Holistic Admission Review) • Taskforce on African American Student Progress and

Success • Promoting an Inclusive Classroom Workshop • Words Matter!: Inclusive Language campaign • REAL Community: Learning Community

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Other Campus Diversity Efforts II

• Institutional Membership to National Center for Faculty Development & Diversity

• Mandatory Diversity Hiring Training • Engaging Diversity: Professional Development

opportunities for staff and faculty • Post-doctoral fellowship to enhance faculty diversity

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Other Campus Diversity Efforts III

• Measuring our success: Diversity dashboard • Placing campus diversity data online (e.g., Diversity

Profile, Diversity at a Glance) • Create a searchable campus diversity portfolio • Convening a National Symposium (“Interrogating

Diversity”)

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Other Campus Diversity Efforts IV

Cluster Hiring Initiative: promote the hiring, success, and retention of faculty who are advancing diversity in research, creativity, and scholarship. We have identified 7 Clusters, with intent to hire 35 new faculty into as many as 24 departments under 5 colleges.

Underrepresented Faculty Recruitment Program (UFRP): designed to assist colleges and departments that have selected underrepresented candidates for hire by providing funds toward salary and research. In FY 14, this program supported 185 faculty members with $3.9M recurring salary funding and $480K nonrecurring startup funding.

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• Driven below the executive level • Originate with a small network of change agents • Network of change agents should be

heterogeneous

Key factors in diversity change

How can faculty assist?

“replace problematic difference-disregarding norms with alternatives that are difference- accommodating” (Fraser 2000:26)

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Equity-Minded Instruction

• Awareness that instructional practices can reinforce societal inequity.

• Acknowledge that different students need distinct kinds of support for their learning.

• Recognize the fairness of allocating additional resources to individuals/groups whom have greater needs due to circumstances outside of their control.

• Understand that promoting inclusion requires ongoing review & assessment of policies, practices, and values assumed to be neutral.

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