REPORT CARD ON PERCEPTIONS OF JA M ES M JO N ES, P HD RACIALIZED - - PowerPoint PPT Presentation

JA M ES M JO N ES, P HD M A RYA M HUSSA IN , P HD RO SA LIE RO LÓ N D O W , P H. D . C EN TER FO R THE STUD Y O F D IV ERSITY JA M ES M . JO N ES, M A RYA M HUSSA IN , RO SA LIE RO LÓ N D O W

REPORT CARD ON PERCEPTIONS OF RACIALIZED CAMPUS CLIMATE

CARROT AND STICK

I n a de mo c ra c y tha t is dive rse , g lo b a lly e ng a g e d, a nd de pe nde nt o n c itize n re spo nsib ilitie s, a ll stude nts ne e d a n info rme d c o nc e rn fo r the la rg e r g o o d b e c a use no thing le ss will re ne w o ur fra c ture d a nd diminishe d c o mmo ns.

• -Na tio na l Co unc il fo r L

ib e ra l E duc a tio n a nd Ame ric a ’ s Pro mise (2007)

UD is no t dive rse in e ithe r a b so lute o r re la tive te rms. With fe w e xc e ptio ns, … the unive rsity tra ils its pe e rs in e ve ry me a sure o f dive rsity in e ve ry c o nstitue nc y o f the institutio n.

• -Middle Sta te s Hig he r E

duc a tio n Co mmissio n (2011)

TODAY’S PRESENTATION

Why the sur ve y? Sur ve y str uc tur e Who we r e the r e sponde nts? Sur ve y analysis What did we find? Re c omme ndations Ove r vie w of “T e ll it like it is” Stor yte lling pr

• je c t

Q&A

WHY THE SURVEY?

Co nte xt Co lla b o ra to rs

• I

nc lusive E xc e lle nc e

• No o se inc ide nt (2015)
• Ong o ing Surve y Ac tivitie s (I

RE )

• Offic e o f Vic e Pro vo st fo r Dive rsity
• Offic e o f E

q uity a nd I nc lusio n

• I

nstitutio na l Re se a rc h a nd E ffe c tive ne ss

• Divisio n o f Stude nt L

ife

• Ce nte r fo r T

e a c hing a nd Asse ssme nt o f L e a rning

• Ce nte r fo r the Study o f Dive rsity

SURVEY STRUCTURE

THE SURVEY: DIVERSE LEARNING ENVIRONMENTS (DLE)

Hig he r E duc a tio n Re se a rc h I nstitute (HE RI ) a t UCL A Struc ture o f DL E

• E

sta b lishe d a nd va lida te d

• Allo ws institutio na l c o mpa riso ns
• Administe r a nd o rg a nize the

re spo nse s

• Ca mpus Clima te
• I

nstitutio na l Pra c tic e s

• Stude nt L

e a rning Outc o me s

• Se xua l Misc o nduc t
• Additio na l Que stio ns (UD):

I nc lusio n/ E xc lusio n/ We lc o me Spa c e s

CAMPUS CLIMATE

VARI ABL E SAMPL EI T E M

Se nse o f Be lo ng ing

“I fe e l a se nse o f b e lo ng ing to this c a mpus.”

Ac a de mic Va lida tio n

“F e lt tha t my c o ntrib utio ns we re va lue d in c la ss.”

Ge ne ra l I nte rpe rso na l Va lida tio n

“F a c ulty b e lie ve in my po te ntia l to suc c e e d a c a de mic a lly”

I nstitutio na l Co mmitme nt to Dive rsity

“Ha s a lo ng sta nding c o mmitme nt to dive rsity.”

Po sitive Cro ss-Ra c ia l I nte ra c tio n

“Ha d me a ning ful a nd ho ne st disc ussio ns a b o ut ra c e / e thnic re la tio ns o utside o f c la ss.”

Ne g a tive Cro ss-Ra c ia l I nte ra c tio n

“F e lt insulte d o r thre a te ne d b e c a use o f my ra c e / e thnic ity.”

Disc rimina tio n a nd Bia s

“He a rd inse nsitive o r dispa ra g ing re ma rks fro m fa c ulty”

Ha ra ssme nt

“T hre a ts o f physic a l vio le nc e .”

Co nve rsa tio ns a c ro ss Diffe re nc e

“F ro m a so c io e c o no mic c la ss (re lig io n/ se xua l o rie nta tio n e tc .) diffe re nt fro m yo ur o wn.”

SEXUAL MISCONDUCT

• T

his se c tio n a ske d re spo nde nts to se lf-re po rt e xpe rie nc e s o f unwa nte d se xua l c o nta c t a nd se xua l a ssa ult, a nd if the se insta nc e s we re re po rte d.

• Re sults fro m this se c tio n o f the DL

E will b e a va ila b le in a re po rt b e ing pre pa re d b y the Offic e o f I nstitutio na l Re se a rc h a nd E ffe c tive ne ss (I RE ).

INCLUSION/EXCLUSION

Stude nts fir st ide ntifie d the ir most salie nt soc ial ide ntity, T he y we r e the n aske d to what e xte nt the y fe lt isolate d, disc our age d, or e xc lude d be c ause o f that so c ial ide ntity (E xc lusio n). Ne xt the y we r e aske d to what e xte nt the y fe lt the y be longe d, we r e suppor te d, or we r e validate d be c ause o f that so c ial ide ntity (Inc lusio n). F inally, stude nts we r e aske d to de sc r ibe e xample s of those e xpe r ie nc e s

unWELCOME SPACES

Stude nts first ide ntifie d the ir mo st sa lie nt so c ia l ide ntity. Ne xt, the y indic a te d ho w o fte n the y fe lt unwe lc ome in c e rta in stude nt-c e nte re d c a mpus spa c e s (re side nc e ha lls, c la ssro o ms, dining ha lls, stude nt c e nte rs, L ittle Bo b , lib ra ry). T he n, the y we re a ske d to wha t e xte nt the y fe lt UD is c o mmitte d to ma king c a mpus a we lc o ming pla c e .

WHO ARE THE RESPONDENTS?

• DL

E to All UD unde rg ra ds—17,359; Spring 2016

• Re spo nde nts N = 3,696 (21.1%)
• %Unkno wn
• %5thye a r

Ra c e Ac a de mic Cla ssific a tio n Ge nde r

INTERSECTIONS OF RACE WITH OTHER SOCIAL GROUPS

Ra c e % F e ma le % L GBT Q % T ra nsg e nde r % Disa bility % 1st Ge ne ra tion % T ra nsfe r

White (N=2246) 67.2% 7.0% .4% 19.6% 11.6% 5.3% URM (N=332) 72.3% 7.6% .3% 12.7% 29.3% 6.9% Asia n Ame ric a n (N=302) 63.9% 4.7% 1.0% 5.7% 9.0% 7.4% T

• ta l

(N=2,280) 67.5% 6.8% .5% 17.4% 13.4% 5.7%

SURVEY ANALYSIS

Rac e c ate gor ie s/ c r ite r ia

(We ighte d on r ac e & ge nde r for r e pr e se ntative ne ss)

• White
• URM (Blac k, Hispanic , Am

Indian, Pac ific Is)

• Asian Ame r

ic an

Campus Climate Var iable s

• Ac ade mic Validation
• Institutional Commitme nt to Dive r

sity

• Positive Cr
• ss- Rac ial Inte r

ac tion

• Disc r

imination and Bias

• E

tc .

Outc ome Var iable s

• GPA
• Se nse of Be longing
• Plur

alistic Or ie ntation

• Civic E

ngage me nt

UD Additional Ite ms

• Inc lusion
• E

xc lusion

• Pe r

c e ption of ‘We lc ome Spac e s’

WHAT DID WE FIND?

UD COMPARED TO OTHER INSTITUTIONS

UD

• Mo re fre q ue nt e xpe rie nc e s o f

Disc rimina tio n & Bia s

• Gre a te r e xpo sure to Curric ulum
• f I

nc lusio n

• Mo re fre q ue nt pa rtic ipa tio n in

Civic E ng a g e me nt a c tivitie s Othe r I nstitutio ns

• Mo re Ra c ia lly Dive rse
• Hig he r le ve ls
• I

nstitutio na l Co mmitme nt to Dive rsity

• Ac a de mic Se lf-Co nc e pt
• Ge ne ra l I

nte rpe rso na l Va lida tio n

UNDERREPRESENTED MINORITY AND ASIAN AMERICAN STUDENTS HAVE MORE NEGATIVE EXPERIENCES

1.0 1.5 2.0 2.5 3.0 3.5 4.0 Ne g c ro ss-ra c e Po s c ro ss-ra c e Co nv a c ro ss-diff

White URM Asian

EDUCATIONAL OUTCOMES

GPA

URM Ac ade mic validation (+) UD c ommitte d to dive r sity (- ) WHIT E Ac ade mic validation (+) Inte r pe r sonal Validation (+) UD c ommitte d to dive r sity (- ) Asian Ame r ic an no e ffe c ts

SENSE OF BELONGING

Asian Ame r ic an

no e ffe c ts

SE NSE OF BE L ONGING

URM

Ac a de mic va lida tion UD Commitme nt to dive rsity Positive c ross- ra c ia l inte ra c tions Conve rsa tions a c ross diffe re nc e s Ne g a tive c ross- ra c ia l inte ra c tions(- )

WHIT E

Ac a de mic va lida tion UD Commitme nt to dive rsity Positive c ross- ra c ia l inte ra c tions Conve rsa tions a c ross diffe re nc e s Ne g a tive c ross- ra c ia l inte ra c tions(- ) Co- c urric ula r dive rsity e xpe rie nc e s

PLURALISTIC ORIENTATION

ASIAN AME RICAN No e ffe c ts

URM

Ac a de mic va lida tion Positive c ross- ra c ia l inte ra c tions Conve rsa tions a c ross diffe re nc e s Ge ne ra l Inte rpe rsona l Va lida tion WHIT E Ac a de mic va lida tion Positive c ross- ra c ia l inte ra c tions Conve rsa tions a c ross diffe re nc e s Ge ne ra l Inte rpe rsona l Va lida tion Curric ulum of inc lusion Co- c urric ula r dive rsity e xpe rie nc e s

PL URAL IST IC ORIE NT AT ION

CIVIC ENGAGEMENT

ASIAN AME RICAN Co- c ur r ic ular dive r sity e xpe r ie nc e s

CIVIC E NGAGE ME NT

URM

Ac a de mic va lida tion Positive c ross- ra c ia l inte ra c tions Conve rsa tions a c ross diffe re nc e s Ge ne ra l Inte rpe rsona l Va lida tion Co- c urric ula r dive rsity e xpe rie nc e s Ne g a tive c ross- ra c ia l inte ra c tions UD Commitme nt to dive rsity (- )

WHIT E

Positive c ross- ra c ia l inte ra c tions Conve rsa tions a c ross diffe re nc e s Ge ne ra l Inte rpe rsona l Va lida tion Curric ulum of inc lusion Co- c urric ula r dive rsity E xpe rie nc e s Ne g a tive c ross- ra c ia l inte ra c tions

RACE-BASED INCLUSION AND EXCLUSION

• 1,386 indic a te d ra c e wa s the ide ntity tha t a ffe c te d the m mo st UD.
• T

he y ra te d the e xte nt to whic h the y fe lt inc lude d o r e xc lude d o n the b a sis o f the ir ra c ia l ide ntity.

• T

he y de sc rib e d e xpe rie nc e s o f inc lusio n a nd e xc lusio n

DIFFERENCES IN RACIAL IDENTITY SALIENCE

0% 10% 20% 30% 40% 50% 60% 70% White URM Asia n Multira c ia l

Pe r c e nt

INCLUSION/EXCLUSION

1.5 2.0 2.5 3.0 3.5 4.0

I nc lusio n E xc lusio n

White URM Asia n Ame ric a n

RACIAL DIFFERENCES IN FEELING unWELCOME

1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4 2.6 2.8 3.0

Re side nc e Ha lls Cla ssro o ms Stude nt Ce nte rs Dining Ha lls L ittle Bo b L ib ra ry

White URM Asia n Ame ric a n

BEARING WITNESS

“…Many o f the issue s o n c ampus c e nte r aro und rac ial te nsio ns (spe c ific ally, tho se o f b lac k pe o ple ), with a lo t o f attac ks aime d at white pe o ple during the se te nsio ns. I pe rso nally have ne ve r witne sse d the disc riminatio n the se pe o ple say the y fac e , so it is diffic ult fo r me to unde rstand the ir e mo tio ns, b ut tho se e mo tio ns e xist fo r a re aso n. Whe n rac ial g ro ups pit the mse lve s ag ainst e ac h o the r and lay b lame ab o ut syste matic o ppre ssio n. [I have ] no re spo nse , [I ’ m] just an o b se rve r.” [White male ]

BEARING WITNESS

“I n my se nio r Capsto ne pro je c t, my spo nso r c alle d me a te rro rist and aske d if I g re w a b e ard to hide g uns in it. I laug he d it o ff and to ld a fac ulty me mb e r who to o k it ve ry se rio usly.” [Asia n ma le ] “A fac ulty me mb e r aske d me and a g ro up o f my b lac k frie nds did we have a spe c ial handshake and was anyo ne allo we d to sit with us at the fro nt o f the c lass. I was ve ry c o nfuse d and irritate d b y he r rude c o mme nt.” [Bla c k fe ma le ]

RECOMMENDATIONS

• 1. CONDUCT MORE RESEARCH

1. Conduc t c ampus c limate sur ve ys of stude nts (gr aduate and unde r gr ad) e ve r y thr e e ye ar s and fac ulty and staff e ve r y five ye ar s. 2. Conduc t longitudinal, pr

• spe c tive studie s to tr

ac k c hange s in stude nts’ pe r c e ptions and the ir r e lationship to ac ade mic outc ome s. 3. Conne c t longitudinal c limate data with Blue He n Suc c e ss mode ls

• 2. PROVIDE SUPPORT IN CLASSROOMS

1. De ve lop foc use d stra te g ie s for e nha nc ing a c a de mic va lida tion for a ll stude nts, pa rtic ula rly URM stude nts. 2. E nha nc e the Multic ultura l re quire me nt, a nd c o- c urric ula r opportunitie s to e xpa nd knowle dg e a nd e xposure to ra c ia l dive rsity, a nd a sse ss both stude nt pa rtic ipa tion a nd outc ome s. [pa ssport proc e ss; a sse ssme nts of le a rning ; dive rsity c ompe te nc y(DC6)]

• 3. SUPPORT FOR POSITIVE CROSS RACIAL

INTERACTIONS

1. E xamine spac e s and plac e s whe r e ne gative c r

• ss- r

ac ial inte r ac tions take plac e and de ve lop str ate gie s to r e duc e the ir

• c c ur

r e nc e . 2. Inc r e ase oppor tunitie s for stude nts to have positive c r

• ss- r

ac ial inte r ac tions and disc ussions ac r

• ss diffe r

e nc e s. 3. De ve lop Dive r sity Dialogue s.

• Cr

e dite d c our se s

• Ac ade mic loc ation
• Sustainability (funding, staffing)

CONCLUSION

• “T

he a rc o f the mo ra l unive rse is lo ng , b ut it b e nds to wa rd justic e .” (Ma rtin L uthe r K ing )

• “…tha t ma y b e true , b ut it do e sn't b e nd b y itse lf, we ha ve to ma ke it

b e nd.” (F

• rme r Pre side nt Ba ra c k Ob a ma )
• We a re a lre a dy e ng a g e d in this b e nding pro c e ss thro ug h the I

nc lusive E xc e lle nc e princ iple s a nd a c tio ns.

• If we validate our

stude nts ac ade mic ally and inte r pe r sonally, pr

• mote

positive inte r ac tions and c onve r sations ac r

• ss boundar

ie s of diffe r e nc e , and r e duc e ne gative e nc ounte r s, all stude nts will be ne fit! T his is the me aning of Inc lusive E xc e lle nc e.

THANK YOU

DL E Pro je c t

• Jo hn Sa wye r (Asso c ia te Pro vo st, I

nstitutio na l Re se a rc h a nd E ffe c tive ne ss)

• Ca ro l He nde rso n (Vic e Pro vo st fo r Dive rsity)
• Sue Gro ff (Dire c to r, Offic e o f E

q uity & I nc lusio n)

• Nic o le L
• ng (Dire c to r o f Asse ssme nt &

E ng a g e me nt, Divisio n o f Stude nt L ife )

• Ada m Ca ntle y (Asso c ia te De a n o f Stude nts)
• K

a thy Puse c ke r (I nte rim Dire c to r, Ce nte r fo r T e a c hing & Asse ssme nt o f L e a rning )

• Ro se Mura vc hic k (Assista nt Dire c to r, Ce nte r fo r

T e a c hing & Asse ssme nt o f L e a rning )

• K

e vin Guidry (Se nio r Re se a rc h Ana lyst, Ce nte r fo r T e a c hing & Asse ssme nt o f L e a rning )

Sto ry-te lling Pro je c t

• April Da viso n (PhD Stude nt, Urb a n Affa irs &

Pub lic Po lic y)

• Se a so n Co o pe r (Mc Na ir Summe r Sc ho la r,

Ce nte r fo r the Study o f Dive rsity)

• Bra nha m Ma na rd (2016 Mc Na ir Summe r

Sc ho la r, Ce nte r fo r the Study o f Dive rsity)

• Va ne ssa Ha tto n (Unde rg ra d ua te Re se a rc h

Assista nt a nd Summe r Sc ho la r, Ce nte r fo r the Study o f Dive rsity)

• Je ssic a Co rnwe ll (Co mple x Co o rdina to r,

Re side nc e L ife & Ho using )