Uncovering the Individual Meaning of Diversity

1. Uncovering the Individual Meaning of Diversity Serving Underprepared Students and Sharing the Service with Your Colleagues

2. Overview • Dimensions and Context of Diversity in Higher Education • Understanding Underserved Students • POC and Service in Higher Education • Identifying Allies and Challenging the Role of Allies • Q&A

3. Understanding Diversity

4. Diversity • Often looked at as the categorical representation of individuals (Baker et al., 2016) • Personal experiences and background shape the construct making it multidimensional and making the definition elusive • Lack of shared definition attributes to stated, not demonstrated commitment to diversity

5. Diversity • Intersectionality often overlooked or undervalued • Practitioners typically focus on welcoming and inclusive aspects of diversity • Understood in a context separate from equity and social justice, which contributes to lack of accountability for proportionate outcomes • Diversity dialog can be taboo, avoided or even a superficial in many institutions (Smith, 2015;

6. Diversity • Wide range of differences among people, their identities, and their perspectives • Differences are not deficiencies. Rather, they are unique qualities that when considered as assets, make us collectively stronger • Not all educators view diversity as an asset

7. Underserved Population

8. Supporting Underserved Populations in a Meaningful Manner • Understanding and showing appreciation for their culture, their background, their story and recognizing these as positive attributes • Being a cultural informant into the world of the academy • Acknowledge victories along the way • Guide students to and affirm the use of the various support services available on campus • Seek understanding not just to be understood--rejecting the banking model • Recognize multiple intelligences and incorporate various learning styles into your content delivery

9. Have Lunch in the cafeteria Providing Support to Underserved Students without Becoming a Token

10. Disproportionate Services in the Academy • Much of the service related to diversity is relegated to faculty of color (Diggs, Garrison-Wade, Estrada, & Galindo, 2009; Gasman, Baez, & Turner, 2008) • Faculty of color demands for service my decrease productivity because of excessive demands (Baez, 2010) • Women in the professoriate are more likely to take on service demands and are more likely to demonstrate diversity advocacy (Parks and Denson, 2009)

11. Disproportionate Service in the Academy • Service is typically seen as less valuable in the career ascension (promotion or tenure track) though mentorship and the like have proven to be valuable for diverse, underserved student populations (Hurtado et al., 2102) • Understanding Hinderance Stress vs. Challenge Stress (Eagan & Garvey, 2017) • Internal pressures vs. Institutional pressures

12. Disrupting the Cycle: Empowering Allies • Identify colleagues from the dominant cultural who are likely allies • Help colleagues understand that being a person of color does not make you an expert or “diversity lead” • Help colleagues understand that there is credibility in caring AND taking meaningful steps to educate yourself to better understand diverse, underserved populations • Provide colleagues personalized invitation to cultural programs on and off campus • Share culturally relevant practices with colleagues across disciplines (Park & Denson, 2009) • Ask tough questions? -Do you assign texts/reading representative or authored by individuals whose backgrounds are similar to the underserved student population? -This program was successful…For who? -What can we do differently to make sure all students are successful?

13. Accountability • In order for all students to be success, all hands must be on deck. This means each of us is responsible for equitable outcomes. • By being one of few who are leading the charge, we let people from the dominant culture off the hook. • Step back and evaluate how you can be strategic in your approach to sharing in the success of all students, includes students of color, LGBTQ students, other marginalize and underserved populations • Your service to students is exponential when you can replicate yourself

15. LaDrina Wilson, Ph.D.Dean of StudentsScott Community College500 Belmont Rd. Bettendorf, IA 52722@LaDrinaSpeaksladrina.speaks@gmail.com (309)721-4393

16. References • Baker, D. L., Schmaling, K., Fountain, K. C., Blume, A. W., & Boose, R. (2016). Defining diversity: A mixed-method analysis of terminology in faculty applications. Social Science Journal, 53(1), 60-66. doi:10.1016/j.soscij.2015.01.004 • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299 • Eagan, K. & Garvey, J. (2017). Stressing out: Connecting race, gender and stress with faculty productivity. Journal of Higher Ed, 86(6), 923-951. • Hurtado, S., Eagan, M. K., & Hughes, B. (2012, June). Priming the pump or the sieve: Institutional contexts and URM STEM degree attainments. Paper presented at the annual forum of the Association for Institutional Research. New Orleans, LA • Park, J. & Denson, N. (2009). Attitudes and advocacy: Understanding faculty views on racial/ethnic diversity. The Journal of Higher Education, 80(4), 415-438.