J. John Harris III, Ph. D., Acting/Vice Chair
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J. John Harris III, Ph. D., Acting/Vice Chair. Population Growth. In the next 10 years, Kentucky’s projected population growth is 3% (128,000). From 2001-2010 the number of Kentucky’s public school graduates is expected to increase by 4% (1,300).

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Population Growth

  • In the next 10 years, Kentucky’s projected population growth is 3% (128,000).

  • From 2001-2010 the number of Kentucky’s public school graduates is expected to increase by 4% (1,300).

  • Diverse students will account for 13% of public high school graduates in Kentucky by 2007.

    SREB Fact Book on Higher Education 2000/2001


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Adults who are not high school graduates participate in literacy and job-skills training and further education

Source: U.S. Census Bureau, 2001; SREB, 2003


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The strongest predictor of participate in literacy and job-skills training and further educationsuccess in math, science and engineering is elementary and middle school math and science skill

Poor and working class African Americans were more likely to persist in postsecondary pursuits than their white peers

Poor Asian Americans are less likely than other races to persist in higher education

Poor and working class students are more likely than middle and upper income students to earn A grades in higher education

Lower and working class students may aspire to lower levels of postsecondary education because of cost and preconceived notions of access.

Dispelling Myths and Uncovering Truths About Under-representation of Diverse Studentsin Higher Education

SOURCE: Gandy, 1998; Paulsen, 2002


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Family Income and Education participate in literacy and job-skills training and further education

Socio-economic factors

Pre-college Academic Preparation

Quality of public schooling

Admission Policies

Portfolio and multiple measures vs. standardized test only

Social and Academic Support on Campus

Mentoring matters

Financial Aid

Debt vs. grants

Pre-matriculation Perceptions

“Grow your own”

Factors the Can Influence College Attendance, Retention and Graduation for Diverse Students


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Student Demographics: participate in literacy and job-skills training and further education

Fall 2002 by Race / Ethnicity


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Student Demographics: participate in literacy and job-skills training and further education

Fall 2002 by Race / Ethnicity


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Accumulation of significant debt as an undergraduate decreases the likelihood that qualified low-income and working-class students will pursue graduate studies

Pre-matriculation perceptions of students impact the caliber of undergraduate and graduate schools they choose to attend

Selection of lower cost undergraduate schools impact access to elite graduateschools.

The gap in attendance rates between high- and low-income students has widened

Student grant and scholarship support has not kept pace with tuition increases

The more hours working-class students work the more likely they were to drop out of college

As tuition costs rise economically disadvantaged students work more, take fewer classes, increase time to graduation

Postsecondary Student Access and Retention Issues for Diverse Students

SOURCE:Feagan, 2003


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Critical Issues in Diverse Student Admissions, Retention and Graduation RatesFuture rates of growth predict that no later than the 2050s, over half the U.S. population will be citizens of color

Key actions needed:

  • Undertake a large-scale effort to enlighten all students, faculty and staff about the history and current reality of racial and ethnic discrimination that has targeted Americans of color

  • Increase the number of students of color and provide essential programs to prepare, support, and mentor them as they progress toward graduation

  • Expand the number of support staff and administrators who are African American and other people of color while providing strong support programs that foster their advancement

  • Develop comprehensive partnerships among administrators, faculty and students as well as with the diversity of families and communities served

  • Significantly increase the number of faculty of color

  • Develop much better support and mentoring programs for faculty of color with an eye to facilitating their promotion to tenure and to higher levels of decision making

  • Disseminate information about best practices to all units on campus


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“Our institution cannot compete for faculty of color because everyone wants them.”

“We cannot match the high salaries offered faculty of color.”

“Recruiting faculty of color takes away opportunities for white faculty.”

“There are no qualified candidates of color for our open faculty positions.”

“Faculty of color will leave for more money and prestige.”

“Faculty of color would not come to our campus.”

“Model Minority”

Debunking the Myths for Faculty of Color

SOURCE: Turner, 2002


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Faculty Demographics and Rank: because everyone wants them.”

University System Tenured and Tenure-track Faculty

2001-2002 by Rank / Race / Ethnicity / Gender

Black,

Non-Hispanic

M F

American Indian/

Alaskan Native

MF

Asian/

Pac. Islander

M F

Hispanic

MF

White

MF

Full Time Faculty


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Barriers Reported by because everyone wants them.”Faculty of Color

  • There is a “double burden” of racism and sexism that faces many women faculty of color

  • At the heart of many problems faced by faculty of color, is the repeated questioning of their abilities, training, and intelligence

  • Not only is there a major energy cost from racial barriers, there are huge psychological, physical, financial, and community costs to faculty of color in higher education

  • Practices of intense bias impact peers, staff and students and can devalue, discourage and marginalize faculty of color causing a revolving door for hiring without retention

    Source: Feagin, 2003


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Strategies to Increase the Hiring and Retention of Racially/Ethnically Diverse Faculty

  • Institutional commitment to hire, retain and promote

  • Personal outreach to candidates

  • Aggressive recruitment strategy

  • Cultivate a welcoming environment

  • Engage campus neighbors

  • Don’t distort reality

  • Counter segregated networks

  • Mentor racially/ethnically diverse doctoral graduate students and post-doc employees

  • Cultivate alliances with “minority” organizations

  • Disseminate information about best practices to all units on campus

SOURCE: Bennefield, 1999; Davidson, 2001; Fain, 2000; Hamilton, 2002; Hill, 1999



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The Charge to the PCD Department As of 6/13/03

  • Advisethe President on issues, policies and practices that affect the University of Kentucky’s commitment as a champion of diversity

  • Reportregularly to the President and the University community on the status of issues of diversity at UK (on matters of racial and ethnic diversity in employment, working environment, compensation and campus leadership)

  • Offer recommendationsto redress all forms of racial and ethnicity-related inequities, that is , making recommendations for enhancing the University’s recruitment, retention and graduation on “minority” students in all of its programs, and for enhancing the institution’s recruitment and retention of “minority” faculty and staff

  • Propose initiativesto ensure racial and ethnic diversity at the University of Kentucky which fully engage faculty, staff and students in the creation of a campus that is inclusive, that is, cultural affairs, communications, curriculum, extra-curricular opportunities, and community affairs


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Lee A. Todd, President Department As of 6/13/03

Deneese L. Jones, Chair

J. John Harris III, Acting Chair

President’s Commission

On Diversity

2 Gillis Building

University of Kentucky

Lexington, Kentucky 40506-0033

Tel: (859) 257–3493

Fax: (859) 257–1015

TTD: (859) 323-1294

Web: www.uky.edu/PCD


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