1. Hiring a Diverse Faculty – are we there yet…? A presentation to Highline Community College on some results from a study of changes in full-time faculty diversity at the college from 1995 to 2010 September 14, 2010 Bob Hughes, Ed.D. Seattle University

2. The Study A review of college historical archives over the past 20 years – including board minutes, policy statements, and even the Thunderword’s back issues Formal interviews and informal discussions with 20+ faculty and administrators – those with historical perspective and faculty of color who have been hired in recent years An intensive review of the published research on recruitment and retention of faculty of color. Finally, my personal 10-year experiences: faculty member (1990-’94), on leave (1994-’97) and dean of transfer/basic skills (1997-’00). The Focus On faculty, and specifically full-time faculty, because of the unique role they have in a college

3. Why faculty diversity is critical – what other research says VERY well synthesized by the campus Recruitment and Retention Council: A diverse faculty and staff offer our students the role models and mentors that reflect the diversity of our student body. A diverse faculty and staff provide a visible testimony to our commitment to each student regardless of their educational background or cultural experience. A diverse faculty and staff enhance a robust exchange of ideas, perspectives and experiences. A diverse faculty and staff better prepares each member of the campus community cross-culturally and globally. A diverse faculty and staff promote a sense that individual differences/experiences and perspectives are respected and valued. That’s what already happened to the college in many ways.

4. A view of historical data over the past 15 years: Why 15 years? In 1990 the faculty and staff of color could sit around a table and have a holiday meal together at a Verranzano’s Restaurant by reserving one table. In 1990, the college served just over 17% students of color and saw itself as a suburban transfer college that the vice president of academic affairs at the time liked to call the “Yale of Community Colleges.” That same vice president reported to the Board of Trustees in 1992 that Highline’s mission and the students it served was about to change as the community became more ethnically diverse and there was increasing need for employment-based training. By 1995, Highline was still a different place than it is today, yet on its way to becoming what it is today. Let’s look at data from the SBCTC Fall Quarter Reports…

5. Full Time Faculty of Color 199519961997199819992000200120022003200420052006200720082009 System10.7%11.1%11.5%12.6% 13.8%12.5%12.7%13.4%13.5% 13.8%13.9%15.0%14.6% HCC4.3% 11.6%16.7%16.5%14.0%15.2%18.5%16.4%24.8%23.8%25.7%24.3%22.9%22.7% Adjunct Faculty of Color 199519961997199819992000200120022003200420052006200720082009 System7.4%8.3%8.1%8.7%8.9%8.8%8.0%8.8%9.4%8.9%9.8%9.7%10.6%11.3%10.5% HCC7.4%8.2%9.2%7.6%9.7%10.0%8.3%6.5%9.1%9.7%10.7%11.7%12.8%13.4%17.1% Students of Color 199519961997199819992000200120022003200420052006200720082009 System21.3%22.6%24.3%25.0%25.4%26.4%27.4%27.8%29.0%29.6%31.2%32.4%33.5%33.0%35.5% HCC27.2%30.4%32.8%36.4%37.4%41.3%43.0%44.2%48.0%51.9%53.0%56.0%59.3%66.2%67.9%

6. Full Time Faculty of Color 199519961997199819992000200120022003200420052006200720082009 System10.7%11.1%11.5%12.6% 13.8%12.5%12.7%13.4%13.5% 13.8%13.9%15.0%14.6% HCC4.3% 11.6%16.7%16.5%14.0%15.2%18.5%16.4%24.8%23.8%25.7%24.3%22.9%22.7% Adjunct Faculty of Color 199519961997199819992000200120022003200420052006200720082009 System7.4%8.3%8.1%8.7%8.9%8.8%8.0%8.8%9.4%8.9%9.8%9.7%10.6%11.3%10.5% HCC7.4%8.2%9.2%7.6%9.7%10.0%8.3%6.5%9.1%9.7%10.7%11.7%12.8%13.4%17.1% Students of Color 199519961997199819992000200120022003200420052006200720082009 System21.3%22.6%24.3%25.0%25.4%26.4%27.4%27.8%29.0%29.6%31.2%32.4%33.5%33.0%35.5% HCC27.2%30.4%32.8%36.4%37.4%41.3%43.0%44.2%48.0%51.9%53.0%56.0%59.3%66.2%67.9%

7. Full Time Faculty of Color 199519961997199819992000200120022003200420052006200720082009 System10.7%11.1%11.5%12.6% 13.8%12.5%12.7%13.4%13.5% 13.8%13.9%15.0%14.6% HCC4.3% 11.6%16.7%16.5%14.0%15.2%18.5%16.4%24.8%23.8%25.7%24.3%22.9%22.7% Adjunct Faculty of Color 199519961997199819992000200120022003200420052006200720082009 System7.4%8.3%8.1%8.7%8.9%8.8%8.0%8.8%9.4%8.9%9.8%9.7%10.6%11.3%10.5% HCC7.4%8.2%9.2%7.6%9.7%10.0%8.3%6.5%9.1%9.7%10.7%11.7%12.8%13.4%17.1% Students of Color 199519961997199819992000200120022003200420052006200720082009 System21.3%22.6%24.3%25.0%25.4%26.4%27.4%27.8%29.0%29.6%31.2%32.4%33.5%33.0%35.5% HCC27.2%30.4%32.8%36.4%37.4%41.3%43.0%44.2%48.0%51.9%53.0%56.0%59.3%66.2%67.9%

8. How did Highline achieve such success? This study suggests three areas: Intentional Action (more than just good thoughts) 1991 Diversity Committee 1993 Board Diversity Policy Concerted ongoing forums and formal discussions by faculty and staff Active participation in key hiring decisions Strategy (planned action) A clear plan that aligned with larger college goals Collaborations among administrators, faculty, staff, and students Intentions channeled around specific goals with clear and intended outcomes “Buy in” and commitment from all sectors of the campus to specific actions and specific outcomes Concurrent top down and bottom up support – leadership from two directions Relationships (connections between and among) Recruitment and retention of faculty are as much about relationships as people reach out to potential applicants and new hires

9. Question: So are you “there” yet? The answer: Yes, No, and Maybe Yes The numbers show a remarkable transformation that occurred at a time you needed to change and when other institutions had intentions to change, but didn’t implement the strategies to do so There are faculty of color who report feeling extremely well supported and included in the campus culture Faculty of color have taken leadership roles in helping to shape the college and its future Faculty of color report an incredible array of reasons for staying at the college – Highline has been able to find ways to engage the diversity of needs that faculty bring to their work -- this is supported by the retention of these faculty

10. Question: So are you “there” yet? The answer: Yes, No, and Maybe No There are faculty of color who report that they feel some alienation from the campus There are faculty who report concerns about being perceived as the “diversity hire,” despite having solid qualifications There are faculty of color who are concerned about being asked to be “representatives of their race” for the campus There is some concern among interviewed faculty that “diversity” is less of a pervasively accepted precept than it is a concept for touting the college’s successes

11. Question: So are you “there” yet? The answer: Yes, No, and Maybe Maybe – the challenges The percentage of faculty of color has hit a plateau for the past six years and there are some instructional programs in which the college has no or few faculty of color The intentions and strategies have worked well to address the past challenges of an evolving institution. How are those being adapted to the new realities of the most diverse college in the state? Highline’s role as the state’s largest basic skills provider (mostly ESL) and its push to transition those students into college levels have implications for faculty hiring. How is that being factored into the challenges of hiring a diverse faculty? The majority of the college’s faculty is White, as is a third of its student population. How will the college deal with “whiteness” as it negotiates the historical complexities of race and class?

12. The incredibly good news is that Highline…. Has a history of commitment and success in hiring for diversity by matching intentions, strategies and relationships Has strong policies and practices that encourage participation and collaboration toward change Has staff and faculty who are committed to working through the challenges to achieve positive outcomes Has a strong base of existing faculty of color on which to build Has an administrative group that’s committed to the principles identified by the campus Recruitment and Retention Council The future depends on intentional action, strategy, and relationships