2. Deneese L. Jones, Ph. D., Chair J. John Harris III, Ph. D., Vice Chair

3. Mission The University of Kentucky is a comprehensive, public, land grant university dedicated to preparing a diverse student body for an increasingly multicultural, pluralistic and technological world and to improving the lives of people in the commonwealth, the nation, and the world through excellence in research, teaching and service.

4. The Charge to the PCD Advise the President on issues, policies and practices that affect the University of Kentucky’s commitment as a champion of diversity Report regularly 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 recommendations to 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 initiatives to ensure racial and ethnic diversity at the University of Kentucky which full 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

5. Accomplishments of the Commission 2002-present Development of University-wide initiatives and eighteen specific recommendations relative to the status of historically underrepresented populations at the University of Kentucky Launched PCD website Fall, 2002 with resource listings as a university clearinghouse Sponsorship of University-wide first “Bucks for Brains” summer research initiative for undergraduates Sponsorship of University and community forums to enhance awareness, understanding and sensitivity between and among multiple audiences Co-sponsor of numerous academic and cultural events (e.g., Carter G. Woodson lecture, new faculty orientation) Conduct continuing professional development for faculty and staff

6. Accomplishments of the Commission 2002-present Assisted in the preparation of a senior level community relations and outreach initiative whose goal is to achieve the participation of culturally diverse individuals through planned programs established with the Vice President for Academic Outreach Developed the Brown v. Board of Education proposal for a university- wide yearlong commemoration of the landmark decision and its impact on Kentucky higher education. Established an ongoing Panel on Diversity series. Established the Commission on Diversity Award that promotes and recognizes the value of cultural diversity actualized by an individual, unit or program. Collaborated with academic and student affairs units to ensure a continuing commitment to the values and enhancement of diversity.

7. Diversity Definition: Diversus (latin), Having variety in form - - American Heritage Dictionary, 4 th ed., (2001@252) Something to think about: Unity does not exclude diversity, nay more, without diversity there can be no true and perfect unity. -- Farrar (1882)

8. Challenges to Success for Diversity Issues Leadership must acknowledge these obstacles and remove barriers restricting representation of diverse groups in colleges and universities:  Institutional culture and climate (e.g. curriculum, faculty- administrative hiring, selection, advancement)  Assessment (e.g. SAT/ACT/GRE used as sole measures of entrance)  Financial aid (e.g. rising tuition costs added to reductions in federal and state support)  Articulation and recruitment (e.g. partnerships between higher education, high schools, community colleges and other four-year institutions)  Transfer (e.g. from community colleges and to graduate/professional schools) Sourse: Justiz, Wilson, Bjork, 1994

9. Why Value Diversity in the Professoriate, Staff and Student Body?  There is no better way to promote “academic excellence” than to maximize talent development.  Increasing cognitive learning, complex thinking and personal development challenges stereotypes for all students.  Effective mentoring of diverse students by individuals with similar experiences will improve retention and graduation rates.  Diverse faculty representation increases an institutions ability to attract diverse students into baccalaureate, graduate and professional level programs.  Universities that pay critical attention to who will be attending their schools and to what they must do to educate these students to face emerging realities demonstrate an understanding of valuing diversity in changing times. SOURCE: Antonio, 2002; Coleman, 2001; Hill, 1999; Justiz, Wilson and, Bjork, 1994

10. World Metric World Metric If we could shrink the Earth’s population to a village of precisely 100 people…with all existing human ratios remaining the same, it would look something like this:  There would be 57 Asians, 21 Europeans, 14 from the Western Hemisphere (North & South) and 8 Africans  51 would be female; 49 would be male  70 would be nonwhite; 30 would be white  70 would be non- Christian; 30 would be Christian  50 percent of the entire world’s wealth would be in the hands of only 6  Only one would have a college education  No one would own a computer

11. Population Growth  In the next 10 years, Kentucky’s projected population growth is 3% (128,000).  From 2001-2010 the numbers 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

12. Critical Issues in Diverse Student Admissions, Retention and Graduation Rates Future rates of growth predict that no later than the 2050s, over half the population will be Americans 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  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  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 Americans 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  Disseminate information about best practices to all units on campus

13. Dispelling Myths and Uncovering Truths About Under-representation of Diverse Students in Higher Education  The strongest predictor of success 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 levels because of cost and preconceived notions of access. SOURCE: Gandy, 1998; Paulsen, 2002

14. Factors That Can Influence College Attendance, Retention and Graduation for Diverse Students  Family Income and 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”

15. Postsecondary Student Access and Retention Issues for Diverse Students Accumulation of significant debt as an undergraduate decreases the likelihood that qualified low- income and working-class students will pursue graduate studies 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 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 graduate Selection of lower cost undergraduate schools impact access to elite graduate schools. The gap in attendance rates between high- and low-income students has widened 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 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 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 As tuition costs rise economically disadvantaged students work more, take fewer classes, increase time to graduation SOURCE: Feagan, 2003

16. Impact of Socioeconomic Status (SES) and Family Income on the Most Highly Qualified High School Graduates Source: A Report of the Advisory Committee on Student Financial Assistance, 2002

17. UK Student Demographics: Fall 2002 by Race / Ethnicity UndergradGradFirst Prof Post Doc. House Staff LCCTotal Black, Non-Hispanic925310521118972,196 Amer. Indian/ Alaskan Native 20161003673 Hispanic15648142888316 International2781,0571016437661,612 Not Reported30838174161472891,215 White15,8843,8681,186382406,78528,001 Total17,8785,7671,3882324768,27034,011

18. UK Student Demographics: Fall 2002 by Race / Ethnicity

19. University of Kentucky Diversity Survey Results Compiled from...  The National Survey of Student Engagement (NSSE, 2001)  Undergraduate Alumni Survey (1999, 2000, 2001)  New Freshmen Survey (2001)  Noel-Levitz Student Satisfaction Inventory (1997, 2000)

20. (Overall N=2358, African-American N=68) Note: Results are compiled from three years of surveys Source: Undergraduate Alumni Survey Results for 1999, 2000, 2001 Perceived Academic Climate for African-American Students at UK

21. Source: Undergraduate Alumni Survey Results for 2001 “Would you enroll again at UK?”

22. “This institution shows concern for students as individuals.” Note: A Gap of 1.5 or greater suggests an area of concern. A gap is defined as the difference between importance and satisfaction. Source: Noel-Levitz Student Satisfaction Inventory, 1997

23. “...Faculty care about me as an individual.” Note: A Gap of 1.5 or greater suggests an area of concern. A gap is defined as the difference between importance and satisfaction. Source: Noel-Levitz Student Satisfaction Inventory, 1997 Source: Noel-Levitz Student Satisfaction Inventory, 1997

24. Summary Statements African American students are more likely to express concern with UK’s commitment to racial harmony on campus. (Noel- Levitz Inventory) African American students are more likely to express concern with UK’s commitment to racial harmony on campus. (Noel- Levitz Inventory) African American freshmen are more likely to report working and conversing with whites than vice versa. (New Freshman Survey) African American freshmen are more likely to report working and conversing with whites than vice versa. (New Freshman Survey) Both African Americans and women are less likely than the overall group of respondents to believe the campus is safe and secure. Both African Americans and women are less likely than the overall group of respondents to believe the campus is safe and secure. UK students are less likely than students from other doctoral institutions to converse with students who are very different from themselves (NSSE) UK students are less likely than students from other doctoral institutions to converse with students who are very different from themselves (NSSE) UK students perceive the university as not emphasizing the importance of contact with students from different economic, social, and racial or ethnic backgrounds (NSSE) UK students perceive the university as not emphasizing the importance of contact with students from different economic, social, and racial or ethnic backgrounds (NSSE) Female and African American alumni perceive the social climate at UK as less supportive than the overall sample of alumni (UK Alumni Survey) Female and African American alumni perceive the social climate at UK as less supportive than the overall sample of alumni (UK Alumni Survey)

25. Barriers Reported by Faculty of Color  There is a “double burden” of racism and sexism that face 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 peers, staff and students can devalue, discourage and marginalize faculty of color causing a revolving door for hiring without retention Source: Feagin, 2003

26. “Our institution cannot compete for faculty of color because everyone wants them.” “Our institution cannot compete for faculty of color because everyone wants them.” “We cannot match the high salaries offered faculty of color.” “We cannot match the high salaries offered faculty of color.” “Recruiting faculty of color takes away opportunities for white faculty.” “Recruiting faculty of color takes away opportunities for white faculty.” There are no qualified candidates of color for our open faculty positions.” “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 will leave for more money and prestige.” “Faculty of color would not come to our campus.” “Faculty of color would not come to our campus.” “Model Minority” “Model Minority” Debunking the Myths for Faculty of Color SOURCE: Turner, 2002

28. SOURCE: National Center for Education Statistics (2001)

29. Demographics for Full Professor: 1999 SOURCE: U.S. Department of Education, National Center for Education Statistics, Fall Staff Survey, 1999

30. Source: The Chronicle of Higher Education, ??

31. Faculty Demographics and Rank: Faculty Demographics and Rank: University System Tenured and Tenure-track Faculty University System Tenured and Tenure-track Faculty 2001-2002 by Rank / Race / Ethnicity / Gender 2001-2002 by Rank / Race / Ethnicity / Gender Full Time Faculty Black, Non-Hispanic M F American Indian/ Alaskan Native M F Asian/ Pac. Islander M F Hispanic M F White M F Professors64104064049077 Associate Professors19111028822348187 Assistant Professors681027742183122 Instructors00000000313 Total31233095211041,024399

32. Access and Retention in Higher Education for Racially/Ethnically Diverse Students: Some Promising Initiatives HAWK HAWK A University of Kansas initiative that used orientation, mentoring, tutoring, career counseling, and financial aid packages to raise minority retention rates at the undergraduate level. Project DEEP Project DEEP A research initiative that is evaluating the retention programs and associated graduation rates of minorities in 20 U.S. colleges and universities. SREB Doctoral Scholars SREB Doctoral Scholars The Southern Regional Education Board in conjunction with its member states, institutions and foundations initiative to increase the number of minorities earning doctoral degrees and secondarily increasing the ratio numbers of minority faculty in colleges and universities. Ongoing mentorship and transition to the academy continues after graduation. Holmes Scholars Holmes Scholars The Holmes Scholars are a select group of graduate students who are enrolled at The Holmes Partnership institutions preparing for careers in the education professorate and in professional development schools. The Holmes Scholars are a select group of graduate students who are enrolled at The Holmes Partnership institutions preparing for careers in the education professorate and in professional development schools.

33. Strategies to Increase the Hiring and Retention of Racially/Ethnically Diverse Faculty Institutional commitment to hire, retain and promote Institutional commitment to hire, retain and promote Personal outreach to candidates Personal outreach to candidates Aggressive recruitment strategy Aggressive recruitment strategy Cultivate a welcoming environment Cultivate a welcoming environment Engage campus neighbors Engage campus neighbors Don’t distort reality Don’t distort reality Counter segregated networks Counter segregated networks Mentor racially/ethnically diverse doctoral graduate students and post-doc employees Mentor racially/ethnically diverse doctoral graduate students and post-doc employees Cultivate alliances with minority organizations Cultivate alliances with minority organizations SOURCE: Bennefield, 1999; Davidson, 2001; Fain, 2000; Hamilton, 2002; Hill, 1999

34. 1850 1875 1900 1925 1950 1975 1990 2000 UK Founded 1865 1 st UK African American Student 1949 1 st UK African American Faculty 1965/1967 Plessy v. Ferguson 1896 Day Law 1903 1 st African American Dean 1990 1 st African American Vice President 1974 1 st UK Status of Minority Report 1990 13th Amendment 1865 Brown v. Bd. Of Educ. 1954 Civil Rights Act 1964 Adams v. Richardson 1973 President’s Commission on Diversity 2001 1 st UK African American BOT Chair 2002

35. “Education of all Americans profoundly benefits the national economy. The Education Testing Service estimates that, ‘if Hispanics and African Americans had the same education and commensurate earnings as whites,’ there would be ‘an upsurge in national wealth’ of $113 billion annually for African Americans and $118 billion for Hispanics” (Business-Higher Education Forum, 2002)

36. President’s Commission On Diversity 2 Gillis Building University of Kentucky Lexington, Kentucky 40506-0033 Tel: (859) 257–3493 Fax: (859) 257–1015 TDD: (859) 257- Web: wwwpcd@uky..edu Lee A. Todd, President Deneese L. Jones, Chair Deneese L. Jones, Chair J. John Harris III, Vice Chair J. John Harris III, Vice Chair