PDF - INSIGHT Into Diversity

Transcription

www.insightintodiversity.com
October 2015
$3.99
HEED
Award
Spotlight
At Union College, diversity
leadership starts at the top
Also in this issue:
An exclusive interview with the newly
appointed chief diversity and inclusion
advocate for the Association to Advance
Collegiate Schools of Business International
INSIDE: Explore our Business School and Fall Career Guide sections
| IN THIS ISSUE |
October 2015
Special Report: Business Schools
36
28
Business School Dean Roundtable
INSIGHT Into Diversity recently spoke with three alumni of the PhD Project, a
nonprofit organization dedicated to helping African Americans, Hispanic Americans,
and Native Americans attain their business PhD and become professors who mentor
the next generation of business leaders. By Rebecca Prinster
The Best Candidate for the Job
By Alexandra Vollman
42
Business Schools Increase Focus on
Workplace Preparedness, Global Competence
By Juliana Goodwin
33
A Conversation with the AACSB’s
New Diversity Advocate
44
Fixing Tech’s Gender Problem Requires
Rethinking Business as Usual
By Rebecca Prinster
Fall Career Guide
50
Changing Biases:
An Entity vs. Incremental Approach
58
By Natalie Holder, JD
54
Recruiter’s Corner: Before You Set Fire
to This Column, Hear Me Out
Advocates Work to Improve Opportunities
for Job Seekers with Disabilities
By Madeline Szrom
62
By Vicky Ayers
Legal INSIGHTS: Lessons of the
Ellen Pao Case
By Jeffrey W. Larroca, JD
** Career opportunities can be found throughout the Fall Career Guide **
EXTRA!
18
Higher Standards: Holding Boards
of Trustees Accountable
24
Leading Conversations About Racism
on Predominantly White Campuses
By Brooke Barnett, PhD,
and Randy Williams Jr., PhD
Syrian Students, but Resources Are Drying Up
By Rebecca Prinster
22
American Universities Offer Opportunities for
26
6 Ways to Support LGBTQ Students
During the First-Year Experience
By Shane Windmeyer
insightintodiversity.com
3
Measure General Education
Outcomes — in just 40 minutes
As the conversations around student learning outcomes and the shifting higher education landscape continue,
it is important to work with a market leader who can provide valid and reliable data for accreditation and other
accountability initiatives. If your institution does not have an established, research-based assessment program, it’s time.
Measure core skills for accreditation and more in just one, efficient test session!
The ETS® Proficiency Profile is a general education outcomes assessment for undergraduate students that is designed
to measure student learning outcomes in a single, convenient test. It provides timely feedback on the four core skills
needed for success in academia and beyond: reading, writing, mathematics and critical thinking.
Test anywhere, anytime and get actionable data to meet your assessment needs.
Choose the type of test that works best for you: proctored on-campus, proctored off-campus or nonproctored online.
The abbreviated form takes just 40 minutes and delivers reliable, powerful group-level data. The two-hour standard
version gives you a more robust array of data, and provides a more in-depth view of individual-level performance. Best
of all, no matter which version you choose, you get insightful reports PLUS comparative data for 550,000 students at
more than 500 institutions nationwide.
Learn more about ETS Proficiency Profile at www.ets.org/learning_outcomes.
Copyright © 2015 by Educational Testing Service. All rights reserved. ETS, the ETS logo and LISTENING. LEARNING. LEADING.
are registered trademarks of Educational Testing Service (ETS). 30114
4
October 2015
| In Every Issue |
Connecting Diverse Professionals To Diverse CareersTM
October 2015
Volume 86 No. 1
In Brief
6 Diversity and Inclusion News Roundup
New Directions
10 Diversity Leaders on the Move
HEED Award Spotlight
12 Union College: Where Diversity Always Has a Seat at the Table
By Rebecca Prinster
Community College Spotlight
14 Award-Winning Program Enhances Diversity
at Northern Virginia Community College
By Madeline Szrom
INSIGHT Partner Profile
15 USBLN Plays Matchmaker for Companies That
See Value in Disability Inclusion
CDO Corner
16 Contemporary Reflections of Sons and Daughters
of the Ex-Confederacy
By Kimberly Barrett, PhD; Sharon Lynette Jones, PhD; Tracy Snipe, PhD
Closing INSIGHT
66 Student Perspective
11132 South Towne Square, Suite 203
St. Louis, Missouri 63123
314.200.9955 • 800.537.0655 • 314.200.9956 FAX
[email protected]
[email protected]
www.insightintodiversity.com
ISSN: 2154-0349
© 2015 Potomac Publishing, Inc.
Contacts:
Lenore Pearlstein | Publisher
Holly Mendelson | Publisher
Alexandra Vollman | Editor
Daniel Hecke | Art Director
Rebecca Prinster | Senior Staff Writer
Donald Washington | Advertising Director
Editorial Board:
Pamela W. Arnold
Vicky Ayers
Brooke Barnett
Kenneth J. Barrett
Edna B. Chun, DM
Deborah Dagit
Tia T. Gordon
Jeffrey W. Larroca, JD
William Lewis Sr., PhD
Frank McCloskey
Kevin McDonald, JD
Julia Méndez
Tanya M. Odom
Joseph Santana
Shirley J. Wilcher, JD, CAAP
Anise D. Wiley-Little
Damon A. Williams, PhD
Shane L. Windmeyer
Contributing Writers:
Vicky Ayers
Brooke Barnett, PhD
Kimberly Barrett, PhD
Juliana Goodwin
Natalie Holder, JD
Sharon Lynette Jones, PhD
Jeffrey W. Larroca, JD
Rebecca Prinster
Tracy Snipe, PhD
Madeline Szrom
Alexandra Vollman
Randy Williams Jr., PhD
Shane Windmeyer
The views expressed in the content of the
articles and advertisements published in
INSIGHT Into Diversity are those of the authors
and are not to be considered the views
expressed by Potomac Publishing, Inc.
ON THE COVER
Union College President Stephen C. Ainlay
congratulates graduate Suraiyah Abdul-Wahab.
(story on page 12)
October is National Disability
Employment Awareness Month
Formerly the
Affirmative Action Register
5
[ In Brief ]
The University of Alabama Prepares the
Next Generation of STEM Business Leaders
At the University of Alabama (UA),
students interested in STEM and
business can find the best of both
worlds. The university’s STEM Path
to the MBA program allows students
to earn both an undergraduate degree
in a science, technology, engineering,
or mathematics (STEM) discipline and
an MBA in just five years.
The program, which accepted
its first set of students in fall 2011,
is aimed at preparing graduates for
careers in STEM-related businesses,
specifically technology or healthcare.
“As time goes on, technology and
business become more and more
intertwine d, and all of our science,
engineering, and healthcare types of
organizations need more and better
business understanding,” says Rob
Morgan, director of the STEM Path
to the MBA program.
Morgan — who is also a Phifer
Fellow, professor of marketing, and
executive director of Innovation
Initiatives at UA — says they typically
recruit high school students to the
program who have already been
accepted to the university. Recruitment
efforts are focused on students who
scored a 28 or better on their ACT,
had a 3.5 or higher high school GPA,
and indicated they intend to major in a
STEM discipline.
While students must meet all three
of these criteria in order to be admitted
to the program initially, those who
don’t still have the opportunity to
apply later on.
Students admitted to the STEM
Path to the MBA program take a
STEM business honors course, which
is 1.5 credit hours, every semester
while pursuing their undergraduate
degree. “They meet with us for 75
minutes once a week for four years,”
Morgan says.
The undergraduate portion also
includes in-depth projects; for
freshmen, these include several five-
6
October 2015
week projects, and for sophomores and
juniors, one 10-week project. Program
participants typically take four years to
complete their bachelor’s.
Students formally apply to the MBA
portion of the program during the fall
taken by their analytical skills and
their ability to take the analytical
skills they developed in engineering,
for instance, and apply them to
business problems.”
During the first year of the
Students in the University of Alabama’s STEM Path to the MBA program
of their junior year, shortly after which
they begin graduate courses.
“If they are admitted, that summer —
between their junior and senior year —
they take three MBA courses online,
come back, and finish their senior
year in the STEM discipline and
graduate in May; then they take three
more [MBA] courses that summer,
five in the fall, and five in the spring,”
Morgan says.
“What you see is that students have
a lot broader career opportunities
because of the combination. They’re
better able to communicate with
people, and I think it prepares
them to be better leaders,” Morgan
says. “It increases their value to the
organizations they go to work for.
And a lot of the companies that are
interested in these students are really
program, UA admitted 64 students,
and this fall, the incoming cohort has
just over 300. The first cohort will
graduate in May.
Morgan says that the 2015-2016
STEM Path to the MBA cohort is
34 percent female, a fact he prides
himself on. And while he says that a
program such as this tends to attract
diverse students, ensuring that women
and minorities are represented has its
challenges.
“I think that the combination of
business and technology or business
and science attracts women and
minorities. They see more seats at the
table for them,” he says. “But you really
have to work at it. You have to work at
trying to reach out to those folks and
show them the value of the program.”
— Alexandra Vollman
Maryville’s Life Coaches Help Students
Navigate the Complexities of College
This fall, Maryville University in St.
Louis, Mo., began using life coaches
as a way to help students develop their
personal, academic, and professional
selves and to increase the holistic value
of their college experience.
By pairing students with life
coaches, Maryville is facilitating
conversations about career paths
“right out of the gate,” says Jennifer
McCluskey, vice president for student
success at the university. In this way,
they’re ensuring that students discover
their strengths early and build upon
their natural talents to find careers that
are best suited for them.
“A handful of schools have what they
call ‘student success coaches,’ but they
focus on students’ academic careers,”
McCluskey says. “Our life coaches are
focused on students’ futures.”
Maryville’s five and a half life
coaches — “half ” because one life
coach spends part of her time in career
and professional development at the
school — act as “accessible, available,
and approachable” mentors for
students on topics that cover the entire
collegiate experience, from roommate
conflicts to financial concerns.
One tool McCluskey says life
coaches are using is the Clifton
StrengthsFinder, a common
assessment tool in the business
sector. This questionnaire, similar
to a personality test, identifies an
individual’s natural abilities and areas
for potential growth. This helps the
coaches suggest areas for personal
development rather than focusing on
students’ weaknesses.
“Identifying a student’s top five
strengths helps them find a major
life coach stays with [him or her] and
knows the whole story.”
McCluskey predicts that having
someone who “knows the whole
story” will help
personalize the
mentee-mentor
relationship and
lead life coaches
to recommend
appropriate faculty
mentor matches
for students based
on their field.
She also thinks
the program has
great potential for
first-generation
Maryville life coaches (from left) Kathy Dougherty, Aretha Hardrick,
and low-income
Brady Griffith, Esra Uysal, Karlla Dozier, and lead life coach
Penny Greene
students who
often come to
that is a natural fit,” McCluskey says.
college without the skills needed to
“It’s meant to begin conversations.
navigate university life.
For example, for a business major,
“The program provides a clear go-to
this might help them decide which
person for low-income and firstspecialized area to go into.”
generation students,” McCluskey says.
Beginning with about 420 incoming
“Faculty advisers are wearing multiple
freshmen this fall and continuing
hats, but life coaches are focused on life
with consecutive classes, life coaches
coaching — the holistic approach to
are available to students throughout
advising and leading a student to success.”
their time at the university and after
Maryville’s life coaches are not
graduation, even if they change their
counselors, although they are trained
course of study.
to refer students to therapists if a
“It’s common for students to change
situation calls for such measures.
their major at least once, and usually
Instead, they come from a wide
in that situation, they get shuffled
range of backgrounds, including
among different advisers in different
organizational leadership, residential
divisions,” McCluskey says. “Now, if a
life, business management, and law.
student changes [his or her] major, the
— Rebecca Prinster
Diversity Thought Leaders:
One to Follow
San Francisco-based disability activist Alice Wong
(@DisVisibility) is the project coordinator, founder, and
lone staffer of the Disability Visibility Project, an initiative
to encourage people with disabilities — especially
those from underrepresented groups — to archive their
personal histories with the nonprofit StoryCorps, an oral
history project broadcast on NPR.
Alice Wong
This year, she was appointed to the National Council
on Disability, an advisory board to the President
and Congress on disability policy. She is also a staff
research associate for the National Center for Personal
Assistance Services at the University of California, San
Francisco. In addition to accessibility issues, her tweets
cover a wide range of diversity-related topics.
7
[ In Brief ]
Challenging, Supportive Computer
Science Program Allows Students to Excel
Faculty and administrators at
California State University, Monterey
Bay (CSUMB) and nearby Hartnell
College, a two-year institution, are
removing obstacles that keep students
from completing computer science
degrees, such as stereotypes about who
should be in these classes. They know
that when given the tools, all students
are capable of excelling.
Participants in the accelerated CSin-3 program (computer science degree
in three years) are dually enrolled
at Hartnell and CSUMB from day
one, which helps eliminate one of
the biggest barriers to success that
community college students face.
“So many students get defeated by
the transfer process,” says Joe Welch,
instructor of computer information
systems at Hartnell and co-director
of CS-in-3. “It’s incredible how hard
we make it [to transfer to a four-year
institution].”
In addition to receiving assistance
with transferring, CS-in-3 students’
academic schedules are mapped out for
the entirety of the three-year program,
which includes all computer science and
general education classes in CSUMB’s
traditional undergraduate computer
science and information technology
degree. Students also receive coaching
to help prepare them to interview for
summer internships.
Thanks to a $4 million donation
from Andy Matsui, local philanthropist
and founder of the Matsui Foundation
scholarship fund, the entire program
costs students just over $12,000.
With academic and financial barriers
reduced, they can focus on learning and
graduating on time.
Because the program began in the
fall of 2013, none of the students have
graduated yet, but retention rates have
been staggering. Of the first cohort,
27 of the 32 students are still with
8
October 2015
Daniel Diaz, from Cohort 1, leads discussions about introductory programming with his
Cohort 2 peers as part of CS-in-3’s peer-led team learning program. (From left to right:
Martin Almaraz, Diaz, Miriam Flores, and Stephen Negron)
the program, and 23 are on track to
graduate in 2016. Last year’s cohort of
32 has retained 28 participants.
“We have to be careful not to
understate how impressive retention has
been so far,” says Welch. “Before this
program, of the 36 students starting
CS-in-3 this fall, only eight or nine
of them would have moved on, and
only about half of them would have
graduated in five years.”
CS-in-3 has gotten a lot of attention
for the diversity of its participants —
about 90 percent are Latino, nearly
half are women, and almost all are
first-generation students — but Sathya
Narayanan, program co-director
and associate professor of computer
science and information technology at
CSUMB, says there’s more to the story.
“This is college done right,” he says.
“We’re getting students to where they
need to be and giving them a highquality education.”
Welch says the fact that these
participants are excelling despite having
little or no exposure to computer
science in high school is proof of
what is possible when you don’t make
assumptions about peoples’ capabilities.
“Our students can rock; they can
come to play, and they have the ability
to thrive and be challenged in ways that
they’re not usually challenged,” he says.
“They’re doing more than we ask, and
we are already asking a lot.”
“Our students spend more hours
studying than students at highly
selective colleges,” Narayanan adds.
“Diversity does not mean lowering
the bar.”
Welch and Narayanan are optimistic
that tech’s biggest companies will begin
recognizing the quality work that
these students are capable of and move
beyond recruiting at only elite schools.
Best-Practices Document Focuses
on Women in Business
At a recent White House meeting,
more than 150 business school deans
and leaders met with the government’s
Council on Women and Girls to
discuss best practices for matriculating
women into MBA programs. Following
the meeting, 47 business schools
endorsed a best-practices document,
which sets down goals for addressing
gender disparity in business.
The Association to Advance
Collegiate Schools of Business
(AACSB) International is now
charged with furthering these best
practices to expand opportunities for
women in business.
“We are honored to work with
the White House on this important
initiative and are pleased with how these
best practices give AACSB members
and the higher education industry an
opportunity to address the needs of a
more diverse student population and a
changing workforce,” Thomas Robinson,
the AACSB president and CEO, said in
a statement. “Diversity serves as a core
component [of ] the AACSB’s mission
and values, and business schools are a
critical part of this conversation.
“Going forward, the AACSB
will take a leadership role in
communicating and disseminating
information to its members and the
business school community.”
The document identifies four key
areas for improvement and gives
examples of actions schools can take.
Under the section “Ensuring Access
to Business School and Business
Careers,” the best-practices document
recommends working with “companies
to develop programs that will help
women trying to get back on the fast
track” when returning to the workforce.
It also proposes measures for ensuring
diversity in leadership positions within
schools, including on advisory boards,
as well as “actively encouraging and
rewarding research and discussion on
women in the workplace, workplace
flexibility, and working families.”
“When we look at the data, it is clear
that more can be done,” said Christine
Clements, senior vice president of
accreditation and member services and
chief diversity and inclusion advocate for
the AACSB. “Only a small minority of
S&P 500 CEOs are women. To build
these leaders, schools need to address
the life-cycle challenges that current and
future female students face.”
Last year, women earned only 36
percent of the MBAs and 37 percent
of the PhDs in business in the U.S.
In addition, men hold more than 77
percent of all business school deanships
in the U.S.
To see the complete list of best
practices and read more about the White
House initiative, visit aacsb.edu/diversity.
For more on the AACSB, see page 33.
Coming soon!
Call for nominations for the
INSIGHT Into Diversity “Giving Back”
Awards, to be featured in the
April 2016 Leadership Support issue
9
[ New Directions ]
ARIZONA
Rebecca Tsosie, JD, has been
named vice provost for inclusion
and community engagement at
Arizona State University in Tempe.
She is a regents’ professor of law in
the Sandra Day O’Connor College
of Law at the university.
CALIFORNIA
Susan Elrod, PhD, has been
promoted to provost and vice
president of academic affairs at
California State University, Chico.
She had been serving in the
position on an interim basis.
Na’ilah Nasir, PhD, has been
named vice chancellor for equity
and inclusion at the University of
California, Berkeley. She is also a
professor in the School of Education
and the Department of African
American Studies, Birgeneau Chair
in Educational Disparities, and
Williams Chair of African American
Studies at the university.
FLORIDA
Cheryl Brewster, EdD, has been
appointed southern region
representative for the Association
of American Medical Colleges’
Group on Diversity and Inclusion.
She is also assistant dean for
diversity at the Herbert Wertheim
College of Medicine at Florida
International University in Miami.
INDIANA
Teshome Alemneh, PhD, has been
appointed director of the Office
of International Development
and associate vice president
for international research and
development at Indiana University
Bloomington. He was most recently
an international programs officer for
the American Council on Education.
Eliza Pavalko, PhD, has been
named vice provost for faculty
and academic affairs at Indiana
University Bloomington. She
retains her role as Allen D. and
Polly S. Grimshaw professor of
sociology at the university.
MASSACHUSETTS
Jacqueline Moloney, PhD, has
been appointed the first female
chancellor of the University of
Massachusetts Lowell. She had
been executive vice chancellor at
the university.
Akua Sarr, PhD,
has been named
vice provost for
undergraduate
academic affairs at
Boston College. She
was associate dean
of the Morrissey College of Arts and
Sciences at the college.
MICHIGAN
Jacqueline Huntoon, PhD, has
been appointed provost and vice
president for academic affairs at
Michigan Technological University
in Houghton. She had been dean
and associate provost of the
graduate school at the university.
MINNESOTA
Artika Tyner, JD, has
been named interim
director of diversity
and inclusion at
the University of
Saint Thomas in
St. Paul. She was
assistant professor of public policy
and leadership for the university’s
College of Education, Leadership,
and Counseling.
NEW MEXICO
Francie Cordova,
JD, has been
appointed director
of the Office of
Equal Opportunity
at the University
of New Mexico
in Albuquerque. She was most
recently assistant chief counsel for
the California Department of State
Hospitals.
NORTH CAROLINA
Tyson Beale, PhD,
has been named
associate vice
chancellor for
student affairs
and director of
student conduct at
Fayetteville State University. He was
most recently associate dean for
University College at the university.
SOUTH CAROLINA
Joan Gabel, JD,
has been appointed
provost of the
University of South
Carolina. She was
most recently
dean of the
Trulaske College of Business at the
University of Missouri in Columbia.
TENNESSEE
Katrice Jones Morgan, JD, has
been named the first director
of diversity and inclusion of the
University of Tennessee College of
Law in Knoxville. She retains her
role as assistant dean for student
affairs at the college.
Tina Smith, PhD, has been
promoted to associate dean and
director of the newly created
Office of Inclusion Initiatives and
Cultural Competence at Vanderbilt
University in Nashville. She had
been assistant dean of students at
the university.
WASHINGTON, D.C.
Edith Mitchell, MD, has been
appointed president of the National
Medical Association. She was most
recently professor of medical
oncology at Thomas Jefferson
University in Philadelphia.
Has your campus recently hired a new diversity administrator? INSIGHT Into Diversity would like to publish your news.
Please email: [email protected].
10
October 2015
Fresno State – developing the leaders of tomorrow
Proud winner of the 2014 Higher Education Excellence
in Diversity (HEED) award from “INSIGHT Into Diversity”
Embracing, supporting and promoting inclusion, respect and equity through all levels of the university with
programs and activities including:
•
Forums for Inclusion, Respect and Equity
•
Emphasis on universal design across campus
•
Welcoming Diversity Workshops
•
Student, staff, faculty and administrator mentorship programs
•
Cultural Heritage Month Promotion
•
•
Cultural Competence Certificate Program
Multidisciplinary programs with outreach services to underserved areas
Culturally relevant advising
•
"Dogs United" movement to encourage,
increase and acknowledge cross-cultural
interaction on campus
•
At Fresno State, we nurture cultural competence by celebrating the diversity of the campus
community and welcoming the participation of all.
It’s what makes us great!
www.FresnoState.edu
[ HEED Award Spotlight ]
Nott Memorial on Union College’s campus in Schenectady, N.Y.
Union College: Where
Diversity Always Has
a Seat at the Table
By Rebecca Prinster
A
lot of change can happen
in 10 years; Dr. Gretchel
Hathaway knows this well.
She’s in her 10th year as
chief diversity officer (CDO) of Union
College in Schenectady, N.Y., which
also coincides with President Stephen
Ainlay’s tenure.
In that time, she says she’s
been impressed by the increase in
diverse student enrollment and the
“huge change in the culture” on the
private liberal arts campus of 2,200
undergraduate students.
“Students now know whom to go
to when they are uncomfortable about
something or when there’s a national
12
October 2015
or international issue — something
like the Black Lives Matter movement
or global issues such as the conflict in
the Middle East or a national disaster,”
Hathaway says. “We’re a very diverse
campus, and our students have many
different issues they care about.”
Since 2006, the percentage of
incoming students from diverse
backgrounds jumped from 12 to nearly
20 percent. International student
enrollment has also increased from 2 to
7 percent in the same period, and the
overall number of students applying
to the college has skyrocketed since
President Ainlay took office.
Much of this success can be
attributed to Ainlay’s direction. After
his appointment, he immediately made
diversity and inclusion his top priority.
“It was clear to me when I arrived
that Union needed to become more
diverse,” he says. “I wanted to create
an atmosphere and an environment
where everyone can feel like Union is
their place.”
Ainlay’s first order of business was
appointing Hathaway as CDO and
making her part of his senior leadership
team. He says his intention in doing so
was to give her a seat at the table, with
the rest of the board of trustees.
“By having her there, she is able to
keep diversity at the forefront of all
decisions regarding spending money
and creating programs,” he says.
In a similar way, Union’s 2007 and
2013 strategic plans include initiatives
for increasing diversity.
“Making sure that diversity is written
into our institutional priorities and
goals informs how we make decisions
about how money is spent and about
governance decisions,” Ainlay says. “It
doesn’t just sit on a shelf.”
Having spent a portion of his 23
years in higher education as vice
president for academic affairs at the
College of the Holy Cross — a role
that included working to increase
faculty diversity — Ainlay saw firsthand
how a diverse campus leads to a richer
educational experience.
“Students these days expect a
campus to be diverse and look like
the world they’re living in,” Ainlay
says. “Increasing the numbers is not
the critical part — it’s creating an
inclusive culture.”
Shortly after becoming president,
Ainlay also appointed Matthew
Malatesta to vice president for
admissions, financial aid, and
enrollment, and made him a member
of the senior staff as well. Hathaway
says Malatesta has played an important
part in bringing diverse students to
Union through the cultural competence
training sessions he conducts for
admissions staff, which are aimed at
ensuring prospective students feel
From left to right: Mary Suttie, Camille Harris, Jenny Surinach, and Cydnee Somera
at Union College’s 2015 commencement ceremony
welcomed when they arrive on campus.
“For example, we tell people to look
someone in the eye and give them a
firm handshake, but for people from
some religions, these [actions] can
be disrespectful,” Hathaway says. “In
certain religions, it’s inappropriate for
people to take the hand of someone
who is of a different gender. [Malatesta]
Union because they feel good about the
environment here, and they let other
students know,” he says.
The annual Presidential Forum
on Diversity is another initiative
Ainlay established; its purpose is to
foster conversations about diversity
and inclusion across campus. The
forum includes a main event held in
“Making sure that diversity is written into our institutional
priorities and goals informs how we make decisions about
how money is spent and about governance decisions. It
doesn’t just sit on a shelf.”
— Stephen Ainlay, president of Union College
really gets the diversity work we’re
trying to do … and his team is really
engaged — they want to do it right and
make sure that everyone feels included.”
Ainlay says the partnership Union
has had with the Posse Foundation
since 2006 also helps attract diverse
students to the college. The Posse
Foundation selects and trains student
leaders from diverse, urban backgrounds
and provides them support throughout
their college careers. Ainlay says Posse
scholar graduates have become some of
the school’s greatest ambassadors.
“They do a lot of recruiting for
Union’s Nott Memorial and smaller
events throughout the year led by
faculty and student leaders. Past event
speakers have included Maya Angelou;
journalist Soledad O’Brien; South
African civil rights activist Eddie
Daniels (who was imprisoned with
Nelson Mandela); and more recently,
John Quiñones, a journalist and news
anchor who spoke about his show
“Primetime: What Would You Do?”
to enhance Union’s new Bystander
Intervention educational program.
Ainlay says his motivation for
establishing this yearly event was to
“symbolically commit the weight of the
presidency” to the issues of diversity
and inclusion. He carefully helps choose
a theme each year that reflects current
global issues. Hathaway says that theme
is always the topic of great excitement
when students, faculty, and staff return
to campus in the fall; the theme for this
year’s Presidential Forum on Diversity
is social justice movements.
Union takes great care to stay in tune
with current issues happening locally,
nationally, and globally — and for
Hathaway, this means being flexible.
“Every year, I do one type of campus
climate survey, whether it’s for gender,
LGBTQ, or race,” she says. “And then
I use assessment tools to decide on a
plan for the next two to four years —
what kinds of programs and events we
will initiate with assistance from our
students and faculty. I say ‘every two to
four years’ because I know I will have
to adjust my plans based on global
dynamics [like the Black Lives Matter
movement] … and I love that.”
Hathaway is currently preparing a
10-year evaluation report to assess how
far Union has come during that time
and to plan for the future. She says
she could not do the work she does
without the support of Ainlay or the
board of trustees.
“I truly got lucky. I know this is not
an easy job for a lot of my colleagues at
other schools,” she says. “I am honored
and blessed to be doing the work that I
am doing as [Union’s] CDO.”
While Ainlay is grateful for the
progress they’ve made, he believes
there is always room for growth.
Currently, Union is working to expand
its population of Latinos and students
from regions outside of the Northeast.
“At Union, the assumption is that
diversity is valuable; it’s written in our
DNA,” he says. “We want to continue
to bring more people to the table.”●
Rebecca Prinster is a senior staff writer
for INSIGHT Into Diversity. Union
College is a 2013 and 2014 HEED
Award recipient.
13
[ Community College Spotlight ]
Award-Winning Program Enhances Diversity
at Northern Virginia Community College
By Madeline Szrom
A
ccording to the U.S. Bureau of
Labor Statistics, in 2014 only
65.9 percent of high school
graduates enrolled in college, marking
the lowest enrollment rate in a decade.
And according to the U.S. Department
of Education, the majority of those not
enrolling in postsecondary education
are from low-income households.
However, institutions like Northern
Virginia Community College
(NOVA) are working to shatter these
socioeconomic barriers to provide all
students the opportunity to pursue a
college education.
With more than 75,000 students
enrolled for credit at six campuses
located in Alexandria, Annandale,
Loudoun, Manassas, Springfield, and
Woodbridge, Va., NOVA is the secondlargest community college in the nation.
Of these students, 52 percent are from
minority racial or ethnic groups.
The school’s longstanding Pathways
to the Baccalaureate program is its
strongest effort to increase diversity to
date. Pathways is a consortium of 10
educational institutions in Northern
Virginia that includes K-12 public
school systems, NOVA, and George
Mason University (GMU). Through
the program, high school students
who are more likely to face obstacles
entering college or need more support
to succeed academically are provided
with guidance along their path from
14
October 2015
high school to community college to a
four-year institution.
“The program is designed to breach
the barriers of higher education,” says
Everett Eberhardt, director of equity,
diversity, and ADA/504 compliance
at NOVA. “The purpose is to increase
access to education for at-risk students.”
Founded in 2005 by NOVA
and GMU, Pathways gives
underrepresented students with dreams
of continuing their education beyond
an associate degree the chance to do
so. Applicants must apply directly to
the Pathways program. Once admitted,
students begin their college career at
NOVA before moving on to GMU or
another four-year institution.
As opposed to traditional admissions
practices, acceptance isn’t based on
grades or academic standing, but on a
student’s character.
“The focus is on applicants’
barriers, motivation, and potential —
rather than merit or past academic
performance,” says Kerin HilkerBalkissoon, program director of
Pathways to the Baccalaureate and
executive director of College and
Career Pathways. “Once our cohort
is selected, our counselors do a
comprehensive one-on-one intake
meeting with students, where they
get more specific information on
each participant’s strengths, needs,
and concerns.”
After starting at NOVA, students
continue to receive counseling and
assistance applying for scholarships and
financial aid, as well as help preparing
for their transition to a four-year
institution. Those who complete an
associate of arts or science degree with
a 2.85 GPA or higher are guaranteed
admission to GMU; Pathways students
who don’t meet these criteria must
follow the standard application process.
Students have the option to apply to
40 other area universities and may be
eligible for guaranteed admission if they
qualify under NOVA’s individualized
agreements with each of those schools.
Overall, Pathways has an impressive
success rate. Of all the students in the
program, 90 percent continued through
to the second semester, and 81 percent
returned for their sophomore year,
according to 2005 through 2013 data.
For being “an innovative model for
improving the underserved population,”
as Eberhardt says, Pathways was
awarded the Virginia Excellence in
Education Award for Community
Colleges in 2009. Program leaders
continue to look to the future to make
improvements for the next generation
of students.●
Madeline Szrom is a contributing writer
for INSIGHT Into Diversity. Northern
Virginia Community College is a 2014
HEED Award recipient.
[ INSIGHT Partner Profile ]
USBLN Plays Matchmaker for
Companies That See Value
in Disability Inclusion
I
n the United States, an estimated 57
million people live with a disability.
Of these, 19.5 percent who are
of working age are employed, while
10.2 percent are still actively seeking
employment, according to the most
recent U.S. Department of Labor data.
The U.S. Business Leadership
Network (USBLN) — a national
nonprofit organization that helps
businesses drive performance by
leveraging disability inclusion in
the workplace, supply chain, and
marketplace — helps create and
foster opportunities for employees
with disabilities and for people with
disabilities who own small businesses.
Serving as the collective voice of
nearly 50 BLN affiliates nationwide
and representing more than 5,000
businesses, USBLN helps connect
corporations that are members of the
organization with smaller businesses that
are 51 percent or more owned, operated,
controlled, and managed by individuals
with disabilities. As the nation’s leading
third-party certifier for disability-owned
businesses — including those owned by
service-disabled veterans — USBLN
serves as the intermediary between these
companies and corporations seeking to
expand their supplier diversity programs.
Through this certification, called the
Disability Supplier Diversity Program,
corporations gain access to shared best
practices and diverse suppliers, and
disability-owned businesses gain access
to contracting opportunities and learn
how to compete more effectively
for contracts.
The organization also promotes
disability inclusion through its
Career Link Mentoring Program,
a collaborative project with Cornell
Participants in USBLN’s Career Link Mentoring Program at a reception in Washington, D.C.,
in August
University’s Employment and Disability
Institute. Through this six-month
program, the organization matches
mentors from USBLN member
companies with college students
and recent graduates — including
veterans.— who have disabilities.
“I think there’s so much that
can be learned from people with
disabilities and from people who
don’t have disabilities — and [their]
working together. These are people
who want to work and who have
something to give. It’s a win-win
for businesses, and it’s a win-win for
people with disabilities,” says Shawna
Berger, director of marketing and
communications for USBLN.
Supported in part by grants from the
Mitsubishi Electric America Foundation
and the Wal-Mart Foundation, the
program saw an increase of more than
250 percent in student participants this
year from its pilot year, with 72 mentees
representing 55 colleges and universities
across the country.
In addition to its Career Link
Mentoring Program, USBLN advances
disability inclusion in myriad ways. Its
Going for Gold project goes one step
further by matching college graduates
who have disabilities with businesses
seeking diverse employees. USBLN’s
goal is for 190 people with a disability
to be employed at each participating
company within the next three years, for
a total of 1,140 people hired.
“We often hear from companies that
they can’t find the talent they’re looking
for, and we hear from job seekers that
they can’t find companies to work for,
so in essence, we’re kind of playing the
matchmaker,” Berger says.
With October being National
Disability Employment Awareness
Month, USBLN is taking to the streets
with the first-ever Disability Rights
Museum on Wheels, which is currently
touring the country. The organization
created the museum in partnership with
the ADA Legacy Project to review and
celebrate 25 years of the Americans
with Disabilities Act.●
Alexandra Vollman is the editor of
INSIGHT Into Diversity. For more
information about U.S. Business
Leadership Network, visit usbln.org.
15
[ CDO Corner ]
Contemporary Reflections of Sons and
Daughters of the Ex-Confederacy
By Kimberly Barrett, PhD; Sharon Lynette Jones, PhD; Tracy Snipe, PhD
L
ike many people, we were
deeply disturbed by the
unthinkable hate crime
involving shooting deaths that
occurred at “Mother Emanuel” African
Methodist Episcopal (AME) Church
in Charleston, S.C., this past June.
However, we were enthralled by the
related public discourse that led to the
removal of the Confederate flag —
a symbol to many of the South’s racist
past — from the grounds of the
statehouse.
Our interest was not just due to
its historic significance; it was much
more than a news story to us. We
were born and raised in the very cities
that served as the epicenter of these
acts. Consequently, as an African
American son and daughters of the exConfederacy, we began to consider how
this history has influenced who we have
become and what we could do to help
end this disturbing legacy of hate.
Although we are currently
colleagues at a research university in
the Midwest and have spent most of
our professional lives working in places
other than the South, we still identify
16
October 2015
strongly with our southern roots. One
of us, a native of Charleston who
has family members who belong to
Emanuel AME, made a pilgrimage
to the state in the aftermath of the
tragedy and served as a lifeline to
the group, sharing newspapers and
firsthand accounts of the reaction in
our home state.
We were not surprised by — and
were quite proud of — the response
of the family members of the victims,
which was one of forgiveness and
reconciliation. To forgive even the
most heinous acts in order to begin
the process of moving on in service of
the greater good has generally been
a hallmark of blacks, particularly in
the South. As we look back on what
has led to our relative success, such
as obtaining PhDs and tenured and
senior administrative positions, this
ability to not hold grudges and to
keep close to our hearts purposes
much larger than ourselves helps us
withstand the daily microaggressions
we still face as people of color.
As we explored the impact that
growing up in South Carolina had
on us, one struggle we vividly recall
is living in the shadow of the many
symbols representing the inferiority of
blacks. The Confederate flag, which for
some people is a reminder of slavery,
is only one of many symbolic, public
images that illustrate our ancestors’
disenfranchisement. You need only look
at the names of local roads, highways,
buildings, and bridges to see the history
of white supremacy on display.
One of us is a proud alum of
Clemson University. While she
applauded the Confederate flag’s
removal after it had been displayed so
prominently first above and then in
close proximity to the South Carolina
statehouse for several decades, she had
also been closely following the debate
upstate regarding the fate of another
important symbol, Tillman Hall
on the Clemson campus. Although
Ben Tillman helped found Clemson
University and served as governor,
as well as a member of the United
States Senate, the Clemson University
Board of Trustees expressed concerns
in regard to Ben Tillman’s racially
discriminatory attitudes and behavior
toward African American individuals,
according to a July 17, 2015, article in
The Post and Courier. During our education, there
was even more powerful, subtle
discrimination inflicted on black
students that also served to normalize
the privilege afforded to those who
identified as white in the South. It
was the misinformation — or missing
information — received in school
about the contributions of people
of color. We recall this omission
motivating us, out of necessity, to
become more active participants in
our own learning by seeking out the
work of people who looked like us in
the various subjects we studied. We
recall discovering treasures like the
poetry of Langston Hughes and the
fiction of Toni Morrison through our
own research. But what about those
African American students who don’t
have encyclopedias (or nowadays,
computers to access the Internet),
parents to take them to the library,
or some other person who supports
this extra educational activity? Surely
many students, not seeing themselves
in the curriculum or in front of the
classroom, fail to comprehend the
relevance of their education and
become disengaged.
Despite the recent painful
reminders of the struggles that still
exist around racism, having been
raised in the post-civil rights era
South, we are optimistic. We have
benefited from legal protections that
would have been unthinkable more
than two generations ago. We are
also the realization of our families’
strong commitment to education —
which, although common in African
American communities in the South,
was often thwarted by poverty and
legally enforced discrimination.
Additionally, we have benefited from
the good will of people from different
racial backgrounds in supporting
or serving as guides for our success.
Considering both the challenges and
the tremendous good will we know
exists, we propose the following
strategies to speed up progress toward
the creation of a society in which the
institutionalization of racism through
symbols, incomplete histories, and acts
of systematic discrimination is truly a
thing of the past.
First, we must look at ourselves
to examine, without judgment, the
cultural influences and assumptions
that make us who we are and influence
our actions. Next, we must stop
the intergenerational transmission
of hostility among various groups,
It provides opportunities for groups
who perceive each other as different to
work together as equals on problems
they both consider important. This
is the only effective way to truly
eliminate prejudice and come to see
each other as unique individuals
rather than stereotypes. This is why
people who espouse forms of cultural
supremacy often work hard to keep
us apart and why the re-segregation
we are increasingly witnessing is
particularly troubling. Remember,
The tragedy in Charleston provides an opportunity
for us to have productive conversations, both in our
classrooms and with our colleagues, about how social
issues like racism relate to our disciplines.
particularly those who identify as black
or white; hate is learned. We can begin
this process by teaching children.—
in school and at home.— about our
shared, inclusive, multicultural history.
An essential part of this process is
helping everyone understand the social
construction of race. Race is a cultural
idea, not a biologically determined
characteristic. We believe this
misunderstanding on the part of many
in our society is what makes racism
so difficult to extinguish. Wouldn’t it
be great if we didn’t have to unlearn
racism because it wasn’t taught in the
first place?
Another strategy central to
stamping out racism is integration.
Separate is never equal and inevitably
breeds distrust and misunderstanding.
That is not to deny the value in
sustaining spaces — actual and
virtual — in which people of similar
backgrounds can congregate to support
each other in what is currently a less
than inclusive society. However, living,
learning, and working in integrated
environments is critical to promoting
trust and, most importantly, empathy.
separate is never equal.
Finally, as academics, we need to
develop the courage and practical
facilitation skills that will enable us
to have productive conversations,
both in our classrooms and with our
colleagues, about how social issues
like racism relate to our disciplines.
The tragedy in Charleston provides
an opportunity for us to do just that
nationwide. We believe that knowledge
is still the most powerful ingredient
for sustainable social change. We
hope to model for the next generation
of sons and daughters of states that
comprised the Confederacy an objective
acknowledgement of our troubled past
that empowers us to work toward a just
future while honoring the many cultural
points of pride we share today.●
Kimberly Barrett, PhD, is the vice
president for multicultural affairs and
community engagement at Wright
State University (WSU). Sharon
Lynette Jones, PhD, is a professor of
English at WSU. Tracy Snipe, PhD,
is an associate professor of political
science at WSU.
17
Higher Standards
How boards of trustees at public colleges and universities —
and the governors who appoint them — are being held accountable
A
Richard Legon, president
of the Association of
Governing Boards
18
October 2015
s the landscape of higher
education continues to change
and colleges and universities
face more challenges on their path
toward providing an affordable, quality
education, boards of trustees are being
held to higher standards in addressing
the needs of their respective institutions.
In the past, boards have largely
operated behind closed doors, but issues
such as the rising cost of tuition (up
16 percent from 2010 and 107 percent
since 1989), hiring practices, and salary
spikes have led to increased scrutiny.
Critical questions are now being raised
regarding the background and expertise
of these public education stewards.
“I think, as we’ve seen since the
economic downturn — as many
families have found students coming
home with debt, without a degree,
having had to drop out because of cost
or other reasons — that the public
has rightly raised concerns about the
accountability of these institutions and
whether they are providing students
value,” says Anne Neal, president of
the American Council of Trustees
and Alumni (ACTA), an independent
nonprofit organization focused on
accountability at U.S. colleges and
universities.
“For a very long time, trustees were
largely viewed as boosters. There’s
no question that trustees should be
boosters of their institutions,” she says,
“but at the end of the day, they are also
legally responsible for the health of
their institutions.”
No longer viewed as only the
cheerleaders for their schools, board
members are expected to enact
meaningful policies that serve the best
interests of students, faculty, and staff,
as well as ensure the long-term growth
and sustainability of their institution.
But many criticize the process by
which public boards are selected — in
most states, board members at public
colleges and universities are appointed
by governors, with confirmation by
legislators — claiming that it often
leads to a lack of diversity and the
expertise needed to effectively manage
an institution of higher education.
“Boards are being called upon to be
more engaged in issues that matter,
and it is my hope — although I don’t
see it everywhere — that governors
and others who affect their selection
are looking for people who bring a
level of merit, achievement, awareness,
and interest in governance … and
are not just politically appointed
because they have some special
relationship with the governor,” says
Richard Legon, president of the
Association of Governing Boards
(AGB) of Universities and Colleges, an
organization focused on helping higher
education leaders navigate the changing
education landscape. “We need to
be sure that people with a breadth
of expertise and a broadened pool of
diversity be recognized in appointments
to these boards.”
Despite our nation’s changing
demographics, boards continue to be
largely made up of older, white men.
In fact, men outnumber women on
boards more than two to one at 71.6
percent, with the majority of board
members between the ages of 50 and
69, according to a 2010 survey of
195 public colleges and universities
conducted by the AGB. The survey
also indicated that only 23.1 percent of
board members were from either racial
or ethnic minorities, or both.
Vice President for AGB Consulting
Merrill Schwartz, who developed
the survey and co-wrote the report,
is currently collecting data for the
2015 survey, to be released this fall.
The report provides board members,
administrators, faculty, staff, and
students with a means for comparing
the demographics of their board with
those of other institutions.
Composed of nearly 1,300 members,
including both public and private
Merrill Schwartz, vice
president for AGB
consulting
colleges and universities nationwide,
the AGB researches and offers
recommendations to governors, as well
as to board members on their roles and
responsibilities. The organization values
diversity and believes it leads to better
institutional leadership.
“Board diversity is very important,
and [I] define diversity more broadly
than just race and ethnicity; it’s gender,
geography, professional background,
viewpoints — to enrich the discussion
of the boards, to avoid groupthink, to be
connected to the community you serve,
and to be aware of the needs broadly of
the people of your state,” Schwartz says.
“I think that boards need diversity … in
order to govern well.”
Most people agree that diversity is an
essential element to any well-functioning
board. However, ensuring a balance of
differing viewpoints, ideas, backgrounds,
experiences, and expertise — while also
achieving diversity of race/ethnicity and
gender — can be difficult.
“[At ACTA], we certainly believe
that governors should be looking at
the expertise of individuals and what
they can bring to bear in terms of the
institution and its particular needs,”
Neal says. “Is there a need for financial
expertise? Is there a need for academic
expertise? So these kinds of needs
[should be] part of the determination,
and I would envision that, as these
determinations are made, that would
also likely bring diversity of all kinds
John Engler, former governor
of Michigan
to boards.”
In Missouri, Governor Jay Nixon is
the appointing authority for 13 fouryear institutions, as well as a handful
of two-year colleges. Nixon was not
available for comment, but his press
secretary Scott Holste says that the
governor looks for qualities such as
demonstrated leadership and initiative
and a strong commitment to the
value of public education — and that
diversity plays a role.
“Missouri is a diverse state, and
that is one of our strengths,” Holste
said in an email. “That diversity also
is reflected in the student population,
whether at a college or university in a
large city or small town. In considering
appointments for the boards of those
institutions, diversity is an important
consideration that goes hand in hand
with proven leadership.”
Yet, according to the website for
the University of Missouri System —
which includes four public universities,
in Columbia, Kansas City, Rolla, and
St. Louis — the board of curators
is composed of five white men, two
women, and one African American
man. And the current board of regents
at Southeast Missouri State University
is made up of six white men and one
African American woman, according to
the institution’s website.
Vetting Candidates
In a handful of states, governors receive
help in their search for qualified
candidates for boards. In Hawaii,
Minnesota, Massachusetts, North
Dakota, and Virginia, an external
commission assists governors by finding
and vetting potential appointees.
In the Commonwealth of
Virginia, the public can nominate
candidates and people can apply
online for vacant positions on boards
of public colleges and universities.
The State Commission on Higher
Education Board Appointments
(CHEBA), headed by Secretary of
the Commonwealth Levar Stoney,
reviews applications and then makes
recommendations to the governor.
In addition to taking diversity
of background, expertise, race
and ethnicity, and gender into
consideration, Stoney says CHEBA
looks at the makeup of individual
schools’ student populations and
their needs. “For instance, there’s a
burgeoning population of Latinos at
George Mason University, so we’ve
been striving hard to find a person
who would fit that niche,” he says.
CHEBA takes a need-based
approach to determining qualified
candidates in that it looks at boards
as a whole and attempts to “fill holes,”
Stoney says. It does this by examining
boards and welcoming input from
university presidents and current
board directors.
“We look at each board separately,
where they are in terms of diversity-—
19
men [versus] women and ethnic
diversity. We also know they need
certain skills, whether they need
financial aptitude or more attorneys, a
legal background,” he says. “We [then]
try and seek those qualities out to add
to the board.”
While the importance of addressing
the specific needs of a university via
carefully selected appointments is largely
unchallenged, some believe external
committees like CHEBA take too much
responsibility off of governors.
“Direct accountability is made
possible when governors are the
appointing authority,” says Neal. “These
separate bodies simply create another
layer away from direct accountability
for these appointments. … They are
not necessarily accountable to anyone,
whereas the governor is elected by
the people of the state and has the
responsibility to put forth a coherent
educational vision, to appoint those
trustees, and can be held directly
accountable if those trustees do not do
a good job.”
Stoney says that although CHEBA
assists with the vetting process
and makes recommendations to
Virginia Governor Terry McAuliffe,
the decision of whom to appoint
ultimately rests with the governor. And
McAuliffe has done well by President
of Virginia Polytechnic Institute and
State University Timothy Sands, who
says he has been impressed with the
appointments made during his short
time at the university.
“I have to conclude, based on the
appointments that have been made in
the last two years, that [CHEBA and
the governor] have taken into account
all sorts of diversity — not just race
and ethnicity, but the orientation
of the individual in terms of their
experience. Are they a business person?
Do they have an interest in the student
experience? Are they passionate about
diversity and inclusion? Are they
familiar with athletics? They know
having diverse perspectives on a team
is essential for coming up with good
decisions — strong decisions that will
stand up with time.”
20
October 2015
The 2014-2015 Virginia Tech Board of Visitors (photo courtesy of Virginia Tech)
Giving Back
Farther north, in Michigan, a mix of
processes is used to appoint board
members to the state’s 13 public
colleges and universities. The majority
of boards at these institutions are
appointed by the governor, while
three — at the University of Michigan,
Michigan State University, and Wayne
State University — are elected by
Michigan voters.
Former Michigan governor John
Engler believes this method of selecting
candidates is flawed and that it can lead
to unqualified candidates who don’t
necessarily represent the interests of the
institution at large.
“It’s a terrible idea, and I think it
should be changed. I’m a strong believer
in appointed boards and believe that
the governor, who’s the elected chief
executive officer of the state, is the right
person to make those appointments,”
says Engler, who believes board
members should act as role models and
give back to their community.
“I like to see people who have been
supportive, who’ve been involved in
the community in other ways,” he
says. “I never thought that serving on
a university board should be the first
time you’ve ever given back to your
community.”
Because of a passion for higher
education and the knowledge that it
can “be better,” Engler helped develop
and was a signatory on Governance
for a New Era: A Blueprint for Higher
Education Trustees, an independent
report distributed by the AGB. With 22
signatories — from former and current
presidents and trustees of universities
to former governors and U.S.
representatives — the document brings
together those who are committed to
improving higher education and believe
trustees should take a more active role
in ensuring value.
“I think we’re at a point in time
where leadership of universities are
going to be challenged in ways they’ve
only imagined before. So the board
composition and governance are going
to play increasing roles, because there’s
tremendous interest today and more
being written about the value of a college
degree,” Engler says. “The challenges are
not going to go away. Public institutions
have a big role to play.”
Whatever challenges may come, it’s
clear that Americans also believe board
members should play a larger role. In a
recent poll by market research company
GfK, 91 percent of Americans believe
boards have a responsibility to “take the
lead in reforming higher education to
lower costs and improve quality.” This
is an obligation Engler believes has
ramifications beyond the schoolhouse
gates.
“Higher education has an important
role to play in American society,” he
says. “It’s important for our economic
future. It’s important for our cultural
leadership.”●
INSIGHT Into Diversity.
50 YEARS
of Executive Order 11246
As we celebrate the 50th anniversary
of Executive Order 11246,
INSIGHT Into Diversity would like to
congratulate Shirley Wilcher on her service.
Thank You
Shirley Wilcher
for all of your hard work and dedication!
As deputy assistant secretary for the
Office of Federal Contract Compliance Programs from
1994 to 2001, Wilcher worked to enforce Executive Order
11246, ensuring equal employment opportunity for all,
regardless of race, ethnicity, religion, or gender.
Wilcher is now the executive director of the
American Association for Access, Equity, and Diversity
and an INSIGHT Into Diversity Editorial Board member.
Leading Conversations About Racism on
Predominantly White Campuses
By Brooke Barnett, PhD, and Randy Williams Jr., PhD
O
But there are a few things that make
n the subject of racism, there
this endeavor difficult.
is plenty to talk about on
People of majority identities don’t
college campuses. From the
talk enough about racism, sexism,
noose photo response to President
homophobia, anti-Semitism, or other
Barack Obama’s first tweets as
forms of oppression. It’s time people of
president, to racist fraternity chants, to
majority identities talk about diversity
the numerous deaths of unarmed black
as much as people with less dominant
men by police — including the incident
identities are forced to. It is a luxury to
this summer when a University of
Cincinnati police officer was
indicted on murder charges.
Even with this extensive list
Many black families are faced with
of topics, the silence can be
placing the topic [of racism] front
palpable on predominantly
and center to prepare children for
white campuses. Campus
the injustices they may encounter
student, faculty, and staff
out in the world.
leaders are struggling to
start, as well as stay in, the
conversation.
not have to think or talk about these
On our campus at Elon University,
issues, but it’s one we can no longer
we have been wrestling with how
afford if we want a better campus
to best set up conversations so that
climate and society.
students and colleagues can become
Talking is difficult because we all
more aware of individual and
have deeply held beliefs and lack
structural racism and build the skills
multiple perspectives. For example,
to dismantle it.
22
October 2015
polls show that white people see racism
as less prevalent than do black people,
despite stark evidence to the contrary.
Our own experiences have shown
us that white and black families talk
about race in very different ways. Black
children are generally made aware of
race and racism at an early age by
people outside their homes, and so
many black families are
faced with placing the topic
front and center to prepare
children for the injustices
they may encounter out
in the world. Many white
families either tend to avoid
the topic altogether or tell
their children that everyone
is equal, suggesting a postracial society.
Perhaps white families worry that
introducing these topics to children
will be scary or will cause them to
see differences they might not have
noticed before. When we do have
conversations across racial groups,
rarely do the discussions move beyond
individual acts of racism. Too often,
we view racism as an aberration rather
than an accumulation of bigoted beliefs,
usually resulting in white oppression
of black communities. So when a racist
murders nine African Americans in
a Charleston church, black and white
Americans respond in vastly different
ways. Almost all of us see a tragic loss
of life — but we all need to talk about
race within and across racial identities.
At Elon, we have been thinking a lot
about how to replace the silence with
productive dialogue on predominantly
white campuses. We think an approach
that focuses on people at various stages
of understanding and readiness will
yield the best results.
On all of our campuses, students
represent a wide spectrum. Some
students will be tired of talking and
may be frustrated at how far we still
have to go. Others may think racism
is not alive and well today and may
be reluctant to acknowledge it’s in
our midst. Determine ways to meet
students where they are, and find spaces
for productive conversations.
Also, do not forget the opportunity
for colleague-only discussions. Students
leave our campuses after a relatively
short time, but colleagues might stay
for their entire careers. Invest in their
learning and growth to make your
campus more inclusive. As we were
beginning to plan for fall programming
this summer, the shooting in
Charleston occurred. Our Center
for Race, Ethnicity, and Diversity
Education hosted four lunch series
to discuss racism. One hundred ten
colleagues attended — in the summer,
during prime vacation time.
This fall, we are planning a variety of
on-campus programs and initiatives to
encourage conversations on racism. Our
common reading is Dr. Martin Luther
King Jr.’s book Why We Can’t Wait.
Every first year student will have read
this book before arriving on campus
and will discuss it as part of his or her
first-year foundation classes.
A week after classes start, we will
host a Community Connections
Students (and faculty) at Siena College speak out about their experiences with racism on
campus. (Photo by Beverly Yuen Thompson via Flickr)
conversation in partnership with the
Burlington Times News, during which
community members and students
will come together for a discussion on
race relations. In addition, a discussion
series of Leonard Pitt’s columns will
tie the historical, racial civil rights
movement to ways students can become
involved in addressing current issues,
such as voter suppression, educational
disparities, the prison industrial
complex, and poverty.
Our discussions last spring and
this summer illustrate how difficult
discussing racism on predominantly
white campuses can be. Students and
colleagues of color were often frustrated
with some of the comments they
heard in these conversations. When
one person talked about the way she
grew up and said, “I don’t see color,”
this usually provocative statement
prompted a lively 45-minute discussion.
Others became frustrated when they
talked about racial discrimination
and someone followed up with, “I
understand. I’m not white, I am ItalianAmerican,” or, “My parents grew up
poor (or insert some other hardship
other than racism), and so I get it.”
Our challenge is to stay in the
conversation while being open
to considering multiple realities,
despite frustrations. Although some
of us have heard these comments
repeatedly, the person saying them
has not gained an awareness of how
such statements are interpreted and
experienced by others.
Our next challenge will be
continuing these discussions and
finding ways to build on them. We
are actively seeking ways to create an
ongoing, sustained, and progressive
conversation, to graduate students who
are better prepared to talk about and
address racism, and to prepare faculty
and staff to create a more inclusive
classroom and campus experience for a
whole new group of students each fall.
This is a challenge that campuses all
across the country are facing.
Brooke Barnett, PhD, is associate
provost for inclusive community and
professor of communications at Elon
University; she is also a member of
the INSIGHT Into Diversity Editorial
Board. Randy Williams Jr., PhD,
is a presidential fellow and special
assistant to the president, as well as
dean of multicultural affairs at Elon.
23
Mirna Alhanash (right) with another Syrian student
at a fall welcome picnic at Monmouth College
Mariela Shaker (in cap and gown) with other Syrian
students on graduation day
American Universities Offer
Opportunities for Syrian Students,
but Resources Are Drying Up
By Rebecca Prinster
T
he Office of the United
Nations High Commissioner
for Refugees (UNHCR)
estimates that since the civil war in
Syria began in 2011, 7.6 million Syrians
have been displaced from their homes,
and more than 4 million have been
forced to flee to nearby countries like
Turkey and Lebanon, where one in four
people is now a Syrian refugee.
The war has led to a breakdown
of Syria’s educational system, and
American scholars worry about the
effect on the country’s future. In a joint
report by the Institute of International
Education (IIE) and the University
of California (UC), Davis, titled We
Will Stop Here and Go No Further:
Syrian University Students and Scholars
in Turkey, the authors caution that if
“successive age-cadres of Syrians are
unable to continue their education,
Syria will lose its future doctors,
teachers, engineers, and university
professionals.”
There is also concern that in the face
24
October 2015
of aggressive ISIS recruiting, young
refugees will join the extremist group for
stability and a reliable income. Authors
of the report estimate that between
100,000 and 200,000 Syrian youth have
been displaced from higher education.
To help prevent a “lost generation”
of college-educated Syrians, IIE
developed its Syria Consortium for
Higher Education in Crisis and the
newly launched 100 Syrian Women
fundraising initiative.
Achieving Education
and Building Community
Amid Conflict
Originally formed in 2012 by IIE,
the Illinois Institute of Technology
(IIT), and Jusoor — a nonprofit
organization dedicated to supporting
Syria’s redevelopment — the IIE
Syria Consortium includes more than
40 U.S. and European colleges and
universities that provide scholarships
to students from Syria.
IIE acts as director of the
consortium, but students apply directly
to member universities and follow
their respective application processes.
Daniela Kaisth, vice president for
external affairs and initiatives at
IIE, says 158 scholarships and 89
emergency grants for international
students whose funding has been
disrupted due to natural disasters or
political crises back home have been
awarded to Syrian students.
Monmouth College, located in rural
Illinois, joined the consortium in 2013.
Brenda Tooley, associate dean for
academic affairs at Monmouth, says
she was inspired by Megan Mozina
of IIT during a gathering of Illinois
international higher education
professionals.
“Megan said, ‘If any of you are able
to join this consortium, please do so.’”
Tooley says. “And I thought, ‘I can do
this — it’s plausible. We can do this
at Monmouth.’”
Monmouth’s president at the time,
Mauri Ditzler, and other administrators
got on board immediately, and in the
first year, the college welcomed 10
Syrian students, to whom it awarded
two full-tuition scholarships and eight
partial-tuition scholarships. Other
financial support has come from
Top-Up grants from the Carnegie
Corporation of New York, Jusoor, and
the U.S. Department of State.
Tooley says the students’ presence
has had a transformative effect on the
college and the community.
“For a small college in a small town
in Illinois, the international community
is growing, and these Syrian students
are hugely involved,” she says.
One student success story Tooley
recalls is that of Hind Allouch, a
psychology major from Damascus.
Tooley says in the beginning, Allouch
was shy and uncertain of her English.
“But we soon realized that was just a
matter of confidence,” Tooley says.
“[Allouch] has become a leader
on campus.”
Allouch was one of the students
who started the interfaith Better
Together movement at Monmouth.
In April, the group held a talk
led by a local rabbi, an imam, and
a priest about stereotypes and
misapprehensions surrounding people
of different religious views. Tooley says
this exchange was a huge success.
Despite their differences in regard to
religion and politics, Allouch says the
Syrian students’ relationship with each
other is like that of a big family.
“I love them a lot, and I can’t imagine
my time at Monmouth without their
support,” she said in an email.
Allouch is also an orientation leader
and a peer mentor, and she plans to go
to graduate school next year to study
mental health counseling.
Her friend Mirna Alhanash says she
felt welcomed at Monmouth from her
first day at the college.
“I was just walking around campus,
and I was amazed at how many people
smiled at me, waved, and said ‘hi,’”
Alhanash said in an email. “I think that
having international students … is a
great experience for both sides. The local
and international students at Monmouth
can learn so much from each other.”
Both women have high hopes for the
re-development of their home country.
“I hope [that] one day we’ll spread
peace in Syria again and rebuild it using
science and love,” Alhanash says.
Educate 100 Women,
Educate a Nation
Kaisth, at IIE, says the two biggest
challenges Syrian students face when
trying to enroll in U.S. higher education
are securing a student visa and raising
funds for tuition.
Criteria for obtaining a visa include
academic preparedness, financial
capability, and intent to return to their
home country — the last of which may
be the most daunting, because as Tooley
says, “No one in their right mind would
go back to Syria right now.”
Increasingly, the only way for Syrian
students to secure visas is to cross into
Turkey or Lebanon and apply from
consulates there, as it is more likely
they can return to these countries
after graduation.
IIE is not involved with the process of
securing a visa but is trying to assist with
finding funding, particularly for women.
According to James King, co-author
of the IIE-UC Davis report, before
the war began, about 26 percent of
university-age Syrians were enrolled
in postsecondary education in that
country. Now, less than 10 percent
of the Syrians in this age group are
enrolled in Turkish universities —
which have seen the highest rate of
Syrian enrollment. Of that group, only
about 2 percent are women.
“Despite rough gender parity at Syria’s
universities prior to the war, Syrian
young men are around three times as
likely to access higher education in
exile,” King said in an email.
Kaisth thinks the main reasons for
the decline in women’s enrollment
include scarce resources, families
choosing to send sons to college to
avoid military service, and concerns
over women’s safety at school. She
says another reason could be the
phenomenon of forced marriages for
economic survival, which leads to
women’s disempowerment within their
communities and a loss of economic
and professional opportunities.
With the launch of its 100 Syrian
Women initiative, IIE and Jusoor seek
to raise $5 million from foundations,
governments, and philanthropists to
award one hundred $50,000 scholarships
to college students. IIE is challenging
schools to match this amount.
“The goal is to invest in the future
leaders of Syria, with a strategic focus
on women,” says Kaisth.
The organization says its research
Hind Allouch, a student at
Monmouth from Damascus, Syria
shows that just one Syrian woman has
the potential to positively influence at
least 1,000 people in her community
after she graduates.
While expanding its efforts by
launching the 100 Syrian Women
initiative, Kaisth says IIE has backed
off its appeal to grow the consortium.
“We’re really focused now on getting
these students through to graduation,”
she says. “It’s heartbreaking to bring
students here and have to send them
back before they graduate [because the
money runs out.] … But if a school
can possibly bear a full four-year
commitment for even one student,
then they should definitely join the
consortium. As the conflict has dragged
on, resources have really dried up.”●
for INSIGHT Into Diversity. For
more information on the IIE Syria
Consortium, visit http://www.iie.org/
Programs/Syria-Scholarships.
25
Ways to Support
LGBTQ Students
During the FirstYear Experience
By Shane Windmeyer
I
was born and raised in a rural
town in Kansas and went to
a small liberal arts college.
Although I never realized until I
was a teenager, my family was lowincome, and my parents worked hard
to provide everything for my sister
and me. My dad worked at a plywood
factory, and my mom had a job on the
Iowa reservation where many of my
aunts and uncles lived. My mother’s
side of the family was mixed race, a
combination of Mexican, American
Indian, and Irish. I never knew much
of my ancestry and passed as white
among my peers in high school. All I
knew as a teenager was how important
it was for me to go to college — and
that is what I wanted to do. Make my
family proud.
As a first-generation college
student, I didn’t know what to expect
from the experience. The idea of
higher education seemed so remote at
the time. Financial aid, scholarships,
and testing were all things I had no
concept of — the systems and the
requirements. But little did I know
my biggest struggle in college would
be inside me, coming to terms with
my sexuality.
I did finally come out my
sophomore year, in 1992, as gay. No
one had prepared me for it, and at
26
October 2015
the time, it was not something my
family would have easily understood,
much less accepted. Hashtags and “it
gets better” slogans were more than
18 years away. Rural America had
little to offer a gay kid. Nevertheless,
I was extremely lucky to find support
on campus from fellow students, key
staff, faculty, and administrators.
For the last 20 years, I have devoted
my personal and professional life
to LGBTQ campus issues. Indeed,
college campuses are changing —
some more than others. I know that
the first-year experience for LGBTQ
students is crucial for finding support
and acceptance, and finding these
should not be left to luck or chance.
The following list highlights six
ways you can support LGBTQ youth
during their first-year experience
on your campus; it ref lects lessons I
learned, as well as tips from LGBTQ
students.
• Be visible through Safe Zone.
Safe Zone is a program developed
to teach people how to be effective
allies to LGBTQ people. By
participating in the program, your
office, classroom, or residence hall
becomes a “safe zone,” meaning
a place LGBTQ students can
talk about or present themselves
as their true gender identity or
sexuality without fear. First-year
students look to the surrounding
environment for help, and Safe
Zone is a perfect way to be visible.
If you don’t have one, contact
Campus Pride, and we can help you
start one.
• Push for an LGBTQ institutional
commitment. No campus is
perfect or completely LGBTQinclusive. First-year students
who are LGBTQ may identify,
need, or want specific programs
or policies that make them feel
safe or welcome on campus. Their
academic experience is affected by
LGBTQ bias or harassment they
may feel or experience related to
their sexual or gender identity. Be
an advocate, and help them make a
difference.
• Lead by example inside and
outside the classroom. What you
say and don’t say affects how firstyear students perceive the campus
climate. Use inclusive language
and terms — as well as diverse
examples, including authentic
representations of LGBTQ
people — in communications. Be
sure to ask for students’ preferred
names the first day of class, in addition to preferred
pronouns; then use them. Set a clear standard of
civility and respect in your classroom, and it will
carry beyond to the entire campus community.
Administrators, faculty, and staff create the world an
LGBTQ person lives in on campus.
[ moreINSIGHT ]
• Help LGBTQ students know they are not alone.
Coming out as LGBTQ or as an ally and being a
campus administrator or a faculty or staff member
may be difficult. Even if you don’t immediately see
LGBTQ students around you, rest assured, they are
there. First-year students who might be LGBTQ
are waiting to identify with someone who is also
LGBTQ. Every day that you live proudly and openly
as LGBTQ , or as an ally, is another day that a student
who may be struggling with his or her identity might
see you and become inspired to live openly as well.
Being an ally is valuable to these students, and your
presence is absolutely necessary.
• Support the whole student. None of us exists as
purely one aspect of our identity. Additionally,
college is a time when we often begin to understand
our whole self, all of who we are — our sexual and
gender identity, our faith, our race, and our physical
traits. Remember to support students at all of
these intersections; this effort will lead to a deeper
relationship that will help first-year students when
they may need someone to talk to or confide in.
• Ensure access to LGBTQ-affirming healthcare.
Mental and physical health is important to ensuring
LGBTQ students’ success at a college or university. A
first-year student may experience a rough transition
being LGBTQ and living openly on campus. The
LGBTQ community has specific needs, and finding
an LGBTQ-affirming doctor or therapist can be
crucial to a student’s well-being. Students who have
campus insurance policies should be covered for
treatments necessary for maintaining mental health or
for medical transitioning.●
Shane Windmeyer is the founder and executive director
of Campus Pride, the leading national educational
organization for LGBTQ and ally college students and
campus groups; he is also a member of the INSIGHT
Into Diversity Editorial Board. Campus Pride is a
partner of INSIGHT Into Diversity. To learn more
about Campus Pride and how to start a Safe Zone,
visit campuspride.org. Special thanks to Allison Marie
Turner for writing assistance; she is an alumna of the
University of North Carolina at Chapel Hill and a
Summer Fellow for Campus Pride.
Below are the 2015 Campus Pride Top 25
LGBTQ-Friendly Colleges and Universities.
The list is based on responses to the Campus
Pride Index, a national benchmarking tool
used to self-assess LGBTQ-friendly policies,
programs, and practices at institutions of
higher education.
Cornell University
Elon University
Indiana University Bloomington
Ithaca College
Macalester College
Montclair State University
Princeton University
Rutgers, The State University
of New Jersey–New Brunswick
San Diego State University
Southern Oregon University
The Ohio State University
The Pennsylvania State University
Tufts University
University of Colorado Boulder
University of Louisville
University of Maine at Machias
University of Maryland, College Park
University of Massachusetts Amherst
University of Minnesota Twin Cities
University of Oregon
University of Pennsylvania
University of Vermont
University of Washington
University of Wisconsin–Green Bay
Williams College
For more information about the
Top 25 or the Campus Pride Index,
visit campusprideindex.org.
27
[ Special Report: Business Schools]
The Best Candidate for the Job
How businesses and universities are
attempting to stymie unconscious bias
and create more inclusive workplaces
28
October 2015
W
hile many experts
agree that the
business case for
diversity has been
proven, workforces at corporations and
businesses nationwide remain fairly
homogeneous; this is especially the case
with leadership positions. For instance,
in 2011, 74.4 percent of corporate
directors were white men, and as of
2014, 83 percent of private American
companies’ chief executives were white.
Cheryl Staats, senior researcher
at the Kirwan Institute on Race and
Ethnicity at The Ohio State University
and co-author of its report State of the
Science: Implicit Bias Review 2015,
says that while incidents of explicit
bias have decreased over the last couple
decades, implicit — or
unconscious — biases
might be to blame for the
lack of underrepresented
minorities in management
positions. According to
Staats, unconscious biases
are associations outside of
our conscious awareness
that affect our attitudes,
actions, and decisions.
“We like to think that
people are going through the world
with the best of intentions, but a lot
of meaningful disparities still exist,
and people [have been] trying to
understand why,” Staats says. “The
implicit biases we have affect how we
see and understand the world. Every
moment of human decision-making is
potentially susceptible to the influence
of implicit bias.”
She says that these biases have
particularly harmful implications in
the workplace.
“When you think about this in terms
of companies, whether it’s in promotion
decisions, hiring decisions, so on and
so forth, the possibility always exists
[for bias to filter in], and I think it does
have a meaningful influence.”
As more and more companies
recognize the negative effects
unconscious biases can have — and
their tendency to counteract efforts to
increase diversity — training on the
subject has increased. According to a
January 2014 Wall Street Journal article,
as many as 20 percent of large U.S.
companies are providing unconscious
bias training to their employees, and
that figure could increase to 50 percent
by 2019. Some of these companies
include Pfizer Inc., Google, Price
Waterhouse Coopers, Facebook Inc.,
and BAE Systems.
According to Staats, these deeply
rooted attitudes and beliefs often exist
as confirmation bias — the idea that
people have a tendency to seek out
information that confirms their preexisting beliefs. Staats cited a study
conducted by NextGen in which law
firm partners were asked to review a
detecting them.
The Implicit Association Test
(IAT) — developed by scientists at
Harvard University, the University
of Washington, and the University
of Virginia in 1998 — measures the
strength of associations between
concepts (i.e., black people, gay
people, and so on) and evaluations
(i.e., good, bad), essentially revealing
unconscious biases.
According to Project Implicit, the
organization that administers the test
and also conducts research and training,
IATs can tap those hidden, automatic
stereotypes and prejudices that
circumvent conscious control. Calvin
Lai, director of research for Project
Implicit, says the IAT relies on memory
“We like to think that people are going through
the world with the best of intentions, but a lot
of meaningful disparities still exist ...”
— Cheryl Staats, senior researcher at the Kirwan Institute
on Race and Ethnicity at The Ohio State University
fictitious memo infused with errors.
In the study, participants performed
a writing analysis of the memo. In some
instances the fictitious author, named
Thomas Meyer, was listed as African
American, at other times Caucasian.
“When listed as African American,
[reviewers] found more of the
embedded errors and rated the memo as
being lower quality, compared to when
the author was listed as Caucasian. …
Even if we have the intention to be
unbiased, confirmation bias can lead
us to see more errors when we expect
to see errors, [or to see] fewer errors
when we are unconsciously expecting
to see fewer,” Staats says. “So this really
accentuates the idea that minorities or
women may be evaluated differently in
the workplace.”
Despite the fact that unconscious
biases are outside of our conscious
awareness, there are means of
Students, faculty, and staff of Olin Business School during the Frick Forum’s Day
of Discovery on Race and Ethnicity at Washington University in St. Louis
and the way in which people tend to
pair things together.
The IAT test for race — which Lai
says is the most popular one — uses a
series of images and words to determine
the presence of unconscious biases
against African Americans. During the
first part of the test, participants must
match white faces and bad words to one
side of the computer screen and black
faces and good words to the other side.
The situation is then reversed: White
faces must be matched with good
words, black faces with bad words.
“We compare how fast you are at
pairing white with good and black
with bad to how fast you are at pairing
white with bad and black with good,”
Lai says. “What we typically find is
that most white Americans — in fact,
most non-black Americans — are
faster at pairing white faces with good
words and black faces with bad words.
29
That seems to suggest something
about how these ideas are associated
together in the mind.”
While these tests may reveal some
surprising and disheartening truths
about ourselves, Lai says their purpose
is simply to create a sense of awareness
so that we can take steps to avoid
acting on them.
“It doesn’t mean that you’re a capital
‘R’ racist or a capital ‘S’ sexist,” he says,
“but it does show that you might end
up acting in ways that are inconsistent
with your beliefs.”
Integrating Awareness
In San Francisco, online file-sharing
and -storing company Dropbox recently
instituted unconscious bias training
for all of its 1,200 employees, as well
as new hires. Vice President of People
Arden Hoffman says employees have
been very supportive.
Previously offered only several times
a year, it is now a part of the company’s
formal diversity program. Hoffman
says, beyond awareness, the training is
focused on helping employees change
their behavior.
“We need to continue to … push
forward,” she says. “Now that we told
you about unconscious bias, what
can you do in your day-to-day life
as a leader, as a manager, and as an
individual contributor to actually be
more inclusive of the people around
you, to create a team that is welcoming
and inspiring to others?”
The training, conducted by outside
consulting firm Paradigm, kicked off at
the beginning of the summer and will
continue through the fall, with group
sessions held several times a week. As
of late August, more than 400 Dropbox
employees had completed the training.
While this round will end in October,
Hoffman says the company plans to
offer unconscious bias training on a
more regular basis.
Other institutions are taking an even
more proactive approach to addressing
the issue by educating individuals
before they enter leadership positions.
At Washington University in St.
Louis’ Olin Business School, the MBA
30
October 2015
A visual storytelling board by Maketa Wilborn, used during a panel discussion
at Olin Business School
Class of 2017 is getting a business
education and more, with training
designed to address issues such as
unconscious bias, social identity, and
power and privilege.
“We wanted to go beyond simply
having a one- to two-hour [diversity]
training session during orientation.
While that was helpful, we realized that
it’s not a one-time thing,” says Sarah
Miller, assistant dean and director
of graduate student affairs at Olin.
“There’s so much to cover, and it’s easy
for students — once they get beyond
the orientation program — to get so
absorbed in their classes and job search.
We felt it was important to keep the
topic fresh in their minds.”
The program is being executed by
St. Louis-based diversity and inclusion
consulting firm The Mouse and the
Elephant, co-founded by psychologist
Dr. Kira Hudson Banks and strategic
storyteller Eric Ratinoff. The firm’s
name, based on a parable, is an analogy
for dominant and non-dominant roles
in the workplace.
“If you are the elephant in the room,
you’re not worried too much about what
the mouse is doing, but if you’re the
mouse, you’re paying close attention to
what the elephant does,” Ratinoff says.
“There certainly are a lot of programs
out there to support those mice as they
try to navigate corporate culture.”
Banks and Ratinoff ’s training aims
to bring understanding to students
of their responsibility to help create a
more inclusive business culture. The
unconscious bias part of the program
involves helping students become
aware of any biases they may have —
this includes taking the IAT — then
allowing them time to self-reflect and
to “integrate some of that awareness
into their everyday lives,” says Banks.
The purpose of the training isn’t to
teach students how to act objectively.—
because, as Banks says, “that’s
impossible” — but instead to recognize
how their biases might affect decisions
they may make as managers and leaders.
Often, Banks says, the most harmful
biases are those that stem from our
preferences for certain groups
over others.
“[Unconscious bias research] actually
suggests that the most problematic
bias is the bias toward one’s own group,
rather than against other groups. …
So we want to help people to start to
see their unconscious biases without
jumping to the shame and the blame
that often come with seeing how we
might be privileging the groups we
are part of that have more power and
privilege in society.”
To demonstrate the impact these
biases can have and show examples of
how to avoid their influence, Banks
and Ratinoff use a variety of methods
and interactive activities to engage
and educate students, including
games, reading assignments, videos,
group discussions, and applied theater.
Their training includes three sessions
throughout the fall semester, the first
of which took place at Olin’s MBA
student orientation on Aug. 4.
Discovering the Silver Bullet
Developing awareness of our hidden
biases may be the easy first step to
addressing them, but counteracting
their harmful effects takes dedication
and intentionality to ensure fair and
equal treatment in the workplace.
While some companies stop at
Unitive’s software — which was
released in summer 2015 — helps
prevent unconscious biases from even
entering into hiring and promotions
decision processes.
Mather says this is done by re-focusing
companies on “what’s relevant” by
controlling which parts of a candidate’s
application a manager can see.
“When someone is reviewing
résumés, we’re only showing them
components of [them]; they don’t get
to see the name of the person [or]
their address — because sometimes
people can infer something about
race or socioeconomic status from the
address,” she says.
When candidates apply for a
made public to other interviewers; and
who was hired.
Mather says this feature is meant
to hold people accountable for their
actions, as well as serve as a way for
companies to evaluate their efforts.
“Research shows that if you know
people are going to be reviewing what
you said about a candidate or a decision
that you’ve made, you’re much less likely
to be biased,” she says.
While disrupting behaviors caused
by unconscious biases has the potential
to create a more diverse workforce,
Unitive’s focus is on helping businesses
find the best candidate for a job.
“The purpose of this software
is less about making sure certain
“Research shows that if you know people are going to be
reviewing what you said about a candidate or a decision
that you’ve made, you’re much less likely to be biased.”
— Laura Mather, founder and CEO of Unitive
offering a one-time training, many
experts — such as Lai — agree that
awareness alone is not the solution.
“When you’re evaluating job
candidates or employees for promotion,
what can often happen is that implicit
bias can leak in based on little cues,”
Lai says. “So if a person’s name is
Asian-sounding or black-sounding, for
instance, [or if ] you have information
about their age or gender, that can lead
you to behaviors that are inconsistent
with how you want to act.”
Lai offers a simple solution to negate
this behavior: Cover up a candidate’s
name on résumés and other job
materials. “You blind it so that people
who are going through initial passes of
who to hire or who to promote don’t
even see the names, and so, that way,
they can’t even act on their implicit race
or gender biases,” he says.
This idea is the basis for software
developed by small Silicon Valley
tech company Unitive. Founded by
technologist Laura Mather in 2012,
position with companies that use
Unitive, the first and only piece
of information available to hiring
managers is a person’s work experience
or skill set, which they rank based on
the qualifications they are seeking.
Next, employers get to see candidates’
educational backgrounds, which they
also rank. At the end of this process,
managers are able to view the full
résumés of candidates who received the
best combined scores; from there, they
decide who to bring in for interviews.
“We don’t let you have biases
that bleed across the résumé. We’re
compartmentalizing [them],”
Mather says.
Because bias still has the potential to
creep into the process when companies
are deciding whom to bring in for
interviews and, ultimately, whom to
hire, Unitive keeps track of all decisions
made. It records information on how
résumés were scored; what candidates
were brought in for interviews;
feedback from interviews — which is
demographics are well represented,
and it’s more about not making hiring
and promotion decisions based on skin
color or whether or not [a person] has a
great hairdo or follows the same sports
teams as you,” Mather says. “We need
hiring and promotion decisions to be
purely merit based.”
While most experts agree that
awareness of our unconscious biases is
not enough to evade their influence,
ideas on how to overcome them in the
workplace vary.
“I think we are starting to see
evidence that unconscious bias training
is not the silver bullet we were hoping
it would be,” Mather says, “and it’s
time to find other ways to have impact.
Therefore, we need something that, in
real time, can disrupt bias behaviors.”
For Mather, technology is the silver
bullet business has been looking for.●
INSIGHT Into Diversity.
31
Business School
FAC T S A N D F I G U R E S
16,484
There are nearly
schools worldwide granting business
degrees at the bachelor’s level or higher.
American Indian/Alaska Native
13.4%
10%
0.6%
In a study that analyzed and graded the top 56
U.S. business schools on their diversity efforts,
Faculty at U.S. Business
Schools (2012-2013)
White
92.6%
African American
4.2%
Hispanic
2.8%
American Indian/Alaska Native
0.4%
U.S. African American
population
only 12 received an “A.”
Grading was based on four key areas: Web
and social media, activities and outreach, school
leadership, and diversity recruitment results.
14.2%
Fortune 500
Companies with
African American CEOs
In 2011-2012, the greatest number of degrees conferred at
both the bachelor’s and master’s levels were in business, with
367,000 and 192,000 respectively.
Business Degrees Conferred in the U.S. (2011-2012)
White
African American
1 12.1%
Hispanic
9.4%
Asian/Pacific Islander
7.6%
Non-resident Alien
5.7%
Two or more races 1.2%
American Indian/Alaska Native 0.6%
32
October 2015
15.9 percent
compared with
only 13.1% of MBA
students in the
rest of the world.
76%
Hispanic
African American
Underrepresented
populations account for
of the U.S. graduate
management
education pipeline.
Undergraduate Student Enrollment
at U.S. Business Schools (2012-2013)
White
43.2% of MBA
students in the
U.S. are part-time,
63.4%
0.8%
Top 5
Highest-Paying MBA Majors
(median mid-career pay)
1. Finance, $121,000
2. International Business, $116,000
3. Marketing, $113,000
4. Information Systems, $106,000
5. Technology Management, $102,000
Sources: The AACSB, Business School Data Guide, 2015; GMAC, GMAT examinees, 2014; National Center for
Education Statistics, 2011-2012; The MBAdvantage: Diversity Outreach Benchmarking Report, 2013; Monster.com
A Conversation with the AACSB’s
New Diversity Advocate
This summer, the Association to
Advance Collegiate Schools of Business
(AACSB) International appointed
Christine Clements as its first chief
diversity and inclusion advocate. Her
appointment followed a meeting
between INSIGHT Into Diversity
publishers and Dr. Linda Livingstone,
former AACSB chair and dean of the
George Washington University School
of Business, to discuss ways to increase
diversity and inclusion at AACSBaccredited schools.
INSIGHT Into Diversity recently
spoke with Clements about this new
role and her plans for increasing and
supporting diversity at business schools.
Clements joined the AACSB
in September 2014 as senior vice
president of accreditation and member
services. Before this, she served as
dean of the College of Business
and Economics at the University of
Wisconsin–Whitewater for 13 years,
including two years as provost and
interim vice chancellor for academic
affairs. While there, she was co-chair
of the Chancellor’s Committee on
Inclusive Excellence and was involved
in campus diversity initiatives. In
addition to her current responsibilities,
Clements will now oversee and
promote diversity efforts at AACSBaccredited business schools and within
the organization at large.
Q: As the AACSB’s first chief
diversity and inclusion advocate,
where will you focus your efforts
in order to support and encourage
diversity and inclusion at business
schools? Also, what does diversity look
like to the AACSB, and what value
do you believe diverse groups bring to
Above: Christine Clements, chief diversity and inclusion advocate for the AACSB
both academia and the workplace?
A: The AACSB is a global
organization, and our membership
comes from all over the world. Our
understanding of diversity is from a
global perspective. It’s complex; it’s a
culturally embedded concept that’s tied
into historical traditions, environments
in particular regions of the world, and
economic conditions, so diversity looks
a bit different for all of our schools,
depending on where they are.
From a value perspective, diversity.…
fosters sensitivity for and flexibility
toward cultural differences — which
is critical. It offers opportunity to
underserved groups, and relative to
all of those, I would say that it really
enhances the quality of the educational
experience. That’s a commitment we
have — a capacity to flourish and make
33
a positive impact in a diverse world.
From an initiative standpoint, there
are really two different time frames:
There’s what we can do right away
and what initiatives may emerge over
the longer term. More quickly, we’ve
created a Web page that shares best
practices that were developed by a
group convened as part of the White
House [diversity initiative], and [it]
will share research and additional best
practices as they develop. We’ve always
made an effort to encompass diversity
issues in our programming, but we are
planning to be much more intentional.
We will maintain, and probably
expand, our collaboration with
organizations like the PhD Project.
We also worked with the PRME
Working Group on Gender Equality,
and we provided data and context
to support their recent book on the
subject. I would expect those kinds
of commitments to continue
and expand.
I am in the process of engaging in
conversations with individuals and
groups who really want to be part of this
discussion and the evolving work that
we are doing in this area. For example,
we have an affinity group at the
AACSB called Women Administrators
in Management Education; it’s been
around for some time. I will be working
with the committee … to talk about
how we might use that affinity group
to jumpstart conversations, talk about
issues, and generate ideas. I think longer
term, it is really going to involve us
having conversations with all of
our stakeholders.
Q: The White House recently called
upon the AACSB to lead an effort to
create more opportunities for women
in business, as well as advance a series
of best practices for business schools.
In the academic year 2013-2014, 42.6
percent of undergraduate business
degrees in the U.S. were conferred to
women. At the master’s and doctoral
levels, these percentages were 35.5
and 36.8, respectively. With these
figures in mind, how will you work to
increase opportunities for women?
34
October 2015
A: Addressing this is really going to
require the engagement of all of our
stakeholders. I think we’ll continue to
have these conversations so that we can
understand from schools what kinds
of actions they’re going to take given
the different contexts in which they
operate. Again, because we’re global,
[how we address] all of these issues is
going to vary. … We need to engage
all the stakeholders, we need to talk
about accreditation as a mission-driven
process, and we need to look at the
variety of actions schools are taking
in different contexts. In addition to
educational opportunities from our
events and programming, we really
need to get those best practices out
there for people.
Let me give you an example. The
school where I served as a dean
until recently had a business school
inclusive excellence committee, and we
researched issues related to attracting,
retaining, and graduating a diverse
student body. We developed programs
and initiatives like faculty mentoring
for diverse students, orientation and
supplemental instruction programs, and
an annual diversity forum.
At the AACSB, we need to find out
what else is going on out there that will
bring women into the pipeline, and
that’s going to be an important part of
this. This isn’t work that can be entirely
handled by business schools. We
need to engage in conversations with
industry as well, and we need to work
with a broad range of organizations to
help make these things happen.
Q: Underrepresented populations
account for only 15.9 percent of the
U.S. graduate management education
pipeline — an increase of 0.9 percent
since 2010 — according to GMAT
data. What will the AACSB do to
encourage schools to increase minority
student enrollment at all levels?
A: As I said before, we have to work
with other organizations, and we have
to try to extract best practices from
schools that are already doing a lot
of this work — and there are a large
number of them. I think the other
thing that we have to do is reach out
and have discussions that go beyond
higher education. We’re going to need
to engage at high school and middle
school [levels], perhaps even earlier
than that, in order to talk to potential
students about what it means to get
a degree in business and about the
opportunities it creates for having an
impact in the world, and get them to
understand that this is a place where
they can make a difference and do
good work.
There is a perception out there —
and it probably has not been enhanced
by the last recession — that business is
self-serving and greedy. I think business
offers a tremendous capacity to have a
positive impact on the world, and that’s
a message we need to send. It involves
us reaching out to students much earlier
in their decision-making to bring them
in — and then supporting them once
they are [enrolled].
Q: In order for an institution to
become AACSB-accredited, it must
meet AACSB eligibility requirements
and accreditation standards; these
focus on supporting ethical behavior,
interaction and collaboration, and a
commitment to social responsibility
(including diversity), among others.
Do you have plans to update AACSB
standards to include a larger focus on
diversity, as well as set specific goals
schools must meet? If so, in what
ways will you hold them accountable
for failure to support diversity and
meet goals?
A: I think it’s important to know that
the AACSB isn’t just the people in our
office; it’s really our entire membership.
Ultimately, the extent to which any of
our standards would change would be
because that’s what the organization
desires and a vote is taken. So we can’t
just decide to change the standards.
The diversity that is found in our
core values already says that this
is important to our member and
accredited schools. No school can
complete the accreditation process
without providing some evidence of
their commitment to diversity; it’s part
of the eligibility process. I think, beyond
that, we can have conversations about it
and share ideas, but any changes in the
standards would come about because of
a member vote.
Q: Are there benchmarks that schools
must meet in order to satisfy this
diversity requirement?
A: It’s important [to know] that what
diversity looks like is going to vary
because we are a global organization.
There are parts of the world where
diversity is determined by ethnicity;
there are parts where it’s almost entirely
based on socioeconomic status; there
are parts of the world where religion
really determines who’s the most diverse
in a particular student population. So
it’s very difficult to set benchmarks.
When you’re a global organization, you
have to have standards that allow for
flexibility of region and school mission.
But it’s a question that gets asked that
is [considered], and there’s follow-up
that says we need to better understand
what’s going on if there are no numbers.
But there are no absolute benchmarks.
Q: In a 2014 survey of business
decision makers, recruiters, and
students, nearly 60 percent of
respondents gave recent college
graduates a letter grade of “C” or
lower on their preparedness for their
first job. What do you believe schools
should be doing to better address and
overcome this deficiency?
A: If you look at our 2013 standards,
… what you’ll see is what we believe
are important responses to this
concern. When our standards changed,
we really built them upon the three
pillars of engagement, innovation,
and impact. By focusing on increasing
engagement among students, faculty,
business schools, and the professional
business community, [we are] striving
to increase schools’ relevance and the
quality of business in management
education. The boundaries are much
more porous, and conversations are
taking place on a regular basis. [Our
emphasis] on continuous improvement
and innovation is very much focused on
encouraging schools to keep evaluating
themselves, closing the loop, raising the
bar, asking themselves, “How can we do
this better?” — and they do that both
internally and by engaging with other
schools that are part of the AACSB
membership.
The integration of impact as a
basic pillar and a critical factor to
quality in education — as opposed
to strictly accumulating a bunch of
activities.— forces business schools to
articulate evidence on how what they’re
doing is making a difference. So I think
if you take that open engagement —
that constantly questioning, [focusing
on] improvement, and understanding
who we are, how we are making a
difference — I think that really starts
to address the issue of how well our
graduates are doing as they go out into
the world.
We really do believe — and when I
say we, I mean the AACSB at large.—
that offering a high-quality and
impactful business education requires a
commitment to diversity. It’s a central
value for us, and with this new position
and a genuine interest in doing more to
address issues of diversity, the AACSB
is going to be working with intention to
support and expand its commitment in
this area.●
INSIGHT Into Diversity. INSIGHT
Into Diversity will continue to follow
the AACSB’s diversity efforts as they
develop. Look for an update in our
October 2016 Entrepreneurship and
Business issue.
Together
we will . .
Lead Higher Education
Towards Inclusive Excellence
JOIN NADOHE and affect positive change on your campuses.
NADOHE membership can provide you with opportunities to:
• Connect with a vibrant community committed to your
success;
• Network with thought leaders for diversity in higher
education;
• Keep your skills sharp, access members-only best
practices, resources, and professional development
opportunities;
• Stay current on issues of race and ethnicity in higher
education, and much more with free subscriptions to the
Journal of Diversity in Higher Education and INSIGHT into
Diversity and;
• Shape the future of higher education
Please contact us if you would like more
information on the recently published
Standards of Practice for Chief Diversity Officers.
National Association of Diversity Officers in Higher Education
631 U.S. Highway One, Suite 400, North Palm Beach, FL 33408
(561) 472-8479 | www.nadohe.org
35
Business
School
Dean
Roundtable
By Rebecca Prinster
INSIGHT Into Diversity recently spoke with three alumni
of the PhD Project, a nonprofit organization dedicated to
helping African Americans, Hispanic Americans, and Native
Americans attain their business PhD and become professors
who mentor the next generation of business leaders. These
alumni are current deans of U.S. business schools.
We spoke with each of them about their paths to higher
education administration, and they reflected on the PhD
Project’s value as a support network and tool for increasing
minority representation in business schools.
Miles Davis, PhD, is dean of the Harry F. Byrd Jr.
School of Business and professor of management at
Shenandoah University in Virginia. He is an authority on
entrepreneurship, focusing on areas of integrity, values, and
principles within the business sector, as well as faith-based
entrepreneurship. Davis has worked as a managing consultant
and principal for EDS Corporation and has consulted for
Boeing Corporation and the U.S. Mint.
Rowena Ortiz-Walters, PhD, is dean of the SUNY
Plattsburgh School of Business and Economics and
professor of management. She previously served as chair of
management in the School of Business and Engineering at
Quinnipiac University, where she helped found its Business
Women in Search of Excellence initiative and the Center
for Women and Business. She has also served as an advisory
board member for a study on gender diversity for Harvard
Medical School.
Delmonize “Del” Smith, PhD, is dean of the College of
Business and Public Affairs at Alabama A&M University.
He has had an extensive career in the business sector, having
launched and later sold his first tech startup at the age of 25.
His most recent strategic human resources and information
technology management startup sold for $750 million.
Smith has also served as a systems analyst in the U.S. Army,
as a consultant for Fortune 1000 firms, and as an economic
development commissioner.
The PhD Project released a survey in May showing that
of the 1,601 U.S. business schools, only 33 have African
American deans and nine have Hispanic deans; that’s 2
percent and 0.5 percent, respectively. In fact, the report
shows that African Americans and Hispanics have greater
representation at the country’s largest companies than they
do as deans of business schools. Why do you think this is,
and what can business schools do to promote minorities in
leadership positions?
Smith: There are many reasons, of course, but we can’t ignore
the aspect that higher education is a very strong, cultured
institution, and because of that strong culture, there’s been
a certain way of doing things for a very long time. That
includes the selection of faculty members and people who
will lead business schools. There have been some gains in
corporate America. … Even though large corporations also
have strong cultures, there’s this aspect of being more public
and under scrutiny, and these corporations are trying to adjust
the makeup of their boards and leadership to better reflect
their customers.
I think higher education has had less pressure to make
those types of changes over time. However, I do believe that
we’re entering into a period when more people are paying
attention to this issue. I think we’ll start to see, if not change
on the horizon, at least discussions as to why this is the case
and what can be done about it.
From left: Miles Davis, PhD; Rowena Ortiz-Walters, PhD; and Delmonize “Del” Smith, PhD
37
Ortiz-Walters: I would say that a lot
of it comes down to corporate America
making greater headway promoting and
emphasizing diversity, partly because
there’s been a longer tradition of going
after and promoting it in the corporate
sector versus the academic sector. I’ve
conducted studies about accounting
firms, etc., and it’s always so amazing
to me the amount of money, time, and
energy that goes into different efforts
and initiatives to really focus on career
development, retention, and promotion
of minorities — which obviously has
a positive impact on the pipeline of
minorities and minority leaders.
Both time and resource allocation
have contributed to what we’re seeing
in regard to disparities among minority
leaders in the corporate sector versus
academia. Also, there’s a common
trajectory of what you’re going to do
as a PhD student: You’re going to do
research, service, and teaching and
really excel at it, but there’s no fourth
component about leadership. So I
think it’s really critical for business
school faculty to identify those folks
and provide them academic leadership
as a career option — and having that
become the norm over time.
Additionally, I’d really love to
collaborate with the current 42
minority business school deans because,
as a collective voice, we can make
diversifying leadership a priority.
Davis: The financial rewards that
come with being well educated and
having a business background are great
in corporate America. Therefore, the
path for people of color [who have]
MBAs has not been to aspire to jobs in
academia, but to white collar jobs; the
social incentive to engage in academia
is small compared to the incentive to
engage in business, which is where the
prestige is or is perceived to be. The
PhD Project stood that on its head
and said, “Look, to be successful, let’s
take that success and educate the next
generation of leaders and change the
face of corporate America by going into
the classroom and providing natural
mentors to students of color. Let’s also
38
October 2015
provide an opportunity for the majority
population to see people of color in
positions of responsibility.” This allows
for diversity in front of the classroom
to change diversity in organizations.
However, I would say what academia
needs is an ability to engage in effective
leadership and intercultural competency,
and who is better at that than somebody
who’s had to live that all their life?
Ideally, these people should make
wonderful deans and administrators, but
[they] require the system to re-think
what it’s looking for.
The most recent enrollment figures
from the AACSB (the accrediting
organization for business schools)
show that Native Americans make up
less than 1 percent of business school
students, African Americans about
10 percent, Hispanics 13.5 percent,
and whites 76 percent. Why does
the underrepresentation of minority
groups in accredited business schools
persist, despite recruitment efforts?
Smith: I think the best way to look
at this question is to think about our
historically black universities and our
minority-serving institutions. These
organizations have in their mission
an attempt to educate students who
otherwise would be left out of the
educational opportunity at some of
our other universities. If you look at
how some of these business schools.—
particularly accredited business
schools.— evaluate [admissions], they
pride themselves a lot of times on
having lower acceptance rates, which
means they are more selective and sends
the message that this is the place you
want to come to if you really are trying
to be part of an exclusive group.
I think that approach creates
conflict when it comes to trying to
increase the number of minorities
that are attending accredited business
schools. Not to say that our business
schools need to be more open to
accepting anyone and everyone, but I
think they do need to take a close look
at what message they are sending to
individuals who are having challenges
meeting a very selective standard and
lower acceptance rates. I think there
is a reason for accredited business
schools to take a close look at their
policies on acceptance and evaluate
[based] on more than just GPA, ACT,
or SAT scores.
Ortiz-Walters: I would say that
certainly a piece of it is the diversity
of recruitment efforts that are being
utilized — efforts like which schools
[students] are being recruited from
and the effectiveness of recruitment
tools being used by business schools.
I’ve done studies on diversifying higher
education at the faculty level, and there
are certain best practices for even how
you craft the job description, so I’m
wondering if some of that isn’t at play
at the student level.
Above recruitment, I think the big
piece is retention and making sure that
minority students are aware of your
retention efforts. For example, when
I finished high school, I had several
offers to go to different colleges. I
ended up going to the University of
Connecticut, but I had a free ride to
Dartmouth and other Ivy League
schools; I didn’t go because I didn’t
feel like I would fit in or people would
understand me. Not to say anything
negative about Dartmouth; they may
have had excellent retention tools — I
just wasn’t aware of them.
Role models are a big piece of the
retention puzzle, too; students don’t
see individuals like them in business
schools, and that makes it more difficult
for them to envision themselves there.
Davis: It’s a multifaceted issue.
Something that’s been well reported
on recently is the self-selection out of
selective programs by minority students.
Particularly at independent schools —
but even at flagship state institutions.—
minority students will choose to not
even apply to those programs because
of concerns about their ability to pay
or how receptive the environment
will be to them. So these students
often go to less competitive schools,
or they go where their friends go, and
quite frankly, if they’re high academic
achievers and high need, they would
pay little to nothing for their education.
But it’s hard to convince a person who’s
lived in a minority world most or all
of his or her life to all of a sudden
drop into the middle of a majority
population where he or she might feel
he or she won’t stack up.
The other side is the institutional
side — do the institutions support and
actively recruit those students? Are
you going into the places where these
students are? Do you have anybody who
speaks Spanish who can communicate
with not just the students, but with the
parents? Can you mirror the experience
of the students you’re trying to bring
into the program? Then once you do
that, what support systems do you have?
In what ways do you believe your
participation in the PhD Project
helped lead you to becoming a dean of
a business school, and how has being
a member of a minority affected or
influenced the work you do?
Smith: The PhD Project was
tremendously valuable, primarily
because I was exposed to other
individuals who I could relate to in
terms of background experiences. I
think that simply being around that
organization, around other like-minded
individuals with similar experiences,
and seeing them go through a similar
process really provided me with a
tremendous amount of confidence that
I could be successful in becoming a
faculty member. And that confidence
is actually what made me think there
was a possibility I could be even more
than that.
In terms of the other part of
the question — I think it’s about
recognizing that when it comes to
resources, you have to be very careful
about excluding anyone based upon
any type of preconceived notions or
biases. Being a minority business school
dean, when I see students from various
backgrounds, from experiences different
from my own, I think I have a natural
tendency to not discount that and to
try to find out more about that person
as an individual to see what he or she
brings to the table.
Ortiz-Walters: I love the PhD
Project. I think the network is the
most invaluable aspect. For example,
when I got my job offer, I knew I could
call someone from the project at any
minute — without having talked to this
individual for a while, because we do
get busy as academics — and just ask
really fundamental questions like: How
do I do this? How do I negotiate for
that? What do I need to know? What
things do I need to watch out for? Also,
the social and emotional support that
you get with people willing to mentor
and listen to you, that’s really critical.
And because the PhD Project is still an
association that’s relatively small, we get
to know each other really well.
The PhD Project also helped with
developing my leadership ability; I was
president of the minority Doctoral
Students Association for my division
for one year. In terms of being a
dual minority member, I think that
influenced a lot of what I do and
certainly impacted how I teach. I
conduct research on these particular
issues for underrepresented students,
such as racial minorities, and I cofounded a center for women in business
at my last institution. Because I’m
Hispanic, there are issues that are very
important to me that contribute to the
ways in which I can help students have
a better experience.
Davis: Let me state this unequivocally:
Without the PhD Project, I would not
be a dean of a business school. Quite
frankly, without the PhD Project, I
would not be a professor. The minority
Doctoral Students Association exposed
me to scholars, gave me the opportunity
to build a cohort, and allowed me to
co-author my first paper — it gave me
a support structure that allowed me
to become a professor. And then once
there, the support of the PhD Project
said, “OK, this is the path that you can
choose, we need people of color and
minorities in administrative roles.” And
Advance your
career in fields
that matter.
Master’s degrees
and certificate programs
focused on leadership
and social change
Program areas include:
• Inclusive security
• International education
• Sustainable development
• TESOL
Scholarships
and grants available
graduate.sit.edu
39
EXPERIENCE
MEMPHIS
LAW
n
Ranked as a Top 20 “Best Value
Law School” by preLaw magazine
n
31% ethnic/racial diversity in the
2014 entering class
n
Six student organizations with
diversity-related missions
n
Ranked in the Top 10 for “Best
Law School for Bar Preparation”
by preLaw magazine
n
Listed as having the “Best Law
School Facilities” in the nation
by preLaw magazine
Driven by Doing
memphis.edu/law
40
October 2015
as the first dean out of the PhD Project,
I’m proud of the way that happened,
because I represent what the system
can do. By virtue of my background,
I’m also conscious, whether I want
to be or not, that I am a role model.
When students see me walking
around campus, they’re watching
what I’m doing, and when a parent
shows up on campus and sees me in
an administrative role, they smile, they
come up to me, shake my hand, and say,
“If my child is having an issue, can they
come talk to you?” These aren’t even
students in the business program.
Being a minority dean has made me
much more conscious of and sensitive
to issues, and I have to wear more than
one hat, whether I want to or not.
The AACSB recently appointed its
first chief diversity and inclusion
advocate to promote diversity at
member schools. What effect do you
think her appointment will have on
business school curricula or diversity
requirements for accreditation?
What other efforts would you suggest
the AACSB undertake to promote
diversity and inclusion among U.S.
business schools?
Smith: I would encourage the AACSB,
particularly this advocate, to first and
foremost look at how they’re defining
diversity and inclusion, or even leave it
up to the business schools to present
how they define diversity and inclusion.
Specifically for historically black
colleges (HBCUs) or minority-serving
institutions (MSIs), I believe it is of
tremendous value to ensure that there is
an aspect of that in their missions, and
if this individual can understand and
recognize that and work with HBCUs
and MSIs to try to figure out how to
leverage that definition of diversity as
an asset, I think that could be beneficial.
In my time around the AACSB,
there hasn’t been a lot of discussion
about HBCUs and MSIs, and I
think there’s a tremendous amount of
knowledge that could be gained from
how [those institutions] go about
their missions. It would be beneficial
if the AACSB and this advocate
could actually interact and work with
HBCUs and MSIs to learn some best
practices that could be applied toward
predominantly majority institutions.
Ortiz-Walters: Certainly the
appointment is a positive move for
business. I think what it will do at the
school level is really help us maintain
standards for retention, whether it’s
curriculum, programmatic changes,
or diversifying leadership. Just having
someone in that role will help us to focus
on diversity, because this will be a person
who will constantly remind us that it is
an important issue. And I think — this
is actually what I’m hopeful for — that
this individual will be able to help
flesh out the diversity requirements for
accreditation in a more meaningful way
and answer questions like, what exactly
is beneficial about diversity? What
role does or should diversity play in
developing a high-quality education for
business schools?
In terms of what more the AACSB
could do, I think it could serve as a
resource clearinghouse of some sort for
recruiting faculty members.
Davis: I’m glad they did that. It’s
unfortunate that we have to appoint
somebody to do this, but I’m also glad
she was appointed to the division.
I think we have to understand what
we mean by diversity and inclusion
since that term has been expanded.
Who are you talking about, and what
do you mean? Are you targeting the
increase of people of color? Are you
trying to increase the number of
minority faculty? I think organizations
function better when they are clear in
articulating their objective. So what
I would like to see from the AACSB
is a clearer statement about what the
objectives are.
for INSIGHT Into Diversity. The
PhD Project is a partner of INSIGHT
Into Diversity. To learn more, visit
phdproject.org.
Naveen Jindal School
of Management students
have access to:
• Accredited
and nationally ranked
undergraduate and graduate degree programs
• Opportunities to meet local
and international executives
• Networking with alumni and
corporate mentors and recruiters
• Jindal School scholarships
• Faculty mentors
• Jindal School’s own Career Management
Center and internship opportunities
Your future is HERE
jindal.utdallas.edu
jindal.utdallas.edu
The University of Illinois at Chicago is proud to be
among the most diverse campuses in the nation.
As a Minority-Serving Institution, UIC is committed to
expanding access, promoting equity, and enhancing
inclusion. We provide students opportunities to
transform their lives and their communities.
uic.edu
41
Richard S. Igwike (second from left), chair of business
administration and interim dean of the College of Business at
Dillard University, with Dillard business school students
Business Schools Increase
Focus on Workplace
Preparedness, Global
Competence
By Juliana Goodwin
B
usiness school administrators
have heard the complaints:
Newly minted college graduates
don’t make the grade when it comes to
their first job.
Employers lament that students lack
soft skills like communication and real
world experience and have difficulty
working with others who are different
from them.
A 2014 study by Bentley University
gave recent graduates a “C” for their
workplace preparedness. And a study
released in January by the Association
of American Colleges & Universities
(AAC&U) that surveyed employers
and college students about career
preparation found students felt they
were far more prepared than employers
believed they were.
The study also highlighted the
importance of working with diverse
people before entering the workforce;
42
October 2015
the lack of such experience among
students was a serious weakness in
employers’ eyes. Only 21 percent of
employers felt students had enough
awareness of and involvement with
diverse cultures in the U.S.; for their
exposure to international cultures, that
figure dropped to 18 percent.
From small colleges to large
universities, at both the undergraduate
and MBA levels, administrators say
changes are underway to address these
criticisms and better prepare students for
a global workforce.
Expanding Horizons
When students enter the MBA program
at Duke University’s Fuqua School of
Business in Durham, N.C., they are
immediately assigned to a diverse team
prescribed across all core classes for the
first three terms, says Russ Morgan,
associate dean of the MBA program.
Duke’s MBA class is made up of
roughly 35 percent female, 40 percent
international, 21 percent minority, and
9 percent underrepresented minority
students.
“We have substantial diversity. This
is an intentional process,” Morgan says.
“The idea is that you will frequently
end up in an environment where you
don’t select your teammates. … [And
you must figure things out] — what
are our goals, what are the tradeoffs, and how will we rectify those?
Every group will have some issues
as it develops and becomes a highfunctioning team, and we want to see
how they move through the process.”
Nearly 1,000 miles away, in
Springfield, Mo. — a city that is 91
percent white — that global perspective
is also valued.
At Drury University’s Breech School
of Business Administration, a study
abroad component is mandatory for
undergraduate and MBA students,
according to Dean Robin Sronce.
Students can choose from one of three
study abroad options: a one-week, threeweek, or semester-long experience — the
three-week trip being the most popular.
Sronce says that students usually return
home with an appreciation for
different cultures.
For Ashlynn Stith, a Drury senior
who graduates in December, studying
abroad was an invaluable experience;
she spent the summer of 2014 in Rome,
where her coursework focused on
history, culture, religion, and the way
modern-day Rome had been dealing
with an influx of immigrants.
“One of my classes looked at how
minority groups are moving into this
heavily Christian-influenced part of the
world, what sort of issues that brings
about for the people living there and
those moving there,” Stith says. “Being
open to different views is something I
built on last summer while abroad.—
and also, at Drury, we have a lot of
international students.”
While international students comprise
24 percent of undergraduate business
students at this private liberal arts
college in a town of nearly 165,000
people, minorities make up only 6
percent of the student population.
However, the university and business
school continue to work to recruit more
underrepresented students.
In Massachusetts, Brandeis
International Business School in
Waltham is also attempting to broaden
students’ global perspective. This year,
the school is launching a “global job
trek,” a program that takes students to
major U.S. and international destinations
where they engage with industry leaders
at corporations.
“We are going to Hong Kong
and several other cities,” says Micha
Sabovik, executive director of student
enrollment and success at Brandeis.
“We are leveraging our alumni and
contacts we have in that area to go on
site visits, explore different companies,
and create networking opportunities for
In spring 2015, the Kellogg School
of Management at Northwestern
University in Chicago launched an
International Growth Lab, which pairs
students in Chicago with students at
ESADE Business and Law School in
Barcelona and Hong Kong University of
Science and Technology.
Anise Wiley-Little, chief human
capital and diversity officer at Kellogg,
says that, through this elective course,
students collaborate across continents
and time zones and work directly
with senior management teams to
develop market-based growth strategies
for international organizations.
While it is not a required course,
International Growth Lab emphasizes
communication, creativity, and
collaboration and provides real work
experience. In addition, it gives students
a better understanding of the global
market and how to work within it.
At Arizona State University (ASU)
in Tempe, one of the goals of the W. P.
Carey School of Business is to recruit
more minorities into the program so
that students are exposed to working
with others from underrepresented
populations.
According to Kay Faris, senior
associate dean of academic programs for
the business school, these efforts include
the Fleischer Scholars Program.
This weeklong summer program
targets economically disadvantaged
students between their junior and
senior years of high school. They stay
in residence halls at the university while
learning business skills, how to fill out a
college application, and more.
The university offers a similar
program that reaches out to
underrepresented high school students
to introduce them to accounting.
The numbers prove that ASU’s efforts
are beginning to pay off. The business
school saw a 6.4 percent increase in the
number of underrepresented minority
students from 2004 to 2014, and these
students currently make up 28.4 percent
of the student body.
Sharpening Soft Skills
In response to employers’ criticism that
students lack soft skills, the business
department at ASU is kicking off a new
leadership certificate, which students can
earn in addition to their degree.
The certificate requires 15 hours of
coursework — including team-building,
leadership, and cultural coursework. In
addition, students must complete an
approved internship; hold an approved
leadership position on an executive
board with an ASU club; hold a
leadership role in the business school,
such as a business ambassador; and
either complete an ASU-affiliated study
abroad program or 75 hours of service
learning or community service.
To address similar soft skills issues,
Temple University in Philadelphia,
Pa., has implemented a mandatory
course for undergraduate and graduate
students in the university’s Fox School
of Business, according to Corinne Snell,
assistant dean for student professional
development at the business school
and executive director of the Center
for Student Professional Development
(CSPD).
“Essentially what we are doing is
coaching, preparing students for the
business world in terms of polish,
professionalism, business etiquette,
ethics, job search, soft skills, etc.,”
Snell says.
In addition, the CSPD offers onehour workshops in which students can
sharpen their soft skills; this workshop is
required of students who wish to apply
for an internship or job through the
university.
Diana Breslin Knudsen, senior vice
dean at Fox School of Business, says that
in the school’s last curriculum revision,
it added a business communication
course taught by business faculty. “We
are trying to make sure that before they
graduate, their skills are at the level they
need to be for an employer,” Breslin
Knudsen says.
At Dillard University — a historically
black college in New Orleans —
Richard S. Igwike, chair of business
administration and interim dean of the
College of Business, says teamwork has
been a major focus of the school. Since
the ’90s, the university has required
business faculty to infuse teamwork into
every syllabus in every class.
“… We’ve got to work in teams
in order to survive, and corporations
require [employees] to work in teams,”
he says.
Internships are also mandatory for
students in Dillard’s business program. “I
want them to work with a manager, so a
manager will teach them what managers
do and how to make decisions,” Igwike
says.
For Stith, Drury University’s
internship requirement gave her a
true sense of what working in the real
world is like; she completed hers this
summer at Wal-Mart Stores Inc. in
Bentonville, Ark.
“It’s tough to imagine, in any field
of study, what a career looks like. That
internship experience for me was the
moment when I realized this is what a
corporate environment feels like,” Stith
says. “I worked with other interns
who were international [students], but
the full-time associates [were] such
a diverse group because they bring
people in from all over the world. It
was a great experience.”●
Juliana Goodwin is a contributing
writer for INSIGHT Into Diversity.
43
Fixing Tech’s Gender
Problem Requires Rethinking
Business as Usual
By Rebecca Prinster
Conflicting narratives exist to explain why women are
underrepresented and underpaid in the technology industry.
One popular theory blames a leaky pipeline and a lack of
interest in entering the profession.
But many women who have worked at tech companies and
left the field mid-career blame a hostile culture that is not
conducive or sympathetic to women.
The truth is a little of both.
44
October 2015
A
2008 study from the
Harvard Business Review
identified reasons
why women leave tech
professions mid-career; these include
sexist workplace cultures, a sense
of isolation due to a lack of female
mentors, and long and demanding
workweeks. Since this study was
released, not much has improved.
In recent years, a number of tech
companies in Silicon Valley have come
under fire from female employees
for gender discrimination. Twitter
and Facebook — where women
comprise 13 and 16 percent of the
tech workforce, respectively — are
each facing lawsuits from female exemployees. At Twitter, an ex-employee
is claiming the company’s promotion
system discriminates against women,
and a former Facebook employee
is suing the company for gender
discrimination and sexual harassment.
In the U.S., women comprise 26
percent of professional computing
occupations, despite making up 47
percent of the total workforce. But the
average percentage of women in Silicon
Valley tech positions hangs around
15 percent, revealing an even wider
gender gap in that region.
Catherine Ashcraft, senior research
scientist at the National Center for
Women and Information Technology
(NCWIT), thinks the severe
gender disparity in Silicon Valley
is due to the area’s long history as a
symbol of tech, as well as the high
concentration of companies there.
For those organizations, which were
mostly founded and operated by
men, an insular community formed
that continued to recruit and hire
more men, leading to the current
underrepresentation of women.
Additionally, the tech industry
has long had a reputation for being a
“boy’s club,” which results from the
stereotype that computers are for
boys, an idea that persists into college.
In 2013, just 18 percent of computer
science bachelor’s degrees were
awarded to women. In 1987, though,
that number was 37 percent — the
highest it has ever been.
One interesting theory for the
decline in women earning computer
science degrees involves the rise of
the home computer in the 1980s.
NPR’s Planet Money reports that once
computers started entering the home,
companies marketed them heavily
to males, which helped create that
stereotype. When women reached
computer science classes in college,
they lagged behind men who had
grown up with computers.
Ashcraft says the
underrepresentation of girls and
women in tech is not due to their lack
of interest. Often, she says, women
don’t receive encouragement from
friends and family because computer
science is traditionally considered a
male occupation. And those who do
enter the profession find it difficult to
continue in the field; about 56 percent
of women in tech professions drop
out at the “mid-level” point in their
careers, which is twice the rate as men.
“If we don’t focus on the reasons
[why women leave tech] — related
to company culture, biases in
advancement, performance evaluation,
task assignments, etc. — pipeline
efforts won’t end up doing much good,”
Ashcraft says.
She suggests a number of steps
companies can take to attract and
hire more women, one of which is
recruiting beyond the usual networks
that often perpetuate the status quo.
She also says companies should assess
job descriptions and selection and
interview processes to ensure bias is
not present; make sure that interview
teams are diverse and that at least
two diverse, qualified applicants are
considered for each position; and
institute “return-to-work” programs
to refresh or re-train employees who
have been out of the workforce for
some time.
Silicon Valley Giants Make
Incremental Changes
Thanks to increased pressure by
the media, activists, and other
stakeholders, Silicon Valley’s largest
companies are working to improve
diversity and hire more women.
Google, for instance, has committed
to a number of initiatives that focus on
“If we don’t focus on the reasons [why women leave
tech] ... pipeline efforts won’t end up doing much good.”
— Catherine Ashcraft, senior research scientist at NCWIT
45
“We have a long way to go, and it takes time to break
down barriers, but it’s important to remember that
we’ve shown it’s possible to bring women into tech.”
— Jennifer Mounce, head of people at ThoughtWorks
bringing girls and women into tech.
Google started Made with Code, a
website that curates coding teaching
sites and raises awareness of how
computer code touches everyday life.
The company has also partnered with
the Disney-ABC Television Group to
help develop two cartoon shows that
feature female characters interested in
computer science.
Additionally, half of all Google
employees have participated in
unconscious bias training, and
employees are given 20 percent
of dedicated work time for
brainstorming ways to increase
company diversity.
Likewise, Facebook also trains
employees in unconscious bias
and recently made public its
training materials for general use.
A spokesperson for the company
says they have always worked on
supporting an inclusive internal
company culture through initiatives
like employee resource groups, which
are open to all but concentrate on
underrepresented groups.
However, when Maxine Williams,
global head of diversity at Facebook,
was hired two years ago, she began
focusing on external efforts as well.
These include Facebook University.—
a summer program for college
freshmen to learn skills from Facebook
mentors — and Computer Science and
46
October 2015
Engineering Lean In Circles, which
are networks of women who support
each other through their pursuit of
computing and engineering careers.
Facebook is also piloting an
approach to hiring that includes at
least one job candidate from a member
of an underrepresented group.
The spokesperson says employees at
the company have been very receptive
to the push for diversity and inclusion.
“We encourage open dialogue
and have a very open culture,” the
spokesperson says. “We tell people to
bring their authentic selves to work.—
there is no work persona versus
life persona.”
Even so, the percentage of women in
tech jobs at Facebook has only inched
up 1 percent since 2014.
But Ashcraft says it’s unreasonable
to expect giant corporations to make a
huge turnaround in a single year.
“It is virtually impossible for
companies that employ tens or
hundreds of thousands of employees to
register percentage increases in their
overall technical workforce in one year,
even if they hire a significant number
of underrepresented employees,” she
says. “Demanding that they do so is
unrealistic and can cause companies to
spend time and money on efforts that
‘save face’ rather than efforts that are
truly effective.”
Instead, Ashcraft suggests that
tech companies in Silicon Valley be
transparent about how they work to
improve company climate, rather than
merely report diversity numbers.
Using Tech for the
Greater Good
Earlier this year, the American
Association of University Women
(AAUW) released a study, called
Solving the Equation: The Variables
for Women’s Success in Engineering and
Computing, in which the organization
suggests solutions for attracting more
women to the tech workforce and
supporting their retention.
These recommendations include
eliminating stereotypes that lead to
self-fulfilling prophecies for women
in math and science and ensuring that
tech careers offer ways to advance
the greater good. Global software
development firm ThoughtWorks is
working toward this end by offering
employees the opportunity to improve
people’s lives.
ThoughtWorks has had great success
attracting more women to its hiring
pool. The company’s most recent group
of new employees is made up of 57
percent women. Jennifer Mounce, head
of people at ThoughtWorks, says that is
partly because of their unique approach
to hiring, which looks at more than
résumés.
“Aptitude, attitude, and integrity:
This is really the hallmark of how we
go about our hiring process,” she says.
“This has led to a greater diversity of
thought, and it’s helped us broaden
our search and bring more women into
tech and STEM.”
The interview process is designed
to be conversational so that candidates
can get to know the company and
vice versa. Job candidates meet with
people from the specific department to
which they are applying, and at least
one person on the interviewing panel
is of the same racial background or
gender as the candidate, to balance any
unconscious biases.
New hires are not required to have
a background in computer science.
Applicants who fit the company
culture and show the requisite
drive can enroll in ThoughtWorks
University, a two-year graduate
program that helps further learning
through intensive classes and ongoing
coaching for new hires.
Another defining aspect of
ThoughtWorks’ hiring process —
and the company’s mission — is its
emphasis on justice.
“We use technology as a platform
for supporting social and economic
justice through what we do best,” says
Mounce. “It’s really one of the pillars
of our business.”
One of ThoughtWorks’ social justice
projects has involved developing an
electronic medical filing system for
rural doctors’ offices in India, which
cuts down the time it takes a patient to
be seen by a doctor from a week to just
a few days.
The company also does community
outreach and partners with colleges
and universities, including Georgia
Tech and Spelman College. It even
sponsors spaces for organizations
like Black Girls Code, which teaches
computer programming to African
American girls.
“We have a long way to go, and it
takes time to break down barriers,”
says Mounce, “but it’s important
to remember that we’ve shown it’s
possible to bring women into tech.”
[ moreINSIGHT ]
Coming under pressure from activists, politicians, and members of the
media, some of Silicon Valley’s largest tech companies began releasing
the ethnic and gender makeup of their employees. The figures below were
shared this year and reflect each company’s overall, worldwide gender
makeup and the ethnic breakdown of their U.S. tech workforce.
Apple
Facebook
Yahoo!
Google
Twitter
LinkedIn
Microsoft
22% Female
16% Female
16% Female
18% Female
13% Female
18% Female
22% Female
53% White
25% Asian
8% Hispanic
7% Black
7% Multiple/Other
51% White
43% Asian
3% Hispanic
2% Multiple/Other
1% Black
61% Asian
31% White
4% Multiple/Other
3% Hispanic
1% Black
59% White
35% Asian
3% Multiple/Other
2% Hispanic
1% Black
56% White
37% Asian
3% Hispanic
3% Multiple/Other
1% Black
61% Asian
34% White
3% Hispanic
1% Black
1% Multiple/Other
56% White
35% Asian
4% Hispanic
2% Black
2% Multiple/Other
47
Katharine Zaleski (right), president and co-founder of PowerToFly, and Milena
Berry, former chief technology officer of Avaaz.org and PowerToFly co-founder
A Network That Gives Women
the PowerToFly
If you ask PowerToFly President and
co-founder Katharine Zaleski, a leaky
pipeline is not the reason women and
minorities are underrepresented in tech.
“It’s just not true that there are not
enough qualified women,” she says. “It’s
a real estate problem that follows the
trajectory of how people move around
the country — the highest-paying
jobs are in the most expensive cities.
… It helps to know someone who
got a job with Google right out of
college, someone you may have been
in a fraternity with and who can help
you get a job. These connections leave
a lot of people out of the innovation
economy.”
Zaleski, former digital head of The
Washington Post, and Milena Berry,
former chief technology officer of
Avaaz.org, launched PowerToFly in
August 2014. They wanted to find a
way to connect women with jobs they
could do remotely. The startup now
helps connect about 45,000 women all
over the world with more than 1,000
hiring managers, the majority of whom
are from tech companies.
“PowerToFly is a platform that is
there for the lifetime of a woman’s
48
October 2015
“We’ve spent the last 100 years working the same way.
… We have to change the office culture to bring more
women back into the workforce.”
— Katharine Zaleski, PowerToFly president and co-founder
career. It’s kind of like LinkedIn; you
don’t have to be looking for a job to be
on the site,” Zaleski says.
The prospect of working remotely
is highly attractive to women, and
studies have shown that workers are
more productive outside the office.
Additionally, PowerToFly gives women
in conservative countries — like Saudi
Arabia, where women are not allowed
to drive — greater ease in juggling a
career and a family without having
to give in to cultural pressures to stay
home and raise children.
For these reasons, Zaleski thinks
remote employment is the solution to
gender disparity in tech.
“It’s the total missing link,” she
says. “We’ve spent the last 100 years
working the same way. … We have
to change the office culture to bring
more women back into the workforce.
Women are not going to change —
they’ve already changed a lot. Offices
were never set up for women.”
Tech’s gender disparity problem
is multi-pronged — a leaky pipeline
and a culture that is internally and
externally at odds with women are
to blame — and thus requires a
multi-pronged solution. But most
tech companies in Silicon Valley are
optimistic about where their efforts
will lead them.●
for INSIGHT Into Diversity.
FALL
CAREER
GUIDE
In our Fall Career Guide, discover
information about diversity and
inclusion in the workplace, employment
best practices, expert career advice,
employment opportunities, and more.
49
Fall Career Guide | Biases
Changing Biases:
An Entity vs. Incremental Approach
By Natalie Holder, JD
W
ithin the last 10 years,
America has enjoyed a
rapid evolution toward
open-mindedness. This year, the
U.S. Supreme Court decided in
Obergefell v. Hodges that gay couples
should be afforded the same right to
marry as heterosexuals. The terms
microaggressions, affirmation, and
inequities roll off the tongues of
today’s college students like the latest
hit songs. We are finally being honest
about the existence of our unconscious
biases in that there are more
mainstream journalists opining about
their impact on algorithms, jury panels,
and police forces. And many of our
workplaces regularly offer trainings,
symposia, and talks that encourage
conversations around diversity
and inclusion.
That’s why the latest recruitment
video for the Alpha Phi sorority at
the University of Alabama, filled with
images mostly of blond women and
apparently no students of color, created
a media frenzy for its lack of diversity.
However, the video was merely a
reminder of how we actively create ingroups (us) and out-groups (them). Yes,
we all create these groups, especially
in our workplaces. The concept of
in-groups and out-groups is not new
and is so commonly understood that
50
October 2015
it is rarely debated. As human beings,
we have a natural inclination to
look for and align ourselves with the
familiar. The next time you walk into
a reception, take a moment to observe
how people splinter into groups. Most
likely, you will find that there is some
thread of similarity that binds each
group. Our biases help to explain why
we are inclined to choose friends,
spouses, and even employees with
whom we identify. To feel comfortable,
most of us automatically seek to
eliminate the unknown in our social
and interpersonal interactions.
We move into the intergroup bias
territory when we systematically value
our own membership group more
favorably than we do the out-group.
We often see these intergroup biases
at play in recruitment and promotion
decisions. In fact, many in management
are not shy about admitting that they
choose to work with senior leaders
whom they like. It is often much
easier to work with someone who
shares your work style, sense of humor,
and perspectives.— the antithesis of
diversity. It is this bias and favoritism
that stumps most leaders who seek to
create inclusive and performance-driven
organizations. With all of the training,
awareness, and education about
diversity and inclusion nowadays, many
organizations suffering from diversity
fatigue are wondering if they will ever
be able to rid people of their biases.
A fascinating study, called Is Racial
Bias Malleable? Whites’ Lay Theories of
Racial Bias Predict Divergent Strategies
for Interracial Interactions, reveals two
schools of thought regarding how
to approach bias. There are entity
theorists and incremental theorists,
and the only thing that separates the
effectiveness of the two is perspective.
How we approach inclusion, retention,
and working with out-groups will
greatly predict how successful our
outcomes will be.
The Fear-Driven Approach
Entity theorists believe that bias is
fixed and can never change, therefore
they are less curious about out-groups
and limit their exposure to them. They
fear saying something insensitive or
demonstrating their limited knowledge
of other groups; they also believe they
could be ridiculed for their lack of
awareness. Entity theorists therefore
seek to avoid situations such as including
an out-group member in lunch outings
because their limited exposure to a
different group might lead to awkward
and uncomfortable moments.
They also avoid working with and
mentoring members of out-groups,
preferring to exit an interaction rather
than learn more about the person and
understand his or her perspective. The
fear is that they would be found out as
being inept in social interactions with
out-groups. This is a level of unyielding
control and vulnerability that they are
not willing to expose themselves to.
They are not interested in learning
from “negative” experiences.
In contrast, incremental theorists
see interactions with out-groups
as opportunities to learn, gather
feedback, and develop tactics and
strategies for future encounters.
Because incremental theorists believe
that bias is malleable, they understand
there is room for improvement. Their
goal is not to stay at their current
level of understanding, but to grow.
They are open to negative feedback
and take a “partner-relevant approach”
Insight Into Diversity
1/2 pg (7 1/4” x 4 3/4”)
Issue date: Oct, 2015
to learning from difficult encounters.
The Partner-Relevant Approach
Rather than a “self-relevant approach”
in which a person is learning to
help only himself or herself (e.g.,
asking the only gay employee in the
office a narrow question that makes
him or her the ambassador of the
LGBTQ community), a partnerrelevant approach focuses on how a
person’s biases can, for example, affect
out-group members in a workplace.
Partner-relevant approaches include
asking an out-group member how he or
she is feeling and trying to learn more
about his or her individual perspective.
It is as simple as asking what could
or should you do differently during
an interaction. Here is an example: A
male-dominated business organization
didn’t realize that the first woman it
invited to join wouldn’t be allowed
to dine with them at a men’s-only
establishment. Rather than shrink from
embarrassment, the men boldly walked
out of the establishment with the
woman, and they found a new meeting
place. The men took the time to
empathize with the woman, recognize
the awkwardness of the situation, and
make the necessary corrections.
Bias is malleable and can be reshaped by being fearless but respectful.
However, to be an incremental theorist,
you must be willing to work around
challenges that may arise.●
Natalie Holder, JD, is an employment
lawyer who conducts diversity and
workplace compliance training. She
is the author of Exclusion: Strategies
for Increasing Diversity in Recruitment,
Retention, and Promotion.
Department of Health and Human Services
National Institutes of Health
National Institute of General Medical Sciences
Division of Pharmacology, Physiology, and Biological Chemistry
DIVISION DIRECTOR
The National Institute of General Medical Sciences (NIGMS), a major research component of the National Institutes of Health (NIH) and the Department of Health and
Human Services (DHHS), is seeking exceptional candidates for the position of Director, Division of Pharmacology, Physiology, and Biological Chemistry (PPBC).
Information about PPBC is available at http://www.nigms.nih.gov/about/overview/pages/ppbc.aspx. PPBC has supported many research findings that have led to
improving the molecular-level understanding of fundamental biological processes and discovering approaches to their control. In FY 2015, the Division of Pharmacology,
Physiology, and Biological Chemistry had an annual budget of about $405 million and is one of five scientific divisions within the NIGMS. PPBC is organized into two
branches, and has 11 scientific staff members who serve as program officers. One branch is focused on the development of biological catalysts, including living
organisms, for the production of useful chemical compounds, medicinal or diagnostic agents or probes of biological phenomena and the other branch is focused on understanding the total body response to injury, including biochemical and physiological changes induced by trauma, as well as the effects of drugs on the body, the body’s
effects on drugs and how the effects of drugs vary from individual to individual. The division director reports to the NIGMS director and is a member of the NIGMS
senior leadership team, which helps set policies and priorities for the Institute.
Research supported by PPBC takes a multifaceted approach to problems in pharmacology, physiology, biochemistry and biorelated chemistry that are very basic in nature
or have implications for more than one disease category. The Director of PPBC plans and directs a program of research grants and contracts, analyzes national research
efforts on molecular-level understanding of fundamental biological processes, drug action and mechanisms of anesthesia, new methods and targets for drug discovery,
advances in natural products synthesis, biological catalysis, clinical pharmacology and trauma and burn injury. He/she makes recommendations to assist the National
Advisory General Medical Sciences Council or other advisory committees or groups, identifying the need for research in the areas of pharmacology, physiology, biochemistry and biorelated chemistry, and advises universities, other centers of medical research and professional and lay organizations about research needs and requirements. This position offers important opportunities to set scientific priorities, lead change and improve the research enterprise.
Qualifications: Candidates must possess an M.D., Ph.D., or equivalent degree in a field relevant to the position. The ideal candidate will have considerable research
experience and will possess a broad spectrum of scientific knowledge related to the NIGMS mission. In addition, candidates should possess recognized research
management and leadership abilities. A strong understanding of pharmacology, physiology, biochemistry and chemistry that deepens the understanding of biology is
desired. The position will be filled under a Title 42 (f) excepted service appointment.
Salary/Benefits: Salary is competitive and will be commensurate with the experience of the candidate. A recruitment or relocation bonus may be available, and
relocation expenses may be paid. A full package of Federal Civil Service benefits is available, including: retirement, health and life insurance, long term care insurance,
leave, and a Thrift Savings Plan (401K equivalent). The successful candidate is subject to a background investigation and financial disclosure requirements.
How to Apply: Applicants must submit a current curriculum vitae, bibliography, copy of degree, and full contact details for three references. In addition, applicants are
asked to prepare two statements: a vision statement and a statement that addresses the specific qualification requirements (please limit the statements to two pages each).
NIGMS will be accepting applications from September 8, 2015, and plans to have the position open for at least 45 days, but the application process will not
close until a candidate has been selected. Please send your application package to [email protected].
You may contact Linda Sarden with questions about this vacancy [email protected] or (301) 594-0534.
HHS and NIH are Equal Opportunity Employers
51
Connecting Diverse Professionals to Diverse CareersTM
School of Visual Arts, Boston University
Dean of the College of Arts and Sciences
St. Ambrose University invites applications, nominations and
inquiries for the position of Dean of the College of Arts and
Sciences. Reporting directly to the Provost & Vice President for
Academic and Student Affairs, the Dean serves as the academic
officer of the College providing leadership and oversight for the
strategic, academic, and administrative affairs of the College. The
University seeks a visionary leader who is able to build upon the
College’s achievements and to further its mission.
FALL CAREER GUIDE
The College of Arts and Sciences offers diverse academic
programs that feature highly qualified faculty who are committed
to teaching excellence and a wide range of research interests
and creative endeavors. Through its commitment to the Catholic
Intellectual Tradition, the arts, sciences, humanities, and social
sciences flourish at St. Ambrose. The College encourages
innovative, interdisciplinary endeavors, evidenced by our yearly
academic theme, which coordinates speakers, conferences, and
artistic expressions in order to foster college-wide engagement.
The College of Arts and Sciences houses 33 undergraduate
degree programs and 3 graduate programs and is comprised of
111 faculty and 21 administrative staff; 95% of the full-time faculty
members hold doctoral or terminal degrees.
The successful candidate will have a record of demonstrated
leadership and successful interdisciplinary collaboration, including
with people and programs outside of the arts and sciences;
managerial and organizational skills and political acumen to
navigate an academic setting; exemplary interpersonal and
communication skills; a vision for leading the College’s diverse
disciplines in a rapidly changing educational environment; a keen
sense of extramural funding; and a commitment to the mission
of the college and the university. She or he must embrace
the highest academic and intellectual standards and foster an
environment of scholarship and creativity that maintains the
College's commitment to undergraduate and graduate level
education. A terminal degree and a record of scholarship in a field
represented in the college is preferred.
An independent comprehensive diocesan university of 3,500
undergraduate and graduate students, St. Ambrose University is
located in Davenport, Iowa, part of a metropolitan bi-state region
along the scenic Mississippi River. The University’s curricula are
firmly grounded in the liberal arts and in its other core values of
Catholicity, integrity, lifelong learning, and diversity. See www.sau.
edu for further information.
52
Assistant Professor (non-tenure track), Photography,
beginning Fall 2016. Boston University seeks an Assistant
Professor of Photography to join the faculty in the School
of Visual Arts. Teaching load will include traditional blackand-white darkroom and digital photography courses.
Successful applicant can teach basic, advanced and creative
concepts in photography and manage the Photography area,
including photography studio and darkrooms, maintaining
and overseeing equipment, supplies, and software. The
ideal candidate will be able to envision, articulate and help to
execute the expansion of a growing photography department
within the School of Visual Arts.
Must have an MFA degree, a minimum of three years teaching
experience at the undergraduate level, and a substantive
national and/or international exhibition record. In addition to
fluency in black-and-white darkroom and digital photographic
processes, the ideal candidate will have an interest in new
media, interdisciplinary practices, and new applications of
photography in the expanded creative field. Committee and
recruitment work are expected. Boston University offers
excellent benefits and a faculty studio within a vibrant city.
To Apply
Please upload a letter of application, CV with contact
information for three references included, and your teaching
philosophy, as well as 15-20 images of your work and
no more than 15 images of student work to: http://bucfa.
slideroom.com. Please do not upload more than requested.
No email applications, please.
Application deadline: November 2, 2015.
We are an equal opportunity employer and all qualified
applicants will receive consideration for employment without
regard to race, color, religion, sex, national origin, disability
status, protected veteran status, or any other characteristic
protected by law. We are a VEVRAA Federal Contractor.
Columbia University
Psychiatric Epidemiology Program
Review of applications will begin September 15 and continue
until the position is filled. Apply on-line at www.sau.edu/Human_
Resources/Jobs.html and attach a cover letter and curriculum
vitae, which includes at least five references. Nominations
and inquiries about this position may be directed to Dr. Regina
Matheson at 563-333-5838 and [email protected] or
Dr. Brenda Peters at 563-333-6417 and [email protected].
Columbia University Psychiatric Epidemiology Training
Program announces openings for pre- and postdoctoral
fellows beginning September 2016. The program provides
social scientists, epidemiologists, psychologists, and psychiatrists with research skills in psychiatric epidemiology.
Training involves course work in substantive issues and
research methods and participation in an affiliated research
unit. Postdoctoral stipends range from $42,840 to $56,376,
depending on years of experience. Predoctoral stipends are
$22,920. Application deadline: December 01, 2015. Contact
PET Program Administrator, Columbia University, School of
Public Health, 722 West 168th Street, Room 720-A, New
York, NY 10032; e-mail: [email protected]
AA/EOE
Columbia University is an affirmative action/equal opportunity employer.
October 2015
Stanford University School of Medicine
Announcement of Search
The Department of Surgery/Division of Plastic and Reconstructive
Surgery at the Stanford University School of Medicine seeks two fulltime Board eligible or Board certified plastic surgeons with special
training and interests in microsurgery and general reconstructive
surgery. Responsibilities will be at Stanford Hospital and Clinics,
Lucile Packard Children’s Hospital, VA Palo Alto Health Care
System and other Outreach locations. These positions will be in the
Medical Center Line (MCL) and Clinical Educator Line (CE) at the
Assistant Professor level. The compensation will be commensurate
with credentials and experience. The major criteria for appointment
for faculty in the Medical Center Line shall be excellence in the
overall mix of clinical care, teaching and scholarly activity that
advances clinical medicine. The Clinician Educator role is defined
by engagement in clinical care and teaching that advances clinical
medicine. While not required, Clinician Educators may also engage
in scholarly activities and/or perform in an administrative role. For
appointments in the MCL, the candidate should have expertise in
basic science, clinical or translational research and will be expected
to apply for or have federal funding for research.
Interested parties should submit a letter of inquiry with their CV and
the names of three references to Gordon Lee, MD, Chair of the
Search Committee c/o Matthew J Bucher, Plastic and Reconstructive
Surgery, Stanford University Medical Center, 770 Welch Road, Suite
400 Palo Alto, CA 94304-5715. [email protected]
The DEPARTMENT OF
ANESTHESIOLOGY at the
UNIVERSITY OF NEBRASKA
MEDICAL CENTER is seeking
a board certified/eligible anesthesiologist. Responsibilities
include clinical anesthesia as well as resident and medical
student education and supervision. Faculty rank will
be dependent on qualifications, with competitive salary
commensurate with experience. Excellent fringe benefit
package available. Challenging environments, academic
setting, clinical opportunities and research potential
available. The University of Nebraska Medical Center
is designated a Level I trauma center and has an active
liver and bone marrow transplant program among other
strong clinical programs. We have the Leon S. McGoogan
Library of Medicine which is one of the seven designated
Midcontinental Regional Medical Libraries in the U.S.
Applicants should apply by letter (with curriculum vitae
and two references enclosed) to: Steven J. Lisco, M.D.,
Professor and Chairman, Department of Anesthesiology,
University of Nebraska Medical Center, 984455 Nebraska
Medical Center, Omaha, NE 68198-4455. UNMC is an
Equal Opportunity Affirmative Action Employer. Individuals
from diverse backgrounds are encouraged to apply.
Applicants must have a PhD in Neuroscience, Biopsychology, or
Psychology (with a specialization/research emphasis in Behavioral,
Cognitive, Sensation/Perception, Language, or Social/Affective
Neuroscience) by the time of appointment. Salary is commensurate
with qualifications and experience. Ideal applicants would have a
strong commitment to teaching excellence, and be able to establish a
continuing program of professional scholarship involving undergraduates.
The position involves teaching courses in Biopsychology, Research
Methods, and developing/teaching a course in Neuroscience and/or
other courses related to the applicant's specialty, including Introductory
Pscyhology. Candidates that possess a commitment to broadening the
scope of psychology to include traditionally underrepresented groups
(as demonstrated through one's research or course content) are
especially encouraged to apply. Although Cal Poly is primarily a teaching
university, faculty are expected to balance teaching excellence with a
reasonable research program, supervision of students, student advising,
and participation in program administration. The typical teaching load
is 12 units (three 4-unit classes) per quarter, with a significant reduction
in course load in the first one to two years to help establish an active
program of research and professional development.
TO APPLY: Interested applicants should complete the required online
faculty application at http://WWW.CALPOLYJOBS.ORG and submit it
to Requisition #103784. Please upload the following required materials
as part of the electronic application: cover letter, current vitae, transcript
copy, teaching portfolio and evidence of teaching effectiveness (with
course syllabi and evaluations), and an example(s) of scholarship/
research. Applicants must also provide names and email addresses
for a minimum of three professional references when completing the
online application. Cal Poly will directly solicit letters from the individuals
listed by applicants. A transcript copy may be attached to the application
or sent to the address listed for Requisition #103784. Official sealed
transcripts will be required prior to appointment. Position is open until
filled. Review begin date: October 15, 2015.
FALL CAREER GUIDE
Stanford University is an equal opportunity employer and is
committed to increasing the diversity of its faculty. It welcomes
nominations of and applications from women, members of minority
groups, protected veterans and individuals with disabilities, as
well as from others who would bring additional dimensions to the
university’s research, teaching and clinical missions.
PSYCHOLOGY AND CHILD DEVELOPMENT - The Department of
Psychology and Child Development within the College of Liberal Arts at
California Polytechnic State University, San Luis Obispo seeks applicants
for one full-time, academic-year, tenure-track Assistant Professor in
Neuroscience/Biopsychology beginning September 15, 2016.
PSYCHOLOGY AND CHILD DEVELOPMENT - The Department of
Psychology and Child Development within the College of Liberal Arts
at California Polytechnic State University, San Luis Obispo seeks
applicants for one full-time, academic-year, tenure-track, Assistant
Professor position in child development to begin September 15,
2016. Applicants must have a Ph.D. in child development/psychology,
developmental psychology, human development, or a related field by
the time of appointment. Ed.D. will be considered. Ideal candidates will
possess a commitment to broadening the scope of child development/
developmental science to include traditionally underrepresented groups
(as demonstrated through one's research or course content). Preference
will be given to candidates with interests in the development of children
with developmental disabilities. Applicants must also show a strong
commitment to teaching excellence and provide evidence of current
professional activity in the field of child development/developmental
science. The position involves teaching undergraduate courses in
child and adolescent development, developmental assessment, family
relationships, and/or research methods. The typical teaching load is
12 units (three 4-unit classes) per quarter, with a significant reduction
in course load in the first one to two years to help establish an active
program of research and professional development. Although Cal Poly is
primarily a teaching university, faculty are expected to balance teaching
excellence with a reasonable research program, supervision of students,
student advising, and participation in program administration. Salary is
commensurate with qualifications and experience.
TO APPLY: Interested applicants should complete the online faculty
application at http://WWW.CALPOLYJOBS.ORG and submit it to
Requisition #103783. Please upload the following required materials as
part of the electronic application: cover letter, current vitae, transcript
copy, teaching portfolio and evidence of teaching effectiveness (with
course syllabi and evaluations), and an example(s) of scholarship/
research. Applicants must also provide names and email addresses for
a minimum of three professional references when completing the online
application. Cal Poly will directly solicit letters from the individuals listed
by applicants. A transcript copy may be attached to the application or sent
to the address listed for Requisition #103783. Official sealed transcripts
will be required prior to appointment. Position is open until filled.
REVIEW BEGIN DATE: October 15, 2015.
53
Fall Career Guide
Recruiter’s Corner
Before You Set Fire to
This Column, Hear Me Out
By Vicky Ayers
I
am tired of the whole concept
of “nondiscrimination.” I was
just writing a prospectus for a
search for a university president and
got to the part where I generally paste
in the institution’s nondiscrimination
statement. Reading, yet again, the list
of those against whom discriminatory
actions will not be taken and the
equally long and incomprehensible
list of federal regulations to which the
institution swears it will adhere, I found
myself suddenly cranky. Why, I asked
myself, are we so desperate to prove that
we are not doing something wrong?
The quick answer is, of course, to
stay out of trouble with the law. If
I don’t hire you solely because your
father came from Japan, I can get into
a world of trouble, just like I can get
into a world of trouble if I knock over
a gas station or rob a bank. But when I
write a job description, I don’t append a
statement about all the laws — civil and
criminal.— that my client doesn’t break.
For most negative acts, there is
no need to specify that they won’t
54
October 2015
happen. Employers don’t need to say
they won’t steal your identity and open
lines of credit in your name or commit
some other heinous act that harms
you. Therefore, instead of delineating
the negative things employers won’t
do in a position announcement, we
enumerate the positives they will do.
They will pay you a competitive salary,
provide benefits and perks, offer you
opportunities for advancement of
your career, give you a collegial and
pleasant place to work, let you make
decisions on important issues, and allow
you to fulfill your own personal and
professional goals. Here’s the beautiful
part: Everything we write in those
sections of a position announcement,
presidential prospectus, or help-wanted
ad is demonstrable.
On the other hand, how do you
prove nondiscrimination? My father, a
lawyer, used to say you cannot prove a
negative. You can claim it, but proving
it is altogether another thing and
usually entails incredible amounts of
information and a huge investment of
time. That’s why our legal system is
predicated on proving what did happen,
not what didn’t.
It is even more difficult with a
concept like nondiscrimination. All
laws and regulations can do is assure
that policies are not written and
procedures not implemented that
deliberately create unfairness. There is
nothing wrong with that, but it is only
a starting point. Laws and regulations
can’t measure decisions made on the
basis of thoughts and emotion. With
all of the laws and regulations that
are now in place, it is still possible to
eliminate every woman, every minority,
and every person who is LGBTQ or
who has a disability from every pool of
prospective hires for every institution
or organization based on the personal
biases and tastes of the person who
has the power to make the final hiring
decision. The good news: Law and
regulations tell you what you cannot do;
they don’t limit what you should do.
I was a child when Rosa Parks
refused to go to the back of the bus
and the Brown v. Board of Education
decision came down from the Supreme
Court. I was a teenager in the ’60s when
the Selma boycott and Edmund Pettus
Bridge were all over the news, and I was
a young adult in the ’70s and ’80s when
Wounded Knee and Alcatraz were
occupied, Martin Luther King Jr. was
assassinated, and many of our current
nondiscrimination regulations were
developed. In the ’90s and ’00s, I ran
human service programs and wrote my
own policies and procedures according
to prevailing laws and regulations.
This is 2015. It’s a whole new
century, and my old brain and young
heart wonder if we have grounded
on the rocks of complacency, content
to define what we don’t do that’s bad
instead of actively planning and doing
what’s good.
I don’t want to write, or read,
another nondiscrimination statement.
I want to write and read inclusion
statements. I want to see an
institution’s vision for fairness and
hear how it reaches out to diverse
consumers and workers, how job
descriptions are written and hiring
policies are designed to level the
playing field for all applicants, and
how procedures are implemented
that take out of the decision-making
equation factors like race, gender, and
age. I want to see the results.
This would not be easy. It would
be downright gut-busting hard to
change decades-old ways of thinking
and patterns that are comfortable for no
other reason than that they are familiar.
In the last two centuries, though, harder
things have been accomplished by
others. We owe it to ourselves, and to
them, to have a higher standard for how
we treat humanity than we’re not doing
anything wrong. We also owe it to
ourselves and to our children’s children
to be able to say, “Here are all the things
we are doing right.”●
Vicky Ayers is the senior director
for executive recruitment at RPA
Inc. Vicky is also a member of the
INSIGHT Into Diversity Editorial
Board. If you have a question, email
Vicky at [email protected].
OPEN FACULTY POSITIONS
LOUISIANA TECH UNIVERSITY
The College of Engineering and Science at Louisiana Tech University’s vision is to be a world leader in integrating
engineering and science in education and research. The College is experiencing significant growth in several program areas.
Construction of a new $40M, 125,000 square foot integrated engineering and science education building is anticipated in
2016. Multiple faculty positions are anticipated for the 2016-17 academic year in the following degree programs.
Biomedical Engineering
Chemical Engineering
Chemistry
Civil Engineering
Construction Engineering Technology
Computer Science
Cyber Engineering
Electrical Engineering
Electrical Engineering Technology
Industrial Engineering
Mathematics & Statistics
Micro and Nanosystems Engineering
Mechanical Engineering
Physics
All professional ranks will be considered. Lecturer (non-tenure-track) positions may also be available for highly qualified teaching faculty.
Applicants must have a doctorate in the relevant area or a closely related field. Successful tenure-track candidates are expected to actively
participate in multidisciplinary research efforts in the College; initiate, build and sustain an externally funded research program; and supervise
masters and doctoral students. Excellent written and oral communication skills, strong teaching skills, and a commitment to high quality
professional service and active participation in college responsibilities are also expected. The College is especially interested in qualified
candidates who can contribute, through their research, teaching, and/or service, to the diversity and excellence of the academic community.
Research activity is leveraged through one or more of the College’s multidisciplinary centers of excellence in micro and nanotechnology,
biotechnology and biomedical applications, cyber security, trenchless technology, STEM education or applied physics research. See the
College website for more information: http://coes.latech.edu.
Send curriculum vitae, statement of research interests and goals, a description of teaching experience and interests, and names and contact
information for at least three references in a single PDF file electronically to [email protected] with the subject line "<Last Name, First
Initial> - COES faculty search". Review of applications and nominations will begin on December 1, 2015, and will continue until suitable
candidates are identified. The starting date for each position is September 1, 2016 (possibly sooner).
Louisiana Tech University is an EEO/AA employer. Women and minorities are strongly encouraged to apply.
55
FALL CAREER GUIDE
CHIEF HUMAN
RESOURCES OFFICER
(CHRO)
EASTERN KENTUCKY UNIVERSITY
Deadline: Open Until Filled; Type: Executive; Salary: Commensurate
with Experience.
Education: Bachelor’s Degree Required; Master’s Degree Preferred.
Experience: Ten or more years of Human Resources experience
demonstrating increasing levels of leadership responsibilities, including seven years of senior management experience within a large, complex organization. HR experience in higher education preferred.
Founded in 1906, Eastern Kentucky University is a nationally recognized institution with Colleges of: Arts and Science, Business and
Technology, Education, Health Sciences, and Justice and Safety, as
well as graduate offerings. Its student body numbers 16,930 with
125,000 alumni. Located in historic Madison County, the school is less
than 30 minutes from Lexington, the heart of Kentucky’s beautiful
Bluegrass Region.
Reporting to the President of Eastern Kentucky University and serving
as a member of the President’s Council, the Chief Human Resources
Officer (CHRO) is responsible for both operational and strategic leadership in the development, implementation, and administration of HRrelated systems and programs which support EKU’s Mission, Values,
and Goals, available at: http://strategicplanning.eku.edu/vision.
The CHRO will work closely and collaboratively with Vice Presidents,
Deans, Chairs, University Counsel, and all members of the university
community. The individual will deal with complex workplace issues
and lead efforts to ensure that the HR Department provides high quality services.
Specific areas of management responsibilities include: Recruiting/
Strategic Staffing, Compensation, HRIS, Employee and Labor
Relations, Performance Management, Benefits Planning and
Administration, as well as Training and Development. The individual
must be knowledgeable about relevant legislation including ADA,
ERISA, FLSA, FMLA, EEO and OFCCP regulations, and other federal
and state laws governing employment.
Interested candidates must apply online at https://jobs.eku.edu by
searching for requisition number 0618061, where more details about
the position are available.
Eastern Kentucky University is an EEO/AA institution that values diversity in its faculty, staff, and student body. In keeping with this commitment, the University welcomes applications from diverse candidates
and candidates who support diversity.
Professor (non-tenure track), Painting and Drawing,
beginning Fall 2016. Boston University seeks a senior
painter with expertise in teaching drawing, painting,
critical/conceptual dialogue and contemporary issues
to lead its nationally ranked graduate painting program.
The successful applicant will contribute a personal
and creative approach to painting and drawing, and
will join a department committed to professional and
teaching excellence. Expectations include a wideranging knowledge of the world traditions of painting,
and a proven ability to teach all aspects of contemporary
painting and drawing to graduate and upper level
undergraduate students. The School places an emphasis
on dedicated studio practice, seeing and experiencing the
world, and the physical, inventive making of things.
Don’t miss our
Spring Career Guide
in the January/February 2016 issue!
Advertising Deadline: 12/11
Online Publication: 12/18
Print Publication: 12/28
Contact Donald Washington
at 301-529-9503 or
[email protected]
56
October 2015
Must have a substantial and substantive exhibition
record, both national and international, and attained a
wide range of recognition as a practicing painter. Boston
University School of Visual Arts is dedicated to the arts
of drawing and painting as one of its core practices. For
the last half of a century, this position has been filled by
some of the major painters of their time: James Weeks,
Philip Guston, John Moore, and John Walker amongst
others. Boston University School of Visual Arts is looking
for a person of like stature to build upon this tradition of
painting based on a solid structure of traditional visual
values. The successful candidate will need to invent a
theoretical model to move the painting program forward
into the twenty first century with consideration of the
major shifts and new conceptual frameworks that are
appearing in the arena of the art world at this time.
The position will include a large studio overlooking the
Charles River and the support of an accomplished and
hardworking faculty and administrative staff.
To Apply
information for three references included, and your
teaching philosophy, as well as 15-20 images of your
work and no more than 15 images of student work to:
http://bucfa.slideroom.com. Please do not upload more
than requested. No email applications, please.
Application deadline: December 10, 2015.
applicants will receive consideration for employment
without regard to race, color, religion, sex, national
origin, disability status, protected veteran status, or any
other characteristic protected by law. We are a VEVRAA
Federal Contractor.
CRITICAL CARE MEDICINE OPPORTUNITY
West Virginia University, Charleston Division is seeking a Critical Care physician. The successful candidate
must have an M.D or equivalent. BE/BC in Critical Care Medicine and the ability to obtain an unrestricted
West Virginia medical license. In addition, candidate must have an interest in active teaching of medical
students and residents. Research and other scholarly activities are encouraged and supported.
Candidate will work in a teaching hospital environment that provides training to 175 interns, residents and
fellows. The successful candidate is expected to be involved as teaching faculty and to participate in clinical
research. Preference will be given to candidates with specialty and educational abilities in an ACGME
accredited GME program and/or an active involvement in research and scholarly activity with documented
publication/presentation.
This dynamic position commands a competitive salary enhanced by an attractive benefits package and a
collegial work environment within an established, democratic group. The search will remain open until a
suitable candidate is identified. This position is not qualified for J-1 Visa Waiver.
If you are looking for a vibrant and versatile urban city that is affordable and tranquil, then Charleston, West
Virginia is the ideal location to work and raise your family.
To apply, please send your CV and cover letter to Carol Wamsley via e-mail: [email protected]
FALL CAREER GUIDE
WVU is an EEO/Affirmative Action Employer – Minority/Female/Disability/Veteran
Lecturer Position in Real Estate
Department of Finance, Accounting and Real Estate (FARE)
Cornell University School of Hotel Administration – Ithaca, New York
Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think
otherwise, care for others, and create and disseminate knowledge with a public purpose.
Position Description: The School of Hotel Administration at Cornell University is seeking exceptional candidates for a lecturer position in real estate.
Candidates should have a demonstrated teaching excellence at the University level and must demonstrate a willingness to continue to engage with the real
estate industry, especially the hospitality segment. The ideal candidate will have a Ph.D. from a recognized real estate program; however candidates with a
masters in real estate or an MBA and significant industry experience should apply. Candidates should have experience teaching undergraduate and graduate
courses. Commercial real estate specialties desired include real estate investment and finance and real estate market analysis.
Responsibilities: Teach required and elective courses in real estate at the undergraduate and graduate level in the School of Hotel Administration, Cornell's
Baker Program in Real Estate (graduate), and Real Estate Minors (undergraduate and graduate). Knowledge of ARGUS and spreadsheet modeling including
equity and debt waterfalls is a plus.
Rank and salary: The lecturer position is a three-year, renewable appointment beginning in the Fall of 2016. Rank and salary will be determined based
upon academic achievement and experience. Appointments are nine-month terms with attractive fringe benefits.
Institution: The School of Hotel Administration, one of seven undergraduate colleges at Cornell University, has approximately 800 undergraduates and 120
graduate students. Founded in 1922, the School is the oldest hospitality management program in the world, with a resident faculty of 65 and over 8,000
alumni worldwide. The Baker Program in Real Estate is a professional masters degree program with 45 students. The Minor in Real Estate has 350
undergraduate students and 25 graduate students. Important resources to faculty include extraordinary access to industry leaders, the Center for Hospitality
Research (CHR), the Center for Real Estate and Finance (CREF), and the cultural and intellectual resources of the Cornell community.
Starting Date: July 2016.
Application: Consideration of candidates will begin immediately, with a December 15th, 2015, closing date. Please send letter of application, curriculum
vitae, names of three references, syllabi for recent real estate courses taught, and corresponding teaching evaluations using Interfolio at the following link:
http://apply.interfolio.com/31143
Cornell University is an innovative Ivy League university and a great place to work. Our inclusive community of scholars, students and staff impart an uncommon
sense of larger purpose and contribute creative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca, NY, Cornell's
far-flung global presence includes the medical college's campuses on the Upper East Side of Manhattan and in Doha, Qatar, as well as the new CornellNYC Tech
campus to be built on Roosevelt Island in the heart of New York City.
Diversity and Inclusion are a part of Cornell University's heritage. We're an employer and educator
recognized for valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.
57
Fall Career Guide | People with Disabilities
Disability advocate Deborah Dagit (center) accepts an award for her work at the National
Minority Quality Institute in 2012.
Advocates Work to Improve
Opportunities for Job Seekers
with Disabilities
By Madeline Szrom
I
n 1990, the Americans with
Disabilities Act (ADA) was
passed to give people with
disabilities equal opportunities
for employment. At that time,
the unemployment rate for those
living with a disability, or multiple
disabilities, was 70 percent. Twentyfive years later, that number remains
almost unchanged.
In 2014, the unemployment rate
for Americans with disabilities was
64.6 percent, according to the U.S.
Bureau of Labor Statistics’ (BLS)
Labor Force Characteristics Summary.
In other words, after two-plus decades
since the signing of the ADA, the
unemployment rate for individuals
with disabilities decreased by only
5.4 percentage points, leaving many
wondering why.
58
October 2015
According to the BLS’s 2008
Monthly Labor Review, the downward
trend of unemployment for people
with disabilities actually began in
1990. The report states that some
researchers and economists believe
the ADA contributed to this decrease
in employment, speculating that if
employers view hiring someone with
a disability as being too costly or too
difficult to accommodate, they simply
won’t hire them.
Although the ADA made it unlawful
for companies not to hire a qualified
candidate based solely on the fact that
he or she has a disability, its language is
vague, making it easy to circumvent.
“Managers are often primarily
evaluated by objectives in their role
as individual contributors, and as a
result, they do not have sufficient time
to be actively engaged as effective
supervisors,” says Deborah Dagit, a
diversity and inclusion leader who
advises companies through her
organization Deb Dagit Diversity.
Dagit also adds, “Managers also
seldom receive training on how
to provide an accommodation.—
including where funds can be
accessed if a rare but more expensive
accommodation that does not fit
their budget is needed — as well as
on what the interactive process with
the employee needs to look like. Not
everyone needs an accommodation, but
for those who do, the process needs
to be a lot more like the one typically
found in higher education settings.”
Statistics support Dagit’s claims,
revealing that the number of
companies helping support people with
COSD hosts a FULL ACCESS Student Summit in November 2013, in Chicago.
disabilities is relatively low. According
to the Small Business Administration’s
Office of Advocacy, in 2010, there were
more than 27 million businesses in the
U.S., yet the 2012 Economic Census
Industry Series shows that only 2,794
businesses provided special needs
transportation and only 7,834 provided
job counseling, training, and work
experience for employees with
a disability.
“If people with disabilities aren’t
getting help with accommodations,
they likely won’t reach their full
potential,” Dagit says. “However,
the majority of disabilities do not
require costly accommodations — just
understanding.”
Beyond the issue of
accommodations, there is a lack of
hard data showing the true number
of people with disabilities nationwide.
Often the information gathered by the
government is inherently flawed.
The BLS’s Current Population
Survey (CPS) — the nation’s official
source for unemployment rates and
labor force statistics — includes
data collected from nearly 60,000
households. The survey consists of six
questions that help the BLS identify
people with disabilities. Answering
“yes” to any of these six questions
indicates that the participant has a
disability. However, the results of these
surveys aren’t always accurate.
“Extensive research conducted as
part of the effort to include disability
questions in the CPS demonstrated
that it’s very difficult to accurately
measure all persons with disabilities
using only a few questions,” says
Janie-Lynn Kang, economist for labor
force statistics at BLS. “The scope of
disability statistics captured is
very limited.”
Another problem is that many people
choose not to self-identify as having
a disability. According to Dagit, 71
percent of disabilities are not apparent,
and people who don’t have to disclose
their disability typically won’t for fear
they won’t be considered for a position.
An Educational Advocate
Despite lingering issues around
disability inclusion in the workplace,
one higher education institution is
addressing some of these challenges and
working to create actionable solutions.
Founded in 2000 and housed
within the University of Tennessee,
Career Opportunities for Students
with Disabilities (COSD) is a national
association of higher education
professionals and employers focused
on issues related to the employment of
graduates with disabilities.
“In the interactions I have with
employers, there is a great deal of
interest from a diversity standpoint,
and employers are now fully
understanding that disability is an
important part of diversity,” says
Alan Muir, co-founder and executive
director of COSD.
The association has helped foster
collaborative relationships between
Career Services and Disability Services
offices in higher education institutions,
providing students with disabilities
opportunities to gain exposure to
employers who visit campus.
“This level of collaboration, from just
knowing what each other’s offices do
to having a person acting as a liaison
between Career Services and Disability
Services offices, provides greater
preparation for these students to be
competitive in the career search with
their non-disabled peers,” Muir says.
Although the BLS doesn’t have
specific data for higher education
institutions, it’s possible that efforts
like those of COSD are helping.
According to BLS Labor Force
Characteristics Summary data, the
employment rate for people with
disabilities increased 2.7 percent from
2014 to July 2015.
Although some progress is being
made, Dagit believes higher education
has a large role to play in helping
organizations and businesses hire more
people with disabilities. Educational
institutions should be “schooling
corporations” on how to accommodate
individuals with disabilities, Dagit says.
While there is still no concrete
answer or foolproof way to improve
these employment numbers, Dagit
and Muir, as well as many other
people across the U.S., are working to
create more inclusive strategies and
opportunities for these job seekers.●
Madeline Szrom is a contributing
writer for INSIGHT Into Diversity.
COSD is a partner of INSIGHT Into
Diversity. Deborah Dagit is a member
of the INSIGHT Into Diversity
Editorial Board. October is National
Disability Employment Awareness
Month.
59
Assistant Professor (non-tenure track),
Sculpture and Drawing, beginning Fall 2016.
Boston University seeks an Assistant Professor of Sculpture
to join the faculty of the School of Visual Arts. The ideal
candidate demonstrates a developed ability and keen
interest in teaching sculpture and drawing at the foundation
levels. Applicants should possess a wide-ranging knowledge
of the traditions of sculpture, as well as a proven ability
to teach practical fabrication techniques, woodworking,
welding, mold making, studio practices (clay and plaster),
and the foundry. Must also be able to explore widely varied
contemporary practices in a growing sculpture department.
WE’RE GROWING. WE’RE HIRING.
A great deal of our success...
we owe to the diversity of our workforce. By creating an inclusive
work environment that encourages and accepts the free exchange
of ideas. As a $5.5 billion company, Dot has a workforce over 4,000
strong in 10 facilities across the country. We invite you to come be
a part of the family.
FALL CAREER GUIDE
Salary commensurate with experience. Must have an MFA,
a minimum of three years teaching experience (excluding
any TA positions) at the undergraduate level, and a
substantive national and/or international exhibition record.
Committee and recruitment work are expected. Boston
University offers excellent benefits and a faculty studio
within a vibrant city.
Now Hiring:
District Sales Manager Trainee
Operations Management Trainee
Summer Internships
Apply today at DotFoods.com/careers
To Apply
information for three references included, and your teaching
philosophy, as well as 15-20 images of your work and
no more than 15 images of student work to: http://bucfa.
slideroom.com. Please do not upload more than requested.
No email applications, please.
Application deadline: December 10, 2015.
applicants will receive consideration for employment without
regard to race, color, religion, sex, national origin, disability
status, protected veteran status, or any other characteristic
protected by law. We are a VEVRAA Federal Contractor.
EOE/AA Employer. We will not discriminate in our employment practices due to applicant’s race, color,
religion, sex, national origin, sexual orientation, veteran or disability status.
Central Washington University (Ellensburg, WA) invites
qualified candidates to apply for the following positions:
Start date: September 2016
Applications are invited for a tenure-track Computer
Science position to begin Fall, 2016 at Macalester
College. Candidates must have or be completing a
PhD in CS and have a strong commitment to both
teaching and research in an undergraduate liberal
arts environment. Areas of highest priority include
computer and data security and privacy, mobile and
ubiquitous computing, human-computer interaction,
and visualization. See http://www.macalester.edu/
mscs for details. Evaluation of applications will
begin December 1.
60
October 2015
•
•
•
•
•
•
Department Chair/Professor - Communication
Assistant/Associate Professor - Event Management
Assistant Professor - Biological Anthropologist
Assistant Professor – Primatologist/Anthropology
Assistant Professor – Public Relations & Advertising
Visit our website for additional career opportunities
For full job announcements and to apply online:
https://jobs.cwu.edu/
CWU is an AA/EEO/Title IV/Vet/Disability Employer
Family Medicine
Full Time Academic Opportunity
The Department of Family Medicine at the Robert C. Byrd Health Sciences Center of West Virginia University,
Charleston Division, is recruiting a Family Medicine physician. Must be BC/BE in family medicine.
We are seeking candidates with superior clinical and interpersonal skills to join our faculty. The successful
candidate will also have the opportunity to work with and assist in the education of residents and medical
students, and participation in appropriate academic, clinical research or other scholarly activity is required in
both inpatient and outpatient settings. The initial appointment to West Virginia University/Charleston Division
will be based on the candidate’s background and credentials.
Our compensation and benefits package is extremely competitive and commensurate with qualifications and
experience. The search will remain open until suitable candidates are identified. This position is not qualified
for J-1 Visa.
Please submit letter of interest and curriculum vitae via e-mail to:
Carol Wamsley, Physician Recruitment Department, at Charleston Area Medical Center
FALL CAREER GUIDE
[email protected] or call toll free at 1-866-551-8927.
WVU is an EEO/Affirmative Action Employer Minority/Female/Disability/Veteran
Faculty Opening, Biological/Biomedical Physics
Washington University in St. Louis
The Department of Physics in the School of Arts and Sciences
announces a tenure-track faculty opening at the assistant
professor level in Experimental Biological/Biomedical Physics.
We are seeking a candidate who will enhance activities within the
Physics Department and develop connections with other Arts and
Sciences, Engineering School, and Medical School Departments.
The duties of the position will include, but are not limited to,
teaching and advising students, conducting original research
and publishing the results, and participating in departmental and
university service. A PhD in Physics or in a closely related field
is required, along with an undergraduate degree in Physics and
the ability to teach a range of traditional undergraduate physics
courses in addition to specialized courses. Candidates are
sought who have highly visible research achievements and who
have a strong aptitude for teaching and mentoring students at the
undergraduate and graduate levels. The appointment will begin
Fall 2016. Information on our department can be found at www.
physics.wustl.edu. Applications should consist of the following:
cover letter, current resume including publication record, statement
of research interests and plans (up to 5 pages), statement of
teaching interests and approach (up to 3 pages), and names and
complete contact information (including email addresses) of three
references. Application materials must be submitted electronically
by email as a single file in editable (e.g. not password protected)
PDF format to [email protected]. For full
consideration applications should be submitted on or before
November 1, 2015. Washington University seeks an exceptionally
qualified and diverse faculty; women, minorities, protected
veterans, and disabled candidates are strongly encouraged to
apply. Washington University is committed to the principles and
practices of equal employment opportunity and affirmative action.
It is the University’s policy to recruit, hire, train, and promote
persons in all job titles without regard to race, color age, religion,
gender, sexual orientation, gender identify or expression, national
origin, veteran status, disability, or genetic information.
The University of Utah Department of Pathology seeks a faculty board certified
Neuropathologist at the assistant, associate or full professor level, in either the clinical
or tenure tracks.
The University of Utah and ARUP Laboratory has a total neuropathology accession
volume of approximately 2,000 cases per year, including 1,100 surgical cases
encompassing CNS and peripheral nerve and muscle biopsies, 100 autopsies, and 800
molecular neuropathology cases. The successful candidate will participate on the clinical
neuropathology service and one or more of the following additional activities in anatomic
pathology: another surgical pathology subspecialty service, administration of medical
school pathology education, autopsy pathology, or an active, funded research program in
neuropathology. Individuals with research interests in degenerative neurologic diseases
are especially desirable to complement the strengths of our active clinical programs
and neurosciences research programs. Medical student and pathology, neurology, and
neurosurgery resident and fellow education is required. The Department of Pathology has
a fully accredited residency-training program with broad fellowship offerings, including
a neuropathology fellowship program. Active clinical collaboration including conference
presentations within the Departments of Neurology and Neurosurgery is expected.
Applicants should submit electronically to, http://utah.peopleadmin.com/postings/44504,
curriculum vitae, a brief cover letter, and the names and addresses of three references.
Please contact [email protected] with any questions.
For more information on the university and ARUP Laboratories, see www.utah.edu,
www.aruplab.com, or http://www.aruplab.com/genetics
The University of Utah Health Sciences Center is a patient focused center distinguished
by collaboration, excellence, leadership, and Respect. The University of Utah HSC values
candidates who are committed to fostering and furthering the culture of compassion,
collaboration, innovation, accountability, diversity, integrity, quality, and trust that is integral
to the mission of the University of Utah Health Sciences Center.
The University of Utah is an Affirmative Action/Equal Opportunity employer and does not
discriminate based upon race, national origin, color, religion, sex, age, sexual orientation,
gender identity/expression, status as a person with a disability, genetic information,
or Protected Veteran status. Individuals from historically underrepresented groups,
such as minorities, women, qualified persons with disabilities and protected veterans
are encouraged to apply. Veterans’ preference is extended to qualified applicants,
upon request and consistent with University policy and Utah state law. Upon request,
reasonable accommodations in the application process will be provided to individuals
with disabilities. To inquire about the University’s nondiscrimination or affirmative action
policies or to request disability accommodation, please contact: Director, Office of Equal
Opportunity and Affirmative Action, 201 S. Presidents Circle, Rm 135, (801) 581-8365.
The University of Utah values candidates who have experience working in settings with
students from diverse backgrounds, and possess a strong commitment to improving
access to higher education for historically underrepresented students.
61
Fall Career Guide
Legal INSIGHTS
Lessons of the Ellen Pao Case
By Jeffrey W. Larroca, JD
T
he Ellen Pao gender
discrimination case against
her former employer — the
venture capital firm Kleiner Perkins
Caufield & Byers (Kleiner Perkins).—
was noteworthy for several reasons,
other than its bombshell revelations
and social impact. Pao, a former interim
CEO for Reddit — an entertainment,
social networking, and news website.—
sued Kleiner Perkins, alleging that
during her tenure there she worked
in a culture steeped in gender
discrimination. Unlike many highprofile cases, however, this one did
not settle before trial, revealing much
about both Pao and Kleiner Perkins
that all parties probably wished had
remained private. Distilled, Pao’s allegations were
as follows: After she started at the
firm in 2007, she was pressured into
a consensual affair by a co-worker;
she was denied opportunities and
advancements given to men; and, after
she complained internally, she suffered
retaliation. After nearly a month-long
trial, Pao lost her case, when the sixwoman, six-man jury ruled against her
in March of this year. Certain facets
of the trial contain several lessons for
62
October 2015
claimants of gender discrimination
and those on the receiving end of such
claims in any field, be it business
or academia.
First, employers confronting such
allegations are a great deal more
sophisticated than in the past, utilizing
women to immunize themselves from
a suggestion of sex discrimination, in
essence communicating that “if this is
such a bad place for women, why is this
woman doing so well?” At trial, Kleiner
Perkins relied on the testimony of
another high-powered female executive,
Mary Meeker, a former Morgan
Stanley executive who joined the
firm in 2011. While Meeker testified
favorably about Pao’s abilities, she also
stated that during her time at the firm,
she, herself, had never witnessed or
suffered gender discrimination.
Second, juries are certain to be less
sympathetic to claimants who have
successfully moved on to bigger and
better things. Lawsuits are ultimately
about damages suffered by someone
on the way up, which are likely more
compelling than ones brought on
behalf of those who have moved on
and done as well or better. Pao sought
$16 million at trial for lost promotions
and opportunities, but even after being
fired by Kleiner in 2012, she was paid
$33,333 a month for six months (plus
benefits and a bonus). Kleiner Perkins
used an expert witness who testified
that Pao had no problem getting a great
job after she left the firm. Moreover,
as is clear from the transcript, Pao
herself characterized her claims as
encompassing something larger than
herself: “Litigation is painful and
difficult,” she said. “This has been
going on for three years now, and all my
information is now public. This is not
a good process for resolving disputes. I
wanted something meaningful to avoid
all this, so women wouldn’t feel at risk
and treated unfairly; I wanted [Kleiner
Perkins] to say, ‘We take responsibility
for creating a culture that is fair and
where women are treated equally,’ and
I couldn’t get them to do that.”
Third, it may be that jurors are
becoming inured to salacious facts that
in the past may have been problematic
for employers. On the stand, Pao
testified that a male partner openly
discussed porn stars, the Playboy
Mansion, and Victoria’s Secret on a
private plane trip, and that another
partner gave her a book of poetry
with drawings of naked women. Yet the observations of
one of the jurors underscore the fact that smaller issues can
make all the difference. That juror said the jury was most
influenced by Pao’s lackluster performance reviews, which he
noted “really stuck out. … We went back and looked at areas
to improve, but they tended to stay the same through the
years. Where we saw the same remarks for other individuals,
we saw they tended to be addressed and then changed. …
We felt that she did a great job during her five years as a
chief of staff (for Doerr), but her reviews changed in the
venture role.”
Fourth, a claimant can expect that the defense will
have conducted an exhaustive investigation if such a claim
makes it to trial. This excerpt from Pao’s cross-examination
highlights the point:
Hermle: We heard yesterday about John Doerr talking to
you about resenting your co-workers during your self-review
discussion. Did you create a chart of what you resented about
Wen Hsieh, Ajit Nazre, and John Doerr?
Pao: I may have.
Directors of
Advancement:
Think Strategically!
Think Systematically!
Think AHEAD!
Dr. William T. Lewis, Sr., & Associates offers innovative
coaching and capacity building solutions to help higher
education advancement professionals increase brand
value and market share from diverse and underutilized
alumni and donor constituencies. Our signature service,
the Assessing Higher Education Advancement of Diversity
Fundraising (AHEAD) Toolkit is a strategic assessment
and evaluation of the interface between colleges and
universities fundraising and diversity efforts. This program
will provide your advancement staff the tools they need
to increase the philanthropy of diverse and underutilized
alumni and donors. Dr. Lewis offers three customizable
packages to meet your university needs and budget.
Hermle: And you kept that chart on your computer at Kleiner
Perkins, didn’t you?
Pao: I don’t remember.
Hermle [offering exhibit]: Please tell us if this is the
resentment chart?
Pao: It is.
Hermle: And in the box where it says “resentment,” these are
the things you resented about Wen Hsieh, Ajit Nazre, and
John Doerr.
Other questions Pao was asked referenced her affair with the
co-worker: You knew he was married with small children?
You still slept with him two months later?
Like the issues it raised, the case is not necessarily
over. Despite her loss at trial, Pao has asked for $2.7 million
from Kleiner Perkins. In exchange, she promised not to
appeal the verdict. Kleiner Perkins has rejected the offer.
Stay tuned. AHEAD
Fundraising
Toolkit
Contact [email protected]
for more information
Jeffrey W. Larroca, JD, is a member of the Eckert Seamans
law firm in Washington, D.C., in the litigation division. His
practice focuses on labor and employment litigation. He
is also a member of the INSIGHT Into Diversity Editorial
Board. If you have a legal question, contact him at jlarroca@
eckertseamans.com.
63
CAL POLY POMONA
58
New Tenure Track Positions
Departments in the College of Agriculture
Discipline
Agribusiness & Food Industry Management
Agricultural Science
Animal & Veterinary Science (2 positions)
General Animal Science
Apparel Merchandising & Management
Apparel Merchandising and
Management
Human Nutrition & Food Science (2 positions) Community Nutrition/Nutrition
Education; Nutrition Science
Plant ScienceAgronomy/Sustainable Agriculture
Departments in the College of Business Administration
Accounting (4 positions)
Financial Accounting;
Cost/Managerial; Taxation
Computer Information Systems
Computer Information Systems
Finance, Real Estate & Law
Investment and Portfolio
Management
International Business & Marketing
International Business
Management & Human Resources (2 positions) Management/Organizational
Behavior; Strategic Management
Departments in the College of Education and Integrative Studies
Education (4 positions)
Doctoral Studies; Early Childhood;
Single Subject Credential
Coordinator; Social Sciences
Ethnic & Women’s Studies
Native American Studies
Interdisciplinary General Education
US History In American Global
Context with Environmental
Emphasis
FALL CAREER GUIDE
Departments in the College of Engineering
Aerospace Engineering
Chemical & Materials Engineering
Civil Engineering (2 positions)
Electrical Engineering (2 positions)
Engineering Technology (2 positions) Industrial & Manufacturing Engineering
Mechanical Engineering (2 positions) Unmanned Aerial Systems (UAS)
Energy and Environment
Geotechnical Engineering;
Geospatial Engineering
Physical Cyber/Info Security;
Embedded/Reconfigurable
Computing
Machine Elements/Applied
Mechanisms/Production Control
Systems Engineering
Energy Systems; Machine Design
The University of Utah Department of Pathology is recruiting a full-time Medical Director of
Molecular Oncology (solid tumors) to be primarily based at ARUP Laboratories at the rank
of Assistant Professor, Associate Professor or Professor in either the clinical or tenure
tracks, depending on the qualifications of the candidate. Appropriate individuals should
have M.D. or M.D., Ph.D degrees and be board certified in Anatomic Pathology and
Molecular Genetic Pathology by the American Board of Pathology.
ARUP Laboratories is a national reference laboratory owned and operated by the
University of Utah Department of Pathology offering molecular testing of solid tumors on
a variety of platforms, including several involving next generation (massively parallel)
sequencing. The appropriate candidate will participate in molecular oncology sign-out
and in the development and implementation of new tests. Candidates are also expected
to participate in the educational, academic and research missions of the University.
Ample opportunities are available for collaboration with world-class research groups at
the University of Utah School of Medicine, the Huntsman Cancer Institute and in the
Department of Human Genetics. Salt Lake City, Utah is diverse and vibrant community
and offers numerous opportunities for an active lifestyle in a spectacular natural
environment.
Applicants should submit electronically to, http://utah.peopleadmin.com/postings/44753,
a curriculum vitae, a brief cover letter, and the names and addresses of three references.
Please contact [email protected] with any questions.
For more information on the university and ARUP Laboratories, see www.utah.edu,
www.aruplab.com, or http://www.aruplab.com/genetics
The University of Utah Health Sciences Center is a patient focused center distinguished
by collaboration, excellence, leadership, and Respect. The University of Utah HSC values
candidates who are committed to fostering and furthering the culture of compassion,
collaboration, innovation, accountability, diversity, integrity, quality, and trust that is integral
to the mission of the University of Utah Health Sciences Center.
The University of Utah is an Affirmative Action/Equal Opportunity employer and does not
discriminate based upon race, national origin, color, religion, sex, age, sexual orientation,
gender identity/expression, status as a person with a disability, genetic information,
or Protected Veteran status. Individuals from historically underrepresented groups,
such as minorities, women, qualified persons with disabilities and protected veterans
are encouraged to apply. Veterans’ preference is extended to qualified applicants,
upon request and consistent with University policy and Utah state law. Upon request,
reasonable accommodations in the application process will be provided to individuals
with disabilities. To inquire about the University’s nondiscrimination or affirmative action
policies or to request disability accommodation, please contact: Director, Office of Equal
Opportunity and Affirmative Action, 201 S. Presidents Circle, Rm 135, (801) 581-8365.
The University of Utah values candidates who have experience working in settings with
students from diverse backgrounds, and possess a strong commitment to improving
access to higher education for historically underrepresented students.
Departments in the College of Environmental Design
ArtArt History
Urban and Regional Planning
Urban Design
Departments in the College of Letters, Arts and Social Sciences
Communication (2 positions)
Journalism; Organizational
Communication
English & Foreign Languages
Rhetoric and Composition
Geography & Anthropology
Biological Anthropology
Music
Music Industry Studies and Music
Technology
PhilosophyLatin American Philosophy or
Philosophy of Race
Political Science
Comparative Politics
Psychology & Sociology (2 positions)
Experimental Cognitive
Psychology; Sociology/Juvenile
Delinquency
Departments in the College of Science
Biology (2 positions)
Physiologist; Environmental
Toxicology
Chemistry (2 positions)
Biochemistry; Organic Chemistry
Computer Science (3 positions)
Cloud Computing; Data Mining;
Software Development
Kinesiology & Health Promotion (3 positions) Exercise Physiology; Adapted
Physical Education;
Biomechanics
Mathematics (2 positions)
Applied Mathematics/Operations
Research; Pure Mathematics
PhysicsHigh Energy
University LibrarySubject Librarian
Specifics of these openings and background check information are available at:
http://www.cpp.edu/~faculty-affairs/open-positions/index.shtml
Cal Poly Pomona, one of two polytechnic universities in California, is a member of the
23-campus California State University system. Our student population of approximately
24,000 enrolls in 51 baccalaureate, 30 master’s degree programs, 11 credential and
certificate programs, and a doctorate in Educational Leadership, presented by 1,200
faculty. We are proud of our status as a Hispanic Serving Institution. Our scenic and
historic 1,400-acre campus, once the winter ranch of cereal magnate W.K. Kellogg, is
located about 30 miles east of downtown Los Angeles. Southern California is one of the
most dynamic economic and cultural environments in the country, and the campus is
within an hour’s drive of beaches, mountains, and desert. For more information about
our university please visit: http://www.cpp.edu/~aboutcpp/index.shtml
EOE/Minorities/Females/Vets/Disability
64
October 2015
The Department of Music at Emory University, Atlanta, Georgia,
seeks to hire a tenure-track music theorist at the rank of
Assistant Professor. The successful candidate will maintain
exceptional records in the areas of research, publication,
teaching, and service. All areas of research specialization will
be considered. The teaching duties will entail two academic
courses per semester, including those in the core music
theory sequence for majors. A commitment to teaching and
mentoring undergraduate students is essential. A completed
PhD is required by August 1, 2016. The application deadline
is November 1, 2015. To apply, please send an application
letter and a CV and arrange for three confidential letters of
recommendation to be sent to https://sjobs.brassring.com/1033/
ASP/TG/cim_home.asp?partnerid=25066&siteid=5449
Please do not send additional materials at this time. Emory
University is an Equal Opportunity/Affirmative Action/Disability/
Veteran employer. Women, minorities, persons with disabilities
and veterans are encouraged to apply.
SEIZE THE
opportunity.
Kellogg School of Management has a deep commitment to diversity through every
aspect of our school. Based just outside of Chicago, the school is a global leader in
management education, renowned for its distinctive thought leadership and
pioneering approach to learning.
Kellogg develops brave leaders who inspire growth in people, organizations and
markets. View our available employment opportunities and learn how to join our
courageous, supportive and driven team.
ARE
you GROWTH
MINDED?
JOIN KELLOGG TODAY
NORTHWESTERN. EDU/HR/CAREERS
LEARN MORE ABOUT OUR DIVERSE COMMUNITY
KELLOGG. NORTHWESTERN. EDU/ABOUT/DIVERSITY- INCLUSION
Closing INSIGHT
Student Perspective: Miami University in Ohio
Name: Duncan Stewart
Year: Sophomore
Major: Political Science and Journalism
“With an undergraduate student body that is 84
percent white, Miami University in Ohio makes finding
diversity difficult. Sometimes, it seems like there is
only one kind of Miami student. On a recent trip to
the student center, I glanced around and realized that
everyone in sight was Caucasian. This wasn’t the first
time I’d noticed the whiteness of my university, but I
found it especially striking.
“However, Miami’s diversity problem is wellacknowledged by the student body, and some are
working to change it. There are several student groups
dedicated to promoting diversity and celebrating other
cultures; the Office of Diversity Affairs frequently hosts
events aimed at educating students on inclusivity and
multiculturalism; and last spring, a Black Lives Matter
protest drew an enormous crowd to campus.
“The school is slowly changing, bringing in more and
more diverse students who challenge the notion that
there is only one kind of Miamian. The more diverse the
school becomes, the better it will prepare students for
real life — where everyone doesn’t look the same, act the
same, or share the same experiences. Hopefully, these
slow but steady changes will happen faster, and Miami
can show that it’s possible for a school known for a lack
of diversity to become a place where all are welcomed.”
66
October 2015
The University of Florida’s Warrington
College of Business was proud to be the
official academic sponsor of the 37 th
Annual National Black MBA Association
(NBMBAA) Conference and Exposition.
Warrington has been an ardent supporter of diversity
in business schools. The College is proud to align with
NBMBAA to advance this cause, and help thousands
of business students realize their career goals.
→ TOP 20 Among US Publics in U.S. News and World
Report’s Graduate and Undergraduate rankings
→ THE WORLD’S NO. 3 ONLINE MBA according to the
Financial Times
→ Nine MBA program offerings (Executive, Full-Time (3),
Online (2), Professional (2), South Florida)
To learn more about Warrington, visit
WA R R I N GT O N . U F L . E D U
67
ON THE RISE
11%
Enrollment
Increase
17%
Graduation
Increase
100%
Growth in Multicultural Business
Program scholarships
Since 2013
CONSISTENTLY RANKED
Top 5
Center for
Entrepreneurship
(Princeton Review)
Top 20
Supply Chain
Management
(Gartner)
Top 10
MBA
Program
Top 25
International
Business
price.ou.edu|(405) 325-3611
(Best Value by College Atlas)
(U.S. News & World Report)
The University of Oklahoma is an equal opportunity institution. www.ou.edu/eoo

PDF - INSIGHT Into Diversity

Transcription

Similar documents

Overcoming Implementing Increasing Cooperating

the Guidelines for the registration on

TotalCard - Identification Systems Group

Vital Signs week 2 - Love God

Change in Program Plan – Graduate Studies

St. John of God - Planning Office for Urban Affairs

94546 careerlink 3x10.crtr

The evacuation of people with disabilities from Corpus

Arkansas Disability Coalition Parent Training and Information Center

Tsuen Wan Government Secondary School Student Oriented