Category: Equality

Boosting College Diversity: Strategies for Minority Recruitment

Diversity in higher education is crucial for creating a rich and vibrant learning environment. When students from different backgrounds, cultures, and experiences come together, it fosters a more dynamic exchange of ideas and perspectives. This diversity not only enriches the educational experience for all students but also prepares them for the globalized world they will enter upon graduation. Exposure to diverse viewpoints and experiences helps students develop critical thinking skills, empathy, and cultural competence, all of which are essential for success in today’s interconnected society.

Furthermore, diversity in higher education is essential for addressing systemic inequalities and promoting social justice. By providing opportunities for underrepresented minority groups to access higher education, colleges and universities can help bridge the gap in educational attainment and economic opportunities. This, in turn, contributes to a more equitable society and a workforce that reflects the diversity of the population. Additionally, diverse campuses can help break down stereotypes and prejudices, fostering a more inclusive and tolerant society. In short, diversity in higher education is not just a matter of representation; it is a fundamental component of a well-rounded education that prepares students to thrive in an increasingly diverse and interconnected world.

Key Takeaways

Diversity in higher education leads to a richer learning environment and better prepares students for a globalized workforce.
Implementing targeted recruitment strategies, such as outreach programs and partnerships with minority-serving organizations, can help increase minority representation in college admissions.
Addressing racism and discrimination in the recruitment process requires proactive measures, such as implicit bias training for admissions staff and creating a welcoming campus environment for all students.
Promoting inclusivity for LGBT students in college admissions involves providing resources and support, such as gender-inclusive housing options and campus organizations for LGBT students.
Diversity, Equity, and Inclusion (DEI) should be integrated into all aspects of college recruitment, from admissions policies to campus culture, to ensure a welcoming and supportive environment for all students.

Strategies for Minority Recruitment in College Admissions

Recruiting minority students in college admissions requires a multifaceted approach that addresses the various barriers they may face in accessing higher education. One effective strategy is to establish partnerships with high schools and community organizations that serve minority populations. By building relationships with these institutions, colleges and universities can reach out to potential applicants, provide information about the admissions process, and offer support in navigating the complexities of applying to college. Additionally, targeted recruitment efforts, such as hosting campus visits or college fairs specifically for minority students, can help demystify the college experience and make it more accessible.

Another important strategy is to provide financial support and scholarships for minority students. Many underrepresented minority groups face financial barriers that make higher education seem out of reach. By offering need-based aid and merit-based scholarships specifically for minority students, colleges and universities can make their institutions more attractive and accessible. Furthermore, providing mentorship programs and support networks for minority students can help them navigate the challenges of college life and feel a sense of belonging on campus. These strategies not only increase the diversity of the student body but also contribute to the academic and social success of minority students.

Addressing Racism and Discrimination in the Recruitment Process

One of the most significant barriers to minority recruitment in college admissions is the presence of racism and discrimination in the recruitment process. Colleges and universities must actively work to address these issues to create a more inclusive and equitable environment for all students. This can be achieved through implementing anti-bias training for admissions staff and faculty involved in the recruitment process. By raising awareness about unconscious biases and providing tools to mitigate their impact, institutions can ensure that all applicants are evaluated fairly and without prejudice.

Additionally, colleges and universities must actively work to create a campus culture that values diversity and actively combats racism and discrimination. This can be achieved through implementing diversity training for all members of the campus community, fostering open dialogue about race and discrimination, and establishing clear policies and procedures for addressing instances of bias or discrimination. Furthermore, colleges and universities should actively recruit faculty and staff from diverse backgrounds to ensure that the campus leadership reflects the diversity of the student body. By taking these proactive measures, institutions can create a more welcoming and inclusive environment that attracts a diverse pool of applicants.

Promoting Inclusivity for LGBT Students in College Admissions

Metrics	Data
Number of colleges with LGBT-inclusive admissions policies	200
Percentage of colleges offering LGBT-specific scholarships	35%
Percentage of colleges with LGBT resource centers	60%
Number of colleges with gender-neutral housing options	300

In addition to addressing racial diversity, colleges and universities must also work to promote inclusivity for LGBT students in the college admissions process. LGBT students often face unique challenges when applying to college, including concerns about discrimination, lack of support networks, and limited access to resources. To address these challenges, colleges and universities can take several steps to create a more inclusive admissions process. One important strategy is to provide resources and support specifically tailored to LGBT applicants, such as information about LGBT-friendly campus policies, housing options, and support services.

Furthermore, colleges and universities can work to create a campus culture that actively supports and celebrates LGBT diversity. This can be achieved through implementing non-discrimination policies that explicitly protect LGBT students, providing training for admissions staff on LGBT issues, and offering mentorship programs or support networks for LGBT applicants. Additionally, colleges and universities can actively recruit LGBT faculty and staff to ensure that the campus leadership reflects the diversity of the student body. By taking these steps, institutions can create a more welcoming environment for LGBT applicants and contribute to a more inclusive campus community.

The Role of Diversity, Equity, and Inclusion (DEI) in College Recruitment

Diversity, equity, and inclusion (DEI) are essential principles that should guide college recruitment efforts. DEI initiatives are designed to create a more equitable and inclusive environment for all students, regardless of their background or identity. In the context of college recruitment, DEI principles can inform every aspect of the admissions process, from outreach efforts to application review to campus culture. Colleges and universities can integrate DEI principles into their recruitment efforts by actively seeking out diverse applicants, providing support for underrepresented groups, and creating a campus culture that values diversity and actively combats discrimination.

Furthermore, DEI principles can inform the development of policies and procedures that promote equity in the admissions process. This can include implementing holistic admissions processes that consider the whole student rather than relying solely on standardized test scores or grades. Additionally, colleges and universities can provide need-based aid and scholarships specifically targeted at underrepresented minority groups to ensure that financial barriers do not prevent qualified applicants from accessing higher education. By integrating DEI principles into every aspect of the recruitment process, colleges and universities can create a more equitable and inclusive environment that attracts a diverse pool of applicants.

Overcoming Barriers to Minority Recruitment in Higher Education

Despite efforts to promote diversity in higher education, there are still significant barriers that prevent many minority students from accessing college. These barriers can include financial constraints, lack of access to information about the admissions process, inadequate support networks, and systemic inequalities in K-12 education. To overcome these barriers, colleges and universities must take proactive measures to address these challenges at every stage of the recruitment process.

One important strategy is to provide comprehensive support for underrepresented minority students throughout the admissions process. This can include offering workshops or information sessions on college admissions for minority students and their families, providing mentorship programs or support networks for applicants from underrepresented groups, and offering need-based aid or scholarships specifically targeted at minority students. Additionally, colleges and universities can work to build relationships with high schools and community organizations that serve minority populations to ensure that information about higher education is reaching those who need it most.

Furthermore, colleges and universities must work to address systemic inequalities in K-12 education that disproportionately impact minority students. This can include partnering with local schools to provide resources or support programs that help prepare minority students for college, advocating for policies that promote equity in education at the local or state level, or providing outreach programs that bring college resources directly into underserved communities. By taking these proactive measures, colleges and universities can help break down barriers to minority recruitment in higher education.

Creating a Supportive and Inclusive Environment for Diverse College Students

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Once minority students are recruited to college, it is essential to create a supportive and inclusive environment that ensures their success. This can be achieved through implementing policies and programs that address the unique needs of diverse student populations. For example, colleges and universities can provide resources such as multicultural centers or affinity groups that offer support networks for minority students. Additionally, institutions can offer mentorship programs or academic support services specifically tailored to the needs of underrepresented minority groups.

Furthermore, colleges and universities must actively work to create a campus culture that values diversity and actively combats discrimination. This can be achieved through implementing diversity training for all members of the campus community, fostering open dialogue about race, gender identity, sexual orientation, and discrimination, as well as establishing clear policies and procedures for addressing instances of bias or discrimination. Additionally, colleges and universities should actively recruit faculty and staff from diverse backgrounds to ensure that the campus leadership reflects the diversity of the student body.

In conclusion, promoting diversity in higher education is not just a matter of representation; it is essential for creating a rich learning environment that prepares students for success in an increasingly diverse world. By implementing strategies for minority recruitment in college admissions, addressing racism and discrimination in the recruitment process, promoting inclusivity for LGBT students, integrating DEI principles into recruitment efforts, overcoming barriers to minority recruitment in higher education, and creating a supportive environment for diverse college students, colleges and universities can create a more equitable and inclusive environment that benefits all students.

FAQs

What is college minority recruitment?

College minority recruitment refers to the efforts made by colleges and universities to attract and enroll students from underrepresented minority groups, such as African American, Hispanic, Native American, and Asian American students.

Why is college minority recruitment important?

College minority recruitment is important for promoting diversity and inclusion on college campuses. It also helps to provide educational opportunities to students from historically marginalized communities and contributes to a more equitable and representative higher education system.

What are some strategies used in college minority recruitment?

Some strategies used in college minority recruitment include targeted outreach to high schools with high minority populations, partnerships with community organizations, offering scholarships and financial aid specifically for minority students, and creating support programs and resources for minority students on campus.

What are the benefits of college minority recruitment?

The benefits of college minority recruitment include a more diverse and inclusive campus community, increased access to higher education for underrepresented groups, and the opportunity to learn from a wide range of perspectives and experiences.

Are there any laws or regulations related to college minority recruitment?

Yes, colleges and universities are required to comply with federal and state laws related to affirmative action and equal opportunity in admissions and recruitment. These laws prohibit discrimination on the basis of race, ethnicity, or national origin in the recruitment and admissions process.

June 17, 2024

US Education Secretary calls on schools to increase parent involvement

He chose the Hernández School, where children learn in Spanish and English, to highlight the work of a Spanish-speaking family liaison and a program that trains Spanish-speaking parents to work as teachers’ aides.

“There’s a sense of community and sense of family here,” said Cardona, after visiting classes and speaking with parents.

One mother said she received crucial help in Spanish from the family liaison at the school filling out an application for Section 8 housing.

Another said the school and its psychologist had helped her family understand the mental health challenges her son, who had become hyperactive and aggressive, was having.

“Through talking with the psychologist, we better understand what motivates our children and how to incentivize them to do better,” she said.

Cardona, who grew up in a Puerto Rican family in Connecticut, spoke fluent Spanish with the group of parents and educators. He stressed that representation matters if schools want parents to get involved.

“We need more people in schools who can connect with families … especially after the pandemic,” Cardona said in Spanish, mentioning that his wife worked as a school family liaison.

Parent engagement has rarely gotten much attention as a national education priority, but the pandemic may have changed that.

“The pandemic has shown a huge spotlight on the fact that many schools do not have deep engagement with families, because many schools didn’t even know how to contact parents,” said Rebecca Winthrop, senior fellow at the Brookings Institution, a D.C.-based left-leaning think tank.

And online learning gave parents front row seats in the classroom, enabling them to watch their children’s online lessons, help their children troubleshoot technical problems, or teach them to read.

“Parents now realize how important their role is,” said Ivelisse Caraballo, the executive director of the Collaborative Parent Leadership Action Network, a parent training organization based in Boston, that focuses on immigrant and low-income families.

As Cardona solicited ideas Friday for improving parent engagement, parents pointed to a program started this fall at the Hernández K-8 to train parents to become teachers’ aides.

The initiative was modeled after the Parent Mentor program run by St. Stephen’s Youth Services, which trains parents and caregivers at four Boston schools.

School leaders were motivated to start their own program after hearing about the financial pressure some parents were feeling. Many mothers had given up their jobs to supervise their children during remote learning and hadn’t returned to work. The severe labor shortage also meant it might be hard finding classroom help, especially workers who spoke Spanish.

So, the school started a small program to train mothers to work in classrooms with young children learning to read. The mothers spend two hours a day working with children and are paid for their time using federal COVID-19 relief money, according to school leaders.

The program started as was a way to give mothers professional training and take advantage of their skills. But the program has also become a powerful parent engagement tool.

“Now I feel like I can help my child with school work,” one mother participating in the program told Cardona in Spanish.

Bianca Vázquez Toness can be reached at bianca.toness@globe.com. Follow her on Twitter at @biancavtoness.

This content was originally published here.

April 1, 2023
NFL should add three new teams and mandate Black owners, Deion Sanders says

Trying to force old white men from a certain era to hire Black head coaches is a flawed plan, said Sanders, and he suggests Black ownership to improve diversity

The NFL should add three teams and require minority ownership for all of them, former league great and now HBCU head coach Deion Sanders said on his podcast Thursday.

“If you want equality, you have to start from the top-down,” Sanders said on 21st and Prime. “You don’t have equality starting from the middle up. You start from the top down. When you’re shooting for the coach, you’re in the middle. You’ve got to go to the top if you want equality.”

Currently, there are no Black owners in the NFL. On Tuesday, Allen Media Group CEO Byron Allen, who owns TheGrio, announced that he was preparing a bid to buy the Denver Broncos.

Jackson State University football coach Deion Sanders in Sept. 2021. (Photo: Maddie Meyer/Getty Images)

The NFL has 32 teams and has discussed expanding to as many as 40, according to NFL insider Mike Florio. That would certainly open ample opportunities for prospective Black owners.

Sanders’ suggestion comes as the NFL reels from a lawsuit by former Miami Dolphins head coach Brian Flores alleging discrimination in hiring; and a statement from Commissioner Roger Goodell slamming his own league’s middling progress in diversity and exclusion efforts.

The league also faces continued criticism for its lack of Black head coaches. While 70% of NFL players are Black, there are currently just two Black head coaches —- Houston’s Lovie Smith and Pittsburgh’s Mike Tomlin. Newly minted Miami Dolphins head coach Mike McDaniel identifies as multiracial.

But Sanders, on his podcast, goes further and argues the diversity debate over coaches misses the boat. Ownership results in the ultimate power in a league in which the average team has a valuation of $3.5 billion.

(Photo by Elsa/Getty Images

Get more Black owners and they can make real change by offering more high-level opportunities to African Americans throughout the NFL, Sanders believes.

In a nod to the Rooney Rule, which mandates interviewing minority candidates for head coaching jobs, Sanders said telling billionaires what to do doesn’t work.

“You cannot tell a man that’s very, very successful who and when they’re going to hire,” Sanders said.

Given that, his suggestion makes sense.

Sanders played most of his career with the Dallas Cowboys and was elected to the Pro Football Hall of Fame in 2011. He has since become, arguably, one of the most high-profile head coaches in college football in his position at Jackson State.

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This content was originally published here.

March 9, 2023
Federal Rule Change Likely to Impact International and Immigrant Students

While the U.S. public-charge rule has existed since the 1990s, the new version recently published has far-reaching implications for immigrant and international students and their families.

The rule requires individuals seeking to enter the U.S. either as immigrants or nonimmigrants to show they are self-sufficient and will not require public resources, including government benefits such as welfare, for support. In the new version, U.S. Department of Homeland Security (DHS) has expanded the definition of “public charge” to include non-cash public benefits.

“That’s a major change,” said immigration attorney Allen Orr, Jr. “It could be books. It could be a housing stipend. It could be any number of things that are not specifically cash.”

The rule defines “public charge” as someone who has received one or more designated public benefits for more than 12 months within any three-year period. These would include, but not be limited to, Supplemental Security Income (SSI), Temporary Assistance to Needy Families (TANF), Supplemental Nutritional Assistance Program (SNAP), most forms of Medicaid and certain housing programs.

“Colleges and universities have, especially recently, been trying to connect students with public benefits programs like SNAP,” said Dr. Miriam Feldblum, executive director of the Presidents’ Alliance on Higher Education and Immigrants, an organization that brings together college and university leaders dedicated to increasing public understanding of how immigration policies and practices impact students.

“Colleges and universities have been told, ‘You need to do more to help those students that are experiencing food insecurity be connected to these programs,’” said Feldblum.

“What the ‘public charge’ has already shown just by the prospect of it and now what it will do is make immigrant students ever more cautious, making the decision to be ‘better safe than sorry’ and not participate in those programs even when they’re eligible to do so,” she added. “That will affect them and members of their families.”

An example of how international students could be affected is being turned down for an extension of F-1 (student visa) status because a benefit, such as SNAP, has been utilized.

The same could be true if a foreign student applied to change status. When applying for an extension or change of status, the individual would be required to demonstrate they have not utilized public benefits for the proscribed time period.

The rule should not impact naturalized U.S. citizens or current lawful permanent residents on their path to citizenship.

Undocumented individuals, however, are particularly vulnerable.

A brief from the U.S. Immigration Policy Center said undocumented individuals have become more fearful of accessing public services, such as healthcare and free school meals.

Feldblum said both undocumented and documented students may become fearful of utilizing available benefits for fear of consequences. She points out that many students are part of families in which some people are documented and some undocumented.

Orr added that someone attending college on a student visa may have a U.S. citizen child, but be afraid to access the benefits available to that child.

“They are more likely to avoid support programs whether or not they’re defined as public benefits under the ‘public charge’ test,” said Feldblum. “If they’re likely to avoid these programs, then they’re more likely to be deterred from pursuing higher education. Or they’re more likely to drop out of higher education because they have to be concerned about nutrition, housing and finding other ways to support their basic core needs.”

The rule gives U.S. Citizenship and Immigration Services (USCIS) discretionary authority, which greatly concerns Orr.

“What the rule does is open up a whole can of discretion for an officer to use,” said Orr, first vice-president of the American Immigration Lawyers Association. “It could lead to unequal adjudication because an officer is making an assessment on the totality of the circumstances, which basically means on his or her discretion.”

Orr gives the example of two international students studying in different parts of the U.S. who have received essentially the same benefit. “They end up with an officer with a different take on the ‘public charge’ and get a different result,” said Orr.

The preamble to the rule states that Pell grants and student aid programs will not be considered as grounds for inadmissibility. Feldblum said high school and college counselors, financial aid officers and leaders in higher education must become extremely well-informed so they can speak with understanding on all implications.

Orr encourages students to be thorough in investigating any benefits offered.

“The onus is on you to do the research to see where the benefit comes from,” said Orr.

He explained that a benefit may be coming from a local program, but upon further review it’s discovered that the program has some federal funding. “Now the onus is on the individual—documented or undocumented—to know where the funds are coming from.”

Feldblum fears the public-charge rule increases barriers and may deter individuals from wanting to study in the U.S., which would diminish the rich diversity they bring to U.S. institutions. She said the onus cannot only be on students to understand what benefits may be considered public charge.

All the nuances of the rule are not yet known, but for now, everyone working in higher education needs more training on the issues to best serve those students potentially impacted, she said.

“When students need to worry about food insecurity, about housing, about basic core needs, they are far less likely to continue on in higher education and never be able to fully realize their potential,” said Feldblum. “It has profound consequences on an entire community.

“Higher education, as it’s outlined in the final rule, promotes income stability and prosperity for immigrants. Yet, ironically, the rule will reduce the prospects of immigrant students pursuing higher education.”

This content was originally published here.

August 23, 2022
Sherri Charleston on 1st-year as diversity and inclusion chief

This week, the Office for Equity, Diversity, Inclusion and Belonging released its first Community Update under the leadership of chief diversity and inclusion officer Sherri Charleston, who began her work in the role in August of 2020.

The Gazette spoke with Charleston to hear her reflections on her first year-plus on the job, how she is building out the capacity of OEDIB (which was recently renamed), how her team has created new opportunities for community engagement and organizational excellence in their work over the past 14 months, and what her plans are for the future. This interview was edited for clarity and length.

Q&A

Sherri Charleston

GAZETTE: We last checked in with you about a year ago, when you had just begun in your role as chief diversity and inclusion officer at Harvard. How are things going now that you’ve been in the job for about 14 months?

CHARLESTON: I can’t believe it’s been 14 months since I started in this role. The time has really flown by.

I began my tenure at Harvard by listening, learning, and gathering data from the community. This was a critical first step. I spent the first four months connecting with members of the Inclusion and Belonging Task Force, leaders from across campus who had been driving this work for years, and approximately 2,500 members of the community. In all, we collected about 500 hours’ worth of listening data, which helped us identify key areas for long-term strategic planning that would allow OEDIB to have the broadest impact, both over the long term, and in the coming weeks and months. This helped us to develop a five-year strategic model to guide Harvard in our pursuit of inclusive excellence.

We have also worked to clarify what we mean by inclusive excellence. Inclusive excellence is a framework that embraces inclusivity and equity as foundational to the true excellence espoused in Harvard’s mission and is key to our ability to maintain our distinction as a great university. The aspiration to achieve inclusive excellence is an acknowledgment of the real value and excellence that is derived from including a diversity of people with unique experiences, skills, thoughts, backgrounds in the pursuit of common goals.

OEDIB’s mission is to champion and support inclusive excellence by helping to foster a campus culture where everyone can thrive. This is a community-wide effort that we catalyze by creating partnerships and convening campus stakeholders, by serving as a consultant in support of Schools, units, and central leadership, and by aligning equity, diversity, inclusion, belonging, and anti-racism initiatives across the University.

We’ve now embarked on the first phase of our five-year planning model. For the last 14 months we have been in our organizational phase — building our office and engaging a distributed group of leaders from across campus. In the next two phases we will work collectively with campus partners to establish our common goals and assess our shared progress.

GAZETTE: As part of this organizational phase, you have already been making important updates to the work of your office. One of the very prominent changes you’ve made is that, moving forward, the office will be called the Office for Equity, Diversity, Inclusion and Belonging. Tell us more about why the addition of “equity” is important and what that means for your work.

CHARLESTON: The decision to change the name was an outgrowth of the conversations we were having across campus; we heard a clear call from the community to articulate a focus on inclusion, belonging, and equity within the mission of the office. The word equity is so important to capturing the full breadth of OEDIB’s work, which, by the way, will still be pronounced “O-dib,” for those who know us by our acronym.

Also, the Affirmative Action/Equal Employment Opportunity team joined OEDIB last January. We’re proud to house their important mission in our office, and adding the word equity is an acknowledgment of their work.

GAZETTE: You’ve been expanding upon the capacity of your office in your short time at Harvard.

CHARLESTON: When we spoke a year ago, I talked about my four pillars for achieving inclusive excellence: organizational excellence, community engagement, asset-based approaches, and research-informed practices. The additions that we’ve made to the team, and plan to make moving forward, are reflective of those four pillars. We now have a senior director for administration and operations, and we have hired two new staff members, a senior outreach officer and a senior manager of community engagement, over the past six months. We will also fill two additional openings, one focused on equity, diversity, and inclusion learning, and one focused on research and assessment, in the months to come.

GAZETTE: OEDIB just released a community update. What can you tell us about this report?

CHARLESTON: We’re really excited for the community update, which details the University leadership’s commitment to EDIB work, our office’s progress in key areas over the past year, and highlights the important work of various campus partners.

I encourage everyone to read the update, as it is our way of communicating our progress and our plans going forward. To this end, we’ve also launched a new diversity and inclusion webpage at Harvard.edu that captures the breadth of work happening across Harvard, and that hopefully makes it easier to find information related to EDIB activities across the institution. These are both important steps in fulfilling our commitment to greater community involvement and to developing a shared vision for all members of the community.

GAZETTE: Tell us more about some of the new University efforts you’ve put in place since you began at Harvard.

CHARLESTON: Over the past year, we focused on building out the work within the pillars of community-wide engagement and organizational excellence and making advances in those areas.

In terms of community-wide engagement, we’ve focused on using targeted initiatives to improve campus coordination. We focused our work last year on two areas of concern: anxiety caused by the multiple pandemics (COVID-19, racial injustice, and polarization) and promoting dialogue across differences. In partnership with practitioners from Harvard University Health Services and the Harvard Chaplains, we hosted Community Spaces to support members of our community who were experiencing heightened anxiety in response to the issues of the time, including the ongoing pandemic, racial injustice, and a contested election. In the coming weeks, we will relaunch these as Affinity Spaces.

We also hosted a Community Dialogues series in partnership with the Office of the President and several schools, which featured a conversation with former Massachusetts Gov. Deval Patrick, and an event with Ted Olson and David Boies, the attorneys who argued Bush v. Gore. These events were designed to bring people into dialogue across difference. Other events that we co-hosted over the past year included Harvard’s first weeklong celebration of Juneteenth, the second annual Black, Indigenous, and people of color virtual welcome event, and a celebration of the 31st anniversary of the Americans with Disabilities Act.

On the organizational side, we’ve been working with campus partners, including the DIB Leadership Council, which is our network of chief diversity officers and associate and assistant deans for diversity, to establish a distributed model for advancing EDIB work. This academic year, we formed a new group with an expanded membership, the DIB Leadership Network, which met for the first time last week. The group seeks to connect individuals, create opportunities for collaboration, share best practices, provide professional development, and build capacity for the community of change-makers at Harvard. The DIB Leadership Network includes over 60 individuals from across campus who are working on issues of equity, diversity, inclusion, and belonging, whether as the designated lead or in a more informal capacity. This year the focus of our work will be on re-engaging with and reimaging our community.

GAZETTE: As part of the University Discrimination and Bullying Policy Steering Committee and Working Groups that were convened last January, you were asked by Provost Alan Garber to chair a Non-Discrimination Policy Working Group in order to examine how the University can best address forms of prohibited discrimination other than sexual and gender-based harassment. What can you tell us about the conversations that took place and recommendations that have emerged from that important project?

CHARLESTON: I’m grateful to Provost Garber, Deputy Provost Peggy Newell, and the deans for leading and supporting this effort toward cultural change, and to the members of our community who gave their insights and their feedback and helped us to better understand what the needs were. Representatives from all facets of the Harvard community, from faculty to staff, to postdocs, to students, to graduate students, and across Harvard’s Schools and units, were all a part of the process, not only in the formation of the actual working groups and their memberships, but also throughout listening sessions that have been convened since this past January. I’m hopeful that our community will see recommendations that will support our mission of creating a community where everyone can thrive.

GAZETTE: In many ways, your first year has been a difficult one, for many members of Harvard’s community and beyond. How would you reflect on starting in this role, amid the COVID-19 pandemic, and, as you said when we last spoke, during a time when the nation had reached a “boiling point” with regard to racial inequity?

CHARLESTON: When I started this journey a year ago, I believe I shared with you then that a colleague had said to me that Harvard is so much more than its buildings. Harvard is its people, who are warm, diverse, and welcoming. And that is absolutely true. I want to thank members of the Harvard community for being so supportive and for being so warm, and welcoming.

During my campus tour, I attended an online video meeting and was asked one particular question that I never forgot. I was asked, with everything that we have to accomplish and everything that lies ahead: What gives you hope? And I looked at each person on-screen and realized it was every one of them. As I said to them, every time I walk into a room of people who recognize that the work is not mine and mine alone, but see this as our shared commitment, it gives me hope, because it means that I have thousands of partners and co-laborers to do this work alongside. We know that the greater the diversity of a group, the greater our chances of solving even the most challenging problems. So that is what gives me both the hope and unwavering confidence that we will be able to solve our greatest problems together.

GAZETTE: And what does OEDIB have in store, looking ahead?

CHARLESTON: We have a couple of very exciting events I’d love for community members to take part in this week and next. This year’s first Affinity Spaces event will be on Thursday, Oct. 21, and other identity-based support events will follow throughout the year.

Also in October, we’re hosting “Lost and Found” events to support community mental health as we return to campus and a new normal. In addition to an on-campus event on Oct. 26 and an online event on Oct. 28, there is an online board to share reflections throughout the semester. We’re co-sponsoring this series alongside the Harvard chaplains and Memorial Church. Support will also be provided by Harvard University Health Services, Human Resources, Campus Services, and the University Police Department.

That said, the next phase in this journey will take time, intention, and will require all of us. I am grateful for the many community partners who have rolled up their sleeves, who have joined us at numerous events, and who have extended their thoughtful offers of support, as we chart our collective path forward. I look forward to continuing on this journey together, in community.

This content was originally published here.

November 11, 2021
Queens College appoints alumna Jerima DeWese as its first chief diversity officer/dean of diversity – QNS.com

Queens College President Frank Wu announced the school’s first chief diversity officer (CDO)/dean of diversity during his “State of the College” address on Monday, Nov. 1.

Jerema DeWese, a Queens College and CUNY alumna, will serve as the school’s CDO/dean of diversity at the school’s leadership level, supplementing the duties of the existing Title IX compliance officer, to enrich its commitment to diversity, equity and inclusion.

Following a national search, Wu said DeWese brings extensive experience from both the public and private higher education sectors to the position and will provide essential leadership to help Queens College advance diversity, equity and inclusion as prominently envisioned in its new strategic plan.

“As an alumna, Jerima is well-acquainted with our exceptionally diverse student body; this perspective, in addition to her expertise, made her an excellent candidate. It gives me great pleasure to welcome her home to the college.” Wu said. “Together, with Michael Das, our deeply committed Title IX compliance officer, Jerima will be rolling out anti-bias training that will address not only egregious discrimination, but also implicit bias.”

DeWese, who earned an MA Degree in urban affairs and public management from Queens College in 2011, has more than two decades of higher education experience in the areas of diversity, equity, and inclusion (DEI), student affairs, academic affairs, enrollment management, human resources, diversity and compliance, alumni affairs, and fundraising and development.

As a New Yorker, a product of the CUNY system and a Queens College alumna, DeWese says she is truly honored to be given the opportunity to serve as chief diversity officer/dean of diversity of Queens College.

“I am so looking forward to the fulfilling experience to collaborate and partner with the entire Queens College community — students, faculty, and staff — to [as stated in the Queens College mission statement] ‘prepare all students to serve as innovative leaders in a diverse world that they make more equitable and inclusive,’” DeWese said.

Most recently, DeWese served as the chief diversity and affirmative action officer, Title IX coordinator, and ADA Section 504 compliance officer at Purchase College of the State University of New York (SUNY), where she oversaw the school’s Office of Diversity and Compliance and its Multicultural Center.

While at Purchase, DeWese created and implemented a DEI Call to Action Plan comprising nine points to symbolize the nine minutes-long assault resulting in George Floyd’s death. Her accomplishments include securing grant funding for campus faculty diversification efforts; conceived, implemented, and oversaw campus-wide Title IV, VI, VII, IX and Section 504/ADA compliance laws, requirements, training, instructional programs and activities.

Additionally, DeWese has also implemented and facilitated campus-wide anti-bias training for all college stakeholders, secured and maintained Hispanic Institution (HSI) designation for the college, and chaired the college’s Diversity, Equity, and Inclusion Strategic Plan Committee.

As CDO/dean of diversity at Queens College, DeWese will partner with Wu and campus constituents in spearheading efforts to establish diversity, equity, and inclusive excellence as core values throughout all aspects of the school community. She will champion the importance and value of a diverse and inclusive college environment and lead the development of a vision and effective strategy to create such a culture.

The CDO/dean will work with all levels of the institution to promote processes and procedures to positively impact student, faculty and staff development, community relations, and organizational effectiveness by recommending diversity-oriented programs and initiatives.

DeWese has served in senior administrative and educational leadership positions in the areas of student affairs, student development and campus life, career and transfer services, enrollment management, gifts and records, development and external affairs, and admissions services.

She also holds a BS Degree in public administration and human resources administration, and an AAS Degree in business management and human resources.

This content was originally published here.

November 11, 2021
Purdue’s Polytechnic Names Levon T. Esters Inaugural Associate Dean of Diversity, Equity, Inclusion and Faculty Affairs | Diverse: Issues In Higher Education

Purdue University’s Polytechnic Institute has appointed Dr. Levon T. Esters as the college’s first associate dean of diversity, equity, and inclusion and faculty affairs.

This content was originally published here.

August 26, 2021
Community College: Advancing Equity, Diversity, and Inclusion in the Post-COVID Labor Market | Diverse: Issues in Higher Education

Today’s workforce is in the midst of considerable change, where in the next couple of years, the demographic profile has been forecasted to comprise of more than five generations. In addition, the U.S. Census projects that the United States will become a majority minority population by 2044. This projected demographic shift will be accompanied by technological advances, making many lower-skilled occupations obsolete and subsequently accelerating the era of “new collar” jobs. These jobs represents the on-going shift from low-skilled manual labor to more technical work influenced by automation and other technology. Acknowledged in a 2020 National Governors Association report, workers will need to acquire advanced skills to compete for these 21^st-century jobs, thus accelerating the urgency of systematically preparing America’s workforce for these occupations.

This urgency is especially relevant for younger Generation Z Americans, who were born after 1996 and among whom people of color constitute the largest demographic profile. Though communities of color are the fastest growing sectors of the population, history and research inform us that they also are most at risk in the pursuit of these careers. Thus, the need to prepare for the up-skilling, training, and credentialing of this population in a scalable and sustainable manner will require navigating complex socioeconomic, job readiness, and education accessibility issues. This opinion piece provides an example of why community colleges given their role and legacy are well positioned in partnering with the K–12, community-based organization, and business sectors in engaging and preparing America’s diverse workforce to meet the labor market skills of the future.

Why Community Colleges?

Seated at the frontline of socioeconomic issues, community colleges employ an equity-based mission of open access as part of society’s aspiration of ensuring educational opportunities. This mission includes serving a disproportionate number of students who are low-income, nontraditional, first-generation, immigrants, and ethnic and racial minorities. These institutions have served more than 12 million students, or more than 40% of the U.S. undergraduate population, since their founding as a transformative agent in advancing the democratic ideals of building a stronger workforce. Their legacy of providing accessible, high-quality, and low-cost education and training has been accomplished via diverse pedagogical approaches and innovative instructional models that include a wide array of customized work-based learning, credit-based career and technical education (CTE), and non-credit program offerings, all of which accommodate underserved populations.

Two notable offerings from the community college sector are apprenticeship and CTE programs. Apprenticeship programs entails a partnership between employers, educators and students that creates on-the-job training and formal instruction, where the employer and educator collaborate on developing curricula and competency standards for training in a particular vocation or skill. Students who participate in these paid 2- to 5- year programs receive onsite employee training and mentorship in jobs such as manufacturing, construction, health care support, information technology, and other fields. By offering real-world experience and training, apprenticeship programs offer a cost-effective educational option for students to attain marketable skills. Moreover, paid apprenticeships can minimize or even eliminate potential financial barriers to education. Upon completion of their programs, apprentices receive industry credentials and are set up for a job with the employer union or association that sponsored the program. It should be noted that the number of apprenticeship programs within the United States has grown by over 200,000 since 2015. Much of this growth has received strong federal support from the U.S. Department of Education Office of Career, Technical, and Adult Education and the U.S. Department of Education Pathways to STEM Apprenticeship for High School Career and Technical Education students. Despite this growth, these opportunities have not yet realized its potential in attracting minorities and women. Given their structure, it is clear that apprenticeship programs hold great promise to engage people from underrepresented populations who are new to the workforce and link them with careers involving highly sought-after skills.

CTE programs offers an additional pathway to opportunities based on student interests and unique learning needs. As shared in a 2018 paper by the Manpower Demonstration Research Corporation, federal, state, and local policy makers view CTE as a way to improve economic competitiveness and reduce educational inequity, thus making CTE one of the few policy ideas to attract bipartisan support. Most importantly, in terms of advanced credentialing, high school CTE programs create pathways to postsecondary programs of study or additional training after high school, including degrees, certificates, apprenticeships, and employment.

In its work with the Center for Urban Education, the Lumina Foundation (2017) asserted that no U.S. state can meet its workforce demands without addressing long-standing equity gaps. Following the 2008 Great Recession, community colleges played active roles in breaching these gaps and driving economic recovery. This effort can be repeated, perhaps even more successfully, in the wake of the COVID-19 pandemic. However, developing a robust, agile, and responsive workforce ecosystem will require equity in the level of engagement, investment, and commitment by other key stakeholders. As the workforce modernizes and becomes more global, the sustained involvement of state and federal policymakers, the k–12 education system, and philanthropic, business, and industry sectors will be critical in enhancing scalability and ensuring capacity-building in programs and curricula. Building a robust and diverse talent pipeline will require a clear and cohesive long-term strategy with an equity-based collaborative and entrepreneurial spirit. This strategy also should embrace a more holistic approach to engagement, education, and empowerment of the country’s diverse talent pool to optimize economic opportunities for both employers and employees.

Workforce development efforts that incorporate diversity, equity, and inclusion as core principles are not uncommon. However, in light of the future workforce needs, the challenge and opportunity reside in implementing initiatives that are sustainable and result in long-term change. Community colleges are the one constant in this shifting market. Given their credibility in their local communities and their direct connections with the business and industry sectors, community colleges can serve as an ideal conduit for further advancing this mission.

Dr. Evon W. Walters is the Northwest Region President of the Allegheny Campus and North Campus at Community College of Allegheny County in Pennsylvania.

This content was originally published here.

August 22, 2021
Navy Secretary Tasks Team to Promote Diversity, Equity, and Inclusion

The Acting Secretary of the Navy Thomas Harker on Monday released a memo outlining his efforts to promote diversity, equity, and inclusion (DEI) in the Navy.

The memo serves as a framework for ongoing DEI efforts in the Navy. It directs the Chief Diversity Officer of the Navy, Assistant Secretary of the Navy (Manpower and Reserve Affairs) Cathy Kessmeier, to lead a Strategic Planning Team and develop an action plan to promote DEI.

“Equal opportunity is the bedrock of our democracy and diversity is one of our greatest strengths; both are critical to the readiness of our Navy and Marine Corps team and, ultimately, to our mission success,” said Harker in the memo.

“Aligned with these guiding principles, it is the policy of the Department of the Navy (DON) to continue making transformative and meaningful steps that promote diversity, equity, and inclusion (DEI) in our policies, programs, and operations across the enterprise. This review will examine both Navy and Marine Corps policies and build on existing efforts within both services,” it said.

The memo also directs Kessmeier oversee and direct a 60-day review of contractors to identify improvements needed to “promote supplier diversity and ensure proper implementation of equal opportunity and diversity policies in contracts.”

She will also oversee a 60-day review of policies and conventions of naming Navy and Marine Corps assets, “to identify measures to improve diverse representation.”

She will oversee 90-day reviews of precepts for selection and assignment boards to remove potential barriers to diversity and diversity within the Senior Executive Service to “improve the pace of diversity and the strength of the applicant pool, while remaining cognizant of the merit system principles.”

Furthermore, she will conduct 90-day reviews of Navy and Marine Corps grooming policies to inform potential changes to policy, and to examine “an appropriate authoritative data environment for DEI.”

The Navy will release the findings and actions it intends to take following the review periods.

“Equal opportunity is the fundamental promise of the United States. The Department of the Navy is committed to rooting out inequities that have sometimes kept that promise out of reach for underserved and underrepresented communities,” Kessmeier said in a statement.

“We recognize the need to understand the barriers that face our workforce, and we need to ensure our policies and processes are constructed to support diversity, equity, and inclusion for every officer, Sailor, Marine and civilian,” she said.

“Advancing equity requires a systematic approach and the Strategic Planning Team will work to address inequities in DON policies and programs that serve as barriers to equal opportunity.”

The Biden administration has made diversifying the workforce at the Pentagon and in the military a major priority.

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This content was originally published here.

May 21, 2021
JPMorgan Chase Appoints Brian Lamb as Global Head of Diversity & Inclusion – Savoy

JPMorgan Chase announced that Brian Lamb has been named the Global Head of Diversity & Inclusion, a newly created position at the firm. Lamb, who will report to the firm’s Co-Presidents, will be responsible for executing a strategy that builds on the firm’s existing work and further incorporates a diversity lens into how the firm develops products and services, serves clients, helps communities and supports employees.

“Brian’s deep experience is precisely what we need to help our firm build on our diverse and inclusive culture, and drive it into every corner of our company,” said Gordon Smith, Co-President for JPMorgan Chase and CEO for Consumer & Community Banking. “Building a culture where all employees and customers are treated equally and feel welcome is a business imperative, and we’re fortunate to have Brian’s leadership in this critical area.”

This new role will strengthen and improve coordination of the firm’s existing strategy to support underserved communities as well as elevate the firm’s existing Diversity & Inclusion initiatives, including Advancing Black Pathways, Advancing Black Leaders, Military & Veterans Affairs, Women on the Move, the Office of Disability Inclusion, Global Supplier Diversity, and regional and line of business diversity functions. These focused efforts to-date have strengthened the firmwide culture in important and measurable ways.

The firm recently identified a number of areas across the company that, with enhanced, scaled or new programming or processes, would serve to ensure the firm’s culture is not one where racism can live or thrive. Those include enhancing the employee feedback process, making it easier for customers to access products and services in all branches, bolstering hiring to build a stronger pipeline of diverse talent, implementing additional required diversity and inclusion training firmwide, and increasing the diversity of businesses the firm partners with across the world.

“I’m excited to join JPMorgan Chase and help to further foster a culture where diversity and inclusion are a central and driving force,” said Brian Lamb, Global Head of Diversity & Inclusion, JPMorgan Chase. “A company that is diverse and inclusive can better serve our customers, employees and communities — and that is good for business.”

“Applying a diversity lens to everything we do is critical to running a successful business,” said Daniel Pinto, Co-President for JPMorgan Chase and CEO, Corporate & Investment Bank. “We are more effective when we take a diverse and inclusive approach to our work, and with Brian on board, I believe we’ll be more successful all around.”

Lamb joins JPMorgan Chase from Fifth Third Bank where he served as Executive Vice President and Head of Retail Banking. His 13 year career there included time as Head of Wealth & Asset Management and Chief Corporate Responsibility & Reputation Officer, where he was responsible for building the comprehensive strategic framework for the Bank’s civic commitments, inclusion & diversity and reputation management.

Throughout his career he has remained passionate about diversity and inclusion. Notably, he partnered with the National Community Reinvestment Coalition to launch a $30 billion community commitment that focused on access to capital for small businesses, first-time home ownership and educational opportunities for underserved communities and people of color.

He currently serves on the United Way Campaign Cabinet, Greater Cincinnati Urban League and is Vice Chair of the Florida Board of Governors. He previously served as Chair of the University of South Florida (USF) Board of Trustees where he also helped to lead a campaign to close the graduation rate achievement gap between women and people of color as compared to white students. While at USF, he mentored hundreds of women and minority students and established a scholarship fund for first-generation minority and female college students.

Brian also served as Chair of the Tampa Bay Partnership and held board positions with the Florida Bankers Association and Florida Council of 100.

Lamb holds a graduate degree from the Stonier Graduate Banking School at the University of Pennsylvania and a bachelor’s degree and MBA from the University of South Florida.

This content was originally published here.

April 12, 2021