science of diversity project semester 1 presentation
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Science of Diversity Project Semester 1 Presentation. d rg.gmu.edu. Acknowledgements . We are grateful for support from the Office of Student Creative Activities and Research (OSCAR) and University Life. We also appreciate the support from the Mason Community for this ongoing work. . - PowerPoint PPT PresentationTRANSCRIPT
+Science of
Diversity ProjectSemester 1
Presentation
drg.gmu.edu
+Acknowledgements
We are grateful for support from the Office of Student Creative Activities and Research (OSCAR) and University Life.
We also appreciate the support from the Mason Community for this ongoing work.
+Introductions
Faculty Leads: Joya Crear, Associate Dean University Life Eden King, Associate Professor, Psychology Jaime Lester, Associate Professor, Higher
Education Program Shannon Portillo, Assistant Professor,
Criminology, Law & Society Graduate Assistant
M. Liz Andrews, Ph.D. Student, Cultural Studies Program
+Introductions Cont.
Students Julie AllstromAmaria AsgharGrace BeyaDanietta Charles Nupur Khullar
Caitlin Marais Rebekah Ortiz Typhaney SebreyStephanie Skees Jason Von Kundra
+Structure of the Class
Four Semester ProjectOpen to all undergraduate students with
three department options and available as 0-3 credits
Student LedTextbook: Educational research: Planning,
conducting, and evaluating quantitative and qualitative research.
Inclusive environment
+Goals of the Project
Creating a student-centered scholarly experience Documenting Mason’s multiple narratives of
diversity Recommending change by engaging university
decision-makers Giving voice to university and community
stakeholders Promoting evidence-based activism and social
justice
+Overarching Focus
This project explores the broad theme of differences in power, diversity and privilege within the multiple stakeholder groups within the university (faculty, staff, students and administration). We focus specifically on governance,
influence and decision-making.
+6 Themes
History and ContextStudent Intergroup Relations/Self
Segregation Student Governance Staff Demographics Faculty Demographics Administration and Decision-Making
+History and Context
Sign directing students to evening classes at the University of Virginia Extension Center in northern Virginia,1950
George Mason University, Fairfax Campus, 2007
+History and Context
Mason’s first commencement exercises, 1968
Mason’s Winter Commencement, 1975
+History and Context
What is the history of diversity at GMU? How does Mason’s history of diversity differ
from that of other postsecondary educational institutions?
What have been the primary diversity initiatives enacted at GMU?
What outcomes related to diversity at GMU resulted from external influences? What outcomes resulted from internal institutional motivations?
+Students/Self-Segregation By student intergroup relations, we refer to the state of
regular interaction between collegiate individuals of different social identity (race, religion, ethnicity, greek organization, et cetera)
By segregation, we refer to the separation of the said collegiate individuals under the basis of their social identity (race, religion, ethnicity, greek organization, et cetera)
Through these themes we are exploring how power and privilege may be causing challenges for these individual to connect on commonalities
We are furthermore exploring how this fear of engagement may be due to assumptions and misconceptions
+Students/Self-Segregation (cont’d) Attitudes towards students of a different social identity
(Henderson-King & Kaleta 2000). Pre-college racial environment and experiences (Saenz
2010) Interaction between diverse student groups (Cole
2007). Students who are more involved (Cole,2007). Organized opportunities (Gurin, Biren, & Nagda 2006)
(Smith, Bowman, Hsu 2007) (Henderson-King & Kaleta 2000)
Further evaluation and implementation of programs (Gurin, Biren & Nagda 2006), (Cole 2007).
+Students/Self-Segregation (cont’d) While power and privilege are mentioned in
some of the literature regarding intergroup relations, there are still significant gaps.
Further explore how intergroup projects are implemented.
How can intergroup relations be articulated in a University’s vision?
Is the inequality of power and privilege for social groups improved by college diversity programs?
+Student Governance
What does leadership look like? Is Student Government representative of
the entire student body?There is limited research on student
government representativeness. Looking at whether school's student
governments are representative of their student body.
+Student Governance
Exploring student government and student leaders outside official power structure
How do diversity programs that work to increase enrollment and retention of historically underrepresented people impact the diversity of student leaders?
Are the demographics of the general student body reflected in leadership positions?
+Demographics
Faculty/Student
US Female
GMU Female
US Male
GMU Male
Faculty 44% 42% 56% 58%
Students
57% 55% 43% 45%Data only report persons identifying as male or female, these statistics do not include gender non-conforming or transgender faculty or students.
Student data come from National Center for Education Statistics Fall 2011
+Demographics
Faculty/Student
US White
GMU White
US POC
GMU POC
US NRA
GMU NRA
Faculty 64% 64% 17% 17% 3% 6%
Students
57% 48% 29% 31% 5% 5%POC refers to people of color, this is inclusive of Black, Latino/a, Asian and Indigenous Americans and Pacific Islanders. NRA refers to non-resident aliens.
Percentages may not add up to 100 because there are some unknowns.
National data come from the National Center for Education Statistics; Mason data are from Institutional Research and Reporting
+Faculty Demographics
Faculty Employment Contracts: Power and Autonomy
What is tenure? What are the issues surrounding tenured
faculty?What does the research say?Next step: How does this apply to Mason
faculty?
+Administration and Decision-Making Literature on Best Practices/Programs for Diversity
Agendas (Dumas-Hines 2001) (Kezar, Eckel, Contreras-McGavin & Quaye 2008)
Six Contextual Variables (Kezar, Glenn, Lester & Nakamoto 2008) Knowledge capacity Physical capacity Institutional willingness to reflect Project connection with institutional operations Leadership within the team and institution Racial climate
+
+Administration and Decision-Making (cont’d)How are diversity projects implemented
on campus? Success and Failure Analysis on
Campus with implementation End Result
Better understand the process based on best practice methods
+Next Steps: Spring 2013
Decide what type of data collection best contributes to knowledge in our areas of interest
Plan for data collection with new cohort of students
Collect data!
+Thank you!
Questions or Comments?Visit our facebook page: Science of Diversity Project Check out our website drg.gmu.edu Email: [email protected]