University of California President’s Task Force on Faculty Diversity 2005-06.

University of California University of California President’s Task Force President’s Task Force

on Faculty Diversity on Faculty Diversity

2005-062005-06

University of California University of California President’s Task Force on Faculty President’s Task Force on Faculty

DiversityDiversity

Task Force MembersTask Force Members

Faculty MembersFaculty Members

Rosina M. Becerra (UCLA)*Rosina M. Becerra (UCLA)*

Gibor Basri (UCB)Gibor Basri (UCB)

J. Renee Chapman Navarro J. Renee Chapman Navarro (UCSF)(UCSF)

Kenji Hakuta (UCM)Kenji Hakuta (UCM)

Douglas M. Haynes (UCI)Douglas M. Haynes (UCI)

Maria Herrera-Sobek (UCSB) Maria Herrera-Sobek (UCSB)

Jorge Huerta (UCSD)Jorge Huerta (UCSD)

**ChairChair

Yolanda T. Moses Yolanda T. Moses (UCR)(UCR)

Lisa C. Sloan (UCSC)Lisa C. Sloan (UCSC)

Kyaw Tha Paw U Kyaw Tha Paw U (UCD)(UCD)

Staff MembersStaff Members

Susan Drange Lee Susan Drange Lee (UCLA)(UCLA)

Sheila O’Rourke Sheila O’Rourke (UCOP)(UCOP)

Cristina Perez (UCB)Cristina Perez (UCB)

UC President’s Task Force on Faculty UC President’s Task Force on Faculty Diversity Diversity

What do we mean by diversity?What do we mean by diversity?The Task Force adopts the definition of The Task Force adopts the definition of diversity endorsed by the Assembly of the diversity endorsed by the Assembly of the Academic Senate on May 10, 2006:Academic Senate on May 10, 2006:

“Diversity – a defining feature of California’s past, present, and future – refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, and geographic region, and more.”


What is the focus of this What is the focus of this Task Force?Task Force?

•All aspects of diversity are important to the All aspects of diversity are important to the academic missionacademic mission

•Focus here is assessing the status of racial and Focus here is assessing the status of racial and ethnic diversity of faculty as one important ethnic diversity of faculty as one important component of diversitycomponent of diversity •Goal to promote a new culture of inclusion, Goal to promote a new culture of inclusion, opportunity and tolerance at the University of opportunity and tolerance at the University of CaliforniaCalifornia

UC President’s Task Force on Faculty UC President’s Task Force on Faculty DiversityDiversity

Why is faculty diversity Why is faculty diversity important?important?ACADEMIC MISSIONACADEMIC MISSION

An academic community that reflects a An academic community that reflects a diverse range of interests, abilities, life diverse range of interests, abilities, life experiences and worldviews will enhance the experiences and worldviews will enhance the academic mission of the University of academic mission of the University of CaliforniaCalifornia

LEGITIMACYLEGITIMACY

Equality of opportunity will ensure that UC Equality of opportunity will ensure that UC can fully utilize the intellectual resources can fully utilize the intellectual resources embedded in our diversity and maintain our embedded in our diversity and maintain our legitimacy as a public land grant university.legitimacy as a public land grant university.

UC President’s Task Force on Faculty UC President’s Task Force on Faculty DiversityDiversity

What about Proposition What about Proposition 209?209?

•Proposition 209 can be understood as Proposition 209 can be understood as supporting the University’s commitment to supporting the University’s commitment to eliminate discrimination and provide equal eliminate discrimination and provide equal opportunity in all faculty employment opportunity in all faculty employment practices. practices.

• Where there is underrepresentation, the Where there is underrepresentation, the University must take steps to address the University must take steps to address the barriers that prevent full participation of barriers that prevent full participation of racial and ethnic minorities in academic racial and ethnic minorities in academic careers. careers.


How do we promote diversity within How do we promote diversity within Prop 209?Prop 209?

• Schools and departments in every field can Schools and departments in every field can identify the academic values that are identify the academic values that are enhanced by a diverse teaching and research enhanced by a diverse teaching and research environment. environment.

* Scholarship * Teaching * Mentoring ** Scholarship * Teaching * Mentoring *

• Strategies to select and advance scholars Strategies to select and advance scholars with the expertise to foster those academic with the expertise to foster those academic values are essential if UC is to maintain its values are essential if UC is to maintain its excellence as a premier public institution. excellence as a premier public institution.

• APM 210 provides a model for advancing APM 210 provides a model for advancing these values.these values.


What is the Status of Faculty What is the Status of Faculty Diversity at UC?Diversity at UC?

• Demographic profile of minority faculty at Demographic profile of minority faculty at UC UC

• Demographic profile of national pool and Demographic profile of national pool and UC’s peersUC’s peers

• Factor affecting the pipeline:Factor affecting the pipeline:

* graduate diversity* graduate diversity* faculty hiring* faculty hiring* rates of retention* rates of retention

University of California President’s Task Force on University of California President’s Task Force on Faculty Diversity Faculty Diversity

Availability Pool for Ladder Availability Pool for Ladder Rank Faculty Rank Faculty

The Pool of Potential URM Faculty Has Grown from 5% The Pool of Potential URM Faculty Has Grown from 5% to 12%to 12%

5%4%5% 7%6%5%4% 2%3%3%2% 2%2%2%2% 2%2% 1% 1% 1% 1% 1% 4% 3%2%2%3% 3%4%5% 5% 6%

6% 6% 6% 6% 7% 6% 7% 7% 6% 7% 6% 6% 7% 7% 7% 8% 8% 9% 9%9%10%11%11%11%12%12%

21%

22% 23

% 25%

26%

28%

30%

32%

33%

34%

34%

36%

36%

36%

38%

38%

38%

39%

39%

40%

39%

40%

38%

39%

39%

40%

39%

40%

39%

68%

67%

65%

61%

60%

59%

58%

57%

56%

55%

55%

53%

53%

53%

51%

51%

50%

49%

49%

48%

47%

46%

45%

44%

44%

42%

42%

40%

40%

0%

20%

40%

60%

80%

100%

1975 1979 1983 1987 1991 1995 1999 2003

Other Unknown URM White Women White Men

University of California President’s Task Force on Faculty University of California President’s Task Force on Faculty

DiversityDiversity

Tenured Faculty Availabilities for URMs:Tenured Faculty Availabilities for URMs: All Institutions Nationwide & A Subset of Institutions source of 80% All Institutions Nationwide & A Subset of Institutions source of 80%

UC HiresUC Hires

The “all institutions” data match those of the UC source institutions.The “all institutions” data match those of the UC source institutions.

4.7

%

4.2

%

3.9

%

7.8

%

7.6

%

5.4

%

4.5

%

12

.6%

7.8

%

4.2

%

3.4

%

3.0

%

8.6

%

7.8

%

5.2

%

5.0

%

13

.3%

7.9

%

All Institutions 80% Of UC Hires

University of California President’s Task Force on University of California President’s Task Force on Faculty DiversityFaculty Diversity

Faculty Headcount 1989-2005 Faculty Headcount 1989-2005

The Problem at UC: Little Change in Percentage URM FacultyThe Problem at UC: Little Change in Percentage URM Faculty

2.5%

2.5%

2.4%

2.3%

2.5%

2.5%

2.3%

2.5%

2.6%

2.7%

2.5%

2.5%

2.5%

2.3%

2.2%

2.0%

1.9%

0%

5%10%

15%20%

25%

30%35%

40%45%

50%

1989 1991 1993 1995 1997 1999 2001 2003 2005

AfrAm

3.6%

3.7%

4.1%

4.1%

4.1%

4.2%

4.5%

4.5%

4.4%

4.5%

4.4%

4.6%

4.7%

4.6%

4.6%

4.9%

5.0%

0%

5%10%

15%20%

25%

30%35%

40%45%

50%

1989 1991 1993 1995 1997 1999 2001 2003 2005

Chic/Lat

27.3

%

27.0

%

25.9

%

25.0

%

24.4

%

24.1

%

23.5

%

23.7

%

23.6

%

23.1

%

22.6

%

21.8

%

20.1

%

18.9

%

18.5

%

17.1

%

16.1

%

0%

5%10%

15%20%

25%

30%35%

40%45%

50%

1989 1991 1993 1995 1997 1999 2001 2003 2005

Women

13.4

%

13.1

%

12.6

%

12.0

%

11.6

%

11.0

%

10.9

%

10.5

%

10.5

%

10.1

%

10.1

%

9.6%

8.9%

8.5%

7.9%

7.5%

7.1%

0%

5%10%

15%20%

25%

30%35%

40%45%

50%

1989 1991 1993 1995 1997 1999 2001 2003 2005

Asian


Faculty Headcount 1990, 1995, Faculty Headcount 1990, 1995, 2000, 2005 2000, 2005

Asians and women show some improvement over time,Asians and women show some improvement over time,Chicano/Latino show slight improvement, AfrAm show Chicano/Latino show slight improvement, AfrAm show

nonenone

2.0

%

2.5

%

2.5

%

2.5

%

3.7

%

4.5

%

4.6

%

5.0

%

7.5

% 10

.1%

11

.0%

13

.4%

17

.1%

22

.6%

24

.1%

27

.3%

0%

10%

20%

30%

40%

50%

AfrAm Chic/Lat Asian Women

1990 1995 2000 2005


Faculty Headcount by Race Faculty Headcount by Race 20042004

Representation varies by field for minoritiesRepresentation varies by field for minorities

0%

20%

40%

60%

80%

100%

Nat Am 10 17 1 1 4

Afr Am 57 72 5 9 5

Chic/Lat 99 130 33 30 40

Asian 120 176 288 185 116

White 1,256 1,264 715 995 951

Arts/Hum Soc Sci Eng CS Phys Sci Life Sci


Faculty Headcount by Gender 2004Faculty Headcount by Gender 2004

Representation varies by field for womenRepresentation varies by field for women

0%

20%

40%

60%

80%

100%

Women 636 596 107 158 261

Men 906 1,063 935 1062 855


161

224

281

198 202

15 931

932

Anthropology Economics History Political Sci Sociology

URM: Amer Ind, African Am & Chicano/Latino All Ladder Rank Faculty


Ladder Rank Faculty in Selected Departments - Ladder Rank Faculty in Selected Departments - October 2004October 2004

(9.3%) (4.0%) (11.0%) (4.5%) (15.8%)

Within fields such as Social Sciences, Within fields such as Social Sciences, representation varies between representation varies between

departmentsdepartments

Education (34)

5.1%

Languages (33)

4.9%

Ethnic Studies (95)

14.2%

All Other Fields (509)

75.9%

Education (163)1.8%

Languages (305)

3.4%

Ethnic Studies (171)

1.9%

All Other Fields (8,230)

92.8%

American Indian, African American& Chicano/Latino

All Ladder Rank Faculty

University of California President’s Task Force on Faculty University of California President’s Task Force on Faculty DiversityDiversity

Faculty Headcount by Race 2004 Faculty Headcount by Race 2004 Representation of URM faculty is concentrated in a few Representation of URM faculty is concentrated in a few

departmentsdepartments


UC Faculty – Comparison 8 UC Faculty – Comparison 8 InstitutionsInstitutions

Faculty Diversity is a National ProblemFaculty Diversity is a National Problem

4.6

%

2.3

%

12

.3%

7.3

%

2.2

% 3.5

%

8.7

%

5.9

%

1.7

% 2.7

%

7.0

%

4.5

%

7.0

%

2.5

% 4.1

%

10

.1%

0%

2%

4%

6%

8%

10%

12%

14%

16%

URM Chicano/Latino African American Asian

UC Comp 8 Comp 4 Privates Comp 4 Publics


Faculty Headcount 2005Faculty Headcount 2005 Systemwide numbers of URM faculty are lowSystemwide numbers of URM faculty are low

38

1136211

424

6649

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

Native American African American Chicano/Latino Asian White


Faculty Headcount 1989-2005Faculty Headcount 1989-2005 System-wide numbers of American Indian faculty remain System-wide numbers of American Indian faculty remain

very lowvery low

38

35

31

29

3125

2124

2521

2019

24

25

2122

19

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

Am Ind


Faculty Headcount 1989-2005Faculty Headcount 1989-2005

System-wide numbers of African American faculty System-wide numbers of African American faculty remain low,remain low,

increasing by only 38 since 1994increasing by only 38 since 1994

144

156

171

184

188

173

173

186

184

183

176

184

193

183

195

207

211

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

AfrAm



System-wide numbers of Chicano/Latino faculty remain System-wide numbers of Chicano/Latino faculty remain lowlow

with an increase of 135 since 1994with an increase of 135 since 1994

416

382

371

366

347

331

332

318

313

308

289

311

321

313

424

291

279

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

Chic/Lat



Since 1994, numbers of white faculty have risen by ~ Since 1994, numbers of white faculty have risen by ~ 1,0001,000

6,6

92

6,7

93

6,4

93

6,6

33

6,3

70

5,6

95

5,6

97

5,7

87

5,9

23

6,0

98

6,1

65

6,1

29

6,3

67

6,4

91

6,6

15

6,6

79

6,6

49

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

19

89

19

90

19

91

19

92

19

93

19

94

19

95

19

96

19

97

19

98

19

99

20

00

20

01

20

02

20

03

20

04

20

05

White


Faculty Headcount 2005Faculty Headcount 2005 At some campuses, numbers of URM faculty are very At some campuses, numbers of URM faculty are very

lowlow

1

10

26

1 40

48

2922

48

0

1419 19 18

58 55

91

8

26

44 46

3439

50

0

20

40

60

80

100B

erke

ley

Dav

is

Irvin

e

Los

Ang

eles

Mer

ced

Riv

ersi

de

San

Die

go

San

taB

arba

ra

San

ta C

ruz

Native American African American Chicano/Latino


Faculty Tenured Headcount Faculty Tenured Headcount 2005 2005

The numbers of URM faculty with tenure are even The numbers of URM faculty with tenure are even lowerlower

1 4 15

0 2 04 4

2216

37

07 9

13 14

29

0

20

40

60

80

100B

erke

ley

Dav

is

Irvin

e

Los

Ang

eles

Mer

ced

Riv

ersi

de

San

Die

go

San

taB

arba

ra

San

ta C

ruz

Native American African American Chicano/Latino


Faculty Headcount 2005Faculty Headcount 2005 Percentage of URM faculty by campusPercentage of URM faculty by campus

13.0%

8.7% 8.7% 8.1% 7.9%6.8% 6.8% 6.7%

20.5%

Mer

ced

San

ta C

ruz

Los

Ang

eles

San

taB

arba

ra

Irvin

e

Riv

ersi

de

Dav

is

San

Die

go

Ber

kele

y


Faculty Hiring 1984-2004Faculty Hiring 1984-2004

Hiring of URM faculty flat over time, but up recentlyHiring of URM faculty flat over time, but up recently

0

100

200

300

400

500

600

84-8

5

85-8

6

86-8

7

87-8

8

88-8

9

89-9

0

90-9

1

91-9

2

92-9

3

93-9

4

94-9

5

95-9

6

96-9

7

97-9

8

98-9

9

99-0

0

00-0

1

01-0

2

02-0

3

03-0

4

04-0

5

TOTAL AfrAm Chic/Lat

8.7%

9.9%

8.5%

5.0%

7.1%

10.2%

7.9%

9.4%

10.5%

Non-Ten Tenured Total

1991-95 1996-00 2001-04


Percentage of Newly Hired Percentage of Newly Hired FacultyFaculty

Hiring of URM fell after 1995, but increased after Hiring of URM fell after 1995, but increased after 20002000

130

N =

99 144 58 38 58 188 137 202

6.0%

4.8%5.6%

4.3%

3.2%3.8%

5.8%5.0%

5.6%


1991-95 1996-00 2001-04

University of California President’s Task Force on Faculty Diversity University of California President’s Task Force on Faculty Diversity

Percentage of Newly Hired FacultyPercentage of Newly Hired Faculty

Hiring of Chicano/Latino faculty fell after 1995 and recoveredHiring of Chicano/Latino faculty fell after 1995 and recovered

74N =

50 82 32 24 37 106 74 119

3.6% 3.6%

1.7%

2.8%2.2%

3.1%3.6%

3.5%3.6%


1991-95 1996-00 2001-04

University of California President’s Task Force on Faculty DiversityUniversity of California President’s Task Force on Faculty Diversity

Percentage of Newly Hired FacultyPercentage of Newly Hired Faculty

Hiring of tenured African American faculty Hiring of tenured African American faculty fell after 1995 and has not recoveredfell after 1995 and has not recovered

45N =

41 50 24 13 16 69 54 66


Faculty Hiring by Field 1999-00 Faculty Hiring by Field 1999-00 through 2004-05through 2004-05

Recent Hiring of Minority Faculty Increases Field Recent Hiring of Minority Faculty Increases Field DisparitiesDisparities

0%

20%

40%

60%

80%

100%

Nat Am 5 9 0 1 2

Afr Am 29 31 2 2 3

Chic/Lat 35 41 12 8 13

Asian 55 85 133 81 43

White 429 431 280 303 234



Faculty Hiring by Field 1999-00 through 2004-Faculty Hiring by Field 1999-00 through 2004-0505

Recent Hiring of Women Faculty Continues Field Recent Hiring of Women Faculty Continues Field DisparitiesDisparities

0%

20%

40%

60%

80%

100%

Women 261 244 63 65 93

Men 292 353 364 330 202



Faculty Hiring 1984-2004 Faculty Hiring 1984-2004 Hiring of Women dropped after 1995, Hiring of Women dropped after 1995,

then recovered after the BSA Gender Equity Audit in 2000then recovered after the BSA Gender Equity Audit in 2000

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

87-8

8

88-8

9

89-9

0

90-9

1

91-9

2

92-9

3

93-9

4

94-9

5

95-9

6

96-9

7

97-9

8

98-9

9

99-0

0

00-0

1

01-0

2

02-0

3

03-0

4

04-0

5

Prop 209 Audit

* *


Pipeline from High School to Pipeline from High School to UC FacultyUC Faculty

The Shape of the Pipeline Varies for URM, Women and The Shape of the Pipeline Varies for URM, Women and

WhitesWhites

41

%

17

%

11

%

7%

CA

HS

UC

UG

UC

Gra

d

UC

Fac

ult

y

URM

58

%

54

%

48

%

27

%

CA

HS

UC

UG

UC

Gra

d

UC

Fac

ult

y

Women

44

%

37

% 54

% 80

%

CA

HS

UC

UG

UC

Gra

d

UC

Fac

ult

y

Whites


Faculty Hiring vs. Availability 2000-Faculty Hiring vs. Availability 2000-01 to 2003-0401 to 2003-04

UC hires women faculty below availability in all fieldsUC hires women faculty below availability in all fields

0%

10%

20%

30%

40%

50%

60%

Life

Sci

CS,E

ng,M

Phys

Sci

Hum

Soc

Sci

Prof

Tota

l

Women National Availability Women UC Hiring

0%

10%

20%

30%

40%

50%

60%

Life

Sci

CS,

Eng,

M

Phys

Sci

Hum

Soc

Sci

Prof

Tota

l

Women National Availability Women UC Hiring

Assistant Professors Assoc & Full Professors


Faculty Hiring vs. Availability 2000-01 Faculty Hiring vs. Availability 2000-01 to 2003-04to 2003-04

UC hires URM below availability in some fields and above in UC hires URM below availability in some fields and above in othersothers Assistant Professors Assoc & Full Professors

0%

5%

10%

15%

20%

25%

30%

Life

Sci

CS,E

ng,M

Phys

Sci Hu

m

Soc

Sci

Prof

Tota

l

URM National Availability URM UC Hiring

0%

5%

10%

15%

20%

25%

30%

Life

Sci

CS,E

ng,M

Phys

Sci

Hum

Soc

Sci

Prof

Tota

l

URM National Availability URM UC Hiring

Domestic(47%)

International(53%)

Asian Am (24.3%)Unknown (8.8%)

Chic/Lat (4.8%)AmInd (0.6%)

AfrAm (2.1%)

White (59.4%)

University of California President’s Task Force on Faculty University of California President’s Task Force on Faculty Diversity Diversity

University of California Postdoctoral Scholar Population, 2004

The profile of the postdoctoral pool affects the science pipeline

Men(63%)

Women(37%)


UC Tenure Track FacultyUC Tenure Track FacultyRACE/ETHNICITY BY CITIZENSHIP STATUSRACE/ETHNICITY BY CITIZENSHIP STATUS

October 2005October 2005

Percentage US Citizen & OtherPercentage US Citizen & Other

0

20

40

60

80

100

Total Number 38 223 445 706 1,206 7,178 9,205

% Other 7.9 14.3 27 22 46.1 17.5 21.8

% US Citizen 92.1 85.7 73 78 53.9 82.5 78.2

AM IND AFR AM CHIC/LAT ALL URMS ASIAN WHITE TOTAL

Notes: US Citizen percentage is likely overstated because some foreign born faculty may have become naturalized US citizens; Other includes non-resident aliens, resident aliens, and permanent residency pending.


Faculty Average Annual Faculty Average Annual Resignation RatesResignation Rates

1999-00 through 2003-041999-00 through 2003-04

1.5

%

1.0

% 1.2

%

3.0

%

1.1

%

1.6

%

2.9

%

1.3

% 1.7

%

2.8

%

1.8

% 2.0

%

2.7

%

0.9

% 1.1

%

2.7

%

0.9

% 1.2

%

Non-tenured Tenured Total

Am Ind Asian Am Chic/Lat African Am White Total


Assistant Professors Hired 1993-94 through Assistant Professors Hired 1993-94 through 1996-971996-97

Status Eight Years LaterStatus Eight Years Later

Tenure73%

Left UC23%

Other4%

Whites & Asians URMs

N=826 N=82

Tenure59%

Left UC30%

Other11%

Other includes: died, change of title, still an assistant professor


UC Berkeley - Assistant Professors Status UC Berkeley - Assistant Professors Status After 12 YearsAfter 12 Years

Tenure64%

Left UC36%

Whites in Non-STEM Fields

URMs(83% Non-STEM)

N=252N=46

Tenure65%

Left UC35%


Deans, Provosts, Department Chairs and Tenured Faculty

Headcounts, October 2004

7% 4% 4% 7%12% 9% 8% 11%

81%87% 88%

82%

Tenured Faculty Chairs Deans Exec Deans & ProvostsURM 472 23 5 6

Asian Am 784 48 9 10

White 5,548 485 103 75

Total 6,804 556 117 91

University of California President’s Task Force on Faculty University of California President’s Task Force on Faculty Diversity Diversity

Summary of the Status of Summary of the Status of Faculty Diversity at UCFaculty Diversity at UC

• The pool of URM scholars grows, but UC faculty The pool of URM scholars grows, but UC faculty changes little. changes little.

• Disaggregating data is essential to understanding Disaggregating data is essential to understanding problem areas.problem areas.

• Retention, in addition to hiring, plays a critical Retention, in addition to hiring, plays a critical role.role.

• The underrepresentation of minority faculty is a The underrepresentation of minority faculty is a national problem.national problem.

• UC can increase the national pool of URM faculty UC can increase the national pool of URM faculty by improving graduate diversity, especially in the by improving graduate diversity, especially in the STEM fields. STEM fields.


What is UC Doing to Address Faculty What is UC Doing to Address Faculty Diversity?Diversity?

SYSTEMWIDE PROGRAMSSYSTEMWIDE PROGRAMS

New Academic Policies: Rewards & New Academic Policies: Rewards & AccountabilityAccountability APM 210 – Faculty Appointment and APM 210 – Faculty Appointment and

PromotionPromotion APM 240 – Deans and Provosts APM 240 – Deans and Provosts APM 245 – Department ChairsAPM 245 – Department Chairs

Pipeline Programs and Hiring IncentivesPipeline Programs and Hiring Incentives President’s Postdoctoral Fellowship President’s Postdoctoral Fellowship

Program Program PPFP Hiring Incentive PPFP Hiring Incentive


What is UC Doing to Address Faculty What is UC Doing to Address Faculty Diversity?Diversity?CAMPUS PROGRAMSCAMPUS PROGRAMS

High Level StaffingHigh Level Staffing Faculty Equity Officers, Chief Diversity Faculty Equity Officers, Chief Diversity

Officers Officers Diversity Advisory Committees Diversity Advisory Committees

Research ProgramsResearch Programs Research Initiatives with FTE Research Initiatives with FTE

Monitoring Search PracticesMonitoring Search Practices Briefing for faculty, chairs, deans and Briefing for faculty, chairs, deans and

search committeessearch committees Chancellor’s Postdoctoral Fellowship Chancellor’s Postdoctoral Fellowship

ProgramsPrograms Faculty Development and Mentoring ProgramsFaculty Development and Mentoring Programs

UC President’s Task Force on Faculty Diversity UC President’s Task Force on Faculty Diversity URM Faculty as a Percent of All UC FacultyURM Faculty as a Percent of All UC Faculty

Actual, and Future ProjectionsActual, and Future Projections ComparingComparing 1996 Hiring to 2004 Hiring Patterns1996 Hiring to 2004 Hiring Patterns****

**Separation rates are based on 1996-2004 data.

5%

6%

7%

8%

9%

10%

19

93

19

95

19

97

19

99

20

01

20

03

20

05

20

06

20

08

20

10

20

12

20

14

20

16

20

18

20

20

20

22

Hiring URM at 1996 rate (6%) Hiring URM at 2004 rate (11%)

Hiring URM at 2004 rate w/o separation disparity

Business as Usual ! ?


Summary of the Recommendations of the Summary of the Recommendations of the Task ForceTask Force LEADERSHIPLEADERSHIP

Strong leadership is critical to institutional change. Strong leadership is critical to institutional change.

ACADEMIC PLANNINGACADEMIC PLANNING Diversity will not thrive unless it is incorporated into Diversity will not thrive unless it is incorporated into

academic planning at every level. academic planning at every level.

RECRUITMENT AND RETENTIONRECRUITMENT AND RETENTION Campuses can do more to promote faculty diversity Campuses can do more to promote faculty diversity

through recruitment, hiring and retention practices.through recruitment, hiring and retention practices.

RESOURCES AND REWARDSRESOURCES AND REWARDS Resources and rewards are essential to influence action in Resources and rewards are essential to influence action in

support of diversity and equal opportunity. support of diversity and equal opportunity.

ACCOUNTABILITYACCOUNTABILITY Create an academic climate where contributions to Create an academic climate where contributions to

diversity are an expectation rather than an afterthought in diversity are an expectation rather than an afterthought in the pursuit of excellence. the pursuit of excellence.


Recommendations of the Task Recommendations of the Task ForceForce

LEADERSHIPLEADERSHIP:: Strong leadership is critical to Strong leadership is critical to institutional change.institutional change.

A clear message that UC’s continued excellence A clear message that UC’s continued excellence depends upon a faculty who reflect the University’s depends upon a faculty who reflect the University’s values of equal opportunity and diversity. values of equal opportunity and diversity.

High level academic appointee charged with faculty High level academic appointee charged with faculty diversitydiversity

Effective diversity advisory committeesEffective diversity advisory committees

Consider administrators’ records in promoting Consider administrators’ records in promoting diversity and equal opportunity in their appointment diversity and equal opportunity in their appointment and reviewand review



ACADEMIC PLANNINGACADEMIC PLANNING:: Diversity will not thrive Diversity will not thrive unless it is incorporated into academic planning at unless it is incorporated into academic planning at every level.every level.

Diversity is integral to academic planning: Diversity is integral to academic planning:

Including faculty hiring, research agendas, Including faculty hiring, research agendas, curricular development and program reviewscurricular development and program reviews

Proactive steps to advance diversity and equal Proactive steps to advance diversity and equal opportunity in graduate study and postdoctoral opportunity in graduate study and postdoctoral appointments appointments

Attention to fields such as physical sciences, math Attention to fields such as physical sciences, math and engineeringand engineering



RESOURCES AND REWARDS:RESOURCES AND REWARDS: Resources and Resources and rewards are essential to influence action in rewards are essential to influence action in support of diversity and equal opportunity. support of diversity and equal opportunity.

The Task Force recommends that each campus The Task Force recommends that each campus examine a wide variety of resource allocation examine a wide variety of resource allocation practices and incentives, including the FTE practices and incentives, including the FTE allocation process, so that rewards are consistent allocation process, so that rewards are consistent with the institutional value for diversity. with the institutional value for diversity.

Rewarding faculty contributions to diversity Rewarding faculty contributions to diversity includes implementing the newly revised APM 210 includes implementing the newly revised APM 210 so that research, teaching and service that so that research, teaching and service that promote diversity will be recognized in faculty promote diversity will be recognized in faculty advancement and promotion.advancement and promotion.



RECRUITMENT AND RETENTION:RECRUITMENT AND RETENTION: Campuses can do Campuses can do more to promote faculty diversity through more to promote faculty diversity through recruitment, hiring and retention practices.recruitment, hiring and retention practices.

Ensure that procedures are in place to advance Ensure that procedures are in place to advance diversity and equal opportunity in academic diversity and equal opportunity in academic personnel practicespersonnel practices

Regular briefings for faculty, deans, chairs, Regular briefings for faculty, deans, chairs, administrators administrators

Systems for data collection and analysis Systems for data collection and analysis

Mentoring and career development programs for Mentoring and career development programs for facultyfaculty



ACCOUNTABILITY:ACCOUNTABILITY: Academic administrators must Academic administrators must be held accountable for promoting an academic be held accountable for promoting an academic climate where contributions to diversity are an climate where contributions to diversity are an expectation rather than an afterthought in the expectation rather than an afterthought in the pursuit of excellence.pursuit of excellence.

Academic administrators provide annual reporting Academic administrators provide annual reporting at the department, division and campus level at the department, division and campus level

coupled with monitoring and resource-based coupled with monitoring and resource-based incentives for diversity efforts, andincentives for diversity efforts, and

consider additional methods for assessing faculty consider additional methods for assessing faculty diversity such as climate surveys, exit interviews, diversity such as climate surveys, exit interviews, and data analysis.and data analysis.


A 12 Step Program to Faculty Diversity on YOUR A 12 Step Program to Faculty Diversity on YOUR CampusCampus

Assert strong leadership from Chancellor to Assert strong leadership from Chancellor to ChairsChairs

Be able to articulate forcefully why diversity is Be able to articulate forcefully why diversity is reallyreally importantimportant

Make progress in the area of diversity a serious Make progress in the area of diversity a serious component of performance reviews for leadership component of performance reviews for leadership (cf. APM 240, 245)(cf. APM 240, 245)

Place responsibility for implementing real change at Place responsibility for implementing real change at a high level, with the required power and resources, a high level, with the required power and resources, and accountability for resultsand accountability for results

Work with existing programs (or create new ones) to Work with existing programs (or create new ones) to improve the pipeline (UG, Graduate, Postdoctoral)improve the pipeline (UG, Graduate, Postdoctoral)



Utilize Strategic Academic Plans that are serious Utilize Strategic Academic Plans that are serious about diversityabout diversity

Convene a campus-wide high-level Convene a campus-wide high-level committee on diversity, with all committee on diversity, with all constituencies represented, and take its constituencies represented, and take its recommendations seriouslyrecommendations seriously

Include diversity as a strong component in Include diversity as a strong component in all decisions and actions on resource all decisions and actions on resource allocation, retention and climate, program allocation, retention and climate, program support and reviewsupport and review


A 12 Step Program to Faculty Diversity on YOUR A 12 Step Program to Faculty Diversity on YOUR

CampusCampus Strategically Re-allocate Resources for Strategically Re-allocate Resources for

Recruitment and RetentionRecruitment and Retention

Utilize a few FTE at the institutional level as Utilize a few FTE at the institutional level as incentives to departments that find good incentives to departments that find good candidates (especially in thin areas) and/or foster candidates (especially in thin areas) and/or foster new areas of intellectual activity which have the new areas of intellectual activity which have the effect of promoting diversityeffect of promoting diversity

Use the President’s Postdoctoral Fellows, and Use the President’s Postdoctoral Fellows, and start your own postdoctoral program, to find start your own postdoctoral program, to find great candidates before others do – be prepared great candidates before others do – be prepared to make them offers outside the normal FTE to make them offers outside the normal FTE allocation scheduleallocation schedule

Fight to recruit and keep faculty who promote Fight to recruit and keep faculty who promote diversity: they are among your most valuable diversity: they are among your most valuable faculty, they are essential to academic excellencefaculty, they are essential to academic excellence


A 12 Step Program to Faculty Diversity on YOUR A 12 Step Program to Faculty Diversity on YOUR

CampusCampus Strategically Re-allocate Resources for Recruitment Strategically Re-allocate Resources for Recruitment

and Retentionand Retention

Analyze and address faculty climate issues at the Analyze and address faculty climate issues at the departmental level; departmental level;

counteract departmental inertia in curricula or sub-counteract departmental inertia in curricula or sub-disciplinesdisciplines

Set goals (annual and long-term), monitor progress Set goals (annual and long-term), monitor progress towards them – take action when goals are not being towards them – take action when goals are not being metmet

Work to change the faculty’s culture at its roots, Work to change the faculty’s culture at its roots, through incentives and disapproval – until diversity is through incentives and disapproval – until diversity is seen as truly a critical part of excellence, and stasis is seen as truly a critical part of excellence, and stasis is seen as failureseen as failure


“ “I have been here 32 years and have sat in a lot of faculty meetings where I have been here 32 years and have sat in a lot of faculty meetings where comments were made about the importance of considering diversity in our comments were made about the importance of considering diversity in our hiring. About as much attention was paid as when people sit on an hiring. About as much attention was paid as when people sit on an airplane and are told how to buckle a seatbelt…except there the plane airplane and are told how to buckle a seatbelt…except there the plane won’t leave until the seatbelt is buckled.”won’t leave until the seatbelt is buckled.”

-A UC senior administrator during a site visit-A UC senior administrator during a site visit

The changing paradigm:The changing paradigm:

In the past, studies have been conducted, reports have In the past, studies have been conducted, reports have been published, and search committees have been briefed. been published, and search committees have been briefed.

Now, faculty, department chairs, deans and senior Now, faculty, department chairs, deans and senior administrators must engage resources to achieve a more administrators must engage resources to achieve a more diverse and inclusive faculty. diverse and inclusive faculty.

The University must be a national leader in addressing The University must be a national leader in addressing faculty diversity, consistent with its position as a pre-faculty diversity, consistent with its position as a pre-eminent public intellectual institution in the most diverse eminent public intellectual institution in the most diverse state in our nation. state in our nation.



Assert strong leadership from the Chancellor down to Assert strong leadership from the Chancellor down to ChairsChairs Be able to articulate forcefully why diversity is Be able to articulate forcefully why diversity is reallyreally important important Make progress in the area of diversity a serious component of Make progress in the area of diversity a serious component of

performance reviews for leadership (cf. APM 240, 245)performance reviews for leadership (cf. APM 240, 245) Place responsibility for implementing real change at a high level, Place responsibility for implementing real change at a high level,

with the required power and resources, and accountability for with the required power and resources, and accountability for resultsresults

Work with existing structures (or create new ones) to insure Work with existing structures (or create new ones) to insure implementation of a comprehensive program (including postdoctoral implementation of a comprehensive program (including postdoctoral scholars, and graduate and undergraduate students for the pipeline)scholars, and graduate and undergraduate students for the pipeline)

Utilize Strategic Academic Plans that are serious about Utilize Strategic Academic Plans that are serious about diversitydiversity Convene a campus-wide high-level committee on diversity, with all Convene a campus-wide high-level committee on diversity, with all

constituencies represented, and take its recommendations seriouslyconstituencies represented, and take its recommendations seriously Include diversity as a strong component in all decisions and actions Include diversity as a strong component in all decisions and actions

on resource allocation, retention and climate, program support and on resource allocation, retention and climate, program support and reviewreview


A 12 Step Program to Faculty Diversity on A 12 Step Program to Faculty Diversity on YOUR CampusYOUR Campus

Strategically Re-allocate Resources for Recruitment and Strategically Re-allocate Resources for Recruitment and RetentionRetention Utilize a few FTE at the institutional level as incentive to Utilize a few FTE at the institutional level as incentive to

departments that find good candidates (especially in thin areas) departments that find good candidates (especially in thin areas) and/or foster new areas of intellectual activity which have the effect and/or foster new areas of intellectual activity which have the effect of promoting diversityof promoting diversity

Use the President’s Postdoctoral Fellows, and start your own Use the President’s Postdoctoral Fellows, and start your own postdoctoral program, to find great candidates before others do – be postdoctoral program, to find great candidates before others do – be prepared to make them offers outside the normal FTE allocation prepared to make them offers outside the normal FTE allocation scheduleschedule

Fight to recruit and keep faculty who promote diversity: they are Fight to recruit and keep faculty who promote diversity: they are among your most valuable faculty, they are essential to academic among your most valuable faculty, they are essential to academic excellenceexcellence

Analyze and address faculty climate issues at the departmental level; Analyze and address faculty climate issues at the departmental level; counteract departmental inertia in curricula or sub-disciplinescounteract departmental inertia in curricula or sub-disciplines Set goals (annual and long-term), monitor progress towards them – Set goals (annual and long-term), monitor progress towards them – take action when goals are not being mettake action when goals are not being met Work to change the faculty’s culture at its roots, through incentives Work to change the faculty’s culture at its roots, through incentives

and disapproval – until diversity is seen as truly a critical part of and disapproval – until diversity is seen as truly a critical part of excellence, and stasis is seen as failureexcellence, and stasis is seen as failure


Summary of the Recommendations of the Summary of the Recommendations of the Task ForceTask Force LEADERSHIPLEADERSHIP

Strong leadership is critical to institutional change. Strong leadership is critical to institutional change.

ACADEMIC PLANNINGACADEMIC PLANNING Diversity will not thrive unless it is incorporated into Diversity will not thrive unless it is incorporated into

academic planning at every level. academic planning at every level.

RECRUITMENT AND RETENTIONRECRUITMENT AND RETENTION Campuses can do more to promote faculty diversity Campuses can do more to promote faculty diversity

through recruitment, hiring and retention practices.through recruitment, hiring and retention practices.

RESOURCES AND REWARDSRESOURCES AND REWARDS Resources and rewards are essential to influence action in Resources and rewards are essential to influence action in

support of diversity and equal opportunity. support of diversity and equal opportunity.

ACCOUNTABILITYACCOUNTABILITY Create an academic climate where contributions to Create an academic climate where contributions to

diversity are an expectation rather than an afterthought in diversity are an expectation rather than an afterthought in the pursuit of excellence. the pursuit of excellence.

University of California President’s Task Force on Faculty Diversity 2005-06.

Documents

Transcript of University of California President’s Task Force on Faculty Diversity 2005-06.