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Full-Time Faculty Full-Time Faculty Diversity WorkshopDiversity Workshop
January 21, 2009January 21, 2009
Purpose of the DayPurpose of the DayWhat it is not…What it is not…– Politically correct exercise to check off the boxPolitically correct exercise to check off the box– Reaction to a lawsuitReaction to a lawsuit– Perfect fit for each person’s expectationsPerfect fit for each person’s expectations– Complete or thorough solution to every needComplete or thorough solution to every need
Purpose of the DayPurpose of the DayWhat it is…What it is…– Genuine effort to move forwardGenuine effort to move forward– Arises from our Christian faith orientationArises from our Christian faith orientation– Addressed to real needs identified by our Addressed to real needs identified by our
students and facultystudents and faculty– Practical and applied content Practical and applied content – Safe environment for dialogueSafe environment for dialogue– Interaction among faculty around diversity Interaction among faculty around diversity
“Hear each other’s voice”“Hear each other’s voice”
Schedule for the MorningSchedule for the Morning
Introduction: Framework for Focus Introduction: Framework for Focus on Diversity at APUon Diversity at APU
Diversity in the ClassroomDiversity in the Classroom
Faculty Dialogue on DiversityFaculty Dialogue on Diversity
Awareness, Knowledge, Awareness, Knowledge, & Competencies & Competencies
Raising Raising awarenessawareness of the diversity issues of the diversity issues challenging APU (perspectives of others)challenging APU (perspectives of others)
Providing Providing knowledgeknowledge regarding key issues regarding key issues related to diversity related to diversity
Developing Developing competenciescompetencies to provide education to provide education across lines of diversity across lines of diversity
Diversity “Events”Diversity “Events”
National flurry of campus diversity eventsNational flurry of campus diversity events
APU situationsAPU situations
““Diversity Fatigue” or “Catalytic Events” Diversity Fatigue” or “Catalytic Events” – Brenda Salter – Brenda Salter McNeil, PhDMcNeil, PhD
APU InitiativesAPU InitiativesImago DeiImago Dei
Student Town Hall Meetings with the Student Town Hall Meetings with the presidentpresident
Faculty Diversity Roundtables with the Faculty Diversity Roundtables with the president and acting provostpresident and acting provost
President’s Council Retreat on January 6President’s Council Retreat on January 6
Faculty and Staff Diversity WorkshopsFaculty and Staff Diversity Workshops
Academic Vision 2016Academic Vision 2016
Azusa Pacific University scholars view Azusa Pacific University scholars view creation as a reflection of God-honoring creation as a reflection of God-honoring diversity, and draw upon the full spectrum diversity, and draw upon the full spectrum of human knowledge and methods of of human knowledge and methods of inquiry developed across centuries. As an inquiry developed across centuries. As an academic community, we examine our life academic community, we examine our life together and determine the attributes, together and determine the attributes, assumptions, and practices that promote assumptions, and practices that promote or inhibit a full reflection of truth and life.or inhibit a full reflection of truth and life.
(http://www.apu.edu/provost/vision/diversity/)(http://www.apu.edu/provost/vision/diversity/)
Academic Vision 2016Academic Vision 2016““Our policies and curriculum evidence this Our policies and curriculum evidence this principle as does faculty recruitment, hiring, principle as does faculty recruitment, hiring, and development programs. Hallmarks of and development programs. Hallmarks of this commitment to a diverse community this commitment to a diverse community include include sustained scholarly dialoguesustained scholarly dialogue around around difficult issues marked by respect, difficult issues marked by respect, openness, civility, and active listening. openness, civility, and active listening. Faculty members stand equipped to engage Faculty members stand equipped to engage diverse learners and utilize pedagogical diverse learners and utilize pedagogical practices that support diversity.”practices that support diversity.”
(http://www.apu.edu/provost/vision/diversity/)(http://www.apu.edu/provost/vision/diversity/)
Positional Statement on DiversityPositional Statement on Diversity
We also believe that, because sin has marred We also believe that, because sin has marred each individual, Christ, in His great love chose each individual, Christ, in His great love chose to die on the cross for the sake of every person to die on the cross for the sake of every person (I John 2:2; John 3:16) so that all may receive (I John 2:2; John 3:16) so that all may receive forgiveness for sin and be reconciled to God. forgiveness for sin and be reconciled to God. Our pursuit of diversity involves fulfilling Christ’s Our pursuit of diversity involves fulfilling Christ’s command to love our neighbors as ourselvescommand to love our neighbors as ourselves (Matthew 19:19; Mark 12:31, Luke 10:27). We (Matthew 19:19; Mark 12:31, Luke 10:27). We support a diverse university across lines of race, support a diverse university across lines of race, ethnicity, culture, gender, socioeconomic status, ethnicity, culture, gender, socioeconomic status, class, age, and ability. In submitting to the class, age, and ability. In submitting to the Lordship of Christ we seek to eliminate attitudes Lordship of Christ we seek to eliminate attitudes of superiority and failure to fulfill Christ’s charge of superiority and failure to fulfill Christ’s charge to reach all peoples.to reach all peoples.
(http://www.apu.edu/about/diversity/)(http://www.apu.edu/about/diversity/)
Diversity in the ClassroomDiversity in the ClassroomFaculty – Faculty & Faculty – AdministrationFaculty – Faculty & Faculty – Administration– HiringHiring– Retention Retention
Faculty – Student InteractionsFaculty – Student Interactions– CurriculumCurriculum– Worldview/CultureWorldview/Culture– TerminologyTerminology– ExamplesExamples
Student – Student InteractionsStudent – Student Interactions
Key Diversity Factors in Key Diversity Factors in the Classroom at APUthe Classroom at APU
Race – EthnicityRace – Ethnicity
Gender Gender
ReligionReligion
Student OutcomesStudent Outcomes
Contemporary RealityContemporary Reality
We must prepare students to be We must prepare students to be
interculturally competent interculturally competent
for careers in a global society for careers in a global society
Diversity at APUDiversity at APU Student & F/T Faculty Data Student & F/T Faculty Data
Office of Diversity Planning & Office of Diversity Planning & AssessmentAssessment
Prepared by Prepared by Debbie Gin, Director, Diversity StudiesDebbie Gin, Director, Diversity Studies
Source: Office of Institutional Research 2008 IPEDS Data Source: Office of Institutional Research 2008 IPEDS Data (unless otherwise noted)(unless otherwise noted)
http://www.apu.edu/ir/commondata/2009/http://www.apu.edu/ir/commondata/2009/
DemographicsDemographicsSource: 2007 American Community SurveySource: 2007 American Community Survey
(US Census Bureau)(US Census Bureau)
Race/EthnicityRace/Ethnicity NationalNational(Pop=301.6m)(Pop=301.6m)
CaliforniaCalifornia(Pop=36.6m)(Pop=36.6m)
LA CoLA Co(Pop=9.88m)(Pop=9.88m)
White AloneWhite Alone 65.8%65.8% 42.5%42.5% 28.8%28.8%
Hispanic/LatinoHispanic/Latino 15.1%15.1% 36.2%36.2% 47.3%47.3%
Black or African Am AloneBlack or African Am Alone 12.2%12.2% 6.0%6.0% 8.6%8.6%
Am Ind & Alaska Natv AloneAm Ind & Alaska Natv Alone 0.7%0.7% 0.5%0.5% 0.2%0.2%
Asian AloneAsian Alone 4.3%4.3% 12.2%12.2% 12.9%12.9%
Natv Hawaiian & Other PI AloneNatv Hawaiian & Other PI Alone 0.1%0.1% 0.3%0.3% 0.2%0.2%
Some Other Race AloneSome Other Race Alone 0.2%0.2% 0.3%0.3% 0.3%0.3%
Two or More RacesTwo or More Races 1.6%1.6% 2.1%2.1% 1.5%1.5%
UG Students by Race/Ethnicity, Fall/Fall I, 2008UG Students by Race/Ethnicity, Fall/Fall I, 2008
UG Students by Race/Ethnicity (N=4147)
0.5%
7.8%
4.2%
13.1%
2.0%
63.8%
4.6%4.0%
Am Ind/Natv
Asn/PI
Black
Hispanic
Int'l
White
Other
Unknow n
Grad Students by Race/Ethnicity, Fall/Fall I, 2008Grad Students by Race/Ethnicity, Fall/Fall I, 2008
Grad Students by Race/Ethnicity (N=3690)
0.7%
9.2%
6.6%
21.0%
5.0%
50.7%
2.6%
4.3%
Am Ind/Natv
Asn/PI
Black
Hispanic
Int'l
White
Other
Unknow n
CAPS Students by Race/Ethnicity, Fall/Fall I, 2008CAPS Students by Race/Ethnicity, Fall/Fall I, 2008
CAPS Students by Race/Ethnicity (N=797)
0.6%
9.2%
9.0%
26.3%
0.4%
47.9%
2.4%
4.1%
Am Ind/Natv
Asn/PI
Black
Hispanic
Int'l
White
Other
Unknow n
F/T Faculty by Race/Ethnicity, Fall/Fall I, 2008F/T Faculty by Race/Ethnicity, Fall/Fall I, 2008
F/T Faculty by Race/Ethnicity (N=378)
0.3%
8.7%
7.4%
4.2%
76.5%
2.9%
Am Ind/Natv
Asn/PI
Black
Hispanic
White
Other/Unk
F/T Staff by Race/Ethnicity, Fall/Fall I, 2007F/T Staff by Race/Ethnicity, Fall/Fall I, 2007
F/T Staff by Race/Ethnicity (N=662)
6.6%4.4%
14.8%
74.2%
Asian
Black
Hispanic
White
CAPS Students by Race/Ethnicity (N=797)
0.6%
9.2%
9.0%
26.3%
0.4%
47.9%
2.4%
4.1%
Am Ind/Natv
Asn/PI
Black
Hispanic
Int'l
White
Other
Unknow n
Grad Students by Race/Ethnicity (N=3690)
0.7%
9.2%
6.6%
21.0%
5.0%
50.7%
2.6%
4.3%
Am Ind/Natv
Asn/PI
Black
Hispanic
Int'l
White
Other
Unknow n
UG Students by Race/Ethnicity (N=4147)
0.5%
7.8%
4.2%
13.1%
2.0%
63.8%
4.6%4.0%
Am Ind/Natv
Asn/PI
Black
Hispanic
Int'l
White
Other
Unknow n
F/T Faculty by Race/Ethnicity (N=378)
0.3%
8.7%
7.4%
4.2%
76.5%
2.9%
Am Ind/Natv
Asn/PI
Black
Hispanic
White
Other/Unk
22.7
27.3
12.0
29.4
19.8
35.3
14.4
34.9
14.6
34.1
13.9
36.4
16.5
33.3
12.9
45.3
0.0
10.0
20.0
30.0
40.0
50.0
60.0
Percent Stop-Outs*
Am Ind/Natv(N/Grad=22;
UG=22)
Asn/PI(N/Grad=286;
UG=333)
Black(N/Grad=218;
UG=217)
Hispanic(N/Grad=723;
UG=665)
Int'l(N/Grad=167;
UG=123)
White(N/Grad=1865;
UG=2915)
Other(N/Grad=93;
UG=170)
Unknown(N/Grad=95;
UG=170)
Race/Ethnicity***
Student Attrition (Fall 2008)**
Grad
UG
0.0
20.0
40.0
60.0
80.0
100.0
120.0
140.0
160.0
Percentage
Am Ind/Natv(N=1)
Asn/PI(N=33)
Black(N=28)
Hispanic(N=16)
White(N=289)
Other/Unk(N=11)
Race/Ethnicity
F/T Faculty by Gender & Race/Ethnicity
Male (N=199)
Female (N=179)
0%
20%
40%
60%
80%
100%
UG (N=4147) Grad (N=3604) CAPS (N=797) F/T Faculty
(N=378)
F/T Staff
(N=662)
Students, F/T Faculty*, & F/T Staff** by Gender
Male
Female
Primary Religious AffiliationPrimary Religious Affiliation
Total Students Total Students (N=8548)(N=8548)
ResponsesResponses
ChristianChristian 20.7%20.7%
NondenominationaNondenominationall
19.6%19.6%
Unknown Denom.Unknown Denom. 10.6%10.6%
CatholicCatholic 10.0%10.0%
BaptistBaptist 7.7%7.7%
PresbyterianPresbyterian 3.4%3.4%
Evangelical FreeEvangelical Free 2.9%2.9%
Assembly of GodAssembly of God 2.4%2.4%
LutheranLutheran 2.3%2.3%
OtherOther 2.0%2.0%
FoursquareFoursquare 2.0%2.0%
Latter Day Latter Day Saints/MormonSaints/Mormon
0.46%0.46%
BuddhistBuddhist 0.16%0.16%
MuslimMuslim 0.09%0.09%
JudaismJudaism 0.08%0.08%
HinduHindu 0.01%0.01%
UnitarianUnitarian 0.01%0.01%
NoneNone 0.85%0.85%
Understanding OthersUnderstanding OthersSympathySympathy – connection to another’s feelings – connection to another’s feelings due to parallel experiences (projection)due to parallel experiences (projection)
EmpathyEmpathy – a choice to enter the perspective of – a choice to enter the perspective of another (respect for differences)another (respect for differences)
““Interpathy”Interpathy” – "an intentional cognitive – "an intentional cognitive envisioning and affective experiencing of envisioning and affective experiencing of another's thoughts and feelings, even though another's thoughts and feelings, even though the thoughts rise from another process of the thoughts rise from another process of knowing, the values grow from another frame of knowing, the values grow from another frame of moral reasoning, and the feelings spring from moral reasoning, and the feelings spring from another basis of assumptions." another basis of assumptions." David Augsberger (1986) Pastoral Counseling Across Cultures, p.29David Augsberger (1986) Pastoral Counseling Across Cultures, p.29