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Inventory of Current Practices and Challenges for Diversity:
Responses by Deans, Directors, Chairs, and Heads at the
University of Nebraska-Lincoln
Executive Summary
Introduction
The Inventory of Current Practices and Challenges for Diversity: Responses by the Deans, Directors, Chairs, and Heads at the University of Nebraska - Lincoln , was conducted by the Faculty Liaison Task Force for Diversity in the fall of 1999. The inventory provides an opportunity to learn about just some of the current undertakings with respect to UNL's diversity goals and initiatives and allows the Faculty Liaison Task Force for Diversity to ascertain the scope of current activities and programs. The examples of how diversity manifests itself in the workplace provide the Task Force with excellent insights into experiences at UNL. Further, the inventory provides those in leadership positions at the university with an opportunity to reflect on the challenges for teaching for diversity and inclusion within their units. Forty-eight units responded.
Deans, directors, and chairs/heads of departments responded to a set of ten questions soliciting information on college or unit goals to increase diversity of faculty, students, and staff; existing committees, programs, and faculty and staff resources on diversity and their area of expertise; internship, service-learning, co-curricular opportunities for students which enhance understanding of diversity; course initiatives to infuse diversity into the curriculum; challenges to teaching for diversity and inclusion; and personal experiences which served to enhance their understanding of diversity questions. Diversity referred to diversity of gender, race, sexual orientation, ability and disability, veteran status, and traditional and non-traditional student status.
Individual respondents were guaranteed confidentiality of their responses and opinions and a summary of key findings are reported here. Please note that some existing creative programs and initiatives which serve to enhance understanding of diversity are listed; the list is not exhaustive. (Please see the Comprehensive Diversity Plan for UNL for further examples).
Challenges to Diversity
Respondents were asked to briefly define the challenges to teaching for diversity and inclusion in their department. Four thematic challenges emerged. These can be categorized as:
1. Attitude
Respondents pointed to a general feeling of apathy on campus, lack of tolerance, and fear of the unknown.
Unintentional or informal reinforcement of stereotypic attitudes toward diversity requirements and goals serves to support or sanction negative attitudes expressed by students in the classroom.
2. Resources
Competing demands of time on faculty and staff were cited as a major limitation to the development of curriculum and programs that incorporate issues of diversity.
Pressures on resources caused by reallocation are a challenge.
3. Representation
Small numbers of faculty and students of color contribute to the challenge of addressing issues of diversity on campus, particularly in the classroom.
Faculty often see diversity only in terms of race without considering the complexities of gender, class, sexual orientation, ability, traditional or non-traditional status or learning style distinctions.
4. Presentation
Issues of diversity are often presented within a negative or threatening context.
Students and faculty are at different stages of development and understanding regarding diversity.
Types of Diversity Experiences Encountered
Respondents were asked to briefly identify the types of diversity experiences they have encountered. Five thematic areas emerged. These can be categorized as:
1. Lack of Sensitivity
Students, fellow staff members or faculty colleagues making racist, sexist or homophobic remarks or allowing off-color jokes to be told in class was a common experience.
Respondents noted a lack of understanding of the experiences of people of color among Nebraska students who have had little or no exposure to people of color.
2. Stereotyping
Respondents found that assumptions made about the merit or intellectual ability of women and people of color continue and are particularly clouded by a lack of understanding of affirmative action.
Language difficulties with international students were noted as a cause for negative stereotyping of these students.
3. Personal Growth/Development
The adaptation of current teaching practices needed when students had learning differences or physical disabilities, non-traditional status, or varied learning styles provided opportunities for reflection on teaching practices.
Respondents cited need for guidance on how to handle complaints of differential treatment, and uncomfortable environments in the classroom stemming from incivility on the part of students to others.
Respondents identified experiences of having to deal with student challenges of racist texts or content in class, closed-minded 'politically correct' students, and students arguing from a religious perspective.
4. Discomfort
Fear of being perceived as racist or sexist inhibits dialogue about issues and was noted as a key concern, along with being afraid to say the wrong thing.
Respondents noted that faculty of color report student discomfort with their leadership in the classroom, often stemming from lack of exposure to people of color.
Types of Activities Addressing Diversity
Respondents were asked to briefly identify the types of activities undertaken in their units that address diversity. Five types emerged, categorized as:
1. Committees
Departmental advisory committees, ethnic minority concerns committees, and women's caucuses were noted.
2. Curriculum/Courses
Essential Studies and Integrated Studies courses that are part of the Comprehensive Education Program for undergraduate students were cited by respondents, as were required courses on multi-culturalism for certain majors.
Respondents noted co-curricular activities and service-learning experiences to enhance understanding of diversity embedded in some courses. Support for creation of new courses and adaptation of existing courses was cited.
3. Workshops and special programs
Sponsorship for panel discussions, symposia, and retreats at unit, university-wide and community levels were cited, along with financial support for speakers, and diversity training for support staff.
Collaboration with Ethnic Studies, Women's Studies, the Artist Diversity Residency Program, and collaborative relationships with historically black colleges were cited as key methods to enhance diversity.
4. Recruitment
College or department involvement in recruitment of under-represented students and faculty was identified.
5. Research
Respondents cited an array of faculty, graduate students and undergraduate research opportunities and projects, some in collaboration with faculty at other institutions, related to diversity, diverse forms of scholarship, and community research.
Research opportunities for minority, women and physically challenged students funded by special grants were noted, as well as special funding for graduate students to attend research conferences.
Prepared for the Faculty Liaison Task Force for Diversity by:
Rita C. Kean
Professor and Chair
Department of Textiles, Clothing and Design
University of Nebraska
Lincoln, Nebraska 68583-0802
tel. (402) 472 - 2911
fax (402) 472 - 0640
Suzy Prenger
Inclusive Teaching and Diversity Specialist
Teaching and Learning Center
University of Nebraska
Lincoln, Nebraska 68583-0623
tel. (402) 472 - 3079
fax (402) 472 - 4932
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