+ Science of Diversity Project Semester 1 Presentation
drg.gmu.edu
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+ 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.
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+ 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
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+ Introductions Cont. Students Julie Allstrom Amaria Asghar
Grace Beya Danietta Charles Nupur Khullar Caitlin Marais Rebekah
Ortiz Typhaney Sebrey Stephanie Skees Jason Von Kundra
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+ Structure of the Class Four Semester Project Open to all
undergraduate students with three department options and available
as 0-3 credits Student Led Textbook: Educational research:
Planning, conducting, and evaluating quantitative and qualitative
research. Inclusive environment
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+ Goals of the Project Creating a student-centered scholarly
experience Documenting Masons 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
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+ 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.
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+ 6 Themes History and Context Student Intergroup
Relations/Self Segregation Student Governance Staff Demographics
Faculty Demographics Administration and Decision-Making
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+ 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
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+ History and Context Masons first commencement exercises, 1968
Masons Winter Commencement, 1975
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+ History and Context What is the history of diversity at GMU?
How does Masons 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?
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+ 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
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+ Students/Self-Segregation (contd) 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).
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+ Students/Self-Segregation (contd) 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 Universitys vision? Is the inequality of power
and privilege for social groups improved by college diversity
programs?
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+ 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.
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+ 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?
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+ Demographics Faculty/ Student US Female GMU Female US Male
GMU Male Faculty44%42%56%58% Students57%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
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+ Demographics Faculty/ Student US White GMU White US POC GMU
POC US NRA GMU NRA Faculty64% 17% 3%6% Students57%48%29%31%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
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+ 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?
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+ 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
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+
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+ Administration and Decision- Making (contd) 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
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+ 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!
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+ Thank you! Questions or Comments? Visit our facebook page:
Science of Diversity Project Check out our website drg.gmu.edu
Email: [email protected]@gmu.edu