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The higher education literature on workplace diversity has
overlooked the development of multigenerational workforce
strategies as a key component of an inclusive talent proposition.
While race, gender, sexual orientation, disability and other
demographic attributes have gained considerable attention in
diversity strategic planning, scant research pertains to building
inclusive, multigenerational approaches within the culture and
practices of higher education. Now more than ever, there is an
urgent and unmet need to identify actionable strategies and
approaches that optimize the contributions of multigenerational
talent across the faculty, administrator, and staff ranks. With the
goal of enhancing workforce capacity and creating more inclusive
workplaces, Leveraging Multigenerational Workforce Strategies in
Higher Education offers an in-depth look at multigenerational
strategies that enhance institutional capacity and respond to
educational needs. This book is the first to address the creation
of multigenerational strategies in the higher education workplace
based upon substantial empirical studies and qualitative research.
Drawing on in-depth interviews with faculty and administrators, the
book examines the broad "framing" of generations that consists of
stereotypes, narratives, images, and emotions. Through the lens of
these narratives, it describes how ageist framing is magnified by
other minoritized statuses including race/ethnicity, gender, and
sexual orientation, and can result in structural inequality,
process-based discrimination, and asymmetrical behavioral
interactions in the higher education workplace. A major feature of
the book is its focus on best-in-class HR and diversity policies
and strategies that institutional leaders can deploy to overcome
generational and ageist barriers and build an inclusive culture
that values the contributions of all members. Due to its practical
and concrete emphasis in sharing leading-edge policies and
practices that comprise a holistic multigenerational workforce
strategy, the book will serve as a concrete resource to boards of
trustees, presidents, provosts, deans, diversity officers,
department chairs, faculty, academic and non-academic
administrators, diversity and human resource leaders, and diversity
taskforces in their efforts to create strategic, evidence-based
multigenerational workforce approaches. In addition, the book will
be utilized in upper division and graduate courses in higher
education administration, diversity, human resource management,
educational leadership, intergenerational issues, gerontology,
social work, and organizational psychology.
Diverse Administrators in Peril is the first in-depth examination
of the work experiences of minority, female, and LGBT
administrators in higher education. Written by two award-winning
practitioners in higher education, this vivid and intensive study
of American leadership from the inside out illuminates how the
collision between everyday life and systems of power takes place in
patterns of subtle discrimination. Based on scores of interviews
with diverse administrators, the book examines patterns of racism,
sexism, and heterosexism that persist in the highest administrative
ranks and provides concrete strategies and models for inclusive
leadership practices.
"Diverse Administrators in Peril" is the first in-depth examination
of the work experiences of minority, female, and LGBT
administrators in higher education. Written by two award-winning
practitioners in higher education, this vivid and intensive study
of American leadership from the inside out illuminates how the
collision between everyday life and systems of power takes place in
patterns of subtle discrimination. Based on scores of interviews
with diverse administrators, the book examines patterns of racism,
sexism, and heterosexism that persist in the highest administrative
ranks and provides concrete strategies and models for inclusive
leadership practices.
Given rapidly changing demographics, addressing the needs and
aspirations of today's diverse students, faculty, and staff are
essential considerations for the future of institutions of higher
education. Implementing systematic diversity transformation
requires embracing all aspects of diversity-gender, sexual
orientation, disability, gender identification, and other salient
characteristics of difference-as well as race and ethnicity. This
book lays out a framework for systematic and sustained diversity
process that first recognizes that too many diversity initiatives
have generated more statements of intent than actual change, and
that audits conducted by outside bodies frequently fail to achieve
buy-in or long-term impact, and are costly endeavors. The authors'
framework identifies nine dimensions that need to be addressed to
achieve a comprehensive audit that leads to action, describes the
underlying research-based practices, and offers guidance on
ensuring that all relevant voices are heard. The process is
designed to be implemented by and within the institution, saving
the considerable expense of outside consulting and design. In
addition, it offers flexibility in the timing and sequence of
implementation, and provides the means for each institution to
interrogate its unique circumstances, context, and practices. This
book provides a concrete process for data gathering, analysis, and
evaluation of institution-wide diversity efforts through a
progressive, modular approach to diversity transformation. It
provides campuses with the ability to audit, evaluate, and analyze
diversity progress on the nine dimensions and prioritize areas of
focus. Its systematic, research-based approach supports continuous
improvement and proactively addresses accreditation criteria. The
book is designed as a collaborative tool that will enable every
constituency on campus-from boards of trustees, presidents,
provosts, executive officers, diversity officers, deans, department
heads and chairs, administrators, HR officers, faculty senates and
staff councils, diversity taskforces, multicultural centers,
faculty, and researchers-to identify processes and relationships
that need to change and implement practices that value and support
the diversity on their campuses, and undertake the transformation
necessary for institutional success in a changing world. The
questions and guidelines set of in this book will enable all
stakeholders to: Audit the progress on each diversity dimension
Identify gaps between research-based practices and current
approaches Tie diversity benchmarks to accreditation frameworks and
strategic plans Chart the organization's overall progress in the
development of comprehensive diversity initiatives leading toward
Inclusive Excellence Prioritize institutional diversity initiatives
based upon a comparison of the current state and the desired state,
availability of resources, and the importance of each dimension in
relation to institutional diversity goals Create a long-term
strategy for diversity transformation that provides a concrete,
research-based method for auditing progress and future planning
The higher education literature on workplace diversity has
overlooked the development of multigenerational workforce
strategies as a key component of an inclusive talent proposition.
While race, gender, sexual orientation, disability and other
demographic attributes have gained considerable attention in
diversity strategic planning, scant research pertains to building
inclusive, multigenerational approaches within the culture and
practices of higher education. Now more than ever, there is an
urgent and unmet need to identify actionable strategies and
approaches that optimize the contributions of multigenerational
talent across the faculty, administrator, and staff ranks. With the
goal of enhancing workforce capacity and creating more inclusive
workplaces, Leveraging Multigenerational Workforce Strategies in
Higher Education offers an in-depth look at multigenerational
strategies that enhance institutional capacity and respond to
educational needs. This book is the first to address the creation
of multigenerational strategies in the higher education workplace
based upon substantial empirical studies and qualitative research.
Drawing on in-depth interviews with faculty and administrators, the
book examines the broad "framing" of generations that consists of
stereotypes, narratives, images, and emotions. Through the lens of
these narratives, it describes how ageist framing is magnified by
other minoritized statuses including race/ethnicity, gender, and
sexual orientation, and can result in structural inequality,
process-based discrimination, and asymmetrical behavioral
interactions in the higher education workplace. A major feature of
the book is its focus on best-in-class HR and diversity policies
and strategies that institutional leaders can deploy to overcome
generational and ageist barriers and build an inclusive culture
that values the contributions of all members. Due to its practical
and concrete emphasis in sharing leading-edge policies and
practices that comprise a holistic multigenerational workforce
strategy, the book will serve as a concrete resource to boards of
trustees, presidents, provosts, deans, diversity officers,
department chairs, faculty, academic and non-academic
administrators, diversity and human resource leaders, and diversity
taskforces in their efforts to create strategic, evidence-based
multigenerational workforce approaches. In addition, the book will
be utilized in upper division and graduate courses in higher
education administration, diversity, human resource management,
educational leadership, intergenerational issues, gerontology,
social work, and organizational psychology.
Given rapidly changing demographics, addressing the needs and
aspirations of today's diverse students, faculty, and staff are
essential considerations for the future of institutions of higher
education. Implementing systematic diversity transformation
requires embracing all aspects of diversity-gender, sexual
orientation, disability, gender identification, and other salient
characteristics of difference-as well as race and ethnicity. This
book lays out a framework for systematic and sustained diversity
process that first recognizes that too many diversity initiatives
have generated more statements of intent than actual change, and
that audits conducted by outside bodies frequently fail to achieve
buy-in or long-term impact, and are costly endeavors. The authors'
framework identifies nine dimensions that need to be addressed to
achieve a comprehensive audit that leads to action, describes the
underlying research-based practices, and offers guidance on
ensuring that all relevant voices are heard. The process is
designed to be implemented by and within the institution, saving
the considerable expense of outside consulting and design. In
addition, it offers flexibility in the timing and sequence of
implementation, and provides the means for each institution to
interrogate its unique circumstances, context, and practices. This
book provides a concrete process for data gathering, analysis, and
evaluation of institution-wide diversity efforts through a
progressive, modular approach to diversity transformation. It
provides campuses with the ability to audit, evaluate, and analyze
diversity progress on the nine dimensions and prioritize areas of
focus. Its systematic, research-based approach supports continuous
improvement and proactively addresses accreditation criteria. The
book is designed as a collaborative tool that will enable every
constituency on campus-from boards of trustees, presidents,
provosts, executive officers, diversity officers, deans, department
heads and chairs, administrators, HR officers, faculty senates and
staff councils, diversity taskforces, multicultural centers,
faculty, and researchers-to identify processes and relationships
that need to change and implement practices that value and support
the diversity on their campuses, and undertake the transformation
necessary for institutional success in a changing world. The
questions and guidelines set of in this book will enable all
stakeholders to: Audit the progress on each diversity dimension
Identify gaps between research-based practices and current
approaches Tie diversity benchmarks to accreditation frameworks and
strategic plans Chart the organization's overall progress in the
development of comprehensive diversity initiatives leading toward
Inclusive Excellence Prioritize institutional diversity initiatives
based upon a comparison of the current state and the desired state,
availability of resources, and the importance of each dimension in
relation to institutional diversity goals Create a long-term
strategy for diversity transformation that provides a concrete,
research-based method for auditing progress and future planning
With the imminent demographic shifts in our society and the need to
prepare students for citizenship in a global, knowledge-based
society, the role of the academic department chair in creating
diverse and inclusive learning environments is arguably the most
pivotal position in higher education today. In the United States,
increasing minority student enrollment coupled with the emergence
of a minority majority American nation by 2042 demands that
academic institutions be responsive to these changing demographics.
The isolation of the ivory tower is no longer an option. This is
the first book to address the role of the department chair in
diversity and addresses an unmet need by providing a
research-based, systematic approach to diversity leadership in the
academic department based upon survey findings and in-person
interviews. The department chair represents the nexus between the
faculty and the administration and is positioned uniquely to impact
diversity progress. Research indicates that more than 80 percent of
academic decisions regarding appointment, curriculum, tenure and
promotion, classroom pedagogy, and student outcomes are made by the
department chair in consultation with the faculty. This book
examines the multidimensional contributions that chairs make in
advancing diversity within their departments and institutions in
the representation of diverse faculty and staff, in tenure and
promotion, in curricular change, in student learning outcomes and
in departmental climate. The scope and content of the book is not
limited to institutions in the United States but is applicable to
academic institutions globally in their efforts to address the
access and success of increasingly diverse student populations. It
addresses institutional power structures and the role of the dean
in relation to the appointment of chairs and their impact on the
success of chairs from non-dominant groups, including female,
minority, and lesbian/gay/transgendered individuals who serve in
predominantly white male departments. Using qualitative and
quantitative research methods, the book analyzes predominant
structural and behavioral barriers that can impede diversity
progress within the academic department. It then focuses upon the
opportunities and challenges chairs face in their collaborative
journey with faculty and administration toward inclusive
departmental and institutional practices. Each chapter provides
concrete strategies that chairs can use to strengthen diversity in
the academic department. Addressed to department chairs, deans,
faculty, and administrative leaders in higher education in all
Western societies facing demographic change and global challenges,
this book offers a critical road map to creating the successful
academic institutions that will meet the needs of our changing
populations.
With the imminent demographic shifts in our society and the need to
prepare students for citizenship in a global, knowledge-based
society, the role of the academic department chair in creating
diverse and inclusive learning environments is arguably the most
pivotal position in higher education today. In the United States,
increasing minority student enrollment coupled with the emergence
of a minority majority American nation by 2042 demands that
academic institutions be responsive to these changing demographics.
The isolation of the ivory tower is no longer an option. This is
the first book to address the role of the department chair in
diversity and addresses an unmet need by providing a
research-based, systematic approach to diversity leadership in the
academic department based upon survey findings and in-person
interviews. The department chair represents the nexus between the
faculty and the administration and is positioned uniquely to impact
diversity progress. Research indicates that more than 80 percent of
academic decisions regarding appointment, curriculum, tenure and
promotion, classroom pedagogy, and student outcomes are made by the
department chair in consultation with the faculty. This book
examines the multidimensional contributions that chairs make in
advancing diversity within their departments and institutions in
the representation of diverse faculty and staff, in tenure and
promotion, in curricular change, in student learning outcomes and
in departmental climate. The scope and content of the book is not
limited to institutions in the United States but is applicable to
academic institutions globally in their efforts to address the
access and success of increasingly diverse student populations. It
addresses institutional power structures and the role of the dean
in relation to the appointment of chairs and their impact on the
success of chairs from non-dominant groups, including female,
minority, and lesbian/gay/transgendered individuals who serve in
predominantly white male departments. Using qualitative and
quantitative research methods, the book analyzes predominant
structural and behavioral barriers that can impede diversity
progress within the academic department. It then focuses upon the
opportunities and challenges chairs face in their collaborative
journey with faculty and administration toward inclusive
departmental and institutional practices. Each chapter provides
concrete strategies that chairs can use to strengthen diversity in
the academic department. Addressed to department chairs, deans,
faculty, and administrative leaders in higher education in all
Western societies facing demographic change and global challenges,
this book offers a critical road map to creating the successful
academic institutions that will meet the needs of our changing
populations.
" Create the inclusive, high performance workforce needed to
succeed in an increasing multicultural society and global
marketplace Learn how global organizations and leading professional
associations develop integrated HR/diversity talent strategies, and
the specific challenges they face Get practical tools to assess
integrated HR/diversity strategic planning, and see why
organizations are not making more diversity progress Develop
specific performance indicators to track your progress in
implementing synergistic HR/diversity approaches Case studies of
SHRM, federal and state government, global corporations, and higher
education illustrate systematic, integrated HR/diversity
efforts"For HR professionals and leaders, chief diversity officers,
line managers, and executives in the private and public sectors and
higher education, this book presents a systematic approach to
integrating HR practices and strategic diversity initiatives to
create the inclusive, high performance workforce that every
enterprise and institution needs to succeed in an increasingly
multicultural society and global marketplace.The authors point of
departure is that talent is the primary strategic asset necessary
for organizational success in a demographically diversifying and
globally interconnected world. Organizations must optimize their
human capital resources by the deliberate development of synergy
between human resource (HR) and diversity programs. The authors
identify two critical practices: "talent management" through the
orchestration of HR and diversity programs to enhance
organizational capability by unleashing, mobilizing, nurturing, and
sustaining the contributions of a diverse workforce; and "talent
sustainability" through the close integration of HR and diversity
to continuously develop systems, structures, processes, and a
culture that heighten employee commitment, engagement, and
inclusion. They further believe that there should be a commonality
of practice across all types of organizations, so that each sector
can learn from the others to accelerate its adaptation to today s
rapidly shifting national and global realities.Edna Chun and Alvin
Evans are award-winning authors and human resource and diversity.
Two of their books, Are the Walls Really Down? Behavioral and
Organizational Barriers to Faculty and Staff Diversity (2007) and
Bridging the Diversity Divide: Globalization and Reciprocal
Empowerment in Higher Education (2009) were recipients of the
prestigious Kathryn G. Hansen Publication Award. Their most recent
publications include Diverse Administrators in Peril: The New
Indentured Class in Higher Education (2012) and Creating a Tipping
Point: Strategic HR in Higher Education (2012). Alvin Evans serves
as Interim Vice President of Human Resources for Kent State
University and Edna Chun is Associate Vice Chancellor for Human
Resources at the University of North Carolina at Greensboro."
Leading a Diversity Culture Shift in Higher Education offers a
practical and timely guide for launching, implementing, and
institutionalizing diversity organizational learning. The authors
draw from extensive interviews with chief diversity officers and
college and university leaders to reveal the prevailing models and
best practices for strengthening diversity practices within the
higher education community today. They complement this original
research with an analysis of key contextual factors that shape the
organizational learning process including administrative
leadership, institutional mission and goals, historical legacy,
geographic location, and campus structures and politics. Given the
substantive challenge of engendering a cultural shift for diversity
in a university setting, this book will serve as a concrete primer
for institutions seeking to develop a systematic and progressive
approach to diversity organizational learning. Readers will be able
to engage with provocative case studies that grapple with the
current pressures emanating from diversity training and learn
effective strategies for creating more inclusive environments. This
book is a perfect resource for institutional leaders,
administrators, faculty members, and key campus constituencies who
are seeking transformational change, institutional success, and
stability in a rapidly diversifying national and global
environment.
Leading a Diversity Culture Shift in Higher Education offers a
practical and timely guide for launching, implementing, and
institutionalizing diversity organizational learning. The authors
draw from extensive interviews with chief diversity officers and
college and university leaders to reveal the prevailing models and
best practices for strengthening diversity practices within the
higher education community today. They complement this original
research with an analysis of key contextual factors that shape the
organizational learning process including administrative
leadership, institutional mission and goals, historical legacy,
geographic location, and campus structures and politics. Given the
substantive challenge of engendering a cultural shift for diversity
in a university setting, this book will serve as a concrete primer
for institutions seeking to develop a systematic and progressive
approach to diversity organizational learning. Readers will be able
to engage with provocative case studies that grapple with the
current pressures emanating from diversity training and learn
effective strategies for creating more inclusive environments. This
book is a perfect resource for institutional leaders,
administrators, faculty members, and key campus constituencies who
are seeking transformational change, institutional success, and
stability in a rapidly diversifying national and global
environment.
The Challenges of Minoritized Faculty in Higher Education offers a
probing and unvarnished look at the employment challenges of these
faculty members in four-year institutions. With dramatic shifts in
the faculty workforce and nearly three-quarters of instructional
positions in United States institutions now off the tenure track,
contingent faculty have become the essential, frontline workers of
higher education. Remarkably little research attention has focused
on the experiences of minoritized contingent faculty in this new
academic underclass. Based on in-depth interviews coupled with
extensive research, the book highlights the double marginalization
that can occur due to secondary employment status in the academic
hierarchy, and the exclusion resulting from the intersectionality
of nondominant social identities including race and ethnicity,
gender, sexual orientation, gender identity, and disability. As the
first-person narratives reveal, these faculty often struggle for
acceptance, recognition, and rewards in the day-to-day academic
environment, and they can face devaluation of their contributions.
As a pragmatic and concrete resource, this book offers proactive
workforce strategies and key structural and policy recommendations
that will assist academic and administrative leaders, including
presidents, provosts, department chairs, and chief diversity
officers, in building more inclusive working conditions for
contingent faculty.
The Challenges of Minoritized Faculty in Higher Education offers a
probing and unvarnished look at the employment challenges of these
faculty members in four-year institutions. With dramatic shifts in
the faculty workforce and nearly three-quarters of instructional
positions in United States institutions now off the tenure track,
contingent faculty have become the essential, frontline workers of
higher education. Remarkably little research attention has focused
on the experiences of minoritized contingent faculty in this new
academic underclass. Based on in-depth interviews coupled with
extensive research, the book highlights the double marginalization
that can occur due to secondary employment status in the academic
hierarchy, and the exclusion resulting from the intersectionality
of nondominant social identities including race and ethnicity,
gender, sexual orientation, gender identity, and disability. As the
first-person narratives reveal, these faculty often struggle for
acceptance, recognition, and rewards in the day-to-day academic
environment, and they can face devaluation of their contributions.
As a pragmatic and concrete resource, this book offers proactive
workforce strategies and key structural and policy recommendations
that will assist academic and administrative leaders, including
presidents, provosts, department chairs, and chief diversity
officers, in building more inclusive working conditions for
contingent faculty.
Dropping out of high school is related to a number of negative
outcomes. Among adults age 25 and older, a lower percentage of
dropouts are in the labor force than are adults who earned a high
school credential. Similarly, among adults in the labor force, a
higher percentage of dropouts are unemployed than are adults who
earned a high school credential. In addition, dropouts age 25 and
older reported being in worse health than adults who are not
dropouts, regardless of income. Dropouts also make up
disproportionately higher percentages of the nation's
institutionalised population. This book builds upon a series of
National Center for Education Statistics (NCES) reports on high
school dropout and completion rates that began in 1988. It presents
estimates of rates in 2012, provides data about trends in dropout
and completion rates over the last four decades (19722012), and
examines the characteristics of high school dropouts and high
school completers in 2012. This book also discusses federal policy,
programs, and issues related to high school graduation, completion,
and dropouts. The discussion covers the provisions enacted in
federal law that govern the definition, calculation, and reporting
requirements of these critical high school outcomes. The book then
looks at historical data as well as the most recent indicators of
these outcomes. That analysis is followed by a description of the
federal programs designed to help youth who have dropped out, or
who are at risk of dropping out, in completing high school or an
equivalency certificate program. Finally, the book discusses issues
that may arise as Congress considers reauthorising the laws that
pertain to this topic.
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