Develop a centralized Diversity Resource Center within the Office of Diversity
to collect, house, disseminate information, and to coordinate programs,
services, and activities pertaining to diversity (Kent State University
Diversity Implementation Plan 2001-2005).
Place across campus visual images that reflect diversity. This includes such
things as the display of photographs, artwork, paintings, sculptures, re-naming
of buildings and streets (Kent State University Diversity Implementation Plan
2001-2005).
Regularly review that all public spaces reaffirm that the university is a
welcoming campus via all its artifacts (i.e., artwork, publications,
announcement boards, websites, etc.) (The Report of the Diversity Action
Committee to the University of Connecticut Board of Trustees, 2002).
Identify practices or policies that may have negative impacts or create barriers
for particular populations; develop coordinated strategies for addressing any
issues identified (University of Colorado at Boulder, Campus Diversity Plan: A
Blueprint for Action, July, 1999).
Involve alumni in university multicultural programs (The Report of the Diversity
Action Committee to the University of Connecticut, Board of Trustees, 2002).
Make sure people understand the rationale for having a diverse workforce;
otherwise diversity recruiting is misunderstood as preferences or affirmative
action (Digh, 1999).
Create a welcoming environment by infusing diversity initiatives into a variety
of areas - mission statements, senior administration, academic affairs, and
student affairs (Turner, 2002).
Incorporate new research findings and data about faculty of color into the
everyday practices of an institution. For example, convene information forums,
roundtables, retreats, presenting emerging research and successful practices
(Turner, 2002). Establish a faculty fairness committee, balanced for culture, gender, and class,
to hear and study cases involving charges of exclusionary behavior. These
committees should be empowered to make recommendations ranging from reprimands
to specialized training to dismissal from the institution. This core committee
should be well publicized and supported by the central administration and
academic governance (Bowser, Jones & Young, 1995).
Maintain a strong compliance office (Spangler & Wixon, 2000).
Hold public ceremonies and events that are statements about how diversity
enriches the entire university community (Spangler & Wixon, 2000).
Incorporate the university's commitment to diversity and inclusiveness into a
major Presidential address ("Best Practices," 1998).
Development and annual distribution of a Presidential statement outlining
meaningful steps to be taken to achieve greater diversity/inclusiveness ("Best
Practices," 1998).
Include commitment to diversity efforts in the President's annual goals and
objectives ("Best Practices," 1998). Minorities can be attracted to a position and a campus even in the absence of a
large minority community, student body, and faculty if they perceive the program
to be a supportive environment committed to their interests and well being as
prospective minority faculty members (CEMRRAT, 1996).
Incorporate minority faculty into the decision making process of the college
(Owens, Reis & Hall, 1994). Organizations can develop minority advisory boards that make recommendations to
top executives on workplace climate issues, revamp what is rewarded in the
organization, and develop formal mentoring relationships. The more these types
of organizational change initiatives that complement diversity training
interventions are enacted, the more likely it is that the knowledge and skills
gained in training will transfer to the job (Goldstein & Ford, 2002).
Everyone must see how the new vision will benefit the college totally, and even
more, how it will benefit them as individuals. The college family must
understand that diversification will enhance the institution through enrollment
growth, greater fund availability, increased support services, more
institutional prestige, and favorable publicity (Owens, Reis & Hall, 1994).
There must be strong support from the president and the board, and there must
also be shared consensus from the rest of the community (Owens, Reis & Hall,
1994).
Hire minorities to serve as chief academic administrators (Opp & Smith, 1994).
Have minorities serve on the board of trustees (Opp & Smith, 1994).
Administrators and college boards should spotlight diversity efforts as a key
college mission (Simmons, 1996).
An organization that is serious about diversity will have formalized, written
policies and guidelines to reinforce its commitment (Clark, 1997).
Develop, implement, and evaluate a comprehensive plan for recruitment/retention
activities that focus on enhancing cultural diversity on campus among faculty
(Dumas-Hines, Cochran, & Williams, 2001).
"The university climate includes having an atmosphere where all levels of
administration personally support the need for diversity not just in words but
in attitude. The climate must show that all diverse populations are valued and
that standards were not adjusted to admit or eliminate these populations. A
climate gives the campus environment various hues, tints, and pigments to
"color" the pallet on which the university lies, and the university personnel
should continue to seek new shades to add to its faculty and student pallet"
(Dumas-Hines, Cochran, & Williams, 2001).
Find out how the culture treats anyone who is considered an outsider. Identify
and seek to eliminate policies and practices that obstruct people's natural
desire and ability to grow and learn (Campbell, 2003).
An organizational climate that emphasizes fairness, equity, and promotes trust,
respect, and understanding among all employees, will motivate individuals to
maximize their individual performance and contributions to an organization's
profitability and competitive edge (Wentling & Pama-Rivas, 1999).
"The most highly rated campus climate programs were careful to involve many
elements of the campus; they were well-planned, with people directing them who
had both the authority and the expertise necessary for the project . . . Many
have found that arts programs were especially successful, possibly because they
create common entry points for participants. Even those were more successful,
however, when they were well-planned and when a broad group of people had vetted
the programs and felt invested in them" (McTighe Musil et. al., 1999, pp.
29-30).
"In the diversity projects aimed at changing campus climate, people have often
discovered that it was more effective to target specific audiences for diversity
programming rather than try to reach everyone with a more general program"
(McTighe Musil et. al., 1999, p. 30).
