Faculty and Staff Diversification Plan
University of Hawai`i at Hilo
2007-08
Rationale
We live in an increasing multi-cultural, global society. In order for the University
of Hawaii at Hilo (UHH) to remain a relevant contributor to higher education, as well as
a vital contributor to workforce development, it must place a high priority on the
diversification of its students, faculty, staff, and administrators so as to draw on the full
spectrum of the most vibrant talent available.
The University of Hawai`i at Hilo (UH Hilo) takes a broad and inclusive view of
diversity. Diversity broadly encompasses the mixture of similarities and differences along
many dimensions, including: race and ethnicity, gender, age, religion, physical and
cognitive abilities, and sexual orientation. It includes values, cultures, concepts, beliefs,
learning styles and perceptions that individuals possess. UH Hilo believes that diversity
is about creating an equitable, hospitable, inviting, appreciative, safe, and inclusive
campus environment -- one that embraces the full spectrum of all University community
members’ contributions.
A growing body of research indicates that campus diversity positively impacts
student learning outcomes, including intellectual motivation, cognitive development and
academic skills (Gurin, 1999; Light, 2001). Campus diversity also helps to prepare
students as employees in working in multi-cultural organizations and as citizens living in
a multi-cultural global society (Smith, 1997; State of Illinois, 2003). Diverse faculty
bring with them unique experiences, perspectives, and teaching strategies that provide
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students with access to a broader body of pedagogy and a more varied pool of mentors
(Gurin, Dey, Gurin, & Hurtado, 2003; Smith & Moreno, 2006).
UH Hilo believes that diversity in all its dimensions must be valued. Where there
is diversity, there is evidence of openness, emergence of inclusiveness, promotion of
open discourse and dialogue, and a respect and appreciation for differences. Where there
is diversity, there is a multiplicity of people, cultures, and ideas that contribute to the
richness and variety of life.
Diversity at UH Hilo
UH Hilo takes great pride in the diversity of its student body. The university has
long been recognized as one of the nation’s most diversified campuses1. As reflected in
Table 1, the UH Hilo campus student population is a healthy mix of Asians, Caucasians,
Native Hawaiians, Pacific Islanders, and other ethnic groups.
Table 1
Diversity of Students, 2007
Ethnicity
1
STUDENTS
Asian
Chinese
Filipino
Japanese
Korean
Other Asian
Pacific Islander
Caucasian
Native Hawaiian
31.0%
(2.0%)
(5.0%)
(11.7%)
(2.2%)
(3.5%)
(6.5%)
37.1%
16.5%
Other
African American
Hispanic
Native American
Other
15.6%
(1.2%)
(2.7%)
(.8%)
(10.9%)
U.S. News and World Report ranks UH Hilo as the 7th most diversified university in the nation.
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UH Hilo aspires to achieve the same level of diversity among its faculty, staff,
and administrators. As Table 2 illustrates, the campus population of faculty, staff, and
administrators currently does not reflect the same ethnic diversity of its student
population. 66% of the staff and administration positions (Administrative Professional
and Technical, Non-teaching Faculty, Executive/Management) across various gender and
ethnic categories are underrepresented in comparison to the student population, and 72%
of the faculty positions (Lecturers, Instructors, Assistant Professors, Associate Professors,
Professors) across the same gender and ethnic categories are underrepresented in
comparison to the student population. Most noticeable are the under-representation of
women at the APT, E/M, Associate Professor, and Professor levels; the underrepresentation of Asians at all faculty ranks; the under-representation of Native
Hawaiians at the Instructor, Associate Professor, and Professor ranks; and the overrepresentation of Caucasians at all faculty ranks.
Table 2
Disparities by Ethnicity and Gender
Type
%
%
%
%
%
Women
Asian
Caucasian
Native
Other
Hawaiian
Students
60.3%
31.0%
37.1%
16.5%
15.6%
APT
49.5%
45.1%
28.8%
21.6%
4.5%
PD:2
(-10.8%)
(+14.1%)
(+8.3%)
(+5.1%)
(-11.1%)
NF
63.6%
30.4%
39.5%
15.1%
15.0%
“PD” refers to “parity differential” and reflects a comparison of data in the cell to comparable student
data. A positive “PD” indicates over-representation; a negative “PD” indicates under-representation.
2
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PD:
(+3.3%)
(-0.6%)
(-2.4%)
(-1.5%)
(-0.6%)
CS
N/A
N/A
N/A
N/A
N/A
E/M
44.4%
38.7%
44.5%
11.2%
5.6%
PD:
(-15.9%)
(+7.7%)
(-7.4%)
(-5.3%)
(-10%)
Lecturers
57.8%
19.3%
57.8%
20.5%
2.4%
PD:
(-2.5%)
(-11.7%)
(+20.7%)
(+4.0%)
(-13.2%)
Instructors
59.3%
14.8%
77.8%
3.7%
3.7%
PD:
(-1.0%)
(-16.2%)
(+40.7%)
(-12.8%)
(-11.9%)
Asst. Prof.
57.3%
20%
62.7%
18.9%
1.3%
PD:
(-3.0%)
(-11.0%)
(+25.6%)
(+2.4%)
(-14.3%)
Assoc. Prof.
34.7%
24.5%
67.3%
0%
8.2%
PD :
(-25.7%)
(-6.5%)
(+30.2%)
(-16.5%)
(-7.4%)
Professors
20%
21.7%
73.3%
0%
5%
PD:
(-40.3%)
(-9.3%)
(+36.2%)
(-16.5%)
(-10.6%)
Our present task is to develop an institutional strategy to bring the ethnic and
gender representation of our faculty, administrators, and staff into closer alignment with
the ethnic and gender representation of our multi-cultural student body by promoting the
hiring and retention of Opportunity Hires, which over time will bring the composition
the UHH faculty, administration, and staff into a proportional alignment with the current
UHH student population. The objective is to create an environment of higher learning
that embraces and supports the culture of diversity at every level.
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Diversity Efforts Since 2002
Current efforts at UH Hilo to diversify its faculty, staff, and administrators have
yielded mixed results. Table 3 provides a comparison between Fall 2002 and Fall 2007
of employee distribution across women, Caucasian, Asian, Native Hawaiian, and Others
categories. Percentage increases for women were evidenced only for the E/M (41.2% vs.
44.4%), Assistant Professor (40.7% vs. 57.3%), and Associate Professor ( 31.6% vs.
34.7%) categories. Percentage increases for Asians were found for APTs (65.6% vs.
66.7%), E/Ms (35.3% vs. 49.9%), Lecturers (38.8% vs. 39.8%), Instructors (15% vs.
18.5%), and Assistant Professors (24.1% vs. 36%). Percentage increases for Native
Hawaiians occurred for APTs (18.3% vs. 21.6%), Non-teaching Faculty (14.3% vs.
15.1%), E/Ms (5.9% vs. 11.2%), Lecturers (13.4% vs. 20.5%), Instructors (0% vs. 3.7%),
and Assistant Professors (11.2% vs. 16%). Percentage decreases for Caucasians were
found for APTs (32.2% vs. 28.8%), E/Ms (58.8% vs. 44.5%), Lecturers (59.7% vs.
57.8%), Instructors (85% vs. 77.8%), and Assistant Professor (66.7% vs. 62.7%).
Table 3
Fall 2002 vs. Fall 2007
Employee
2002
2002
2002
2002
2002
2007
2007
2007
2007
2002
Type
%
%
%
%
%
%
%
%
%
%
WOMEN
CAU
AS
NH
CAU
AS
NH
Other
Other WOMEN
APT
49.5%
32.2% 65.6% 18.3% 3.3%
49.5%
28.8% 66.7% 21.6%
NF
71.4%
35.7% 64.3% 14.3%
0
63.6%
39.5% 45.5% 15.1% 15.0%
CS
N/A
N/A
N/A
N/A
E/M
41.2%
5.9%
5.9%
44.4%
N/A
N/A
58.8% 35.3%
N/A
N/A
N/A
44.5% 49.9% 11.2%
4.5%
N/A
5.6%
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Lecturers
65.7%
Instructors
60.0%
Asst. Prof
40.7%
Assoc.
59.7% 38.8% 13.4% 1.5%
57.8%
57.8% 39.8% 20.5%
2.4%
59.3%
77.8% 18.5%
3.7%
3.7%
66.7% 24.1% 11.2% 9.3%
57.3%
62.7%
16%
1.3%
31.6%
63.2% 31.6%
7.9%
5.3%
34.7%
67.3% 24.5%
0
8.2%
25%
67.3% 30.8%
3.8%
1.9%
20%
73.3% 21.7%
0
5%
85%
15%
0
0
36%
Prof
Prof
Immediate Action Steps
Due to the geographic isolation of UH Hilo, it is important for UH Hilo to adopt a
more aggressive strategic plan for improving faculty, staff and administration diversity.
This plan involves the following immediate action steps:

UH Hilo will work with the State Legislature and the UH System to create a pool
of at least fifty (50) permanent positions reserved specifically for opportunity
hires to enhance faculty and staff diversification.

UH Hilo will work with the State Legislature to create a special fund of at least
one million dollars ($1,000,000) to support opportunity hires to enhance faculty
and staff diversification.3

UH Hilo will encourage departments in its five colleges to explore possibilities
for adding members of underrepresented minority groups to their faculty. In fields
where women are underrepresented, UHH asks that departments be alert to
opportunities for attracting outstanding women to the faculty.
3
Because high-quality opportunity hires are accomplished over an extended period of time, it is important
that the positions and special fund are not subject to “sweeping” by the Legislature or the UH System.
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
If a department has located a prospective faculty member of high caliber who
would present an extraordinary opportunity to enhance diversity, the department
chair will contact the Vice Chancellor for Academic Affairs via the dean of
his/her college to request permission to pursue the recruitment. The request is
more likely to be approved if the department has a compelling need to enlarge its
faculty.

The UHH also encourages the use of visiting appointments to provide
opportunities for the career development of underrepresented minorities, as well
as of women in those fields where they are underrepresented. UHH also
encourages the recruitment of underrepresented minorities and women for
distinguished visiting professorships, with an eye toward possible longer-term
appointment.
Long-term Strategy
While hiring underrepresented faculty through the mechanism of “Opportunity
Hires” can help to resolve the current discrepancy on ethnicity and gender between
faculty and students at UH Hilo, a longer term strategy is needed. Specifically, we need
to cultivate doctoral graduates with roots in Hawaii who can become a part of the pool of
underrepresented faculty applicants. Individuals with roots in Hawaii are more likely to
apply for faculty positions at UH Hilo and have long-term tenure as a professor at UH
Hilo. Below are two recommendations in this strategy.
1. UH Hilo should actively foster mentoring relationships between faculty and
students, especially those who have been identified during the first year at UH
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Hilo of having the abilities to be successful in graduate school. To this end, the
following mechanism is recommended:
a. Using entrance applications as one source of data, identify incoming firstyear students for inclusion in the “UH Hilo Graduate Scholars Program.”
b. Assign each student in the Program to faculty mentors (ideally two) who
can provide mentorship for these students, with the goal being to steer these
mentees toward graduate education. Ideally, the mentors will be in disciplines
that are of the highest interest to the mentees.
c. Provide opportunities for students in the Program to gather at least once
per semester to share with each other their various learning experiences and
provide support for one another.
d. Provide academic counseling resources that can help the students to
successfully apply to doctoral programs.
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References
American Council on Education (2000). Does Diversity Make A Difference? Washington,
DC: American Council on Education and American Association of University Professors.
Gurin, P. (1999). Expert report of Patricia Gurin. In, The compelling need for diversity in
higher education, presented in Gratz, et al. v. Bollinger, et al. and Grutter, et al. v.
Bollinger, et al. pp. 99-234. Ann Arbor, MI: The University of Michigan.
Gurin, P.Y., Dey, E.L., Gurin, G., & Hurtado, S. (2003). How does racial/ethnic
diversity promote education? The Western Journal of Black Studies, 27(1), 20-29.
Light, R. (2001). Making the Most of College: Students Speak Their Minds. Cambridge,
MA: Harvard University Press.
McTighe Musil, C., M. Garcia, C. Hudgins, M. Nettles, W. Sedlacek, and D. Smith.
(1999). To Form A More Perfect Union: Campus Diversity Initiatives. Washington, DC:
Association of American Colleges and Universities.
Smith, D., and Associates (1997). Diversity Works: The Emerging Picture of How
Students Benefit. Washington, DC: Association of American Colleges and Universities.
Smith, D. & Moreno, J.F. (2006). Hiring the next generation of Professors: Will myths
remain excuses? The Chronicle of Higher Education
http://chronicle.com/weekly/v53/i06/06b02201.htm