Deneese L. Jones, Ph. D., Chair
J. John Harris III, Ph. D., Vice Chair
Mission
The University of Kentucky
is a comprehensive,
public, land grant
university dedicated to
preparing a diverse
student body for an
increasingly
multicultural, pluralistic
and technological world
and to improving the
lives of people in the
commonwealth, the
nation, and the world
through excellence in
research, teaching and
service.
The Charge to the PCD

Advise the President on issues, policies and practices that affect the
University of Kentucky’s commitment as a champion of diversity

Report regularly to the President and the University community on the
status of issues of diversity at UK (on matters of racial and ethnic
diversity in employment, working environment, compensation and
campus leadership

Offer recommendations to redress all forms of racial and ethnicityrelated inequities, that is , making recommendations for enhancing the
University’s recruitment, retention and graduation on minority students
in all of its programs, and for enhancing the institution’s recruitment
and retention of minority faculty and staff

Propose initiatives to ensure racial and ethnic diversity at the University
of Kentucky which full engage faculty, staff and students in the creation
of a campus that is inclusive, that is, cultural affairs, communications,
curriculum, extra-curricular opportunities, and community affairs
Accomplishments of the Commission
2002-present






Development of University-wide initiatives and eighteen specific
recommendations relative to the status of historically
underrepresented populations at the University of Kentucky
Launched PCD website Fall, 2002 with resource listings as a
university clearinghouse
Sponsorship of University-wide first “Bucks for Brains” summer
research initiative for undergraduates
Sponsorship of University and community forums to enhance
awareness, understanding and sensitivity between and among
multiple audiences
Co-sponsor of numerous academic and cultural events (e.g., Carter
G. Woodson lecture, new faculty orientation)
Conduct continuing professional development for faculty and staff
Accomplishments of the Commission
2002-present





Assisted in the preparation of a senior level community relations and
outreach initiative whose goal is to achieve the participation of culturally
diverse individuals through planned programs established with the Vice
President for Academic Outreach
Developed the Brown v. Board of Education proposal for a universitywide yearlong commemoration of the landmark decision and its impact on
Kentucky higher education.
Established an ongoing Panel on Diversity series.
Established the Commission on Diversity Award that promotes and
recognizes the value of cultural diversity actualized by an individual, unit
or program.
Collaborated with academic and student affairs units to ensure a
continuing commitment to the values and enhancement of diversity.
Diversity
Definition:
Diversus (latin), Having variety in form
- - American Heritage Dictionary, 4th ed., (2001@252)
Something to think about:
Unity does not exclude diversity, nay more,
without diversity there can be no true and perfect
unity.
-- Farrar (1882)
Challenges to Success for
Diversity Issues
Leadership must acknowledge these obstacles and remove barriers
restricting representation of diverse groups in colleges and
universities:
 Institutional culture and climate (e.g. curriculum, facultyadministrative hiring, selection, advancement)
 Assessment (e.g. SAT/ACT/GRE used as sole measures of entrance)
 Financial aid (e.g. rising tuition costs added to reductions in federal
and state support)
 Articulation and recruitment (e.g. partnerships between higher
education, high schools, community colleges and other four-year
institutions)
 Transfer (e.g. from community colleges and to
graduate/professional schools)
Sourse: Justiz, Wilson, Bjork, 1994
Why Value Diversity in the Professoriate,
Staff and Student Body?





There is no better way to promote “academic excellence” than to
maximize talent development.
Increasing cognitive learning, complex thinking and personal
development challenges stereotypes for all students.
Effective mentoring of diverse students by individuals with
similar experiences will improve retention and graduation rates.
Diverse faculty representation increases an institutions ability to
attract diverse students into baccalaureate, graduate and
professional level programs.
Universities that pay critical attention to who will be attending
their schools and to what they must do to educate these students
to face emerging realities demonstrate an understanding of
valuing diversity in changing times.
SOURCE: Antonio, 2002; Coleman, 2001; Hill, 1999; Justiz, Wilson and,
Bjork, 1994
World Metric
If we could shrink the Earth’s population to a village
of precisely 100 people…with all existing human
ratios remaining the same, it would look something
like this:
 70 would be nonThere would be 57
Christian; 30 would be
Asians, 21 Europeans, 14
Christian
from the Western
 50 percent of the entire
Hemisphere (North &
world’s wealth would be
South) and 8 Africans
in the hands of only 6
 51 would be female; 49
 Only one would have a
would be male
college education
 70 would be nonwhite;
 No one would own a
30 would be white
computer

Population Growth
In the next 10 years, Kentucky’s projected
population growth is 3% (128,000).
 From 2001-2010 the numbers of Kentucky’s
public school graduates is expected to increase
by 4% (1,300).
 Diverse students will account for 13% of public
high school graduates in Kentucky by 2007.

SREB Fact Book on Higher Education 2000/2001
Critical Issues in Diverse Student Admissions, Retention and
Graduation Rates
Future rates of growth predict that no later than the 2050s, over half
the population will be Americans of color
Key actions needed:
 Undertake a large-scale effort to enlighten all students, faculty and
staff about the history and current reality of racial and ethnic
discrimination that has targeted Americans of color
 Significantly increase the number of faculty of color
 Develop much better support and mentoring programs for faculty of
color with an eye to facilitating their promotion to tenure and to
higher levels of decision making
 Increase the number of students of color and provide essential
programs to prepare, support, and mentor them as they progress
toward graduation
 Expand the number of support staff and administrators who are
African Americans and other people of color while providing strong
support programs that foster their advancement
 Develop comprehensive partnerships among administrators, faculty
and students as well as with the diversity of families and communities
served
 Disseminate information about best practices to all units on campus
Dispelling Myths and Uncovering Truths About
Under-representation of Diverse Students
in Higher Education

The strongest predictor of
success in math, science and
engineering is elementary and
middle school math and
science skill

Poor and working class
African Americans were more
likely to persist in
postsecondary pursuits than
their white peers

Poor Asian Americans are less
likely than other races to
persist in higher education

Poor and working class
students are more likely than
middle and upper income
students to earn A grades in
higher education

Lower and working class
students may aspire to lower
levels of postsecondary levels
because of cost and
preconceived notions of
access.
SOURCE: Gandy, 1998; Paulsen, 2002
Factors That Can Influence College
Attendance, Retention and
Graduation for Diverse Students

Family Income and
Education

 Socio-economic factors

Pre-college Academic
Preparation
 Mentoring matters

Admission Policies
 Portfolio and multiple
measures vs. standardized
test only
Financial Aid
 Debt vs. grants
 Quality of public schooling

Social and Academic
Support on Campus

Pre-matriculation
Perceptions
 “Grow your own”
Postsecondary Student Access and
Retention Issues for Diverse Students



Accumulation of significant debt
as an undergraduate decreases
the likelihood that qualified lowincome and working-class
students will pursue graduate
studies
Pre-matriculation perceptions of
students impact the caliber of
undergraduate and graduate
schools they choose to attend
Selection of lower cost
undergraduate schools impact
access to elite graduate schools.

The gap in attendance rates
between high- and low-income
students has widened

Student grant and scholarship
support has not kept pace with
tuition increases

The more hours working-class
students work the more likely
they were to drop out of college

As tuition costs rise economically
disadvantaged students work
more, take fewer classes, increase
time to graduation
SOURCE: Feagan, 2003
Impact of Socioeconomic Status (SES) and
Family Income on the Most Highly Qualified
High School Graduates
120%
100%
80%
97%
78%
67%
60%
47%
Highest SES Quartile
Lowest SES Quartile
40%
20%
Attending
Four-Year
College
Attending
Any
College
0%
Source: A Report of the Advisory Committee on Student Financial Assistance, 2002
UK Student Demographics:
Fall 2002 by Race / Ethnicity
Undergrad
Grad
First
Prof
Post
Doc.
House
Staff
LCC
Total
Black, Non-Hispanic
925
310
52
1
11
897
2,196
Amer. Indian/
Alaskan Native
20
16
1
0
0
36
73
Hispanic
156
48
14
2
8
88
316
International
278
1,057
10
164
37
66
1,612
Not Reported
308
381
74
16
147
289
1,215
White
15,884
3,868
1,186
38
240
6,785
28,001
Total
17,878
5,767
1,388
232
476
8,270
34,011
UK Student Demographics:
Fall 2002 by Race / Ethnicity
Black, NonHispanic
6.46%
American
Indian
0.21%
Asian/Pacific
Islander
1.76%
Hispanic
0.93%
International
4.74%
Not Reported
3.57%
White
82.33%
Total = 34,011
University of Kentucky Diversity
Survey Results Compiled from. . .

The National Survey of Student
Engagement (NSSE, 2001)

Undergraduate Alumni Survey
(1999, 2000, 2001)

New Freshmen Survey (2001)

Noel-Levitz Student Satisfaction
Inventory (1997, 2000)
Perceived Academic Climate for
African-American Students at UK
70%
61.3%
60%
52.9%
50%
40%
33.8%
30%
23.5%
22.1%
20%
10%
0.3%
4.5%
1.5%
0%
Very Discriminatory
Discriminatory
Overall Sample
Supportive
Very Supportive
African Americans
(Overall N=2358, African-American N=68)
Note: Results are compiled from three years of surveys
Source: Undergraduate Alumni Survey Results for 1999, 2000, 2001
“Would you enroll again at UK?”
70%
63.6%
60%
47.9%
50%
39.7%
40%
30%
18.2%
20%
18.2%
10.0%
10%
2.4%
0.0%
0%
Definitely not
Probably not
Overall Sample
Probably yes
African Americans
Source: Undergraduate Alumni Survey Results for 2001
Definitely yes
Summary Statements

African American students are
more likely to express concern
with UK’s commitment to racial
harmony on campus. (NoelLevitz Inventory)

African American freshmen are
more likely to report working
and conversing with whites than
vice versa. (New Freshman
Survey)

Both African Americans and
women are less likely than the
overall group of respondents to
believe the campus is safe and
secure.

UK students are less likely
than students from other
doctoral institutions to
converse with students who
are very different from
themselves (NSSE)

UK students perceive the
university as not emphasizing
the importance of contact
with students from different
economic, social, and racial or
ethnic backgrounds (NSSE)

Female and African American
alumni perceive the social
climate at UK as less
supportive than the overall
sample of alumni (UK Alumni
Survey)
Barriers Reported by
Faculty of Color
There is a “double burden” of racism and
sexism that face many women faculty of
color
 At the heart of many problems faced by
faculty of color, is the repeated questioning
of their abilities, training, and intelligence
 Not only is there a major energy cost from
racial barriers, there are huge psychological,
physical, financial, and community costs to
faculty of color in higher education
 Practices of intense bias peers, staff and
students can devalue, discourage and
marginalize faculty of color causing a
revolving door for hiring without retention

Source: Feagin, 2003
Debunking the Myths for
Faculty of Color



“Our institution cannot
compete for faculty of
color because everyone
wants them.”
“We cannot match the
high salaries offered
faculty of color.”
“Recruiting faculty of
color takes away
opportunities for white
faculty.”




“There are no qualified
candidates of color for
our open faculty
positions.”
“Faculty of color will
leave for more money
and prestige.”
“Faculty of color would
not come to our
campus.”
“Model Minority”
SOURCE: Turner, 2002
Doctoral Degrees Awarded in 1999-2000 By Race
0.4
5.3
4.9
2.9
25.1
American Indian
Asian
African American
Hispanic
White
Other
61.4
Distribution of Full-time Faculty
in Degree-granting Institutions: Fall 1999
100%
88.50%
90%
80.90%
80%
Percent of Total
70%
60%
Professor
Associate Professor
50%
Assistant Professor
Instructor
40%
31%
30%
20%
18.40%
6.50%
10%
3%
1.80%
4.50% 5.50%
4.30%
0.30%
0.70% 0.90%
3.10%
0%
Total
African American
Hispanic
Asian
American Indian
Other
White
SOURCE: National Center for Education Statistics (2001)
Race/Ethnicity
Demographics for Full Professor:
1999
8.20%
2.40%
18.50%
Men of Color
Women of Color
White Women
White Men
70.90%
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fall Staff
Survey, 1999
Executive/Managerial/Administrative
American Indian
Asian
African American
Hispanic
White
Other
Source: The Chronicle of Higher Education, ??
Faculty Demographics and Rank:
University System Tenured and Tenure-track Faculty
2001-2002 by Rank / Race / Ethnicity / Gender
Black,
American Indian/
Non-Hispanic Alaskan Native
Full Time Faculty
M
Professors
6
Associate Professors
Asian/
Pac. Islander
Hispanic
White
M
F
M
F
M
F
M
F
4
1
0
40
6
4
0
490
77
19
11
1
0
28
8
2
2
348
187
Assistant Professors
6
8
1
0
27
7
4
2
183
122
Instructors
0
0
0
0
0
0
0
0
3
13
Total
31
23
3
0
95
21
10
4
1,024
399
F
Access and Retention in Higher Education
for Racially/Ethnically Diverse Students:
Some Promising Initiatives

HAWK
A University of Kansas initiative that used orientation, mentoring, tutoring, career
counseling, and financial aid packages to raise minority retention rates at the
undergraduate level.

Project DEEP
A research initiative that is evaluating the retention programs and associated
graduation rates of minorities in 20 U.S. colleges and universities.

SREB Doctoral Scholars
The Southern Regional Education Board in conjunction with its member states,
institutions and foundations initiative to increase the number of minorities earning
doctoral degrees and secondarily increasing the ratio numbers of minority faculty
in colleges and universities. Ongoing mentorship and transition to the academy
continues after graduation.

Holmes Scholars
The Holmes Scholars are a select group of graduate students who are enrolled at The
Holmes Partnership institutions preparing for careers in the education professorate
and in professional development schools.
Strategies to Increase the Hiring and
Retention of Racially/Ethnically
Diverse Faculty

Institutional commitment to hire, retain and promote
 Personal outreach to candidates
 Aggressive recruitment strategy
 Cultivate a welcoming environment
 Engage campus neighbors
 Don’t distort reality
 Counter segregated networks
 Mentor racially/ethnically diverse doctoral graduate
students and post-doc employees
 Cultivate alliances with minority organizations
SOURCE: Bennefield, 1999; Davidson, 2001; Fain, 2000; Hamilton, 2002; Hill, 1999
1st UK
African
American
BOT Chair
2002
1st
13th
Amendment
1865
UK
Founded
1865
1850
UK
African
American
Faculty
1965/1967
Adams v.
Richardson
1973
Day Law
1903
1875
Plessy v.
Ferguson
1900
1925
1950
Brown v.
Bd. Of Educ.
1954
1st African
American
Vice
President
1974
1975
1st UK
African
American
Student 1949
1990
1st African
American
Dean 1990
1896
Civil
Rights Act
1964
President’s
Commission
on Diversity
2001
2000
1st UK
Status of
Minority
Report
1990
“Education of all Americans profoundly
benefits the national economy. The
Education Testing Service estimates that,
‘if Hispanics and African Americans had
the same education and commensurate
earnings as whites,’ there would be ‘an
upsurge in national wealth’ of $113 billion
annually for African Americans and $118
billion for Hispanics”
(Business-Higher Education Forum, 2002)
Lee A. Todd, President
Deneese L. Jones, Chair
J. John Harris III, Vice Chair
President’s Commission
On Diversity
2 Gillis Building
University of Kentucky
Lexington, Kentucky 40506-0033
Tel:
Fax:
TDD:
Web:
(859) 257–3493
(859) 257–1015
(859) 257wwwpcd@uky..edu