Transcript J. John Harris III, Ph. D., Acting/Vice Chair PCD 6/16/03 Population Growth In the next 10 years, Kentucky’s projected population growth is 3%

J. John Harris III, Ph. D., Acting/Vice Chair
PCD 6/16/03
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Population Growth
In the next 10 years, Kentucky’s projected
population growth is 3% (128,000).
 From 2001-2010 the number 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
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Adults who are not high school graduates
participate in literacy and job-skills training
and further education
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Source: U.S. Census Bureau, 2001; SREB, 2003
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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
education because of cost and
preconceived notions of
access.
SOURCE: Gandy, 1998; Paulsen, 2002
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Factors the 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
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Financial Aid
 Debt vs. grants
 Quality of public schooling

Social and Academic
Support on Campus

Pre-matriculation
Perceptions
 “Grow your own”
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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
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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
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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.
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
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
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Critical Issues in Diverse Student Admissions, Retention and
Graduation Rates
Future rates of growth predict that no later than the 2050s, over half
the U.S. population will be citizens 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
 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 American 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
 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
 Disseminate information about best practices to all units on campus
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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.”
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



“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
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Faculty Demographics and Rank:
University System Tenured and Tenure-track Faculty
2001-2002 by Rank / Race / Ethnicity / Gender
Black,
American Indian/
Full Time Faculty Non-Hispanic Alaskan Native
M
F
M
F
Asian/
Pac. Islander
M
Hispanic
White
F
M
F
M
F
Professors
6
4
1
0
40
6
4
0
490
77
Associate Professors
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
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Barriers Reported by
Faculty of Color
There is a “double burden” of racism and
sexism that faces 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 impact peers, staff
and students and can devalue, discourage
and marginalize faculty of color causing a
revolving door for hiring without retention

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Source: Feagin, 2003
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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
 Disseminate information about best practices to all
units on campus
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SOURCE: Bennefield, 1999; Davidson, 2001; Fain, 2000; Hamilton, 2002; Hill,13
1999
New UK Faculty 2003-2004 by Ethnicity, Gender,
Rank and Department As of 6/13/03
Ethnic
Background
Gender
Rank
Department
Appointment
Joey Norikane
Asian American
Male
Assistant Professor
Biosystems/Ag Engr.
Regular
Dien Ho
Asian American
Male
Assistant Professor
Philosophy
Regular
Mi-Ok Kim
Asian American
Female
Assistant Professor
Statistics
Regular
Dong Lee
Asian American
Male
Assistant Professor
Management
Regular
Xin Ma
Asian American
Male
Associate Professor
Curriculum & Instr.
Regular
Julian Shew
Asian American
Male
Associate Professor
Music
Special
Seok-Woo Kwan
Asian American
Male
Assistant Professor
Martin School
Regular
Royce Mohan
Asian American
Male
Assistant Professor
Ophthalmology
Regular
Arundathi Reddy
Asian American
Female
Instructor
Anesthesiology
Clinical
Michael Crutcher
African
American
Male
Assistant Professor
Geography
Regular
Fay Yarbrough
African
American
Female
Assistant Professor
History
Regular
Lee Walker
African
American
Male
Assistant Professor
Political Science
Regular
Male
Assistant Professor
Anesthesiology
Clinical
Hispanic Studies
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Regular
Name
Charles A. Ahene
African
American
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Juan Antonion
Hispanic/Latin
Male
Assistant Professor
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 fully 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
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Lee A. Todd, President
Deneese L. Jones, Chair
J. John Harris III, Acting Chair
President’s Commission
On Diversity
2 Gillis Building
University of Kentucky
Lexington, Kentucky 40506-0033
PCD 6/16/03
Tel:
Fax:
TTD:
Web:
(859) 257–3493
(859) 257–1015
(859) 323-1294
www.uky.edu/PCD
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