Advance V09212015 Applicant Diversity Statement In Faculty S ✓ Solved

Advance V09212015applicant Diversity Statement In Faculty Search Pro

Advance V09212015applicant Diversity Statement In Faculty Search Pro

ADVANCE v. • APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS FREQUENTLY ASKED QUESTIONS 1) How does University of California define “diversity?†A: The academic senate adopted in 2009 the following broad definition of diversity: Diversity - defining features of California past, present and future - refers to a variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more. 2) Why does UC Irvine expect a diversity statement from applicants for faculty positions? A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally preeminent universities. It provides applicants with an opportunity to discuss how their past or future contributions will advance this enduring campus commitment. For more information, please see the Provost’s memo on Inclusive Excellence. 3) Is the diversity statement consistent with University of California policy? A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that faculty be both encouraged and rewarded for activity that promotes inclusive excellence: “The University of California is committed to excellence and equity in every facet of its mission. Teaching, research, professional and public service contributions that promote diversity and equal opportunity are to be encouraged and given recognition in the evaluation of the candidate's qualifications. These contributions to diversity and equal opportunity can take a variety of forms including efforts to advance equitable access to education, public service that addresses the needs of California's diverse population, or research in a scholar's area of expertise that highlights inequities.†4) Is UC Irvine alone among UC campuses in adopting this statement? A: No. UC San Diego adopted this statement in 2010. 5) How will applicants learn about the diversity statement expectation? A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following sentence: “Applicants are encouraged to share how their past and/or potential contributions to diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.†6) How do applicants provide their diversity statement? A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement. 7) If an applicant does not provide a diversity statement, will his or her application be considered incomplete? A: Yes ADVANCE v.) What are the components of a diversity statement? o Provides a statement of contributions to diversity o Indicates awareness of inequities and challenges in education faced by historically underrepresented or economically disadvantaged groups, and the negative consequences of underutilization o Demonstrates a track record and measure of success in activities (such as mentoring, teaching or outreach) that aim to reduce barriers in education or research for underrepresented or economically disadvantaged groups o Specific plans to contribute through campus programs, new activities, or through national or off-campus organizations 9) What should a diversity statement address? A: Be specific when describing the nature and impact of the research, teaching, and service activity that advances access, diversity and equal opportunity. ï‚· How the activity advances equal opportunity and diversity: the ways it explores underrepresented or understudied populations or communities, cultures and practices; or illuminate societal inequalities or disparities ï‚· What the significance or impact of the activity is: how it builds or extends research problems or areas; raises awareness in local or state or national or international contexts; contributes to equitable access to education and broadens participation in higher education through outreach or mentoring or recruitment or student placement; addresses societal disparities or inequalities; or aligns with Category 7 (Multicultural Studies) of the General Education requirements. ï‚· The extent the activity has been recognized: document and describe any and all of the following: competitive funding; any appearance in a peer reviewed journal or publication as a book; significant contribution to high impact online journalism such as a blog or curated web-page; selection for commendation by campus unit, professional association or public service organization; or has the faculty member served on a taskforce or been elected to a leadership position in an affinity group or a committee within a professional organization.

10) What should search committees look for in a diversity statement? A: Search committees will be provided with an evaluation grid in order to rate a diversity statement along four dimensions. Equity Advisors will also review the evaluation grid during their mandatory presentation to search committees. 11) What role does the diversity statement have in the selection process? A: Departments will discuss the strength of the diversity statement as part of the rationale for the proposed list of short-listed candidate to be invited to campus. Deans will consider diversity statements in their evaluation of finalists. 12) Are there campus and university resources to learn more about inclusive excellence? A: Yes. They include the UC Statement on Diversity, UCI Provost Gillman’s memo on Diversity Activity in Personnel Review, UCI ADVANCE Program.

Sample Paper For Above instruction

The importance of diversity statements in academic faculty searches has gained increasing recognition within higher education institutions, particularly within the University of California system. These statements serve as a vital component in evaluating a candidate’s commitment to fostering inclusive excellence and addressing societal inequities through their research, teaching, and service activities. This paper discusses the significance, components, and evaluation of diversity statements in faculty recruitment, with a specific focus on the UC Irvine policies and practices.

Introduction

In an era marked by growing diversity and inclusion awareness, academic institutions are expanding their assessment criteria to encompass contributions that promote equitable access and social justice. The University of California (UC) system has formally integrated diversity statements into its faculty search procedures, recognizing their role in advancing inclusive excellence. UC Irvine, in particular, emphasizes that a well-crafted diversity statement provides an opportunity for applicants to articulate how their work aligns with institutional values of diversity, equity, and inclusion (DEI). This approach aims to enhance the university’s academic and societal impact by recruiting faculty who are committed to diversity-related endeavors.

Definition and Rationale for Diversity Statements

According to the UC Academic Senate (2009), diversity encompasses a broad array of personal experiences, cultural backgrounds, and worldviews that stem from differences in race, ethnicity, gender, socioeconomic status, language, disability, sexual orientation, and more. This comprehensive definition underscores the importance of recognizing and valifying multiple identities and circumstances. UC Irvine’s expectation for a diversity statement aligns with UC policy that encourages faculty activity promoting inclusive excellence, as outlined in APM 210.1-d. Such activities include efforts to address inequities in education, public service to diverse populations, and research that highlights disparities.

Components and Content of a Diversity Statement

A compelling diversity statement typically includes a narrative of contributions to diversity, awareness of challenges faced by underrepresented groups, evidence of successful engagement activities, and future plans for impact. Candidates should demonstrate specific initiatives such as mentoring students from underrepresented backgrounds, developing inclusive curricula, participating in community outreach, or conducting research that addresses societal inequities. Quantifiable achievements, such as securing funding for diversity-focused projects or publications addressing marginalized communities, bolster the credibility of the statement.

Moreover, candidates should outline specific strategies for future contributions, such as new programs or collaborations with community organizations. The statement must be tailored to highlight how these activities promote access to education, broaden participation, and address disparities across local, national, or international contexts.

Evaluation and Role in the Recruitment Process

Search committees utilize evaluation grids designed to assess diversity statements along multiple dimensions including the candidate’s understanding of inequities, effectiveness of activities, and potential for future contribution. These evaluations inform the shortlisting process and influence departmental discussions about candidate fit. Deans and other administrative leaders consider the strength of diversity contributions when making final selections, emphasizing the commitment to inclusive excellence as a core value.

Resources and Support for Applicants

To support the development of effective diversity statements, UC campuses provide resources such as guidelines, workshops, and exemplars. The UC Statement on Diversity and campus-specific protocols serve as valuable references. In addition, initiatives like the UCI ADVANCE Program offer training and mentorship to help faculty candidates craft impactful statements that accurately reflect their engagement with diversity and inclusion.

Conclusion

In summary, diversity statements are a crucial component of modern faculty recruitment, reflecting an institution’s commitment to fostering inclusive academic environments. When well-crafted, these statements can showcase a candidate’s dedication to promoting equity, addressing societal disparities, and contributing to the broader goals of diversity and inclusion. As higher education continues to evolve, integrating diversity statements into the evaluation process ensures that universities like UC Irvine attract faculty who will actively support and advance DEI initiatives, ultimately enriching the academic community and society at large.

References

• American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.).
• California Department of Education. (2019). Diversity in Education. Retrieved from https://www.cde.ca.gov
• UC Academic Senate. (2009). Definitions of Diversity. University of California.
• UC Irvine. (2014). Memo on Diversity and Inclusion in Faculty Search Process.
• University of California, Office of the President. (2010). Diversity in Faculty Recruitment. UCOP Publications.
• Williams, D. R., & Mohammed, S. A. (2009). Discrimination and racial disparities in health: Evidence and needed research. Journal of Behavioral Medicine, 32(1), 20–47.
• Fischer, K., & Gower, A. (2018). Promoting diversity and inclusion in higher education. Higher Education Research & Development, 37(3), 589–601.
• Harper, S. R. (2012). Race and College Access: A Critical Perspective. New York: Routledge.
• Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color. Stanford Law Review, 43(6), 1241–1299.
• UCI ADVANCE Program. (2023). Supporting Diversity and Inclusion in Faculty Recruitment. University of California, Irvine.