Survey DemographicsSurvey Demographics• Year of National Survey of MPA Programs in

Minority Serving Institutions —Summer 2013• Non Random Sample Size—46• Response Rate—63%• Public Institutions—86%• Private Institutions—14%• NASPAA Accredited Schools—66%• Non-NASPAA Accredited Schools—34%

Note: Numbers reflect rounding

Diversity is an Ethical and Pragmatic Diversity is an Ethical and Pragmatic Requirement of the ProgramRequirement of the Program

Diversity can Help Define and Achieve Diversity can Help Define and Achieve some of the Goals and Objectives of some of the Goals and Objectives of

the programthe program

It is Important to Incorporate Diversity It is Important to Incorporate Diversity into Curriculum Offeringsinto Curriculum Offerings

Diverse Faculty and Adjuncts can Diverse Faculty and Adjuncts can Enrich StudentsEnrich Students’ Experiences in ’ Experiences in

ClassroomsClassrooms

We should Recognize, Value, and We should Recognize, Value, and Market Diversity to Attract more Market Diversity to Attract more

Students to the ProgramStudents to the Program

The Affirmative Action Law is Adequate The Affirmative Action Law is Adequate to Promote Diversity in the Programto Promote Diversity in the Program

Activities and Events Aimed at Activities and Events Aimed at Promoting Diversity is a Waste of Time Promoting Diversity is a Waste of Time

and Money in the programand Money in the program

A Plan for Diversity Should Exist Only at Institutional A Plan for Diversity Should Exist Only at Institutional

Level and Not Necessarily at Program LevelLevel and Not Necessarily at Program Level

Faculty Diversity Should Play No Role in Accreditation Faculty Diversity Should Play No Role in Accreditation

and Maintenance of Accredited Status in a MPA and Maintenance of Accredited Status in a MPA

ProgramProgram

Lack of Funding and Other Resources Serve as Obstacles Lack of Funding and Other Resources Serve as Obstacles in Recruitment and Retention of Diverse Students in the in Recruitment and Retention of Diverse Students in the

ProgramProgram

Limited Funding and a Pool of Diverse Limited Funding and a Pool of Diverse Candidates Serve as Obstacles in Hiring and Candidates Serve as Obstacles in Hiring and Retention of Diverse Faculty in the ProgramRetention of Diverse Faculty in the Program

Majority vs. Minority Institutions Majority vs. Minority Institutions in Diversityin Diversity

• US Supreme Court in Grutter v. Bollinger (2003) recognized the importance of diversity as a core value in hiring faculty and developing students

• Focus has traditionally been on diversification of historically Anglo institutions in the promotion of diversity.

• Majority Institutions have institutional barriers to hiring graduates from HBCUs

• Increasingly, pressure has been brought on minority serving institutions to diversify both faculty and student populations.

• Lack of faculty opportunities at Majority institutions create increased pressure at Minority Institutions

NASPAA Regulations on NASPAA Regulations on DiversityDiversity

• Faculty diversity is a core value of NASPAA as evidenced through its regulatory framework:o Section 3.2 of NASPAA standards requires the program to

promote diversity and a climate of inclusiveness through its recruitment and retention of faculty members.

o Section 4.4 of the NASPAA accreditation process requires that all programs will promote diversity and a climate of inclusiveness through its recruitment, admissions practices, and student support services.

Diversity Dilemma for Minority Diversity Dilemma for Minority Serving InstitutionsServing Institutions

• Minority Serving Institutions produce the bulk of minority graduates

• Many minority graduates have seen pronounced barriers to hiring at Tier 1 and Tier 2 research institutions

• HBCUs and to a lesser extent Hispanic Serving Institutions remain the most viable employment options for minority graduates.

• Result has been some difficulty in diversifying HBCU faculty

Possible approaches to Possible approaches to increasing diversityincreasing diversity

• Develop agreements between majority and minority institutions for faculty exchange process.

• Better utilize visiting faculty status to diversify hiring options• Approach diversity at a systemic level rather than at an

individual institution.• Develop NASPAA hiring “banks” for prospective faculty

hiring.

Thank You!