Enhancing Diversity, Equity, and Inclusion for a Brighter Future at Yale

A Vision for Improving Diversity, Equity,
Inclusion, and Belonging at Yale
The Yale Mission
The Yale Mission
2
“Yale is committed to improving the world today and for future
generations through outstanding research and scholarship, education,
preservation, and practice. Yale educates aspiring leaders worldwide
who serve all sectors of society. We carry out this mission through the
free exchange of ideas in an ethical, interdependent, and diverse
community of faculty, staff, students, and alumni.”
 
Student demographics are changing to better reflect national demographics.
 
Staff demographics have also changed, although not as much.
 
Faculty demographics are nearly stagnant over the past two decades.
 
The Connection of Diversity and Excellence
The Connection of Diversity and Excellence
 
3
 
Improving faculty diversity is expected to impact learning
and research at Yale and beyond
 
Increases student retention
 and persistence in fields of study
 
Research shows
 more diverse faculty tend to increase global issues
considered for research and teaching.  Students exposed to global issues are
more likely to engage (higher attendance and achievement) and are twice as
likely to take personal social action on such issues after graduation
 
Education within a diverse setting 
better prepares students
 to be good
citizens in an increasingly complex, pluralistic society
 
Decades of research
 by organizational scientists, psychologists,
sociologists, economists and demographers show that socially diverse
groups are more innovative than homogeneous groups
Diversity, Inclusion, and Equity
Diversity, Inclusion, and Equity
4
What are we looking for to improve faculty diversity?
 
Increasing the range of racial, ethnic, dimensions of dis/ability,
socioeconomic, geographic, gender, gender identity, sexual
orientation, veteran status and national origins acknowledges
societal forces
 
People with differing opinions, social experiences, political and
religious beliefs, heritages and life experiences is what
improving diversity adds to our research, teaching and service
From the National Academies Press
“…we must continue to drive bias, discrimination, and harassment
out of our institutions and society. Despite decades of research,
funding, and programs dedicated to increasing the representation of
women in science, engineering, technology, mathematics and
medicine, the numbers, particularly in leadership roles, have
remained low or stagnant in many fields, particularly among women
of color.”
 
“The bulk of evidence indicates that underrepresentation of women
in STEMM is driven by a wide range of structural, cultural, and
institutional patterns of bias, discrimination, and inequity that do not
affect men of comparable ability and training…”
The Challenge of Achieving Diversity
The Challenge of Achieving Diversity
6
Why focus on diversity rather than inclusion?
Why is this not the
“natural” picture of
academic faculty?
 
Focuses on labeling/bucketing
Emphasizes differences rather than commonalities
Defiance/backlash
Success can be counted as assimilation, not pluralism
Exhaustion               of ideas, people
Lack of success over decades of trying
 
Studies Indicate the Problematic 
Cultural
Patterns Limiting Inclusion and Diversity
You cannot simply launch programs and expect results.
Leaders still underestimate the challenges BIPOCs face.
 
8
 
Comments or Questions?
 
What Change Is Indicated/Warranted?
What Change Is Indicated/Warranted?
 
9
 
Studies find that the leading 
causes for barriers
 to
improvement of faculty diversity are:
Belief in pipeline paucity even though it does not fully
explain the lack of progress (U. of California studies)
 
A sense of isolation for underrepresented faculty
resulting from or leading to
Lack of mentoring
Devaluation of “minority research”, particularly in
strongly interdisciplinary fields
The “token hire” misconception among URM faculty
 
Biases in tenure and promotion evaluations
 
“I totally support diversity and inclusion, but the pipeline in this field
is too small to do it.”
“How are we supposed to balance diversity versus excellence?”
“We don’t have a problem with hiring women - we, like any other
department, would jump at the chance to hire Professor xxxx.”
“Where is the evidence of structural racism in any of our past actions?”
“I have never seen any instance of racism or any other form of bias in
this department or among my faculty colleagues.”
One Example Set: Cultural Changes
Needed Around Recruitment
Pipeline paucity does not fully explain the lack of progress in STEM fields 
(U. of California studies)
Who are the numbers 2 and 3 and 4… women on that list?
Numerous studies show this evidence across numerous universities and fields – why are we different?
Diversity increases innovation, inclusion improves productivity and makes diversity possible.
Minority and female faculty also play an important role in listening to issues that underrepresented
students are unlikely to bring up to other faculty that they may not identify with.
The Challenge of Achieving Diversity
The Challenge of Achieving Diversity
11
Most people in positions of influence think they do not suffer
from bias
Recent studies from psychologists and reports from URM’s
show bias and how it works in the workplace
 
Lack of awareness of how systemic bias in a cultural and
historic context
Systemic bias today results from systemic bias/racism of the
past – hiding the connection is part of the system
 
Insistence on use of biased measures of productivity without
corresponding measures of value/worth
We are all aware of unusual career paths resulting in
remarkable achievements – yet we remain risk averse
Why is this not the
“natural” picture of
academic faculty?
 
Some Findings from the President’s Committee on
Diversity, Inclusion and Belonging
 
Strengthen inclusion and
a sense of belonging
Some Findings from the President’s Committee on
Diversity, Inclusion and Belonging
Need a work culture of
greater respect
 
14
 
Comments or Questions?
 
Focus of the Work Ahead
 
F
aculty diversity efforts are the greatest need, but
diversification of campus community should be a goal
 
Review and adopt a framework for assessment
 
Deepen a culture of respect and connection
 
Articulate, promote, and socialize DEI and
belonging in fulfilling the University’s mission
 
A
ll academic and administrative units should develop
local DEI and belonging plans with specific direction to
address the needs of BIPOC staff, faculty and students
Effective Strategies for Change
Avoid the bias to undue action – Heidi Brooks, Yale SOM
 
“R
eflect on your own
culture and power
dynamics and create a
long-term plan for impact”
 
Change Can Be Rapid
Effective Strategies for Change
Lean into climate surveys and departmental self-assessment (we can
help but look to your peers as well)
Leaders need to lead
Particularly on hard discussions about race, gender, inclusion
Leaders set the culture for deciding on your core values
Empower ugrad/grad students/staff/Asst. Profs to dialogue
Restructure your committees
Diversify representation
Seek to engage groups most impacted by decisions of a committee
Broaden the leadership pool
Examples of Best Practices for Change
Expand networks for recruitment, advice, and scholarship
Faculty search and graduate recruiting committee chairs and members should
reach out to colleagues at institutions that have diverse faculty and students to
identify high-potential female and underrepresented minority candidates
Advertise broadly, including to interest groups with diverse faculty audiences
Use outreach efforts to promote Yale’s interest
Review and revise policies that affect equity and inclusion
Look particularly at means of communication – promote transparency
Distribute decision-making as much as feasible – establish a climate committee
Work to recognize and acknowledge contributions of everyone in your dept
 
Keep to plans for which you have a means of 
assessment
 of progress
compared to expectations and 
accountability
 for progress.
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Yale University is dedicated to fostering a diverse and inclusive community to enhance research, education, and societal impact. By prioritizing faculty diversity, Yale aims to promote innovation, global engagement, and social action among students, preparing them to thrive in a complex world. Efforts to address bias, discrimination, and underrepresentation of women in various fields are crucial for creating a more equitable and inclusive environment. Embracing diverse perspectives and experiences enriches the educational landscape, fostering excellence and positive societal change.


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  1. A Vision for Improving Diversity, Equity, Inclusion, and Belonging at Yale

  2. The Yale Mission Yale is committed to improving the world today and for future generations through outstanding research and scholarship, education, preservation, and practice. Yale educates aspiring leaders worldwide who serve all sectors of society. We carry out this mission through the free exchange of ideas in an ethical, interdependent, and diverse community of faculty, staff, students, and alumni. Student demographics are changing to better reflect national demographics. Staff demographics have also changed, although not as much. Faculty demographics are nearly stagnant over the past two decades. 2

  3. The Connection of Diversity and Excellence Improving faculty diversity is expected to impact learning and research at Yale and beyond Increases student retention and persistence in fields of study Research shows more diverse faculty tend to increase global issues considered for research and teaching. Students exposed to global issues are more likely to engage (higher attendance and achievement) and are twice as likely to take personal social action on such issues after graduation Education within a diverse setting better prepares students to be good citizens in an increasingly complex, pluralistic society Decades of research by organizational scientists, psychologists, sociologists, economists and demographers show that socially diverse groups are more innovative than homogeneous groups 3

  4. Diversity, Inclusion, and Equity What are we looking for to improve faculty diversity? People with differing opinions, social experiences, political and religious beliefs, heritages and life experiences is what improving diversity adds to our research, teaching and service Increasing the range of racial, ethnic, dimensions of dis/ability, socioeconomic, geographic, gender, gender identity, sexual orientation, veteran status and national origins acknowledges societal forces 4

  5. From the National Academies Press we must continue to drive bias, discrimination, and harassment out of our institutions and society. Despite decades of research, funding, and programs dedicated to increasing the representation of women in science, engineering, technology, mathematics and medicine, the numbers, particularly in leadership roles, have remained low or stagnant in many fields, particularly among women of color. The bulk of evidence indicates that underrepresentation of women in STEMM is driven by a wide range of structural, cultural, and institutional patterns of bias, discrimination, and inequity that do not affect men of comparable ability and training These factors are often experienced more overtly and intensely by women of intersecting identities, such as women of color, women with disabilities, and LGBTQIA women

  6. The Challenge of Achieving Diversity Why is this not the natural picture of academic faculty? Why focus on diversity rather than inclusion? Focuses on labeling/bucketing Emphasizes differences rather than commonalities Defiance/backlash Success can be counted as assimilation, not pluralism 6

  7. Studies Indicate the Problematic Cultural Patterns Limiting Inclusion and Diversity You cannot simply launch programs and expect results. Leaders still underestimate the challenges BIPOCs face.

  8. Comments or Questions? 8

  9. What Change Is Indicated/Warranted? Studies find that the leading causes for barriers to improvement of faculty diversity are: Belief in pipeline paucity even though it does not fully explain the lack of progress (U. of California studies) A sense of isolation for underrepresented faculty resulting from or leading to Lack of mentoring Devaluation of minority research , particularly in strongly interdisciplinary fields The token hire misconception among URM faculty Biases in tenure and promotion evaluations 9

  10. One Example Set: Cultural Changes Needed Around Recruitment I totally support diversity and inclusion, but the pipeline in this field is too small to do it. How are we supposed to balance diversity versus excellence? We don t have a problem with hiring women - we, like any other department, would jump at the chance to hire Professor xxxx. Where is the evidence of structural racism in any of our past actions? I have never seen any instance of racism or any other form of bias in this department or among my faculty colleagues.

  11. The Challenge of Achieving Diversity Why is this not the natural picture of academic faculty? Most people in positions of influence think they do not suffer from bias show bias and how it works in the workplace Recent studies from psychologists and reports from URM s Lack of awareness of how systemic bias in a cultural and historic context past hiding the connection is part of the system Systemic bias today results from systemic bias/racism of the We are all aware of unusual career paths resulting in Insistence on use of biased measures of productivity without corresponding measures of value/worth remarkable achievements yet we remain risk averse 11

  12. Some Findings from the Presidents Committee on Diversity, Inclusion and Belonging Strengthen inclusion and a sense of belonging

  13. Some Findings from the Presidents Committee on Diversity, Inclusion and Belonging Need a work culture of greater respect

  14. Comments or Questions? 14

  15. Focus of the Work Ahead Faculty diversity efforts are the greatest need, but diversification of campus community should be a goal Review and adopt a framework for assessment Deepen a culture of respect and connection Articulate, promote, and socialize DEI and belonging in fulfilling the University s mission All academic and administrative units should develop local DEI and belonging plans with specific direction to address the needs of BIPOC staff, faculty and students

  16. Effective Strategies for Change Avoid the bias to undue action Heidi Brooks, Yale SOM Reflect on your own culture and power dynamics and create a long-term plan for impact

  17. Change Can Be Rapid

  18. Effective Strategies for Change Lean into climate surveys and departmental self-assessment (we can help but look to your peers as well) Leaders need to lead Particularly on hard discussions about race, gender, inclusion Leaders set the culture for deciding on your core values Empower ugrad/grad students/staff/Asst. Profs to dialogue Restructure your committees Diversify representation Seek to engage groups most impacted by decisions of a committee Broaden the leadership pool

  19. Examples of Best Practices for Change Expand networks for recruitment, advice, and scholarship Faculty search and graduate recruiting committee chairs and members should reach out to colleagues at institutions that have diverse faculty and students to identify high-potential female and underrepresented minority candidates Advertise broadly, including to interest groups with diverse faculty audiences Use outreach efforts to promote Yale s interest Review and revise policies that affect equity and inclusion Look particularly at means of communication promote transparency Distribute decision-making as much as feasible establish a climate committee Work to recognize and acknowledge contributions of everyone in your dept Keep to plans for which you have a means of assessment of progress compared to expectations and accountability for progress.

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