Diversity Officers Research Articles

Diversities at US Colleges and Universities: Online Diversity Statements at Institutions Employing Chief Diversity Officers

Diversities at US Colleges and Universities: Online Diversity Statements at Institutions Employing Chief Diversity Officers

Structure Complexity as a Determinant of Employee Resource Group (ERG) Response to COVID-19

Employee resource groups (ERGs) have expanded since COVID-19 started, in part, to help a challenged workforce. ERGs are “voluntary, employee-led groups” that are “dedicated to fostering a diverse and inclusive work environment” (Welbourne, Rolf, & Schlachter, 2017: 1817). These groups have been expanding in large, global, established firms like Amazon, Bank of America, and Coca-Cola; and they have also been started and growing in younger companies like Zillow, Twitch, and Riot Games. The general assumption is that ERGs are an integral part of a firm’s diversity strategy; however, many ERGs work in ways that are independent of the diversity office and certainly that take on goals beyond diversity and the human resource function. Examples of this type of beyond HR/diversity work include innovating new products for their firms, customer-centric work, and recently, helping companies respond to COVID-19. In this paper we focus in on ERG responses to the 2020 pandemic and examine the degree to which the ERG structure, in particular its complexity, is related to responses to COVID-19. We test the hypothesis that more complex ERGs, often formed as parallel organizations, were able to respond faster and in a higher impact manner with a broader audience, including helping non-employee community members. Our study uses survey data from ERG leaders and members; these data were collected in 2020 and 2021. Results show a pattern that supports our hypotheses. Keywords: Employee resource groups (ERGs), diversity, COVID-19, parallel organizations (POs)

Health system chief diversity officers: who are they and what do they do?

The Chief Diversity Officer, or CDO, is an increasingly common leadership role within U.S. health care delivery systems. Very little is known about the CDO role across hospitals and health systems. To map the responsibilities and characteristics of how CDOs are positioned within health care, we first searched the web pages of health systems to identify which systems have CDOs, or what we call "CDO-equivalents." Second, we expanded the search of public documents to new-hire announcements and the online social/professional media site, LinkedIn, to identify information regarding each identified leader's roles and responsibilities. Finally, text from these documents describing the leader's roles was uploaded to Atlas.ti, a qualitative analytic software, to identify common themes. There were 60 diversity leaders among 359 U.S. health care systems. Seven consistent roles and responsibilities were identified reflecting a very broad scope of work. Future research should focus on exploring the scope of this leadership role.

Editorial: Mentors, Mentees, and Mentoring

Daniel S. Budasoff, DDS: In October 2018, the American Dental Education Association (ADEA) published a policy brief from the Office of Policy, Research, and Diversity titled “Our Future Faculty—The Importance of Recruiting Students and Residents to Academic Dentistry.”¹ In this publication, the ADEA states that the dental faculty landscape is undergoing significant change due to the growing lack of educators. The report cites statistics that reflect this ever-shrinking pipeline of faculty: Only 0.4% of dental school seniors plan to teach upon graduation.¹ As the faculty continues to age and retire, recruiting younger candidates is paramount. Attracting students and residents is an even greater challenge today due to rising tuition and mounting student debt, often precluding those who wish to pursue an academic career. Additionally, many institutions tend to hire only fulltime instructors, exacerbating what will become a serious void in available faculty and, ultimately, a societal health problem. Mentoring thrives when the experienced mentor paves the way through sharing their lessons and knowledge learned through academics and life experience. We all claim to have had the best mentors; the mere gift of having had a caring mentor prepares the mentee to face the challenges ahead. It is incumbent on all of us to share our knowledge and experience in order to fill this deepening void. Academia needs our expertise and our commitment of time. This profession has provided us with a livelihood and great joy over our careers—Now is the time to fortify this critical component of our profession by facing its future. Mentorship is a two-way street. The mentor must be willing to give, and, just as important, the mentee must assume the responsibility to be an active participant in this exchange. In my 44 years in dentistry, I have had the honor of being both mentored and sponsored, and to this day I still turn to these individuals for guidance and wisdom. My affiliation with Columbia University reinforces the adage of “If you really want to master something, teach it.” The art of mentoring is an act of continuous learning. As G. V. Black, the father of modern dentistry, once said, “The professional person has no right to be other than a continuous student.”² Daniel S. Budasoff, DDS New York, New York, USA

Using Graduate Medical Education Institutional Data to Enhance Diverse Recruitment Strategies.

Using Graduate Medical Education Institutional Data to Enhance Diverse Recruitment Strategies.

Creating diversity, equity, inclusion, and access in cancer clinical research: Drive rank and Drive score.

e13636 Background: The inequalities in improving cancer mortality rates in the United States can be ascribed to treatment disparities that are largely due to unequal access to clinical trials in cancer care, resulting in adverse clinical and economic effects. D.R.I.V.E is a five-step strategy for promoting and improving DEIA in clinical trials for minority patients based on the following steps. Methods: Appointing a clinical trial Diversity Officer, creating a RANK SCORE based on minority enrollment, Individual diversity plan, Verification of study diversity, and Elevate and Enhanced training of minority investigators and research team members. Results: Global Performance Indicators (GPIs), which rate and rank states relative to one another, shape decisions. Rankings should be reported by authors and required for publication in peer-reviewed journals and should be included in journal impact factor assessment. Conclusions: DRIVE aims to use these strategies to correct inequalities and promote the overall health of mankind, using proven principles and techniques to create meaningful improvements in cancer care and outcomes. DRIVE RANK), based on the achievement of minority participant representation relative to the epidemiology of disease, is an informational tool to evaluate DEIA efforts and provide a readily accessible measurement of the applicability of clinical data to all patient subgroups with the potential to force positive changes to promote DEIA and the health of mankind. We propose a ranking of 0-5 for diversity (Table). Establish a corporate ranking system (DRIVE SCORE) based on the diversity of clinical data from the totality of studies of the company to inform the choice of ethical investors. Studies will be ranked at the next lower rank if all criteria for next higher rank are not reached.[Table: see text]

The impact of chief diversity officers on diverse faculty hiring

AbstractRacial diversity among faculty, students, and administrators is increasing at universities in the United States. These changes have been uneven, with growth in underrepresented students exceeding that of faculty diversity. To address these and other inequities, a growing number of universities have established an executive‐level chief diversity officer (CDO). Our study offers a first empirical examination of this effort at selected 4‐year U.S. universities from 2001 to 2019 using unique data on the initial hiring date of a CDO and publicly available demographic data. We provide a comprehensive overview of demographic trends within our data and find confidence intervals around the estimated instantaneous average treatment effect for an executive‐level CDO on diverse hiring tightly contain zero. Estimated treatment effects are small and lack statistical significance within 4 years of a CDO position being established. We discuss other possible factors that explain trends toward higher diversity on campus and several possible constraints.

Perspective: National Football League Teams Need Chief Diversity Officers.

The National Football League (NFL) and its teams, some of the world's most profitable sporting properties, face challenges with diversity, equity, and inclusion (DEI). With a history of discriminatory work environments, including a recent high-profile lawsuit, the NFL and its teams have a poor reputation on these issues. This perspective piece investigated NFL teams' utilization of organization employees dedicated to DEI. Utilizing a content analysis of publicly available data, this piece investigated DEI employees at NFL team organizations. The study analyzed the position's characteristics including the name of the role, the department in which it was housed, and the reporting structure. The study also examined the demographics and professional background of the employees in the roles. The findings conclude that NFL teams lag behind other American businesses in their adoption of Chief Diversity Officer (CDO) roles. As of 2022, only 31.25% of NFL teams had a dedicated DEI staff person. Three additional teams host diversity councils utilizing employees with other job responsibilities. The employees filling the CDO roles were majority women and majority Black. Though not the only answer to a complex problem, in order to address these challenges and move forward, the NFL teams should create Chief Diversity Officer (CDO) roles. These positions should have appropriate reporting relationships, well-crafted position responsibilities, generous resources, and qualified and experienced employees.

‘We’re talking about race!:’ communicative practices of chief diversity officers

ABSTRACT This research focused on the framing of race, diversity, equity, and inclusion through the communicative practices of chief diversity officers (CDOs) working in U.S. institutions of higher education. Grounded in applied communication scholarship and co-cultural theory (Orbe, 1996), this project investigated how CDOs frame their campus work, and employ communicative practices in formal and informal settings to design institutional policies and build campus support for their efforts. To explore how CDOs accomplish their institutional work, in-depth interviews (N = 25) were conducted with higher education CDOs. CDOs employed communicative practices that confirmed the practices identified by Orbe (1998a), and engaged in a nuanced practice of reflexive questioning. Communicative practices were all strategically employed by CDOs to advance conversations about race, diversity, equity, and inclusion in order to move campus constituents to action in support of institutional changes to language, policies, and practices.

Multisite Integrated Health System Utilizes Proactive Community Strategies to Address Vaccine Hesitancy and Create Positive Change

Vaccine hesitancy remains a barrier to successful COVID-19 vaccination programs across all populations. Attempts to mitigate this barrier, including mandates, have not been successful, especially in communities of color where the vaccination rates remain low. Nursing leadership, diversity, equity, and inclusion officers, and C-suite executives of 1 health system collaborated to address vaccine hesitancy through various community conversations with health care workers, non-direct caregivers, nursing students, and all populations across 4 state counties. The efforts of the health system were to improve trust in the health care system by presenting transparent dialogue with opportunities for interactive questions through presentations by health care professionals.

Diversity, Inclusion, and Health Equity in Academic Family Medicine.

Diversity, inclusion, and health equity (DIHE) are integral to the practice of family medicine. Academic family medicine has been grappling with these issues in recent years, particularly with a focus on racism and health inequity. We studied the current state of DIHE activities in academic family medicine departments and suggest a framework for departments to become more diverse, inclusive, antiracist, and focused on health equity and racial justice. As part of a larger annual membership survey, family medicine department chairs were asked for their assessment of departmental DIHE and antioppression activities, and infrastructure and resources committed to increasing DIHE. More than 60% of family medicine department chairs participating in this study rate their departments highly in promoting DIHE and antioppression, and 66% of chairs report an institutional infrastructure that is working well. Just over half of departments or institutions have had a climate survey in the past 3 years, 47.3% of departments have a diversity officer, and 26% of departments provide protected time or resources for a diversity officer. The majority of family medicine department chairs rate their departments highly on DIHE. However, only 50% of departments have formally assessed climate in the past 3 years, fewer have diversity officers, and even fewer invest resources in their diversity officers. This disconnect should motivate academic family medicine departments to undertake formal self-assessment and implement a strategic plan that includes resource investment in DIHE, measurable outcomes, and sustainability.

Bring Your Own Story: The Evolution of a Library Program to Celebrate Diverse Voices

The Harriet F. Ginsburg Health Sciences Library at the University of Central Florida College of Medicine collaborated with the college’s Office of Diversity, Equity and Inclusion to enhance its existing diversity programming, created to foster a sense of community throughout the college. Through this partnership, a library-driven idea for an occasional diversity-themed lunch and learn session gained valuable institutional support and transformed into a larger event series. A second related project emerged with a goal of creating a diversity corner for the college. These collaborative efforts have helped the library further its mission to be an inclusive entity within the college and have afforded the library greater programming reach.

Review: Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education, edited by Bianca C. Williams, Dian D. Squire, and Frank A. Tuitt

Book Review| April 01 2022 Review: Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education, edited by Bianca C. Williams, Dian D. Squire, and Frank A. Tuitt Bianca C. Williams, Dian D. Squire, and Frank A. Tuitt [Eds.]. Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education (Albany: SUNY Press, 2021), $95.00 hardcover, $26.95 paper. 362 pp. ISBN: 9781438482682. Jessica Hatrick Jessica Hatrick University of Southern California Search for other works by this author on: This Site PubMed Google Scholar Ethnic Studies Review (2022) 45 (1): 89–92. https://doi.org/10.1525/esr.2022.45.1.85 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Jessica Hatrick; Review: Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education, edited by Bianca C. Williams, Dian D. Squire, and Frank A. Tuitt. Ethnic Studies Review 1 April 2022; 45 (1): 89–92. doi: https://doi.org/10.1525/esr.2022.45.1.85 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentEthnic Studies Review Search Edited by Bianca C. Williams, an Associate Professor in the Anthropology and Psychology departments at City University of New York’s Graduate Center; Dian D. Squire, an Associate Professor and Founding Associate Dean for Inclusive Excellence at Loyola University, Chicago; and Frank A. Tuitt, the Vice President and Chief Diversity Officer at the University of Connecticut, this 2021 publication is the second in SUNY’s series Critical Race Studies in Education. Plantation Politics and Campus Rebellions offers a strong introduction to the ongoing relationship between the US university and the history of slavery and settler colonialism. In showing how plantation politics are embedded within the university, it asks for deep reflection on the broader failures of abolition democracy to reimagine society toward Black freedom (Davis 2005, Du Bois 1998, McLeod 2019). The book shows how universities function to perform and legitimize: the psychological warfare of institutions not made for Black folk; the... You do not currently have access to this content.

The Role of Administrative and Academic Leadership in Advancing Faculty Diversity

This study examines the role of deans, department chairs, and diversity officers within the faculty diversity and hiring discourse. Using an embedded case study approach, I conducted semi-structured interviews with 12 administrative and academic leaders across four academic departments to understand their theories of change to advance faculty diversity within their departments and divisions. Findings reveal three primary theories of change that organized strategic efforts: incrementalism, pragmatism, and progressivism. The nature and impact of these change theories and strategies are discussed, and I conclude with recommendations for future practice and research.

Plastic Surgery Diversity through the Decade: Where We Stand and How We Can Improve.

Background:Several studies over the past decade have investigated diversity within the field of plastic surgery, yet it remains unclear if an increase has resulted. This study sought to review the status of diversity within plastic surgery over the last decade and form strategies for residency programs to increase diversity recruitment.Methods:Data analysis of racial demographics from the Association of American Medical Colleges databases was completed for all medical students, integrated plastic surgery residency applicants, integrated plastic surgery residents, and academic faculty from 2010 to 2020. Proportional averages were analyzed comparing 5 year durations with heteroscedastic t-tests. Interviews were then conducted with medical school diversity and inclusion officers across the country and subsequent thematic analysis was completed. Finally, diversity recruitment recommendations were synthesized from interview data.Results:There was no significant change in demographics of integrated plastic surgery applicants between 2010–2014 and 2015–2020. The only significant finding among integrated plastic surgery residents yielded a reduction in the “Hispanic/ Latino” group (4% -3%, P = 0.01). Faculty data showed an increase in “Hispanic/ Latino” (4% -5%, P < 0.01) and “other” (4% -5%, P = 0.02) groups with a reduction in “White” faculty members (74% -70%, P < 0.01). Final recommendations for diversity recruitment were then formed from diversity and inclusion officer interviews.Conclusions:Continuous and sustainable work with respect to diversity and inclusion within plastic surgery has an opportunity for growth. Implementation of key recommendations by residency programs can change the face of our specialty going forward.

First Person Profile: Clifford Hudis, MD: The chief executive officer of the American Society of Clinical Oncology previously had an esteemed career as a physician-scientist and executive at the Memorial Sloan Kettering Cancer Center's Breast Medicine Service: The chief executive officer of the American Society of Clinical Oncology previously had an esteemed career as a physician-scientist and executive at the

First Person Profile: Clifford Hudis, MD: The chief executive officer of the American Society of Clinical Oncology previously had an esteemed career as a physician-scientist and executive at the Memorial Sloan Kettering Cancer Center's Breast Medicine Service: The chief executive officer of the American Society of Clinical Oncology previously had an esteemed career as a physician-scientist and executive at the

COVID-19 Vaccination: Health Care Organizations' Responsibility and Opportunity.

AffiliationsKatie J. O’Conor is with the Department of Emergency Medicine and the Department of Anesthesiology and Critical Care Medicine, Office of Critical Event Preparedness and Response, Johns Hopkins Medicine, Baltimore, MD. Sherita H. Golden is with the Department of Medicine, Office of Diversity, Inclusion, and Health Equity, Johns Hopkins Medicine. Mark T. Hughes is with the Department of Medicine, Berman Institute of Bioethics, Johns Hopkins Medicine. Stephen D. Sisson is with the Department of Medicine, Johns Hopkins Medicine. Allen Kachalia is with the Armstrong Institute for Patient Safety and Quality, Department of Medicine, Johns Hopkins Medicine.

Increasing Underrepresented Minority Students in Medical School: a Single-Institution Experience.

Underrepresented minority student recruitment initiatives from medical school admissions and diversity offices can bring equity for those learners underrepresented in medicine. Measuring growth of the applicant pool helps determine the impact of such initiatives in helping diversify the healthcare workforce. The authors evaluated underrepresented minority applicant pool growth at the Brody School of Medicine to determine whether predominantly White institutions or historically Black colleges and universities have accounted for the most growth in minority applicants in recent years. Outreach outcomes across the state were obtained by comparing applicant and matriculant demographics. Data on all applicants and matriculants were retrieved from the school's institutional records and classified according to student self-identification as underrepresented minority. Using Chi-square tests, authors aimed to determine whether the proportion of minority students increased among applicants and matriculants since 2016, the year of restructuring outreach. In further analysis, the number of graduates from historically Black colleges and universities as compared to minority graduates from predominantly White schools was evaluated. The authors identified 7,848 applicants and 654 matriculants over the evaluation period. The proportion of learners identifying as underrepresented minority increased from 17% before 2016 (622/3,672) to 20% after 2016 (835/4,176; p = 0.001). The proportion of applicants who did not graduate from a historically Black college or university increased slightly after 2016 (89% of underrepresented minority applicants before 2016 vs. 92% of underrepresented minority applicants after 2016), but this increase was not statistically significant (p = 0.097). Applicant growth has been more significant for underrepresented minority applicants from predominantly White institutions. Graduates of targeted historically Black colleges and universities who applied to Brody School of Medicine were better prepared, resulting in increased chances of admission.

How to appear fully committed to doing nothing at all about structural and systemic racism: A modest proposal for health and higher education services.

How to appear fully committed to doing nothing at all about structural and systemic racism: A modest proposal for health and higher education services.

I write you from the Sunken Place

Peel popularized the “Sunken Place'' in his 2017 social commentary and film thriller Get Out. This qualitative study utilizes Black Liberation Research Methodology to examine the experiences of Black educators who are Chief Diversity Officers. We present our analysis in a narrative grounded in participant accounts, entitled I write you from the Sunken Place. In an act of bearing witness, our fictional letter draws links between Get Out’s central characters, Andre Hayworth and Chris Washington, and the study’s two participants, to illuminate how the Sunken Place symbolizes what doing racial justice work at predominantly white institutions looks and feels like for Black educators, whether they are CDOs or not. The article closes with a discussion of the implications for this research to support Black educators who advance racial justice in pursuit of their own liberation in and beyond the Ivory Tower.