We’re disappointed. Colleges
and universities are nowhere
near the level of private industry
in implementing or measuring
diversity management. We learned
this over the last 10 months, when
we surveyed 606 public and private
four-year schools about their diversity management.
Unlike most other publications,
DiversityInc is always transparent
about our methodology and our response rate. So we tell you honestly that after an exhaustive effort on
our part to get them to complete
our 91-question survey, including
three deadline extensions, only
15 actually finished. Compare this
with The 2008 DiversityInc Top 50
Companies for Diversity® survey,
which has twice the questions and
had 352 participants, up from 317
the year before.
Why did so few colleges and
universities fill this out? They’re
not ready. About 50 started the
survey but didn’t complete it, stating that they either didn’t have the
data or felt that their answers were
so paltry they couldn’t enter them.
But this is about the 15 that did
finish it, and the five that stand
head and shoulders above the rest,
which we call The DiversityInc Top
Colleges & Universities. Those five
include three public universities
and two private universities. Of
the five, four are on the East Coast,
reflecting the geographic racial
diversity of their regions in part
but also the trend for progressive
efforts to start on the East Coast,
as corporate diversity did.
perts and asking them to compare
the existing DiversityInc Top 50
survey with their perceptions on
what was relevant for higher education. The experts we surveyed were:
Dr. William Harvey, vice president
and chief officer, Diversity and
Equity, University of Virginia, and
former vice president and director
of the Center for Advancement
of Racial and Ethnic Equity at the
American Council on Education;
Bernard J. Milano, president of
The PhD Project, whose mission
is to get more Blacks, Latinos and
American Indians to receive doctorates in business disciplines; ReNee’
Dunman, assistant
to the president and
director of equal op-portunity/affirimative
action of the American
Association for Affirmative Action at Old
Dominion University
in Norfolk, Va.; Kevin
Jennings, founder and
executive director of
GLSEN (Gay, Lesbian
and Straight Education
0% 10% 20% 30% 40% 50% 60%
Network); Jonathan
Alger, vice president
and general counsel,
Rutgers University,
who also was a lead attorney in the Univer- Sources: DiversityInc, National Center for Education Statistics
sity of Michigan’s legal
fight for affirmative
action; Dr. Steven Diner, chancellor, Rutgers University-Newark;
and Dr. dt ogilvie, associate
professor of business management,
Rutgers University-Newark. In
the interest of full disclosure, we
note that Luke Visconti, partner
and cofounder of DiversityInc, is a
trustee of Rutgers University, New
Jersey City University and Bennett
College for Women. Visconti did
not participate in the evaluation of
the colleges and universities, and
his relationship to Rutgers in no
way influenced the determination,
which was based entirely on objective metrics.
We first sent out the surveys in
November 2007 after researching
the correct contact person at the
606 four-year colleges and universities. In 90 percent of the schools,
there was no diversity director
or head of diversity, and we were
instructed to send the survey to
the head of HR or the head of communications. Initially, about 100
schools expressed interest, but that
number dwindled.
Percent of Student Body
Blacks, Latinos, Asians and American Indians
53%
40%
32%
DiversityInc Top
Colleges & Universities
for Diversity
All participants
Nationally
THE METHODOLOGY
We decided early on to focus
only on undergraduate programs
and four-year schools. Before we
developed the survey, we spent six
months interviewing academic ex-
The five schools we selected
showed a consistent high-level
commitment to diversity in all four
areas we surveyed. Based on the
DiversityInc Top 50 model, the
four areas were Human Capital,
President/Chief Academic Officer
Commitment, Communications
and Supplier Diversity.
Under Human Capital, we
looked at the racial/ethnic/gender
demographics of students, faculty