Mission: Core Component 1.C

1.C - Core Component 1.C

The institution understands the relationship between its mission and the diversity of society.

The institution addresses its role in a multicultural society.
The institution’s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves.

Argument

1.C.1 ASU is committed to enhancing the representation of students from diverse cultures and backgrounds and also has a long history of creating and advancing academic programs and organizations that support learning and living in a diverse community. The Hispanic population constitutes Arizona’s largest and fastest growing minority population component. Similarly, the single largest component of minority enrollment growth is in Hispanic students. The ASU Ten Year Review of Students, Faculty, and Staff (2006-2016) reports that the number of Hispanic students has grown from 7,859 to 19,226 (from Fall 2006 to Fall 2016). Over the same time period, the number of American Indian students decreased slightly from 1,427 to 1,197. The number of African-American students grew from 2,391 to 4,785. Finally, the number of Asian students grew from 3,092 to 5,469.

Student persistence and graduation rates constitute another way to measure the success of ASU’s commitment to minority students. ASU’s first-time, full-time freshman persistence rates have increased from 78.5 percent for the 2005 cohort to 83.8 percent for the 2015 cohort. The persistence rates of ASU’s minority first-time, full-time freshman are similar (82.5% in 2016), and ASU continues to put in place systems to facilitate retention (as described in Criterion 4).

ASU statistics on degree production also highlight the university’s general success in helping ensure that minority students are not only recruited to ASU but that they also complete their degrees. The number of baccalaureate degrees awarded to minorities Increased from 2,047 in 2005-06 to 5,341 in 2015-16. The percentage increase in the degree productivity of ASU’s minority student population is not only keeping pace with the non-minority and international student populations, it is moving forward at a faster rate.

The success of ASU's efforts at promoting multiculturalism and diversity through its Core Value of inclusion is affirmed by several national publications. The Condition of Latinos in Education: Fact Book 2015, published by Excelencia in Education, ranked ASU 15th among the top 25 colleges and universities enrolling Latinos during the 2012-2013 academic year (up from 24th in 2008). The university also was ranked 24th for awarding bachelor’s degrees to Latinos and 17th for awarding engineering bachelor’s degrees to Latinos during the same period. ASU consistently ranks high in the number of degrees awarded to underrepresented minorities according to 2016 data from the National Center for Education Statistics, published in Diverse: Issues in Higher Education magazine. ASU ranked in the top 10 for baccalaureate degrees to Hispanics in law, visual and performing arts, natural resources and conservation, and for Native Americans in architecture, social sciences, biological sciences, communication/journalism, education, and others. In all, 32 of ASU’s programs ranked in the top 10 of the reported categories.

According to the most recent data available, when compared to other peer institutions in the Association of American Universities – an association of 63 leading public and private research universities in the United States and Canada – ASU ranks quite favorably in the production of degrees for various constituency populations at all levels. A summary of IPEDS data displays the national ranking of ASU in degree production for AY 2014-2015 among those institutions for various student ethnic and racial groups. Within this group of leading public and private research universities, ASU ranks first in bachelor’s degree production for Hispanics and Native Americans, and first in master’s degree production for Native Americans. ASU is second for master’s degree production for Hispanics and first for research doctoral degrees for Native Americans. The university also ranks eighth for production of doctoral-research degrees for Hispanics.

Fair and equal hiring practices dictate that the body of faculty and staff employees at ASU should reflect the diversity of Arizona and its student body. ASU has made important commitments to increase the diversity of its faculty and staff and to provide programs to help minority employees be successful. ASU has achieved gains in the ethnic diversity of its faculty and staff over the past decade. Although the percentage of minority employees, as a percentage of total ASU employees, remained solid at 28 percent from FY2006 to FY2016, the number of Hispanic employees grew from 1,337 (10.9%) to 1,833 (12.5%). The number of ASU African-American employees grew from 440 (3.6%) to 481 (3.3%).

Diversity in the tenured and tenure-track faculty ranks also reflects ASU’s commitment to a diverse workforce. From 2006 to 2016 the number of women increased from 1165 (40.7%) to 1567 (45.3%). Hispanics increased from 210 (7.3%) to 262 (7.6%); Black/African American increased from 76 (2.7%) to 92 (2.7%); there were 35 American Indian/Alaskan Native faculty in 2006 and 33 in 2016.

1.C.2 ASU provides a comprehensive set of academic programming to meet the needs and interests of a diverse student population, including a related commitment to offering programs and places for these students to grow. ASU has an extensive array of degree programs that specifically focus on diversity-related areas of study, such as a B.A. in African and African American Studies, a Ph.D. in Transborder Studies, a B.A. in Religious Studies, a Ph.D. in Gender Studies, an undergraduate certificate in Lesbian, Gay, Bisexual, and Transgender Studies, and a graduate certificate in Immigration Studies. ASU also supports a host of critical programs that serve students from a range of backgrounds including:

The Disability Resource Center (DRC) establishes eligibility, determines accommodations, and offers services for qualified students with disabilities. The center serves as an information hub and support center for ASU students.

American Indian Affairs' initiatives are designed to help improve outreach, and retention and graduation rates of American Indian students. The current Special Advisor, Dr. Bryan Brayboy is the ASU President's Professor of Indigenous Education and Justice in the School of Social Transformation. Dr. Brayboy is director of the Center for Indian Education and co-editor of the Journal of American Indian Education. He also has affiliations with the Mary Lou Fulton Teachers College, American Indian Studies, and the Department of English.

Student and Cultural Engagement seeks to provide all students, including multicultural, biracial, and multiracial students, access to services designed to assist them in their pursuit of academic success. All students are encouraged to become involved in the traditions of the university. Each campus has multiple opportunities and offices working together to support student involvement in campus life.

The Pat Tillman Veterans Center, a 3,340 square foot facility located in the lower level of the Memorial Union on the Tempe campus, provides a single point of contact for ASU veterans and their dependents, bringing together academic and student support services to promote a smooth transition from the military and provide assistance for veterans’ benefits, deployments, information, and referrals. The Center also provides a place where veterans can gather for study groups and social activities.

LGBTQIA (Lesbian, Gay, Bi-sexual, Trans, Queer/Questioning, Intersex, Asexual/Ally) Services at ASU, including Out@ASU, works to sustain an environment of respect, compassion, and equity for all and to foster an inclusive and affirming academic and campus environment for lesbian, gay, bisexual, transgender, queer, and questioning students. ASU offers academic studies that focus on the experiences, history, culture, and contemporary issues related to LGBTQIA people. The undergraduate and graduate LGBT certificate program examines theoretical concepts of diversity and participatory democracy as well as advances social knowledge about issues related to LGBTQIA communities.

Minority faculty members and staff employees have a variety of resources to support their professional growth and development. Examples include:

The Chicano/Latino Faculty and Staff Association (CLFSA), founded in the fall of 1970, seeks to be an active and effective advocate in furthering the principles of access and social impact and to be a leader in addressing issues that are important to the Latino/a community. CLFSA supports and advocates for Chicanos/Latinos at ASU by educating university administrators, faculty, staff, and students on the policies, issues and challenges that affect the community through events and other activities.

The Commission on the Status of Women was created by the ASU President in 1991 to monitor the advancement of women in Arizona State University in three major areas: equity, career development, and climate. Since its inception, the Commission has coordinated a number of important programs and opportunities that have helped to increase the status of women at ASU.

Ubiquity serves Arizona State University staff and faculty concerned with lesbian, gay, bisexual, and transgender issues.

University Career Women provides opportunities for professional and personal development and advances the status of, and improves the environment for, women at ASU

Faculty Women of Color Caucus is a gathering of faculty from across all ASU campuses, working together to plan and host forums for students, staff, faculty and administrators, to discuss vital issues, research and ideas in critical, healthy and inviting settings.

Faculty Women's Association is a volunteer organization that has been an active advocate for increasing the status and participation of women on the ASU campuses since 1954. In addition to working for changes in policies, practices and attitudes on campus, FWA provides career development and networking opportunities, as well as an awards program that recognizes outstanding faculty mentors and distinguished graduate students.

ASU is also committed to providing services that support the diverse external communities that look to it to promote issues critical to their well-being. The Sandra Day O'Connor College of Law provides legal services to minority communities. For example, the Indian Legal Clinic provides free services to Arizona Indian tribes and Indians, as well as training on such issues to law students (see also the Indian Legal Program). The Immigration Clinic at the law school provides free legal services on immigration issues. Inspire is a free, 7-day residential, college readiness program for American Indian students from tribal nations in Arizona.

The Chicano Research Collection in the ASU library is an archival repository that preserves Chicano/a and Mexican American history in Arizona and the Southwest. Since 1970, the collection has compiled a distinguished collection of manuscripts, photographs, books, newspapers, and ephemera. Today, it continues to acquire primary and secondary sources that complement the instructional and research needs of the ASU community and the general public.

Upward Bound is a federally funded, college-preparatory program that serves high school students who are either low-income and/or first generation college students. Upward Bound's mission at ASU includes assisting students with high school graduation, entering college, and earning a baccalaureate degree. The Veterans Upward Bound Program is designed to meet the needs of veterans for improving their academic skills in English, reading, math, and computer literacy. The program offers free instruction, assists with financial aid and scholarship applications, and directs veterans to Veterans Administration services.

The Obama Scholars Program supports Arizonans who may lack the family resources to enable a higher education. With the right support, these students can be successful, build better communities and create positive change. All Obama Scholars are assigned a First-Year Success Coach (typically an upper-division ASU student) who helps provide a smooth transition to ASU and a successful first year. Coaches meet with scholars once a month and serve as a personal connector, cheerleader, and catalyst for success.

Educational Outreach and Student Services (EOSS) provides an array of comprehensive student services to support all current ASU students and the broader student community via outreach programs. EOSS' initiatives in access, student services and ASU Preparatory Academy charter schools are rooted in ASU’s commitment to access, excellence and impact.

Mission: Core Component 1.C

2017 Assurance Argument

1.C - Core Component 1.C

Argument

Sources