"Strategies to Attract and Keep Diverse Students and Faculty"

Yup, it's another weeks-old AEJMC panel to discuss. (Better late than never, I hope.) This one was hosted by the Commission on the Status of Women and the Public Relations Division, and it featured, in addition to moderator Judy VanSlyke Turk of Virginia Commonwealth:

• Lauri Grunig, Maryland
• Hayg Oshagan, Wayne State
• Elizabeth L. Toth, Maryland
• Brenda Wrigley, Syracuse
• Fritz Cropp, Missouri

First, Elizabeth Toth discussed different ways of defining or thinking about diversity.

• Diversity as demographics like race and gender, but also things like class, language, income, etc.
• Diversity as social identities, which includes personal identities (avowed) and others' characterizations (ascribed).
• Cultural distinctions-- norms, values, styles, patterns of thinking, transmitted over generations
• Diversity as a commitment--not just laws but eithics such as equity, representativeness
• Diversity as social action--recognizing points of tension, such as generational differences

Diversity's meaning is evolving. It's becoming watered down to the point that everyone has their own special interest group. A better approach might be awareness and sensitivity to difference and seeking linkages across differences.

Hayg Oshagan called for a pragmatic approach, arguing that the single most important factor in attracting and keeping diverse faculty and students is focusing on social support and mentoring. Create a place where people can meet and see each other; hire a diversity officer who will push the agenda forward. He also pointed out that in 2007-08, only 5% of AEJMC officers and presenters were African-American, Hispanic, and Native American (combined).

Brenda Wrigley spoke about the undergraduate program. The first step is personalizing the process -- all admitted students (regardless of demographics) get some form of personal contact from her school's diversity officer (phone, social media, etc.). Next they have an ambassadors program where students adopt 3 other students to help build group identity. Third, they follow up with people who were admitted but didn't attend to ask why, what factors led to their decision. They build partnerships, such as with the Jackie Robinson Foundation, for money. They held a diversity essay competition, and 15 students were invited to visit campus for 2-3 days, go to a basketball game, visit classes, etc. Finally, they have a Professional in Residence program, where invited professionals can teach diversity classes and represent diversity by being role models.

Fritz Cropp provided an international perspective in his discussion. By training diverse Ph.D. students, we are preparing diverse faculties of the future. Sending students abroad and bringing undergrads from other countries in; Visiting Professionals and Visiting Scholars programs can help to introduce diversity of thought. Finally, his school is setting up satellite campuses in other countries.

Lauri Grunig talked about what we can do when we don't have as much money as we'd like to implement diversity programs. Validation -- giving students a voice; mentoring and advising; hiring faculty who can be role models especially for first generation college students. She also pointed out that all professors help to create the environment. Diversity of thought is the next frontier for public relations, but we haven't even achieved the first level yet. Institutional culture is the most important factor in hiring and retention of minority faculty. Other points:

• Maintain focus on important diversity initiatives.
• Promote greater interaction of people.
• Remain wary of imposing values and practices of the dominant group.
• Inspire a sense of common purpose.
• Explore the range of acceptable and desirable behaviors.

Comments

[N Tindall]

Wow. I'm glad that this issue of diversity in public relations education is being discussed. I hope this panel was well attended.

I especially like the presentation of this issue; it's the field's leaders discussing this rather than just the *minority* or *diverse* faculty bringing up these issues to uncomfortable silence.

However, there are some critical issues facing U.S. minority and international faculty members that were not addressed. We can talk about the pipeline until the chickens come home to roost, but how do you even get people to enter the pipeline and how to get them pushed through to the end? (I hate the pipeline metaphor, but it works.)

Also, it's great to hire faculty of color, but my job isn't to be a *role model* which can get overwhelming if you have a glut of students who have never had a professor who looked like them. My job is to do research and teach; the mentoring gig is service--an intense, time-sucking, yet worthwhile project that gets me no credit for tenure.

Still, it's about time that this issue was addressed.

[Karen Russell]

Natalie, I'm happy to report that the attendance was pretty good (although SRO would've made me happier). In the discussion we did talk about early recruiting -- high school and even middle school -- to get young people to recognize mass comm as a career/education option. Hayg briefly mentioned your second point and said that he has taken on mentoring minority students partly because they're more comfortable turning to him because he's a minority as well (interesting in that he is Lebanese via Armenia and his students are primarily African-American), but I absolutely agree with your point that the last thing minority profs need is ADDITIONAL responsibilities.