This article appeared as "Role Call" in the Summer 2024 issue of Independent School.
Diversity, equity, and inclusion (DEI) initiatives have surged throughout institutions and corporate America, yet they’ve recently come under fire in boardrooms, state legislatures, and even on college campuses. Recent news reports show that many efforts are losing steam. Still, proponents are urging their colleagues and peers to keep DEI programs and recognize where these critical programs began and how they can bring positive change to our society. In schools, DEI initiatives have the potential to affirm everyone’s sense of belonging and teach our students how diversity makes us better together. Yet, who’s responsible for leading the way and what are the assigned duties? Across the country, how do diversity practitioner positions in independent schools vary? What is their average annual budget? And how do practitioners feel about the role and their work?
As part of a strategic initiative to create a comprehensive body of knowledge on the diversity practice in independent schools, NAIS has been conducting surveys every two to three years that result in the “NAIS State of Diversity Practice Report.” The report, which started in 2009, explores the roles that diversity practitioners play, the support they receive from their schools, and the challenges and opportunities that come with the title. More recent reports have looked at the role as a leadership position and a catalyst for change and advancing DEI efforts.
The findings of the most recent survey of diversity practitioners in 2023, which culminated in the “NAIS Research: 2023–2024 State of Independent School Diversity Practice” report, show that while the diversity practice is still being formalized and professionalized at many schools, there have been some significant signs of growth—and that there’s room for even more growth.
The Findings
There were 220 respondents to the latest survey, from a variety of school types, including day/boarding schools, coed/single-sex schools, and schools of varying sizes from across the country. NAIS asked participants standard questions about the position (including tenure, titles used, status), the role’s responsibilities, their teams and structure, implementation of the role, demographics, and their professional background.
The Role(s)
Thirty-one percent of respondents have been in their role between one and three years, while 23% have been in the role between four and six years. Eighteen percent of respondents have been in their roles between seven and nine years. Twenty-seven percent have been in their roles for 10 years or longer, 15% have been in their roles for 10 to 15 years, and the remaining 12% have been in their roles for 16 years or longer.
Seventy-five percent of respondents are full-time school employees, a significant 21 percentage point increase from 54% in 2019. Meanwhile, part-time positions have declined by 15 percentage points and now make up just 10% of practitioners.
About half of respondents also hold positions as faculty members, and more than half also have additional responsibilities beyond teaching and direct DEI implementation. Nineteen percent are coaches at their schools, compared with 11% in 2019. Additionally, 9% are also in leadership roles such as deans, guiding institutional direction and strategy, another increase since 2019 (6%).
Reporting Structures
In 2023, the majority (86%) of diversity practitioners reported directly to their head of school. The remaining respondents primarily reported to an assistant or associate head (11%), with a small fraction answering to other school leaders such as diversity director, division head, human resources director, or director of studies.
The reporting structure for diversity practitioners has significantly evolved. In 2019, only 57% of respondents reported directly to the head of school. Meanwhile, those reporting to an assistant/associate head decreased from 17% in 2019 to 11% in 2023.
Currently, 82% of diversity practitioners are part of their school’s senior administrative team, a notable increase from 57% in 2019, reflecting a 25 percentage point increase. However, within this group, 68% report having no direct reports, a figure that remains unchanged from 2019. Only 10% have one person reporting to them, highlighting a persistent challenge in expanding support staff for diversity roles despite the overall growth in their strategic inclusion within school leadership.
The Work
Most practitioners find themselves conducting diversity work without formal help from any school staff. Some respondents (61%) are the only person at their school who is implementing diversity policies and practices.
The job description for diversity practitioners is vast. Ninety-three percent of diversity practitioners are involved in planning or overseeing diversity programs, and 89% collaborate with faculty and administrators to address diversity-related issues or incidents. Common responsibilities include collaborating with other administrators on diversity initiatives (88%), conducting workshops and presentations on diversity topics (86%), promoting teacher-led DEI initiatives (83%), crafting and monitoring strategic diversity and inclusion plans (82%), and providing support to all school groups under the diversity umbrella (80%).
Less frequently mentioned duties include managing budgets (67%); intervening in and managing conflicts among students (65%); reviewing and developing curricula (64%); participating in the board’s diversity committee or council (56%); acting as liaisons for external relations (53%); leading or supporting community outreach efforts (47%); recruiting students from underrepresented racial, ethnic, and cultural backgrounds (41%); and planning and supporting global education programs and initiatives (30%).
When asked about their school’s effectiveness at promoting diversity in their communities, 47% of respondents rated their schools an 8 or 9 for “emphasizing acceptance and appreciation of differences,” with 9% awarding a perfect 10. However, there’s concern regarding the handling of issues related to white identity and privilege, as only 13% rated their schools an 8 or 9 in this area, and a mere 2% gave a perfect 10. A significant portion of respondents (26%) rated their schools from 0 to 2 on this critical aspect of school culture.
Demographics
Gender and age. While women continue to make up most of the field (68%), men now make up 28% of the workforce—an increase of 2 percentage points from the 2019 survey. Nonbinary practitioners made up 3% of diversity practitioners this year. The age distribution among diversity practitioners also varies: 42% of practitioners are age 40 or under, and 36% are between ages 41–50. Practitioners age 50 or older make up 23% of the community.
Ethnic diversity among practitioners has significantly changed from 2019. The percentage of Black/African American practitioners in the role has increased by 22 percentage points since 2019 and now represents 66% of diversity practitioners. In 2023, 21% of practitioners are multiracial, while white and Latinx/Hispanic individuals make up 17% and 13%, respectively. Aside from multiracial practitioners, which saw a 2 percentage point decrease (23% to 21%), there were increases in percentage for all other categories.
The educational background of practitioners has broadened since 2019. Fifty-eight percent hold a master’s degree, a 6 percentage point decrease from 2019. Meanwhile, the proportion of those with a Ph.D. increased by 10 percentage points to 23%. The percentage of respondents holding a bachelor’s degree stood at 10%, an increase of 3 percentage points from 2019.
Recommendations
As the role of diversity practitioner continues to evolve in today’s educational landscape, schools must take note. Shaping an inclusive culture at independent schools is essential, and diversity practitioners will lead the way. Their deep understanding of diversity dynamics is critical, but they cannot build a culture of inclusion and implement change alone. To bolster diversity practitioners’ effectiveness, schools should consider actions that back up their commitment.
- Expand team capacity for diversity practitioners. While the number of diversity practitioners in senior administrative roles has increased since 2019, the proportion of those having dedicated staff support has not changed. By adding diversity program staff, heads of school can significantly enhance their school’s capacity to implement and sustain diversity initiatives, moving closer to achieving their goals of creating more diverse and inclusive environments. Consider the roles of other staffers: Can these roles include more diversity-related duties?
- Enhance data and understanding about challenges. To further empower diversity practitioners, in-depth research into the specific obstacles they encounter is crucial. Gathering comprehensive data on challenges, such as funding/budget issues, resistance to diversity-related changes, issues with parents, etc., will help schools develop targeted strategies that can make a positive impact.
- Develop comprehensive DEI plans. Boards and heads need to ensure that the detailed, actionable plans diversity practitioners create are aligned with their school’s mission and values and are regularly reviewed and updated. Ensure these plans are aligned with the school’s overall mission and values and are regularly reviewed and updated.
- Champion student voices. Include student voices in DEI efforts. Support student-led initiatives and clubs that promote diversity and inclusion and provide platforms for students to share their experiences and contribute to the school’s DEI strategies.
- Prioritize self-care. Recognize the emotional and mental labor involved in DEI work and prioritize the health and well-being of people doing the work. Offer support when needed, and ensure they have space to recharge and reflect.