During the spring of 2014, the National Association of Independent Schools (NAIS) commissioned Insightlink Communications, a market research firm, to conduct the second survey on the state of the diversity practice in independent schools.1The goals of the study included defining the roles played by diversity practitioners, their functions, and their responsibilities; understanding how diversity is being implemented at independent schools; and identifying the demographic characteristics and backgrounds of diversity practitioners.
The responses and written comments to the 2014 survey suggest that diversity practice is a role that, at many schools, is still in the process of growth, formalization, and professionalization. Many of the respondents indicate that they are either the first or the second person to perform the role of diversity practitioner at their school (42 percent and 26 percent, respectively). Fewer than half perform the diversity function full time (41 percent, a seven percentage point increase from 2009), with most having additional roles either in teaching or in administration.
The work of diversity practitioners is still often imprecisely defined (only 31 percent say their job responsibilities are extremely or very well-defined). Diversity practitioners generally report to heads of school (61 percent), although fewer than half (45 percent) are part of their school’s senior administrative team. Most do not have anyone reporting to them in their diversity role (72 percent).
Forty-five percent of the participants in the study report that their school has a formal strategic diversity plan. Similar to the 2009 results, fewer than one-third of respondents (29 percent) say that they are the only person responsible for implementing diversity at their school, while others share the role with one or more people.
As seen in the sidebar (page 18), diversity practitioners have several duties and responsibilities to perform. The top five are the same ones reported in 2009 and include planning/overseeing diversity programs (88 percent), speaking about diversity (83 percent), serving on the school’s diversity committee (80 percent), consulting with faculty about diversity-related problems (79 percent), and supporting multicultural education (77 percent).
In terms of their time, diversity practitioners spend the greatest amount of time in meetings (44 percent spend more than 10 hours per month in meetings), raising awareness about diversity and inclusiveness (43 percent), and planning diversity events (37 percent). The most common types of diversity events include guest speakers (88 percent), assemblies (83 percent), and diversity club meetings (80 percent). However, most participants feel that many other types of school events generate more enthusiasm than diversity events, in particular the athletic events.
Three-quarters of the respondents have budget/reporting responsibilities, with budgets for diversity initiatives varying widely. Nearly two-thirds (62 percent) find their work highly satisfying, a small but significant improvement over the 2009 level of 55 percent.
Regarding demographic characteristics and background, three-quarters of the diversity practitioners participating in this survey are women (77 percent), half (51 percent) are age 45 or younger, and about half are African American (48 percent). Diversity practitioners are highly educated (73 percent hold advanced degrees) and highly committed to their diversity role - most have been working in this area for years, and the majority expect to continue to work on diversity and inclusion issues in the future, either in their current capacity or in other leadership roles at their schools.
About three-quarters have received some formal diversity training, with the NAIS Summer Diversity Institute (39 percent), the White Privilege Conference (20 percent), and college training (18 percent) being the most common. Many have benefited from mentoring by others at their school and elsewhere, and virtually all act in a mentoring role with other staff, faculty, and parents.
Given the importance that diversity has in schools, the workforce, and in our communities in general, this study is designed to expand the resources available to diversity practitioners within independent schools. By understanding the challenges, successes, and needs of the professionals working in this area, independent schools will be better suited to offer diversity practitioners the support needed to be effective and successful in their roles.
Notes
1. The first survey on the state of the diversity practitioner was conducted in 2009. The study is available at www.nais.org/Series/Pages/Member/State-of-the-Diversity-Practice-Report.aspx.
