Planning & Evaluation
“An organization’s leadership (usually white) determines actions to prioritize in the organization’s strategic planning, and those actions tend to address issues deemed most important to white membership.” - Gordon, 2016, p.768
-
The Evaluation section of the Racial Equity Tools website is designed to help groups assess, learn from and document their racial equity work, with special attention to issues of power and privilege in the work, and in evaluation. Topics covered include:
-
"The Culturally Engaging Campus Environments (CECE) Survey is designed to measure the 9 CECE indicators that represent the characteristics of optimally inclusive and equitable campus environments...that allow diverse populations to thrive in college."
-
Self-Assessment Tools for Administrators, Teachers & Students pp.22-30 in Equity Toolkit for Administrators
-
Defining and Measuring Success in Achieving Institutional Goals pp.12-16 (Taylor, Milem & Coleman, 2016)
-
The Challenges of Evaluating Multicultural Medical Education (Kumagai & Lypson, 2009)
-
The Racial Justice Report Card evaluates medical schools on their progress towards creating an anti-racist climate
-
"We suggest that administrators, faculty, and institutional researchers proactively audit their campus climates and cultures to determine the need for change." (p.19) See more in Excerpts from Harper and Hurtado (2007, pp.19-21)
-
Regarding the assessment of cultural competency: "Existing measures embed highly problematic assumptions about what constitutes cultural competence. They ignore the power relations of social inequality and assume that individual knowledge and self-confidence are sufficient for change. Developing measures that assess cultural humility and/or assess actual practice are needed if educators in the health professions and health professionals are to move forward in efforts to understand, teach, practice, and evaluate cultural competence." (Kumas-Tan, Beagan, Loppie, MacLeod & Frank, B. (2007). Measures of cultural competence: Examining hidden assumptions. Academic Medicine, 82(6), 548-557)
-
TIP SHEET: How Can We Create an Inclusive and Equitable Planning Process? By Racial Equity Tools.
-
TOOLKITS: Strategic Planning for Equity, Inclusion, and Diversity (UC Berkeley)
-
For Academic Units
-
-
A Racial Equity Toolkit for Midwifery Organizations (Gordon in JMWH, 2016)
-
Basic Checklist for Creating an Equity Plan pp.41-42 in Equity Toolkit for Administrators
-
Equity Scorecard by the Center for Urban Education
-
BOOK: Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice
-
-
Committing to Equity and Inclusive Excellence: A Campus Guide for Self-Study and Planning by AACU (2015)
-
Racial Equity Analysis Tool (Seattle Public Schools)
-
LGBT Challenges in Higher Education Today: 5 Core Principles for Success (Trammell, 2014)
-
LGBT Issues in Higher Education Guide (American Library Association, 2016)
-
Pathway to Excellence, Berkeley’s Strategic Plan for Equity, Inclusion, and Diversity
-
INSIGHT Into Diversity 2016 Higher Education Excellence in Diversity (HEED) Health Care Awardees (with CNM Programs):
-
University of California, San Francisco (UCSF) School of Nursing: Strategic Plans and Other Reports
(Office of Diversity & Outreach UCSF)
-
The Ohio State University, College of Nursing Strategic Plan 2011-2016 (See pages 13, 20)
-
Stony Brook University Strategic Plan for Equity, Inclusion and Diversity referenced by School of Nursing
-
SUNY Downstate Medical Center Campus Strategic Diversity Plan
-
University of Cincinnati College of Nursing UC Diversity Plan 2011-2016
-
University of Minnesota School of Nursing UMN Strategic Plan 2014
-
University of New Mexico College of Nursing Strategic Planning
-
University of Pennsylvania School of Nursing Plan for Faculty Eminence through Diversity: Overview and Goals
-
-
ACME Strategic Plan (see pp.7-8)
-
Other Institutions of Higher Education:
-
Diversity, Equity, and Inclusion Strategic Plan: Centered in Inclusive Excellence - SUNY Fredonia
-
Strategic Action Plan on Equity, Diversity, and Inclusion - SUNY College at Oneonta
-
Strategic Plan for Equity, Diversity, and Inclusion 2016-2021 - SUNY Brockport
-
Penn State releases Best Practices in Diversity Strategic Planning
-
University of Michigan’s Diversity, Equity & Inclusion Strategic Plan
-
Strategic Plan for Diversity, Inclusion, Equity and Multiculturalism University of Washington School of Law 2014
-
Threshold 2022: Cultivating a Culture of Inclusive Excellence University of Puget Sound
-
Strategic Plan: Expand Our Commitment to Equity Portland State University
-
PSU Strategic Planning Equity Lens:
-
"We have identified the importance of implementing a set of Equity Lens questions asked about race/ethnicity separately from the questions asked about other groups that may be affected...While the same questions will be asked for each grouping, the separation of the answers will allow our two advisory panels to apply their specific expertise to the answers, allowing for a more thorough and thoughtful process:
-
Race/ethnicity
-
Women, transgender and gender non-conforming persons, those in the LGBTQ community, persons with disabilities, and other marginalized communities that the team identifies as significant."
-
-
-
-
Examples of Strategic Plans at institutions in Advancing Diversity and Inclusion in Higher Education (USDE 2016)
-
“Hire outside consultants. It can be nearly impossible to objectively evaluate one’s own program, and stakeholders are much more likely to share openly and honestly with an independent third party than with the administration.” - Gordon, McCarter, Myers, 2016 p. 724
“Despite fifteen years of racial climate research on multiple campuses, the themes of exclusion, institutional rhetoric rather than action, and marginality continue to emerge from student voices. Conducting a climate study can be symbolic of institutional action, only to be filed away on a shelf. We advocate that data gathered through the ongoing assessment of campus racial climates guide conversations and reflective examinations to overcome discomfort with race, plan for deep levels of institutional transformation, and achieve excellence in fostering racially inclusive learning environments." (Harper & Hurtado, 2007, p.21)
“We recognize the potential risks that linking assessments in multicultural education to the traditional components of competency possesses: the danger that knowledge, skills, and attitudes may be quickly reified into rather inflexible categories that test competencies empty of internalized values."
Find More: