Context and Background of the Program/Service Focus
Fairleigh Dickinson University (FDU), established in 1942, has a long tradition of ensuring diversity and inclusion as part of its educational philosophy. Located in New Jersey, FDU caters to students from different cultural, socio-economic and ethnic backgrounds. The diversity initiatives of the university are also reflected in its recruitment efforts that target students, faculty and staff from minority groups. At the core of equity and inclusion efforts at FDU is the Office for Equity and Compliance, which was created to enforce federal and state anti-discrimination laws as well as create a campus climate that embraces diversity (Stewart, 2018). The office collaborates with the university stakeholders in order to create, implement and monitor policies and procedures that promote equity as well as inclusion throughout all facets of campus life. Apart from the Office of Equity and Compliance, FDU provides various support services and programs that encourage a feeling of belongingness among diverse students. Such initiatives include multicultural centers, mentorship programs, diversity training workshops and cultural events that recognize the university’s diverse community.
The diversity and inclusion at FDU go beyond the walls of its campus through collaboration with local organizations as well as initiatives to address societal injustices. Through the emphasis on equity and inclusion, FDU shows its commitment to creating a supportive environment where every member of the university community feels valued academically, professionally and personally.
The Aim of the Program/Service Related to Equity and Inclusion
The mission of the Office of Equity and Compliance is to create an environment in which not only such vital issues as diversity should be recognized by all parties involved but also applauded and found throughout every cornerstone, serving as a basis for campus life. The office actively dismantles structural inequalities by involving policies, training programs and outreach initiatives. Diversity, Equity and Inclusion Strategic Plan by FDU is a path for the realization of such goals. It states concrete projects and goals aimed at improving diversity, equity, and inclusion throughout the campus (Patel, 2015). It encompasses initiatives aimed at hiring and retaining a diverse faculty and staff, providing support services for non-traditional student populations, incorporating diversity in the curriculum, and creating campus practices that promote inclusions that respect the equality of all.
Some of the important elements that are highlighted in this strategic plan include regular assessment regarding campus climate, periodically organized, professional development program for faculty and staff on contemporary concepts related to diversity and inclusion topics, and an establishment of affinity groups or support networks owing marginalized communities all from university’s perspective. The action of formalizing its commitment to diversity and inclusion by saying in the strategic plan demonstrates that FDU holds off both inclusivity and is suitable for all members belonging to this community (Stewart, 2018).
Question for Inquiry
In analyzing FDU’s Diversity, Equity, and Inclusive Strategic Plan through a theoretical lens, I would like to understand how the university’s approaches are based on the theory of diversity. In particular, the case will look at how this plan focuses on systemic blockades and encourages real change in institutions.
Plan for Collecting Documents and Conducting Interviews
For document analysis, I will carefully read FDU’s Diversity-Equity and Inclusion Strategic Plan as well as any additional documents such as annual reports, updates on progress against the plan or policy statements concerning equity and inclusion. With this comprehensive analysis, I will identify the explicit objectives, approaches, and metrics that drive diversity development strategies undertaken by the university in achieving its goals. Moreover, on-site interviews with practitioners from the Office of Equity and Compliance will offer irreplaceable information concerning the ‘hands-on’ activation approach for the suggested strategic plan. Through the conversation with individuals who are directly involved in implementing equity and inclusion programs at FDU, I wish to obtain insights that will emerge from these initiatives into how various difficulties, successes and lessons can be learned on translating policies into practice. Such interviews shall allow access to viewpoints from vital stakeholders and frontline staff tasked with implementing numerous components of the strategic plan (Blair & Gesner, 2020). By conducting a procedure of document analysis and practitioner interviews, I will collect qualitative data that is characterized by richness to complete an extensive diversity and inclusion efforts analytical report on the parting from FDU. This method will make it possible to triangulate several sources of information, allowing the subtleties involved in achieving equity and inclusion principles at higher education institutions such as Fairleigh Dickinson University to be approached from several sides.
Summary of Theoretical/Conceptual Framework
To analyze the case, I will apply Critical Race Theory (CRT) as my theoretical framework. CRT offers a perspective for viewing the ways that practice and policy from systemic oppression fostered by racism, gender bias, and classism are driving in institutional settings. Under CRT principles, I will assess the level of how much FDU’s Diversity, Equity and Inclusion Strategic Plan has addressed structural unfairness to benefit from the transformative change occurring within the university community. Drawing on both theoretical knowledge and practical experience, in this case study, I am hoping to propose recommendations for improving FDU’s activities designed to achieve equity and inclusion. For the sake of continuing the discussion on inclusive teaching settings among higher education institutions, including Fairleigh Dickinson University, this analysis aims to critically analyze it through a critical lens by exposing what is commonly referred to as diversity rhetoric and how distant its application can be from institutional transformation.
References
Blair, N., & Gesner, M. (2020). Your Life is Your Message: Discovering the Core of Transformational Leadership. Sage Publications Pvt. Limited.
Patel, L. (2015). Desiring diversity and backlash: White property rights in higher education. The Urban Review, 47, 657-675.
Stewart, D. L. (2018). Minding the gap between diversity and institutional transformation: Eight proposals for enacting institutional change. Teachers College Record, 120(14), 1-16.
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