The Intersection of Race, Gender, Sport and Higher Education in Two Year Colleges
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This document discusses the intersection of race, gender, sport, and higher education. It provides data on degrees conferred by race and gender between 2009-2014 which shows disparities. It discusses concepts like intersectionality, microaggressions, stereotype threat, and white privilege. Strategies are proposed like developing strategic plans, reviewing policies, understanding climate, and providing trainings to promote inclusion and cultural competence. The presentation aims to increase understanding of these issues and how to address them.
The Intersection of Race, Gender, Sport and Higher Education in Two Year Colleges
- 1. THE INTERSECTION OF RACE, GENDER, SPORT, AND HIGHER EDUCATION MR. KENNETH O. MILES, ASSISTANT VICE CHANCELLOR OF ACADEMIC AFFAIRS & EXECUTIVE DIRECTOR OF THE COX COMMUNICATIONS ACADEMIC CENTER FOR STUDENT-ATHLETES
- 2. INTRODUCTION… Mr. Kenneth O. Miles Assistant Vice Chancellor Of Academic Affairs & Executive Director Of The Cox Communications Academic Center For Student-Athletes Louisiana State University
- 3. WE ARE THE SUM OF OUR EXPERIENCES… “We are the sum total of our experiences. Those experiences – be they positive or negative – make us the person we are, at any given point in our lives. And, like a flowing river, those same experiences, and those yet to come, continue to influence and reshape the person we are, and the person we become. None of us are the same as we were yesterday, nor will be tomorrow.” B.J. Neblett
- 4. LEARNING OBJECTIVES… • Increase your capacity to recognize microaggressions and the negative impact experienced by members of the campus community • Tap into tools to interrupt exclusionary behaviors effectively to create greater equity and inclusion • Deepen your capacity to identify personal bias and stereotypes — and ways to respond more effectively • Tap into specific strategies to analyze programs, policies and practices to identify any embedded bias or unintended impact on members of marginalized groups on campus
- 5. POINTS OF DISCUSSION… • DATA • THEORY OF INTERSECTIONALITY • MICROAGRESSIONS • STEREOTYPE THREAT • WHITENESS & WHITE PRIVILEGE • STRATEGIES
- 6. DATA “KNOW THY DATA…IT IS A METHOD FOR BEING STRATEGIC & AUTHENTIC.” KENNETH O. MILES
- 7. NUMBER OF DEGREES CONFERRED TO U.S. CITIZENS & NONRESIDENT ALIENS Year Total W B H A/PI AI/AN 2(+) NR 2009-10 848,856 552,376 113,867 112,403 44,026 10,101 --- 16,083 2010-11 943,506 604,745 129,044 126,297 45,489 10,180 11,126 16,625 2011-12 1,021,718 635,755 142,512 151,807 48,861 10,738 14,858 17,187 2012-13 1,007,427 617,308 135,892 157,989 49,474 10,546 19,383 16,835 2013-14 1,003,364 601,383 134,483 167,120 50,333 10,334 22,634 17,077
- 9. NUMBER OF DEGREES CONFERRED TO U.S. MALE CITIZENS & NONRESIDENT ALIENS Year Total W B H A/PI AI/AN 2(+) NR 2009-10 322,747 215,977 36,148 42,210 18,268 3,555 --- 6,589 2010-11 361,408 238,012 41,649 47,911 19,085 3,727 4,197 6,827 2011-12 393,479 251,964 46,377 57,926 20,537 3,924 5,569 7,182 2012-13 389,195 243,868 45,458 60,536 21,223 3,638 7,434 7,038 2013-14 390,805 239,076 45,806 64,293 21,811 3,680 8,953 7,186
- 10. PERCENTAGE DISTRIBUTION OF DEGREES CONFERRED TO U.S. MALE CITIZENS
- 11. NUMBER OF DEGREES CONFERRED TO U.S. FEMALE CITIZENS & NONRESIDENT ALIENS Year Total W B H A/PI AI/AN 2(+) NR 2009-10 526,109 336,399 77,719 70,193 25,758 6,546 --- 9,494 2010-11 582,098 366,733 87,395 78,386 26,404 6,453 6,929 9,798 2011-12 628,239 383,791 96,135 93,881 28,324 6,814 9,289 10,005 2012-13 618,232 373,440 90,434 97,453 28,251 6,908 11,949 9,797 2013-14 612,559 362,307 88,677 102,827 28,522 6,654 13,681 9,891
- 12. PERCENTAGE DISTRIBUTION OF DEGREES CONFERRED TO U.S. FEMALE CITIZENS Year Total W B H A/PI AI/AN 2(+) 2009-10 100.0 65.1 15.0 13.6 5.0 1.3 --- 2010-11 100.0 64.1 15.3 13.7 4.6 1.1 1.2 2011-12 100.0 62.1 15.5 15.2 4.6 1.1 1.5 2012-13 100.0 61.4 14.9 16.0 4.6 1.1 2.0 2013-14 100.0 60.1 14.7 17.1 4.7 1.1 2.3
- 13. SOURCE & NOTES ---Not available. 1Excludes 1,170 males and 251 females whose racial/ethnic group was not available. 2Excludes 4,819 males and 1,384 females whose racial/ethnic group was not available. • NOTE: Data through 1990-91 are for institutions of higher education, while later data are for degree- granting postsecondary institutions, which are institutions that grant associate's or higher degrees and participate in Title IV federal financial aid programs. Race categories exclude persons of Hispanic ethnicity. For 1989-90 and later years, reported racial/ethnic distributions of students by level of degree, field of degree, and sex were used to estimate race/ethnicity for students whose race/ethnicity was not reported. Detail may not sum to totals because of rounding. Some data have been revised from previously published figures. • SOURCE: U.S. Department of Education, National Center for Education Statistics, Higher Education General Information Survey (HEGIS), "Degrees and Other Formal Awards Conferred" surveys, 1976-77 and 1980-81; Integrated Postsecondary Education Data System (IPEDS), "Completions Survey" (IPEDS-C:90-99); and IPEDS Fall 2000 through Fall 2014, Completions component. (This table was prepared September 2015.) • Associate's degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 1976-77 through 2013-14 http://nces.ed.gov/programs/digest/d15/tables/dt15_321.20.asp?current=yes
- 14. ALL 2-YEAR INSTITUTIONS MALES AND FEMALES Cohort Entry Year W B H A/PI AI/AN 2(+) NRTotal A PI 2000 31.5 26.1 30.1 33.3 --- --- 29.3 --- 25.5 2002 30.4 24.2 30.7 31.4 --- --- 26.3 --- 26.7 2003 29.9 24.2 30.2 31.7 --- --- 25.9 --- 27.2 2004 29.0 22.9 26.3 30.2 --- --- 26.7 --- 32.9 2005 28.5 22.6 25.7 31.5 --- --- 24.9 --- 32.2 2006 29.3 24.4 30.7 33.9 --- --- 24.4 --- 30.1 2007 29.4 25.4 33.3 33.1 --- --- 25.5 --- 30.9 2008 30.1 27.6 35.1 34.3 35.2 24.1 25.7 33.3 33.7 2009 30.1 26.4 36.3 35.1 36.0 25.0 25.7 30.5 34.6 2010 29.4 23.7 33.8 35.4 35.2 37.9 24.0 26.0 36.2 2011 29.1 20.2 29.9 33.6 33.7 32.1 22.5 24.5 34.3
- 15. SOURCE & NOTES —Not available. ‡Reporting standards not met (too few cases). • NOTE: Data are for 2-year degree-granting postsecondary institutions participating in Title IV federal financial aid programs. Graduation rates refer to students receiving associate's degrees or certificates from their initial institutions of attendance only. Totals include data for persons whose race/ethnicity was not reported. Race categories exclude persons of Hispanic ethnicity. Some data have been revised from previously published figures. • SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Spring 2002 through Spring 2013, Winter 2013-14, and Winter 2014-15, Graduation Rates component. (This table was prepared December 2015.) • Table 326.20. Graduation rate from first institution attended within 150 percent of normal time for first- time, full-time degree/certificate-seeking students at 2-year postsecondary institutions, by race/ethnicity, sex, and control of institution: Selected cohort entry years, 2000 through 2011 http://nces.ed.gov/programs/digest/d15/tables/dt15_326.20.asp?current=yes
- 16. THEORY OF INTERSECTIONALITY… …is a feminist sociological theory first highlighted by Kimberlé Crenshaw (1989) …is a methodology of studying "the relationships among multiple dimensions and modalities of social relationships and subject formations" (McCall 2005)
- 17. MICROAGRESSIONS… …are subtle insults (verbal, nonverbal, and/or visual) directed toward people of color, often automatically or unconsciously. Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students • Daniel Solorzano, University of California-Los Angeles; Miguel Ceja, University of California-Davis; and Tara Yosso, University of California-Santa Barbara Journal of Negro Education, Vol. 69, Nos. 1/2 (Winter/Spring 2000)
- 18. STEREOTYPE THREAT… …refers to being at risk of confirming, as a self- characteristic, a negative stereotype about one's social group (Steele & Aronson, 1995). Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69, 797-811.
- 19. WHITENESS & WHITE PRIVILEGE… …So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was "meant" to remain oblivious. …White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools , and blank checks. Essay “White Privilege: Unpacking the Invisible Knapsack” Peggy McIntosh McIntosh, Peggy (1988) "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's Studies"
- 20. CONT’D WHITENESS & WHITE PRIVILEGE… …As a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage. …I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male privilege. Essay “White Privilege: Unpacking the Invisible Knapsack” Peggy McIntosh McIntosh, Peggy (1988) "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's Studies"
- 21. STRATEGIES “THE BIGGEST RISK IS NOT TAKING ANY RISK...” MARK ZUCKERBERG
- 22. PERSONAL TAKEAWAYS…AWARENESS IS THE FIRST STEP • Be reflective in your practice • Be an empathetic listener • Be authentic • Be inclusive • Be aware • Be inquisitive • Be proactive • Be intentional
- 23. PROFESSIONAL TAKEAWAYS…DO WHAT YOU’VE ALWAYS DONE, YOU WILL GET WHAT YOU ALWAYS GOT • Develop, Implement, & Assess Strategic Plan • Review Hiring Practices • Review Website • Understand Institutional Climate • Incorporate Human Resource Management Trainings • Know the Title IX Coordinator • Collaborate with University Constituents/Create Partnerships • Incorporate Ethnic/Cultural Programming • Cultural Competence Trainings • Top-Down…Bottom-Up Approach
- 25. CONTACT INFO… Kenneth O. Miles LSU Cox Communications Academic Center for Student-Athletes 100 Gym Armory Baton Rouge, LA 70803 [email protected] 225-578-6518