Diversity and Advancement: Taking the Conversation to the Next Level

1. Diversity and Advancement:Taking the Conversation to the Next Level Tennessee Advancement Resources Council (TARC) 35th Annual Conference: Nashville, TN, July 17, 2008

2. What is Diversity? Racial/Ethnic Differences Disabilities Sexual Orientation Affirmative Action Equal Opportunity Gender

3. Inclusive Affirming Unity Equality Representative Community Barrier free Exclusive Divisive Separate Unfair Less qualified Illegal/Discriminatory Quotas Diversity: Positives vs. Negatives

4. My Definition of Diversity • Distinctions or differences that make us individually and collectively unique. • -Racial/Ethnic: Black, White, Latino, Asian, Native American • -Religious: Jewish, Christian, Muslim, Athiest • -Gender: Male, Female • -Sexual Orientation: Heterosexual, Homosexual • -Geographic: Yankees, Southerners • -Education: Public, Private

5. The Advancement Case for Diversity: Why is It Important? • Minority population is fastest growing population in the country. • Alumni of color tend to be untapped prospect pool that represents significant $$$$ that are not being solicited. • Necessity to prepare a diverse group of future leaders to be successful in a global market. • Seeking support for areas of diversity and inclusion programs at the institution. • Proactive effort will produce greater economic investment from an increasingly educated and professionally successful community. • Increased need for diversity in effective societal problem solving.

6. Obstacles to progress • Lack of commitment from institution leadership • Insufficient data/information to understand issues and engage diverse constituents • No person/office driving this agenda (buckshot approach) • No specific goals/objectives identified to measure progress • Unwilling to have difficult conversations with internal and external audiences to define problems, develop solution and measure progress • Institutional priorities vs. diversity priorities • Internal naysayers • Epidemic of the “my donor” syndrome among staff • No identified diverse alumni leadership to partner with institution • Inadequate resources – personnel and funding to lead diversity efforts • Disgruntled/disaffected students, alumni, friends and donors • Other objections encountered?

7. Diversity in Higher Education • Admissions: Minority Recruitment • Alumni Relations: Diversity Outreach/Engagement • Academic: Ethnic or Gender Studies, Faculty of color & women • Student Affairs: Cultural Support Offices • Human Resources: EEO/Affirmative Action = Representation

8. Diversity in the 20th Century:What is the reality today? • Disaffected and not involved alumni of color is the norm • Frequent complaints or concerns about institutional commitment from students, parents and alumni despite increased representation • Minimal giving from “diverse” alumni • Minimal effective representation of “diverse” alumni on institutional boards, committees, etc. • No measurable progress on issues of equity, diversity and inclusion • Few examples of effective “diverse” alumni, student, faculty or administration in leadership positions • Lack of diverse staff to engage diverse alumni (pipeline) • Small pool of “diverse” applicants: students, faculty, staff • Lower admissions yield rate and student retention and graduation rates for “minority” students

9. Diversity in the 21st Century:What does the Next Level look like? • Engaged and involved alumni of color and alumnae in institutional activities beyond “diversity” activities • Active support & commitment because of institutional vision for measurable progress beyond increased representation • Consistent and generous giving from “diverse” alumni to areas of diversity and general support • Effective representation of “diverse” alumni on institutional boards, not measured solely by numbers, but by impact and influence • Measurable progress on issues of equity, diversity and inclusion that reduce the frequency and intensity of issues that arise • Numerous examples of effective “diverse” alumni, students, faculty and administration leadership • Vested and informed staff which includes increased diverse staff members to engage diverse alumni • Larger pool of “diverse” applicants: students, faculty, staff • Equal admissions yield rate and student retention and graduation rates for “minority” students

10. Diversity 2.0:How do we get there? • Development, alumni, admissions and university marketing materials must reflect real diversity and diverse alumni and their experiences as examples for other alumni and students. • The institution needs to openly acknowledge past issues and problems from the highest levels to be able to move forward with historically underserved communities. • Leadership from the institution must engage directly in conversations with each alumni group to open a dialogue about what the disaffection issues are and what's important to each community in moving forward and achieving progress. The desired outcome is to build trust and respect with each community by demonstrating the institution's commitment to diversity through high level conversations.

11. Diversity 2.0:How do we get there? • The focus of efforts to engage members of diverse communities almost always has to be first on increasing the diversity of the institution and creating a climate that benefits students, faculty, staff, alumni of color and issues that are important to them like financial aid, student life, faculty and staff recruitment and retention, etc. • The institution must understand that using diversity as the initial hook to engage alumni of color is a necessary step in getting them more involved in other areas. Diversity doesn't restrict a donor's giving and/or engagement, but rather will ultimately open them up to other areas of the institution. It is simply being donor or person centered in cultivating prospects based on their highest affinity, connection and passion. • The person or office(s) focused on engaging alumni of color will need to form alliances and have strong connections to existing alumni of color networks, organizations, etc. There may not be a relationship to the institution, but there are always strong relationships within the communities. Having key volunteers and/or staff persons who can tap into these networks is essential to any real success.

12. Diversity 2.0:How do we get there? • Having gift opportunities that speak to the interests of alumni of color is critical to increasing their giving and being able to demonstrate an immediate return on their investment in the institution. It makes tangible the university's commitment to diversity and is something that donors can feel and touch, rather than just hearing about the institutional commitment to diversity. There's a definite difference between the perception of a commitment to diversity and a demonstrated commitment to diversity. • There must be a clear mandate about the importance of issues of diversity in order to ensure that everyone is supportive and held accountable for implementing diversity initiatives and achieving success in this area. • It is critical that you establish a honest and candid dialogue with alumni of color about goals and responsibilities to ensure that they understand the importance of specific institutional actions and activities. Be CLEAR about your intentions, it will maintain your credibility and minimize the need for future clarification.

13. Why is diversity in fundraising important? • Student population is becoming more diverse which in turn leads to a more diverse alumni body and prospect pool. • Engaging a broader group of alumni will lead to more diverse donors and volunteers serving as examples for students and others. • Being responsive to prospect and donor interest.

14. Reality at Stanford • Undergraduate: 6759 total students 47% students of color = 3179 • Graduate: 8186 total students 22% students of color = 1724 • Alumni: 180,358 living alumni 15% alumni of color = 26,415

15. Office of Development’sDefinition of Diversity • Given the specific mission and focus of the Office of Development, we define diversity broadly as we hope to engage, cultivate, solicit and steward all of those capable of supporting the university's highest priorities and ongoing needs. Therefore, we seek to engage alumni, parents and friends from all racial/ethnic and religious groups. Further, we value gender and sexual orientation as important components of the rich diversity of the Stanford campus community and larger university family. • The Office of Development wants to engage individuals through all of the points of connection that invite their interest and support. We recognize that diversity is a very compelling aspect of the identity of many of the members of the Stanford family. In order to successfully achieve the mission of the Office of Development, we are committed to encouraging support from the full diversity of our constituency and to connecting an individual's interest and passion with the priorities and needs of the university.

16. Stanford UniversityOOD & SAA Diversity Efforts • Diversity Recruitment Advisory Committee • Inclusive Leadership Program • SAA Manager of Diversity Outreach • SAA Senior Volunteer Outreach Manager • OOD Director of Major Gifts-Emerging Constituencies • TSC Emerging Constituencies Volunteer Committee • Emerging Constituencies Internal Cabinet

17. Stanford UniversityDiversity Recruitment Committee • Diversity Recruitment Advisory Committee was formed in May, 2006 to focus resources and strategies to enhance the outreach to and retention of people of color in the Office of Development (OOD) and Stanford Alumni Association (SAA). • Martin Shell, vice president for development attended the first meeting and shared his perspective on the importance of diversity in this work and the need to be thoughtful and strategic in how we engage alumni of color as prospects and potential employees. • Participated in the National Black & Hispanic MBA Association Conferences to recruit employees directly from a source of highly qualified diverse candidates. Partnership with GSB Admissions Office.

18. Stanford UniversityDiversity Gift Opportunities • Black Community Services Center Expansion Project Fundraising Effort • CCSRE • Undergraduate Life Priorities • Community Centers • Emerging Constituencies Initiative

19. What does your institution’s next level look like? • Student body reflects societal diversity and increasingly global community. • Alumni and donors are fully engaged and supportive. • Diversity becomes a natural part of all aspects of the institution and is a strength in the relationship with students, faculty, staff and alumni. • Increased resources from diverse alumni and donors that support institutional priorities.