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NCID Annual Report July 2019 – June 2020

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National Center for Institutional Diversity


Director’s Note Since its founding in 2005, the National Center for Institutional Diversity (NCID) has symbolized a scholarly commitment to diversity, equity, and inclusion (DE&I) in higher education and society. The early 2000s saw challenges to Affirmative Action admissions policies in public higher education nationally, with the University of Michigan (U-M) being a focal space in these policy battles. Scholars (at U-M and nationally) informed these debates through research on inequality and the benefits of diversity. The NCID was established to affirm both U-M’s commitment to DE&I and the critical role of scholarship in addressing societal issues. Fifteen years later, the NCID continues to advance its original charge through producing, catalyzing, and elevating diversity scholarship. In this pursuit, we also seek to build and mobilize interdisciplinary and intergenerational communities of scholars and leaders to apply and use knowledge produced by diversity scholars in addressing contemporary challenges to diversity, equity, inclusion, and justice in our society. Intense social inequalities continue to exist and serve as barriers to full opportunity and inclusion for all. These social inequalities occur at both the macro level, reflected by institutional structures, policies, practices, and norms; and at the micro level, reflected by persistent intergroup divisions, as well as interpersonal discrimination and biases in everyday interactions. We are also experiencing a societal climate that often discourages critical analysis and attention to scholarly evidence as a basis of decision making and action. Thus, the mission and work of the NCID is more relevant than ever. I am pleased to share this report which details our activities and efforts in the 2019-2020 academic year focused on transforming higher education, supporting diversity scholars and scholarship, and applying this knowledge toward creating a more inclusive, equitable, and just society. Tabbye M. Chavous, PhD Professor of Education and Psychology Director, National Center for Institutional Diversity University of Michigan

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Who We Are

History The National Center for Institutional Diversity (NCID) was born out of the University of Michigan’s commitment to diversity, during a tumultuous time when the University’s efforts to diversify our student body were seriously threatened by external interests (i.e., Grutter v. Bollinger and Gratz v. Bollinger). Established in 2005, the NCID opened its office as a means of coalescing local and national efforts to diversify higher education and society, a mission that we continue to hold to this day.

Vision Our vision is to empower people and institutions to leverage knowledge and skills around the benefits, challenges, and opportunities of diversity in order to create a truly equitable and inclusive society.

Mission Our mission is to create a more equitable and inclusive society through the production, catalyzation, and elevation of diversity research and scholarship. In this pursuit, we also build intergenerational communities of scholars and leaders to integrate these evidence-based approaches in addressing contemporary issues in a diverse society.

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NCID Community

The NCID is a community of faculty, staff, and students dedicated to the development and application of research and scholarship to advance diversity, equity, and inclusion in higher education and society. A unique part of our community is its diversity of disciplines/ fields and roles. Our international Diversity Scholars Network is made up of scholars across the social sciences, humanities and arts, natural sciences, and engineering. This community is multi-generational, including early career to senior scholars, all of whom have demonstrated commitments to diversity, equity, and inclusion through their scholarship, service, and engagement. These scholars also mentor graduate, undergraduate, and K-12 students who will be the next generation of diversity scholars and scholars with the skills and knowledge to advance DE&I in their own institutions and communities. Our community also supports networks and teams of scholars, leaders and administrators, and practitioners — within and beyond higher education — in working collectively to connect research to policies and practices that improve and advance access, equity, and justice.

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Core Staff TABBYE CHAVOUS Director

LAURA SANCHEZ-PARKISON Assistant Director for Programs and Development/Program Manager for Research (until April 3, 2020)

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DANA BROWN Senior Assistant to the Director

MEGAN SEGOSHI Scholar and Community Engagement Program Lead

CHING-YU Fellowships an

CHARLOTTE EZZO Strategic Communications Coordinator and Program Assistant

UNE SYLVESTER nd Research Program Lead

WILLIAM LOPEZ Faculty Director of Public Scholarship and Clinical Assistant Professor, School of Public Health

MARIE TING Associate Director

ALFORD A. YOUNG JR. Faculty Director for Scholar Engagement and Leadership, Professor of Sociology

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Student Fellows & Interns On a yearly basis, NCID attracts talented and diverse student staff, fellows and interns who seek opportunities to expand their skills in a community that shares their passion for diversity research. Among other things, students are provided mentoring, professional development and high quality research opportunities.

DOMINIQUE ACOSTA Graduate Student Research Fellow

RAĂšL GĂ MEZ Graduate Student Research Fellow

JEFFREY GRI Graduate Studen Research Fellow

TERRANCE MCQUEEN Graduate Student Research Fellow

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VANIA AGAMA RAMIREZ Graduate Student Research Fellow

IM nt w

KYSIA KYSIAJONES JONES Undergraduate Undergraduate Student Student Intern Intern

ANDREW MONROE Graduate Student Research Fellow

LETICIA CRUZ Graduate Student Research Fellow

DIANA CORTES Graduate Student Research Fellow

ALYSSA PARK Graduate Student Research Fellow

ARISSA KOINES Graduate Student Research Fellow

IVANA LOPEZ ESPINOSA Graduate Student Research Fellow

JARELL SKINNER-ROY Research Associate

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NCID Postdoctoral Fellows







W. CARSON BYRD Associate Professor of Sociology, University of Louisville

URMITAPA DUTTA Associate Professor of Psychology, University of Massachusetts Lowell

STEPHANIE KERSCHBAUM Associate Professor of English, University of Delaware

Visiting Scholars and Fellows

LYNN PERRY WOOTEN Dean, Dyson College of Business, Cornell University

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Lecturer, Virginia Tech University

KAREN DOWNING Education Librarian, University Libraries, University of Michigan

JOO YOUNG LEE Lecturer, Asian Languages and Cultures, University of Michigan

University Diversity and Social Transformation Professors

KETRA ARMSTRONG Professor of Kinesiology

AUDREY BENNETT Professor of Art and Design

SUSAN DYNARSKI Professor of Public Policy, Education, and Economics

LOLA ENIOLA-ADEFESO Professor of Chemical Engineering and Biomedical Engineering

STEPHANIE FRYBERG Professor of Psychology

MARITA R. INGLEHART Professor of Dentistry

CARLA O’CONNOR Arthur F. Thurnau Professor of Education

DENISE SEKAQUAPTEWA Professor of Psychology

DAVID WOOTEN Alfred L. Edwards Collegiate Professor and Professor of Marketing

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Research & Scholarship

Since the founding of the NCID, research and scholarship has been at the core of its strategy for social change. Our understanding of social transformation leads us to adopt a multi-dimensional framework to our research and scholarship agenda — a framework that draws from a wide variety of disciplines, topics, populations, and methodologies. To create a more equitable and inclusive society, we produce, support, and elevate diversity research and scholarship.

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PRODUCTION OF RESEARCH AND SCHOLARSHIP During the 2019-2020 academic year, NCID engaged in a number of research projects completed in partnership with, and support from scholars and practitioners at the U-M and beyond. Projects have generated attention nationally as institutions of higher education across the country have requested additional information on research outcomes and implications. Projects have also been accepted for presentation at prestigious, national higher education conferences including the annual meeting of the American Association of Colleges & Universities (AAC&U), the National Association of Diversity Officers in Higher Education (NADOHE), and the American Educational Research Association (AERA).

Selected 2019-2020 Research Projects The Experiences of Chief Diversity Officers This study explores the multiple ways that Chief Diversity Officers (CDOs) in higher education across the country carry out social justice institutional planning, engage with diverse constituents from their multiple social identities, and navigate the complex organizational politics. The study also investigates ways that issues of justice are viewed and enacted within institutional diversity, equity and inclusion planning and efforts. The project’s implications showcase how higher education leaders can best support CDOs in their complex roles as change agents.

Understanding Diversity Statements and their Impact for Hiring Academic Positions As student and scholarly communities become more diverse, there is a need to hire faculty who will provide inclusive educational experiences and contribute to our understandings of diversity, equity, and inclusion in research and scholarship. A strategy that has been adopted across the nation to identify such faculty has been through the requirement of a diversity statement during the hiring process. This study illuminates the critical characteristics of a diversity statement; how academic leaders are adopting the use of diversity statements in their evaluation processes, and how this practice impacts departmental diversity.

The Role and Experiences of Academic Diversity Officers

The Experiences of Scholars of Color who Study their own Communities

Diversity officer roles are a popular organizational structure to coordinate diversity initiatives in various settings, especially in higher education. Academic Diversity Officers (ADOs) come to their role through multiple professional pathways, with respective professional logics. From interviews of ADOs, this qualitative study examines how the logics of diverse professional backgrounds shape how ADOs make sense of their role.

This research project explores the unique experiences of scholars of color, specifically Asian Pacific Islander American and Latinx scholars who study their own communities. Through in-depth interviews, this project seeks to better understand the experiences of these scholars, particularly around career decision-making, experiences in the academy, and engaging public constituencies via the production and dissemination of scholarship.

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DISSEMINATE AND ELEVATE RESEARCH AND SCHOLARSHIP NCID’s “Research and Scholarship Seminar Series” is designed to elevate and disseminate cutting-edge research and scholarship related to issues of diversity, equity, inclusion, and justice. The series also highlights how research and scholarship can be applied to inform and address actions (in policy, practices, leadership) in a variety of domains (e.g., K-12 and higher education, organizational and workplace culture, health and well-being) and around a variety of identity foci (e.g., racism, gender equity, disability inclusion and access, social class and socioeconomic mobility) for positive social change.

Diversity and Inclusion Counts: How Quantifying Diversity and Inclusion can Influence Racial Inequality in Higher Education W. Carson Byrd | 2019-2020 NCID Scholar-inResidence and Associate Professor of Sociology, University of Louisville

The Hidden Rules of Race: Barriers to an Inclusive Economy Dorian Warren | President, Center for Community Change Action

Safe Enough Spaces: A Pragmatist’s Approach to Inclusion, Free Speech, and Political Correctness on College Campuses

Signs of Disability: Faculty, Accommodations and Access at Work in Higher Education

Michael S. Roth | President, Wesleyan University

Stephanie Kerschbaum | 2019-2020 NCID Scholar-in-Residence, Associate Professor of English, University of Delaware

Toward Communities of Resistance: Rethinking Citizenship, Migration, and Belonging in Northeast India* Urmitapa Dutta | 2019-2020 NCID Scholar-inResidence, Associate Professor of Psychology, University of Massachusetts Lowell

Faculty as Part of Campus Shared Leadership for Change* Adrianna Kezar | Dean’s Professor of Leadership, Wilbur-Kieffer Professor of Higher Education, University of Southern California and Director of the Pullias Center for Higher Education

Faculty as Part of Campus Shared Leadership for Change* Audrey Bennett | University Diversity and Social Transformation Professor and Professor of Art and Design University of Michigan

*planned but not held due to COVID-19, to be rescheduled

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ENGAGING AND SUPPORTING DIVERSITY SCHOLARS The NCID’s Diversity Scholars Network (DSN) is an intergenerational, international community of diversity scholars committed to advancing understandings of historical and contemporary social issues related to identity, difference, culture, representation, power, oppression, and inequality — as they occur and affect individuals, groups, communities, and institutions. Our DSN includes 900+ scholars representing more than 200 institutions across the world, comprised of faculty (tenured and tenure-track, clinical and research, lecturers), research staff, and postdoctoral fellows in higher education settings, as well as researchers in policy/research organizations, non-profits, and other organizational settings. DSN members’ academic disciplines span the social sciences, arts and humanities, natural sciences, and engineering. New DSN Members: In the 2019-2020 academic year, we welcomed 139 new DSN members, representing 91 institutions of higher education. On a yearly basis, the NCID organizes a variety of activities to engage and support this community of scholars. Programming: This past year, our programmatic efforts to support DSN members included regular newsletter and social media communications sharing research/ scholarship opportunities and resources related to current issues or events, and spotlighting DSN member accomplishments (e.g., publications, promotions, awards). We also create mechanisms to amplify the myriad ways that the work of DSN members is making a difference when it comes to current, national issues. For example, this spring, as COVID-19 spread through the U.S., DSN members across the country used their skills and expertise to document and address inequalities created and/or exacerbated by the pandemic. The NCID

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developed a series of briefs featuring the work of DSN members to spotlight and elevate their contributions to national discourse, policy, and practices. Briefs were also accompanied by a website that is continuously updated. DSN members were also prioritized in NCID grant programs available to our national and U-M members. This year, we were thrilled to award Change Grants to eight DSN members, Pop-Up Grants to nine DSN members, and our four Think-Act Tanks (faculty collaborative grants) were all led by DSN members. We also regularly offer on-campus workshops and seminars, primarily focused on the local U-M DSN community. This year’s campus-based programming included a series on Research and Identity and featured panelists from both U-M and institutions nationally: “Researcher Reflexivity and Positionality When Your Research Is about You.” Featured panelists: Alford Young Jr., Professor of Sociology, University of Michigan; Urmitapa Dutta, NCID Scholar-in-Residence and associate professor of psychology at the University of Massachusetts, Lowell; and Stephanie Kerschbaum, NCID Scholar-in-Residence and associate professor of English, University of Delaware. “The Ethics of Researching a Group You Don’t Belong To.” Featured panelists: Daphne C. Watkins, professor of social work, University of Michigan; Paul Fleming, assistant professor of health behavior and health education, University of Michigan; and Lisa Reber, Center for Disability, Health, and Wellness Fellow, University of Michigan. (Note: a third session, “There is No Such Thing as Objective Research,” was scheduled to take place in Spring 2020 but was cancelled due to the coronavirus pandemic with plans to reschedule for 2020-21).

The Diversity Scholars Network fosters an interdisciplinary multi-institutional community of scholars to strengthen research about diversity, equity and inclusion and address issues in education and society. 900+ members of the Network represent over 200 institutions in the United States and across the globe 50+ disciplines represented by scholars

RESEARCH AREAS INCLUDE... Child Development Citizenship Racial Socialization Transgender Studies

Corporate Social Responsibility Black Girlhood Queer Representation

The DSN Newsletter highlights members’ contributions to news and media.

Womanism STEM Education Substance Use Cognitive Aging

A DSN research brief featured DSN members’ research on COVID-19.

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YOUNG, GIFTED, @ RISK & RESILIENT (YGARR), a national conference, was held on October 24, 2019 in collaboration with The Steve Fund, and the Office of Diversity, Equity and Inclusion (ODEI) at the University of Michigan, Ann Arbor. The conference curriculum, presented by 50 scholars/researchers from across the country, was informed by the longstanding work of The Steve Fund and the latest research and insights from scholars and practitioners across the country. The over 450 conference participants explored national and campus socio-political contexts and best practices in order to foster spaces and places that promote emotional wellbeing for students of color.

As a direct outcome of the research meeting, the NCID issued nine Pop-Up grants to support new, innovative research on mental health among young adult/college students of color. Grant recipients are located on P. 31.

Prior to the YGARR conference, the NCID hosted a strategic scholarly meeting on the topic of campus climate and mental health among young adult/ college students of color. Twenty-four scholars from across the country came together to discuss several broad theme areas including barriers and strengths, relational contexts, space and place and innovative interventions. A major goal of the meeting was to collectively advance a scholarly agenda that would influence theory and research, as well as funding entities, policymakers, and institutional leaders toward better policy, practice, and effective investment.

The conference provided direct social support to students of color and a space for them to partner with campus faculty, staff, and administrators to collaboratively work towards improving mental health. Students from across campus were invited to attend. Staff/faculty representatives from all academic units were also invited to attend the conference for a student-staff/faculty discussion. After the conference, students described the space as healing and a time for faculty and staff to engage ideas with students on next steps. Over 90 students and 20 faculty/staff members representing a number of academic units/offices were in attendance.

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WELLNESS IN COLOR CONFERENCE The Wellness in Color conference took place on October 23, 2019 and was designed as a compliment to the YGARR conference. A student planning committee of U-M graduate and undergraduate students guided the planning and execution of this event.

VIDEO TOOLKIT TO SUPPORT THE WELL-BEING OF STUDENTS OF COLOR In partnership with The Steve Fund, the U-M Center for Academic Innovation and the Office of Diversity, Equity & Invlusion, NCID developed a video series that features scholars and practitioners from across the country who provide evidence-based information for faculty, staff, and providers to foster a positive learning environment and support the mental health and well-being of students of color. The series was designed to increase awareness and understanding about the experiences of students of color and consider how to best support them so that they may be successful and thrive in the educational environment. This toolkit was developed and filmed in conjuction with the YGARR national conference, You can find and explore the video toolkit (here).

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Funding & Engagement

The National Center for Institutional Diversity encourages and supports collaborative, strategic efforts — which are necessary to effectively address and dismantle the barriers to equity and inclusion that exist across all levels and strata of our society. We create and support opportunities for scholars, leaders, practitioners (within and outside of university settings), and students to get involved in our research and scholarship-to-practice efforts. NCID Annual Report 2019–2020 | Page 23

Knowledge Communities NCID’s Diversity, Equity, & Inclusion (DE&I) Knowledge Community grants provide opportunities for staff and faculty at the University of Michigan to actively collaborate on scholarship-to-practice initiatives to drive institutional transformation on campus and across the country. Grants support the formation of Knowledge Communities that are grounded in inquiry and knowledge building. They integrate the collective knowledge of scholars and practitioners in order to bridge the gap between theory and practice. This integration generates new knowledge, practices, and innovations which are documented through the creation of products and artifacts by the Knowledge Communities. In the 2019-2020 academic year, there were five active Knowledge Communities co-led by faculty and staff.

Undocumented Students The Undocumented Students Knowledge Community is a cross-campus interdisciplinary collaboration that focuses on scholarship and its translation into effective practice to support policy changes across the educational system affecting undocumented students. The Knowledge Community provides faculty and staff interacting with undocumented students and communities with opportunities to share formal and informal knowledge, professional expertise, and best practices.

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Counting Invisible Diversity at U-M: Middle Eastern and North African (ME/NA) Box The ME/NA Box Knowledge Community is a subgroup of the Islamophobia Working Group (IWG) and seeks to focus on better serving ME/ NA identifying faculty, staff, and students at U-M. This Knowledge Community builds on two years of faculty-staff-student collaboration in IWG and brings together the expertise and know-how of faculty and staff to translate historical and contemporary research into institutional best practices.

Mapping Disability Inclusion Mapping Disability Inclusion is a Knowledge Community that aims to document, connect, and publicize the networks of scholars, practitioners, and advocates working on disability inclusion. This Knowledge Community aims to highlight and grow the communities of practice committed to ensuring disabled people’s access to physical, digital, and social spaces, and to increasing collective responsibility for eradicating antidisability bias.

Minority-Serving Institutions Pathways The Minority Serving Institutions (MSI) Pathways Knowledge Community was established in alignment with institutional DEI goals of strengthening connections with minority serving institutions towards creating mutually beneficial and bi-directional relationships that lead to inter-institutional rapport, trust, and opportunities within and between institutions for faculty, students, and staff.

Asian Pacfic Islander Desi/American The Asian Pacific Islander Desi/American (APID/A) Knowledge Community seeks to enhance institutional capacity to address each of the three overarching strategies of U-M’s DEI Strategic Plan by developing a deeper understanding of the diversity of the APID/A community at U-M and proposing recommendations for improving the collection, analysis, access, and use of institutional data.

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Think-Act Tanks NCID awards “Think-Act-Tank” grants to support collaboratives of diversity scholars from multiple disciplines who come together around a focused set of scholarly goals and products related to diversity, equity, inclusion, and/or justice. They are intended to support new collaborations and innovations — for example, working groups who develop and begin to execute a programmatic plan for new interdisciplinary studies, publications, and/or grant development. With NCID support, each collaborative also outlines specific plans and mechanisms for public engagement, dissemination, and impact of their work.

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Embodiment and Environmental Art Practice Faculty Lead: Petra Kuppers, Professor of English, Women’s Studies, Theatre and Dance, and Art and Design This Think-Act Tank lies at the conjunction of queer ecopoetics, disability studies, critical race studies, indigenous studies, and environmental studies. Scholars in this collective seek to learn from each other about disability cultural methods, indigenous art and world making, AfricanAmerican performance approaches, and more. Together, they aim to shape a complex tool-set to approach living in a changing natural world which impacts people differently, dependent on histories of violence and their attendant environmental effects.

Advancing Social Science Scholarship and Teaching on Latino Youth and Families Faculty Lead: Deborah Rivas-Drake, Professor of Psychology and Education This Think-Act Thank aims to establish an interdisciplinary working group of scholars focusing on Latino youth and families. This group brings together faculty who are already conducting scholarship on Latino youth and families but who have not had an opportunity to think and work collectively on their scholarly pursuits. As a community they seek to stimulate dialogue around issues in their research, support faculty in conducting high quality research with Latino participants, facilitate and develop new research collaborations, and build networks with colleagues at other institutions.

2019-2020 Think-Act-Tanks Queer/Cuir/Feminist (Q/C/F) Group of the Americas

Museums and Publics: Engaging Detroit, Berlin, and the Future of the City

Faculty Lead: Lawrence La Fountain-Stokes, Professor of American Culture, Romance Languages and Literatures and Women’s Studies

Faculty Lead: Damani Partridge, Associate Professor of Anthropology and Afroamerican and African Studies

This Think-Act Tank aims to create a public space at U-M for the discussion of LGBTQ Latinx, Indigenous, and Afro-diasporic gender and sexuality. This interdisciplinary, transnational, action-based, Latinx queer feminist scholarly group includes university-based scholars and independent scholars and activists that are involved in diverse educational initiatives in several Latin American countries and US Latinx communities.

This Think-Act Tank was inspired by the Detroit Institute of Arts’ (DIA) Plaza design competition and a set of persistent concerns regarding the relationship between museums and publics. Questions such as “how do urban residents participate in shaping the future of the city?” and “to what extent does the curation of established museums, often in the city center, contribute to the appearance of inaccessibility” are asked and discussed.

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Change Grants NCID Change Grants are available to members of the University of Michigan community to support their work on innovative projects that will positively impact academia and society. In 2019-2020, grants were awarded to scholars from across campus units and scholarly disciplines.

Migrant Farmworkers Project

Femme Dance Africa

PI: Alexis Handal (Associate Professor, Epidemiology)

PI: Clare Croft (Associate Professor, Dance)

Critical Intersectionality and Intergenerational Supports Foregrounding Black, Same-Gender-Loving, Gay, and Bisexual Older Men

What is Person-centered Care for Women with Physical Disabilities: A Qualitative Inquiry

PI: Beth Glover Reed (Professor, Social Work and Women’s Studies) Study on the Impact of Gender, Race and Class on Women’s Criminal Processing for Homicide PI: Carol Jacobsen (Professor, Women’s and Gender Studies and School of Art & Design) Ethnic-racial Socialization and Sociopolitical Stressors of Mixed-Status Latinx Families and their Impact on Adolescent Mental Health PI: Fernanda Cross (Transitional Postdoctoral Research Fellow, Social Work)

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PI: Shu-Fang Shih (Research Assistant Professor, Public Health) Case Study on Reporting Abuse to and by Muslim Religious Leaders PI: Nancy Khalil (LSA Collegiate Fellow, American Culture) Out-group Minority Bias And The Persistence of Stereotypes in Sexual Consent PI: Erin Krupka (Associate Professor of Information)

Pop-Up Grants Pop-Up Research and Scholarship Grants provide opportunities for scholars to actively engage in diversity research and scholarship around emerging or re-emerging social issues and disseminate findings quickly to the public. The 2019-2020 Pop-Up Grants that were awarded focused on projects related to the theme of “mental health and marginalized communities.”

Intergroup Dialogue in Schools: Exploring the Implications for Mental Health among Marginalized Youth

Is stress exposure enough? The blackwhite mental health paradox and stress measurement

PI: Annahita Ball (Assistant Professor, University at Buffalo, SUNY)

PI: Lauren Brown (NIA Postdoctoral Fellow, Population Studies Center, Institute for Social Research, University of Michigan)

Online Mental Health, Substance Use, and Sex Education Resources for LGBTQ+ Young People PI: Oliver Haimson (Assistant Professor, University of Michigan School of Information) “Invincible Black Women”: An Empirical Investigation of Group Psychotherapy Support for Black College Women PI: Martinique Jones (Assistant Professor, University of North Texas)

A Mixed Methodological Investigation of Institutional Climate, Mental Health Service Utilization, and Wellness among Black College Students at a Predominantly White Institution (PWI) and a Minority Serving Institution (MSI) PI: Seanna Leath (Assistant Professor, University of Virginia)

Mental Health and Resilience Among LGBTQ+ College Students with Disabilities

The Uneven Spillover Effects of Police Violence: Mapping the Relationship between Police Shootings and Racialized Stress

PI: Ryan Miller (Assistant Professor, University of North Carolina - Charlotte)

PI: Hajar Yazdiha (Assistant Professor, University of Southern California)

Unspoken Truths; An Exploration of Graduate Students Mental Health and Well-Being

Parent-Child Relationships and Mental Health in the Transition to Adulthood among Young Adults of Color

PI: Carmen McCallum (Assistant Professor, Eastern Michigan University)

PI: Xing Zhang (Health Disparities Postdoctoral Fellow, University of Wisconsin Madison) NCID Annual Report 2019–2020 | Page 29

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Fellowships & Awards

The National Center for Institutional Diversity supports and administers several fellowships and awards to support scholars whose efforts center on enhancing diversity, equity, and inclusion in the academy. They are leaders in scholarship, in bringing scholarship to practice, and in a variety of engaged efforts for advancing equity and inclusion throughout our society. NCID Annual Report 2019–2020 | Page 31

University Diversity and Social Transformation Professors (UDSTP) The University Diversity and Social Transformation Professorship (UDSTP) is an honorific designation for senior faculty who have, throughout their careers, demonstrated a commitment to the University’s ideals of DE&I through their scholarship, teaching, and/or service and engagement. Like other U-M professorships such as the Thurnau, Collegiate, and Distinguished University Professorships, the University Diversity & Social Transformation Professorship is reserved for only the highest level of achievement.

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UDST Professors are given a special NCID Faculty Fellow status, and also spend one semester in residency at the NCID. This program is jointly administered in partnership with the Office of the Provost and the Office for Diversity, Equity and Inclusion. In this inaugural year, nine faculty members were named as UDSTPs, and Professor Audrey Bennett completed a semester as our resident Faculty Fellow in the Winter 2020 semester.

NCID Postdoctoral Fellowships For over a decade, the NCID Postdoctoral Fellowship has promoted and supported the work of outstanding early career diversity scholars. Focused on bringing diversity scholarship to practice, fellowships are awarded to scholars invested in furthering our understanding of identity, difference, culture, representation, power, oppression and inequality - as well as having the goal of advancing equity and inclusion throughout society. NCID Postdoctoral Fellows come from across the country, working in any discipline represented within U-M’s 19 schools and colleges, and typically spend one to two years in residence at the NCID. The fellowship allows for protected research time, building collaborations and mentoring relationships with faculty and students across campus, as well as participation in professional development opportunities.

Over the years, NCID Postdoctoral Fellows have been affiliated with various departments and fields across the university — including American culture, anthropology, business management, education, leadership studies, organizational studies, psychology, public health, social work, and sociology. The 2019-20 NCID Postdoctoral Fellows, along with their fields or disciplines, were: • Meredith Hope, educational psychology • Beza Merid, media, culture, and communication; joint fellow with the Gerald R. Ford School of Public Policy • Cristina Jo Perez, women’s studies • Dominique Thomas, community psychology • Edgar Vivanco, political science; joint fellow with the Michigan Institute for Data Science

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LSA Collegiate Fellows Program The College of Literature, Science, and the Arts (LSA), in partnership with the NCID, launched the Collegiate Fellows program in 2016 as a major faculty hiring initiative and an institutional transformation strategy for enhancing faculty diversity and the culture of diversity, equity, and inclusion in the College. A core tenet of the program is the interconnectedness of diversity and excellence — that we cannot truly reach our ideals of being an intellectually rich scholarly and learning environment without faculty who are outstanding scholars representing a diversity of experiences, perspectives, and scholarly and teaching lenses and approaches. Fellows represent disciplines and departments across the humanities, social sciences, and natural sciences. They are selected for their outstanding scholarly accomplishments and their demonstrated, sustained commitments to diversity, equity and inclusion — through their scholarship, teaching and mentoring, and/or service and engagement. The program’s cohort model, faculty mentoring supports, and access to a variety of department and campus resources for research and pedagogy provide a sense of community and fertile space for Fellows to advance their Page 34

scholarly work and prepare for tenure-track faculty transition in LSA departments. The NCID provides a series of professional development opportunities for the Collegiate Fellows community to complement their department/discipline-specific supports and resources. This year, our Fellows series included topics such as integrating equitable community engagement experiences in courses; social identities in the classroom and curriculum; mentoring, and self-care in the academy. We also held regular writing groups to support community and accountability. In 2019-220, the third year of the program, LSA and the NCID welcomed nine new Collegiate Fellows, and three Collegiate Fellows from the inaugural cohort transitioned to assistant professor appointments. From our 2019-2020 recruitment cycle, we made successful offers to 13 new Fellows, who will join us in Fall 2020. To date, of 37 Fellows hired since program inception, 33 Fellows (89%) have been evaluated for, offered, and accepted tenure-track assistant professor offers in LSA departments; and three Fellows (8%) will be evaluated for tenure-track faculty offers in the upcoming academic year.

Fall 2017 Collegiate Fellows Jennifer Jones (History), Margo Mahan (Sociology), Beza Merid (Communication and Media), Savithry Namboodiripad (Linguistics), Luis Zaman (Complex Systems)

Fall 2018 Collegiate Fellows Andrea Bolivar (Women’s Studies), Lia Corrales (Astronomy), Maegan Fairchild (Philosophy), Raevin Jimenez (History), Nancy Khalil (American Culture), Dana Murphy (English), Angela Ocampo (Political Science), Melissa Phruksachart (Film, Television, and Media), SaraEllen Strongman (Afroamerican and African Studies), Jessica Walker (American Culture)

Fall 2019 Collegiate Fellows Ungsan Kim (Asian Languages and Cultures), Jennifer Hsieh (Anthropology), Niloofar Sarlati (Comparative Literature), Mostafa Hussein (Judaic Studies), Daniel Valella (English), Emmalon Davis (Philosophy), Camille Avestruz (Physics), Adrian Deese (Afroamerican and African Studies), Luciana deSouza Leao (Sociology)

June 2020 | NCID Annual Report | Page 35

Scholars-In-Residence This year, the NCID launched its inaugural Scholar-in-Residence program, which provides an opportunity for visiting senior diversity scholars from institutions across the U.S. to pursue scholarly work at the University of Michigan for one academic year. In the 2019-2020 academic year, we welcomed and hosted three Scholars-inResidence, during which they engaged in

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opportunities to interact with the NCID’s vibrant intellectual community of faculty fellows, postdoctoral fellows, and graduate students fellows, and interns. Each Scholar-inResidence was also co-hosted by an academic department in their discipline/field allowing for additional campus engagement with discipline-based faculty, staff, and student colleagues.

2019-2020 Scholars-In-Residence W. Carson Byrd, Associate Professor at the University of Louisville, hosted by the Department of Sociology. Dr. Byrd’s research centers on racial disparities in education, intergroup relations, and connections among race, science and knowledge production. These areas of work intertwine under Dr. Byrd’s broader scholarly agenda of exploring how educational institutions — particularly colleges and universities — can operate simultaneously as mechanisms of social mobility and engines of inequality. Urmitapa Dutta, Associate Professor at the University of Massachusetts Lowell, hosted by the Department of Women’s Studies. Dr. Dutta uses critical qualitative methodologies to elucidate the concept of “everyday violence,” or forms of structural and cultural violence that become normalized by people and institutions and that result in social suffering. Dr. Dutta engages in community-based research in India and the United States to advance a framework of “everyday peace,” to intervene around issues of coloniality, citizenship, gendered oppression and community building. Stephanie Kerschbaum, Associate Professor at the University of Delaware, hosted by the Department of English Language and Literature and the Department of Psychology. Dr. Kerschbaum’s work is in the area of disability studies, particularly how higher education settings address issues of diversity and difference. In a recent project, “Signs of Disability,” Dr. Kerschbaum emphasized the need to attend to the signs of disability all around us and collectively build new ways of noticing and engaging disability in our everyday lives.

NCID Annual Report 2019–2020 | Page 37

James S. Jackson D Award for Divers

The University of Michigan’s commitment to diversity and excellence is rooted in its history. Founded as a public institution to address the needs of society, the University has long supported faculty in undertaking research and scholarship that explores and illuminates multifaceted public concerns, educating students with a wide range of backgrounds and experiences, and helping to address challenges facing local, national, and global communities. It has recognized that diverse experiences and perspectives are the foundation for new ideas and innovative solutions to complex problems. Acknowledging both our past contributions to diversity in many forms and the importance of continuing this work as the complexity of diversity shapes and challenges society, the University established the Distinguished Diversity Scholar Career Award. The award is given biennially to recognize significant contributions of a U-M faculty member to understanding diversity and addressing disparities in contemporary society; the award is jointly administered by the NCID and the Office of Diversity, Equity and Inclusion, in partnership with the Office of the Provost.

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In 2017 the inaugural award was made to Dr. James S. Jackson, and was then renamed in his honor as the James S. Jackson Distinguished Career Award for Diversity Scholarship. The recipient of the 2019 award was Dr. Patricia Gurin, the Nancy Cantor Distinguished University Professor Emerita of Psychology and Women’s Studies. A social psychologist, Dr. Gurin’s work has focused on social identity, the role of social identity in political attitudes and behavior, motivation and cognition in achievement settings, and the role of social structure in intergroup relations. She is the author of eight books and monographs and numerous articles on these topics and was an expert witness in the University of Michigan’s defense of its undergraduate and law school admissions policies. Dr. Gurin is a nationally recognized leader, scholar, teacher, mentor and activist. The award ceremony took place in November 2019, where Dr. Gurin also presented a public lecture titled “Collectivity, Community, and Connections in the Pursuit of Diversity, Equity and Inclusion.” A dinner followed the lecture that included guests from across the country who came to pay tribute to Dr. Gurin.

Distinguished Career sity Scholarship

NCID Annual Report 2019–2020 | Page 39

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The National Center for Institutional Diversity works to elevate and disseminate the work of diversity scholars through a number of publication platforms. These platforms are a part of our public scholarship initiative, and are designed to share and engage scholarly work and ideas with academic/research audiences and a variety of public audiences. The NCID manages two publications: Spark, an online magazine featuring academic essays by diversity scholars on current social issues; and Currents, a scholarshipto-practice journal published by Michigan Publishing. Our public scholarship team also regularly collaborates with other publication outlets — academic journals, books, and a variety of public writing platforms.

NCID Annual Report 2019–2020 | Page 41

Spark is an online magazine that features research and scholarship on a range of social issues including race, gender, parenting, disability, education, and voting. In the process of publication, we aim to elevate diversity scholarship and support diversity scholars in public writing. Contributors to Spark are diversity scholars and experts, many who are also part of the marginalized communities they study. Spark’s editorial board reviews each piece through a collaborative process that aims to produce public essays grounded in research and scholarship and inform the public.

This year we have collaborated with 43 authors across the globe and across 20 disciplines. Topics and areas we have covered include: nonbinary identies and individuals, growing up amid the rise of racism, celebrating Black women and girls, and the coronoavirus pandemic. To date, Spark has received over 150,000 views and our pieces have been republished in online platforms such as Psychology Today and Pulp Magazine. As a top contributor under Medium’s Racism tag, our pieces have also been consistently spotlighted on the Medium trending page.

Editorial Board

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W. CARSON BYRD 2019 NCID Scholar-in-Residence; Associate Professor of Sociology, University of Louisville

ANNMARIE CAÑO Dean, College of Arts & Sciences, Gonzaga University

DAVID GREEN Director of Diversity and Inclusion, The Sage Colleges

REBEKAH MODRAK Professor in the Stamps School of Art & Design, University of Michigan

LATA MURTI Associate Professor of Sociology, Brandman University

AKILAH WISE Global Journalism Fellow in the Dalla Lana School of Public Health, University of Toronto; Freelance Writer

2019-2020 Spark Series

NCID Annual Report 2019–2020 | Page 43


In the 2019-2020 academic year, NCID launched Currents, a scholarshipto-practice journal that connects scholarship in diversity, equity, and inclusion to practice and public discourse. Currents translates cuttingedge research into concise, accessible discussions to inform researchers, practitioners, leaders, policymakers, and the broader public conversation. A key feature of our review process is that all papers undergo a two part review process including a review by content experts and review for public accessibility. The interdisciplinary, inaugural issue features over a dozen scholars from across the country.

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2019-2020 Currents Articles Gender-Based Microagressions in STEM Settings Denise Sekaquaptew (University of Michigan) Navigating Space and Racial Microaggressions as an Undocumented Latinx Millennial Cassaundra Rodriguez (University of Nevada Las Vegas) Hierarchical Microaggressions in Higher Education Settings; Anyone Can Be a Victim, Perpetrator, or Bystander in STEM Settings Ahlam Lee (Xavier University) Daily Microaggressions and Mood in a Community-Based Sample of Young Gay and Bisexual Men: A Focus on Within-Person Daily Processes Stephanie H. Cook, Erica P. Wood, Rumi Chunara (New York University) “Too Many to Count”: Experiences of Microaggressions for Latinx Students at a Predominantly White Institution in the Age of Trump Lorraine M. Gutiérrez, Amanda RodríguezNewhall, Andrea Mora, Maira A. Areguin, Marissa Salazar (University of Michigan) Stories of Microaggressions and Microaffirmation: A Framework for Understanding Campus Racial Climate Rosalie Rolón-Dow (University of Delaware)

Setting the Tone: Micro/Macro Racial Aggression, Antiblackness and the Outlining of a Trans-National Research Agenda on Community Responses to State Terror Jaime A. Alves (University of California, Santa Barbara) How Can We Talk about Race in the Classroom? Summer Melody Pennell, Emily Stobbe (Truman State University) Suppressing Campus Protests and Political Engagement in U.S. Higher Education: Insights from the Protest Policy Project™ Charles H.F. Davis III (University of Southern California) What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research Lori Patton Davis (Ohio State University), Samuel D. Museus (University of California, San Diego) The Experiences of Academic Diversity Officers at the University of Michigan Jeffrey K. Grim, Laura Sánchez-Parkinson, Marie Ting, Tabbye Chavous (University of Michigan) The Promise of Diversity Statements: Insights and a Framework Developed from Faculty Applications Ching-Yune C. Sylvester, Laura SánchezParkinson, Matthew Yettaw, and Tabbye Chavous (University of Michigan)

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Blog Series in Partnership with the Am

Today’s student body is more diverse than ever before. But students enrolled in science, engineering, technology, and math (STEM) disciplines remains largely homogeneous. Women and underrepresented minorities often cite climate as a barrier to their persistence and completion in these fields. This blog series on campus climate and STEM success aims to unpack differences, similarities, and connections between

STEM departmental climate and the climate of the campus at large to highlight approaches that can increase the enrollment, retention, and success of marginalized students. The series features the work of some of the nation’s leading scholars representing institutions across the country.

Increasing Representation of Underrepresented Groups Among STEM Faculty Members Suzanna Rose (Florida International University) Climate, Mentoring, and Persistence Among Underrepresented STEM Doctoral Students Tabbye Chavous, Seanna Leath, and Raúl Gámez (University of Michigan) Disconnections Between Research and Practice in STEM Education Ahlam Lee (Xavier University) STEM Climate for Students with Disabilities Rachel Friedensen (Iowa State University) HBCUs, Black Women, and STEM Success Caroline Harper (Howard University) Why Social Interactions Matter for Our Conversations About Campus Climates and STEM W. Carson Byrd (University of Louisville) Addressing STEM Culture and Climate to Increase Diversity in STEM Disciplines Kimberly A. Griffin (University of Maryland) Page 46

merican Council on Education (ACE)

In recent years, colleges and universities increasingly have been called upon to respond to the history of exclusion and marginalization of underrepresented faculty, staff, and students. Many institutions have answered by adopting practices and interventions to address historical educational inequity. In order to lead these campus-wide efforts, some institutions have established the chief diversity officer (CDO) role. More recently, with the CDO role as a model, a new position

is emerging on some campuses: the academic diversity officer, or ADO. ADOs work alongside CDOs to ensure that diversity, equity, and inclusion practices are prioritized and executed in specific schools and colleges, disciplines, and department units. This blog series features ADOs who discuss their roles, the challenges they face, and the opportunities these positions bring to college and university campuses.

Who Are These Diversity Officers? Joana Dos Santos (University of Michigan) Towards an Inclusive Classroom Environment Stephanie L. Sanders (University of Michigan) What Works: Creating Diverse and Inclusive Graduate Campuses Karen P. DePauw (Virginia Tech) The Parallels of Parenting and Moving Towards Equity Cecilia Rios-Aguilar (University of California, Los Angeles) Inclusive Leadership Noelle Witherspoon Arnold (The Ohio State University) Setting a Higher Bar for Multicultural Inclusion in Higher Education Maria Madison (Brandeis University) NCID Annual Report 2019–2020 | Page 47

Phone: (734) 764-6497 | Fax: (734) 764-6600 Email: | Twitter: @UMichNCID Designers: Jarell Skinner-Roy and Charlotte Ezzo

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2019–2020 NCID Annual Report  


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