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Higher Education Must Diversify or Die: The Critical Diversity Connection Between Diversity Faculty, Student Safety, and Alumni Fundraising

Recruiting and retaining diverse college students, in an increasingly diverse United States, has become an important factor to maintain or increase profitability in colleges and universities.  Statistics show diversity in the student population in the U.S. has been steadily increasing and will continue to increase for the foreseeable future. Statistics also show an increase in diversity in high schools, a feeder pool for higher education. Unfortunately, an analysis of relevant statistics also shows a vast gap in diversity in the student population as compared to diversity in full time faculty positions. This article will address the business case for decreasing that gap from a diversity and inclusion perspective. In particular, it will address the potential impact on the learning environment of the diverse students, as well as the bottom line of the college or university.

According to the Projection of Education Statistics to 2023 published by the National Center for Education Statistics (NCES), increasing numbers and percentages of Black and Hispanic students are attending college. Between 2000 and 2014, the percentage of Black college students increased from 11.7 to 14.5 percent, and the percentage of Hispanic students increased from 9.9 to 16.5 percent (Digest of Education Statistics). Also, the percentage of Hispanic 18- to 24-year-olds enrolled in college increased from 21.7 percent in 2000 to 34.7 percent in 2014; the

percentage of Black 18- to 24-year-olds enrolled did not change measurably during this period (Digest of Education Statistics). These increases also reflect the increase in diversity in the U.S.

How do these diversity statistics relate to the business case? In recent Morehouse College Alumni meetings, Morehouse executives advocated an evolved business case for Morehouse where the Morehouse education is the “product”, the students are the “consumers”, and the family are the “clients”. While, of course, institutes of higher learning are businesses, I was encouraged to see my alma mater adopt the “product”, “consumer”, “client” paradigm. It is truly an enlightened approach. However, in this higher education business model, one must understand that “education” is more than just textbooks and lectures: it is preparing student consumers as professionals in an increasingly diverse world. This “product”, “consumer”, and “client” paradigm will be consistently emphasized throughout this article as “professors” will be referred to as “professor providers” and “students” will be referred to as “student consumers”.

Product Familiarity and Loyalty Leads to Product Profitability

Once a consumer identifies with a product, it is common knowledge they are very faithful to that product. The same argument also applies to higher education - from the academic years, to alumni engagement and donation. The question becomes how to create product familiarity and loyalty during those college years to create product profitability in alumni donations.

According to the NCES, in fall 2013, among full-time professors, 58 percent were White males, 26 percent were White females, 2 percent were Black males, 1 percent were Black females, 2 percent were Hispanic males, 1 percent were Hispanic females, 7 percent were Asian/Pacific Islander males, and 2 percent were Asian/Pacific Islander females. Making up less than 1 percent each were professors who were American Indian/Alaska Native or individuals of two or more races.

A side by side comparison displays the gap in the ratio of diverse students to diverse faculty based on race: 

• 14.5% of college students are black and, among full time professors, only 3% are Black males and 1% are black females. 
• 16.5% of college students are Hispanic; among full time professors, 2% are Hispanic males and 1% are Hispanic females. 

These statistics do not account for the various professorial tracks including: “part-time”, “visiting professor” or “adjunct professor” mainly because these professorial tracks are typically non-tenured and temporary in nature; thus failing to fill the tenure gap of a full time professor provider. The gap between diverse professor provider and diverse student consumer is extreme; but this gap is also illustrative of a larger systems-wide issue in providing this product called “education” to the student consumers.

Evolve and Succeed

The end of most chapters in Diversify or Die contain an “Evolve or Succeed” section. This section asks important questions to reinforce in the reader’s understanding the particular diversity discussion in each chapter as more than theory: They have real time applicability. The same approach applies for this article. In order for an institute of higher learning to evolve and succeed, the following questions should be honestly considered. If there is any doubt as to the true relevance of these questions, one need only ask a diverse professor provider or student consumer.

• What is your ratio of diverse student consumers to diverse professor providers?
• Do diverse students consumers feel their education would be more fulfilling if they had a higher representation of diverse professors providers in tenured positions.
• Have issues with racism or discrimination on your campus? If so, what is your action plan to address these unfortunate and mission-critical issues?

The answer to these questions will start the diversity evolutionary process for your institute of higher learning by producing a better education product for the for all consumer students. This is the path for an institute of higher learning to evolve and succeed.

Eric Guthrie, Esq. is the President & CEO of Better ME Better WE, LLC and the author of: Diversify or Die. Diversity. Inclusion. Evolution. Success.