Talking Stick - January/February 2019 - C10

While there are a number of suggested strategies to improve these
conditions from establishing cultural
programs to creating peer networks
- a growing focus has been put on
improving diversity through the recruitment, hiring, and training of the

Since 2001, initiatives have increased
the inclusion and retention of staff of
color in the department, enhanced a
sense of belonging, provided opportunities for advancement to leadership
roles, and, most importantly, contributed to diversifying the housing profes-

The recruitment and retention of staff of color is
not an easy task and requires a thoughtful,
intentional, and inclusive approach including both
strategic and practical steps.
campus's professional staff. And, while
in higher education that focus tends
to land on faculty, there also has been
a call to put similar efforts into effect
for campus staff. A 2017 article by J.
Clara Chan in The Chronicle of Higher Education described a University of
California at Berkeley plan to "elevate
an overlooked cohort: minority staff
in nonacademic areas, like student-affairs administrators and office managers." The program was motivated by a
dissertation that spotlighted how staff
diversity among managers increased
more slowly than did student diversity
throughout the University of California
system: "While minority students made
up about 58 percent of the student body
at the 10 public universities, minority
staff members accounted for only about
35 percent at the management level. By
comparison, 65 percent of managerial
staff members are white, while just 42
percent of students are white."
A similar situation at New York
University spurred a commitment to
develop a more diverse workforce.

10

sion. Increasing diversity and creating
opportunities for advancement in the
campus housing profession should not
be reliant on professionals of color,
but, in reality, it often is. Creating sustainable, systematic, and institutional
change is not an easy task and entails a
commitment from those in positions of
power and privilege. These individuals
must be willing to engage as partners in
a dialogue followed by concrete, tangible, strategic actions which are then assessed to understand the impact of each
new initiative.

Staff Recruitment and
Promotion
The recruitment and retention of staff
of color is not an easy task and requires
a thoughtful, intentional, and inclusive
approach including both strategic and
practical steps. It begins with an assessment of the department's current
composition, commitment to inclusive
practice, and developing an open environment for those being recruited.

Most importantly, recruitment and retention of staff of color entails having a
clear understanding of why the department desires diversity and ensuring
that people understand the importance
of having a workforce representative of
the student body and their experiences. This involves long discussions of
shared definitions, setting standards,
and ensuring that the physical environment reflects the values attempting to
be created.
Beyond that, one aspect of inclusive
practice is a commitment by the institution to cover all costs related to the
interview process, thus ensuring that
finances are not a barrier for application and participation in the process.
NYU intentionally posts openings on
platforms targeting diverse groups of
applicants. While doing so is an added
expense, it increases the diversity of
applicants and the visibility of the department in more diverse settings. For
the interview process, questions are
crafted to ensure achievement of goals
(namely diversity, inclusion, and belonging), and an agenda is put forth to
create success for all hired. If, at the onset of this process, a department lacks
diversity, the campus should own it and
be able to explain the plan for supporting staff of color in cultivating a sense
of belonging in the department. Finally,
job postings should include a statement
encouraging staff of color to apply. At
NYU, postings include notice as an
equal opportunity employer and specific references encouraging applications
from African Americans, minorities, females, veterans, the disabled, and those
of all sexual orientations and gender
identities.
The NYU residence life and housing services department also operates

Professionals of Color



Talking Stick - January/February 2019

Table of Contents for the Digital Edition of Talking Stick - January/February 2019

Talking Stick - January/February 2019
Vision
Just In
Calendar
Your ACUHO-I
Transitions
Res Life
Academic Initiatives
Special Focus
Underlying Expectations
Private Matters
Conversations
First Takes
Around Student Affairs
New Members
Snapshot
Talking Stick - January/February 2019 - Intro
Talking Stick - January/February 2019 - BB1
Talking Stick - January/February 2019 - BB2
Talking Stick - January/February 2019 - Talking Stick - January/February 2019
Talking Stick - January/February 2019 - Cover2
Talking Stick - January/February 2019 - 1
Talking Stick - January/February 2019 - 2
Talking Stick - January/February 2019 - 3
Talking Stick - January/February 2019 - 4
Talking Stick - January/February 2019 - 5
Talking Stick - January/February 2019 - 6
Talking Stick - January/February 2019 - 7
Talking Stick - January/February 2019 - Vision
Talking Stick - January/February 2019 - 9
Talking Stick - January/February 2019 - Just In
Talking Stick - January/February 2019 - 11
Talking Stick - January/February 2019 - 12
Talking Stick - January/February 2019 - 13
Talking Stick - January/February 2019 - 14
Talking Stick - January/February 2019 - 15
Talking Stick - January/February 2019 - 16
Talking Stick - January/February 2019 - 17
Talking Stick - January/February 2019 - Calendar
Talking Stick - January/February 2019 - Your ACUHO-I
Talking Stick - January/February 2019 - Transitions
Talking Stick - January/February 2019 - 21
Talking Stick - January/February 2019 - Res Life
Talking Stick - January/February 2019 - 23
Talking Stick - January/February 2019 - 24
Talking Stick - January/February 2019 - 25
Talking Stick - January/February 2019 - Academic Initiatives
Talking Stick - January/February 2019 - 27
Talking Stick - January/February 2019 - 28
Talking Stick - January/February 2019 - 29
Talking Stick - January/February 2019 - Special Focus
Talking Stick - January/February 2019 - 31
Talking Stick - January/February 2019 - 32
Talking Stick - January/February 2019 - 33
Talking Stick - January/February 2019 - Underlying Expectations
Talking Stick - January/February 2019 - 35
Talking Stick - January/February 2019 - 36
Talking Stick - January/February 2019 - 37
Talking Stick - January/February 2019 - 38
Talking Stick - January/February 2019 - 39
Talking Stick - January/February 2019 - Private Matters
Talking Stick - January/February 2019 - 41
Talking Stick - January/February 2019 - 42
Talking Stick - January/February 2019 - 43
Talking Stick - January/February 2019 - 44
Talking Stick - January/February 2019 - 45
Talking Stick - January/February 2019 - 46
Talking Stick - January/February 2019 - 47
Talking Stick - January/February 2019 - Conversations
Talking Stick - January/February 2019 - 49
Talking Stick - January/February 2019 - 50
Talking Stick - January/February 2019 - 51
Talking Stick - January/February 2019 - First Takes
Talking Stick - January/February 2019 - Around Student Affairs
Talking Stick - January/February 2019 - 54
Talking Stick - January/February 2019 - New Members
Talking Stick - January/February 2019 - Snapshot
Talking Stick - January/February 2019 - Cover3
Talking Stick - January/February 2019 - Cover4
Talking Stick - January/February 2019 - CCover1
Talking Stick - January/February 2019 - CCover2
Talking Stick - January/February 2019 - C1
Talking Stick - January/February 2019 - C2
Talking Stick - January/February 2019 - C3
Talking Stick - January/February 2019 - C4
Talking Stick - January/February 2019 - C5
Talking Stick - January/February 2019 - C6
Talking Stick - January/February 2019 - C7
Talking Stick - January/February 2019 - C8
Talking Stick - January/February 2019 - C9
Talking Stick - January/February 2019 - C10
Talking Stick - January/February 2019 - C11
Talking Stick - January/February 2019 - C12
Talking Stick - January/February 2019 - C13
Talking Stick - January/February 2019 - C14
Talking Stick - January/February 2019 - C15
Talking Stick - January/February 2019 - C16
Talking Stick - January/February 2019 - C17
Talking Stick - January/February 2019 - C18
Talking Stick - January/February 2019 - C19
Talking Stick - January/February 2019 - C20
Talking Stick - January/February 2019 - C21
Talking Stick - January/February 2019 - C22
Talking Stick - January/February 2019 - C23
Talking Stick - January/February 2019 - C24
Talking Stick - January/February 2019 - C25
Talking Stick - January/February 2019 - C26
Talking Stick - January/February 2019 - C27
Talking Stick - January/February 2019 - C28
Talking Stick - January/February 2019 - C29
Talking Stick - January/February 2019 - C30
Talking Stick - January/February 2019 - C31
Talking Stick - January/February 2019 - C32
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Talking Stick - January/February 2019 - 96
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