James Irvine Foundation
Campus Diversity Initiative Evaluation Project

PROJECT PUBLICATIONS

Making a Real Difference with Diversity: A Guide to Institutional Change
This monograph provides readers witha step-by-step guide for implementing, evaluating, and sustaining comprehensive diversity work on campus. Based on findings from the Campus Diversity Initiative Evaluation Project, the monograph offers a set of promising practices and selected quantitative and qualitative findings pertaining to efforts to enhance college access and success for underrepresented students, increase the presence of underrepresented minority faculty, and strengthen overall institutional functioning regarding diversity.

Building Capacity: A Study of the Impact of The James Irvine Foundation Campus Diversity Initiative
This final evaluation report describes the outcomes of the James Irvine Foundation Campus Diversity Initiative (CDI), including quantiative findings related to the access and success of underrepresented students and faculty on the twenty-eight CDI campuses. The authors found considerable variation among the participating campuses, with some common themes among the most successful schools.

Using Multiple Lenses: An Examination of the Economic and Racial/Ethnic Diversity of College Students
In the third of three research briefs, the authors analyze data on race/ethnicity and income status to investigate efforts to diversify the student body at a selection of independent colleges and universities in California. Analyses suggest that efforts to increase both the racial/ethnic and economic diversity of the student body were not necessarily resulting in increased access for low-income students, including low-income students of color. The report demonstrates the power of considering race/ethnicity and class together to foster greater access and success for a broad array of students. For more information, see the AAC&U press release.

The Revolving Door for Underrepresented Minority Faculty in Higher Education
The second of three research briefs reveals that high rates of turnover are stalling efforts to diversify the faculty. The report analyzes data gathered from twenty-seven private California colleges and universities between 2000 and 2004. Findings show that nearly three of every five newly hired underrepresented minority faculty were simply replacing underrepresented minority faculty who had left the institutions. The report sounds an alarm for the academic community and offers recommendations to better monitor progress in hiring and retention. For more information, see the AAC&U press release.

"Unknown" Students on College Campuses: An Exploratory Analysis
The first of three research briefs examines the increasing number of students falling into the "race/ethnicity unknown" category of postsecondary demographic data. The study findings suggest that a sizeable portion of students in this category are white, in addition to multiracial students who may have selected white as one of their categories. The brief concludes with recommendations for future research and for both campus and federal data collection and use. For more information, see the AAC&U press release.

RELATED PUBLICATIONS

Diversity Digest special issue, "Learning through Evaluation: The James Irvine Foundation Campus Diversity Initiative (CDI)": www.diversityweb.org/Digest/vol7no4/vol7no4.pdf.

Resource article by the University of La Verne:
Campus-Community Partnership with African American Churches: The University of La Verne Summer Academy
Leticia M. Arellano, Associate Professor of Psychology, Teresa Robbins, Research Associate, Richard Rose, Associate Professor of Religion and Philosophy, and Derek Vergara, Executive Director, Institute for Multicultural Research and Campus Diversity
Article in PDF form (86 KB).

ADDITIONAL PUBLICATIONS OF INTEREST

Making Excellence Inclusive Briefing Papers
AAC&U recently published three briefing papers as part of its multi-year initiative, Making Excellence Inclusive. The papers address one or more aspects of the work that is needed to comprehensively link diversity and educational quality efforts in the service of student and organizational learning.