Diversity & Inclusion

Programs to encourage greater diversity and inclusion, particularly in the leadership of educational institutions, are a central focus of NCRW’s work. We view affirmative action as an important component of efforts to level the playing field in all aspects of education – from access, to quality education, to teaching, tenure and administration. We have led important initiatives such as the Diversity in Higher Education Summit in 2006 and Ford Foundation-funded projects for diversifying the leadership of our member centers. Diversity and inclusion will continue to be overarching values that are central to our work and programs.

Housing Resources and Programs for Single Student Parents at Community and Technical Colleges

Parents with dependent children now make up almost one in four students pursuing higher education in the United States (Miller, Gault and Thorman 2011). Single parents face particular challenges pursuing higher education, including securing safe and affordable housing. Single mothers often must spend over half of their income on housing expenses, leaving them with less money for educational expenses and vulnerable to housing crises that can easily derail their pursuit of a degree (Bush 2010). An analysis of effective strategies to support single student parents identifies affordable housing as one of the most important factors to ensuring student success (Women Employed 2011).

URL: 
http://www.iwpr.org/publications/pubs/housing-resources-and-programs-for-single-student-parents-at-community-and-technical-colleges

Tools for Student Parent Success: Varieties of Campus Child Care

 This toolkit is the first in a series by the Institute for Women’s Policy Research (IWPR). It introduces the wide variety of child care services that exist at institutions of higher learning. Rather than an exhaustive study of campus child care programs, it is an introduction to possible options. It is for those seeking to provide quality child care at colleges or universities and for those considering how to expand or rethink existing services.

URL: 
http://www.iwpr.org/publications/pubs/tools-for-student-parent-success-varieties-of-campus-child-care

Clyda Rent

Clyda S. Rent, Ph.D. is recognized as a successful leader, speaker, strategic planner, executive coach, and marketer. She played primary roles in the successful turnaround efforts of two significant higher education institutions. She served as a university president, vice-president, or dean for over two decades and on corporate boards. Rent was named by Working Woman magazine as One of the Nation’s Ten Most Admired Managers and in 2000 was honored as one of eleven for the International Women’s Forum award, Women Who Make a Difference. Rent is Co-founder and Principal of Rent Consulting Group, LLC in Charlotte, NC. The firm focuses on executive search, leadership, strategic planning, and executive coaching for leaders in higher education and health care sectors. Her coaching/mentoring clients include leaders and aspiring-to-next-level leaders from dean to president from major colleges and universities and health care organizations.

Lorna Edmundson, President Emerita, Wilson College

Lorna Duphiey Edmundson, Ed.D., President Emerita of Wilson College, is recognized as an effective leader, fundraiser, and facilitator of sustainable growth and change in higher education. Dr. Edmundson helps educational institutions build on their distinctions; strengthen finances and planning; create ethnic, racial and gender equity; encourage women and students of color to pursue the sciences; diversify and internationalize campuses; and forge international partnerships. She served as President of Wilson College from 2001-2011 and has held leadership roles at Columbia University, the American University of Paris, Marymount College, Trinity College, and Colby Sawyer College. Dr. Edmundson was honored with the Athena International Leadership Award, an Honorary Degree from Rhode Island College, and an Honorary, Lifetime Membership in Rotary International. She is featured among Asian and U.S. leaders in Women at the Top, by Cheung and Halpern.

Mildred Garcia, President, CSU Fullerton

Mildred García, Ed.D., is the incoming president of California State University, Fullerton, and currently serves in that capacity at CSU Dominguez Hills, where she has been since 2007. She is the first Latina president of the CSU system. During her tenure, García has cut costs, boosted enrollment, increased student graduation rates and expanded fundraising. She facilitated the first endowed professorship, the <i>Wallis Annenberg Endowed Professor for Innovation in STEM Education</i>.</p><p>García is a scholar in the field of higher education, and her research and publications have concentrated on equity in higher education and its impact on policy practice.

Increasing Opportunities for Low-Income Women and Student Parents in Science, Technology, Engineering, and Math at Community Colleges

 Jobs in science, engineering, technology, and math (STEM) fields are expected to grow by 17 percent between 2008 and 2018, nearly double the growth of all other fields.

URL: 
http://www.iwpr.org/initiatives/student-parent-success-initiative/increasing-opportunities-for-low-income-women-and-student-parents-in-science-technology-engineering-and-math-at-community-colleges-1/view

Women and Graduate Management Education

Data from the Graduate Management Admissions Council indicates that more women are working towards MBAs than ever before.

According to the GMAC, women accounted for 41 percent of the close to 259,000 people who took the Graduate Management Admission Test in 2011, which is a requirement for most MBA programs. The number of exams taken by women was 106,800, marking the sixth consecutive year of growth for women test-takers. This was also the third year in a row that over 100,000 women took the exam.

In the United States, women took nearly 46,000 exams -- the largest number out of any country in the world. The greatest percentage of women who took the GMAT, however, was in China, where 64 percent, or about 33,000, of those who sat for the test were women.

Nevertheless, the GMAC research also found that female MBAs who graduated from 2000 to 2011 and are working full-time earned just 81 percent of what their male counterparts did.

URL: 
http://img.gmac.com/mediaroomresources/pdfs/women_and_graduate_management_education-gmac-28Feb2012.pdf
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