Equity Case Studies Report - School of Social Work - University of ...

UBC school of social work equity and diversity strategic plan: A compilation of case studies 15
• Individualized academic support for students;
• A Steering Committee comprised of University, First Nation leadership, and student
representation; and
• First Nation representatives guide curriculum.
(Dalhousie University, Faculty of Health Professions, School of Social Work, 2011)
Faculty Recruitment and Retention
Dalhousie University, School of Social Work emphasizes the need to engage in
outreach recruitment initiatives, to establish designated positions, and to actively recruit faculty
members from designated equity groups (MacDonald et al., 2003). Additionally, concrete
support that “recognizes historic exclusion and that moves beyond tokenism and the institutional
comfort zone to develop sensitized collegial relationships” (p. 478) is essential for faculty
retention. A significant landmark in successfully recruiting and hiring a faculty member from a
designated position occurred in January 1990, when the first African-Canadian faculty member
was hired, with a master’s level qualification and the expectation that she would work towards
completing course work for doctoral studies during her first seven years. This was seen as major
progress as one of the large barriers to hiring faculty from designated groups was/is
qualifications (see section on Challenges for further details). Mentorship, support from within
the institution, and recognition of the impact of historic exclusion were contributing factors to
this progress (MacDonald et al., 2003). Willingness among faculty to discuss and deal with
issues that arise and providing sensitivity training for all faculty members are other key elements
to the retention of faculty from designated groups. As MacDonald et al. (2003) illustrate,
“concrete action requires supporting and defending colleagues when they complain of