06.11.2014 Views

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

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

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

SHOW MORE
SHOW LESS

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

UBC school <strong>of</strong> social work equity and diversity strategic plan: A compilation <strong>of</strong> case studies 65<br />

designated groups. As another example, UC Berkeley has affirmative action guidelines<br />

that apply to all <strong>of</strong> the <strong>University</strong> <strong>of</strong> California schools (see Appendix E for more<br />

information). Affirmative action policies and guidelines are essential in improving<br />

educational equity, diversity, and inclusion in faculty recruitment, hiring, support, and retention.<br />

It is also important to establish a set <strong>of</strong> complementary and interrelated policies regarding antiracism,<br />

anti-discrimination, and accessibility. It is recommended that the <strong>School</strong> <strong>of</strong> <strong>Social</strong> <strong>Work</strong><br />

at UBC begin a process <strong>of</strong> establishing such policies and guidelines.<br />

It is also vital to note that discussions regarding affirmative action – both for faculty<br />

hiring and student admissions – frequently include the concepts <strong>of</strong> merit versus special treatment<br />

and “leveraging diversity” (Iverson, 2007). This is problematic as it does not acknowledge that<br />

merit<br />

Affirmative action policies and guidelines are essential in improving educational equity,<br />

diversity, and inclusion in faculty recruitment, hiring, support, and retention. It is also<br />

important to establish a set <strong>of</strong> complementary and interrelated policies regarding antiracism,<br />

anti-discrimination, and accessibility.<br />

is<br />

based on Euro-western, patriarchal normative standards (Iverson, 2007), and that it is a criteria<br />

created by those in power (Blackmore, 2002). As Iverson (2007) illustrates, racially minoritized<br />

faculty are frequently seen as outsiders, disadvantaged, and at risk; rather than being recognized<br />

for the contributions they bring to the university. It is recommended that during UBC <strong>School</strong> <strong>of</strong><br />

<strong>Social</strong> <strong>Work</strong>’s process <strong>of</strong> establishing equitable hiring and admission policies and practices, the<br />

<strong>School</strong> acknowledges the inherent inequity that exists in these perspectives.<br />

Another example <strong>of</strong> processes and practices that address recruiting, hiring, supporting,<br />

and retaining minoritized faculty is provided by the <strong>University</strong> <strong>of</strong> Sydney (U <strong>of</strong> S), which has a<br />

Staff and Student Equal Opportunity Unit on-campus. This program promotes the hiring <strong>of</strong><br />

women, people with English as a second language, Indigenous people, and people with

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!