The diversity survey was based on district diversity goals, a review of the literature, a review of a similar survey done by Denver University for the city of Colorado Springs, and input from five external diversity consultants.
Surveys were administered to the Superintendent’s cabinet for review and input. Random samples were then sent to three groups (educational support professionals (ESP), executive professionals, and teachers). Returns from teachers and executive professionals yielded a 95% confidence in findings with (+/-)5% error rate. Returns from ESP yielded a 90% confidence in findings with (+/-)5% error rate.
A person’s demographic group is the one s/he identifies with most closely. It can be based on a variety of factors such as race, education, seniority, etc. The most important factor on which survey respondents based their demographic identity was position (27%), followed by department (14%), education (11%), and gender (10%). No differences in responses were noted based on respondents’ gender, race, age, or demographic identity.
Responses are presented by each diversity goal and, where they occur, differences in responses by employee groups are discussed. Respondents answered a set of questions for each goal on a 5 point scale of strongly agree, agree, disagree, strongly disagree and don’t know. Overall, average scores indicate more positive responses for goals 1 and 3, followed by goals 4 and 2. Don’t knows were excluded from calculations of averages. Findings for the cabinet are not presented because of their small size compared to the three other groups.
Goal 1: Not judging differences as weaknesses. The average response for each employee group was agree. (strongly agree=1, agree=2, disagree=3, strongly disagree=4.) However, the average response does not reflect the differences in how employee groups responded to the four questions focused on Goal 1. For question 12: Decisions are based on input from all demographic groups, ESP staff disagreed while executive professionals and teachers agreed. In other words, ESP had a less positive opinion that all demographic groups contributed to district decisions. (Figure 1, page 2)
Goal 2: Assuming the best about other people and their decisions. The average response for each employee group was agree, with the exception of the ESP group which indicated disagree. On an average, ALL employee groups disagreed with question 8: The old boys’ network does not exist in the district. For question 9: It is acceptable to speak up against unfair practices by supervisors, ESP disagreed while teachers and executive professionals agreed. (Figure 2, page 2)
Goal 3: Treating each other with respect, honesty and dignity. The average response for each employee group was agree. For question 20: Direct and positive communication is the norm at my workplace, on an average, ESP respondents disagreed, while other groups agreed. (Figure 3, page 2)
Response choices: strongly agree=1, agree=2,
disagree=3, strongly disagree=4
Goal 4: Seeking to understand, setting aside personal prejudices at work. The average response for each employee group was agree.. For question 17: At my office/school, I do not tend hang out with people of my own demographic background, teachers disagreed while executive professionals and ESP agreed. In other words, teachers tend to hang out with people from their demographic backgrounds while executive professionals and ESP tend not to do so. (Figure 4, page 2)
In selecting formats for educational/training options on diversity issues, the majority of respondents indicated workshops as their first choice (25%), followed by speakers (19%), resource library (16%), employee resource group (14%), and performance monitoring and feedback (10%).
The Diversity Survey contained two open-ended questions. Responses to these questions were analyzed for common themes. The themes that emerged from the comments are presented in italics, with descriptions of each theme. These themes enrich the depth and breadth appropriate to the two topics addressed by the open-ended questions.
Table 1
presents themes that emerged from responses to the question: What is the
biggest barrier to diversity in District 11? Table 2 presents themes that
emerged from responses to the question: What is the most important thing the
district can do to encourage diversity?
Table 1. Themes from
Responses to Question on “BIGGEST BARRIER to diversity in the district”
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1. No barriers, no problem, not important |
This theme suggests that either there was not a lack of diversity in the district or that there are other, more important problems to focus on. |
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2. Lack of time and too much on the plate |
Comments under this theme indicated that there were already too many initiatives underway in the district, leaving no time for yet another one. |
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3. Lack of minority personnel and aggressive recruitment |
This barrier referred to the lack of a diverse applicant pool and/or the lack of aggressive recruitment of diverse people. |
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4. Diversity should be secondary to hiring competent personnel |
This theme is based on the understanding that hiring for diversity is tantamount to compromising competence. |
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5. The community of Colorado Springs |
The community of Colorado Springs is narrow-minded with respect to diversity, which is the biggest barrier to diversity in the district. |
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6. No freedom to be different |
This theme contained two ideas. The first was that being diverse would mean accepting values that are in conflict with one’s own. The second idea was that people with different personal beliefs do not feel free to express them. |
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7. Good old boys’ (GOB) network |
The good old boy’s network was seen as a barrier to diversity by protecting those it favored, by giving more power to a select few, and by paying lip service to district processes. |
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8. District too large |
Some respondents indicated that the large size of the district discouraged diversity, while others said that the large range of backgrounds made it difficult to stay focused on one goal. |
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9. Superintendent’s values |
The Superintendent was perceived to be mixing religion and public education, which was a barrier to diversity. |
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10. Administration and supervisor’s values |
This theme included comments that pointed to administrators and supervisors who mistreated people, engaged in power wars and top-down communication. |
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11. Resistance & lack of understanding |
A lifetime of beliefs and/or resistance to diversity was the biggest barrier according to this theme. It suggested that positions, qualifications and titles often prevented people from seeing the real individual. |
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12. Diversity goals |
Goals need to be collaboratively developed and modeled at all times by those in leadership. |
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13. Non-inclusive processes, fear of reprisal |
This theme explained that district processes did not solicit everyone’s input, or when they did, it was in name only. There was also a fear of reprisal in speaking up. |
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14. Low salaries and incentives in education |
This theme indicated that low incentives and salaries prevented a diverse population from participating in the district. |
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15. Professions and values in education |
The current status and expectations of teachers did not make teaching an attractive profession. Additionally, within education, people without higher degrees are not considered important. |
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16. Other |
Some miscellaneous other responses referred to too many surveys, a lack of sincere efforts, and other issues. |
Table 2. Themes from Responses to Question on “The Most Important Thing to do to encourage diversity”
1. Do not make diversity the focus (this theme overlaps with themes 1 and 4, Table 1) |
Competence and qualifications should be the focus, not diversity. Another idea under this theme pointed out focusing on differences should not be the goal. |
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2. Already diverse |
While some comments pointed out that the district is already diverse, others wrote that the district has already swung too far ‘left.’ |
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3. Emphasize diversity in recruitment |
This theme suggested that recruitment policies should focus on diversity and that more minorities should be hired for prominent positions. |
4. Open honest communication without fear of reprisals |
Open communication was recommended, including exchange of ideas without fear of adverse effects.
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5. Fair treatment of ESP |
Comments under this theme indicated that ESPs do not have equal status with other employee groups. |
6. Value and respect everyone, be sensitive to diversity (this theme has some similarities with theme 6, Table 1) |
Respecting every staff member and being sensitive to people’s religious beliefs were the main ideas under this theme.
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7. Create diversity in leadership positions, walk the talk (this theme overlaps with themes 9-10, Table 1) |
People in leadership positions need to model the goals and the district needs to be serious about diversity goals. Additionally, all staff member’s opinions should be heard and valued. |
8. Higher wages (this theme has some overlap with theme 14, Table 1) |
According to this theme, higher salaries would be the most important for the district to encourage diversity. |
9. Education, training, awareness |
This theme emphasized the importance of education to raise the awareness of staff members about diversity. Consequences for unacceptable behavior were also mentioned. |
10. Focus on goals and inclusive processes (this theme has some overlaps with theme 13, Table 1) |
The most important thing the district can do is to establish processes that includes all staff members in making decisions that affect them. Instead of top-down management, we need team work. |
11. Students |
Developing the right attitudes among students is important. Students also need to be held accountable for behaviors that demonstrate intolerance. All students should be served well, not just the high-performing ones. Staff members who interact with students also need to be trained on diversity. |