|Submission Date||July 21, 2021|
PA-6: Assessing Diversity and Equity
|0.75 / 1.00||
Senior Institutional Analyst
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
The University has frameworks and tools for improving diversity, equity and inclusion. Three examples include The Diversity & Inclusiveness Strategy, The Be Counted Dalhousie University Census and the Quality of Workplace Survey. The DSU has their own equity and accessibility office and run campaigns and programs aiming to improve diversity, equity and inclusion.
The Diversity & Inclusiveness Strategy provides specific goals, outcomes and tasks that are publicly reported on. https://www.dal.ca/cultureofrespect/progress-updates.html
BE COUNTED: Dalhousie University Census: The Census if part of the University’s Strategic Initiative on diversity and inclusiveness. The census of the university population is vital for Dalhousie to make informed decisions on policy and planning and develop programs and initiatives where everyone feels welcome and supported.
Both students and employees can voluntarily self-identify across a range of diversity groups at the time of application and throughout the year using the census. The census covers ethnic background/racial visibility, gender and sexuality, disability and chronic illness,
Dalhousie Analytics provides expertise to integrate this information, creating an comprehensive institutional dataset grounded in commonly understood definitions, thus ensuring high quality research and analysis to inform the university's decision making.
Employee diversity is assessed regularly through the annual workforce analysis which is conducted to meet our obligations under the Federal Contractors Program. This analysis is based on the collection of self-identification information which is collected on an ongoing basis when employees are hired and periodically through the course of a person’s employment at Dalhousie. Results of the workforce analysis help to guide initiatives and special measures where they are most in need as part of Dalhousie’s commitment to a diverse workforce under the Employment Equity through Affirmative Action Policy and Federal Contractors Program compliance.
Dalhousie released Scholarly Panel report that examined Lord Dalhousie’s History on Slavery and Race (2019). Thirteen specific recommendations were made: https://www.dal.ca/news/2019/09/06/unravelling-a-legacy--inside-the-lord-dalhousie-panel-s-report.html
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success?:
Does the assessment process address employee outcomes related to diversity and equity?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
CDalhousie has collected demographic data since 1989. In 2015 the university launched its annual census, which is strictly voluntary and open to all faculty, staff and students. Since its launch, 5,591 faculty and staff and 107,148 students have completed the census. The full Dalhousie Community Equity Data Report 2019 can be found at www.dal.ca/becounted
The population represented includes full-time and permanent part-time employees (90% have provided self-identification information), alongside full-time and part-time students (80% have provided self-identification information) as of December 1 each year. Since some may choose not to self-identify, the proportion of a given group may be higher than our surveys indicate.
KEY FINDINGS: Dalhousie is pleased to report that representation of employees across all historically underrepresented groups has increased over the last five years (2015-2019). Employees who self-identified as women, racialized, or 2SLGBTQ+ was greater than the labour market availability (in the case of 2SLGBTQ+, the Canadian population). Indigenous employee representation was equal to labour market availability, and gaps at the occupational level decreased. Labour market gaps decreased for employees with disabilities.
WHERE WE’VE IMPROVED:
• SENIOR LEADERSHIP the number of persons with disabilities was greater than the labour market availability, the number of women was equal, and the gap of racialized persons decreased.
• FACULTY the number of women was higher than labour market availability, and the gap in Indigenous faculty members was closed representation of racialized faculty is comparable with other Canadian universities representation of 2SLGBTQ+ faculty was higher than in the general population of Canada.
• STAFF representation of women, racialized persons, and 2SLGBTQ+ was higher than labour market availability. STUDENTS: representation of women and Indigenous students is on par with universities across Canada.
WHERE WE STILL HAVE WORK TO DO:
• MI’KMAQ AND AFRICAN NOVA SCOTIAN increase representation of Mi’kmaq and African Nova Scotian faculty, staff and students at Dalhousie.
• RACIALIZED STUDENTS AND STUDENTS WITH DISABILITIES increase representation of racialized students and students with disabilities.
• WOMEN, INDIGENOUS, AND RACIALIZED PERSONS women, Indigenous, and racialized persons remain underrepresented in staff positions, especially in certain occupational groups.
• PERSONS WITH DISABILITIES greater representation of persons with disabilities, especially among faculty members.
• 2SLGBTQ+ SENIOR LEADERS representation of 2SLGBTQ+ senior leaders is lower than other Canadian universities.
Dalhousie remains committed to the recruitment and retention of candidates and employees from historically underrepresented groups, and to an increase in the diversity of our student population. This report and the data it contains will continue to inform our work towards these goals. Grounded in a culture of equity, diversity and inclusion, we look forward to continuing to build a working and learning environment where everyone belongs.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
A brief description of how the assessment results are shared with the campus community:
The University released a memorandum summarizing the results of the census and linking the report.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.