Table 1
The Meaning of Domains from the School Diversity Inventory's Faculty/Staff Survey |
Domain |
Meaning |
Diversity Policies and Practices |
Assesses the degree to which a school has clear policies and puts practices in place to prevent the unfair treatment of individuals because of their race/ethnicity, sex, sexual orientation, or religion. Also reflects the degree to which the school monitors how well groups get along, detects potentially inflammatory or destructive behavior, and deliberately seeks diversity when groups are composed. This domain is a gauge of formal policy and leadership practices directed at diversity. High scoring schools have articulated policies to promote fairness and put practices in place to follow through on these policies. |
Openness to Diversity |
Measures the climate of openness or receptivity to the views, traditions, and contributions of different groups. This domain is a gauge of group attitudes or norms allowing the disclosure and discussion of multiple perspectives and encouraging the open expression of differences. In high scoring schools, members of different groups openly seek each other's views. |
Inclusion |
Assesses the extent to which a school actively takes steps to make members of all groups feel welcome and comfortable – and anticipates and removes obstacles to the participation of all kinds of persons. In high scoring schools, the views of persons from different cultural origins and special needs are anticipated in planning, and individuals are not put down or left out of activities because of their differences. |
Diversity Knowledge and Role Models |
Indicates the degree to which examples of the accomplishments of members of many racial/ethnic/cultural groups – and of both men and women – are displayed in a school. In high scoring schools, teachers and staff know about and deliberately teach about the culture and history of different groups. |
Accessibility |
Assesses the degree to which the school helps or accommodates persons with special needs, so that hearing, visual, or physical difficulties; cost; language differences; or transportation problems do not limit access to school facilities or events. High scoring schools anticipate and remove obstacles to access. |
Intergroup Relations |
Measures the quality of intergroup relations in a school. This domain includes two sub-domains. |
Race/Ethnic
Group Relations |
Indicates the degree of positive interaction and social integration of members of different race/ethnic groups. In a high scoring school, members of different groups interact socially with each other, help each other, and enjoy working together. |
Male-Female Interaction |
Indicates the degree of positive interaction and social integration of men and women. In a high scoring school, men and women interact socially with each other, help each other, and enjoy working together. |
Perceived Fairness and Equity |
Measures perceptions of the degree to which fair and equitable treatment of different groups characterizes a school. This domain includes two sub-domains. |
Perceived
Educational
Access |
Assesses the degree to which the school provides access for students of both sexes and all ethnic/racial groups to instruction in which girls or minority group students are sometimes under-represented. In a high scoring school, girls and racial/ethnic minorities are well represented in math and science classes for high ability students. |
Perceived
Fairness |
Assesses perceptions of the evenhandedness or fairness in the treatment of boys and girls, men and women, members of different racial/ethnic groups, and people of diverse views in a school. In a high scoring school, different groups are seen as fairly treated. |
Teamwork versus Conflict |
Measures the degree of cooperation (versus conflict) among different groups in a school. In a high scoring school, principal and teachers, persons of different ethnic groups, teachers and students, parents and teachers, and different categories of school personnel are working well together; in a low scoring school there is conflict among some groups. |
Pro-Diversity
Attitudes |
Measures the level of personal commitment to promoting a climate of respect and understanding among diverse groups that characterizes the average staff member in a school. In high scoring schools, staff value reductions in insensitivity and bias, the achievement of equal outcomes for persons of all groups, and respect for persons of different faiths, cultures, and personal orientations. |
Table 2
The Meaning of Domains from the School Diversity Inventory's Student Survey |
Domain |
Meaning |
Diversity Policy and Practices |
Assesses the extent to which the school employs policies and practices that affirm diversity. In a high scoring school students report that both boys and girls have access to all school activities, that the climate does not support bullying or teasing of people because of their group membership, that unfair treatment of people because of their ethnicity is not allowed, and that different groups are taught how to get along. |
Openness to Diversity |
Measures the climate of openness to the views, traditions, and contributions of different groups. This domain is a gauge of group attitudes or norms allowing the disclosure and discussion of multiple perspectives and encouraging the open expression of differences. In high scoring schools, members of different groups openly seek each other's views. |
Respectful Climate |
Assesses the degree to which a school is characterized by a climate of respect and dignity for persons of all groups versus disrespect or hostility towards persons who are perceived as different. In a high scoring school, persons with disabilities, of different beliefs and traditions, and who speak different languages are treated with dignity; in a low scoring school, people who are perceived as different may be teased or exposed to persons who express disdain or disrespect for their group. |
Intergroup Civility |
Measures the degree to which a school is free of open disrespect or hostility towards members of minority groups or persons with special difficulties. In a high scoring school, students are not teased or bothered because of their personal characteristics or group membership. In a low scoring school, students may be teased, threatened or insulted because of their group membership or special personal characteristics. |
Intergroup Relations |
Measures the quality of intergroup relations in a school. This domain includes three sub-domains. |
Race/Ethnic Group Relations |
Indicates the degree of positive interaction and social integration of members of different race/ethnic groups. In a high scoring school, members of different groups interact socially with each other, help each other, and enjoy working together. |
Male- Female Interaction |
Indicates the degree of positive interaction and social integration of boys and girls and men and women in a school. In a high scoring school, people of different sexes interact socially, help each other, and enjoy working together . |
Social Group Interaction |
Indicates the degree of positive interaction (versus segregation or exclusion) of students of different social groups. In a high scoring school, students of different backgrounds are accepted in social groups and everyone can feel they fit in. In a low scoring school, some students avoid activities because they feel unwelcome and are excluded or isolated because of their social group identification. |
Diversity Knowledge and Role Models |
Indicates the degree to which examples of the accomplishments of members of many racial/ethnic/cultural groups – and of both men and women – are displayed in a school. In high scoring schools, teachers and staff know about and deliberately teach about the culture and history of different groups. |
Accessibility |
Assesses the degree to which the school helps or accommodates persons with special needs, so that neither hearing, visual, or physical difficulties, nor cost, language differences, or transportation problems limit access to school facilities or events. High scoring schools anticipate and remove obstacles to access. |
Perceived Educational Equity |
Assesses perceptions of the evenhandedness or fairness in the treatment of boys and girls, members of different racial/ethnic groups, and people of diverse views in a school. In a high scoring school, different groups are seen as fairly treated. |
Equity Outcomes |
Assesses the degree to which the school provides access for students of both sexes and all ethnic/racial groups to instruction in which girls or minority group students are sometimes under-represented. In a high scoring school, girls and racial/ethnic minorities are well represented in classes for high ability students; and students of diverse groups are represented in student government, sports, and other activities. |
