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Diversity on Higher Education Websites��Scott Olivieri, Ph.D.

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Agenda

Welcome & Context (5 min)
The Research (15 min)
Examples & Recommendations for Practice (20 min)
Questions & Discussion

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Welcome

Higher Ed Web 2018!

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Welcome

Scott Olivieri, Ph.D.�Director, Web Services�scott.olivieri@bc.edu

23 years building websites

Developer: Java, Javascript, ASP, .NET, PHP/MYSQL
IA, Web Accessibility
Data-driven design: GA, GTM, Focus Groups, Surveys
Project Management & Strategy

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Our Work

The web is the face of the university to the world and the most prominent representation of what it has to offer.
Site visitors make a decision on the effectiveness of web content in less than 2 seconds (Lindgaard)
The web is not a project��

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The request

“Make a diversity page.”

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The challenge

The first minute

What does that mean?
Why this? Why now?
What is out there?
Who should be involved?
How do I do this?
What about those other 17 projects that were super-important?
Who needs to approve this?

This seems hard! Maybe I won’t do it.

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The challenge

The next 2 years…

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The Research

Research Question�

Based on a critical examination of website content, how do Jesuit institutions characterize diversity and what are the implications?

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Literature Review

Higher Education

Websites

Diversity

Diversity

Origins in Bakke (1978)

Gratz, Grutter and Fisher

Critical Race Theory

Whiteness
Microaggressions
Myth of Meritocracy

Strategic Diversity Leadership

Baw-kee

The Lit Review began with an analysis of the BAKKE Case of 1978

Bakke established the legal precedent for the use of race in college admissions by authorizing the use of race as a plus factor

White student Alan Bakke challenged the use of quotas - and sued Univ of California because he was denied admissions

and popularized the term “diversity”.

The court was presented with 4 rationales for the use of race in college admissions decisions.

Justice Powell, in writing for the majority, only accepted one

The University of California Davis presented four justifications for the use of race in college admissions:

Reducing the historical deficit of minorities
countering the effects of societal discrimination
Increasing the number of physicians in underserved communities
the benefits of a diverse campus for all students…. this had significant and enduring impact...

shifted from remediation of past injustices to the educational benefits for all students

CRT argues that….in the United States, access to resources remains highly unbalanced and fosters a system of privilege and oppression based on group identity (Tharp, 2014).
CRT claims that Normalized forms of bias are embedded in higher education processes, structures, and communication (Delgado & Stefancic, 2017)

Whiteness:Makes white culture what is natural, normal, mainstream

Microaggressions: Shift in racism from over to nuanced forms of oppression.

Invisible to whites. Derogatory and commonplace acts that causes targets to feel invalidated.

Meritocracy:

Whites define achievement based on white norms
SAT is far more effective predictor of wealth than academic achievement

Strategic diversity leadership

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Recommended Reading: Critical Race Theory

Anderson, C. (2016). White Rage: The Unspoken Truth of Our Racial Divide.

Chang, M. J., & Ledesma, M. C. (2011). The Diversity Rationale. In L. M. Stulberg & S. L.Weinberg (Eds.), Diversity in American higher education: Toward a more comprehensive approach

Delgado, R., & Stefancic, J. (2017). Critical Race Theory.

McCoy, D. L., & Rodricks, D. J. (2015). Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations. ASHE Higher Education Report, 41(3), 1–117.

Owen, D. S. (2007). Towards a critical theory of whiteness. Philosophy & Social Criticism, 33(2), 203–222.

Williams, D. A. (2013). Strategic diversity leadership: Activating change and transformation in higher education. Streling, VA: Stylus Publishing.

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Literature Review

Jesuit Higher Education

Websites

Diversity

Websites are the face of the university to the world.

Mission, Priorities
Marketing, Student as Customer
Best Practices, Usability, Information architecture

Higher Education

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3. Literature Review

Higher Education

Websites

Diversity

Diversity is central to the Jesuit mission.

History
28 institutions
Variety of students served, regions, and sizes

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The 28 Jesuit Higher Education Institutions in the United States

Boston College

Canisius College

College of the Holy Cross

Creighton University

Fairfield University

Fordham University

Georgetown University

Gonzaga University

John Carroll University

Le Moyne College

Loyola Marymount University

Loyola University Chicago

Loyola University Maryland

Loyola University New Orleans

Marquette University

Regis University

Rockhurst University

Saint Joseph's University

Saint Louis University

Saint Peter's University

Santa Clara University

Seattle University

Spring Hill College

University of Detroit Mercy

University of San Francisco

University of Scranton

Wheeling Jesuit University

Xavier University

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Research Methods

Element	Details
Research Design & Methodology	Critical Discourse Analysis (CDA)
Population and Sampling	28 Jesuit Higher Education Institutions analyzed during two periods.
Analysis Framework	Grammatical person Intended audience & objectives Voice and tone of content Omissions in the text Foregrounding and backgrounding Assumed power relations Phony register Topicalization Based on Fairclough (1993) and McGregor (2014)
Pilot�Positionality

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Findings

Theme #1: Information Architecture as a Tool of Oppression

Theme #2: Objectification

Theme #3: Diversity as Interest Convergence

Theme #4: Diversity and the Mission�

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data

2.1. The Content Hierarchy

2.2. Organizational Structure

2.3. The Diversity Microsite

2.4. The Landing Page

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data

2.1. The Content Hierarchy

Regis University

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data

2.1. The Content Hierarchy

Gonzaga University

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data

2.2. Organizational Structure

Multicultural Affairs�

Student Organizations

Residence Life

Title IX

Affirmative Action

Faculty & Staff

Employee Development

Student Affairs

Institutional Diversity

Admission

Academics

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data

2.2. Organizational Structure

Title IX

Affirmative Action

Faculty & Staff

Employee Development

Institutional Diversity

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data

2.2. Organizational Structure

Multicultural Affairs�

Student Organizations

Residence Life

Student Affairs

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data

2.3. The Diversity Microsite

http://diversity.loyno.edu

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data

2.3. The Diversity Microsite

“About” page at

http://www.loyno.edu/about.php

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data

2.4. The Landing Page

Prominent in hierarchy
Launching point for site visitor
Obfuscates institutional structure
Unifies content & messaging

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data Summary

TOOL� 2.1. The Content Hierarchy

2.2. Organizational Structure

2.3. The Diversity Microsite

2.4. The Landing Page

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Theme #1: Information Architecture as a Tool of Oppression�

2. Data Summary

TOOL� 2.1. The Content Hierarchy

2.2. Organizational Structure

2.3. The Diversity Microsite

2.4. The Landing Page

INDICATOR��Priority

Identity & Group assignment

Segregation / Integration

Integration

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Theme #1: Information Architecture as a Tool of Oppression�

3. Findings

�Through hierarchy and organization, institutions publicly prioritize initiatives, goals and programs.

Institutions foreground and background identities.

Implications

�IA decisions can devalue an aspect of a person’s identity, thereby reinforcing hegemonic structures.

This is a form of oppression.

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Theme #2: Objectification �

1. Overview

According to Nussbaum (1995), objectification can include instrumentality, inertness, reduction to appearance, silencing, fungibility, and denial of subjectivity.

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Theme #2: Objectification �

2. Data

Reduction to appearance
Fungibility
Instrumentality

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Theme #2: Objectification �

2. Data

Silencing

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Theme #2: Objectification �

2. Data

Reduction to appearance
Denial of subjectivity

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Theme #2: Objectification �

2. Data

Reduction to appearance
Fungibility
Instrumentality

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Theme #2: Objectification �

3. Summary of Findings

Objectification occured through:

Ineffective imagery, icons, and prose
Overuse of images of students of color
Missing content

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Theme #2: Objectification �

4. Implications

Institutions pledged to treat individuals with dignity by providing holistic care for all aspects of a person’s identity.

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Theme #2: Objectification �

4. Implications

Institutions pledged to treat individuals with dignity by providing holistic care for all aspects of a person’s identity.��Objectification strips people of this dignity��Institutions that objectify through their web content are misaligned with their mission and are actively recreating the systems of domination and inequity they are charged with eradicating.

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Theme #3: Diversity as Interest Convergence�

1. Overview

Bakke provided the framework for diversity in higher education

In Bakke, Diversity was about Black interests

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Theme #3: Diversity as Interest Convergence�

1. Overview

Bakke provided the framework for diversity in higher education

In Bakke, Diversity was about Black interests
Whites maintain control of the “diversity language” → whites determine who is included
Privileging “diversity” initiated a retreat from race
Diversity changes to suit institutional goals

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Theme #3: Diversity as Interest Convergence�

2. Data

Foregrounded identities

LGBTQ
Undocumented
Individuals with disabilities
International
Latino/a

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Theme #3: Diversity as Interest Convergence�

2. Data

Foregrounded identities

LGBTQ
Undocumented
Individuals with disabilities
International
Latino/a

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Theme #3: Diversity as Interest Convergence�

2. Data

Foregrounded identities

LGBTQ
Undocumented
Individuals with disabilities
International
Latino/a

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Theme #3: Diversity as Interest Convergence�

2. Data

Foregrounded identities

LGBTQ
Undocumented
Individuals with disabilities
International
Latino/a

“ Our remarkably diverse undergraduate and graduate student body originates from 25 states and from more than 35 countries around the world.”

(“Saint Peter's University - Saint Peter’s University - Facts and Stats,” n.d.).

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Theme #3: Diversity as Interest Convergence�

2. Data

Foregrounded identities

LGBTQ
Undocumented
Individuals with disabilities
International
Latino/a

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Theme #3: Diversity as Interest Convergence�

2. Data

Limited content addressing Black interests or concerns

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Theme #3: Diversity as Interest Convergence�

3. Findings

Institutions foregrounded identities to suit goals
Diversity dilutes historical impact
Diversity serves white interests

Co-opting of diversity

Other races and identities perversely impacted

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Analysis

Phase	Phase I�Startup	Phase II Transitional	Phase III Mature	Phase IV�Inclusive Excellence
Count	9	5	11	3

Adapted from Williams’ (2013) Stages of Institutional Diversity Development

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Startup

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Startup

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Transitional

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Transitional

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Mature

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Inclusive Excellence

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Inclusive Excellence

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Inclusive Excellence

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Attributes of Diversity Web Content

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4. Recommendations for Practice

Location
Status
Voice
Volume
Specificity

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4. Recommendations for Practice

Location
Status
Voice
Volume
Specificity

Integrate diversity content throughout the site, but create a landing page that consolidates stories, programs, links, and resources.

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4. Recommendations for Practice

Location
Status
Voice
Volume
Specificity

Place a link as a high level nav item.

Under “About” or “Campus Life”

Include it across sites

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4. Recommendations for Practice

Location
Status
Voice
Volume
Specificity

Balance authentic and aspirational diversity content.

Find your voice

Know your campus climate & history

Beware of phony register

Acknowledge shortcomings

“Strive”

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4. Recommendations for Practice

Location
Status
Voice
Volume
Specificity

Create a small number high quality pages, then grow.�

Create pages for each school

Student profiles

News stories

Use tagging to shine a light on content

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4. Recommendations for Practice

Location
Status
Voice
Volume
Specificity

Talk about real people

Tell stories

Provide value through details

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Key Takeaways

Short term

Images: Candids & profile photos with captions & names.
Unify, elevate, and strengthen content

Long term

Commit to counter storytelling
Confront modern issues

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4. Action Plan

What NOT to do...to quickly & effectively enhance your website.

Form a committee
Do it on your own
Make it a big, high profile project

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4. Action Plan

Plan

Know your campus environment & history
Analyze your content
Do Research
Get input

Document

Write an executive summary.

Do

Make one small change! Review. Repeat.

Repeat

Continuous improvement

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Questions & Discussion