|
Element 4C: Experiences Working with Diverse Candidates
The University has a strong recruitment presence in the highly diverse communities in New York's five boroughs, as well as on Long Island. The institution is also represented at local, regional, and national college fair programs. The University's recruitment strategies include advertisements in publications such as Newsday's Hispanic paper Hoy, the Daily News, Metro NY, AM New York, Diversity Issues in Higher Education, and local Brooklyn and Queens community papers. In addition, Adelphi belongs to organizations, such as the national nonprofit Venture Scholars, that provides a recruitment database of students who are underrepresented in fields like math, science, and engineering. Beyond the institutional recruitment efforts, the unit faculty has developed and implemented a uniform admissions rubric that holistically evaluates prospective candidates. The Life Experiences section allows programs to award additional points for diversity elements, particularly as they relate to motivation and potential.
Table 4-5 below summarizes the student enrollment at the University by ethnicity in Fall 2005.
|
Table 4-5: Total Adelphi University Student Enrollment by Ethnicity – Fall 2005
|
|
|
|
White
|
Black
|
Asian
|
Hispanic
|
Am Indian
|
Int'l
|
Total #
|
|
A&S
|
70.5
|
10.6
|
6.3
|
12.5
|
0.1
|
3.7
|
1,940
|
|
Business
|
62.9
|
15.5
|
10.9
|
10.1
|
0.6
|
13.0
|
786
|
|
Education
|
81.3
|
7.4
|
2.3
|
8.9
|
0.1
|
0.5
|
2,003
|
|
IAPS
|
75.6
|
9.2
|
4.1
|
10.9
|
0.2
|
3.6
|
685
|
|
Nursing
|
45.0
|
34.5
|
11.4
|
8.7
|
0.3
|
0.7
|
843
|
|
Social
|
59.2
|
28.6
|
1.7
|
10.3
|
0.2
|
0.2
|
929
|
|
ABLE
|
54.6
|
27.9
|
1.9
|
15.2
|
0.4
|
0.2
|
506
|
|
Gen. Sc
|
49.3
|
23.3
|
6.8
|
20.5
|
0.0
|
0.0
|
105
|
|
Total
|
67.8
|
15.8
|
5.4
|
10.8
|
0.2
|
2.8
|
7,797
|
Table 4-6 breaks down the ethnicity of the teacher candidates within the unit from 2003 to 2005. It also includes the percentage of international candidates in the programs. It is noteworthy that there has been an increase in the diversity of the teacher candidates over the three-year period (from 15.5 percent to 19.4 percent non-White candidates in the undergraduate programs; from 25 percent to 28.2 percent in the graduate programs).
|
Table 4-6: Unit Teacher Candidate Enrollment by Ethnicity (2003-2005)
|
|
|
|
White
|
Black
|
Asian
|
Hispanic
|
Am. Indian
|
Int'l
|
Total
|
|
Fall 2005
Undergraduate
|
80.6
|
6.5
|
1.8
|
10.8
|
0.4
|
0.6
|
371
|
|
Fall 2005
Graduate
|
71.8
|
14.5
|
3.9
|
9.7
|
0.1
|
2.4
|
1,571
|
|
Fall 2004
Undergraduate
|
80.7
|
6.2
|
1.5
|
11.2
|
0.4
|
0.3
|
327
|
|
Fall 2004
Graduate
|
73.9
|
14.0
|
3.8
|
8.0
|
0.2
|
2.7
|
1676
|
|
Fall 2003
Undergraduate
|
84.5
|
5.6
|
0.4
|
9.6
|
0.0
|
1.0
|
315
|
|
Fall 2003
Graduate
|
75.0
|
13.8
|
3.8
|
7.4
|
0.1
|
2.3
|
2,087
|
Table 4-7 breaks these percentages down further for the initial programs in the unit over the same three-year period. The "valid number" in the columns represents the number of candidates whose ethnicity is known (versus the total number of candidates in the program in the right column). American Indians are not included as their numbers in the programs were too small to derive percentages. Fifty percent of the initial programs have seen an increase in the percentage of candidates who are self-identified as non-White.
| Table 4-7: Candidates' Ethnicity By Initial Program, 2003-2005 |
|
Initial Programs (by Year)
|
|
|
|
|
|
|
|
|
Adolescent – Math (2005)
|
81.8
|
13.6
|
4.5
|
0.0
|
22
|
0.0
|
31
|
|
Adolescent – Math (2004)
|
82.4
|
11.8
|
5.9
|
0.0
|
17
|
0.0
|
32
|
|
Adolescent – Math (2003)
|
80.0
|
20.0
|
0.0
|
0.0
|
5
|
0.0
|
11
|
|
Adolescent – Science (2005)
|
87.5
|
0.0
|
0.0
|
12.5
|
16
|
0.0
|
29
|
|
Adolescent – Science (2004)
|
88.9
|
11.1
|
0.0
|
0.0
|
9
|
0.0
|
16
|
|
Adolescent – Science (2003)
|
87.5
|
12.5
|
0.0
|
0.0
|
8
|
0.0
|
13
|
|
Adolescent – Social Studies (05)
|
68.2
|
13.6
|
13.6
|
4.5
|
22
|
0.0
|
29
|
|
Adolescent – Social Studies (04)
|
75.0
|
10.7
|
14.3
|
0.0
|
28
|
0.0
|
41
|
|
Adolescent – Social Studies (03)
|
76.7
|
16.3
|
4.7
|
2.3
|
43
|
0.0
|
57
|
|
Adolescent – English (2005)
|
80.0
|
10.0
|
0.0
|
10.0
|
20
|
0.0
|
29
|
|
Adolescent – English (2004)
|
100.0
|
0.0
|
0.0
|
0.0
|
10
|
0.0
|
21
|
|
Adolescent – English (2003)
|
77.8
|
11.1
|
0.0
|
11.1
|
9
|
0.0
|
18
|
|
Art – Undergrad (2005)
|
80.6
|
3.2
|
0.0
|
16.1
|
31
|
0.0
|
37
|
|
Art – Undergrad (2004)
|
76.5
|
5.9
|
0.0
|
17.6
|
34
|
0.0
|
38
|
|
Art – Undergrad (2003)
|
100.0
|
0.0
|
0.0
|
0.0
|
3
|
0.0
|
3
|
|
Art – Graduate (2005)
|
100.0
|
0.0
|
0.0
|
0.0
|
17
|
0.0
|
30
|
|
Art – Graduate (2004)
|
100.0
|
0.0
|
0.0
|
0.0
|
16
|
0.0
|
34
|
|
Art – Graduate (2003)
|
90.0
|
5.0
|
0.0
|
5.0
|
20
|
0.0
|
30
|
|
TESOL (2005)
|
51.2
|
4.7
|
0.0
|
44.2
|
43
|
5.7
|
70
|
|
TESOL (2004)
|
45.5
|
6.8
|
0.0
|
47.7
|
44
|
5.4
|
74
|
|
TESOL (2003)
|
55.2
|
8.6
|
5.2
|
31.0
|
58
|
4.3
|
92
|
|
Childhood (2005)
|
80.0
|
10.0
|
2.2
|
7.8
|
90
|
0.0
|
140
|
|
Childhood (2004)
|
80.4
|
11.2
|
2.8
|
5.6
|
107
|
0.0
|
170
|
|
Childhood (2003)
|
73.5
|
17.6
|
2.9
|
5.9
|
136
|
0.0
|
196
|
|
Early Childhood (2005)
|
79.2
|
16.7
|
0.0
|
4.2
|
24
|
0.0
|
39
|
|
Early Childhood (2004)
|
79.3
|
6.9
|
6.9
|
6.9
|
29
|
0.0
|
35
|
|
Early Childhood (2003)
|
86.0
|
7.0
|
2.3
|
4.7
|
43
|
0.0
|
59
|
|
E Childhood Spec Ed (2005)
|
85.0
|
5.0
|
0.0
|
10.0
|
40
|
0.0
|
56
|
|
E Childhood Spec Ed (2004)
|
78.9
|
0.0
|
0.0
|
21.1
|
19
|
0.0
|
30
|
|
E Childhood Spec Ed (2003)
|
66.7
|
0.0
|
0.0
|
33.3
|
3
|
0.0
|
3
|
|
Health (2005)
|
90.2
|
4.9
|
1.6
|
3.3
|
61
|
0.0
|
88
|
|
Health (2004)
|
90.3
|
6.5
|
1.6
|
1.6
|
62
|
0.0
|
96
|
|
Health (2003)
|
87.5
|
7.8
|
0.0
|
4.7
|
64
|
0.0
|
82
|
|
Phys Ed – Undergrad (2005)
|
79.9
|
7.5
|
1.4
|
10.7
|
214
|
0.4
|
274
|
|
Phys Ed – Undergrad (2004)
|
80.8
|
6.9
|
1.0
|
10.8
|
203
|
0.4
|
260
|
|
Phys Ed – Undergrad (2003)
|
84.5
|
6.5
|
0.0
|
9.0
|
200
|
0.4
|
247
|
|
Phys Ed – Graduate (2005)
|
85.8
|
6.2
|
1.8
|
6.2
|
113
|
1.1
|
182
|
|
Phys Ed – Graduate (2004)
|
82.2
|
7.6
|
2.5
|
7.6
|
118
|
1.4
|
211
|
|
Phys Ed – Graduate (2003)
|
91.1
|
3.3
|
0.8
|
4.9
|
123
|
0.5
|
198
|
|
Special Education (2005)
|
72.5
|
9.9
|
1.1
|
16.5
|
91
|
0.0
|
140
|
|
Special Education (2004)
|
71.6
|
12.6
|
0.0
|
15.8
|
95
|
1.3
|
150
|
|
Special Education (2003)
|
74.6
|
9.5
|
1.6
|
14.3
|
126
|
0.0
|
187
|
|
STEP – Undergrad (2005)
|
81.1
|
5.8
|
3.0
|
10.1
|
396
|
0.2
|
483
|
|
STEP – Undergrad (2004)
|
77.4
|
5.7
|
2.2
|
14.8
|
371
|
0.4
|
457
|
|
STEP – Undergrad (2003)
|
77.1
|
5.8
|
2.8
|
14.4
|
362
|
0.5
|
419
|
|
STEP – Graduate (2005)
|
75.0
|
6.0
|
0.0
|
19.0
|
100
|
0.9
|
116
|
|
STEP – Graduate (2004)
|
85.4
|
2.4
|
3.7
|
8.5
|
82
|
0.0
|
98
|
|
STEP – Graduate (2003)
|
90.4
|
0.0
|
3.8
|
5.8
|
52
|
0.0
|
61
|
Table 4-8 offers a breakdown by ethnicity of candidates in the unit's advanced programs.
| Table 4-8: Candidates' Ethnicity by Advanced Program, 2003-2005. |
|
|
Advanced Programs
(by Year)
|
White
|
Black
|
Asian
|
Hispanic
|
Valid #
|
Int'l
|
Total
|
|
Commun. & Sci.
Disorders (05)
|
87.4
|
2.7
|
4.5
|
5.4
|
111
|
0.5
|
187
|
|
Commun. & Sci.
Disorders (04)
|
88.9
|
1.1
|
2.2
|
7.8
|
90
|
0.7
|
146
|
|
Commun. & Sci.
Disorders (03)
|
82.7
|
3.7
|
3.7
|
9.9
|
81
|
0.7
|
135
|
|
Educational
Leadership (05)
|
48.2
|
33.9
|
5.4
|
12.5
|
56
|
0.0
|
60
|
|
Educational
Leadership (04)
|
45.7
|
45.7
|
2.2
|
6.5
|
46
|
0.0
|
55
|
|
Educational
Leadership (03)
|
45.5
|
36.4
|
2.3
|
15.9
|
44
|
0.0
|
59
|
|
Literacy (05)
|
88.6
|
5.1
|
1.3
|
5.1
|
79
|
0.0
|
119
|
|
Literacy (05)
|
91.7
|
4.1
|
0.0
|
4.1
|
145
|
0.0
|
221
|
|
Literacy (05)
|
92.0
|
5.4
|
0.0
|
2.7
|
224
|
0.0
|
302
|
|
School Psychology (05)
|
86.7
|
13.3
|
0.0
|
0.0
|
30
|
1.4
|
73
|
|
School Psychology (04)
|
83.9
|
16.1
|
0.0
|
0.0
|
31
|
1.6
|
62
|
|
School Psychology (03)
|
85.0
|
15.0
|
0.0
|
0.0
|
20
|
5.3
|
38
|
Because minority students are statistically more likely to drop out of programs in higher education, the University's Office of Multicultural Affairs has developed a number of programs and activities to support their inclusion in University life. The Office works closely with all clubs and organizations in sponsoring events, listening to student concerns, and providing students with helpful information. The network of student organizations provides a wide range of opportunities for students and faculty to become involved in diversity issues. Faculty members serve as advisors. These include the religious-based organizations for Catholics, Christians, Jews, and Muslims as well as C.A.L.I.B.E.R. ( a service organization to create a better understanding of diversity), the N.A.A.C.P., the African Peoples Organization, the International Student Society, Latino Students United, and the Caribbean Students Association. To meet the needs of Adelphi's disability population, the Office of Disability Services offers several workshops, information sessions, and sponsors the annual "Disability Week." |
