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About SSA

Strategic Action Plan for Diversity: An Overview

SCHOOL OF SOCIAL SERVICE ADMINISTRATION

Created by the SSA Diversity Committee

April 8, 2008

As it currently stands, the Diversity Committee at the School of Social Service Administration (SSA) has identified several areas as priorities for concern.  In order to adequately assess the existing climate and make recommendations for the future, the committee has dedicated its efforts to answering the following questions:

  • Where are we now? What services/programs do we currently provide? How do we think about/teach/discuss diversity?
  • What are the outcomes we wish to see? How would the status quo change?

Below are the answers to aforementioned questions.

1. Where are we now?  What services/programs do we currently provide?  How do we think about/teach/discuss diversity?

SSA defines diversity broadly to encompass individuals from various groups and experiences, including the dynamics of race, class, gender, sexuality, language, nationality, religion, ability, age, and families.

Currently, student groups a SSA offer a variety of opportunities for students of color and members of other diverse groups to engage in extra-curricular activities.  Below is a short list of the groups available for student participation:

  • The African American Student Association (ASSA)
  • The Latino Student Association (LSA)
  • The International Social Welfare Group (ISW)
  • OUTReach
  • The Environmental Action Group (EAG)

Through these groups, students have opportunities to serve as executive board members, directing and designing programming and initiatives through their individual groups or in collaboration with other groups at SSA, with the administration, and the university at large.  Each registered student group is allotted $300 budget from Student Government Finance Committee.

Additionally, SSA hosts an annual reception during the fall quarter specifically for students of color and they, along with other students, have access to writing and math tutoring/preparation programs.

Pedagogically, SSA views diversity as an important aspect of the foundational knowledge that students receive, and the school has opted to infuse diversity by including readings into the syllabi of core classes within the curriculum.  Additionally, SSA has identified a list of diversity-specific courses including:

  • Aging and Mental Health
  • Clinical Intervention with Socially Vulnerable Clients
  • The Exceptional Child
  • Disability: Medical, Ethical and Psychosocial Issues
  • Use of Self and Clinical Practice with Multicultural Populations
  • Psychodynamic Perspectives on Spirituality
  • Sexuality across the Life Cycle
  • Urban Adolescents in Their Families, Communities,and Schools: Issues for Research and Policy
  • Patterns of Distress across Cultures
  • African American Families: Theories and Research on the Role of Fathers
  • The Youth Gang Problem: Policy, Programs, and Research
  • Race, Ethicity and Gender: Organizational Issues
  • A Human Rights Perspective for Social Work Direct Practice
  • Psychotherapy with Gay and Lesbian Clients
  • Drugs: Culture and Context
  • Spirituality and Social Work Practice
  • Cultural Diversity & Social Development of Urban-Dwelling Children
  • Cultural Differences in Clinical Work
  • The Social Meaning of Race

Aside from the Core and the Diversity Requirement, it is not required to address diversity topics in SSA classes.

Strategic Plan Outline

I. Recruitment and retention of students, faculty, and staff from diverse populations

a. Year one

i. Examination of current methods of recruitment and retention of students, faculty, and staff

ii. Alignment of recruitment and retention goals with the university at large or appropriate improvement of recruitment and retention efforts by a certain percentage

iii. Research competitor's recruitment and retention objectives to conduct a comparative analysis

b. Year two

i. Review of previous year's recruitment and retention efforts

ii. Improvement of recruitment and retention objectives by a certain percentage

c. Year three

i. Review of previous year's recruitment and retention efforts

ii. Improvement of recruitment and retention objectives by a certain percentage

iii. Research competitor's recruitment and retention objectives to conduct a comparative analysis

II. Infusion of diversity content into overall curriculum

a. Year one

i. Continue review of diversity-specific courses for efficacy in addressing diversity related issues

ii. Submit report to the Curriculum & Policy Committee regarding the efficacy of diversity-specific courses in adequately addressing diversity-related issues

iii. Diversity Advisory Committee will provide oversight and governance

b. Year two

i. Review of the core course curriculum

ii. Submit report to the Curriculum & Policy Committee regarding the efficacy of the core curriculum in adequately addressing diversity-related issues

iii. Diversity Advisory Committee will provide oversight and governance

c. Year three

i. Review additional courses/areas of the curriculum

ii. Submit report to the Curriculum & Policy Committee regarding additional courses and their efficacy in adequately addressing diversity-related issues

iii. Diversity Advisory Committee will provide oversight and governance

III. Communication and marketing of diversity to students (both current and prospective), faculty, staff, alumni, and the broader community

a. Year one

i. Submit Diversity Marketing Report; review and implement recommendations

b. Year two

i. Review diversity marketing plan

ii. Devise and distribute student surveys regarding diversity; collect and analyze data; report findings

c. Year three

i. Review diversity marketing plan

ii. Distribute student surveys regarding diversity; collect and analyze data; report findings

IV. Cultivation of an environment in which difference is the norm

a. Year one

i. Institutionalize Diversity Leadership Program by creating a certificate credential for participants

ii. Devise and distribute evaluations of the Diversity Leadership Program; collect and analyze data; report findings

iii. Nurture leadership of existing student groups; encouraged student and faculty attendance at activities

iv. Conduct faculty diversity training at retreat; devise and distribute evaluations on the training (what skills/competencies do faculty want?)

b. Year two

i. Review the Diversity Leadership Program and the certificate program, making changes as needed/appropriate

ii. Devise and distribute evaluations; collect and analyze data; report findings

c. Year three

i. Review the Diversity Leadership Program and the certificate program making changes as needed/appropriate

ii. Devise and distribute evaluations; collect and analyze data; report findings