Racial & Ethnic Diversity (3.0)

Credit Language

PA 7: Racial & Ethnic Diversity – version 3.0

Indicators

• 7.1 Ethnic diversity index
• 7.2 Percentage of marginalized racial, ethnic, and/or Indigenous groups equitably represented among students
• 7.3 Percentage of marginalized racial, ethnic, and/or Indigenous groups equitably represented among employees

Questions & Answers

How has this credit changed between STARS Version 2 and Version 3?

This is a new credit that requires student and employee demographic data and the completion of a racial and ethnic diversity worksheet. A comprehensive list of differences can be found in the STARS 3.0 Summary of changes.

How do we measure racial and ethnic diversity under this credit? 

• This credit requires the completion of a Racial and ethnic diversity worksheet. Institutions should report the most recent data available from within the previous three years. 
• The institution’s analysis must be based on the prevailing social characteristic(s) by which one or more dominant groups are distinguished from marginalized racial, ethnic, and/or Indigenous groups in the institution’s national context and for which data are available. This should include, at minimum, existing regional or national census categories. 
• Groups that comprise less than 1 percent of the population being assessed may be excluded.
• Students: International students and employees may be excluded from the analysis. If international students and/or employees are included, they must be classified as part of a dominant group unless they have self-identified as members of marginalized racial, ethnic, and/or Indigenous groups. An institution may report on its entire student body or limit its analysis to the predominant student body. Students who have not identified themselves as members of any groups must be included in the analysis and classified as part of a dominant group.
• Academic and Non-academic staff: Report on all regular/permanent employees. Employees who have not identified themselves as members of any groups must be included in the analysis and classified as part of a dominant group. 
• Executive staff: Individual executive staff members may be classified as academic staff, non-academic staff, or neither and may therefore also be included in the academic and non-academic staff figures. There is no need to avoid double-counting in this regard.

How do we collect demographic data for the region served under Indicators 7.2 and 7.3?

Region served refers to the catchment area (county/district, state/province, or country) from which an institution predominantly draws its students and for which valid and reliable demographic data on marginalized racial, ethnic, and/or Indigenous groups is available. An institution that serves more than one region (e.g., an institution with a predominantly national or international student catchment area) may report on the country in which the main campus is located or use the average of the regions served.

Regional Guidance:

US institutions

• An institution located in the US may compile demographic data for the region served using the Annie E. Casey Foundation’s KIDS COUNT Data Center, American Community Survey Data tables, US Census Bureau Data Tools, or another equivalent resource, for example, that is available at the state level. 

Canadian institutions

• A Canadian institution may compile demographic data for the region served using the national Census of Population. Equivalent data sources, for example that are available at the provincial/territorial level, are also acceptable. 

All other institutions

• Institutions based in other countries may use available local equivalents of the above. If data on the specific region served by the institution are not available, use national data, e.g., as published in a census or academic paper. 

Resources, Templates & Tools

Required template: Racial and ethnic diversity worksheet (Google Sheet)

Suggestions for Institutions

• It may take some time to assess student/employee diversity and complete the racial and ethnic diversity worksheet. Work with your Diversity Office or similar to collect the information requested under this credit and begin relatively early in the data collection process.
• The total number of marginalized racial, ethnic, and/or Indigenous groups served by the institution should be consistent between this credit and PA 10: Student Success. Review for consistency. 

Example Responses

Flinders University

Potential Data Quality Issues

• A credit status of “Not Applicable” is only allowed if the institution’s primary purpose and/or historic mission is to serve a specific marginalized racial, ethnic, or Indigenous population (e.g., An Aboriginal college, Historically Black College or University (HBCU), First Nations university, Tribal College or University (TCU), wānanga, or international equivalent). Earning a status of “Minority-serving institution” or similar is not sufficient. 
• Score outlier: Earning full points (or close to) for this credit or any of its Indicators may be the result of data entry issues within the racial and ethnic diversity worksheet, or credit misinterpretation. If a high score is reported, please review to ensure that the template is comprehensive and aligns with regional demographics.