The National Association of Diversity Officers in Higher Education: Leading the Charge for Inclusive Excellence
The National Association of Diversity Officers in Higher Education (NADOHE) stands as the leading voice for diversity leaders, both current and aspiring, championing excellence in diversity, equity, inclusivity, and scholarship. NADOHE embodies a commitment to fostering communities where differences are not only embraced but appreciated, including variations in age, gender, ethnicity, race, education, ability, native language, orientation, and religion.
Origins and Development
The seeds of NADOHE were sown in May 2003 when Dr. William Harvey, then vice president of the Center for Advancement of Racial and Ethnic Equity (CAREE) at the American Council on Education, convened a meeting of chief diversity officers from higher education and the business sector at The Ohio State University. Recognizing the need for a dedicated national forum to guide the burgeoning diversity profession, Dr. Harvey and Dr. Steve O. Michael, then vice provost for diversity and academic initiatives at Kent State University, collaborated to bring chief diversity officers together.
Dr. Michael spearheaded the development of a database and listserv for chief diversity officers. Starting with just 30 names representing 30 institutions, the database quickly expanded to include 120 names and institutions within six months, demonstrating the high level of interest in such an organization. Building on this momentum, Dr. Harvey requested that Dr. Michael organize a meeting of chief diversity officers at ACE's Educating All of One Nation's Conference in Phoenix. Held on October 10, 2005, the meeting drew over 80 chief and senior diversity officers, far exceeding the initial invitation of 35.
Concurrently, a group of diversity officers on the East Coast had been meeting to discuss similar goals. Upon learning of the national effort to establish an association, they joined forces. The listserv and database continued to grow rapidly, and subcommittees were formed to manage the activities required to establish the Association. The Association's name was determined through the listserv.
In the spring of 2006, the Caretaker Committee convened at the ACE Conference in Los Angeles to further solidify plans for the Association's formation. Under the leadership of Diana Cordova, the director of CAREE, ACE hosted the Caretaker Committee's meeting in Washington, D.C. on June 29-30, 2006. During this meeting, the bylaws were ratified, temporary Executive Officers were appointed, and the first Annual Conference Planning Committee was established.
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Mission and Vision
NADOHE's vision is to lead higher education toward inclusive excellence through college and university transformation, coupled with a public policy mission to create awareness of and advocate for diversity issues impacting the educational attainment, access, and success of diverse individuals and communities. This vision is brought to life by chief diversity officers who are tasked with steering their institutions toward continued progress in equity and inclusion.
Core Values and Activities
NADOHE's work is rooted in several core values:
- Removing Barriers: NADOHE actively works to eliminate obstacles that prevent students, faculty, and staff from achieving success.
- Providing Resources: NADOHE equips its members with the tools and resources they need to thrive, empowering them to support students, faculty, and staff at their respective institutions.
- Fostering Community: NADOHE cultivates a community of intellectual interest, influence, and innovation in the field of diversity, equity, and inclusion in higher education.
To achieve its goals, NADOHE engages in a variety of activities:
- Professional Development: NADOHE provides exclusive professional development and networking opportunities relevant to the personal and professional growth of its members.
- Resource Development: Through its signature Standards of Professional Practice, Chief Diversity Officer Fellows Program, Framework for Advancing Equity, and peer-reviewed Journal of Diversity in Higher Education, NADOHE provides diversity professionals with the resources to be successful in their roles.
- Advocacy: NADOHE advocates for diversity issues that impact educational attainment, access, and the success of diverse individuals and communities.
Standards of Professional Practice for CDOs
NADOHE has developed and approved Standards of Professional Practice for Chief Diversity Officers (CDOs). These standards represent a significant step toward the increased professionalization of the CDO role in higher education. They encompass a wide range of knowledge and practices that are reflected in the work of CDOs across various professional and institutional contexts.
The standards serve as guideposts to clarify the scope and flexibility of the work of CDOs and provide guidelines to assist administrators and institutions in aligning the work of CDOs with the evolving characteristics of the profession. They acknowledge the variations in professional backgrounds, expertise, organizational structures, fiscal resources, and administrative authority that exist across institutions.
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These standards should not be applied rigidly to define who is "qualified" to do diversity work or how diversity and inclusion offices should be structured. Instead, they emphasize the importance of inclusive excellence embedded throughout higher education institutions, starting at the highest level of administrative authority and supported through meaningful resource allocation.
The emergence of the CDO position as a senior administrative role reflects the critical need to expand representation across higher education among students, faculty, and administrators, as well as within the curriculum. CDOs must use expansive strategies to transform institutions while considering the expertise of existing leaders and advancing a diversity portfolio that reflects institutional values, mission, and culture. All higher education leaders should embody the values of equity, diversity, and inclusion and enable campus communities to access the benefits of an inclusive learning and working environment.
The Role of the Chief Diversity Officer
The CDO is a relatively new and rapidly growing executive leadership position in higher education administration. The professionalization of the CDO role is advancing in conjunction with the development and acceptance of specialized expertise, self-governance and accountability, and standards of practice.
Generally, the CDO provides senior administrative leadership for strategic planning and implementation of mission-driven institutional diversity efforts. Institutions differ widely in terms of the level and scope of administrative authority given to the CDO, the organizational structure of their offices, the level of fiscal resources dedicated to the unit, the qualifications required for the role, and career tracks leading to the position.
The CDO position was developed to fill a senior leadership role that was not fully represented by earlier administrative posts with titles such as "minority affairs" or "equal opportunity officers." The contextual foundations of colleges and universities significantly impact how diversity leadership is conceptualized and configured within each institution.
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Core Competencies for CDOs
NADOHE identifies several core competencies for CDOs:
- Vision and Conceptualization: The ability to envision and conceptualize the diversity mission of an institution through a broad and inclusive definition of diversity.
- Communication: The ability to effectively communicate the importance of equity, inclusion, and diversity in verbal and written forms to stakeholders both inside and outside higher education.
- Contextual Understanding: An understanding of the internal, state, national, and global stakeholders that influence the definition and implementation of the diversity mission.
- Knowledge of Research: Awareness of existing research on the educational benefits of diversity to students.
- Curriculum Integration: The ability to integrate institutional diversity goals and learning outcomes into the curriculum.
- Delivery Methods: The ability to identify and apply multiple delivery methods to reach diverse audiences within campus communities.
- Bias Incident Response: An understanding of the procedural knowledge for responding to bias incidents on campus.
- Assessment: The ability to provide oversight for periodic assessments related to campus climate for diversity, equity, and inclusion.
- Legal and Policy Knowledge: A strong understanding of laws, regulations, and policies related to equity and diversity in higher education.
Navigating Challenges and the Future of DEI Work
The landscape for diversity professionals in higher education has shifted dramatically in recent years, with increased political pushback and the enactment of anti-DEI legislation in some states. These challenges have required NADOHE and its members to adapt and find new ways to advance their work.
One strategy has been to broaden the understanding of diversity beyond narrow definitions based on race, gender, and sexuality. NADOHE emphasizes that diversity encompasses a wide range of identities and experiences and that efforts to promote equity and inclusion benefit everyone.
NADOHE also stresses the importance of grounding diversity work in evidence-based research and upholding principles of academic freedom and freedom of expression. The organization argues that diversity, equity, and inclusion are essential for creating a fair and just society and that efforts to restrict or eliminate DEI programs are a threat to these values.
Looking ahead, NADOHE advocates for a systems-based approach to diversity work that involves examining and addressing the policies, practices, and procedures that create barriers to success for marginalized groups. This approach requires collaboration across all areas of the institution, from leadership to faculty to staff, and a commitment to aligning policies, budgets, and culture with the goals of equity and inclusion.
Emelyn dela Peña's Leadership
Emelyn dela Peña, former vice president for diversity, equity, and inclusion at several universities, led NADOHE as its president. During her tenure, she guided the organization through a period of significant change and challenge, advocating for the importance of DEI work in the face of increasing opposition.
Dela Peña emphasized the need for diversity professionals to remain passionate and committed to their work, despite the headwinds they face. She argued that too many lives depend on creating a more equitable and inclusive society and that there is no other way forward.
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