Coop Di Leu Podcasts
The DOIT Survey Results and Implications
DOIT Survey Results and Implications with Dr. Priddie
April 1, 2022
In this episode, Ken “Dr. Coop” Coopwood welcomes Dr. Christine Priddie. Dr. Priddie is the Coop Di Leu Researcher. She’s affiliated with the American Education Research Association (AERA) and the Association for the Study of Higher Education (ASHE). Dr. Priddie shares her comments about the significance and importance of the Diverse Organization Impact and Transformation (DOIT) research.
Several institutions were part of the DOIT pilot effort to validate and circulate this ground-breaking instrument (survey) for infrastructural auditing and scrutiny. The pilot cohort received their grades, which were confirmed by Dr. Priddie, and several questions surfaced about the results. This podcast addressed those questions and more.
Understanding what the certification is all about, what bad grades mean, and its important implications round out this Coop Di Leu Transformative Conversations segment. Drs. Coopwood and Priddie clarify that institutions need to establish their positions on the A to F survey continuum. Grades matter, and they tell an insightful and revealing story about diversity infrastructure issues.
The difference between transformative progress and transaction progress is a core principle to progress toward diversity milestones. An institution’s historical narrative of inclusivity to the importance of being honest about what should be a best practice for transformation. Listen in as Dr. Priddie reviews comments on the preliminary DOIT results.
Several institutions are doing well to transform their campuses, but they may not know it.
A score of “B” or better resulting from preliminary survey distribution means an institution has a jump start towards attaining the DOIT national certification.
After taking the DOIT survey, some institutions learn that they may not be as far down the road to transformation as they think.
Results from the survey can be categorized to meet an institution’s level of budgetary, personnel, and collaborative resources.
It’s more challenging to respond to diversity-related red flags while institutions maintain a homogeneous leadership population.
“We need to look at institutions that scored well on the preliminary surveys and determine how they could score well and incorporate these efforts at other institutions.”
“Bad grades simply mean that areas within the DEI space need improvement, not that an institution is racist or fundamentally flawed in its approach or beliefs about diversity transformation.”
“Areas found to need improvement should be considered as “targets” instead of trying to improve the whole institution at one time.”
“If an institution achieves the same diversity-related results for the past five years, there must be an assessment that questions why their approach is considered a best practice.”
“A grade that is below expectations should signal that an institution may be more heavily engaged in diversity transactions than diversity transformation.”
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Transformative Conversations is produced by Coopwood Diversity Leadership & Education Universal.