Standard 4: Element 2

Standard Four: Diversity

The Pacific College of Education strives to ensure that all teacher candidates are prepared to work with diverse student populations that are characteristic of the state and region. The Pacific University community is one of belonging, respect and recognition of individual worth, whose members share a joint commitment to goals and to one another. The College of Education’s faculty uniformly shares a strong commitment to issues of diversity and continually strives to work toward cultural competence.

Element Two: Experiences Working with Diverse Faculty

Faculty Characteristics

Faculty with whom candidates work in professional education classes and clinical practice have knowledge and experiences related to preparing candidates to work with students from diverse cultural backgrounds, including students with exceptionalities. The affirmation of the value of diversity is shown through good-faith efforts made to increase or maintain faculty diversity as described in the University and college strategic plans and specific focus on commitment to diversity and equity. Searches to fill vacant faculty positions are specifically focused on recruitment of individuals from diverse backgrounds and ethnicity.

Table 4.2.1
Faculty Demographics


COE Faculty
in ITL and Advanced Programs

All Faculty in the Institution

School-based Faculty*
(Washington County)

School-based Faculty*
(Eugene 4J)

N (%)

N (%)

N (%)

N (%)

American Indian or Alaskan Native


1 (0.4%)


4 (0.5%)

Asian or Pacific Islander


19 (7.9%)


26 (3.2%)

Black, non-Hispanic


1 (0.4%)


9 (1.1%)


2 (9.1%)

10 (4.2%)


25 (3.1%)

White, non-Hispanic

19 (86.36%)

206 (86.2%)


753 (92.9%)

Two or more races

1 (4.54%)









Race/ethnicity unknown


2 (0.8%)









14 (63.6%)

124 (51.9%)




7 (31.8%)

115 (48.1%)








Faculty Efforts Toward Growth in and Promoting Cultural Competence

A questionnaire requesting that each faculty member provide a self-report about life experiences that have contributed to an understanding of areas of diversity as well as to promoting cultural competence in their students. The questions were:

What opportunities do you offer your students to grow in cultural competence?
What life experiences have contributed to your own growth in cultural competence?

Results from this survey may be found in Table 5.2.1. An excerpt from that table follows.

Table 4.2.2
Faculty Experiences and Knowledge Related to Diversity:
Content Analysis of Questionnaire Responses

Category of Experience

Percentage of Responses

Have representations of diversity within my family and friends.

17 (15.6%)

Read and studied issues of diversity extensively

16 (14.7%)

Lived and traveled extensively internationally

16 (14.7%)

Taught in public schools with a variety of cultures, SES levels, etc.

14 (12.8%)

Lived and traveled extensively in multiple regions of the U.S.

13 (11.9%)

Studied in diverse settings (colleges, workshops, professional development, etc.)

13 (11.9%)

Attended many courses, workshops or presentations on cultural comp.

11 (10.1%)

Collaborated on writing/presenting issues of diversity

9 (8.3%)

Adjunct And Part-Time Faculty Demographics

The following is the demographic distribution among the part-time faculty who have self-reported ethnicity:

Forest Grove : White, non-Hispanic = 17; Asian or Pacific Islander = 1
Eugene : Asian or Pacific Islander = 2; Black, non Hispanic = 2; Hispanic = 1; White, non-Hispanic = 22

Community members with diverse backgrounds are often brought in to make presentations as guest speakers, provide resources, and do mock interviews. The College of Education faculty members also make efforts on an individual person-to-person basis to recruit future faculty of color to the institution, at conferences, state-wide meetings and in the community.

Position Announcements And Recruitment Efforts

In order to facilitate the hiring of a diverse faculty, position announcements are placed in a variety of locations both in print and on-line:; Chronicle of Higher Education; Pacific University Human Resources website; Other Professional Organizations (Science Education ASTE, ECE, ESOL); Diverse Issues publication (formerly Blacks in Higher Education); and, National Minority Faculty Identification Program (we’re a member).

Pacific University Board of Trustees has adopted a position statement regarding recruitment of diverse faculty. It includes:

In 2004 the university community and the Pacific University Board of Trustees adopted Strategic Plan 2010, which includes among seven goals the following: To achieve greater diversity in enrollments and in the composition of the faculty and staff. Over the years, many of the changes required to achieve our diversity goal will be subtle and evolve slowly. In fact, work has already been done in the area of Student Affairs to meet the changing needs of all students. Other steps will require deliberate and focused decisions to bring about the necessary change. Among those steps are the following:

  • Creation of institutional mechanisms to support faculty and students as Pacific evolves toward a more diverse learning community.
  • Development of an endowment to support the enrollment and retention of qualified minority students in the College of Arts and Sciences.

The COE is currently searching to replace five faculty members who are leaving or retiring. We recognize that this is a unique opportunity to hire highly-qualified, diverse faculty members. The chairs of each of these search committees have agreed to network with one another as diverse candidates apply to the various positions. Though the three of the positions are looking for discipline-based expertise all the positions have some flexibility for overlap. Thus, we are actively seeking the best, diverse candidates.