OverviewThe 2019 NAIS Diversity Practitioner Survey includes information on how diversity is being implemented at independent schools and on the roles, responsibilities, demographic characteristics, and backgrounds of diversity practitioners.
Executive SummaryThe responses and written comments to the 2019 Diversity Practitioner Survey suggest that diversity practice is a role that, at many schools, is still in the process of growth, formalization, and professionalization. Around a third of the respondents to the survey are only the first or second person to perform the role of diversity practitioner at their school (43 percent and 21 percent, respectively). Slightly more than half perform the diversity function full time (54 percent), with most holding additional roles in teaching or administration.
The job role is still often imprecisely defined; only 29 percent say their job responsibilities are extremely well-defined or very well-defined. More than half of the diversity practitioners report to the head of school (57 percent), and the same percentage of respondents are part of their school’s senior administrative team. However, 68 percent do not have anyone reporting to them in their diversity role.
Eighty-four percent of diversity practitioners engage in planning/overseeing diversity programs and consult with faculty and administrators on diversity-related problems. Eighty-one percent speak about diversity and interact with other administrators on diversity initiatives. Diversity practitioners spend the greatest amount of their time attending meetings (54 percent spend more than 10 hours per month in meetings), raising awareness about diversity and inclusiveness (49 percent), and planning diversity events (40 percent). Close to two-thirds of the respondents (62 percent) have budget/reporting responsibilities, with budgets for diversity initiatives varying widely. More than half (59 percent) find their work extremely or very satisfying.