As you know, conducting an equity audit is one of two program-assigned projects that you must complete during your 30-week Ed.D. in Higher Education Administration internship. Your equity audit must be completed and ready to present to your ENC722 classmates by the end of Week 10, which means you should begin planning for it now. The direct and indirect hours accumulated while working on your equity audit should be counted under internship area 3: Equity, Inclusiveness, and Cultural Responsiveness. The purpose of this presentation is to provide an overview of what an equity audit is and how to conduct an equity audit.
An equity audit is a close screening of existing data to check for unintentional discrepancies among different groups of people. If one or more discrepancies are identified, the equity audit also requires a reasoned analysis to describe and explain the discrepancies. Once discrepancies are identified, described, and explained, prompt remediation of the discrepancies becomes a moral imperative. Therefore, the ultimate purpose of an equity audit is to ensure equitable access, opportunity, or treatment across all individuals within a particular parameter.
The findings and interpretations of an equity audit can be used to raise awareness, challenge assumptions, initiate new conversations, support data-driven decision making, and promote inclusive, equitable working and learning environments.
Let’s look at a few examples of equity audits. At one university, a faculty member in the Department of Sociology tallied the percentage of male versus female faculty members who held the rank of full professor. At another university, the Director of Student Services analyzed the number of first-generation college freshmen who had at least one D or F at mid-term compared to all college freshmen. At a community college, an academic advisor compared the math placement scores of low-income students to the scores of middle- and upper-income students. In all three cases, these individuals wanted to see if there might be unintentional discrepancies among different groups of people.
Conducting an equity audit requires six steps. First, select the parameter in need of screening. Second, identify specific groups for comparison. Third, identify existing, objective data source(s). Fourth, confirm the accessibility of the data source(s). Fifth, gather and visually display the data. Sixth, interpret the data from multiple perspectives. And seventh, appropriately report the findings. Using the examples of equity audits from the previous slide, let’s take a closer look at each step.
The first step of conducting an equity audit is to select a parameter in need of screening. This parameter will be the equity audit’s specific area of focus. In our first equity audit example, the parameter is the rank of full professor. In our second example, the parameter is a grade of D or F at mid-term. In our third example, our parameter is math placement scores. Before selecting a parameter for your equity audit, be sure to discuss the project in detail with your site supervisor. This will ensure that you select a parameter that renders the equity audit useful to the mission and vision of your internship site.
The second step of conducting an equity audit is to identify specific groups for comparison. In our first equity audit example, the groups being compared are male and female faculty members. In our second example, the groups being compared are first-generation freshmen and all college freshmen. In our third example, the groups being compared are low-income students and middle/upper-income students. If you wish to compare more than two groups—or more than two parameters—you will need to conduct multiple equity audits. For example, you could conduct a mid-term grades comparison of first-generation freshmen and all college freshmen, and a second comparison of first-generation transfer students and all transfer students. In this way your data collection and analysis will remain straightforward and uncomplicated.
The third and fourth steps of conducting an equity audit are to identify existing, objective data source(s) and to confirm the accessibility of the data source(s). Existing data means records or information that are in place prior to starting the equity audit. Objective data means records or information that are impartial and unbiased. As a counter example, conducting a survey is not an appropriate source of information for an equity audit because survey data is subjective and—if you administer the survey specifically to collect data for the equity audit—the survey items or questions could be biased.
The existing, objective data sources that you identify must be accessible to you, as an intern. Some data sources may be accessible via open access, by simply looking up information in public records or on the college or university’s website. Other data sources may require permission, such as student’s math placement scores, mid-term grades, or family income levels. In our first equity audit example, data sources for identifying faculty with the rank of full professor might be Human Resources records or department websites. In our second example, data sources for identifying first-generation freshmen might include an admissions or advising database; a source for identifying students’ mid-term grades might be a mid-term grade report from the Office of the Registrar. In our third example, data sources revealing family income levels might include admissions, financial assistance, or advising databases; students’ math placement scores might be available through records kept by the Department of Mathematics.
The fifth step of conducting an equity audit is to gather and visually display the data. As an intern, it may be possible for you to gather the data you need independently or manually, especially if it is open access. More likely, however, you will need to request a data report from the appropriate unit on campus. For example, information such as test scores, grades, and income levels is protected by the federal FERPA law, which means that you will need special permission to view it. It is also possible that, when such reports are provided, identifying information such as student names will have been removed. This will help to ensure that you, as an intern, maintain the confidentiality of the information you are viewing. If you have difficulty gaining access to university-wide data, consider requesting access to a smaller sample of information, such as all faculty in the College of Liberal Studies or all mechanical engineering majors. Even a small-scale equity audit can render useful information. Once you have gathered your data, use it to create a graph to visually display it. Microsoft Excel is an easy way to create a professional-looking graph. The focus of your graph—or graphs—should be on the specific parameter that you selected and the groups that you are comparing. In Excel, after entering your groups and parameter data into the cells, highlight the cells with your mouse, click on Insert at the top of the screen, and select the type of graph you want to use from the Recommended Charts section. Once your graph automatically appears, right click on the graph and select Add Data Labels to clearly display the scores, percentages, or numbers.
Before we take a look at a few examples of visually displayed data, let’s review the sixth step of conducting an equity audit, which is to interpret the data from multiple perspectives. Two questions to consider when viewing the graphs you’ve created are, what do the data show? and, do the data indicate an inequity, and if so, what is it? While your personal interpretation is an important first step in the process, it is also important to get multiple perspectives. If the data seem to indicate an inequity, a third question to consider is, what are possible explanations for the inequity? You want to think of as many explanations as possible. A second question to ask—and then to act upon—is, who else can provide insight? Begin by sharing the findings of your equity audit with your internship site supervisor. Together, you can decide if there are others on campus who also may be able to provide context.
In looking at the visual display created for our first equity audit example, notice that a pie graph was used to visually represent the percentage of male and female faculty members who hold the rank of full professor. When interpreting this data, it is clear that approximately three times as many male faculty members hold the rank of full professor when compared to female faculty members. This data does seem to indicate an inequity, so sharing and discussing the data with key individuals seems like a logical next step. Perhaps female faculty aren’t interested in pursuing the rank of full professor; perhaps they don’t have the time needed to conduct empirical research, write scholarly papers, and travel to scholarly conferences; or perhaps they are held to an unspoken higher standard when they apply for full professor, which causes fewer women to receive promotion. Any or all of these possible explanations could be accurate. In this case, the equity audit may raise awareness or open up conversation about an inequity that previously went unnoticed.
In looking at the visual display created for our second equity audit example, notice that a bar graph was used to visually compare the mid-term grades of first-generation students with their peers. Since both freshmen and transfer students’ grades were audited, two separate bar graphs were created. When interpreting this data, we can see that both first-generation freshmen and first-generation transfer students are more likely to have a grade of D or F at mid-term compared to their peers. We can also see that the tendency to have a D or F at mid-term is greater for first-generation freshmen than for first-generation transfer students. Again, the data seem to indicate an inequity—or at least an imbalance—which warrants sharing and further discussion. In this case, the equity audit may lead to increased academic support for first-generation students.
In our last equity audit example, a line graph was used to compare the average math placement scores of low income, middle income, and upper income students. Interestingly, these data show that middle income students’ scores are lower than the averages of the other two groups. The question is, why? In this case, it might be useful to analyze trend data in math placement scores over the past several years to see if middle income students consistently score lower, and if so, to possibly look at individual students’ math backgrounds (such as where they went to high school) or dig into the math placement results to identify specific areas of knowledge or skill deficiency. As an intern, you are not obligated to dig deeper, but you can if you and your internship site supervisor agree to do so.
When interpreting—and especially when reporting—the findings of an equity audit, several factors should be considered. First, remember that an equity audit is a screening; there may or may not be an inequity. Therefore, do your best to interpret and report the findings objectively, without bias. Additionally, make sure to report all findings, even if you are disappointed with some of them. In the world of research, the term “cherry picking” is used to describe reporting only the parts of the data that you like, and not mentioning the rest. This kind of selectivity is unethical and must be avoided.
It is important to understand that due to differing viewpoints or interpretations, the findings of an equity audit may be controversial. This is why it is important for you, as the person conducting and reporting the equity audit, must remain as objective and open to all explanations as possible. It is also important to realize that, especially if your findings reveal a possible inequity, that unexpected reactions such as embarrassment or anger could result. It is also possible that the findings of your equity audit will lead to unintended consequences, such as a phone call to your internship site supervisor. This is why, when reporting the findings of your equity audit, you must maintain strict confidentiality of individuals, units, and even the entire institution if you are reporting the findings beyond your internship site. For example, when you report the findings of your equity audit to your ENC722 classmates, be sure to use a pseudonym in place of the actual name of your internship site.
The final step of conducting an equity audit is to appropriately report the findings. Appropriate reporting means that you should consider your timing, your audience, your tone, and so forth. At the very least, for the purposes of your Ed.D. internship, you should report the findings of your equity audit to your site supervisor. Depending on your findings and other relevant factors, you and your site supervisor may decide that the findings should not be shared further. On the other hand, it is possible that your internship site supervisor will encourage you to share the findings with others on campus, such as the unit administrator(s) who provided your data sources or a senior-level administrator. For example, you might be asked to sit down with the Director of Enrollment Management and the University Advising Coordinator to share your findings. If so, wonderful! If not, that is okay too. Because most equity audits contain sensitive and confidential information, it is not recommended that you share the equity audit with a large audience, nor should you share it with anyone without first getting permission from your internship site supervisor.
Before we conclude, let’s review some of the details for the ENC722 equity audit assignment. You are expected to submit your video-recorded equity audit presentation for your classmates by the end of Week 10. During Week 11, you will be expected to view and engage in discussion with your classmates about one another’s equity audits and what you learned through the experience. Aim to accumulate a minimum of 15 direct and/or indirect internship hours working on this project. Your hours may include activities such as meeting with your site supervisor or another individual or group on campus to discuss an area of need for an equity audit, collecting data, analyzing data, visually displaying or interpreting data, reporting the findings of your equity audit at your internship site, or possibly even applying the findings in some way. Be sure to log these hours in area 3: Equity, Inclusiveness, and Cultural Responsiveness. Please note that preparing your ENC722 presentation and engaging in discussion with your ENC722 classmates may not be counted as internship hours.
To get started, read the equity audit assignment directions and review the supplementary resources provided on the next slide. Then, discuss the project in detail with your internship site supervisor, and follow your site supervisor’s lead. If you have any questions, be sure to contact your ENC722 course instructor.
This brings us to the end of PowerPoint 3: Equity Audits. Please refer to the course syllabus to continue completing the Week 3 objectives and assignments.