2011 navy diversity
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The document discusses the importance of diversity and inclusion leadership for the 21st century. It outlines the benefits of diversity emerging from inclusive cultures and notes that both equal opportunity and diversity initiatives are needed. The globalized world requires embracing diversity given demographic shifts. Leaders must understand and advocate for the case of diversity given America's increasing population diversity and challenges retaining critical talent and technical workers. Inclusion and engagement are imperative for sustainability.
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2011 navy diversity
- 1. Naval Counselors Association Annual Conference Diversity Leadership for the 21 st Century Monica E. Emerson Navy Diversity Officer Assistant Secretary of the Navy (Manpower and Reserve Affairs) June 28, 2011
- 3. Diversity: Our National Imperative “… I believe deeply that we cannot solve the challenges of our time unless we solve them together, unless we perfect our union by understanding that we may have different stories, but we hold common hopes; that we may not look the same and we may not have come from the same place, but we all want to move in the same direction – toward a better future for our children and our grandchildren.” Barack Obama President, United States of America “ A More Perfect Union” Speech March 18, 2008
- 4. Diversity: Our Military Imperative “ The drive for diversity in the military is talent-driven . If we don’t understand it, we can’t lead it, even if we make it a priority.” Michael G. Mullen Admiral, US Navy Chairman, Joint Chiefs of Staff
- 6. Diversity and Inclusion Drives Success Benefits of Diversity Emerge from a Cultures of Inclusion Like the Links in a Chain….
- 10. Diversity includes more than race, ethnicity and gender Lesbian, Gay, Bisexual and Transgender (LGBT) People who are “Differently-Abled” Generational Differences Religious Groups Immigrants
- 11. Leadership Must Understand and State “The Case” for Diversity
- 13. U.S. Population by Race and Ethnicity U.S. Population is Projected to Continue to Become More Diverse
- 14. Increasing Population Diversity: Most Pronounced Among Youth Just under half of U.S. children under 5 are non-white Year & Age Group
- 17. U.S. high school graduates likely to earn a STEM PhD? … which is only a little better than the odds of a high school senior athlete eventually being drafted by a professional sports team, which are 10 in 1,000 . Source: National Collegiate Athletic Association, Estimated Probability of Competing in Athletics Beyond the High School Interscholastic Level, November 2010.
Notes de l'éditeur
- The United States has long had a diverse population but that diversity is growing rapidly. Between 2010 and 2050, the relative percentage of the U.S. population that is white and not Hispanic is expected to decline from 65% in 2010 to 46% in 2050. At the same time, continued immigration combined with generally youthful populations means that the relative percentage of Hispanics and Asian Americans will continue to grow. By 2050, Hispanics will account for 30% of the U.S. population and Asians will account for 8%. The U.S. African American (Black) population will be stable at 12%. Terminology notes: AI/AN/NHPI = American Indian and Alaska Native and Native Hawaiian and Pacific Islander. Up until 2000, Native Hawaiians and Pacific Islanders were aggregated with “Asians” into a category labeled “Asian and Pacific Islander.” However, because Native Hawaiians and Pacific Islanders have historically faced similar discriminatory processes as have American Indians, this has led to the change in the original “Asian and Pacific Islander” category and a trend to include Native Hawaiians and Pacific Islanders with other “indigenous peoples” (the international term) like American Indians and Alaska Natives. Common usage now is to refer to Hispanics as “Latinos/as” or “Latinos”. The term “Hispanic” is used by the U.S. Census Bureau to designate a category of people who indicate “yes” when asked if they are of Hispanic origin. In general, when discussing race/ethnicity, it is useful to refer to these as “categories” rather than “groups.” While this may seem awkward, the term “group” often carries a connotation of homogeneity in some audiences. The term “category” is more appropriate as it can be the result of a statistical aggregation process. It is also useful to acknowledge that there is much diversity (heterogeneity) within the racial/ethnic categories shown in the charts.
- Our nation’s schools face challenges in educating an increasingly diverse population. These are not new challenges. At the turn of the 20 th century, with the influx of diverse southern and eastern European immigrants, U.S. schools rose to the challenge of preparing newcomers and their children for citizenship, including dealing with multiple languages and parents who often lacked formal education beyond grade school. Then, as now, education can be a critical mechanism of upward mobility and success. Now non-Hispanic whites account for 65% of the U.S. population but will account for just under half (46%) of the U.S. population by 2050. When we look at the youth population, though, we see that 43% of school-aged children (aged 5-17) are African American, Hispanic, American Indian or Alaska Native or Asian or Pacific Islander Americans. One-in-five of U.S. K-12 students reside in two U.S. states, California, where the K-12 population is more than half Hispanic, and Texas, where just under half are Hispanic. The future of STEM, therefore, depends on our nation’s ability to engage these diverse populations at all stages of the STEM pipeline.
- There are many potential pathways into STEM and the key to having a viable STEM workforce for the DoD will be the extent to which U.S. young people can be attracted and retained in the STEM fields. In 2001 there were 4,000,000 9 th graders in U.S. high schools. Eight years later, in 2009, just under a half million U.S. citizens and permanent residents had earned a four-year STEM degree, a yield rate of about one-in-eight. There were just 66,443 bachelor’s degrees in engineering awarded in 2009 to U.S. citizens and permanent residents, which represents just 1.7 percent of the 4,000,000 9 th graders in 2001.
- The long odds that a high school athlete will be drafted to play on a professional team is often used by parents and teachers as a warning to youngsters who neglect their schoolwork to spend more time practicing a sport. Everyone knows that it is not likely that a high school athlete will become a professional athlete. It is interesting to note, though, that the odds of a high school senior earning a STEM doctoral degree are about the same as those for a high school athlete being drafted by the pros. While 10 in 1,000 high school senior athletes are likely to be drafted by a professional team, just 11 in 1,000 of the 1999-2000 high school graduates are expected to eventually earn a STEM doctoral degree.