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Findings emphasize persistent pay equity biases affecting women of color and ongoing representation challenges for men of color, informing HR benchmarking and equity actions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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positions.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the report suggest about pay equity outcomes for women of color and representation for men of color?",{"text":72,"@type":64},"The conclusion highlights long-standing pay equity biases that largely affect women of color and notes that the representation of men of color remains a challenge in higher education.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584032,1792165254,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Composition and Pay Equity by Gender and Race/Ethnicity From 2016-17  \nto 2023-24  \nBy Diana Tubbs and Melissa Fuesting  \nJuly 2024  \nIntroduction  \nHigher ed professionals are the knowledge workers who sustain key university functions. They typically have at least a bachelor’s degree, and most of their positions are what are traditionally considered as white-collar work that helps maintain day-to-day functions of the institution. Without higher ed professionals, universities would not have key student services, robust libraries, laboratories, athletic programs, and external relations. Higher ed professionals recruit, admit, and help students afford tuition. They support students on campus, providing tutoring, mental health services, housing, and career planning. They work to support institutions’ information technology and facilities operations to ensure the institution has the necessary infrastructure to accomplish its goals. Higher ed professionals also manage finances and recruit and retain employees to support the mission and priorities of the institution.  \nThough higher ed professionals are indispensable to higher ed institutions, there is little comprehensive data on them, especially concerning their demographics and pay. Understanding workforce composition and pay equity is important, as many colleges and universities are committed to fostering a workplace where people of many backgrounds can thrive. Further, a diverse workplace benefits employee productivity, improves retention, and enhances teamwork. 1, 2 However, most data that exist either broadly focuses on all employees within higher education (not just professionals), is not current, or does not collect data by gender and race/ethnicity. This report addresses this gap by using CUPA-HR Professionals in Higher Education Survey data, which is collected annually on incumbents in higher ed professional positions throughout the United States.3  \nThis report explores the representation and pay equity of professional women and people of color overall and by the total operating expenses of the institution. Focusing on data from 2016-17 to 2023-24, the report highlights trends over time, especially where progress (or no progress) has been made in composition and pay equity. These findings are particularly useful for higher ed human resources professionals, and all leaders who wish to understand and benchmark representation and pay equity at their institutions.  \n1 Saxena, A. (2014) . Workforce Diversity: A Key to Improve Productivity. Procedia Economics and Finance, 11, 76-85.  \n2 Hofhuis, J., van der Rijt, P. G., & Vlug, M. (2016) . Diversity Climate Enhances Work Outcomes Through Trust and Openness in Workgroup Communication. SpringerPlus, 5(1), 714. doi: 10.1186/s40064-016-2499-4  \n3 CUPA-HR. (2024) . Professionals in Higher Education Survey, 2016-17 to 2023-24. [Data set] .  \nThe Data  \nIn 1997-98, CUPA-HR began collecting salary data for higher ed professionals, in which each position was aggregated into a single, average salary for each institution providing data. In 2016-17, the CUPA-HR Professionals in Higher Education Survey was improved to collect more specific data so that a single salary was reported for each incumbent.4 In addition, demographic data was collected on each employee, including gender, race/ethnicity, age, and years in position. The positions surveyed include roles in academic affairs, athletics, external affairs, facilities, fiscal affairs, information technology, institutional affairs, research professionals and related professionals, and student affairs. 5  \nThe Analyses  \nIn this report, our main goal is to describe patterns and trends for the professional workforce overall.6 We examine composition and pay equity for professionals by gender and race/ethnicity from 2016-17 to 2023-24 overall and by institutional operating expenses. In addition, gender and race/ethnicity data are evaluated among professionals in the ","cbCaitXLX2waN8YL","https://ap.wps.com/l/cbCaitXLX2waN8YL","pdf",1574764,18,"English","# Introduction\n# The Data\n# The Analyses\n# Composition and Pay Equity of Professionals by Gender and Race/Ethnicity From 2016-17 to 2023-24\n## Increases in the Representation of Women of Color Outpace Men of Color","[{\"question\":\"What data source does the report use to study higher ed professional composition and pay?\",\"answer\":\"The report uses the CUPA-HR Professionals in Higher Education Survey, collected annually on incumbents in higher education professional positions across the United States.\"},{\"question\":\"How does the report define the time span and focus of its analysis?\",\"answer\":\"It examines composition and pay equity over 2016-17 to 2023-24, emphasizing trends over time overall and by institutional operating expenses, with additional comparisons involving the highest-paying positions.\"},{\"question\":\"What does the report suggest about pay equity outcomes for women of color and representation for men of color?\",\"answer\":\"The conclusion highlights long-standing pay equity biases that largely affect women of color and notes that the representation of men of color remains a challenge in higher education.\"}]","The Higher Ed Professional Workforce - Composition and Pay Equity by Gender and Race/Ethnicity From 2016-17 to 2023-24 | PDF",1792049565,45]