By TERRY J. MORRIS

How many times have you been interested in a job – knew in your bones you could do it – but didn’t even apply after reading “bachelor’s degree required”? 

Four-year degrees have been the litmus test in hiring talent for far too long. Many people of color may struggle to find family-sustaining jobs because they don’t have the right degree, and they may not have the right degree because of systemic barriers to degree completion. It’s a vicious cycle often perpetuated by racism.

According to a recent study, nearly two-thirds of American workers do not have a four-year college degree. Yet, 70% of new jobs insist on a bachelor’s degree.  

As a medicine company, we employ thousands of people with advanced degrees in science, technology, engineering, and math. But our company, with over 39,000 employees around the world, is powered by many other skillsets and experiences that all contribute to innovation.

Companies must rethink how we hire. If a bachelor’s degree is the default for most jobs, that eliminates 76% of Black adults and 83% of Latino adults in the U.S. from our candidate pools.

As a Black man, I have witnessed firsthand how lack of a degree reinforces inequities when it comes to jobs. While I hold two advanced degrees and have ample opportunity to thrive at Lilly, I fully recognize this great privilege and the opportunities I have been afforded.

In my day-to-day role leading the Racial Justice Commitment at Lilly, I work to decrease the burden racial injustices enact on Black and other historically marginalized communities.

As part of this work, I’m particularly proud to drive progress across five areas: internal people development, health equity, social impact, diversity partners and family-sustaining jobs. 

Over the last few years, Lilly has removed barriers by implementing a skills-first hiring approach for certain professional, craft and trade roles. We joined the One Ten Coalition in 2020. This organization aims to connect one million Black individuals with family sustaining careers over ten years – championing a “skills-first” approach to hiring.

Skills-first hiring or promoting focuses on the specific skills, experience and competencies a candidate needs to be successful in a role. This method can improve job performance outcomes, increase employee satisfaction, and expose companies to more competitive and diverse talent pools that led to better retention of skilled and qualified candidates.

We established Skills First @ Lilly, an initiative made up of three programs: the Professional Apprenticeship, Craft Pathway Apprenticeship, and Technical Pathway Apprenticeship. The Professional Apprenticeship in particular focuses on providing individuals without college degrees access to roles at Lilly that they may not have had through traditional recruiting means.

Since 2020, more than 120 individuals have been hired into apprenticeships and the majority of them now have full-time jobs with Lilly.

The solution to achieving equity in the workforce and beyond must be multifaceted and sustainable, and it will require focus from companies across industries. Efforts to remove barriers to entry into family-sustaining jobs should go beyond diversity, equity and inclusion, and be grounded in addressing the underlying systemic inequity that cuts off career pathways for qualified candidates.

There is much work to be done to create opportunities for everyone, but it’s possible and will take recognition and drive from many, not just a few, to progress forward. 

Guest contributor Terry J. Morris is currently Head of Eli Lilly and Company’s Racial Justice Commitment

By KIRSTEN ADAIR – WFYI

Indiana’s teachers are much more white than the students they teach – about 92 percent compared to around 65 percent, according to the Indiana Department of Education. The state struggles to recruit and retain educators of color.

Wafa Safi-Hassan had a master’s degree in education administration and years of teaching experience under her belt when she first moved to Indiana and began applying to teaching jobs. The process, however, was more difficult than she expected.

“When I finally did get an interview, it was met with a lot of scrutiny,” she said. “I was asked if I could open up my social media so they can see the things that I posted. I was asked, ‘So tell me, what kind of ideologies are you bringing to the school?’ And I’ve never been asked a question like that. Like, I’m a science teacher.”

It took Safi-Hassan three years to get a full-time position in a public school. She said her experience is not uncommon for educators of color in Indiana, and those experiences can dissuade quality educators from teaching in the state.

Multiple national studies show that diverse educators benefit students, especially students of color. Safi-Hassan said educators of color can be more understanding toward students from diverse backgrounds because of their own experiences.

“I was the only educator of color in the building at the time. And so those students felt like they could gravitate to me – my Brown students, my Black students, my LGBTQ+ students – because I was different. And I know how it feels to be treated when you’re different,” she said.

Safi-Hassan said educators also need to feel like they belong. As co-chair of the Indiana State Teachers Association racial affairs committee, she organizes meetings for the Educator of Color Network and she helped plan the first ever ISTA Educators of Color Networking Conference. The network currently includes more than 300 educators from across Indiana.

Safi-Hassan said the state can better retain educators of color by helping them feel like they belong, and that there is still work to do in terms of addressing internal biases, improving teacher programs at universities and encouraging people to develop a better understanding of others.

“As an educator of color, if I was to leave my district, I’m going to study the next district I apply to very hard,” she said. “If I see that they’re in the news all the time or I see that there’s a racial problem there, that’s not a place that I’m going to want to go to. But if I hear that this district puts great effort in social and racial justice and making sure their teachers are trained in implicit bias and are working consciously on not othering and celebrating all of our beautiful students, that’s a district I would want to go into.”

Kirsten is an education reporter for WFYI. Contact her at kadair@wfyi.org or follow her on Twitter at @kirsten_adair.

Copyright 2023 IPB News.

“DEI is dead,” Virginia’s Chief Diversity Officer Martin Brown exclaimed recently at the Virginia Military Institute. Brown’s proclamation resonates with some for good reason.

Only three years ago, the federal government prohibited DEI training—setting an example for state administrations to follow. Nearly a dozen states are considering legislation that would impact DEI and higher education.

Firing of DEI staff in corporate America has outpaced non-DEI layoffs, including a decline in the hiring of DEI officers by 4.5% between 2021 and 2022, according to the Washington Post.

We also recently heard the Supreme Court weigh in on and ultimately deny the utilization of race in affirmative action in higher education—nearly right in line with Justice Sandra Day O’Connors’ 2003 suggestion that in 25 years “the use of racial preferences might not be necessary.”

Despite the convention of having D-E-I statements, locally, there is a conspicuous absence in DEI statements that include “equity” in a number of major organizations in this city.

Admittedly, it’s not looking good. But we’ve actually come a long way.

Scholars point to both the desegregation of the military by Harry Truman in 1948 and the launch of the 1960s Civil Rights Movement as ushering the need to conduct diversity education—how to move a segregated society into integration and, in some instances, accept and work with colleagues who might have never been in proximity with each other at a job for extended periods of time.

Diversity practitioners helped guide a once de jure segregated economic order into the era of “equal opportunity employers.” They found that tokenism would lead to calls for increased diversity and inclusion in the field.

By the early 1970s, supplier diversity programs initially in government and eventually within the business community would signal economic inclusion efforts.

Eventually, it became an accepted fact that diversity and inclusion was good for an organization. A 2016 Harvard Review found that groups with diversity focus more on facts, process facts more carefully and are more innovative.

Numerous scholars have also noted a now widely accepted notion that diversity is also a competitive advantage for organizations.

While calls for equity preceded George Floyd’s murder, the clear lesson from that epoch shaping moment was that society could not hide from the reality that people are treated differently by systems and the difference is racialized—and that inequity is ultimately unsustainable.

DEI isn’t dead.

According to market analysts, the diversity, equity and inclusion is now an industry and is projected to reach $9 billion in 2023 and achieve a CAGR of 12.7% over the next ten years, reaching $30 billion in 2033. The main factor driving this growth will be an aging population.

America is increasingly more racially diverse and over time, our economy will likely require more immigrants from all over the world, including non-European countries, to continue economic growth.

The workforce of today and tomorrow will expect inclusivity, equity, belonging and increasingly justice.

According to a Deloitte Global Millennial and Gen Z Survey, a majority of Millennials and Gen Z believe systemic racism is real and that positive change must come from business and government leaders.

DEI has become more assertive.

DEI practitioners are evolving the industry to now include justice, belonging and accessibility as part of the conversation for moving organizations and society forward.

DEI is also moving outside of its traditional organization sites and into reparative activities that seek to address racial disparities.

Equity1821, a Black-led loan fund, is an example of the creation of an institution meant to target a disparity in business lending for Black businesses.

Black-led community organizations came together to create a Black agenda that moved the community past the median voter in politics to address the specific needs of Black Indianapolis—in an effort to address systemic problems that government hasn’t tackled in a concerted way.

The African American Legacy Fund of Indianapolis is a response formed by Black philanthropists’ desire to support causes and interventions that traditional philanthropy has not.

GangGang is a cultural development firm that activates the creative economy to bring more beauty, culture and equity to cities. 

DEI is supporting HBCUs and Predominately Black Institutions like Martin University.

DEI is shifting, expanding and evolving, and if demographics are destiny, it’s not going away.