Stanford has a long history of promoting diversity within the university. Diversity profiles of the university are presented below (current as of September 1, 2014).
Staff Profile
| Gender |
% |
|---|
| Female |
61.5 |
| Male |
38.5 |
| Race/ethnicity |
% |
|---|
| Hispanic |
9.9 |
| White |
45.5 |
| African American |
3.7 |
| Native Hawaiian/Other Pacific Islander |
0.3 |
| Asian |
20.6 |
| American Indian |
0.2 |
| Two or More Races |
1.7 |
| Unknown |
17.9 |
Total Staff: 11,922*
Statistics courtesy of the Diversity and Access Office.
*Numbers only reflect those employees who have self-identified their gender, race and ethnicity.
Faculty Profile
| Gender |
% |
|---|
| Female |
27 |
| Male |
73 |
| Race/Ethnicity |
% |
|---|
| African American/Black |
2 |
| Asian |
16 |
| Hispanic |
4 |
| Native American |
<1 |
| Non-Minority |
73 |
| Two or more races |
<1 |
| Unknown |
3 |
Total Faculty: 2,118*
Statistics courtesy of Stanford Facts 2014: Faculty Profile, Fall 2014.
*Includes tenure-line faculty, senior fellows and center fellows at specified policy centers and institutes, and Medical Center-line faculty.
Undergraduate Student Profile
| GENDER |
% |
|---|
| Female |
47.2 |
| Male |
52.8 |
| RACE/ETHNICITY |
% |
|---|
| African American |
7.5 |
| Asian |
22.6 |
| International |
8.2 |
| Mexican/Chicano |
6.8 |
| Native American |
2.1 |
| Native Hawaiian/Pacific Islander |
1.2 |
| Other Hispanic |
6.3 |
| White |
42.8
|
| Unknown |
2.6 |
Total Matriculated Undergraduate Students: 7,018
Statistics courtesy of Stanford Facts 2014: Undergraduate Student Profile 2014-15.
Graduate Student Profile
| GENDER |
% |
|---|
| Female |
38.2 |
| Male |
61.8 |
| RACE/ETHNICITY |
% |
|---|
| African American |
2.8 |
| Asian |
14.5 |
| International |
33.3 |
| Mexican/Chicano |
2.7 |
| Native American |
0.6 |
| Native Hawaiian/ Pacific Islander |
0.1 |
| Other Hispanic |
3.4 |
| White |
36.5
|
| Unknown |
6.2 |
Total Matriculated Graduate Students: 9,118
Statistics courtesy of Stanford Facts 2014: Graduate Student Profile 2014-15.
