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Report on the Presidential Task Force on Diversity
May 2004

Communication

We met the task of defining "diversity" by adopting a working definition that, we believe, provides a reasonable, realistic and relevant context for our discussions and deliberations. Consistent with one used by the Association of American Colleges and Universities (Smith, p. 7), it is as follows:

Diversity is defined as difference, multiformity, and variety. At Gustavus, diversity includes having a rich mix of people, experiences, thoughts and reflections that come from differences in ethnicity, race, religion, gender, sexual orientation, age, ability, socioeconomic status, and family educational background.

This above-mentioned mix is critical as we strive "to become a community of persons from diverse backgrounds who respect and affirm the dignity of all people (Gustavus Mission Statement)."

We also thought it important to articulate why or how diversity matters at Gustavus. As with our exercise in defining diversity for ourselves, we considered the values that generally inform and undergird our diversity-related decisions, planning, and initiatives. We believe that we value and embrace diversity at Gustavus because:

• It enriches educational/employment experiences and personal growth opportunities for everyone;
  
• It fosters mutual respect, appreciation of differences, and promotes cross-cultural understanding; and
  
• It helps prepare leaders for service in an increasingly diverse world.
  

In four open campus conversations about diversity hosted by our Task Force this semester, as well as during two meetings with diverse students over the same time period, we invited observations, questions and suggestions regarding our working definition of diversity and the reasons we believe diversity matters to us. Comments made about both were considered and have informed their current iterations.

During our campus conversations, as well as during our own discussions and deliberations, however, our predominant focus was the identification of strategies that might well respond to identified community needs with regard to diversity. Once again, what we heard was at once affirming and daunting. In articulating areas of particular importance regarding diversity, today's Gustavus community reiterates and reaffirms interests, values and concerns consistently mentioned over the past 15 years. Although not unanimous, our collective assessments and intentions about diversity are reaffirmingly consistent.

Especially in connection to areas of need, however, this consistency underscores the persistent and difficult nature of the challenges we face in enhancing diversity at Gustavus. Not only are our current diversity-related challenges similar to those noted in the past; in our view they are as compelling as ever. They include:

• The small number of under-represented members within our college community;
  
• The need for more and better systems of academic and social support for under-represented students and staff; and
  
• The relative absence of demographic diversity and diversity-related considerations in our campus programs and life.
  
  

We believe that addressing the above needs is critical if we are to successfully fulfill our institutional mission of preparing young men and women for roles of leadership and service in an increasingly pluralistic society. Research on the impact of campus diversity on students in higher education confirms our belief. Specifically, it indicates that:

• Diversity initiatives positively affect both minority and majority students on campus;
  
• Specialized student support programs contribute to the educational success of all students;
  
• Opportunities for interaction between and among student groups are desired by virtually all students and produce clear increases in understanding and decreases in prejudicial attitudes;
  
• Serious engagement of issues of diversity in the curriculum has a positive impact on attitudes towards racial issues, on cognitive development, and on overall satisfaction and campus involvement;
  
• The perception of broad campus commitment to diversity is related to increased recruitment and retention of students from under-represented groups;
  
• The perception of a broad campus commitment to diversity is related to positive educational outcomes for all students and a commitment to improving racial understanding; and
  
• Comprehensive diversity initiatives, beyond their capacity to improve access and retention for under-represented groups, are related to satisfaction, academic success, and cognitive development for all students (Smith, pp. v-vii).
  
  
  

Just as a variety of remedies for the challenges Gustavus faces with regard to diversity have been proposed in the past, we heard during our conversations a wide array of suggestions for enhancing campus diversity today. What follows is our sense of which of these strategies are most compelling, based upon their importance, potential effectiveness and feasibility.


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