Report of the Presidential Task Force on Diversity - Recommendations

Report on the Presidential Task Force on Diversity
May 2004

Recommendations

• To significantly increase the number of under-represented members within our college community
  
  

Rationale:
Representation within our campus community of persons historically absent from it is perhaps the most commonly understood aspect of modern diversity initiatives (Smith, p.9). During the '60s and '70s, Gustavus and institutions like it accelerated efforts to attract individuals previously excluded from its staff and student body. Gustavus realized particular success during this time in recruiting women faculty and African-American students.

More recently (over the past 10 years) our enrollment of students of color has ranged from 4.8 - 6.2% with the largest under-represented population being Asian American students, followed by students of Hispanic and African American backgrounds. Collectively, our non-white, non-international student body has fluctuated between 118 and 159 over the past decade. During this same period, our numbers of women faculty have risen by a third (from 49 in 1994/95 to 67 this year) while the number of faculty of color has declined by 1.1% (from 7.3% in 1994/95 to 6.2% this year) (Gustavus Fact Book). Racial data is unavailable for non-faculty employees.

Our analysis of diversity needs at Gustavus suggests that demographic changes alone are inadequate. The success and satisfaction of students and staff of color are equally important goals, as is educating all our students and employees for a diverse society. The realization of these latter goals is made more likely, however, within the context of an increasingly pluralistic campus environment. "Critical masses" of students and staff of color - you have told us - are critically important to both the educational and social dimensions of diversity on our campus.

Finally, compelling demographic trends suggest that our viability and success will increasingly be influenced by our response to a changing - and increasingly diverse - pool of prospective students.

Within the past 10 years, our student enrollment has become increasingly "Minnesotan." In 1994 some 73% of our students were Minnesota residents; this year that number is 82%. As our "in state" enrollment has trended upwards, the diversity of Minnesota high schools has also increased significantly and seems likely to continue. Consider the following:

• Current trends show that the number of students of color in Minnesota K-12 has and will continue to increase into the future;
  
  
• The increase in enrollment for students of color in K-12 is no longer a Twin Cities phenomenon. Since 2000, increases in students of color have occurred in the Twin Cities suburbs and in school districts in Greater Minnesota.
  
  
• Increases in enrollment from students of color are partly driven by an influx of new immigrant communities. Between 2000 and 2003, Hispanic students experienced the most dramatic enrollment increases, presumably due to new immigration into the state. Asian American enrollments can be expected to increase further in view of additional forthcoming waves of immigrants.
  
  
• The number of white students enrolled in K-12 education is declining.
  
  
• Because of the increasing population of communities of color in Minnesota, enrollments of students of color in higher education institutions have continued to rise (MMEP, p.4).
  

Objectives:

Objective	How will it happen?	When will it happen?	Who will be responsible?	What will it take?
Recruit and retain 50% more under-represented students	- Enhanced recruitment - Increased and dedicated aid - Improved support services - Outreach programs such as academic summer camps or liaisons with targeted church bodies, schools, and other agencies	By fall, 2007	Vice Presidents for Administration, Finance, Institutional Advancement and Student Affairs	$3 million over three years??
Recruit and retain 50% more under-represented employees	- Enhanced recruitment - Increased and dedicated funds - Improved support services	By fall, 2007	Vice Presidents for Administration, Finance and Advancement	$2,400,000 over 3 years??
Work with the Board of Trustees to seat persons of color on the Board	Commitment to and value of diversity will be reaffirmed	Immediately	President	Nominal
Include the attainment of diversity goals in Vice Presidential performance evaluations	Commitment and accountability with regard to diversity would be strengthened	Immediately	President	Time to assess success in reaching goals

• To incorporate diversity more fully into the fabric of campus programs and life
  
  

The following initiatives spring from our response to the question: What would Gustavus look like if it was truly "a community of persons from diverse backgrounds who respect and affirm the dignity of all people" and that helped all students to "attain their full potential as persons, to develop in them a capacity and passion for lifelong learning, and to prepare them for fulfilling lives of leadership and service in society (Gustavus Mission Statement)."

Significantly addressing questions of access, education and climate as they relate to diversity within our campus community will mean multi-dimensional change for Gustavus. As Bob Weisenfeld pointed out in his study, institutional change "must be accepted as a natural outcome of becoming more pluralistic (Weisenfeld, p.3)." He found that there were a number of characteristics common to successful programs to increase cultural pluralism. Among these were administration, organization, and campus ethos (Weisenfeld, p. 4).

In our estimation, our past efforts at enhancing diversity at Gustavus have not yielded results commensurate with our goals or expectations because our initiatives have not been as coordinated as possible, oversight and accountability have been largely absent, and there has been no ongoing mechanism established for further advocacy, development and planning with regard to diversity.

In the interest of comprehensive institutional change that results in educational and workplace benefits for both minority and majority students and employees, we propose that we do the following:

Objectives:

Objective	How will it happen?	When will it happen?	Who will be responsible?	What will it take?
Establish a standing Diversity Council	- Advice and counsel to the President - Tracking and evaluation os diversity plan	Beginning in the fall, 2004	the President	Commitment and supporting resources
Incorporate diversity more intentionally into campus life	- More religious programming for different faiths - More visible signs of cultural diversity in the campus environment	Beginning with the 2004-2005 academic year	Vice Presidents and selected faculty/staff	Attention and commitment
Develop new courses that contribute to a more inclusive curriculum	Faculty will be supported in developing new courses	Beginning in the fall, 2004 and annually thereafter for 3 years	Vice President for Academic Affairs	$15,000 for each of 3 years ($45,000)

• To develop more robust systems of academic and social support for under-represented students and employees
  
  

Rationale:
Although many strides have been taken in increasing social support and community between members of many groups from diverse backgrounds, many under-represented students and employees still experience difficulties adjusting to life at a predominantly white, rural campus.

In reviewing previous work done on diversity and in recent conversations with students of color, we find a consistent theme of unmet needs in addressing isolation at Gustavus and difficulties dealing with racist attitudes and incidents - typically remarks by other students or employees - that make them feel unwanted and excluded.

A review of counseling and diversity/multicultural office staffing levels at Midwestern colleges similar to Gustavus was inconclusive. Gustavus has had a diversity component longer than some colleges, but remains in some ways at about the same place as colleges that have added this element more recently. Raj has made great strides in enhancing diversity programming and the mentoring of under-represented students, but cannot do it alone. Colleges having more success with diversity have more people working collaboratively to promote diversity through a number of offices and departments across their campuses. St. Olaf is one example. Under a Dean of Community Life and Diversity is a Diversity Education Coordinator who works with faculty and a Director of Multicultural Affairs and Community Outreach who works with the Office of Admission in recruiting and mentoring diverse students.

To increase support of under-represented students and staff, the Task Force has prioritized three goals, but sees many of them as interlocking. Collaboration between departments and shared responsibility for developing a campus welcoming to all students and staff will multiply the impact of individual initiatives. Staffing needs arise in connection with counseling, mentoring and ombudsman programs and are partially addressed by seeking grant money for a TRIO program.

Sharing and coordinating responsibilities for recruitment and campus planning will not only maximize the impact of deployed resources but increase the members of the campus community actively working on improving diversity at Gustavus.

Objectives:
To increase academic and social support for under-represented students and employees at Gustavus, we propose that we do the following:

Objective	How will it happen?	When will it happen?	Who will be responsible?	What will it take?
Develop and support initiatives such as the TRIO program, ESL support and L2 learning services	Increased and focused resources for the mentoring and support of under-represented students	Beginning in fall, 2004	Vice Presidents	Grant development; Office space; Clerical support
Develop a program to address racial incidents on campus	A formal process for addressing racial incidents	Within 3 years	Representatives from the offices of the Dean of Students and Dean of Faculty	Some staff compensation
Increase cultural programming and diversity related library acquisitions	Resources for diversity education will be enhanced	Within 1 year	Diversity Center	$15,000 annually ($45,000)

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