Committee on Institutional Diversity and Equity Report - 6/01
Undergraduates
Students were, naturally, the primary focus of our outreach and study, and they gave generously of their time in numerous groups and as individuals to help us with our work. Many of them also made clear that they hope never to have to repeat this work; a surprisingly large number said that the urgent need they felt to do continuous ad hoc consciousness-raising work on campus had negatively affected their academic work. Students agreed that individual and institutional effort is needed to promote interactive diversity and to foster an environment of understanding and mutual respect. Students and members of the committee agreed that we should strengthen institutional efforts, through training and other educational measures, to increase the proportion of this work carried out by faculty and staff. Energetic student participation only partly obscured a level of skepticism and disillusionment that we felt was beyond what we have observed on other campuses where we have taught, worked, or studied. As such, this was perhaps the most painful work we did, and it was tempered only to a degree by the level of interest students had in sharing their own imaginative ideas about transforming the College.
Many of us found this aspect of our work difficult because we have had contact with numerous students over the years who have felt damaged by the climate at Dartmouth. To hear again--so personally and so repeatedly--from students of color, women of all races, and gay, lesbian, or bisexual students who felt hurt, unvalued, and ultimately less important to the mission of the College than others was searing indeed. The student data we examined corroborated this disturbing pattern. According to a 1998 survey, fully 20% of students reported that they felt rejected by students whose racial or ethnic background differed from their own; the situation was especially acute for African American students, 35% of whom reported that they felt that way. The survey also revealed that 20% of students had "encountered people at Dartmouth who feel I don't have a right to be here," with a startling 50% of African American students reporting such encounters. We would like to emphasize our understanding that anger and grief are rational responses for those who feel marginalized by a steady, pernicious flow of incidents, both the more dramatic and episodic kind that attract public attention and the more mundane but equally destructive variety experienced on our campus.
We were able to gather less information about GLBTQ (3) students, staff, and faculty than about other groups; the topic was only occasionally raised in our outreach meetings, the previous reports, or student surveys. Several recent student life surveys are beginning to provide better data about the experiences and perspectives of GLBTQ students. The information we do have, such as it is, is not heartening. We deduce that members of this group still feel less safe or comfortable speaking publicly about their experience at Dartmouth than do others in the community, a premise that is supported by the fact that most replies on these topics came via our (anonymous) website survey—and that many of the writers identified themselves as gay and closeted. Those who did announce themselves on the website as openly gay expressed fears of ostracism and even violence. Many of these writers named themselves as students, and noted that it was in courses touching on sexuality that they felt the greatest support. Staff members identifying as GLBTQ rued the lack of a support system addressed specifically to them. We urge that GLBTQ concerns remain a high priority in the new structures we recommend.
Women make up roughly 50% of the student body and reflect the great diversity of the Dartmouth community. Nonetheless, we heard from women of varied racial, ethnic and economic background, sexual orientation, and gender identity that they experienced the campus culture as "male dominated" even after nearly three decades of coeducation. They reported ways that encounters with sexism had often seriously diminished their experiences in campus social settings, in athletic environments and even in the classroom. Shockingly, many reported that on this apparently idyllic rural campus they felt their movements and social encounters constrained by fear of sexual violence. Co-education, then, in its philosophical as well as practical sense, is a yet-to-be fulfilled promise at Dartmouth. Committee members asserted that they had not seen worse relations between the genders at any other colleges or universities that they had attended or where they had worked, even among those who were undergraduates back in the "less enlightened" nineteen seventies and eighties. As noted elsewhere in this report, we were concerned that gender was often overlooked in campus discussions about diversity. Because the experience for women at Dartmouth has remained unsatisfactory in many ways, and because gender is interrelated with other aspects of individual and cultural identity, we remind the community of the importance of creating gender equity and eradicating sexism as integral elements of the College's diversity efforts.
Students felt that the problems enumerated in this section should be addressed in two ways: continuing efforts to bring a more diverse group of students, faculty and staff to Dartmouth; and improving the campus climate for women, students of color, international students, GLBTQ students, and other students perceived to be outside of the mainstream. By extension, we believe that such efforts will improve the campus climate for all members of the community. Given the data reported earlier that nearly all Dartmouth students enter the College with the expectation that they will form friendships with peers from diverse backgrounds, this is an effort that should begin as early as possible in each student's Dartmouth career.
We heard from a diverse group of students (i.e. by gender, race and ethnicity, including Whites, international status, etc.) who receive financial aid that many felt unable to take full advantage of the Dartmouth experience, in part because the level of scholarships in their aid packages—which had often been a primary reason for their decision to attend Dartmouth—were frequently reduced after their first year, and in part because of out-of-pocket expenses associated with some campus activities. They reported that changes in financial aid often required them to spend much more time working on campus and also to disrupt their studies by taking additional terms off in order to work. They felt, too, that their time was so taken up with schoolwork and work-study jobs that it was often difficult for them to participate in the out-of-class learning experiences and leadership and service programs that enhance the educational life at Dartmouth.
These students wished for an advocate or guide who could help them understand and manage the financial aid system and its ramifications, as well as advise them about how to make the most of their Dartmouth experiences without ready access to "extra" funds. In particular, they noted questions about campus resources that are available to help with personal, financial and academic needs; what to do when their family's financial situation changes; how to ensure access to off-campus programs; and other matters of this kind. At present, an informal advice network of senior to younger students exists, but it is by its very nature a hit-or-miss proposition.
Students from a variety of backgrounds expressed concern about the possibility for isolation within groups and organizations characterized by similar ethnic, racial, national, or socioeconomic background, while also citing the importance of these groups for social and cultural support. A number of students commented on the value of learning about the diversity of backgrounds and perspectives represented within such groups and communities. Many students noted that it was interaction in classes that addressed issues of diversity that helped them achieve the most interesting, insight-producing, and satisfying contact across various groups. Students spoke in very positive terms about campus programming on issues of diversity; they wished, however, that it could be better coordinated to minimize overlap and scheduling conflicts, and better integrated with material and topics being covered in courses. (The topic of curricular attention to diversity is addressed more fully in another section of this report.) The committee recommends the creation of a position within the Office of Student Life to coordinate diversity efforts within the Dean of the College area and to develop programming to encourage interaction across the entire student body.
While it was not the charge of this committee to examine the relative merits of CFS organizations, we did examine data on CFS membership and we certainly heard from students with widely varying perspectives. As the committee focused on ways to stimulate interaction and learning between students from varied backgrounds, we noted that data from a recent Social Life survey (2001) indicates that White students and students from relatively affluent backgrounds are disproportionately over-represented among CFS members compared to students of color and less affluent students. We heard repeatedly from women who hoped for social spaces that were not controlled by groups of men. We heard as well from many women who described feeling vulnerable, intimidated or at risk of sexual assault in or near CFS houses. While we acknowledge that differences certainly exist among CFS organizations, we are concerned that CFS organizations in general may not be doing as much as they can and should to confront bigotry, sexism, and sexual violence and foster greater awareness and appreciation of diversity. Again, given the high percentage of students who enter Dartmouth expecting to form close friendships with a diverse group of fellow students, this is clearly an area of interest, though quite possibly unspoken, among a significant number of CFS members.
Students felt that having more student-controlled social space on campus would promote interaction between people from diverse backgrounds. Some important campus social occasions and traditions do not promote such interaction sufficiently. For instance, while a significant number of students of color do participate in First Year Trips, we heard that many do not (of the 7-10% of students who do not participate in First Year Trips, most are students of color) and thus many feel that they missed a significant bonding experience with other first year students. White students commented that they regretted a missed opportunity for bonding with a more diverse group of students early in their time at the College. Many students spoke urgently of the need for more alternatives to the current range of outdoor orientation experiences, perhaps involving arts-focused activities in collaboration with the Hopkins Center or Hood Museum, community service and/or environmental studies options in the local area or in urban settings, or sessions focused on fitness, managing health and balancing time for pleasure with a demanding college course load. Recent changes, including the addition of a "photography in the wilderness" trip are a step in the right direction.
The committee felt that Dartmouth's geographic location, which is often blamed for its problems in relation to diversity issues, presented challenges but not insurmountable obstacles. Students in general, but especially students of color, spoke of occasionally feeling claustrophobic on campus, and of finding shopping and dining options in Hanover too limited; they wished they had greater access by means of shuttle buses to other local businesses and entertainment options. The inconveniences mentioned by students of color (and faculty and staff) were not trivial. We heard that people often had to travel several hours, and at considerable personal expense, to Manchester, Montpelier or Boston, for access to hairstyling, personal grooming products, and common items such as pantyhose.
We also spoke with many students eager to work for diversity both on and off campus. Many had found occasions; a number of specific offices on campus match these highly motivated and idealistic students to internships and projects at Dartmouth, in the Upper Valley, and around the world. Others had been matched through contacts with previous jobs, family members, or friends. But these opportunities are not always accessible or even known to a number of students. Such students expressed the wish for more centralized support systems for service work and other "non-career" options related to diversity: they felt that such work would, in addition to fulfilling their own aspirations, make the best possible use of the flexibility of the D-plan. Others, too, would like more support for leadership work on campus, but feel uncertain about where their energy would be best directed.
Summary of Recommendations in this Section
- 1. Expand domestic and international outreach and recruitment efforts aimed at increasing campus diversity for undergraduate and graduate students.
- 2. Strengthen the College's financial aid programs for undergraduate and graduate students to ensure that a student's personal economic circumstances do not negatively impact the quality of the educational experience at Dartmouth.
- 3. Expand the variety of First Year Trip options to better meet the diverse interests and needs of first year students.
- 4. Create a position within the Dean of Student Life area to focus on interactive pluralism, diversity and community, working in collaboration with colleagues in Student Life, Residential Life, the Tucker Foundation, etc.
- 5. Enhance funding to support diversity training efforts for: Undergraduate Advisors (UGAs); leaders of First Year Trips, orientation and community service activities; the Diversity Peer Program, and other student leadership positions.
- 6. Establish a Diversity Venture Fund within the Dean of the College office to support professional development and student learning opportunities related to diversity and interactive pluralism.
- 7. Provide additional resources to Career Services to support, research, and publicize a more diverse array of student employment, internship and service opportunities.
- 8. Create additional social spaces and options for use by students and student organizations.
- 9. Compile and publish information about campus programs, events and other resources related to diversity.
- 10. Improve and publicize public transportation to local off-campus retail, dining and entertainment centers.
- 11. Work with local businesses to improve services for Dartmouth's diverse population of students, faculty and staff (e.g. dining options, hair and beauty services, etc.)
Graduate Students
Diversity varies greatly in Dartmouth's graduate programs: some schools and programs remain very largely white and male, while others have diversified considerably. Unlike the undergraduate College, the graduate programs do not have a centralized admissions office or policy, and so they do not coordinate efforts in this area. Even when individual schools or programs have a racially diverse student body and a significant number of women, most still do not seem to fully reap the greatest benefits from their diversity. According to one medical student, the biggest problem facing most DMS graduates will be their lack of experience with a diverse patient population. Graduate students felt frustrated by a lack of information about campus diversity resources and expressed a strong desire for greater inclusion by the College in matters relating to diversity.
Graduate students expressed regret, even more than undergraduates, about the lack of campus social spaces in which they could meet: especially those students in the less diverse academic programs. A number of White students reported feeling claustrophobically confined to relatively homogeneous groups, and students of color often reported feeling isolated. Graduate students are particularly eager to have a range of social options devoted to graduate students. They would like more round-the-clock access to food and coffee, and a multi-purpose building or area with social spaces, seminar rooms where they could practice presentations, and study rooms. Like the undergraduates, they would like shuttle buses to surrounding towns. Many of the international students do not have cars and therefore are restricted in their access to inexpensive housing and retail stores. Graduate students would also like increased staff support for trips to Boston and other recreation spots in day-trip distance, and additional programming funds. Our committee acknowledges the richness that our graduate students bring to our educational environment. We recommend that the College continue to make efforts to more fully integrate graduate students into the life of the community and to address their concerns regarding the quality of their out-of-classroom experiences.
Faculty and Staff
We believe that a powerful connection exists between the diversity of the College's faculty and staff and our ability to prepare students for life in an increasingly diverse society. While the committee reviewed information about the racial, ethnic and gender composition of the faculty and staff, time constraints prevented us from delving deeply into the methods used to advertise faculty and staff job opportunities. Data on other facets of diversity (i.e. GLBTQ, international, etc.) were not sufficiently examined. Similarly, we were not able to undertake a systematic examination of recruitment and hiring policies and practices across the institution. However, it was abundantly clear from a preliminary review of the available data that some areas of the College have been much more successful than have others when it comes to the hiring of women and people of color. These are matters of great strategic importance to the College. We therefore recommend the creation of a collaborative effort involving the person in the new high level position we have proposed, the Provost's Office, Human Resources and the Office of Equal Opportunity and Affirmative Action to catalogue, develop and promote the use of strategies that will lead to greater diversity among the College's faculty and staff.
The committee was gravely concerned about data that indicates a significantly lower retention rate for staff of color than for White employees, such that the average length of service for administrators of color is currently less than five years. While the College has made a concerted effort to hire a diverse cadre of junior faculty (people of color represent 28.7% of assistant and associate professors without tenure; women of all races account for 42.5% of junior faculty) we are concerned by the possible fragility of the College's progress. Faculty of color make up only 7.1% of the College's tenured Arts and Sciences faculty and it appears probable that a significant number of the more senior faculty of color are likely to retire over the next few years. To put these figures in context, the percentage of women of all races in senior faculty positions is 32.5%. In addition, the departure of younger faculty of color may contribute to an overall campus dynamic of instability and high rates of turnover among faculty and staff of color and relative stability for Whites. We are concerned about potential issues of equity in this regard, and about the cyclical loss of momentum and institutional memory that would compromise the effectiveness of the College's ability to plan and manage campus diversity efforts.
Members of the committee were struck by similarities between the concerns shared about quality of life issues by faculty and staff and those expressed by students. Concerns about the campus climate for diversity caused some faculty and staff to hesitate before accepting positions at the College. It is clear that some, perhaps many, faculty and staff experience stresses and role demands that are similar to those faced by students — being called upon or feeling compelled to offer the "minority" perspective in meetings, facing the challenges associated with educating one's peers, confronting unintentional or intentional slights, and balancing one's personal and professional responsibilities with a desire or need for connection with a community of support. For all three groups, the burdensome nature of these demands was intensified for members who were both female and of color.
The committee generated a number of ideas to address these concerns. We offer a few here to illustrate possible strategies, but it is clear that this is also an area of concern in need of further investigation. We noted the potential benefit of a formal orientation program for faculty and staff that would build on the new employee model now coordinated by Human Resources. The purpose of this initiative would be to introduce new faculty and staff to the campus community, foster the creation of relationships within the new employee group, and establish connections with important resource people. Orientation and training related to diversity should also be provided to current faculty and staff. In effect, it is the committee's view that attention to issues of diversity and community should be woven into the overall experience.
Given the specific interests and needs of new faculty members, responsibility for the faculty orientation might be coordinated as a joint effort of the Provost's Office, the Dean of Faculty and the Deans of the graduate schools. Responsibility for this particular effort might be assigned to the holder of the new high level position in the office of the President or Provost recommended earlier in this report. Such an alignment would enable the holder of that position to play a critical role with respect to faculty hiring and development, possibly through influence or control over faculty incentives such as research funds or support for curriculum development, pedagogic innovation, or teaching assistants.
The committee also discussed the opportunities and challenges that will accompany greater diversity in the work place. Success in hiring and retention will require greater awareness and skill in managing a diverse work force. We therefore recommend the initiation of an ongoing and comprehensive staff training effort, perhaps incorporating the Campus of Difference model as one approach, to foster greater understanding and skill in managing diversity at Dartmouth. We also recommend that each administrative division develop a strategic diversity plan, perhaps using the diversity plan for the Dean of the College division as a guide or model. We commend former Dean of the College Lee Pelton and Dean of Student Life Holly Sateia for their foresight and leadership in creating the diversity plan for the Dean's area. We further recommend that appropriate staff in Human Resources confer with their colleagues in the Office of Equal Opportunity and Affirmative Action, and colleagues on other campuses to explore the integration of the topic of diversity into the professional development training programs currently offered by Human Resources.
Summary of Recommendations in this Section:
- 1. Establish a joint effort between the appointee to the proposed high level position, the Provost's Office, Human Resources, and the Office of Equal Opportunity and Affirmative Action to:
- a. Develop strategies to increase faculty and staff diversity and improve recruitment and hiring practices and resources.
- b. Systematically examine concerns related to the retention, advancement and quality of life of faculty and staff at Dartmouth.
- c. Initiate a comprehensive staff training effort, perhaps incorporating the Campus of Difference model as one approach, through the Office of Equal Opportunity and Affirmative Action and the Human Resources department to foster greater understanding and skill in promoting diversity at Dartmouth.
- 2. Develop diversity plans for each division of the College, using the Diversity Plan for the Dean of the College division as a possible guide, to be updated on a regular basis as part of an annual or bi-annual review process.
( 3) Gay, lesbian, bisexual, transgendered, and questioning.
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