Educating All of One Nation: Best Practices from the National Campus Diversity Project Educating All of One Nation C

1. � 2003 The President and Fellows of Harvard College Educating All of One Nation: Best Practices from the National Campus Diversity ProjectEducating All of One Nation ConferenceOctober 25, 2003Atlanta, Georgia The National Campus Diversity Project Harvard Graduate School of Education campusdiversityproject@gse.harvard.edu Dean Whitla, Ph.D. Director whitla@fas.harvard.edu Researchers: Elizabeth Flanagan, MA flanagel@gse.harvard.edu Carolyn Howard, Ed.M. howardca@gse.harvard.edu Presented by Frank Tuitt, Ed.D. tuittfr@gse.harvard.edu Richard Reddick, Ed.M. reddicri@gse.harvard.edu

2. � 2003 The President and Fellows of Harvard College Why are we doing this research? Professional Schools Research Law School Research Medical School Research Support from: Atlantic Philanthropies Ford Foundation Mellon Foundation The law school and medical school research conducted by Dr. Dean Whitla, our project director, indicated that students felt that diversity among the student body was essential to their learning process. Dr. Whitla�s work led him to formulate the National Campus Diversity Project, which focuses on the undergraduates at predominantly White campuses.The law school and medical school research conducted by Dr. Dean Whitla, our project director, indicated that students felt that diversity among the student body was essential to their learning process. Dr. Whitla�s work led him to formulate the National Campus Diversity Project, which focuses on the undergraduates at predominantly White campuses.

3. � 2003 The President and Fellows of Harvard College Goals of the National Campus Diversity Project Identify best practices and characteristics found in successful diversity initiatives Locate programs that have improved academic achievement of underrepresented minority (URM) students and examine the components of these Examine admissions policies and practices of schools These continue to be the broad goals driving the project � we realize that any one could be a research project in itself, but we feel the goals are interrelated to such an extent that these should all be explored. By looking at schools that strive in two major areas: 1) the recruitment, admission, retention and achievement of underrepresented students, as well as 2) successful cross-cultural initiatives, we hope to find schools that have achieved a welcoming, warm, hospitable climate for all students from all groups.These continue to be the broad goals driving the project � we realize that any one could be a research project in itself, but we feel the goals are interrelated to such an extent that these should all be explored. By looking at schools that strive in two major areas: 1) the recruitment, admission, retention and achievement of underrepresented students, as well as 2) successful cross-cultural initiatives, we hope to find schools that have achieved a welcoming, warm, hospitable climate for all students from all groups.

4. � 2003 The President and Fellows of Harvard College How do students, faculty, and staff describe� the campus� efforts for inclusion and success of underrepresented minority students, faculty, and staff? Campus climate (the social, political, and cultural environment) and inter-racial group relations? Success in providing diversity in curricula, and teaching and learning? Success in providing co-curricular diversity programming? Perceptions of institutional transformation? As evidenced by college leadership, mission statements, strategic planning. We�re looking for programs that: Strengthen achievement of minority students Reduce attrition and increase recruitment of URM students Improve the attitudes of all students As evidenced by college leadership, mission statements, strategic planning. We�re looking for programs that: Strengthen achievement of minority students Reduce attrition and increase recruitment of URM students Improve the attitudes of all students

5. � 2003 The President and Fellows of Harvard College Our School Selection Process A minimum rate of structural diversity among student population Higher than average retention rates of minority students Special initiatives or Centers noted in the academic press/journals (e.g., UMD�s Diversity Web, UMichigan�s Center for Race and Ethnicity) Recommendations from Advisory Board Due to grant limitations we�ve had to narrow our list from 101 schools initially selected. Also, there are a number of schools that don�t have much in the way of diversity in the student population, but are attempting to remedy this-- how to include these is another issue.Due to grant limitations we�ve had to narrow our list from 101 schools initially selected. Also, there are a number of schools that don�t have much in the way of diversity in the student population, but are attempting to remedy this-- how to include these is another issue.

6. � 2003 The President and Fellows of Harvard College Categorization of Schools Based on: Size Selectivity Funding Sources � Public vs. Private Geographic Region For example, in our categories of most and highly selective small colleges we include: Agnes Scott, Amherst, Mt. Holyoke, Rice, Swarthmore, Trinity, Occidental, Pomona, Wellesley, and Williams. For example, in our categories of most and highly selective small colleges we include: Agnes Scott, Amherst, Mt. Holyoke, Rice, Swarthmore, Trinity, Occidental, Pomona, Wellesley, and Williams.

7. � 2003 The President and Fellows of Harvard College Research Sample Started with 101 schools that met our criteria Narrowed down to 50 NCDP has visited 28 campuses to date From the 28 campuses that we have visited, we have interviewed: 9 college presidents 12 vice presidents or provosts 120 faculty members 250 administrators Over 400 students Due to grant limitations we�ve had to narrow our list from 101 schools initially selected. Due to challenges presented by the events of September 11, 2001 and logistical difficulties, we have visited 28 of the 50 campuses we planned to visit.Due to grant limitations we�ve had to narrow our list from 101 schools initially selected. Due to challenges presented by the events of September 11, 2001 and logistical difficulties, we have visited 28 of the 50 campuses we planned to visit.

8. � 2003 The President and Fellows of Harvard College Data Collection Phone Interviews Web-based research Campus interviews Focus group interviews with students Existing literature and institutional research After a school is selected, we endeavor to find an administrator responsible for diversity initiatives on the campus. Through interviews and web research, we arrive on campus with an idea of what is taking place in regards to campus diversity, and ask people on campus how these programs measure up. We also keep abreast of developments in the research literature.After a school is selected, we endeavor to find an administrator responsible for diversity initiatives on the campus. Through interviews and web research, we arrive on campus with an idea of what is taking place in regards to campus diversity, and ask people on campus how these programs measure up. We also keep abreast of developments in the research literature.

9. � 2003 The President and Fellows of Harvard College What constitutes a �model program?� How successfully a campus strives for inclusion and success of URM populations Campus climate and inter-group relations How students perceive campus success in providing curricula covering diversity issues Administrative and institutional transformation In addition, successful or model programs exhibit the following attributes higher than average retention rates for URM students higher than average rates of achievement among URM students higher than average rates of multicultural programming in curricula. In identifying model programs, we use criteria adapted from Daryl Smith�s work: Inclusion and success of URM populations Campus climate and inter-group relations Student perception of campus success in providing curricula reflecting issues of diversity Student perception of administrative and institutional transformation How successfully a campus strives for inclusion and success of URM populations Campus climate and inter-group relations, or how strongly the campus social environment contributes to students� access, retention and academic success (i.e., how low the �inhospitality index� is) How students perceive campus success in providing curricula covering diversity issues Administrative and institutional transformation, or how students perceive campus success in making a thorough commitment to the value of diversity as evidenced by college leadership, mission statements, and faculty and staff diversity. In addition, successful or model programs exhibit the following attributes: higher than average retention rates for underrepresented minorities; higher than average rates of achievement among underrepresented minorities; and higher than average rates of multicultural programming in curricula. Criteria adapted from Smith et al., (1997). Diversity works: The Emerging Picture of How Students Benefit, Washington, D.C.: Association of American Colleges and Universities. In identifying model programs, we use criteria adapted from Daryl Smith�s work: Inclusion and success of URM populations Campus climate and inter-group relations Student perception of campus success in providing curricula reflecting issues of diversity Student perception of administrative and institutional transformation How successfully a campus strives for inclusion and success of URM populations Campus climate and inter-group relations, or how strongly the campus social environment contributes to students� access, retention and academic success (i.e., how low the �inhospitality index� is) How students perceive campus success in providing curricula covering diversity issues Administrative and institutional transformation, or how students perceive campus success in making a thorough commitment to the value of diversity as evidenced by college leadership, mission statements, and faculty and staff diversity. In addition, successful or model programs exhibit the following attributes: higher than average retention rates for underrepresented minorities; higher than average rates of achievement among underrepresented minorities; and higher than average rates of multicultural programming in curricula. Criteria adapted from Smith et al., (1997). Diversity works: The Emerging Picture of How Students Benefit, Washington, D.C.: Association of American Colleges and Universities.

10. � 2003 The President and Fellows of Harvard College

11. � 2003 The President and Fellows of Harvard College External Relationships: Churches (UMD) College Prep programs Posse Foundation, Prep for Prep, College/Upward Bound (Pomona) Recruiting families (U Florida, UVA, UMD) Guidance counselor (Rice) Geographic focus (Carnegie Mellon) College 101 (Agnes Scott, UMD) Financial aid training and first year of college External Relationships: Churches (UMD) College Prep programs Posse Foundation, Prep for Prep, College/Upward Bound (Pomona) Recruiting families (U Florida, UVA, UMD) Guidance counselor (Rice) Geographic focus (Carnegie Mellon) College 101 (Agnes Scott, UMD) Financial aid training and first year of college

12. � 2003 The President and Fellows of Harvard College

13. � 2003 The President and Fellows of Harvard College

14. � 2003 The President and Fellows of Harvard College

15. � 2003 The President and Fellows of Harvard College Academic Enhancement Programs for URM Students Model programs create a �culture of achievement� for URM students who might otherwise associate academic achievement with social isolation Instructors explicitly state that high standards are the criteria for success, challenging �stereotype threat�(Steele, 1999) Virtually all model programs were in the SMET disciplines

16. � 2003 The President and Fellows of Harvard College University of Texas, Yale University, & Rice University Texas� �Emerging Scholars� (Derived from the University of California-Berkeley) Yale�s STARS Program Rice�s Spend a Summer With a Scientist Program Carnegie Mellon, Mt. Holyoke, Occidental, Northwestern, Stanford, the University of Florida, the University of Miami, Wellesley, and Williams College all have specific, very successful SMET programs for URM and female students Dr. Uri Treisman discovered that Black and Latino students were more likely to study alone than their Asian counterparts. He countered the problem by developing intensive workshops with students, focusing on group problem solving and discussion. URM students achieved as well as their non-URM peers and often created a �common culture of mathematics.� Similar workshops were developed at University of Michigan and University of Texas at Austin, where Dr. Treisman currently teaches. The Emerging Scholars Program (at UT Austin, which was initiated by Dr. Efraim Armendariz in mathematics (using Dr. Treisman�s model), has met with great success. The program recruits non-science majors and is led by advanced ESP students. 70% of the students in ESP earn grades of B or better. At Yale the Science, Technology and Research Scholars (STARS) program was designed specifically for URM students and women. It is directed by Dr. Iona Black. In 1999, due to STARS� success, the number of participants in the program doubled. STARS includes study groups, research opportunities, faculty and peer mentoring, and like the Emerging Scholars Program, building a �community of scholars.� The program has two phases: STARS I is for freshman and sophomores and includes study sessions run by juniors and seniors from the program. STARS II gives juniors and seniors the opportunity to research with Yale faculty. Students present research at Yale, regional, and national conferences. Students said the exposure and presenting at conferences were invaluable. Yale�s Institutional Research Office indicates that participation in STARS enhanced academic performance and persistence. Just recently, Yale received an infusion of funds from a corporate donor to increase participation in the program. Rice prof Dr. Richard Tapia is a vocal advocate for increasing URM students in the sciences. �Spend a Summer with a Scientist� (SaS) focuses on retention of Rice URM graduate students. The program has a multiple year summer research experience, mixing Rice students with peers from all over the U.S. Students are encouraged to return each summer, moving from undergraduate to graduate work with the same research team. This program parallels those at Texas and Yale, but also attracts undergraduates to graduate programs at Rice and Dr. Tapia, who many students named as a key aspect of the program. Dr. Uri Treisman discovered that Black and Latino students were more likely to study alone than their Asian counterparts. He countered the problem by developing intensive workshops with students, focusing on group problem solving and discussion. URM students achieved as well as their non-URM peers and often created a �common culture of mathematics.� Similar workshops were developed at University of Michigan and University of Texas at Austin, where Dr. Treisman currently teaches. The Emerging Scholars Program (at UT Austin, which was initiated by Dr. Efraim Armendariz in mathematics (using Dr. Treisman�s model), has met with great success. The program recruits non-science majors and is led by advanced ESP students. 70% of the students in ESP earn grades of B or better. At Yale the Science, Technology and Research Scholars (STARS) program was designed specifically for URM students and women. It is directed by Dr. Iona Black. In 1999, due to STARS� success, the number of participants in the program doubled. STARS includes study groups, research opportunities, faculty and peer mentoring, and like the Emerging Scholars Program, building a �community of scholars.� The program has two phases: STARS I is for freshman and sophomores and includes study sessions run by juniors and seniors from the program. STARS II gives juniors and seniors the opportunity to research with Yale faculty. Students present research at Yale, regional, and national conferences. Students said the exposure and presenting at conferences were invaluable. Yale�s Institutional Research Office indicates that participation in STARS enhanced academic performance and persistence. Just recently, Yale received an infusion of funds from a corporate donor to increase participation in the program. Rice prof Dr. Richard Tapia is a vocal advocate for increasing URM students in the sciences. �Spend a Summer with a Scientist� (SaS) focuses on retention of Rice URM graduate students. The program has a multiple year summer research experience, mixing Rice students with peers from all over the U.S. Students are encouraged to return each summer, moving from undergraduate to graduate work with the same research team. This program parallels those at Texas and Yale, but also attracts undergraduates to graduate programs at Rice and Dr. Tapia, who many students named as a key aspect of the program.

17. � 2003 The President and Fellows of Harvard College Institutional Vision and Transformation Leadership, vision, financial resources, college institutional research and evaluation combine to form the Institutional capital of the college Financial resources in our cohorts appear to play less of a role Mission statements promoting diversity attached to a strategic plan or a commission updating such a plan Campus assessment of various strengths and weaknesses with regard to diversity, or campus climate Supportive, vocal Presidents have specific task forces, commissions, or better yet, administrative offices dedicated to follow through on strategic planning initiatives Institutional Vision and Transformation: we found that it starts at the top. Leadership, vision, institutional research, and evaluation form institutional capital. Financial resources are important but play less of a role! Model programs had mission statements promoting diversity in a strategic plan, or were in the process of updating such a plan. Successful programs assessed campus climate as it relates to diversity, mostly through surveys. Model programs have a president who politically, symbolically, and in resources, supports diversity efforts and the necessary strategic planning.Institutional Vision and Transformation: we found that it starts at the top. Leadership, vision, institutional research, and evaluation form institutional capital. Financial resources are important but play less of a role! Model programs had mission statements promoting diversity in a strategic plan, or were in the process of updating such a plan. Successful programs assessed campus climate as it relates to diversity, mostly through surveys. Model programs have a president who politically, symbolically, and in resources, supports diversity efforts and the necessary strategic planning.

18. � 2003 The President and Fellows of Harvard College Mt Holyoke College & Occidental College High structural diversity at Mt Holyoke and Occidental Institutional vision follows practice over time Faculty recruitment is strategic Students, administrators, and faculty know and understand the efforts at these campuses via participation and information sharing Dartmouth College (Hanover, NH) is making strides from reactive to proactive strategies to address diversity High structural diversity at Mt Holyoke and Occidental: Among women�s colleges in our sample, Mount Holyoke had the largest group of full-time minority faculty on a percentage basis (19.2%), and the second largest group of tenured minority faculty on a percentage basis (15.9%). Occidental is the private college in our group of visited schools with the fewest financial resources comparatively, yet it holds the second largest group of full-time minority faculty, on a percentage basis at 22.6 %. Also, Occidental holds the largest group of tenured full-time minority faculty at 21.7% of all of our selected schools. Institutional vision follows practice: Aside from dynamic Presidents (Bev Tatum & Ted Mitchell), each school has an office or advisory group whose mission is to shape culture and climate: Mount Holyoke�s Office of Diversity and Inclusion has been in place for over a decade, and Occidental�s Committee on Multiculturalism has been in place for over two decades. At both schools, the people who work in those areas see their job as infusing the values of a welcoming, diverse campus throughout the community. Faculty recruitment at Holyoke and Oxy is strategic. For example, department searches involve reviewing lists of presenters at academic conferences, as well as contacting people of color from those lists to broaden the applicant pool. The recruitment process for faculty of color must be aggressive and creative. Furthermore, interviewers had very frank discussions with potential faculty of color regarding the town of South Hadley, MA, so that prospective hires would know exactly what the town was like in terms of racial composition, schools, and cultural activities for themselves and/or their families. Occidental uses a minority scholar in residence program as a successful faculty recruitment tool. Faculty mentioned that the Dean of the College makes a concerted effort to welcome that scholar and keep him or her on board. Campus community understands these efforts: According to our interviews, faculty and staff of color, at both Occidental and Mount Holyoke, generally are quite satisfied with the campus climate regarding diversity, and with the efforts being made by the upper administration. They also appear to be satisfied with their college histories regarding diversity, and that both schools have had, and continue to have upper administrators of color among the ranks. Even among schools without the historical visible commitment to diversity, we observed positive trends. President Wright, Ozzie Harris, and Tommy Lee Woon at Dartmouth College are working to move the campus to proacative diversity strategies.High structural diversity at Mt Holyoke and Occidental: Among women�s colleges in our sample, Mount Holyoke had the largest group of full-time minority faculty on a percentage basis (19.2%), and the second largest group of tenured minority faculty on a percentage basis (15.9%). Occidental is the private college in our group of visited schools with the fewest financial resources comparatively, yet it holds the second largest group of full-time minority faculty, on a percentage basis at 22.6 %. Also, Occidental holds the largest group of tenured full-time minority faculty at 21.7% of all of our selected schools. Institutional vision follows practice: Aside from dynamic Presidents (Bev Tatum & Ted Mitchell), each school has an office or advisory group whose mission is to shape culture and climate: Mount Holyoke�s Office of Diversity and Inclusion has been in place for over a decade, and Occidental�s Committee on Multiculturalism has been in place for over two decades. At both schools, the people who work in those areas see their job as infusing the values of a welcoming, diverse campus throughout the community. Faculty recruitment at Holyoke and Oxy is strategic. For example, department searches involve reviewing lists of presenters at academic conferences, as well as contacting people of color from those lists to broaden the applicant pool. The recruitment process for faculty of color must be aggressive and creative. Furthermore, interviewers had very frank discussions with potential faculty of color regarding the town of South Hadley, MA, so that prospective hires would know exactly what the town was like in terms of racial composition, schools, and cultural activities for themselves and/or their families. Occidental uses a minority scholar in residence program as a successful faculty recruitment tool. Faculty mentioned that the Dean of the College makes a concerted effort to welcome that scholar and keep him or her on board. Campus community understands these efforts: According to our interviews, faculty and staff of color, at both Occidental and Mount Holyoke, generally are quite satisfied with the campus climate regarding diversity, and with the efforts being made by the upper administration. They also appear to be satisfied with their college histories regarding diversity, and that both schools have had, and continue to have upper administrators of color among the ranks. Even among schools without the historical visible commitment to diversity, we observed positive trends. President Wright, Ozzie Harris, and Tommy Lee Woon at Dartmouth College are working to move the campus to proacative diversity strategies.

19. � 2003 The President and Fellows of Harvard College University of Maryland & Princeton University Semester-long cross-cultural dialogue and leadership retreats at Maryland (similar programs are also at Arizona State, UMass, and the University of Michigan) Sustained Dialogue at Princeton (similar programs at the University of Virginia and Mt. Holyoke) At Maryland, the semester dialogue is called Diversity Leadership Retreats (DLR) and is meant to develop and maintain a diverse pool of talented students to facilitate cross-cultural and intergroup learning. Students must apply, and are selected to produce diverse groups. They are trained at 3 day retreats run by U Maryland�s Human Relations Programs staff. Graduates are then folded in as future facilitators for intergroup dialogues. These dialogues at U Maryland comprise a credit-bearing course, and often are linked with a Diversity Core course . Dialogues are not debates: the goal is to understand rather than win or persuade, and these are not working teams in which a product or outcome report is required. The Sustained Dialogue was founded in 1999 when students attended a retreat and heard a speech by Princeton alum, Harold Saunders, who was involved with the Camp David Peace Negotiations during the Carter administration. He developed a methodology for conflict resolution in which discussions go through five stages. These begin with members sharing personal experiences and lead to an understanding of the roots of the problem (in this case, racial discord or disunity), then working toward efforts for finding solutions. It is a gradual process, involving relationship building among members � the content of the dialogues is confidential Students are invited to meet every two weeks over a long dinner to discuss race relations in small groups. Moderators run these groups to guide conversations and keep members on topic. One concern students had was that few, if any conservative thinkers are involved with the Sustained Dialogue. However, students in the focus group agreed that the organization is getting students talking about difficult subjects, and making stronger relationships across racial lines. At Maryland, the semester dialogue is called Diversity Leadership Retreats (DLR) and is meant to develop and maintain a diverse pool of talented students to facilitate cross-cultural and intergroup learning. Students must apply, and are selected to produce diverse groups. They are trained at 3 day retreats run by U Maryland�s Human Relations Programs staff. Graduates are then folded in as future facilitators for intergroup dialogues. These dialogues at U Maryland comprise a credit-bearing course, and often are linked with a Diversity Core course . Dialogues are not debates: the goal is to understand rather than win or persuade, and these are not working teams in which a product or outcome report is required. The Sustained Dialogue was founded in 1999 when students attended a retreat and heard a speech by Princeton alum, Harold Saunders, who was involved with the Camp David Peace Negotiations during the Carter administration. He developed a methodology for conflict resolution in which discussions go through five stages. These begin with members sharing personal experiences and lead to an understanding of the roots of the problem (in this case, racial discord or disunity), then working toward efforts for finding solutions. It is a gradual process, involving relationship building among members � the content of the dialogues is confidential Students are invited to meet every two weeks over a long dinner to discuss race relations in small groups. Moderators run these groups to guide conversations and keep members on topic. One concern students had was that few, if any conservative thinkers are involved with the Sustained Dialogue. However, students in the focus group agreed that the organization is getting students talking about difficult subjects, and making stronger relationships across racial lines.

20. � 2003 The President and Fellows of Harvard College however, the curriculum of a school is typically the last area impacted by development in diversity efforts lack of diverse faculty at many schools really impedes this process � also modes of thinking by majority professors impede the process � as one faculty member noted: �It�s really frustrating for faculty members to push transformation, particularly if one is a minority who is trying to present an alternative way of thinking, when what is judged as �legitimate knowledge� doesn�t support, or allow for new modes or alternative modes of expression� faculty mention that the hostility from majority faculty to what is perceived as �new, different, or an alternative historical voice� can be unbearable. Haverford College is one school with an example of a model social justice requirement, University of Michigan�s Race and Ethnicity requirement provides another example. however, the curriculum of a school is typically the last area impacted by development in diversity efforts lack of diverse faculty at many schools really impedes this process � also modes of thinking by majority professors impede the process � as one faculty member noted: �It�s really frustrating for faculty members to push transformation, particularly if one is a minority who is trying to present an alternative way of thinking, when what is judged as �legitimate knowledge� doesn�t support, or allow for new modes or alternative modes of expression� faculty mention that the hostility from majority faculty to what is perceived as �new, different, or an alternative historical voice� can be unbearable. Haverford College is one school with an example of a model social justice requirement, University of Michigan�s Race and Ethnicity requirement provides another example.

21. � 2003 The President and Fellows of Harvard College Unfortunately, curriculum transformation at many schools is the last area to be affected by diversity programming � oftentimes there are no programs granting the faculty resources necessary to add diversity components to the curriculum; or faculty that could be positively impacted show little interest. Many professors noted that the extent of faculty participation in curriculum transformation varies because there is no mentoring system built in � often departments where change has occurred - it has been personality driven, or very ad hoc in response to some outside pressure (I.e., student protests for a department or program). Many faculty mentioned the �political consequences� of sticking one�s neck out when advocating for curriculum transformation. Finally, a common theme that professors pushing transformation noted was the lack of priority some institutions placed on curriculum transformation in these areas, or as one prof mentioned, �for may people, simply saying they are not against diversity is sufficient!� Unfortunately, curriculum transformation at many schools is the last area to be affected by diversity programming � oftentimes there are no programs granting the faculty resources necessary to add diversity components to the curriculum; or faculty that could be positively impacted show little interest. Many professors noted that the extent of faculty participation in curriculum transformation varies because there is no mentoring system built in � often departments where change has occurred - it has been personality driven, or very ad hoc in response to some outside pressure (I.e., student protests for a department or program). Many faculty mentioned the �political consequences� of sticking one�s neck out when advocating for curriculum transformation. Finally, a common theme that professors pushing transformation noted was the lack of priority some institutions placed on curriculum transformation in these areas, or as one prof mentioned, �for may people, simply saying they are not against diversity is sufficient!�

22. � 2003 The President and Fellows of Harvard College Teaching and Learning Challenges (for students) Negative Class Room Experiences Native Informants Perceptions of White Professors Perceptions of Faculty of Color Challenges from White students and faculty As one student says: �Well, oftentimes, when you come into a classroom, you sort of become the token person (laughter). I mean, whenever a question comes up, whether it�s in political science or in history or whatever, everyone will sort of like turn to you�you would be amazed by the whipping action, and everyone looks at you and they�re like, �So how do you feel about this?� and sometimes even if you want to agree with the majority of the class, you�ll disagree just so that you can give the other side and I mean, its really obvious sometimes that your professors are mostly white, the TAs are often white. Um, even in the African studies department, a lot of the teachers are white (African American female at an Ivy school). I had a really interesting experience with a black woman professor who hated black students. And really felt like black students felt she should give them an A because we were black, so we had to work really hard. This is my first black woman professor, like I was really excited, you know. And then you just get in there and my first meeting with her was like, �Well, you wrote this paper because obviously you think you can write, but this paper shows you can�t.� And I was like, �Wow. Okay.� I had a really interesting experience with that. (African � American Female student at a Small private school) I�m actually taking an �America in the 1960s� class at _______ now, and Professor ____. is the teacher. There was the one time I can say that I felt a student was totally racially targeted, I was extremely uncomfortable with the whole situation, and there were maybe, three students of color in that class, including me, and everyone else is White, and it�s kind of like, the whole atmosphere at ________ is different. And the teacher, well there�s this one African American male in the class, and we were talking about the Civil Rights movement, and the teacher, who was White, kept saying, �Tim, where are you in this picture? Tim, where are you? You aren�t even represented at all,� and the class was laughing, and the teacher was laughing too, and the teacher was White. And, I was like, that would never happen at [my school]. People would have said something immediately. And I was so uncomfortable, and it was like the second day of class, I was the only ______ student in that class. And so, I didn�t say anything, and I�m just kicking myself for not saying anything, and the guy that was being called on, he answered, and he like chuckled with his answer, but I was like, does this happen all the time? Asian Female at a small private school A particularly odious challenge for one URM student was when a white faculty member harshly criticized the research of his colleague in class, the colleague was a URM faculty member who also happened to be the student�s advisor. The comments, according to other students, came across as invective rather than dispassionate observations. However, when the student confronted the White faculty member on his hostile comments, he dismissed his poor behavior as typical (implying it was somehow sanctioned) by saying, �well, I criticize all of my colleagues all of the time!� I�m actually taking an �American in the 1960s� class at _______ now, and Professor ____. is the teacher. There was the one time I can say that I felt a student was totally racially targeted, I was extremely uncomfortable with the whole situation, and there were maybe, three students of color in that class, including me, and everyone else is White, and it�s kind of like, the whole atmosphere at ________ is different. And the teacher, well there�s this one African American male in the class, and we were talking about the Civil Rights movement, and the teacher, who was White, kept saying, �Tim, where are you in this picture? Tim, where are you? You aren�t even represented at all,� and the class was laughing, and the teacher was laughing too, and the teacher was White. And, I was like, that would never happen at [my school]. People would have said something immediately. And I was so uncomfortable, and it was like the second day of class, I was the only ______ student in that class. And so, I didn�t say anything, and I�m just kicking myself for not saying anything, and the guy that was being called on, he answered, and he liked chuckled with his answer, but I was like, does this happen all the time? Asian Female at a small private schoolAs one student says: �Well, oftentimes, when you come into a classroom, you sort of become the token person (laughter). I mean, whenever a question comes up, whether it�s in political science or in history or whatever, everyone will sort of like turn to you�you would be amazed by the whipping action, and everyone looks at you and they�re like, �So how do you feel about this?� and sometimes even if you want to agree with the majority of the class, you�ll disagree just so that you can give the other side and I mean, its really obvious sometimes that your professors are mostly white, the TAs are often white. Um, even in the African studies department, a lot of the teachers are white (African American female at an Ivy school). I had a really interesting experience with a black woman professor who hated black students. And really felt like black students felt she should give them an A because we were black, so we had to work really hard. This is my first black woman professor, like I was really excited, you know. And then you just get in there and my first meeting with her was like, �Well, you wrote this paper because obviously you think you can write, but this paper shows you can�t.� And I was like, �Wow. Okay.� I had a really interesting experience with that. (African � American Female student at a Small private school) I�m actually taking an �America in the 1960s� class at _______ now, and Professor ____. is the teacher. There was the one time I can say that I felt a student was totally racially targeted, I was extremely uncomfortable with the whole situation, and there were maybe, three students of color in that class, including me, and everyone else is White, and it�s kind of like, the whole atmosphere at ________ is different. And the teacher, well there�s this one African American male in the class, and we were talking about the Civil Rights movement, and the teacher, who was White, kept saying, �Tim, where are you in this picture? Tim, where are you? You aren�t even represented at all,� and the class was laughing, and the teacher was laughing too, and the teacher was White. And, I was like, that would never happen at [my school]. People would have said something immediately. And I was so uncomfortable, and it was like the second day of class, I was the only ______ student in that class. And so, I didn�t say anything, and I�m just kicking myself for not saying anything, and the guy that was being called on, he answered, and he like chuckled with his answer, but I was like, does this happen all the time? Asian Female at a small private school A particularly odious challenge for one URM student was when a white faculty member harshly criticized the research of his colleague in class, the colleague was a URM faculty member who also happened to be the student�s advisor. The comments, according to other students, came across as invective rather than dispassionate observations. However, when the student confronted the White faculty member on his hostile comments, he dismissed his poor behavior as typical (implying it was somehow sanctioned) by saying, �well, I criticize all of my colleagues all of the time!� I�m actually taking an �American in the 1960s� class at _______ now, and Professor ____. is the teacher. There was the one time I can say that I felt a student was totally racially targeted, I was extremely uncomfortable with the whole situation, and there were maybe, three students of color in that class, including me, and everyone else is White, and it�s kind of like, the whole atmosphere at ________ is different. And the teacher, well there�s this one African American male in the class, and we were talking about the Civil Rights movement, and the teacher, who was White, kept saying, �Tim, where are you in this picture? Tim, where are you? You aren�t even represented at all,� and the class was laughing, and the teacher was laughing too, and the teacher was White. And, I was like, that would never happen at [my school]. People would have said something immediately. And I was so uncomfortable, and it was like the second day of class, I was the only ______ student in that class. And so, I didn�t say anything, and I�m just kicking myself for not saying anything, and the guy that was being called on, he answered, and he liked chuckled with his answer, but I was like, does this happen all the time? Asian Female at a small private school

23. � 2003 The President and Fellows of Harvard College Challenges for URM professors Lack of community due to few professors and administrators of color Administrative burden of being �point person for diversity� Overextension in being many things for many people � colleagues, students and community members alike The faculty reward system Many professors in our study described a consistent drain in trying to provide all of the things they think they were meant to, or ought to provide. Administrators consistently ask the few junior professors of color to serve on a variety of committees, mentor or advise numerous student groups, or be a constant public face for �diversity issues� while not affording them the requisite time for research to advance to tenure. As one prof mentioned, �we had a speaker come in and talk about issues of gender equity and how these play out into the tenure proces � the exact same questions came up � what about service, what about teaching, what about all of those moments you spend nurturing, mentoring, and advising students � how does that play into the tenure process � and we got very mixed messages� The voices in our research echoed those noted in Anthony Antonio�s article �Faculty of Color Reconsidered� (2002) which describes the very real benefits having faculty of color on campus provides � how the campus constituents expect those benefits, and how such faculty often get overextended before they can even complete the demands required for attaining tenure (whatever those may be). Minority faculty were clear in their desire to never turn a student in need away, and those at larger Universities were doubly committed to mentoring URM graduate students. Yet until the faculty reward system changes, one tenured minority faculty member has words of advise for jr. faculty member of color: �focus on getting your tenure first � then deal with all of the committees and push for all of the changes you would like to see!�Many professors in our study described a consistent drain in trying to provide all of the things they think they were meant to, or ought to provide. Administrators consistently ask the few junior professors of color to serve on a variety of committees, mentor or advise numerous student groups, or be a constant public face for �diversity issues� while not affording them the requisite time for research to advance to tenure. As one prof mentioned, �we had a speaker come in and talk about issues of gender equity and how these play out into the tenure proces � the exact same questions came up � what about service, what about teaching, what about all of those moments you spend nurturing, mentoring, and advising students � how does that play into the tenure process � and we got very mixed messages� The voices in our research echoed those noted in Anthony Antonio�s article �Faculty of Color Reconsidered� (2002) which describes the very real benefits having faculty of color on campus provides � how the campus constituents expect those benefits, and how such faculty often get overextended before they can even complete the demands required for attaining tenure (whatever those may be). Minority faculty were clear in their desire to never turn a student in need away, and those at larger Universities were doubly committed to mentoring URM graduate students. Yet until the faculty reward system changes, one tenured minority faculty member has words of advise for jr. faculty member of color: �focus on getting your tenure first � then deal with all of the committees and push for all of the changes you would like to see!�

24. � 2003 The President and Fellows of Harvard College Positive Teaching and Learning Experiences Faculty-Student Engagement Creates the space for Diverse Perspectives White students have the chance to explore assumptions Student-to-Student Engagement Attentiveness to how students are experiencing the learning environment A few minority faculty members noted the popularity of their American or urban studies classes among White students � that in these classes, White students get the opportunity to dive into what was for many, unknown territory � and they are hungry for the conversation. Others mentioned the excitement that White students initially express, and then the fear at �saying the wrong thing� and how they move beyond that fear. As one professor put it: the white students are very interested in racial issues, and they love that the syllabus addresses those issues� but often there�s this fear of offending, and it takes a while for the students to warm up� but after a bit, you can see them getting better at expressing themselves � and sometimes they say things that are very wrong, and it makes my hair stand on end, but I�d rather they say them, and have us be able to deal with the issues in the classroom � because that is the whole point.� One faculty member at a small coastal school made it clear that part of the school�s ethos was to stretch each and every student beyond their personal point of cultural origin!A few minority faculty members noted the popularity of their American or urban studies classes among White students � that in these classes, White students get the opportunity to dive into what was for many, unknown territory � and they are hungry for the conversation. Others mentioned the excitement that White students initially express, and then the fear at �saying the wrong thing� and how they move beyond that fear. As one professor put it: the white students are very interested in racial issues, and they love that the syllabus addresses those issues� but often there�s this fear of offending, and it takes a while for the students to warm up� but after a bit, you can see them getting better at expressing themselves � and sometimes they say things that are very wrong, and it makes my hair stand on end, but I�d rather they say them, and have us be able to deal with the issues in the classroom � because that is the whole point.� One faculty member at a small coastal school made it clear that part of the school�s ethos was to stretch each and every student beyond their personal point of cultural origin!

25. � 2003 The President and Fellows of Harvard College Student Concerns �Mainstream� campus population doesn�t attend or appreciate events Concern about retention of their minority peers Inadequate response by Senior Administration General isolation from faculty and administrators Classroom experiences need enhancement Frequently diversity program directors and staff are not viewed as �mainstream� Social isolation Exhaustion about �doing it all� Campus Climate assessments may occur, but who receives the information, what is the follow through? Students need a process that is more transparent than what we currently see at many schools.Campus Climate assessments may occur, but who receives the information, what is the follow through? Students need a process that is more transparent than what we currently see at many schools.

26. � 2003 The President and Fellows of Harvard College Summarizing Thoughts More �model programs� than �model institutions� Students of color experience the institution differently from mainstream students � despite programming Communities of color are finding fewer students committed to the traditional values of organizations Communities are changing Activism generally seems not as strong today integrated programs vs. concentrated programs � both are necessary Academic support needed to counteract academic isolation � if there are no specific programs such as Treisman�s or Tapia�s for example, then student retention offices need to address these issues � Emory, UFlorida and UT Austin had great retention programming for all students. Academic support needed to counteract academic isolation � if there are no specific programs such as Treisman�s or Tapia�s for example, then student retention offices need to address these issues � Emory, UFlorida and UT Austin had great retention programming for all students.

27. � 2003 The President and Fellows of Harvard College Attributes of Successful Programs Vocal and active commitment from senior administrators with regard to diversity initiatives Institutionalized administrative support for such initiatives (e.g., Offices of Multicultural Affairs) Opportunities for meaningful cross-cultural dialogue through community service or intercultural dialogue programs Our general findings for model programs thus far are: Vocal and active support from leadership--presidential, vice presidential, provest, and dean level Support is institutionalized in an office that reports to a high level administrator and/or president Students have opportunities for sustained cross-cultural dialogue, either through service or dialogue programsOur general findings for model programs thus far are: Vocal and active support from leadership--presidential, vice presidential, provest, and dean level Support is institutionalized in an office that reports to a high level administrator and/or president Students have opportunities for sustained cross-cultural dialogue, either through service or dialogue programs

28. � 2003 The President and Fellows of Harvard College More Attributes of Successful Programs Programs targeted specifically for promoting the achievement of URM students Faculty and staff training and support on diversity issues Majority student engagement in events and in the classroom Crisis prevention and intervention through explicit protocols and preventive education Faculty and staff have access to diversity training programs and support White students need to be involved in classroom discussions regarding diverse perspectives, and in diversity initiatives and events--as participants and planners White alumni and Board members need education in the benefits of diversity programming Finally, campuses have proactively educated students and created crisis protocols before problems arise. Faculty and staff have access to diversity training programs and support White students need to be involved in classroom discussions regarding diverse perspectives, and in diversity initiatives and events--as participants and planners White alumni and Board members need education in the benefits of diversity programming Finally, campuses have proactively educated students and created crisis protocols before problems arise.