Across the nation, students have risen up to demand an end to systemic and structural racism on campus. Here are their demands.
Note: These demands were compiled by WeTheProtesters from protesters across the country. These are living demands and will grow and change as the work grows and changes. If you have demands that are not listed, please send them to email@example.com or @samswey.
For information about upcoming actions and opportunities to get involved, visit BlackLiberationCollective.org.
List of Campuses Represented (last updated 12.8.15):
- Black Liberation Collective #StudentBlackOut Demands (Multiple Colleges) (Link to Demands)
- University of Missouri (Link to Demands)
- Amherst College (Link to Demands)
- Atlanta University Center Consortium (Spelman, Morehouse, Clark Atlanta, ITC) (Link to Demands)
- Babson College (Link to Demands)
- Bard College (Link to Demands)
- Beloit College (Link to Demands)
- Boston College (Link to Demands)
- Brandeis University (Link to Demands)
- Brown University (Link to Demands)
- California State University, East Bay (Link to Demands)
- California State University, Los Angeles (Link to Demands)
- California Polytechnic State University (Link to Demands)
- Claremont McKenna College (Link to Demands)
- Clemson University (Link to Demands)
- Colgate University (Link to Demands)
- Dartmouth College (Link to Demands)
- Duke University (Link to Demands)
- Eastern Michigan University (Link to Demands)
- Emory University (Link to Demands)
- Georgia Southern University (Link to Demands)
- Grinnell College (Link to Demands)
- Guilford College (Link to Demands)
- Harvard University (Link to Demands)
- Iowa State University (Link to Demands)
- Ithaca College (Link to Demands)
- Johns Hopkins University (Link to Demands)
- Kennesaw State University (Link to Demands)
- Lawrence University (Link to Demands)
- Lewis and Clark College (Link to Demands)
- Loyola University Maryland (Link to Demands)
- Michigan State University (Link to Demands)
- Middle Tennessee State University (Link to Demands)
- Missouri State University (Link to Demands)
- Mississippi State University (Link to Demands)
- New York University (Link to Demands)
- Notre Dame of Maryland University (Link to Demands)
- Occidental College (Link to Demands)
- Portland State University (Link to Demands)
- Providence College (Link to Demands)
- Purdue University (Link to Demands)
- Rhode Island School of Design (Link to Demands)
- San Francisco State University (Link to Demands)
- Santa Clara University (Link to Demands)
- Sarah Lawrence College (Link to Demands)
- Simmons College (Link to Demands)
- Southern Methodist University (Link to Demands)
- St. Louis Christian College (Link to Demands)
- St. Louis University (Link to Demands)
- SUNY Potsdam (Link to Demands)
- Towson University (Link to Demands)
- Tufts University (Link to Demands)
- University of Alabama (Link to Demands)
- University of Baltimore (Link to Demands)
- University of California, Berkeley (Link to Demands)
- University of California, Irvine (Link to Demands)
- UCLA (Link to Demands)
- University of Cincinnati (Link to Demands)
- University of Guelph (Link to Demands)
- University of Kansas (Link to Demands)
- University of Michigan (Link to Demands)
- University of Minnesota (Link to Demands)
- University of North Carolina at Greensboro (Link to Demands)
- University of North Carolina at Chapel Hill (Link to Demands)
- University of Oregon (Link to Demands)
- University of Ottawa (Link to Demands)
- University of Puget Sound (Link to Demands)
- University of San Diego (Link to Demands)
- University of San Francisco (Link to Demands)
- University of South Carolina (Link to Demands)
- University of Southern California (Link to Demands)
- University of Toronto (Link to Demands)
- University of Virginia (Link to Demands)
- University of Wyoming (Link to Demands)
- Vanderbilt University (Link to Demands)
- Virginia Commonwealth U. (Link to Demands)
- Washington University in St. Louis (Link to Demands)
- Webster University (Link to Demands)
- Wesleyan University Demands (Link to Demands)
- Yale University (Link to Demands)
Full List of Demands:
1. WE DEMAND at the minimum, Black students and Black faculty to be reflected by the national percentage of Black folk in the country.
2. WE DEMAND free tuition for Black and indigenous students
3. WE DEMAND a divestment from prisons and an investment in communities.
1. We demand that University of Missouri System President, Tim Wolfe, writes a hand-written apology to Concerned Student 1-9-5-0 demonstrators and holds a press conference in the Mizzou Student Center reading the letter. In the letter and at the press conference, Tim Wolfe must acknowledge his white privilege, recognize that systems of oppression exits, and provide a verbal commitment to fulfilling Concerned Student 1-9-5-0 demands. We want Tim Wolfe to admits his gross negligence, allowing his driver to hit one of the demonstrators, consenting to the physical violence of bystanders, and lastly refusing to intervene when Columbia Police Department used excessive force with demonstrators.
2. We demand the immediate removal of Tim Wolfe as UM system president. After his removal, a new amendment to thd UM system policies must be established to have all future UM system president and Chancellor positions be selected by a collective of students, staff, and faculty of diverse backgrounds.
3. We demand that the University of Missouri meets the Legion of Black Collegians’ demands that were presented in the 1969 for the betterment of the black community.
4. We demand that the University of Missouri creates and enforces comprehensive racial awareness and inclusion curriculum throughout all campus departments and units, mandatory for all students, faculty, staff and administration. This curriculum must be vetted, maintained, and overseen by a board comprised of students, staff and faculty of color.
5. We demand that by the academic year 2017-18, the University of Missouri increases the percentage of black faculty and staff members campus-wide by 10 percent.
6. We demand that the University of Missouri composes a strategic 10-year plan on May, 1 2016 that will increase retention rates for marginalized students, sustain diversity curriculum and training, and promote a more safe and inclusive campus.
7. We demand that the University of Missouri increases funding and resources for the University of Missouri Counseling Center for the purpose of hiring additional mental health professionals, particularly those of color, boosting mental health outreach and programming across campus, increasing campus-wide awareness and visibility of the counseling center, and reducing lengthy wait times for prospective clients.
8. We demand that the University of Missouri increases funding, resources and personnel for the social justice centers on campus for the purpose of hiring additional professionals, particularly those of color, boosting outreach and programming across campus and increasing campus-wide awareness and visibility.
1. President Martin must issue a statement of apology to students, alumni and former students, faculty, administration and staff who have been victims of several injustices including but not limited to our institutional legacy of white supremacy, colonialism, anti-black racism, anti-Latin@ racism, anti-Native American racism, anti-Native/ indigenous racism, anti-Asian racism, anti-Middle Eastern racism, heterosexism, cis-sexism, xenophobia, anti-Semitism, ableism, mental health stigma, and classism. Also include that marginalized communities and their allies should feel safe at Amherst College.
2. We demand Cullen Murphy ‘74, Chairman of the Board of Trustees, to issue a statement of apology to students, alumni and former students, faculty, administration, and staff who have been victims of several injustices including but not limited to our institutional legacy of white supremacy, colonialism, anti-black racism, anti-Latinx racism, anti-Native American racism, anti-Native/ indigenous racism, anti-Asian racism, anti-Middle Eastern racism, heterosexism, cis-sexism, xenophobia, anti-Semitism, ableism, mental health stigma, and classism
3. Amherst College Police Department must issue a statement of protection and defense from any form of violence, threats, or retaliation of any kind resulting from this movement.
4. President Martin must issue a statement of apology to faculty, staff and administrators of color as well as their allies, neither of whom were provided a safe space for them to thrive while at Amherst College.
5. President Martin must issue a statement to the Amherst College community at large that states we do not tolerate the actions of student(s) who posted the “All Lives Matter” posters, and the “Free Speech” postersthat stated that “in memoriam of the true victim of the Missouri Protests: Free Speech.” Also let the student body know that it was racially insensitive to the students of color on our college campus and beyond who are victim to racial harassment and death threats; alert them that Student Affairs may require them to go through the Disciplinary Process if a formal complaint is filed, and that they will be required to attend extensive training for racial and cultural competency.
6. President Martin must issue a statement of support for the revision of the Honor Code to reflect a zero-tolerance policy for racial insensitivity and hate speech.
7. President Martin must release a statement by Friday, November 13th, 2015 by 5:00pm that condemns the inherent racist nature of the unofficial mascot, the Lord Jeff, and circulate it to the student body, faculty, alumni, and Board of Trustees. This will be followed up by the encouraged removal of all imagery including but not limited to apparel, memorabilia, facilities, etc. for Amherst College and all of its affiliates via a phasing out process within the next year.
8. Dean Epstein must ask faculty to excuse all students from all 5 College classes, work shifts, and assignments from November 12th, 2015 to November 13th, 2015 given their organization of and attendance at the Sit-In.
9. Do not threaten the jobs of the faculty, staff, or administrators that support our list of demands. Such threats will result in an escalation of our response.
10. The Office of Alumni and Parent Programs must send former students an email of current events on campus including a statement that Amherst College does not condone any racist or culturally insensitive reactions to this information.
11. Dean Epstein must encourage faculty to provide a space for students to discuss this week’s events during class time.
WHEREAS, the executive authorities and law enforcement of the aforementioned have cultivated a culture of opposition against the fulfillment of our civic duty through direct action and grassroots organization.
WHEREAS, the students and patrons of these institutions have not held themselves to a standard of accountability for the knowledge of, and commitment to, the liberation of our people. #AUCShutItDown demands that we emancipate the disenfranchised, silenced, and erased individuals of the Diaspora.
WHEREAS, all parties mentioned continue to neglect the subjugated inhabitants of the historic West End of Atlanta. The AUC is comprised of privileged intellectuals who enjoy the comforts of security, access to resources, and opportunity for elevation; yet, the surrounding West End exists in a condition of depravity and exploitation. We are indebted to offer and supply the West End - and the greater Atlanta Metropolitan area - our resources, service, and aid.
#AUCShutItDown wholly dedicates itself to the eradication of harmful practices that provide for the perpetuation of these grievances. These harmful practices include but are not limited to: state violence against black and brown lives, such as police brutality, erasure and reconstruction of history, and allotment of resources; the exclusion of women, LGBTQIA, differently-abled, non-Christian, poor, and neurodiverse or mentally ill persons in addressing public issues; and the upholding of respectability tactics in the wake of calculated, widespread targeting of black and brown persons.
With full respect to the administration, faculty, and law enforcement of each institution of the AUC and Atlanta officials, we cannot allow conservative policy to restrict the execution of our service to the revolution and movement.
1. We request a full audit of Babson’s current undergraduate and graduate curricula and faculty to determine:
a. The diversity of existing cases (written, video, etc.) (e.g., protagonists, context, etc.)
b. Teaching notes and lectures that incorporate issues of domestic diversity and inclusion, racism, etc.
2. We request the introduction of diverse (i.e., address issues of domestic diversity, inclusion, racism, etc.) cases, teaching notes and lectures to Babson’s undergraduate and graduate curricula. These teaching tools should be made available to faculty, staff and administration so that they can be leveraged across the campus, and perhaps most importantly, in the classroom.
3. We request the utilization of orientation as a platform for not only open discussion, but also to set explicit standards for students to follow in terms of diversity and inclusion; this should be made a priority alongside other discussions such as alcohol.
a. Include the graduate school’s start-up week intercultural communication session
4. We request the redesign of the First-Year Seminar as a key touch point to include more conversations around diversity, inclusion, socio-economic diversity, etc.; to promote cultural awareness, difference, acceptance, and sensitivity.
a. Similar to Alcohol-Edu that students are required to take prior to coming to Babson, they can take an online “Diversity-Edu” course in the same manner
b. Pair an online module with in-class dialogue
5. We request the redesign of the required course programs so that Babson’s commitment to diversity and inclusion is institutionalized across the curriculum.
6. We request the institution of a milestone course requirement (i.e., a graduation requirement), similar to the Ross School of Business at the University of Michigan, that requires all students to be educated to think and work cross-culturally, living and promoting diversity and inclusion.
Faculty recruitment, training, and evaluation
1. We request a funded commitment to recruit, retain and promote more domestic diverse faculty (Opportunity Hires), specifically those of Black/African-American, and Hispanic-American backgrounds
2. We request the resources to train faculty who are not yet prepared to be involved in such courses to be able to do so, and to allow for team-taught courses that would allow faculty to share approaches and knowledge across disciplines. We also request the resources to create warehouses and databases of texts, cases and other resources to support these courses and the new, diverse curricula.
3. We request that the diversity competency be embedded into formal evaluations of faculty, staff and administration. If Babson truly values this competency, key stakeholders should be assessed on this competency.
Resources and reporting
1. We request a report on the current state (e.g., numbers, positions, time in position, salary) of domestic diversity amongst Babson’s current faculty and staff to ensure equity
2. We request that the Chief Diversity and Inclusion Officer (CDIO) have resources (financial, staff, office space) to effectively execute a campus wide Strategic Diversity Initiative.
3. We request a better, more accessible, and properly marketed Bias Incident Report Protocol in which more visibility is brought to any incidents that may occur, and further that they are properly addressed by the community.
1. Bard College musire more people of color as faculty members, counselors, and administrative staff members. It is unacceptable that the vast majority of professors and staff members are white. People of color muse adequately represented on this campus, especially considering the rising population of black and brown students at this institution.
2. We recognize that part of the job of any university is to prepare students for life beyond the university. As such, it is an act of deliberate negligence that there is no explicit requirement to learn about any form of social justice or anti-racism at this college. Whether this takes the form of an academic requirement (such as a class) or an extracurricular requirement (such as training each semester), we demand that Bard College come together to ensure that faculty, staff, and students at all levels are able to engage with social justice and anti-racism productively without putting anyone in unsafe or compromising positions.
3. The “Rethinking Difference” requirement muse re-thought. The goals of this requirement muse made clear to students as it is unacceptable that students at this college fulfill the requirement without even knowing that they have fulfilled the requirement. In addition, students should be told how faculty decide which classes “rethink” difference and which classes do not.
a. What is being re-thought muse thoroughly examined. What qualifies as a Rethinking Difference class? Stricter guidelines and criteria for what counts as a Rethinking Difference credit are needed. There is currently a lack of explicit intention in taking a class that is “rethinking difference.” Curriculums musake room for questioning.
b. FYSEM should allow students to question why the canon is what it is. It should give students the space to read authors that are not in the canon and talk about why they are not in the canon. The changing nature of our society and world muse reflected in the FYSEM curriculum in terms of diversifying the authors chosen for the class. It is unacceptable to introduce a black author only in the context of slavery; while such a text like Equiano is necessary, it musot be the only voice of color examined in the class. Intellectually training students and having diverse, thought-provoking curriculums are not mutually exclusive goals.
4. Bard College musupport and ensure the establishment and provision of Diversity and Sensitivity Workshops multiple times a semester to faculty and staff at all levels. These workshops will provide continuous in-person training regarding cultural understanding, engagement with bias, the use of inclusive language, etc.
5. The Multicultural Diversity Committee (MDC) at Bard College muse made more visible, transparent, and accessible to the Bard community regarding its roles and responsibilities on campus. Members of the Bard College community should be informed about the committee’s role in the diversity and inclusion hiring process as well as the committee’s weekly meetings and progress made by the MDC throughout the semester.
6. Bard must upport the establishment of a student-run Diversity, Inclusion and Accountability Board:
a. This board would consist of no more than 10 students (2 seniors, 3 juniors, 2 sophomores, and 2 freshmen, and 1 graduate representative) and 1 Bard faculty or staff member serving as an advisor to the board. This board could either take the place of the Multicultural Diversity Committee of the Student Government, expand its role on campus, or serve as an entirely separate entity. The tasks of this board would be to:
i. Assist in the creation of required faculty and staff diversity training-- either in the form of workshops or incorporated into divisional faculty meetings. This muse put in place to ensure that all members of the Bard College community are held personally responsible for creating an inclusive and safe environment for all students. Furthermore, inclusiveness must ot only be considered in terms of the physical classroom setting but also in the texts and discussions that students are engaging with in class. Some of the current discourses and practices regarding race in classes on campus have created unsafe environments where students of color are singled out, personally targeted, or invalidated during classroom discussions where race, ethnicity, and culture becomes part of the discussion. While this hostility may not be overtly recognized by the professor teaching the class, the lasting impacts result in feelings of fear from the student when approaching the next class discussion.
ii. Be in attendance at the faculty/staff trainings, meetings, or workshops in order to ensure that the issues of diversity and inclusion are properly discussed by the faculty and staff present.
iii. Participate in meetings regarding bias incidents involving faculty or staff. Each meeting will be used to discuss any incidents or reports that have arisen within the school and solutions to rectify the situation. This time will also be used to discuss any notable progress that has been made in the program. This time will also be used as a place to discuss bias incident reports filed and progress made. See example below:
1. “Student in the John Doe’s ARTH section anonymously reported being singled out in class for speaking up against a certain topic. Issue was brought to the attention of the Diversity, Inclusion and Accountability Board in writing. There was a follow-up with the professor where it was determined to be a misunderstanding.” Cases may be anonymous if the Bard community member chooses to remain anonymous. In addition issues to be brought up could be a push in incorporate or remove a text, bring attention to certain language that was used in class by peers, etc.
b. Diversity, Inclusion and Accountability Board will be responsible for writing written outcomes for any substantial changes from departments which will be sent to the graduate and undergraduate student class.
7. Bard College musncourage dialogue between students and the local towns of Red Hook and Tivoli with their respective officials about race and diversity.
8. A plan of action muse developed by the college, in tandem with students of color, to address racial equity in the coming years. Yearly benchmarks will be determined as a means of tracking the progress being made on this and related initiatives.
9. The Office of President Leon Botstein muselease a Statement of Accountability: a. We ask that president Leon Botstein personally address the Bard Community in a written statement acknowledging the student testimonies and grievances voiced at the campus wide Black Out on Wednesday, November 18th as well as the ongoing systemic racism and microaggressions faced by students of color on a daily basis on campus. This statement should also address silence from the president’s office during the following events:
i. Threats against black students in Missouri, Yale, and other schools across the country. No statement was released expressing solidarity or support for students of color on Bard’s campus.
ii. Ongoing violence and disruption of education at Bard College’s campus in the the West Bank, Al-Quds. No statement was released addressing the current state of the campus and the ongoing chaos Bard students at Al-Quds have been subjected to since September. iii. The incident at Bard College’s campus in Simon’s Rock regarding the Diversity Day Boycott and the ongoing complaints expressed by students from Simon’s Rock on November 18th, 2015.
10. We demand that President Botstein, relevant members of the Senior Administration, and members of other relevant faculty-led Committees (such as the Diversity Committee) here at Bard College meet regularly with students of color to discuss short- and long-term solutions to attaining racial equity on campus.
1. More programs for students of color aside from TRJO. Programs that include students who may not fit TRIO qualifications:
a. Bridge programs for students of color who don't qualify for TRIO.
b. Create more opportunities, or make opportunities more accessible,
for undocumented students who do not qualify for SSS/Trio,
Federal grants and loans, McNair, or even varsity Sports, without a
social security number.
c. Academic networking and community support for Students of
d. Beginning of semester orientations where students of color can
meet other students, faculty, and staff of color.
2. Craft a protocol for handling hate crimes, separate from the
a. There needs to be a separate policy outlining steps of
communication and action based on a zero tolerance stance on hate
crimes resulting in perpetrators being dismissed.
b. Clear delineation, enhanced communication and greater awareness
of policies, procedures and outcomes.
c. Non-consequential reporting system for students to disclose microaggressions, for monitoring incidents and tracking campus climate similar to the non-mandatory reporting of sexual assaulL
3. Explicit attention to the recruitment and retention of POC (student, faculty and staff including security)
a. Courtney Patterson's tenure status - actually retain faculty of color
b. Emphasis on recruiting community members as staff
c. More transparency about hiring efforts and potential obstacles
d. Review the hiring practices of professors of color in the STEM
4. Recurring Diversity sensitivity Training for faculty and staff to
promote better inclusivity for students of color in classroom, office, and administrative spaces.
a. Department Heads, senior staff, administrators need to participate
in at least two semesters of the faculty/staff Sustained Dialogue
b. Critically using end-of-year evaluations and suggested reporting
system to recommend/require participation in faculty/staff SD
groups or other sensitivity training.
By Eradicate #BostonCollegeRacism:
1. Approve 3 Point Guide Infographic for Posting & Printing
3. Appoint a Diversity Officer at Every College to Sit on a University-wide Diversity Council
4. Include Students in the Hiring Committee for the New Executive Director of the Office of Institutional Diversity, and Include Questions regarding Systematic Oppression as part of the Interview Process
5. Collaboratively Design & Launch the Bias Response Team (BRT) with Students of Color
6. Require Diversity & Anti-Oppression Training for the BC Community
7. Reform Pedagogy & Curriculum to Reduce Eurocentric Focus and Address Racism and diversity in the classroom
8. Publicize Issues and Progress on Addressing Institutional Racism at Boston College
9. Publicize Statistics on Students, Faculty, Staff & Board of Trustee Members of Color, International Status, and Female and/or Gender Nonconforming.
10. Increase Recruitment & Retention of Students, Faculty, Staff & Board of Trustee Members of Color, International status, and Female and/or Gender Nonconforming.
1. We demand an increase in faculty of color hires and retention. The current plan to double faculty of color is insufficient due to the dearth of tenured faculty of color, as well as the countless faculty of color who have left Brown due to a lack of competitive pay. Brown must set higher goals and expectations than the federal expectation of diverse hiring practices to which it adheres. The 2013 Diversity Action Plan outlines that, by 2025, Brown will double its current faculty of color ratio. Doubling the current number of 64 faculty of color—out of 720—to 128 is not enough, and we cannot wait 10 years for such a fundamentally important goal to manifest. We demand that the Corporation of Brown University fund tenure-track hiring lines for specialty positions in each department across disciplines, and the continued cluster hires of junior faculty of color as done in the Departments of American Studies and History. By “specialty positions” we are referring to the deliberate hiring of faculty who work on critical issues related to social justice such as topics on race, gender, sexuality, ability, and class as they pertain to specific disciplines. Furthermore, we would like the instantiation of hiring committees that would ensure Brown offers competitive salaries to top faculty of color working in the aforementioned areas. In accordance with this demand, we implore Brown’s administration—with the inclusion of undergraduate and graduate students of color—to create an external board tasked with the responsibility of reviewing each department’s progress in hiring, retaining, offering competitive salaries, and creating opportunities for advancement for faculty of color who work on social justice issues.
2. We demand visible and administrative accountability for departments and centers that have a tradition of racist hiring and retention policies and anti-Black pedagogy. With regards to accountability, we demand that these departments and centers meet with representatives from graduate organizations that have signed below along with the Vice President of Academic Development, Diversity, and Inclusion, and the incoming Dean of Diversity Initiatives and comply with all prescribed actionable steps provided to them at these meetings. Furthermore, we demand annual public fora and an annual report be made publicly available to assess all racist hiring and retention policies and anti-Black pedagogy. Furthermore, we demand that the university support monetarily and otherwise departments and centers committed to social justice, as evidenced through anti-oppressive pedagogy, and the satisfaction and retention of undergraduate and graduate students and faculty of color. These departments and centers must be incentivized to continue their work with increased departmental resources and faculty hiring lines, like target-of-opportunity hires, cluster hires, postdoctoral fellows, and additional funding for centers.
3. We demand better quality of life for graduate students of color. Significant numbers of graduate students of color are leaving campus due to referrals to Counseling and Psychological Services or extremely hostile environments. We demand the introduction of compulsory, in-person, and regular anti-oppression training for faculty, staff, DPS, and administration. Anti-oppression trainings should be led and organized by people of color with significant experience in anti-oppression activism or scholarship. Furthermore, those leading these efforts should be compensated and acknowledged for their labor. This needs to be implemented beginning spring 2016, since many of these key facilitators of anti-oppression training are already present at Brown and in the Providence community.
4. We demand an in-person and compulsory Title IX training for faculty, staff, DPS, administrators, and students that includes an intersectional framework. The current non-compulsory online Title IX training module is ineffective and does not address the structural racism, queerphobia, economic violence and transphobia that is foundational to sexual violence on campus. Women of color––particularly Black, Brown and racial minority trans* people––are at the highest risk for sexual assault on college campuses, yet the debate over Title IX has thus far been framed as predominantly White. Statistics from across North America show that women of color, and especially trans* women of color, are at a higher risk for sexual assault than their white counterparts on college campuses and beyond.
5. We demand that Brown “hold itself accountable for the past, accepting its burdens and responsibilities along with its benefits and privileges” by meeting fully those recommendations set forth in the following: (1) The spring 2015 Graduate Student Diversity Forum; (2) the reporton Title IX issues facing graduate students submitted to the Sexual Assault Advisory Board last spring; (3) the Samuel M. Nabrit Black Graduate Student Association response to the Committee on the Events of October 29th, 2013; (4) the second report from the Committee on the events of October 29th, 2013; (5) the 2006 Diversity Action Plan; (6) the report by the Center for Slavery and Justice committee in 2006; (7) the 2001 letter by the Third World Coalition to the Visiting Committee on Diversity; (8) the 1991 letter from the Third World Coalition on the Visiting Committee on Minority Life and Education at Brown; (9) 1986 Report of the Visiting Committee on Minority Life and Education at Brown; and (10) the initial demands of the 1968 Pembroke student led walkout. Ways in which Brown can better follow through and be consistent with the recommendations made by this group include:
Reissuing the history of slavery and justice report and circulate the document to new faculty, staff, and students;
Integrating the history of Brown’s role in the slave trade into orientation for both graduate and undergraduate students;
Designating an annual day of remembrance and a series of sponsored events;
Publicly and regularly assessing the ethical implications of Brown’s current global investments;
Committing resources to bettering educational opportunities across the state;
Providing low or no cost professional advancement opportunities for state educators.
We demand that the Brown Corporation and administration comply with the demands of the graduate and undergraduate students. President Christina Paxson, Provost Rick Locke, and Graduate School Dean Peter Weber must provide, at minimum, a written response to the graduate students’ demands by November 24, 2015. The written response should include a timeline of actionable steps to meet our demands. Furthermore we demand a public forum within the first two weeks of the spring 2016 semester to assess what progress has been made over winter break.
By Concerned Students 2015:
1. Increase the percentage of full-time Black faculty and staff to 10% across ALL departments and schools, while prioritizing the following:
a. Anthropology, Heller, History, HSSP, Fine Arts, IBS, NEJS, Sciences, Sociology, and Theatre.
2. Increase the number of tenure tracks for Black faculty across ALL departments and schools.
3. Implement educational pedagogies and curriculums that increase racial awareness and inclusion within ALL departments and schools.
4. Mandate yearly diversity and inclusion workshops for all faculty and staff with optional workshops being offered consistently throughout the academic year.
5. Employ additional clinical staff of color within the Psychological Counseling Center in order to provide culturally relevant support to students of all backgrounds.
6. Increase funding of Black student organizations and programs.
7. Appoint a Vice President of Diversity and Inclusion.
8. Increase the admittance of Black students via the general admission process to 15% within both undergraduate and graduate schools.
9. Establish an Office of Ombuds within Academic Services.
a. Ombuds is an intermediary administrative body appointed to receive and investigate complaints made by students against abuses or capricious acts of university officials, faculty, and staff.
10. Increase minimum wage for all hourly paid university employees by 15%.
11. Increase the number of professional development workshops specifically tailored for Black students.
12. Issue a public apology to Khadijah Lynch from Senior Vice President Andrew Flagel.
13. Brandeis’ current Interim President and the Brandeis Board of Trustees will fulfill these demands:
a. Interim President Lisa Lynch will call an emergency meeting with the Brandeis Board of Trustees and will hold this meeting in the next 24 hours.
b. The Board of Trustees will meet all of these demands and write these demands into the contract of the new Brandeis president-elect for the president-elect to sign.
1. We demand that Black-identifying students make up 13 percent of Tufts undergraduate population.
2. We demand that Tufts be better prepared to address the mental health needs of Black students.
3. We demand an end to increased surveillance of predominantly black events by Tufts University Police Department.
4. We demand that Tufts be better prepared to facilitate the transition to Tufts for undocumented, international and first-generation students.
5. We demand a 25 percent increase in both the budget of the Africana Center and an increase in Black student agency in determining the operation of the Africana Center.
6. We demand that Black professors make up 13 percent of Tufts’ total full-time and part-time faculty.
7. We demand that Tufts redefines their commitment to active citizenship to hold Tufts accountable for the discriminatory practices against student activism.
8. We demand that Tufts be transparent about the demographics of its students, academic departments and professors.
9. We demand that if any of these demands are unable to be met we demand that the university make a public response explaining explicitly the rationale for the non-compliance.
1. We demand support and funding for a Black Student Government that will allow students to create and provide resources, tutoring services, funding and academic necessities for our African American students. This will serve as the ultimate support for our black clubs and organizations.
2. We demand support and funding for an Afro Room. We would like to provide a safe space for African American students that would be operated and ran by the Black Student Government.
3. We demand an increase in the funding for CSUEB’s Ethnic Studies Department in order for the department to offer year-round courses to students such as “Hip Hop Nation” taught by Shaida Akbarian.
4. We demand a vote in determining the professors that are tenured on CSUEB’s campus.
5. WE demand an increase of African American counselors in AACE (Academic Advising and Career Education).
6. We demand an increase of African American counselors, doctors, and administrators in the Student Health and Counseling Center.
7. WE demand a mandatory cultural awareness/racial sensitivity training tae place for all incoming employees, staff, faculty and the University Police Department at CSUEB.
8. We demand a minimum o fat least three African American employees be staffed on CSUEB’s Administrative Team.
9. We demand an increase in amount of African American Head Coaches, and staff members in the athletics department.
10. We demand that we receive a response and plan of action from President Leroy M. Morishita by January 6th, 2016 by 12pm (noon).
By CSLA Black Student Union:
1. WE DEMAND $20,000.00 dollars per quarter allocated to the Black Student Union, an organization necessary for Black student development. The Black Student Union is one of the largest student organizations; yet, there is currently no operating budget.
2. WE DEMAND a CSLA Anti-discrimination policy. Furthermore, we demand that cultural competency training be given to all faculty and staff. It is a shame that discriminatory and racist incidents continue to happen on campus, and those responsible do not face any repercussions. An anti-discrimination policy would outline exactly what discriminatory behavior looks like, and what the consequences are when such policy is violated.
3. WE DEMAND a $30 million dollar endowment to help support Black students financially, akin to the initiative that is being implemented at UC Berkeley. Many Black students must work 2-3 jobs in order to pay for the continually rising cost of education. Funding is one of the reasons why many Black students do not apply to CSLA, and also a hindrance to many that are accepted. For a University that is as “diverse” as CSLA, something must be done to make sure that Black students are financially secure.
4. WE DEMAND Black scholarships geared to black students who are both athletes and non-athletes.
5. WE DEMAND that the Pan African Studies Department projects, programs, and initiatives be fully funded beginning with an additional $100,000.00 for the 2015/2016 academic year.
6. WE DEMAND the creation of a Master’s program in the Pan African Studies Department.
7. WE DEMAND the hiring of ten tenured track professors in the Pan African Studies Department. We also DEMAND a continuous commitment to the hiring of Black faculty across all academic disciplines. We want one in-house advisor for the Pan African Studies Department.
8. WE DEMAND $500,000 in funding for outreach programs that will focus on the recruitment of Black high school students as well as transfer students. This program should be facilitated and overseen by the Pan African Studies Department. There must be an increase in the Black student body from 4% to 15% minimum within two years and to increase Black student admissions to 25% within five years. Additionally, there must be an implementation of programs specifically designed to increase admission, retention, and graduation rates Black students.
9. WE DEMAND the hiring of 3 full time and permanent Black faculty counselors at the Student Health Center. There must be Black student representation on the Board of Directors and Black public safety and police officers.
10. We Demand more Black students hired for on-campus, student assistant, work positions.
11. WE DEMAND CSLA immediately divests ALL its investment holdings (active, passive, direct and indirect) from the private prison corporations of Corrections Corporation of America and the GEO Group. We further demand CSLA immediately divest from Wells Fargo and any other institution that funds and bankrolls the for profit private prison industry.
12. WE DEMAND first and second year students fulfil a minimum of two ethnic studies courses, with one being a Pan African Studies course, as a graduation requirement.
13. WE DEMAND the creation and financial support of a CSLA housing space delegated for Black students and a full time Resident Director who can cater to the needs of Black students. Many Black CSLA students cannot afford to live in Alhambra or the surrounding area with the high prices of rent. A CSLA housing space delegated for Black students would provide a cheaper alternative housing solution for Black students. This space would also serve as a safe space for Black CSLA students to congregate, connect, and learn from each other.
14. Lastly, WE DEMAND an in-person meeting with you on Monday, November 23, 2015 at 3:00p.m in the Pan African Student Resource Center. During this meeting we will discuss the fulfillment and implementation of each demand. We are dedicated to seeking equality and security for each Black student on Cal State L.A’s campus, and we will not stop until each demand has been met
By SLO Solidarity:
Campus Culture and Leadership
I. Greek Life
A. We demand the formation of a Greek Life Diversity and Inclusivity Task Force made up of students from cultural clubs on campus, staff, faculty, administrators, and greek life members.
B. We demand that Greek Life conduct an annual review of their impact on campus climate for underrepresented groups including the compilation and interpretation of data to form goals for inclusion and diversity within their organizations.
C. We demand the hiring of a full time Greek Life advisor for United Sorority & Fraternity Council. This advisor must hold extensive experience with cultural greek organizations.
II. ASI Student Government
A. We demand transparency, streamlined communication, and active education on the part of ASI, to the student body regarding how ASI works, operates, and is organized.
B. We demand increased funding allocation to ASI social programming geared towards underrepresented populations on campus.
C. We demand the formation of a Diversity and Inclusivity position in each ASI branch.
D. We demand the allocation of funds for lowincome students to campaign for ASI elections.
E. We demand spending limits on student campaigns.
F. We demand the formation of an affinity group in parity with what has been proposed for the alumni council institutionalization (See Resolution ASI #1404).
A. We demand diversity and inclusivity programming, education, and topic areas throughout Soar and the Week of Welcome, including an awareness program specifically covering diversity.
B. We demand orientation social events centered around underrepresented groups.
C. We demand mandatory online cultural sensitivity training for new students before coming to Cal Poly in addition to all of this, so students are thinking of these issues before they even arrive .
IV. University Housing
A. We demand overhauled diversity and inclusivity training for CA/RA’s.
B. We demand gender neutral or cogender housing options for any student living on campus in locations other than PCV or Cerro Vista.
C. We demand that first year residence halls provide a comparable level of genderneutral facilities to gendered facilities, in restroom facilities and living arrangements.
V. Academic Affairs & University Advancement
A. We demand that the Poly Reps program be reviewed as to how the campus is presented to prospective students (i.e. diversion of areas or events on campus) and that incoming students are made aware of the reality of our campus climate.
Education and Curriculum
I. We demand that Cal Poly institute mandatory Women’s & Gender Studies or Ethnic Studies courses for students in every major.
II. We demand the reevaluation of the USCP requirement, assessing the current model of “Out of 100 options, take 1.” This could model the area “Z” GE requirement at CSU Fullerton, or could be divided into a handful of topic areas, like “Race and Ethnicity,” “Sexuality,” “Gender,” with students required to take at least 2 or 3 courses from different topic areas.
III. We demand a first year seminar focused on topic areas related to gender, race, sexuality, and culture.
IV. We demand the implementation of a cultural sensitivity class around privilege, oppression, culture, society, and campus climate. Students mandated to take such course would receive adequate education around these topics.
V. We demand the implementation of a Queer Studies minor.
VI. We demand the establishment of a Women’s, Gender, & Queer Studies major.
VII. We demand the hire of tenure track faculty members to teach in Women’s, Gender, & Queer Studies.
VIII. We demand increased resources and curricular opportunities in Ethnic Studies, including courses in Arab American Studies.
IX. We demand the hiring of tenure track faculty members, as to enable Ethnic Studies to provide ethnically specific concentrations for students (AfricanAmerican/Black studies, AsiaAmerican / Pacific Islander studies, Chicanx / Latinx studies, etc.)
X. We demand that Engineering students be required to take an additional GE area to supplement not taking D5 or F. This GE area, perhaps a D6 or G, should only include courses that provide an introduction to feminist and antiracist science and technology studies.
XI. We demand that STEM students should be exposed to feminist and antiracist perspectives in their curriculum.
XII. We demand Faculty and Staff training so that all members of the campus community are aware of issues facing underrepresented students.
Admissions, Faculty, Staff, Retention, and Support
I. We demand that Cal Poly recruit faculty of color across all colleges.
II. We demand that Cal Poly increase the number of Cross Cultural Centers staff to more than just one representative of each ethnic minority. Currently the small staff is stretched too thin to fulfill all of the roles necessary.
III. We demand that Cal Poly dramatically increase tenureline faculty of color hires across all colleges (At least 3% increase every year until faculty demographics are representative of the State of California).
IV. We demand that a department leader in diversity is implemented in every department (Model after College of Business).
V. We demand guaranteed transfer procedures for students transferring from Cuesta and Hancock colleges as well as other Community Colleges in California, similar to TAG agreements that exist at other UC’s and CSU’s.
VI. We demand Pathway programs for local k12 students, with an emphasis on schools that have the highest percentage of free or reduced lunch, undocumented students, and students of color.
VII. We demand the support of veterans’ success on campus through resources, staff, and programming.
VIII. We demand the position of Executive Director of Diversity and Inclusivity be raised to the Vice President level.
IX. We demand the moving of the Cross Culture Centers from Student Affairs to the OUDI.
X. We demand at least one multistall All Gender Restroom in every building on campus, in compliance with ASI Resolution #1506, and at least two in buildings with capacities exceeding 500.
XI. We demand that staff in the Cross Cultural Centers be given the opportunity to work on a 12 month working schedule.
Data, Transparency, and Accountability
I. We demand the expansion of the Student Ombuds service to encompass bias incident reporting systems specifically targeting instances of racism, homophobia, transphobia, ableism, Islamophobia, xenophobia, or queerphobiaincluding an online reporting system with ties to the Ombuds office.
II. We demand quarterly updates from the President's Office and other campus entities highlighting specific actions that have been taken in the last quarter to address our demands and improve campus climate.
1. Diversity Chair in Dean of Students
2. Institutional funding for multicultural clubs
3. A resource center for students of color, similar to SCORE at Scripps College
4. Greater diversity in faculty and staff
5. A mentoring program for first year students of color
6. Require a GE in ethnic, racial, and sexuality theory similar to at Scripps College
7. Expose students to systemic oppression through FWS and FHS-this includes but is not limited to issues on race, sexuality, gender, class and ability. The need for such programs to educate the student body is evidenced by numerous microaggressions felt by students of color. The cultural insensitivity on campus is further highlighted by race themed party proposals, such as an Indian Wedding Party and Colonial Bros, Pilgrims, and Navajos themed TNC
9. Regular talks including dialogues on the intersectional experiences of students of color and relevant current events such as Ferguson, the Chapel Hill shootings, and DACA.
10. Yearly sensitivity trainings available to students, faculty, and staff on what qualifies as Islamophobia and the harms of it. Muslim students have reported feeling stereotyped, isolated, and invalidated by their peers.
11. Mandatory and periodic racial sensitivity trainings for all professors. The majority of the 20 students at the first social recalled instances in which professors made racially insensitive remarks, asked students to represent their race in class, or repeatedly mistook students for other students of color in the class.
12. More diverse course offering for critical race theory, community engagement and social justice issues
13. Improved diversity in speakers brought to CMC, particularly at the Athenaeum
14. Improved mental health services that cater to the unique and diverse needs of students of color.
15. Annual surveys on the climate of race and ethnicity at CMC. These surveys should be accessible and should guide improvements made to the campus climate after these proposals.
16. The Athenaeum, College Programming Board, and research centers should have diversity initiatives. We believe that when resources that students value care about diversity, the student body will follow. Diversity initiatives include bringing a diverse forum of speakers, both on the basis of area of expertise and identity.
1. We want President Clements to immediately make a public statement from Clemson University—to students, alumni, faculty, staff, administration and media—denouncing both the Crip’mas Party and hateful statements from members of the Clemson Family via social media (Yik Yak, Facebook, Twitter). Additionally, we want a public commitment from the Clemson University Administration to prosecute criminally predatory behaviors and defamatory speech committed by members of the Clemson University community (including, but not limited to, those facilitated by usage of social media).
2. We want the construction of a multi-cultural center, a safe space for students from underrepresented groups.
3. We want more funding for organizations whose primary constituencies are of under-represented groups (international students, students of color, LBGTQA community, etc.).
4. We want the percentage of people of color in faculty and administration increased.
5. We want the names of offensively named buildings, ex. Tillman Hall, changed.
6. We want incentivized diversity training for administrators and faculty.
7. We want “Diversity” included as a Clemson University core value, starting with a “diversity”/university history component added to the CU1000 course.
Because we understand that our earliest hopes for and expectations of Colgate are formed during our admissions process, we ask
1. that admissions staff, ambassadors, and tour guides be engaged in sustained diversity training (the training must include issues of race, class, ability, sex, sexual orientation, gender identity etc.)
2. that all admissions tours address issues of diversity more fully in order to articulate our complex history and our hopes for the future
3. that Recruitment Programming, including Multicultural Visit Weekends and April Visit Days, be reconsidered and restructured in ways that address varied multicultural experiences, and that prepare students for the challenges in our campus climate once they arrive on campus
4. that we create formal assessments of admissions processes to determine the efficacy and inclusivity of admissions programs and protocols
Because we aim to make Colgate accessible to all, regardless of socio-economic status, we ask for these reforms in our Financial Aid system:
that financial aid administrators and staff be engaged in sustained diversity training and that the Office of Financial Aid hire a more diverse staff
2. that our financial aid system be held accountable for providing full work study opportunities to all students who are guaranteed them in their financial aid packages; and that ample campus jobs and funds are available to meet that promise; indeed, that more monies are available to award to need-based students
3. that, because Financial Aid cannot remedy systemic socio-economic disparities, including access to transportation services, Colgate reinstate a free and safe transport system to and from Syracuse for the entire population at Colgate. This would work to alleviate the experience of isolation on the basis of socio-economic status.
Because campus life is shaped so fully and vibrantly by students’ relations with faculty as well as with their engagement with the curriculum, we ask:
that all faculty, staff, and administrators, regardless of tenure positions or academic departments, be engaged in required and sustained diversity training, through programs such as NCBI (National Coalition Building Institute) or IGD (Intergroup Dialogue) in order to bring issues of diversity and intersectionality fully into the curriculum
2. that all applications to work for Colgate (faculty and staff) state that Colgate requires or strongly suggests each candidate be familiar with conversations/issues about diversity, privilege, and intersectionality on college campuses and in the world
3. that our CORE curriculum be revised to bring in explicit study and understanding of systemic power dynamics and inequities; and how these shape even our most personal relationships with others and ourselves
a. including revising the GE requirement so it reflects the original proposal where there are discussions about international relations, imperialism, privilege, political conversations about “studying abroad,” critical conversations about “difference” etc. Professors should also be capable of having those conversations as a prerequisite for teaching the course.
b. additionally, ensuring the CORE courses include national and worldwide perspectives, not just Western traditions
4. that we hire and retain more faculty across aspects of minority identities, as noted above, from both domestic and international backgrounds; and that we actively create the conditions for them to thrive
5. that we offer full financial support to current efforts that seek to establish an Intergroup Relations Program as an academic discipline
6. that we fully publicize the EGP (Equity Grievance Panel) accountability structure so students can effectively address issues of classroom bias and inequity
a. we ask for stronger disciplinary action for hate speech of any kind
7. that we offer specific training for faculty advisors so they can help students address previous educational experiences that have left them less prepared for Colgate’s curriculum. One way this could be possible is by making the training Colgate already provides, “Academic Advising of the Whole Student,” mandatory. Initiatives like these show that Colgate both acknowledges and responds to systemic disparities in education.
8. we ask for trainings for Colgate students and faculty as preparation for study abroad. This training will include some literature and conversation about the politics of studying abroad, what it means to be “immersed” in another culture, “voluntourism”, and cultural awareness. These study abroad trainings should also include conversations on engaging with differing structures of power and privilege on a global scale. One conversation, for example, might advise students of color when they study abroad in predominantly white countries.
9. a specific faculty member within the natural sciences to advise underrepresented students
Additionally, to address issues that affect student life, we ask:
for the addition of multicultural sororities and fraternities to our community as they have the potential to provide nation-wide networks that are currently unavailable for all students
for cameras with audio on the cruisers as a means of accountability. This initiative responds to reported instances of racism, aggression, and micro-aggression that take place on the cruiser.
3. for a Campus climate survey specifically on race (not “diversity”)
4. for the retention rate of racial minority groups to be published alongside each class year’s racial breakdown
5. for a professional staff-level supervisor on the BAC whose job is to ensure resources are being distributed equitably across all recognized student groups (keeping in mind that some groups require more funding than others; equal distribution of funds is not always just)