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)
By the the Concerned Asian, Black, Latin@, Native, Undocumented, Queer, and Differently-Abled students at Dartmouth College:
1. Increase enrollment of Black, Latin@, and Native students to at least 10 percent each.
2. Increase outreach to prospective qualified undocumented students (see Harvard College Act on a Dream link).
a. The admissions office and the financial aid office shall release a guide to be placed on their websites explaining the financial aid and admissions application process for undocumented students by the beginning of the fall 2014 term.
3. Organize external review of the Admissions Office.
a. The acceptance rate for Black and Latin@ students has stayed the same for the last 5 years even though the applicants have doubled and tripled, respectively.
b. Although the number of Native students being admitted to Dartmouth is increasing incrementally, the recruitment of Native students from more diverse backgrounds should be more of a focus.
c. Admissions Office will increase transparency about data of applicant pool. For example, how many Black, Latin@, and Native students applied, their test scores, class, etc.
4. Place all undocumented students in the domestic/U.S.A. applicant pool, not the international admissions pool. If not placed in the domestic pool, the admissions office shall release a statement explaining the processes taken in admissions for undocumented students.
a. Create an optional supplemental form on the Dartmouth College application for undocumented students to be able to identify themselves as undocumented.
5. Release a public statement in which Dartmouth commits to increasing diversity across underrepresented communities.
6. Ensure that Dartmouth Bound aims to bring 500 rising-seniors and current seniors to campus each year to encourage them to apply to Dartmouth.
a. The 500 should be comprised of Black, Latin@, Native, undocumented and first- generation students from low- and middle-income backgrounds.
b. The students should come from a wide range of schools and regions.
c. There should be a similar program designated for students from rural New Hampshire with special preference to children of college wageworkers.
1. Convert the African and African American Studies (AAAS), Latin American, Latino and Caribbean Studies (LALACS), and Native American Studies (NAS) programs into departments in order to provide curricular autonomy.
a. Give each department an increased budget and the authority for hiring more faculty (esp. tenure-track faculty).
b. Increase each departments’ budgets to fund student research.
c. Incorporate into each department at least one queer studies class.
d. Increase the number of AAAS, LALACS, and NAS post-doctoral fellows.
2. Establish an Asian American Studies department with the above privileges.
a. Asian American Studies is distinct from the existing Asian and Middle Eastern Studies (AMES) program in its focus on the history, culture, and experiences of the Asian diaspora in the Americas. It is closely related other Ethnic Studies disciplines, such as AAAS, LALACS, and NAS, and is recognized as a distinct academic discipline
i. (Association for Asian American Studies: http://aaastudies.org).
b. At Dartmouth, 81 percent of Pan Asian students self-identify as Asian American, yet the College still does not have an academic program or coursework focused on the Asian American experience. Many other comparable institutions of higher learning have a formal Asian American Studies department.
3. Increase the number of courses on South Asia and the Middle East within the existing AMES program, which is currently skewed towards courses on East Asia.
a. Include more AMES courses related to all spheres of study, such as courses on economics, politics, and contemporary society. The focus of many AMES courses now is still Orientalist topics like ancient culture and religion.
4. Establish Korean and Hindi-Urdu language programs within the Asian and Middle Eastern Languages and Literatures (AMELL) department. Dartmouth is the only Ivy League institution without Korean and Hindi-Urdu language courses.
5. Increase the number of Asian faculty hires in AMES and AMELL to teach language, literature, and culture classes. A majority of AMES and AMELL professors are not Asian; in higher education, we need multiple perspectives, and in the AMES and AMELL faculty, we lack the perspective of the very cultural groups we are studying.
6. Create a class that discusses the history of undocumented immigrants to the United States, analyzes the contemporary immigration reform movement and how the DREAMers changed the civil rights movement. Essentially, it will be a class that accurately illuminates the undocumented immigrant experience.
7. Increase the number of courses in the LALACS Department.
a. Create a subgroup of classes in the area of Chicana/o Studies.
8. Increase the interdisciplinary academic focus on sexualities.
9. Enact curricular changes that require all students to interrogate issues of social justice, marginalization and exploitation in depth. Each student should have to take classes that will challenge their understanding of institutionalized injustice around issues of race, class, gender, sexuality, etc. This learning objective could be embedded in all first year seminars.
Faculty and Staff
1. Make a multi-million dollar commitment coupled with hired positions focused on increasing numbers of faculty/staff of color (i.e. Asian, Black, Latin@, and Native faculty/staff) in all departments and offices at Dartmouth College and the Dartmouth graduate schools (Tuck, Thayer, Geisel).
a. Every search committee must explicitly state in writing how their hiring will further Dartmouth’s mission for diversity.
b. Each departmental hiring pool should reflect the demographics of the pool of earned doctorates in that field.
c. E.g., University of Pennsylvania has committed $100 million and Princeton University has committed $30 million to faculty diversity.
2. Ensure that 47% of post-doctoral students are people of color.
a. They should match the student of color population at Dartmouth, and will be a resource for a hiring pool for professorships.
3. Create a professor of color lecture series; bring a professor of color once a month in order to
a. expose the Dartmouth community to a wide range of ideas (e.g., University of Pennsylvania).
4. All departments will outline and make public how their hiring and tenure processes work. Because professors of color are often called upon for mentorship and service work, tenure processes should recognize these forms of labor.
5. Departments that do not have womyn or people of color will be considered in crisis and must take urgent and immediate action to right the injustice.
6. Human resources will publish demographics from each applicant pool when a search commences.
7. Departments should explicitly notify campus before, during, and after a search for a new hire.
8. There will be required exit interviews for departing faculty conducted by Human Resources.
9. Ensure that department cultures are inclusive of diverse faculty and student bodies
a. All professors will be required to be trained in not only cultural competency but also the importance of social justice in their day-to-day work.
10. Mandate sensitivity training for all faculty to reduce incidents of racism, sexism, heterosexism, classism, and ableism by faculty towards students.
11. Significantly increase the budget of the Black Caucus and create equivalent advocacy groups to support staff, faculty, and administrators of color.
a. These groups are needed to support people of color who work for the College and who support students in ways not asked of their white counterparts.
12. Increase staff benefits and support.
a. Increase wage and healthcare benefits (including lowering the cost of co-pays).
b. Pledge to not subcontract any more jobs.
13. Ask staff/faculty to use students’ and employees’ preferred gender pronouns.
14. Provide full transgender health coverage for all employees - without pressure to agree to particular measures. We demand body and gender self-determination.
15. Expand the pool of professionals of color and womyn in Student Accessibility Services, Dick’s House, and Safety and Security.
1. Organize external reviews of the Financial Aid office.
2. Better and make more transparent Dartmouth’s financial aid policy for middle class students.
a. E.g., Harvard’s financial aid policy asks that families with incomes above $120,000 and below $180,000, and with assets typical for these income levels, pay 10 percent of their incomes.
3. Include student advocates on the committee to review special circumstances in financial aid cases.
4. Train all financial aid officers to address the wide range of needs and conversations in relation to students, including undocumented students.
5. Eliminate student contribution for students on full financial aid and for non-DACA (Deferred Action for Childhood Arrivals) holders.
6. Allow undocumented students to be able to work similarly to international students.
7. Expand financial aid to cover extraneous FSP costs.
8. Lower the cost of transferring credits.
9. Increase and redesign the Fund for Educational Enrichment to cover expenses incurred by graduate school and job applications/interviews.
10. Creating a budget that subsidizes travel costs for students whose families cannot afford to come
a. visit during graduation.
11. The financial aid office shall continuously aid the Dartmouth Coalition For Immigration Reform, Equality and DREAMers (Dartmouth Co-FIRED), in creating a collection of grants and internships that undocumented students and holders and non-holders of Deferred Action for Childhood Arrivals (DACA) are qualified for at Dartmouth College starting the spring 2014 term.
1. Renovate Cutter-Shabazz.
a. Enlarge bedrooms so that Cutter-Shabazz is a desired living space for students.
b. Modernize and increase the number of common living spaces.
c. Organize an active learning program linked to AAAS.
d. Designate an on-site resident advisor for the residence hall.
e. Change the name of ‘Cutter-Shabazz Hall’ to ‘Shabazz Hall.’ The building should celebrate Blackness and human dignity, not the legacy of Victor Cutter, who was a corporate dictator for United Fruit Company in Latin America and the Caribbean.
2. Establish Asian American affinity housing to allow students to understand and explore Pan Asian identity. Other comparable institutions of higher education have an Asian American studies center and/or Asian American house.
a. Establish Japanese Language affinity housing, Korean Language affinity housing, and Hindi-Urdu Language affinity housing. Currently, the only AMELL language program housing arrangements are in Arabic and Chinese.
3. Gender-neutral housing must be available to all students, regardless of what year they are in. The college needs to ensure that gender-neutral housing does not get stigmatized.
4. Both gender-specific and gender-neutral bathrooms need to be available in every residential building on campus.
5. Require ORL to confirm preferred living arrangements for all students who are assigned (rather than those who choose) housing (e.g. first-years, students added to existing doubles/triples/etc.) each time an assignment occurs.
6. Require that all ORL spaces are accessible to all students, regardless of physical condition/ability.
1. Organize continuous external reviews of the College’s structural racism, classism, ableism, sexism, and heterosexism.
a. The review board should be selected based on student, faculty, staff, workers, and administration. The review board will examine how these structural inequalities are still at work at the College.
2. Create a policy with serious consequences against hate speech/crimes (e.g. Greek house expelled for racist parties).
3. Create a policy banning the Indian mascot (e.g., turn away people from sporting events who are wearing Indian head shirts).
4. Require that the Review give up the "Dartmouth" part of their name if they refuse to abide by the requests to stop using the term "Indian" in their paper.
5. Eradicate internal judicial processes for students that break laws, those crimes will be reported directly to police.
6. Expel any students convicted of sexual assault/rape.
7. Increase support (including counseling services and legal aid) for survivors of sexual assault/rape.
8. Allocate funding for the formation of an external commission of higher education professionals and scholars whose task is to:
a. Evaluate the status of Greek life at Dartmouth as it relates to sexual assault.
b. Examine the ways Greek life adversely affects womyn, people of color, and low-income students.
c. Publish a summary of current state of affairs.
d. Give recommendations for improvement, including a timeline for completion.
Advising and Support
1. Increase OPAL’s budget to support student organizations that represent Asian, Black, Latin@, Native, Undocumented, Queer, and Differently-Abled Students.
a. Increased funding for OPAL programs in leadership development, community building, and co-curricular programming.
b. Support OPAL in creating an institutional memory for respective underrepresented communities.
2. Pre-orientation programing
a. Increase budget and support for FYSEP and pre-orientation STEM program for students who come from under-resourced backgrounds.
3. Release a statement of recognition on the existence of undocumented students at Dartmouth and support for their community.
a. A letter from the President shall express commitment to providing the resources (stated in these demands) necessary for the success of Dartmouth’s undocumented students. This statement shall be released during the Dartmouth Co-FIRED’s event on “Dropping the ‘I’ Word Campaign” in the second week of Spring Term 2014.
4. Release a statement of assurance from the Office of Visa and Immigration Services (OVIS) stating that in case of deportation/ immigration proceedings undocumented students at Dartmouth will be defended, acknowledged, and supported by the college.
5. Provide pro bono legal assistance and financial assistance at Dartmouth College for undocumented students to better understand each of their unique legal statuses, as well as for re- applying for DACA and other immigration procedures and counseling.
6. Mandate training for all staff and faculty (across all departments) that adequately prepares them to aid undocumented students in regards to future professional and academic plans.
a. OVIS & International Student Advising Office is trained, prepared and ready with the necessary resources for undocumented students by one year from the release of this document.
7. Provide more US-based internship, LSA and FSP opportunities for undocumented students due to legal and physical barriers.
8. Formally integrate the Student Accessibility Services (SAS) with the Dean’s Office.
a. Provide funding through SAS and Dick’s House for psychiatric and learning disability testing, etc.
b. Move from a crisis-based advising praxis to a wellness-based advising praxis.
9. Provide more information, advising, and opportunities in the Center for Professional
a. Development (CPD) for students interested in non-finance and non-marketing careers.
10. Institutionalize Latina/o Heritage Month.
11. Increase funding from the College or the President's Office for the Dartmouth College Powwow.
a. The amount of funding that the President's Office gives to the Powwow has remained the same for over a decade.
12. Transform the Native American Program
a. Better the Native American Program to provide student support services to Native students at Dartmouth, in order to counter the dropping retention rates and fragmentation.
b. Create a Native American Cultural Center (e.g. Stanford University) with a dean, associate director, graduate recruitment and retention coordinator positions in the Native American Program.
c. Increase funding for the Native American Pre-Orientation Program.
1. Every Dartmouth student should be taught and made aware that the land they reside on is Abenaki homeland. This should take place during all major Dartmouth ceremonies, especially during orientation and commencement.
2. Ban the use of “illegal aliens”, “illegal immigrants”, “wetback”, and any racially charged term on Dartmouth-sanctioned programming materials and locations.
a. The library search catalog system shall use undocumented instead of “illegal” in reference to immigrants.
b. Institutionalized in the Dartmouth handbook for students, faculty, and staff.
3. Both gender-specific and gender-neutral facilities (bathrooms and changing areas/locker rooms) need to be available in every building on campus.
4. Safe rides not only for individuals, but for groups too. People who are marginalized on this campus are not automatically safe just because they’re walking in a group.
5. When students and their families pay tuition, they should be allowed to decide what their “Student Activities Fee” is used for.
6. All male-female checkboxes should be replaced with write-in boxes to make forms, surveys and applications more inclusive for trans*, two-spirit, agender, gender-nonconforming and genderqueer folks. This should be a campus-wide policy.
By Black Voices:
1. Bias Report Policy and University Standard
A. Make the reporting of discriminatory events easier by mandating that the Task Force on Bias and Hate Issues revise the Bias Report Policy.
1. The Bias ReportPolicywillapply to all individuals regardless of race, sex, gender identity, gender expression, sexual orientation, religion, national origin, class, andother protected identities.
B. Establish mandatory learning on institutional racism and anti-oppression practices for both studentsand faculty.
i. Implement DSG's suggestions on incorporating mandatory bias, institutional racism, and anti-oppression topics into the first year curriculum. The content of the classes should not only include ideals of diversity and cultural competency, but the historical and current impl ications of institutional racism.
C. All members of the lnterfraternity Council and Panhellenic Council on Duke's campus must engage in additional bias and diversity training as a part of university policy.
D. All professors, Student Affairs faculty, and DUPD must partici pate in cultural competency and implicit bias training overseen by the Task Force on Biasand Hate Issues.
E. Members of the university that are reported to have worn culturally insensitive costumes or attend/host culturally insensitive parties will report to student conduct for bias/harassment infractions.
2. Protocol for Hate Speech and Racial Incidents
A. Establish a clear university policy responding to students perpetuating discriminatory hate speech and racial harassment toward students of color.
i. "Hate speech is speech that offends, threatens, or insults groups, based on race, color, religion, national origin, sexual orientation, sex, gender identity, gender expression, disability, or other traits."
B. Steps taken during the investigations of students accused of hate speech or actions will be conducted in the most transparent manner legally possible. Repercussions will be explicitly outlined in the Duke Community Standards handbook.
C. Professors, staff members, and non-academic employees will be in danger of losing their jobs, and non-tenure track faculty will lose tenure statusif theyperpetuatehatespeech that threatens the safety of students of color. They will also be liable if the discriminatory attitudes behind the speech could potentially harm the academic achievements of students of color.
D. Establish a detailed and comprehensive annual report of hate speechincidentson campus.
3. Increased Diversity in High-Ranking Faculty and Administration
A. Increase the amount of women, Black, Asian, Latino/a, Native American and Queer people of color serving as faculty.
B. Attain representation of women and professors of color in regular ranked and tenured faculty positionsequal to their representationin the studentpopulationby 2020.
4. Cultural Climate Consultations
A. Hire a third party consultant to run a climate assessment of Duke University every year for the next I O years.
B. A consultant must be contracted from an external company and the findings of the climate assessment must be published and made accessible to the general public.
5. Increased Socioeconomic Diversity
A. Federal, state, and university loans will be eliminated from financial aid packages and must be replaced with grants.
B. Students of families who earn under $75,000 will not have to pay for tuition, room, or board.
C. Reporting SAT/ACT scores on admissions applications must be optional.
D. By meeting these demands, the Duke community will benefit from allowing more students of color and more students from lower and middle socioeconomic backgrounds to access this university. The campus climate would be more inviting to students of color if the student body was not made up of a majority of students who come from upper-class, homogenous communities
6. Greater Emphasis on Mental Health
A. CAPS mental health professionals will be representative of cultural and racial diversity on campus.
B. STINF forms will include mental health trauma and debilitating conditions in the list of "incapacitations " allowing excused absence from class, especially those arising from racial incidents on campus.
7. Representation of Distinguished Black Individuals on Buildings and Monuments on Campus
A. Name the new West Union "Abele Union" after West Campus architect Julian Abele.
B. Erect a statue in honor of Julian Abele
8. An administrative position with the sole purpose of addressing institutional inequities and working with students of color to improve their experiences on campus
A. Oversee the inclusion of Black, Latino/a, Asian and Native American students in the formation and leadership of the Task Force on Bias and Hate Issues.
B. Avoid shortcomings of the President's Council on Black Affairs (PCOBA) by holding administration responsible for addressing student demands.
9. Living Wages and Rights for Staff and Adjunct Faculty
A. Commit in writing to an immediate end to the union busting activities meant to intimidate non tenure-track faculty organizing a union, including but not limited to captive audience meetings, the maintenance of the "One-to-One" website, and emails meant to misinform and discourage organizing faculty.
B. Mandate or create a new policy that allows faculty and staff to freely criticize Duke's institution without fear of losing their jobs.
C. Duke University will cease to engage in business with companies and contractors who do not meet North Carolina Department of Labor standards. Based on the known grievances of construction workers working illegally long hours without adequate breaks, conduct a thorough investigation of Duke's contracted companies.
10. Further Communication in Regard to These Demands
A. By5:00 PM on Tuesday, November 24th, 2015 an email will be released to faculty and students. Attached to the email will be the statement provided by the authors of these demands, signed by President Richard Brodhead, Provost Sally Kornbluth, and Dean Valerie Ashby.
B. By Sunday, December 6th, Dean Valerie Ashby, Dean Stephen Nowicki, VicePresidentof Student Affairs Laurence Moneta, and the co chairs of the Task Force on Bias and Hate Issues will meet with representatives from the group of authorsin order to hearthemexplain the intentions and research by which the demands are supported, discuss how the demands will be implemented , and negotiate a timelinebywhich the demandswillbe met.
C. Starting in January of Spring 2016, send monthly emails to the student body and faculty outlining progress on fulfilling these demands in order to increase transparency between those who make decisions within Duke University and those who are affected by the decisions made.
By black students at Eastern Michigan University:
1. We demand that the amount of black faculty should match the amount of black students. Excluding all faculty in the Africology department. Meaning the ratio needs to match without including the black faculty in that department.
2. We demand all students should take a general education race, ethnicity, and racism course.
3. We demand Black studies built into the curriculum of every major.
4. We demand Annual cultural competency for all faculty and staff including DPS
5. We demand a CMA that has the capacity to host large groups of marginalized students in a safe space without restrictions on outside food. We demand a functioning CMA allowed proper space and given proper recognition.
6. We demand low-income meal plan option/not requiring that students who live on campus to acquire a meal plan.
7. We demand several black financial advisors whose sole purpose is to find and distribute scholarships and financial aid to and for black students specifically.
8. We demand a separate committee, made up of students selected by BSU, for Black Homecoming Week with the autonomy and power to schedule and hold events for Black Homecoming.
9. We demand a Doctorate and Master’s Program for Africology and African American Studies with adequate funding and no less 3 full-time graduate assistantships.
10. We demand the Women’s Resource Center dedicate at least 3 programs a year to black women specifically. We demand a black resource center under the umbrella of the Center for Multicultural Affairs.
By the Black Students at Emory University:
1. Emory University must recognize traumatic events that black students experience on campus.
2. We need institutional, primarily, financial support, for black students in the face of trauma and other racial events on campus, nationally and in the world at large.
3. We need support beyond just CAPS which does not think about the unique psychological needs of black people. CAPS does not take into consideration that our psychic health is compromised due to systemic oppression (social, racial, economic, gender, etc).
4. We would like to see repercussions or sanctions for racist actions performed by professors, administrators/staff and students alike. Bias incident reports are not sufficient. Our micro and macro-aggressions should not be regarded as just data collection but should, in fact, be taken seriously and met with the highest level of urgency and care.
5. Black students and students/staff/faculty of color should be consulted when making diversity initiatives that are university-wide. Diversity initiatives should not be made from the standpoint of the dominant group (white men and women). When diversity initiatives are implemented they are surface level, and often marginalize the opinions of the black students that they have consulted to be on various committees.
6. Black staff and administrators should receive an increase in their financial compensation or salaries. Changes should be made to the hierarchical structure of Campus Life which puts primarily white males at the top of the structure. More Black staff and staff of color should be in higher positions of power so that they can implement the changes that black students wish to see in the university.
7. The people who are currently in positions of power have done minimal or no work for black students, so how can they implement diversity initiatives when they have not consulted the people who can bring about the most change?
8. Black/POC administrators and staff are overworked and underpaid, but they are the most influential on campus. The staff needs to be paid more for the work and time that they spend ensuring that the black community has what it needs.
9. Administrators are told to stand by racist/problematic faculty in order to “show one face” from the university. Threats like these pressure the livelihood of Black administrators. Job security needs to be guaranteed when they’re earnestly working on behalf of black students.
10. Black student organizations are underfunded and overpoliced. Forcing black organizations to collaborate with predominantly white organizations that are interested in surface level interactions and superficial celebrations of diversity is violent. Black student organizations are often told that their events are exclusive. These claims are unfounded because events are created specifically for black students because they do not exist anywhere else on campus.
11. There needs to be an increase in hiring of or mere existence of faculty of color in ALL departments and disciplines. The African American studies department has been a great resource to black students, however, they too can be overextended. Thus, we need black professors in all disciplines, traditional and non-traditional.
12. Black professors when in non-traditional or traditional disciplines must not be abused by the overwhelmingly white academy. Professors, too, need protection for the violent, racist and sexist incidents that they endure from their white colleagues in their departments.
13. We demand that Emory University follow through on this recommendation and create a General Education Requirement for courses that explore issues significantly affecting people of color.
14. We demand that the Emory mascot Dooley be banned from school affairs as it is derived from a lynching, and is extremely violent for many in the black community. Roberto Franzosi uncovered this history.
By GSU NAACP Student Chapter:
1. We demand the University System of Georgia Board of Regents establishes Interim president Jean Bartels as President of Georgia Southern University.
2. We demand by the academic year of 2020, Georgia Southern University increases the total number of black professors to 12%
3. We demand a campus climate survey.
4. We demand an audit of the Multicultural Student Center.
5. We demand Georgia Southern University to establish the Catherine Davis Center, which would house the Multicultural Student Center and honor the accomplishments of black alumni.
6. We demand further advancement and promotion of the Africana Studies Program.
By the Multicultural Leadership Council:
Policy Review and Implementation
1. Education to develop clarity around Bias-Motivated Incident Protocols
2. Overall improvement of our data collection and ongoing assessment of diversity and inclusion initiatives
3. Review of work-study regulations and the implications on students coming from a lower SES
4. Publish the results of reviews and consultant visits Implement a class-free day of programming for faculty, staff, and students to discuss social identities, power, and privilege Divestment from for-profit prisons
1. Time devoted in every tutorial class to discussing –isms in contemporary society
2. Additional curricular offerings that directly address –isms in contemporary society
3. Creation of African-American Studies Major and Concentration
1. Raising awareness around contemporary issues of Indigenous Peoples
2. Programming around knowing your rights when faced with discrimination
3. Portion of the Innovation Fund dedicated to projects focused on Diversity and Inclusion
4. Student Advisors in the Residence Halls expanding their programming to include diversity and inclusion dialogue
5. Bringing in more speakers of color through the Rosenfield, Wilson, Departmental programs (also curricular)
6. Continuing to raise awareness on Title IX, Race-Related issues, individually and their intersectionality
7. Provide funding for opportunities to connect to schools, regional and national organizations who are involved in diversity and inclusion work full-time
City of Grinnell-Grinnell College Relations
1. Partnership with City Officials to develop protocols around responses to bias-motivated incidents that occur in the city of Grinnell
2. Create community relations and mentor programs to facilitate increased meaningful connection between the college and the City of Grinnell
3. Partner with Grinnell Police Department to educate around issues of bias related to students
Training and Development Opportunities
1. Ongoing and regular diversity and inclusion training for staff, faculty, and students that address the curricular and co-curricular experience
2. Expanding diversity and inclusion programs during and beyond New Student Orientation for all students
3. Fall and Spring semester diversity and inclusion training for student leaders and student groups that includes how to have hard conversations, implicit bias, microaggressions, privilege, and power
4. Address the cultural appropriation in menu nomenclature and theme nights in the dining hall
5. Providing additional information and context to our international students of color about the history of U.S. racism and training on how to navigate their identities in that space
Recruitment and Retention Strategies
1. Increase recruitment of faculty and staff from diverse backgrounds
2. Increase recruitment of students from diverse backgrounds
3. Increase retention efforts for students, staff, and faculty of color, including exit interviews for underrepresented staff, faculty, and students who leave
4. Departmental review to examine successes and failures at retaining underrepresented faculty and staff Increase the number of shuttles to cities across the state (Des Moines, Iowa City, Cedar Rapids)
5. Provide a concerted effort to ensure that students, staff, and faculty have access to mental health providers from diverse backgrounds who are trained to work with diverse populations
1. Developing a focused mentoring program for alumni and students
2. Establishing an intercultural alumni weekend so that current students can network with underrepresented alumni
1. Decorating spaces (art, murals, etc.) that reflect the various identities on our campus
1. The creation and implementation of a publicly overseen diversity plan. We insist on a shift towards intentional and responsible representation of diversity in marketing, rather than the tokenizing of students of color in marketing material that exists now. Guilford is marketed as a safe space for students of color, but that is not the reality.
2. The hiring of more people of color in faculty, staff and resident advisor positions.
a. Comprehensive diversity training written into job contracts.
b. Students of color must be able to feel as safe and comfortable as white students when talking to elders and leaders on campus.
c. We demand that by the academic year 2016-17, administrative divisions must present transparent plans for increasing diversity in hiring pools, so that by 2020-21, Guilford increases the percentage of faculty and staff members of color campus-wide by 10 percent in all academic and administrative divisions.
3. Students of color be treated with respect and dignity.
a. The campus presence of students of color bolsters the college’s marketability through their contribution to diversity statistics and imaging.
b. Immediately draft and institute plans for the end of exploitation of black male athletes. The college must not be able to profit off of black bodies while putting minimal effort into the education and retention of those same students.
c. Increase funding for CCE programs: fully reinstate class listings, and prioritize a space on campus, equal or better to that which was taken away.
4. A proper breakdown and accountability process from our school’s public safety.
a. Accountability in the form of annual reports and open forums with the head of public safety concerning diversity and treatment of black students on campus.
b. Guilford must institute compulsory diversity, racial justice, sexual assault intervention, and Trans 101 training workshops for all its Public Safety Officers.
c. The Public Safety Department must immediately hire women of color.
5. College administrators, professors, and staff must publicly acknowledge their racism, be it overt, covert, or passive.
a. We suggest that every week a faculty member come forward and publicly admit their participation in racism inside the classroom via a letter to the editor in the Guilfordian.
b. A public apology must be issued from the people who directed the production of the BLM video to the organizers of Black Lives Matter Week who have been exploited by the administration by way of the marketing video posted by the college following the BLM event of 10/27/2015.
c. End of the semester course evaluations must include a clause that gives students space to anonymously speak about racism in the classroom.
6. Full and clear accountability from Campus Life in relation to the judicial process.
a. The release of comprehensive statistical data on judicial proceedings and their impact on people of color, queer students, and other marginalized students by the start of the spring semester.
7. The college must investigate hateful Yik Yak posts and comments to the utmost of their ability. Should these posts turn overtly violent, students demand that the college report them to the proper authorities and they be treated no differently from other anonymous hate crimes.
8. Guilford College must embark upon a transparent strategy to increase retention rates for marginalized students, and sustain diversity curricula for all marginalized students.
a. This process should begin with fully carrying out the action steps laid out in the “Connecting Community and Embracing Diversity” plan created in May, 2009.
9. Departments dedicated to the recruitment, retention and support of queer students, students of color, and international students must be sufficiently funded and staffed.
a. The Bonner Center and the MED must be more adequately funded and supported through the addition of a Bonner Center Coordinator and any other positions recommended by the departments themselves.
b. The college must prioritize recruitment and retention of undocumented students. These students are denied access to federal financial aid due to their lack of a Social Security number; the College must provide them with sufficient institutional support and financial aid.
c. Creation of an endowment with the long-term goal of creating a scholarship for undocumented students, similar to the Undocumented Student Scholarship Fund at Hampshire College.
10. The creation of a sovereign Office of Diversity and Inclusion to enforce these demands and keep the administration accountable – these tasks should not solely be carried out through the unpaid labor of students and faculty of color.
From Harvard TH Chan School of Public Health students:
1. We demand that Dean Frenk issue a public statement by Wednesday, December 17, recognizing the public health relevance and impact of racism and its manifestations, including police brutality in the 21st century. [Met with limited satisfaction]
2. We demand that HSPH address race and inequity through education by instituting mandatory training on race and privilege for all students, post-docs, staff, and faculty, developing case studies that challenge social injustice, and increasing practicum opportunities on themes of racism and health. This process should begin by the spring semester and incorporate student input. [Not Met]
3. We demand that HSPH increase enrollment of domestic students of color from underrepresented groups. Currently, only 13.9% of domestic students at HSPH identify as American Indian, Alaska Native, Black or Latino. At UC Berkeley, an institution in a state that has banned affirmative action, this number is 19.4%. We demand that the school make a firm and transparent commitment to increasing enrollment of domestic students of color from underrepresented groups to 21%, the national average for schools of public health, by the 2016-2017 academic year, by increasing recruitment efforts and funding. [Refused]
4. We demand that the school increase the transparency of administrative organizations, committees and task forces that deal with issues of race, racism and diversity with public bi-annual reports made available to the student body beginning by the end of this academic year. Additionally, we ask that the Office of Student Affairs be tasked with the responsibility of making students aware of these groups and the services they provide. [Partially Met]
5. We demand that the school establish a Community Engagement Administrative Office, equipped with a Community Engagement Liaison by the 2015-2016 academic year. [Met]
From Harvard Law Students:
COLLECTIVE DEMANDS FOR CHANGE AT HARVARD LAW SCHOOL
1. Address Harvard Law School’s legacy of slavery by removing the Royall family crest from Harvard Law School’s official seal and creating a permanent physical memorialization of the enslaved victims of the Royall family.
a. Remove the Royall family crest from the HLS seal.
b. Create a permanent physical acknowledgment (such as a monument on campus) of this institution’s legacy of slavery, memorializing those who were brutalized by the Royall family, and describing the change of the seal and the Royall chair.
c. Change the “Isaac Royall Chair” by renaming the chair to the “Belinda Royall Chair” or allocating the chair to a Critical Race Theory scholar.
2. Establish a Critical Race Program at Harvard Law School, with meaningful student input and transparency. The program should include at least one tenured faculty position for a Critical Race Theorist and provide support for students who are interested in challenging elite institutions and exploring the connections between the law and racial power.
a. Hire and support a Critical Race Theorist with meaningful student input in the selection process. The Critical Race tradition was born out of Harvard Law School through the work of Derrick Bell, Kimberlé Crenshaw, Gary Peller, and a host of other scholars committed to: (1) uncovering the systems at play in the violent erasure of black people in our system of governance and (2) challenging “elite” institutions’ conceptions of “race neutrality” in the face of functionally exclusionary practices.” This scholar will provide a much-needed expansion of the academic dialogue at the school and support students who are interested in this serious body of work that has been pushed to the margins.
b. Set a timeline for hiring Critical Race faculty. Proposed initial timeline:
c. Visiting professor(s) by next semester or Fall 2016
d. Tenure-track professor(s) by 2016–2017 academic year
e. Total of at least 3 tenure-track Critical Race faculty by 2020
f. Allocate at least $5 million to establish the Critical Race Theory Program (figure based on similar program or center endowments), and commit to continued institutional support and funding, making it a priority in fundraising in the coming years.
g. Prioritize a record of Critical Race Theory scholarship and specialization in the recruitment and hiring of Climenko Fellows.
3. Reform the existing mandatory legal curriculum at Harvard Law School, through meaningful student input and transparency, to ensure the integration of marginalized narratives and a serious study into the implications of racism, white supremacy, and imperialism in creating and perpetuating legal analysis and thought.
a. Mandate external-organization-run diversity training programs for all professors that include (1) cultural competency and (2) models of effective contextualization — i.e., facilitated conversations about how to honor and navigate the difficulty and importance of bringing topics of race, class, nationality, gender, religion, and sexual orientation into the classroom.
b. Break down the HLS hierarchy and caste system that maintains the marginalization and exclusion of clinical faculty and staff at all levels; in particular, re-organize salary, benefits, contract structure, and administrative participation for clinicians in order to more closely mirror those of podium faculty.
c. Give the Committee and/or the Office of Diversity and Inclusion (see Demand 4(a) below) a full and equal seat at the table for all discussions and decisions on curricular changes.
d. Create a mandatory 1L course that addresses and contextualizes racial justice and inequality in the law, with respect to both historical issues and recent events. (The course must have a credit level that reflects its equal or greater importance to traditional 1L courses.)
e. Include in 1L Orientation implicit bias/cultural competency training by an external, expert organization, with the input of affinity groups, and opportunities throughout the week for interaction with affinity groups. Remove restrictions on affinity groups contacting new students.
f. Amend student evaluations to account for implicit bias and include questions regarding whether professors contextualize material.
g. Encourage the following components of inclusive classroom models by bringing in an outside expert on topics including, but not limited to, contextualized learning; open source materials for class; more group discussion among peers; more professor feedback on student materials throughout the term, rather than the one-exam model; and greater focus on panels and volunteering versus cold calls.
4. Establish the Office of Diversity & Inclusion and implement other institutional changes aimed at curtailing organizational hierarchy and injustice against students, staff, and faculty. The Office should be established with meaningful staff and student input and transparency.
a. Create the HLS Diversity Committee (“Committee”) and the Office of Diversity and Inclusion with meaningful and substantial student, faculty, and staff input and transparency at every level of the process (pursuant to the attached proposal).
b. Give the Committee and/or the Office of Diversity and Inclusion a full and equal seat at the table for all discussions and decisions on curricular changes.
c. Ensure that students, clinicians, and staff are included on all faculty committees (at every level of discussion, decision, or appeal), including but not limited to the existing faculty committees: the Administrative Board, Entry-Level Appointments Committee, Lateral Appointments Committee, Assistant Professor Mentoring Program, Clinical Committee, Admissions and Recruitment Committee, Graduate Program Committee, Teaching Careers Committee, Climenko Fellows Committee, Fellowship Coordinators, Clerkship Advisors, Informational Technology Committee, Library Committee, Financial Aid Committee, Project Review Committee, Title IX Committee/the Procedures Committee, Sexual Assault/Sexual Harassment Education and Prevention Working Group, Professional Committee, Executive Education Committee, Lewis Building Committee, Case Development Committee, and 200th Anniversary Planning Committee.
d. Publicize to the HLS community the procedures of all of the aforementioned committees, for maximum transparency.
e. Empower the Committee to review the “excessive or insufficient remedy” condition as grounds for appeal for sexual assault/harassment decisions, as it is a subjective criterion likely to be abused by male bias against women of color, especially African-American women; include clinicians and staff from other campuses on the list of qualified panelists for sexual assault/harassment adjudication.
f. Support efforts to combat gender inequality, sexual assault, and sexual harassment at HLS, including but not limited to organizing bystander intervention trainings and sexual assault awareness programming for students, faculty, and staff in order to address the hostile climate surrounding sexual assault at HLS.
g. Release public reports on the progress of the Office of Diversity and Inclusion’s initiatives every semester to the student body.
h. Outline ways that staff can seek career development and enter higher levels of management.
i. Provide resources for staff of color including, but not limited to, a commitment to diversifying senior management through development and promotion of staff of color, and required cultural competency training for senior staff and management.
j. Increase student input during the admissions process through the creation of a student committee tasked with both making recommendations for outreach to students of color and creating more holistic criteria of admissions.
k. Promote institutional unity between students, faculty, and staff, including, but not limited to, custodial, Hark, and administrative staff).
5. Improve affordability and financial access to HLS for students of color, students from low socio-economic backgrounds, and otherwise marginalized students; this should be done with meaningful student input and transparency.
a. Expand financial aid with a substantial increase in grant aid and a substantial decrease in reliance on loan packages; significantly lower tuition; give full need-based scholarships, along with cost-of-living grants, if a student’s household earns less than the cost of attendance for one year at HLS.
b. Change structural incentives that push students into big law.
c. Change the way we solicit funds to run the law school.
d. Reduce the student debt load for students with low financial resources.
e. Educate 1Ls and 2Ls on LIPP before EIP begins (during Orientation).
f. Allow students to pursue a civic-minded career upfront in exchange for free tuition, and to opt out and pursue a corporate-minded career in exchange for taking back their tuition debt.
g. Provide pathways for disadvantaged students to get into HLS, in part by recruiting students from disadvantaged backgrounds who have the potential to do well in law school.
h. Increase support for public interest students, including (1) extended summer public interest funding; (2) subsidized travel and housing for job interviews; (3) financing for bar courses.
6. Make a sustained commitment to the recruitment, retention, promotion, and professional development of Staff of Color at all levels of the Harvard Law School workforce, particularly in senior management.
a. Begin, in 2016, an annual diversity audit including transparency of salaries and promotions
b. Through an inclusive process, establish clear published targets for recruitment, retention, and promotion for people of color and report publicly and regularly on progress made towards reaching those targets.
c. Provide accessible trainings on negotiating promotions and pay increase.
d. Establish a mentorship program for staff of color.
6. Implement measures to ensure Staff of Color are respected and supported in their work, including required cultural competency training for all staff.
a. Establish a mandatory program led by external facilitators to build better cultural competency among staff starting in the fall of 2016.
7. Adopt a Harvard Law School Diversity Committee, exactly as described below, made up of students, staff, faculty, and administrators, to implement the aforementioned demands and monitor progress at Harvard Law School in the areas of pedagogy, diversity, and culture.
a. This will provide students, staff, and others who have been marginalized at this law school with the ability to come to the negotiating table and engage substantively, meaningfully, and sustainably with these issues. It will also allow them to (1) hold the administration accountable and (2) measure progress on their demands. See details on the Committee below.
PROPOSAL FOR THE HARVARD LAW SCHOOL COMMITTEE ON DIVERSITY AND INCLUSION
I. Mission of the Committee
The Harvard Law School Committee on Diversity and Inclusion (“Committee”) shall be charged with identifying particular problems related to diversity and inclusion at the law school and their relationship to the Harvard Law School (“HLS”) mission; researching the underlying causes of those problems; proposing solutions; tracking implementation and progress on those proposals; and monitoring the wellbeing of students over time.
II. Duties of the Committee
A. Research Issues Related to Diversity and Inclusion at Harvard Law School
The Committee shall research problems and issues related to diversity and inclusion at HLS.
The Committee shall have a wide remit to research anything that it considers to affect diversity and inclusion, including but not limited to diversity of students, faculty, and staff; law school pedagogy and curriculum; and the culture of the law school.
Research shall include, but is not limited to, (1) conducting surveys of students, faculty, staff, and alumni and (2) holding regular public meetings to solicit comments from the broader HLS community.
The administration shall provide the Committee with significant financial and institutional support to carry out its mandate.
B. Issue a Report Containing Analysis and Recommendations
The Committee shall prepare and issue a report by March 25, 2016, containing analysis and recommendations on problems of diversity and inclusion for adoption and implementation. This report shall be made available to all members of the HLS community, including on the HLS website, and presented to the Dean’s Office for adoption and implementation.
Within 14 days of the report’s issuance, the Dean shall: (1) convene a community forum of all members of the HLS community and (2) convene a faculty meeting to discuss the report and its recommendations, to which all Committee members shall be invited and at least 6 shall attend.
Within 21 days of the report’s issuance, the Dean shall (1) publicly issue a written response either endorsing each of the Committee’s recommendations or explaining deviations therefrom and (2) convene a second community forum to discuss that response.
C. Design an Office of Diversity and Inclusion
The Committee shall include in the report a recommendation for the design of an Office of Diversity & Inclusion, and the administration shall issue a written response to the Committee’s recommendation before creating any such office, articulating reasons for any deviation.
The law school shall not create either a diversity officer or an Office of Diversity and Inclusion until the Dean has received the Committee’s recommendations and either accepted or rejected each one publicly.
D. Track and Publicize Progress
The Committee shall develop procedures to track progress in the implementation of its recommendations, to collect data on student wellbeing and inclusion, and to publish regular reports with its findings on the HLS website.
E. Meet with the Dean
The Committee shall hold regularly scheduled meetings to update and receive input from the Dean.
III. Committee Structure
The Committee shall be composed of representatives from HLS faculty, staff, and students. Committee members must be individuals who share a commitment to the HLS mission, an awareness of problems of inequality and non-inclusion, and attentiveness to their causes and possible solutions. The Committee shall be composed as follows:
The initial student Committee members will be selected by the Affinity Group Coalition. The Affinity Group Coalition shall seek to appoint students representing a range of membership in HLS Student Organizations and diverse personal identities.
Ten Members of the Faculty, Staff, and Administration, including: The Dean of Students; Two staff members, to be selected by the staff; One clinical faculty member, one podium faculty member, and one staff/administration member, to be selected by the Dean;Four remaining committee members, including at least one clinical faculty member and one podium faculty member, to be selected by the Affinity Group Coalition after the Dean’s selections.
B. Committee Co-Chairs
From the Committee members, three Committee Co-Chairs shall be selected by the Affinity Group Coalition, including one student, one faculty member, and one staff member. The Committee Co-Chairs shall hold the Committee accountable for making timely progress towards achieving its responsibilities. The Committee co-chairs shall attend all community and faculty meetings.
The Dean of Students shall schedule the initial meeting of the Committee. At the first meeting, the Committee shall appoint a Secretary who shall be responsible for scheduling meetings, taking notes at the meetings, and emailing notes to the Committee.
D. Voting Procedures
Committee decisions shall be made by a majority vote.
E. Working Groups
The Committee shall convene Working Groups of students, faculty, and staff (including some non-members of the Committee) to perform research and analysis on issues such as diversity, pedagogy, and culture.
IV. Suggested Areas for Committee and Working Group Research
Diversity: Issues of focus might include admissions practices, hiring practices for staff and faculty, diversity training for professors and students, orientation, diversity programming, and student/faculty mentorship programs.
Pedagogy: Issues of curricular focus might include mandatory and optional course offerings, grading, alternative curricula, experiential learning, expanded clinics, and modifications to first-year Problem Solving Workshop and Legal Research and Writing courses. Issues of pedagogical focus might include the Socratic method, the case method, examinations, contextual learning, feedback, and class materials.
Culture: Issues of focus relating to physical space might include faculty portraits, classroom names, and the HLS crest. Issues of focus related to values might include alignment with the mission statement, career advising, hiring processes, transparency in publication of employment data, the “hidden curriculum,” and cultural norms for academic and personal success. Issues of focus related to funding might include donations, student debt, the Low Income Protection Plan, orientation, and the Early Interview Program.
Intro to Demands
1. The university must do more to not only get people of color on campus, but ensure that they graduate at the same rate as their white counterparts. In order to create a more equitable campus we need the university to actively work on the following initiatives.
Police Department Multicultural Liaison Officer:
2. The Iowa State Police Department assigned the title of Multicultural Liaison Officer to three police officers on November 19, in accordance with our recommendation. Since then, the officers have not defined their roles. While we continue to work with the Police Department, we feel that in order for this initiative to be fulfilled, the Multicultural Liaison Officers must have a defined role and a working, solid, relationship with students of color on this campus and in the Ames community.
Mandatory Diversity Course:
3. While Iowa State currently enforces both an international and US diversity requirement for degree completion, we find that this is not sufficient to address racism on this campus. These approved courses often neglect intersectionality and are not uniformly assessed, meaning some people could pass a course by correctly guessing on multiple choice exams rather than engaging in meaningful dialogue. This course will educate students on the history of racism, sexism, and homophobia in the United States and on the structures of privilege that continue to perpetuate such systems today. Once this literacy is established, students will be asked how they can challenge oppressive systems in order to make the campus and the country more inclusive for marginalized groups.
Diverse Faculty and Staff:
4. There are very few people of color in higher administration. We demand a concerted effort to bring diverse talent to this university and across colleges. And that spaces for those individuals to honor their identities and feel safe in their positions.
Concerning Financial Assistance for Minoritized Students
5. The Office of Multicultural Student Affairs is meant to advocate for and support minoritized students on campus. We all benefit from their social and academic initiatives but many of us need financial support too. The university should actively support students by promoting scholarships that would reduce the financial burden on students.
Genuine and Increased Visibility
6. Greater visibility means seeing genuine representation of ourselves amongst the Iowa State community. We demand greater representation amongst university administration, faculty, alumni, and students. We demand genuine representation in advertising for ISU such as
i Family Weekend involvement with a $500 travel credit
ii Flags of other countries in our free speech zone
iii Event(s) that serve to introduce students to diversity (MLOs and MSA)
v Diverse (people of color) faculty and staff
Larger Multicultural Center (orig. Latino Cultural Center)
7. As the number of students of color enrolled at Iowa State increases, there an increasing need for resources and safe spaces. We demand the creation of larger Multicultural Center on ISU’s central campus. This will be a place where students of color feel comfortable expressing themselves or their culture. Neither El Centro nor the Current Multicultural center do enough to empower the current student population, and the recent proposals to extend those spaces are not sufficient to fulfill the needs of students.
1. We demand a public address to be held by the administration (including but not limited to President Ron Daniels, Provost Lieberman, Provost Shollenberger, and the Board of Trustees) to The Johns Hopkins community in which President Ron Daniels will announce an explicit plan of action detailing how the following demands will be instated.
2. We demand that The Johns Hopkins University creates and enforces mandatory cultural competency in the form of a semester long class requirement for undergraduate students as well as training for faculty and administration.
3. We demand that the Center for Africana Studies be recognized as a Department.
4. We demand an increase in the number of full-time Black faculty members, both in the Center for Africana Studies and throughout other departments within the institution. Moreover, we demands equal representation of self-identifying men, women, and non-binary Black individuals within these positions.
5. We call on The Johns Hopkins University Krieger School of Arts & Sciences to support the hiring of faculty concerned with the history, culture, and political position of peoples of African descent. Calls for diversifying faculty are important, but equally crucial is attracting faculty whose work creates a scholarly community dedicated to Africana studies.
6. We demand accountability for peers, faculty, and staff who target Black students both inside of and outside of the classroom. Attending to such situations must transition from a passive email sent to the student body, to an active stance taken against racial intolerance by the administration. Perpetrators that aim to make Black students uncomfortable or unsafe for racial reasons must complete additional diversity training and face impactful repercussions for their actions.
7. We demand a transparent five year plan from The Johns Hopkins University Office of Undergraduate Admissions regarding the welcoming of and retention of Black students. We demand black bodies be removed from diversity marketing campaigns until Hopkins addresses the low quality of life here that many Black students experience and the problems with retaining Black students all four undergraduate years and then takes the necessary steps to resolve them.
8. We demand more Black professors within the Women, Gender and Sexuality program to add a new dimension to the Department on intersectionality and inclusivity that is currently being neglected and ignored.
By black students at Kennesaw State University:
We demand an official statement signed by President Papp and the dean of each college assuring students of color (especially black students) safety, acceptance, and a welcoming campus environment. Considering Kennesaw State University is located less than 5 miles away from “Wild Man’s Civil War Surplus” (a store that openly sells confederate and KKK merchandise) a straightforward statement dedicated to separating the university from the racist culture in which it is surrounded would aid in alleviating the climate of anxiety and fear commonly felt by students of color.
We demand an end to respectability policing among students from staff, and an increased commitment to social justice on campus, which is listed as one of Kennesaw State’s values in the Student Code of Conduct. This includes allowing students to express themselves through on-campus protests, chalking, demonstrations, flyers, and other forms of student activism.
We demand student-led diversity training for all advising departments. Following the viral video of Abby Dawson calling the police on a black student – one who was simply waiting to be advised, as is usual – students began to pour out their own stories of similar experiences. Ms. Dawson, who is still employed by the university after the incident, has exposed the need for accountability in ensuring cultural and racial awareness among all advisors.
We demand the adoption of strong repercussions and sanctions immediately added to policy for offenders of racist actions and racial bias on campus. Current policies listed in the student handbook identify discrimination and harassment as punishable, yet do not sufficiently detail the punishments and repercussions which come with these acts. These repercussions must be sufficient in reach - meaning not just for student offenders, but for staff as well - and they must be clearly stated within syllabi. For example, black students often feel ostracized and offended by racially charged statements made (both in the classroom and in the Marietta Daily Journal) by Dr. Melvyn Fein of the sociology department, yet no black students have been properly advised on the best way to carry out their complaints. There needs to be a clear line of defense for these students which shows them the proper way to make these complaints and be assured action follows. We want to ensure that students of color know all of their options, and know which resources are available to them in the case of discrimination or microaggressions by faculty members, other students, departments, or any otherwise university affiliated party.
We demand a commitment to funds for an anti-racist education center, which was promised in 2010 by the President’s Blue Ribbon Commission, on the Bartow County land. The land in Bartow County, which was gifted to Kennesaw State University, is the land previously owned by the family of Corra Harris - the woman who in 1899 published a horrendous and widely popular defense of the lynching of Sam Hose- and the university still has not turned the land into a positive space for anti-racist rhetoric or action. Why does our university own this land, one that honors the life of an extremely violently racist woman who was praised for defending the lynching of people of color? What is our university doing to make effective, positive change to this land?
We demand that by the academic year 2017-2018, Kennesaw State University increases the percentage of Black, Latino, Native, and Arab faculty and staff campuswide to represent its student body. According to the Kennesaw State University factbook, white professors account for a whopping 78% of full-time faculty (292 tenured professors) while black professors only account for 8% (34 tenured professors) and Hispanic professors are only 3% (10 tenured professors).
We demand an increase in African, African-American, and other Ethnic based courses within all applicable departments; including Interdisciplinary Studies, Sociology, Criminology, History, Education, Psychology, Nursing and the Communications departments. Students and professors over the past year have noticed the amount African and African-American based/themed classes dwindling, and this must end. We demand an expansion and promotion of courses and programs related to our history. We hold the university completely accountable for continuing the expansion of the diversity within the classes offered in the existing departments.
We demand required cultural awareness, race and ethnicity, and intersectional LGBT diversity training for members of Greek Life and all student organizations on campus. No one should be exempt; student members of Greek Life and staff alike. Staff members are not agents of respectability, nor are organization advisory boards breeding grounds for respectability politics; we will no longer accept the tone policing, political bias, and overarching reach of the power of organization advisors. We must be allowed to fully articulate our diversity on our own terms.
By Students of Color at Lawrence University:
1. On behalf of the university, President Burstein will send a public apology to Students and Staff of Color, past and present for not being proactive in addressing racial issues in our community.
2. The Administration will take a public stance and release a public statement acknowledging racism, discrimination, and hate speech on our campus. The statement will emphasize the high level of priority the administration will take to address these issues and the commitment to changing campus culture.
3. A committee that works on recruitment and retention of Students of Color should be formed immediately. The committee should work towards solutions and ongoing programming related to recruitment and retention and Students of Color should have input in the recruitment process and appointment to the committee.
4. A mandatory cultural sensitivity training for all faculty and staff should be enforced and that must be done at the beginning of every school year and at least twice a year. There should be repercussions if this training is not attended.
5. We want less turnaround in Counseling Services and more sustainability in terms of counseling staff. We also want more Faculty of Color in these positions.
6. The Assistant Dean of Students for Multicultural Affairs should be reporting to the President/Vice President.
7. There needs to be better funding for the Diversity Center and resources for students of color.
8. Class evaluations should be mandatory for tenure and they should have to be undergo assessment frequently.
9. Create Ethnic Studies as a major, with Ethnic Studies faculty/scholars.
10. The appointment of a Chief Diversity Officer should be hired immediately to be able to create a formal complaint process for violations of the university nondiscrimination policy.
11. Offer Spanish for Spanish Speakers courses so that domestic students whose native language is Spanish have a space to practice their language in a way that meets their educational needs.
12. The newly introduced Israel Palestine class, and especially given that it is being offered under the Religious Studies department, needs to have its syllabus reviewed to ensure that the Palestinian narrative is represented. Offering this class in the religious studies department reinforces the ignorant notion that this is a religious conflict even though it clearly isn't.
13. Hire Safety Personnel of Color. A cultural sensitivity training that is relevant to their position should also be given.
14. The University will work with the city of Appleton's Diversity Coordinator, the Appleton Police Department and the Mayor of Appleton to discuss and implement a safety plan for addressing street harassment and violence on College Ave. and Appleton, WI.