Black Liberation Collective Demands (Multiple Colleges)
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.
University of Missouri Demands
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.
Amherst College Demands
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.
Atlanta University Center Consortium Demands
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.
Babson College Demands
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.
Bard College Demands
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.
Beloit College Demands
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.
Boston College Demands
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.
Brown University Demands
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.
Brandeis University Demands
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.
California State University, East Bay Demands
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).
California State University, Los Angeles
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
California Polytechnic State University Demands
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.
Claremont McKenna College Demands
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.
Clemson University Demands
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.
Colgate University Demands
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)
Dartmouth College Demands
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.
Duke University Demands
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.
Eastern Michigan University Demands
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.
Emory University Demands
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.
Georgia Southern University Demands
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.
Grinnell College Demands
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
Guilford College Demands
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.
Harvard University Demands
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.
Iowa State University Demands
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.
Ithaca College Demands
By People of Color Ithaca:
The resignation of College President Tom Rochon or for him to be removed from his position.
Johns Hopkins University Demands
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.
Kennesaw State University Demands
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.
Lawrence University Demands
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.
Lewis and Clark College Demands
ENSURE STUDENT SAFETY
1. The Buddy System has been up since Saturday, November 21st, created in response to the violent attacks that occurred earlier that morning. It shall be incorporated into a substantial support service that is always available to students of Color and the community.
2. Create ten work study positions for Sexual Assault Response Advocate (SARA) trained students and fill these through an affirmative action process that emphasizes hiring students of color.
CREATE AN EXCLUSIVE, FULL TIME POSITION FOR THE CHAIR OF THE COMMITTEE ON DIVERSITY AND INCLUSION.
1. Increase student participation in the Committee:
2. Lay out a structure and process for student participation from all three campuses.
3. Ensure transparency of Diversity Committee documents, including, but not limited to, meeting minutes.
4. The process of committee member selection must be open and accessible to the wider Lewis & Clark community.
5. Involving students in the selection process.
DIVERSIFY LEWIS & CLARK STAFF AND FACULTY
1. Draft a proposal to staff the Health and Wellness Center with physicians of color who can address and treat physical and emotional trauma associated with issues of identity.
2. Draft a proposal for an increase in the representation of faculty of color in the form of a 2 year, 5 year and 10 year plan.
1. Mend Relationships with the Lewis & Clark Community and the globe with the understanding that the Office of the President is a figurehead for the College, and that the President is responsible for conveying the values of the College and its community:
2. Have Barry Glassner hold a press conference in Agnes Flanagan Chapel no later than March 20, 2016 where he will present a handwritten, formal statement that will include, but is not limited to:
3. A formal apology to the LC Black Lives Matter organizers for his absence during the incident on the night of November 20, 2015, and the lack of communication thereafter.
4. A verbal commitment to fulfilling LC Black Lives Matter and #WalkTheTalk demands.
5. An admittance of his failure to prioritize the safety and security of students of Color during his tenure as president.
6. A formal statement to the Dallaire Scholarship donors, Roméo Dallaire, the UWC International Office, the Davis Foundation, and the office of International Students and Scholars reaffirming his commitment to the safety of all international students.
7. A public acknowledgement of the following facts:
10. Lewis & Clark College was built upon stolen land through the genocide of Indigenous and Native American peoples.
11. Through its name, Lewis & Clark College honors the lives and deeds of owners of enslaved peoples.
12. Lewis & Clark College replicates the assertion of, and benefits from, the legacy of Anglo-American white supremacy.
13. Institute mandatory, campus-wide open dialogues every four years beginning academic 2015-2016 school year regarding the personal cultural, historical, and political significances of the individuals Sacagawea and York, and the significance of the statues Sacagawea and Jean Baptiste and York: Terra Incognita on undergraduate campus property.
CREATE A CAMPUS SAFETY COMMITTEE
1. Such a committee will spearhead issues concerning:
2. Campus Safety’s appearance and the culture of fear and insecurity on campus.
3. The implementation of mandatory implicit bias workshops and trainings conducted every semester.
4. The creation of a mode to increase transparency and positive direct communication between the student body and Campus Safety
5. The creation of one open forum per semester or academic year discussing issues surrounding Campus Safety, allowing students an environment in which they can voice concerns or visions for the future, as well as to bring awareness to the rights that students have.
CREATE A TITLE VI COORDINATOR POSITION
1. This administrator must be trained in Title VI regulation and able to facilitate dialogue about campus race relations and tensions
Loyola University Maryland Demands
By Concerned Students of Color at Loyola University Maryland:
1. We demand Mandatory Racial Justice Training for all employees, faculty, staff, and new students. This training must be facilitated by a student-approved third party consultant.
2. We demand that our ALANA (African, Latino, Asian and Native American) Services receives an adequate increase of resources (space, staff, funding, etc.) annually and in proportion to the influx of new enrolled students of color.
3. We demand an increase in the number of hired and tenured faculty and staff of color.
Dialogue about the details with the President are currently underway and some commitments have been made.
Michigan State University Demands
1. We demand the establishment of a Department of African American and African Studies with an annual supplies, services, and equipment budget of at least $200,000, twenty graduate assistant lines for the doctoral program, and, at minimum, ten tenure-stream faculty members by Fall 2017.
2. We demand the construction of a free-standing Multicultural Center with its own budget from the University to support social and academic programming by Spring 2017.
3. We demand that Michigan State University establish a College of Race, Class, and Gender Studies. This college will be home to the newly created Department of African American and African Studies, and it would establish a Department of Chicano and Latino Studies, Department of Women and Gender Studies, and a Department of Native American Studies.
4. We demand an increase in tenure-stream faculty whose research specializes in Black Politics, Black Linguistics, Black Sociology, Black Psychology, African politics, Black Queer Studies, Hip-Hop Studies, African American Literature, African Literature, and Decolonial Theory. All these faculty hires must be approved by a panel of Black student leaders and will be tenured in the Department of African American and African Studies.
5. We demand an increase in academic advisors, as well as mental health and sexaul assault professionals who specialize in dealing with students of color.
6. We demand that Michigan State University provide public, electronic updates that identify the steps the University is taking towards fulfilling the 2011 Black Student Alliance demands during the first two weeks of every fall and spring semester until every demand has been met.
7. We demand that all current and future Residential Advisors and Michigan State University Police receive a mandatory cultural competency training.
8. We demand that the number of students enrolled at Michigan State University from Detroit, Flint, Benton Harbor, Pontiac, Highland Park and other urban areas from across the state and nation be tripled by the 2017-2018 academic year.
Middle Tennessee State University Demands
By Change Forrest Hall:
1. Change Forrest Hall, a group of students,faculty, and community members has one demand: the immediate removal of Nathan Bedford Forrest’s name from Middle Tennessee State University’s ROTC building.
Mississippi State University Demands
By the Coalition of Black Students:
1) The State flag on campus needs to be taken down
• The confederate flag represents a history of oppression and racism against the African American community.
• E.g.: State of Mississippi Declaration of Secession January 9th, 1861
o "Our position is thoroughly identified with the institution of slavery––the greatest material interest of the world... none but the black race can bear exposure to the tropical sun... and a blow at slavery is a blow at commerce and civilization."
• Mississippi is the only flag in the Union that has the confederate flag in its state flag.
2) Equalized funding and support for black student organizations
3) Minority faculty representation
• 4.8% of all full-time faculty at MSU are African American, yet 21% of the student population is African American.
• Professors in the year 2014-2015 made $98,776.
o 85.7% of Professors on campus are white––3.47% are black.
o This means that only 3.47% of black faculty are tenured full professors.
• Associate Professors in the year of 2014-2015 made $77, 593
o 80.2% of Associate Professors on campus are white––3.67% are black.
o This means that only 3.67% of black faculty are tenured associate professors.
o When both categories are totaled, only around 3.57% of black faculty are tenured/tenured-track professors.
We want African American faculty to be representative of the student population, and we want to see more tenured and tenure-track professors who look like us, come from similar backgrounds as us, and who we can turn to for academic mentors and leaders on campus.
4) Retention and graduation rates of African Americans
• African American students are consistently being retained at significantly lower rates than Caucasians or any other racial group on campus.
o For MSU's 6-year retention rate, only 49% of African Americans are retained at the University whereas 64% of white students are retained.
o African American students have a 41.6% graduation rate. White students have a 62.2% graduation rate.
We want proactive programming and resources dedicated to increasing the retention and graduation rates of African American students on campus. From providing support and counseling services to dedicating more money toward fostering a strong African American community on campus, we want more financing to the HCDC office, more black faculty, more support of African American organizations, and to expand current counseling, educational and financial services to African American students. We also want more transparency and research done concerning minority performance and well-being at this university.
1) Diversity and sensitivity training for all faculty and institutionalized diversity and sensitivity learning for Freshman Students
• Part of the daily struggles of being an African American student on campus is the daily micro-aggressive and macro-aggressive experiences that we face on campus.
• This can be mitigated with knowledge and training that encourages sensitivity to students from marginalized backgrounds.
2) Safe space for black students on campus
• We ask for a safe space for black students on campus that is away from both the daily stresses of navigating white spaces and the work/responsibilities associated with the HCDC office. This space can either be an expansion of the HCDC office or an entirely different space created on campus.
• MSU will not be the first or only school to provide a safe space for minority students. There are other schools that provide these spaces for their students:
o E.g.: Malcom X Lounge, UT Austin
o E.g.: La Casa, Yale University
• This space will be:
o A place to have fun, socialize, and develop friendships with students with similar experiences and struggles
o An opportunity for academic advising, tutoring, and support
o A place of emotional and social support and a place to decompress from the daily stress of being a Black student at a PWI
• This area is intended for black students, but open to all other minority students on campus.
3) Promoting inclusive environments welcoming to all minority students on campus
• We want more inclusive policies and initiatives.
o E.g.: Transgender bathrooms on campus
• We want to reverse discriminatory policies in order to truly promote a more inclusive environment for all minority students.
4) Equal and fair treatment of our events, concerts and programs
5) Housing and RHA Programming
• There needs to be an end to the discrimination in housing programing for the South side and North side of campus.
• Currently, an intersectionality of socioeconomic status and race exists in MS, and the housing distribution on campus exploits this instersectionality.
• There are more residence halls with more affordable rates for lower income students, many of them African American, concentrated in the South side of campus.
• Additionally, there are programming rules for the South side of campus that are not enforced for the North side––which this side of campus has more expensive residence halls and less African American students.
6) Support and services for African American Students
• We want more support and services, both physical health and mental wellness, for Black students on campus.
• One African American student recounts her experience with the predominantly white counselors at Mississippi State's Counseling Services: " I have to explain everything to help her understand. I am constantly rehashing through painful experiences of discrimination just to get her to understand and empathize enough to help me in the way I need. I have to teach her to help me."
• Research addresses how the stress resulting from being an African American in predominantly white environments physiologically impacts African Americans. Some of those impacts are:
o Anxiety disorders
o Infant mortality rates
o Chronic migraines
o High blood pressure
• This means African Americans need more black counselors and an increase in specific programming directed toward black students who have to cope with the physiological and mental stress that arises from discrimination and racism at a PWI.
ALL demands are to be met by May 1, 2017 with the exception of #1, #3, #4, and #10.
• #1 should be met immediately, no later than May 1, 2016.
• #3, #4, and #10 need to be met by August 1, 2020.
Missouri State University Demands
1. We demand that by December 1, 2015 the university issue a public statement that includes the following:
a. An acknowledgment of systemic racism in higher education,
b. A commitment to differentiating “hate speech” from “freedom of speech,”
c. Instituting a zero tolerance policy for hate crimes, and
d. An explanation for moving Multicultural Services from the Division for Diversity & Inclusion to the Division of Student Affairs.
2. We demand that all plans for the Diversity Center be published in the Standard, in Plaster Student Union, and in its designated space on campus by December 1, 2015.
a. The official name of the office should be: Mary Jean Price-Walls Center of Diversity.
b. We demand that Dominiece Hoelyfield be named Interim Director of the MRC until this position is permanently filled.
i. Alongside Dominiece, a Cultural Coordinator of, ethnic background, should be recruited (from outside Missouri State University) and hired to work in the new Diversity Center.
c. The construction of any of new buildings associated with or dedicated to diversity should be published on the university’s 10-year plan. The Office of University Advancement is responsible for funding all related projects.
d. The Multicultural Resource Center should be left in tact during and after all construction projects related to diversity. This center is a tremendous asset to minority students.
3. We demand that all Multicultural Services be placed under the complete jurisdiction of the Division forDiversity & Inclusion by the beginning of the Spring 2016semester.
a. Given that Multicultural services are governed by the Division of Student Affairs, the current administration is incompatible with the needs of students of color.
b. Last year, Multicultural Services was moved from the Division for Diversity & Inclusion to the Division of Student Affairs. This move has been marketed to students as “beneficial”; however, it has only allowed for negligence toward the concerns and needs of minority students by ill equipped faculty.
i. Multicultural Services is only one of the seven subsets of Student Affairs.
ii. Access to funding is limited.
iii. This paradigm allows for issues in visibility, representation, and power.
c. Because the Division for Diversity & Inclusion in currently involved in few programs, Multicultural Services will be priority under this division.
d. General functions, as defined by the Human Resources Department, justify the reorganization of these divisions.
i. Vice President of Diversity and Inclusion: Promote consistency of diversity processes to positively impact student development.
-The Vice President for Diversity and Inclusion maintains strong collaborative working relationships among senior executives, faculty, students, staff, external constituents, and builds teams that function effectively.
-We deem it imperative that the Vice President reacquire this responsibility under the Division of Diversity & Inclusion.
ii. Vice President for Student Affairs: chief student-personnel officer of the University and advises the President on all matters pertaining to non-academic student life. Vice President of Student Affairs also promotes positive student relations by maintaining effective lines of communication with student leaders serving as a strong advocate for the non-academic, extracurricular, and co-curricular needs of students.
-The lack of communication regarding plans for the Diversity Center and for filling the Multicultural Resource Center & Programs Executive Director vacancy renders the current definition of VP ineffective.
-Students who utilize the Multicultural Resource Center (MRC) are unaware ofthe relationship between the Vice President of Student Affairs and the MRC.
iii. Assistant Vice President for Multicultural Services: Provide leadership and support for the establishment and administration of multicultural student recruiting initiatives and the development and administration of departments and programs that serve the needs of multicultural and diverse student populations.
-Under the current Student Affairs hierarchy, the Assistant Vice President has neglected multicultural students, and actively hindered the development of multicultural student organizations and programming.
-When entering the MRC, the Assistant VP makes no attempt to address the Black students, who utilize the center the most.
-The Assistant Vice President has openly expressed negative and discriminatory views about students of color, both inside and outside of the MRC, to other faculty and students; therefore, perpetuating negative stereotypes.
e. To best uphold the “cultural competence” pillar of the university’s public affairs mission, Multicultural Services should be governed by an administrative cabinet member of an ethnic minority.
2. We demand that the university request an audit from an outside party, and present a budget for all Multicultural services by the end of March 2016.
a. This audit shall include, but is not limited to:
i. The “Multicultural Assistant Grant,”
ii. And the last five fiscal years up to Fall 2015.
b. The audit and budget should be published to the university website in laymen’s terms and made easily accessible to all interested persons. This audit should:
i. Enumerate the channels of income for Multicultural services,
ii. Break down departmental budgets (i.e. Trio, Access Programs, and Multicultural Programs),
iii. Allow an account for the “leftover money” being used to complete the Diversity Center as well as
iv. Document the creation, restructuring and subsequent departmental shift of Multicultural Services from the Division of Diversity & Inclusion to the Division of Student Affairs.
3. We demand that this list of demands be placed in the The Long-Range Plan which is defined on the Missouri State University’s website as a guiding document that charts Missouri State’s path toward achieving its mission. The University utilizes its Long-Range Plan to decide how to allocate resources, determine what initiatives should be pursued, expanded and dissolved, and to make other strategic decisions.
a. The demands fulfill the defined purpose of the Long-Range Plan.
1. We demand the establishment of a mandatory Diversity Curriculum for administration, faculty, staff and incoming students starting with academic year of 2016-2017 in perpetuation.
a. This curriculum should
i. Be designed by students, administration, and faculty,
ii. Require real-life application of the university’s pillars, and
iii. Highlight the cultural climate of the university.
b. Classes are to be seated only and discussion-based.
2. We demand an increase in ethnically diverse staff and students that accurately reflects our nation’s demographics within the next five years.
a. The number of staff and students should always be congruent with one another with the number of ethnically diverse staff leading.
i. This will not only assist in an increase in retention rates but actively combat the negative climate on campus.
b. Interview panels should be conducted by ethnically diverse persons.
3. We demand that the Student Diversity Task Force be comprised, primarily, of racial, ethnic and sexual minorities.
4. We demand a redistribution of power in Multicultural Services that allow the recruitment of more diverse staff.
5. We demand majors of sufficient substance that accurately reflects the history, culture and perspective of underrepresented people in America.
New York University Demands
By Students of Color of New York University:
1. Formal recognition of the Black & Brown Coalition by New York University.
a. Formal recognition and utilization of all member organizations of the Black & Brown Coalition when issues of racial tension and injustice occurs on campus. Member organizations are as follows:
i. Organization of Black Women
2. Mandatory inclusion of the Black & Brown Coalition in all discussions on Campus Diversity and all Student Policy.
3. Creation of special committees in collaboration with B&BC and the Deans within each individual college that would review and consider procedures for addressing particular community racial tensions.
a. Create a college-specific method for having students report safely incidents of racism in the classroom by peers, teaching assistants, and professors.
b. Create a college-specific anonymous method for having students discuss incidents of racism that would be visible to the university, as an act to fight feelings of isolation as was expressed repeatedly during the Diversity Forum on Wednesday November 18th, 2015.
4. Mandatory allocation quotas for clubs (e.g. Black Student Union), departments (e.g. the department of Social and Cultural Analysis), and programs (e.g. AAP) for Students of Color, LGBTQ, and groups otherwise included within Black & Brown Coalition from the University in the form of significant lump sum budgets to demonstrate true commitment and prioritization of students of color, queer students, and other marginalized communities on campus.
5. Creation of a full-time central diversity staff position within CSALS to oversee different NYU student diversity groups.
a. The approval of said staff must be granted by the Black & Brown Coalition with an interview of the candidate performed by us.
6. A campus climate survey analysis must be performed addressing diversity on the axis of race, ethnicity, gender, sexuality, and socioeconomic status with an analysis on race, ethnicity, and gender that is more precise and specific than that of State or Federal norms. More specific data available or gathered by NYU so that we can have genuine, informed conversations on the internal racial/ethnic dynamics of this university.
a. Data must be shown on GPA and financial statistics for each racial/ethnic category, and also for queer students on campus, so that we may be more of aware of what percentage of scholarships and financial aid is going to these groups, and how we as a particular demographic compare to the more privileged students in order to address how the university can better help us.
b. Have a survey done on the total number of queer students on campus intersecting with racial/ethnic identity.
c. Have a survey done on the total number of religious demographics within the university.
d. Have action done on the reality of high drop-out and comparatively low graduation and retention rates for students of color.
7. Increased funding for the Center for Multicultural Education and Programs and the Department of Social and Cultural Analysis; temporary creation of a specific lounge designated for Students of Color within Kimmel Center that would be reservable for our organizations.
a. Within the NYU 2031 Plan, have guaranteed that an entire floor of the mixed use building in the Southern Superblock plan be entirely dedicated to Students of Color, and another for Queer Students on campus.
8. Create a forum for Students of Color traveling abroad that would include diversity trainings BEFORE traveling abroad, taught by a POC or QTPOC from the country, or a student from NYU who has gone abroad and can contextualize the lived reality of the site.
9. Perpetual, continuing education on diversity for all university members that exists outside of a module format.
10. NYU must reflect on its role in gentrification and so contribute to the anti-gentrification process via financial and personnel investment.
11. Monitor the number of minority Students of Color enrolled at NYU and see to it that there be no drop of Students of Color per year of admission.
a. Have an increase of the Black population on campus
b. Have an increase of underprivileged Latino population on campus
c. Have an increase of Amerindian/First Nations population on campus
d. Have an increase of Pacific Islander population on campus
12. Reallocation of funds (donations, endowments and trusts) attached to the names of documented racists such that Students of Color are directly benefited by NYU accepting such funds, e.g. via scholarships, trusts for student groups, or funding of university-wide diversity measures.
a. Rededicate Library from Elmer Holmes Bobst, a known anti-Semite; removal of Elihu Root’s name from the School of Law Scholarship for being an advocate of US Colonialism; renaming of the Fales Collection of English Literature within Bobst, as Fales family fortunes can be traced to colonial slavery. Rename these for POC or people of marginalized communities in the US who have been leaders in activism and advocacy of oppressed groups, OR leaders of equal style and caliber from the Global South.
b. Give a name to at least half of as of yet unnamed Residence Halls and academic buildings in honor of social and political activists of color both in the US and abroad, taking into consideration the diverse community of the university, and having the selection of such be achieved and agreed to by both the Black & Brown Coalition and NYU Administration.
14. Mirror Steinhardt School as university-wide model to implement reforms regarding the safety and respect of Students of Color, with deans looking to Steinhardt leaders for guidance and inspiration
15. Improve Mental Health and Wellness Center dynamics such that the counselors are well trained in racial/ethnic specific struggles on a psychological level (particularly when dealing with everyday microaggressions) as well as LGBTQ struggles, and increase the number of counselors of color and LGBTQ counselors employed by Wellness Center to be proportional to the amounts of students of color and LGBTQ students that come to the Wellness Center.
16. Mandate that all syllabi meet universal accessibility standards for students with disabilities.
17. Have an amount of faculty/admin that is proportional to the percentage of Students of Color on campus.
18. Make NYU become more accessible to undocumented Students of Color.
a. Expand NYU’s policy regarding the Pilot Program to students outside of New York State.
19. Abolish the Box, remove the question on NYU applications that ask applicants to disclose their history within the criminal punishment system.
20. Recognize NPHC Greeks with chapters present in NYC.
a. Reevaluation of insurance policies for multi-campus Greeks with the goal being a level of institutional recognition.
21. Have as an institutional requirement that the Multicultural Greek Council Advisor be a Multicultural Greek. In the event the position is vacant then Advisory of MGC must fall under the CSALS Diversity Staff illustrated under point (V) in collaboration with the Assistant Director for Fraternity and Sorority Life.
22. Mandatory senator seats for significant racial/ethnic groups (e.g. Black, Latino, API, Desi, etc.) and marginalized communities (e.g. Queer, Women, etc.).
a. Restructure student government to include a Student House of Representatives parallel to Student Senate that is comprised of a Black Rep., Latino Rep., Asian Rep., Queer Rep., Women's Rep., etc.
23. Breaking up of the category of Allsquare Club within the demographics of Student Activities Board member groups to reflect the important, distinct needs of Students of Color Clubs, LGBTQ Clubs, Women’s Clubs, Muslim Clubs and other marginalized categories so that our voice may be present within the advisory structure of the SAB Committees.
24. Recognition of Fall Recess as Indigenous People’s Day on the Academic Calendar and all University documentation.
25. Recognition of Haitian Kreyol at NYU to fulfill the language requirement of the College Core Curriculum.
26. All Deans, the Student Activities Board, and the Student Senators Council must have continuous and regular conversations with the Black and Brown Coalition.
Notre Dame of Maryland University Demands
By the concerned students of Notre Dame of Maryland University:
1. The administration have more recognition for the needs for non-Catholic students on campus. We need faculty and administration to take all religious holidays into consideration when creating their syllabi and the academic calendar.
2. The university president and any other administrator send out emails in a timely, considerate and inclusive manner about all events that affect students socially, mentally, and emotionally. We require that these emails also take into consideration all victims of world crises.
3. The university president and any other administrator emails and community responses accurately reflect the needs and concerns of students. We demand that these needs be considered above the university taking a passive political stance.
4. The Academic Affairs department must hire, place and tenure more people of color on in order to promote diversity on our campus. We believe that this action should be taken immediately.
5. That the incoming class of 2020’s NDMU 100 class be required to include discussions about race theory and relations, with special emphasis on race relations in Baltimore.
6. The Dean of Arts and Sciences, Dean Franklin, change the “Cross-Cultural” graduation requirement to become a “Race Theory” class requirement for the class of 2020.
7. To fill the above requirement for the class of 2020, the Vice President of Academic affairs as well as the faculty work to create more race related classes, which can be either race theory or intersectional approaches to race, class, and gender as it relates to each department.
8. All administration, namely the President, The Board of Trustees, and Academic Affairs be more transparent regarding events and decisions taking place that could affect student life. This transparency should be enhanced by more student representation. This representation must include students of color. This demand also requires that these administrators will be updating students and faculty about the reasoning behind changes made to curriculum, athletic team, tuition, and marketing strategies.
9. That professors incorporate volunteering into course requirements in order to be in keeping with the school’s mission of social justice. And, also, to establish better connections with those in need in Baltimore.
10. That President Yam will speak to the entire NDMU community regarding the University’s plan to implement these changes.
Occidental College Demands
By Oxy United for Black Liberation:
1. Immediate removal of President Veitech.
2. Promotion of the CDO to Vice President level.
3. Increase budget of the CDO office by 50%.
4. $60,000 allocated to DEB to fund programming and provide resources for black and other marginalized students.
5. Creation of a fully funded and staffed Black Studies program, a demand that has not been met for over 40 years.
6. Increase percentage of tenured faculty of color by 20% for the 2017-2018 school year, and by 100% over the next 5 years.
7. Provide funding for Harambee, the student group for black men which has not received funding for 5 years.
8. Institute mandatory training for all college employees, especially Residential Education, Student Affairs, and Campus Safety, that provides tools to properly assist people from marginalized backgrounds.
9. Immediate demilitarization of Campus Safety. Includes, but is not limited to: removal of bulletproof vests from uniform, exclusion of military and external police rhetoric from all documents and daily discourse, increased transparency and positive direct connection to the student body.
10. Immediate removal of LAPD's presence on campus.
11. Ensure continued existence of the ICA as a longstanding office on campus.
12. Elimination of the First Year Residential Education Program. In its place, restructure CSP classes to fulfill the original purpose of the CSP program: focus on issues surrounding identity.
13. Hire much-needed physicians of color at Emmons Wellness Center to treat physical and emotional trauma associated with issues of identity.
14. Meet the demands that CODE made following the arrest of a community member on September 5th.
Portland State University
By Portland State BSU:
1. We demand a Black Cultural Space on Portland State University Campus by Fall Term 2016, where students can feel safe, accepted, supported and like they belong
2. We demand for a Black task-force to be formed to closely examine the success, outcome, retention and graduation of Black students at Portland State University.
3. We demand for the disarmament of all Campus Public Safety officers on the campus of Portland State University.
4. We demand a wave of hiring for Black professors and administrators in underrepresented positions.
5. We demand an increasing efforts to recruit more Black students from local high schools and community colleges.
Providence College Demands
Article I: Inclusive Curriculum Section A:rovidence College faculty and Staff Cross Cultural Competence Trainin: Creating an inclusive cross cultural endowed community through cultural competency training that includes the following concepts:
1. awareness and acceptance of differences,
3. dynamic differences,
4. knowledge of students’ cultures, and
5. adapting skills.
Training for faculty should take place before the upcoming academic year that allows for preparation to integrate in course curriculum and pedagogy.
1. Require all faculty, and staff to participate in criticalthinking that promotes the concepts of awareness and acceptance of differences. A culturally competent educator, who is simultaneously self aware of their culture and that of others and will use these differences to advance the service of teaching and learning. nce one understands that there are differences across culture one can then begin to understand that meeting basic educational necessitates different approaches as there are differences in how we learn. Also acknowledging differences allows for a deeper and more nuanced understanding of similarities. When one acknowledges cultural differences it allows for the broadening of perspectives that neither require sympathy or judgment, this then fosters an environment wherein which differences are not just accepted or tolerated, but valued for what their contribution to the Providence College community.
2. Require all faculty and staff to participate in criticalthinking that promotes the concept of Self Awareness. Self awareness implicates the varied ways culture impacts human behavior. In becoming selfaware one is conscious of where their cultural limits are and are likely to be pushed. This leads to predicting potential areas of conflict and then accommodating them when needed.
3. Require all faculty and staff to participate in criticalthinking that promotes the concept of dynamic differences. Dynamic difference involves understanding that people of different cultures may at some point come into conflict either from misinterpreting or misjudging in crosscultural communication; then knowing how to right the wrong that has been done. If educators, students, and faculty are prepared for cross cultural miscommunication, they will be better inclined to respond to such incidents with respect and understanding.
4. Require all faculty and staff to participate in criticalthinking that promotes the concept of becoming knowledgeable of students’ Cultures. Motivating students and promoting academic successes by considering what it might mean in the context of the students cultural group, is a solution that can prevent many cultural incompetent mistakes in the classroom. This allows for teachers to have resources that enables them to refer to cultural norms they may not always need to use or have access to. Knowing your students promotes concern and positive relationships that create a better educational environment. This means not ignoring students’ cultural backgrounds such as the concept of being “colorblind” which in fact strips students of their unique cultural background. 5. Require all faculty and staff to participate in criticalthinking of adapting skills. Adapting and adjusting teaching practices that have their roots in the dominant cultural paradigm to accommodate cultural differences. This allows for educational goals to be better suited for many students and their cultural backgrounds.
Section B: Providence College Department of Elementary and Special Education Demands
1.)The department of Elementary and Special Education by next academic year requires all students in the program to take course 211 titled Urban Education.
2.) The department will also integrate a course on establishing culturally responsive teaching practice taught by people of color.
3.) All student teachers placed in Rhode Island Public Schools along with department faculty take a required crosscultural competence training.
1. The department of Elementary and Special Education by next academic year requires all students in the program to take EDU course 211 titled Urban Education. The course will broaden student’s perspectives on urban education policy, environment, and practice. Students will be exposed to the language, culture, traditions, and an array of multicultural students that they will encounter in urban schools. Students will become familiar with the realities of teaching in urban schools which will better prepare students for future student teaching placements and certified teaching positions.
2. The department of Elementary and Special Education will integrate culturally responsive teaching into all of their courses to promote multicultural teaching practice and theory. These courses will hone in on culturally responsive pedagogical praxis that include multidimensional culturally congruent instruction. The course will also focus on culturally diverse curriculum content and its effects on students that will benefit the environment. The course will use relevant examples and instruction that is used in effective ethnic centered classes and schools. These courses will also recognize bias within school structures to expose teachers to the unintentional harm that can be done in the classroom. The Department will be expected to demonstrate that every class they teach has culturally responsive teaching practices as focus for driving all content curricula.
3. All student teachers placed in Rhode Island Public schools take required cross cultural competence training two weeks. Students teachers as well as all education faculty will participate in The Northside ISD School District’s “Becoming Culturally Competent Educators: WorkinProgress” training for crosscultural effectiveness, two weeks after being placed at their student teaching site. The goals of the training are to increase cultural competence. The objectives and activities that go along with this training are also included. They are as followed:
● To be aware of one's own culturally based assumptions, values, and biases
● To understand the worldview of students who are culturally different From one’s self
● To use effective instructional practices, Intervention strategies, and techniques Objectives and
Activities Objective: Examining Beliefs and Feelings About Different Cultures
Activity 1: rganized in small groups, participants were provided a structured opportunity for cursory examination of their values about others and the impact they wish to make on others.
Activity 2: Participants were asked to reveal more about their beliefs regarding race by individually completing a cultural awareness inventory. This instrument proved a means for safely discussing similar and differing ideas about race and ethnicity among members of a small group.
Objective II: Developing Awareness of How Personal History Affects Cultural Attitudes
Activity 3: ontinuing in small groups, participants were asked to use their names as a means of exploring their family’s racial or ethnic heritage and family or community experiences tied to their name. Participants began to associate more closely and express personal experiences and issues of race and ethnicity in this activity.
Activity 4: articipants moved away from their small (and relatively safe) group in this activity and formed a new group with others who shared a common racial or ethnic identity. Groups were asked to discuss the beliefs they held about other racial or ethnic groups, and the beliefs they perceived other groups held about them, including racial slurs, stereotypes, etc. Groups were encouraged to share their findings with the larger groups to identify similarities and difference in experiences among the various racial and ethnic groups represented.
Objective III: Applying Theory to Practice in Defining Culturally Competent Educators
Activity 5: gain in small groups, participants were asked to use art media to brainstorm characteristics that identify a culturally competent educator. Time for sharing among the various small groups was provided.
Activity 6: hrough the use of a handout, participants discussed professional competencies and standards that would describe a culturally competent educator.
Objective IV: Generating Specific Plans for Fostering Climates of Mutual Respect in our schools
Activity 7: emaining in small groups, participants were led through a structured exercise that challenged them to identify and discuss the nature of cultural insensitivity found in their school or district environment. Time was again provided for small groups to share their findings with the larger group.
Activity 8: emaining in their small groups, participants were asked to identify one culturally related problem in their work environment that was challenging yet within their locus control. Each group was asked to brainstorm possible solutions for resolving that area of cultural concern.
Objective V: Learning Better Prepared to act a Culturally Sensitive Base
Activity 9: ontinuing in their small groups, participants were asked to use the power of visualization to synthesize all that they had learned, experienced, and discovered in the course of the day. They were asked to create a logo that represented the culturally friendly climate they would commit to building upon returning to their school or district office. Time for sharing among the groups was again provided as a closure for this activity.
Activity 10: articipants were asked to reconsider the first activity and the values they had espoused regarding others. Given the day’s activities, they were provided time to add to their idea and initial thoughts. A call to make one commitment either to improve themselves or to make their environment more culturally sensitive ended the day’s experiences.
4. Suspend all Elementary and Special Education Assessments for admission and continuation in the Department. We are calling for an immediate suspension of the assessments for Sophomores, Juniors, and Seniors. It is these assessments that have segregated the ESE department as one of the least diverse departments on campus. These assessments are neither rigorous in scope, relevant to the unique work of teachers, nor act as a tool to improve professional relationships among faculty, staff, and students; and thus, must be removed. Future assessments that impact student standing must be designed by a diverse group of experts outside of this department to insure objectivity, rigor, and relevance to our work as potential teachers. We ask that:
● All assessments will be designed and graded by a diverse group of experts in teaching pedagogy outside of ESE
● Students who are in need of support will be given the opportunity to choose how and in what ways they will be supported.
● Open registration of mandatory courses will be the norm, not the exception.
● All assessments will be reviewed by the antibias protocol of Providence College.
Section C: Revise the Development of Western Civilization curriculum and make it more inclusive, by significantly integrating the contributions of African, Asian, Native American, Latino/Latina civilizations. Students often critique this core element of the curriculum as unrepresentative of their history or culture. More often than not, these are students of marginalized groups, and it makes it more difficult for them to engage with the subject matter. Given that “Western Civilization” is rooted in the history of these societies, it is particularly important for such an integration.We argue that this approach would be beneficial beyond the Development of Western Civilization curriculum as it would encourage difficult dialogues in classroom discussions. These conversations should not be left solely to the Social Sciences such as Global Studies, Black Studies, Women’s Studies, Sociology, etc. Every student is required to take DWC; thus this could serve as a good place to start these difficult dialogues.
Section D: Expansion of Race, Ethnic, Cultural Studies, and Women’s Studies A number of race and/or ethnic and gender programs continue to be underresourced. Specifically Asian Studies, Black Studies, Latino Studies and Women’s Studies. Given the globalization of the curriculum, it is imperative that the College support these programs with faculty and staff. The College should also actively work to ensure that these programs are fully integrated into the larger mission of the College.
Section E: Cluster Hiring of Black Faculty and Other Faculty of Color. Over the next five years, we expect to see specific targets (not rigid quotas) of the hiring of Black faculty and other faculty of color. The college will be expected to report exactly how many people they hire, disaggregated by race and ethnicity. Resources must be allocated to support these faculty, once hired, through the tenure and promotion process. To facilitate this, the College must become a member of the National Center for Faculty Development and Diversity. In addition, the Vice President for Inclusion and Diversity should work in consultation with all departments on how to conduct more diverse and inclusive hiring practices.
Section F: Release of Recent and Historical Campus Climate Surveys. If we are to truly engage in difficult dialogues than we must be privy to data. This information has been withheld from the college community by the decision not to release that results of the most recent campus climate survey. We are calling for the immediate release of this survey.
Article II: Vice President for Inclusion and Diversity Section A:ppointment of a Senior Vice President for Inclusion and Diversity. This position must be filled by a tenured member of the ordinary faculty who will be a full participating member of the President’s cabinet and report directly to the President of the College. The Vice President’s role is to work with all members of the community to bring to reality the vision of diversity as articulated in the College’s mission. Students, faculty and staff representing marginalized groups must play a critical role in the hiring of the Vice President. This individual will serve, among other duties, as the central functionary to access campus climate. For example, more Campus Climate surveys every year to gauge progress of faculty cultural competence. The Vice President for Inclusion and Diversity will engage in a comprehensive review of all Departments and Programs to formulate a plan for cluster hiring and subsequent searches.
Section B: igorous Sensitivity Training for all Students at Providence College. Students’ sensitivity training will take place during New Student Orientation, and be integrated throughout their matriculation, that will emphasize the following concepts:
1. What It Means To Be Culturally Competent
2. Understanding Racism and Prejudice
3. Recognizing Unconscious Bias, Unintentional Racism and Microaggressions
4. Understanding Privilege and Racial Consciousness Among Whites
Article III: Title VI Coordinator
Section A: An Expansion of the Bias Response Team Protocol The College needs to centralize bias reporting and the response to racialized hate crimes in addition to other bias assaults.. The Federal Bureau of Investigation and the National Center for Education list hate crimes, predicated on race, to be among the top hate crimes committed on college campuses. Thus the need for a centralized reporting system. When bias incidents occur, and the Providence College Administration is aware, there should be a written and specific detailed alert sent to the entire community within 24 hours. All students on this campus should feel safe, therefore, all bias incidents occurring on campus and surrounding areas should be addressed urgently. When an incident is investigated and a decision is reached, the campus community should also be alerted of such.
Section : Random Security Office Screening Beyond the current ongoing external review of the Security office, we ask for continuous random undercover monitoring of Security office practices to screen for racial/ethnic profiling. We expect full and complete annual and public reporting of the findings of such audits.
Article IV: Establishment of a Center for the Study of the Black Diaspora. This Center would be connected to a livinglearning environment and would offer programs and services for all members of the College’s community. It should house a counselor specifically trained to work with marginalized members of our campus and would serve as a site for research and exploration of racism that extend into and beyond the classroom. We ask that as part of the establishment of this Center that Black Studies, over the next five years, be made a Department and that it offer both a major and minor.
Article V: Establishment of a new Multicultural Center in Moore Hall. Creating a Multicultural Center at Providence College, where all work collaboratively to strengthen and sustain an inclusive community for students, particularly students of color and other historically underserved students. Students will be required to have input in the design and staffing of this center. Such a Center would offer:
1. Study space
2. Space for a Counselor/Advisor to assist students in need
3. Space for events
4. Office space for:
a. Vice President for Inclusion and Diversity
b. Director of Cultural Education and Programming
Article VI: Critical and Conscious Diversification of the Division of Student Affairs Staff. Over the next five years we ask that all spaces in the Division of Student Affairs be diversified in a manner that extends beyond symbolic representation. Students will be required to have input in staffing and possible restructuring of the Division of Student Affairs.
Article VII: Regarding new Diversity and Inclusion Implementation Committee We ask for the establishment of a permanent Committee whose charge is to implement and evaluate the Diversity and Inclusion plan as stated above. The Providence College President is expected to chair this Committee. Members of the Committee should include: a member of the Board of Trustees, student representatives from each of the college’s chapters of the NAACP, SOAR, Women Empowered, and the Brotherhood, faculty representatives from the Coalition Against Racism, The Vice President for Inclusion and and Diversity, at least one alumni of color, at least one community member (from Providence or the surrounding area), and additional administration representatives as needed. The Committee will meet at least monthly to review the goals of the plan, assess progress toward those goals, and decide on action steps to ensure that the goals of the plan are met. Additionally, the varied “Diversity Committees” that currently exist will report directly to this larger oversight Committee on Inclusion and Diversity. The Committee, should also be afforded with the rights and resources to address diversity and inclusion issues as they arise at the college.
Purdue University Demands
1. We demand that administrators, specifically President Mitch Daniels, acknowledge the hostile environment caused by hateful and ignorant discrimination on Purdue’s campus. We also demand that he apologize for his erasure of the experiences of students of color in his email to the student body, where he asserted that Purdue is in “proud contrast to the environments that appear to prevail at places like Missouri or Yale.”
2. We demand that Chief Diversity Officer be reinstated as its own position, with student involvement in the hiring process. Additionally, we demand supporting positions be instated for this role. The positions must address diversity and inclusion of faculty, staff, and students separately, in order to address the unique needs of each group.
3. We demand that Purdue create and enforce a required comprehensive racial awareness curriculum for all students, staff, faculty, administration, and police. This curriculum must be vetted and overseen by a board of diverse students, faculty, and staff.
4. We demand the release of a statistical report, using defined metrics, of the concrete impact of diversity and inclusion initiatives implemented on campus.
5. We demand that the university more actively and effectively advertise and utilize the Report Hate & Bias program.
6. We demand that the free speech policy be revised to address hate speech in person and through social media. We demand the university to follow harassment policies consistently to protect students from hostility.
7. We demand that the university and the Purdue Police follow through with their commitment to form a police advisory board, which will be made up of diverse students, faculty, staff by the end of this fall semester.
8. We demand that there be enforced extensive background checks relating to sexual offense, hate group membership, and discriminatory offenses of all faculty, staff, and police officers.
9. We demand that there be a 20 percent increase of underrepresented minority faculty and staff by the 2019-2020 school year.
10. We demand that there be a 30 percent increase of underrepresented minority students by the 2019-2020 school year.
11. We demand that more merit and need based aid be given to students.
12. We demand that under represented faculty and staff receive more resources, funding and support.
13. We demand that Purdue Student Government and Purdue Graduate Student Government instate C.O.R.E. seats in their representative voting bodies.
Rhode Island School of Design Demands
I. We Demand a mandatory global consciousness course for all students in order to make them responsible image-makers.
- This course must fit into the current curriculum by taking the place of a required liberal arts credit.
While this class is being created, RISD must provide students with a seminar/lecture/workshop during orientation in order to accomplish the same purpose.
- In the same way that non-native speakers must take an introductory English course, there should be a special course offered to international students in order to help them better understand certain contexts and references within the classroom such as Intro to American History.
II. We Demand that all faculty undergo adequate, regular, and thorough cultural and identity-based sensitivity training upon being hired as well as after contract renewals on a basis of one, three, or five years.
- Faculty who fail to abide by basic principles established in training or who develop a record of repeated offenses MUST be held accountable.
- Stronger disciplinary action must be taken towards faculty have been reported more than once to administration.
III. We Demand that there be an increase in outreach and support to both low-income students and students of color whether they be prospective applicants or currently enrolled.
- RISD should push for stronger partnerships with outside organizations in order to make the institution a more accessible and welcoming space:
• Programs like Questbridge help bridge the gap between high-achieving low-income students and access to higher education opportunities with some of the most prestigious colleges in America.
• RISD must make a greater effort to connect with Providence-based schools and organizations like City Arts, New Urban Arts an AS220 which cater to low-income and first generation high school students through after-school partnerships and more extensive contact from admissions officers.
- Studio and Liberal arts Professors MUST put an end to classist studio culture where those who can afford certain resources will have a higher chance of succeeding academically. Changes should include:
• Publishing syllabi and supply lists ahead of time, especially if a specific course has been taught for more than one school year.
• The total estimated cost of expenses for materials, books, and deposit fees should be published online along side all course descriptions on Student Planning.
• Professors should make their students aware of options like emergency funds and Second Life, and they should be more lenient with their material’s brands.
IV. We Demand an increase in the number of faculty of color through a Diversity Action Plan and a more active involvement of students during the hiring process in which they should give input BEFORE and AFTER a candidate pool is closed.
- A minimum of 50% of the candidate pool should be non-white individuals who specialize in race, gender, sexuality, religion, inclusion, etc.
- This year, Brown University unveiled its own Pathways to Diversity and Inclusion Action Plan (DIAP) which works to address and reform a lack of inclusion through six major categories:
• Academic Excellence
As a sister school, it is highly advisable that RISD turn to Brown as a model for implementing its own reform policies.
V. We Demand an increased number of visiting artists of color
- We want every department to have no less than 50% of visiting artists per semester that come come from marginalized backgrounds.
- The school should have a separate fund set aside for a monthly lecture series that allows for an artist of
color to visit, speak and hold workshops in collaboration with departments. We would like the series to be named after sculptor Nancy Elizabeth Prophet, the first black woman to graduate from RISD.
VI. We Demand sweeping curriculum reform, departing from the westernized and outdated form of art and design education that are inclusive only to some.
- Liberal arts must increase the number of courses focusing on race, diversity, sexuality, gender and religion, and these courses must be taught by faculty who specialize in these areas.
- The first year HAVC survey needs to be drastically altered in order to include equal representation of artists and works from cultures that are not predominantly European.
VII. We Demand that the RISD Fact Book change its statistics so that international races and ethnicities are actually broken down and represented accurately.
The representation of socio-economic classes must be included as well, and the Fact Book should be an easily accessible and distributed publication. This will allow the student body to fully gauge the size of domestic and international communities around them
VIII. We Demand improvements in RISD’s treatment of mental health, especially in regards to the psychological adjustment and well being of marginalized students in predominantly white spaces.
- Counseling and Psychological Services must hire a full time counselor of color who specializes in issues of marginalization, discrimination, racial fatigue, and imposter syndrome.
- CAPS should also administer support groups for marginalized students.
IX. We Demand the creation of a public memorial in Market Square that acknowledges the legacy of slavery and racism on campus.
RISD can commission either undergraduate or graduate students of color to submit proposals for a permanent sculpture installation, community garden, or reflections space.
X. We Demand that the Ewing Multicultural Center be fully restored from its current state of neglect, to become a fully functioning center for students of color, faith, and LGBTQIA identities, and to provide a safe space for our marginalized students to thrive and administer programs with student organizations and the office of Intercultural Student Engagement.
San Francisco State University Demands
By SFSU BSU:
1. Increase of enrollment and retention of Black students, Increase of Black faculty and faculty with tenure.
2. Mandatory racial sensitivity training for all incoming employees, faculty of San Francisco State University including UPD.
3. Increase support and funding for College of Ethnic Studies and Ethnic Organizations.
4. Expansion of Multi Cultural Center and addition of a retention center into The Mashouf Wellness Center.
5. Afrocentric residential floor for Black students to address unrealistic housing fees on and around campus.
Santa Clara University Demands
a. Reorganize the CORE diversity requirement from a one class requirement to two separate requirements.
b. These two requirements must be fulfilled through one course from the Ethnic Studies Program and one course from the Women’s and Gender Studies Program.
c. To accommodate this additional requirement, reduce the Pathways sequence by one class.
2. Full Majors
a. We advocate the formal creation of Ethnic Studies and Women’s and Gender Studies Departments with standalone major programs. Currently, these are the only two majors on campus that have companion major status.
3. Diverse Faculty:
a. We advocate for an increase in hiring faculty of color as permanent, tenure track faculty through the Inclusive Excellence initiative.
b. 10% of faculty hired through the Inclusive Excellent initiative should be offered permanent tenure track positions.
c. As of now, most faculty of color are in the College of Arts and Sciences. We would like to see an increased focus on hiring faculty of color in the other colleges in addition to the Arts and Sciences.
4. Cultures and Ideas Event Requirement:
a. We advocate adding a multicultural event requirement once a quarter to all C&I classes. This requirement would mandate students to attend an event that amplifies the voices of marginalized students on campus. Examples include: Difficult Dialogues, MCC Culture Shows, Markkula Center for Applied Ethics sponsored events, etc.
b. The Office of Diversity and Inclusion would maintain the list of acceptable events.
5. EthicsPoint Reporting Information on Syllabi:
a. We advocate for all syllabi to contain information on the EthicsPoint anonymous reporting process for bias incidents and academic integrity reports.
Student and Residence Life
1. Focus on Diversity/Sexual Assault/Alcohol in Online PreEnrollment Program:
a. Reframe the online preenrollment orientation (formerly AlcoholEdu and Haven) to include more focus on aspects of off campus and oncampus bias incidents that students may face when enrolled. The program should include information on how students should respond to these incidents.
b. Provide engaging and educational content, which will align with a 4year dialogue that starts with the preenrollment program and continues on through senior year.
c. The conversations are to be carried out through the First and Second years of college with Perspectivebased conversations within Residential Learning Communities.
d. If the current online program does not contain a diversity component, we advocate that the school work to create and implement a diversity component.
2. 4 Year Dialogue:
a. Implement supplementary programs partnering with residence halls and oncampus organizations to continue discussions with students throughout their four years at Santa Clara University.
b. Begin conversations with CFs in the residence halls during the welcoming meeting to provide initial expectations for Santa Clara University students. This initial meeting will also create space for students to ask questions and discuss themes that came up for them during the preenrollment program.
c. Discussions are expected to continue throughout the year and can be modeled off of existing Perspectives Trainings.
d. Implement an additional online program for students to complete between their junior and senior years. This program will continue the discussion on diversity and sexual assault with students. It will also provide a space for student evaluations on how effective the school has been in addressing issues of alcohol, sexual assault, and biases incidents. This valuable feedback can be used to help the University respond better to issues students face on campus.
3. Contact with Off campus Life, Sororities, and Fraternities:
a. Recognizing that Santa Clara students are still affected by many issues once they move off campus or join Greek Life, we advocate for the ability of oncampus resources to connect with and educate off campus groups about a variety of topics including, but not limited to: cultural sensitivity, sexual assault, sexual education, alcohol abuse, etc. Examples of oncampus resources that would benefit the off campus community: Perspectives Committee, the Wellness Center, the Multicultural Center, etc.
4. Off campus Student Life Orientation:
a. There are a variety of health and safety reasons that support the decision to track on and off campus living. In addition to those reasons, it is in the University’s best interest to have a record of students living on and off campus.
b. In addition to tracking student housing, we advocate for the school to create an off campus student life orientation that preps students for living on their own. It should also include a diversity and sexual assault component.
c. This off campus orientation is expected to be completed by all students. Failure to do so would result in a potential fine or a hold on one’s ability to register for classes until completed.
5. Peer Judicial Board Expansion
a. We advocate for the expansion of the judicial advisory board to include representatives from the MCC, SCCAP, VPP, and the RRC.
1. Follow Up Meetings with Unity 4:
a. We request a formal commitment of the Leadership Council to meet with members of Unity 4 twice quarterly over the 2015 2016 academic year.
b. These conversations would ideally take place between the same group of students and administrators currently in conversation.
2. Quarterly Administrative Forums:
a. We advocate for the establishment of quarterly evening forums organized by the President’s office where all students can directly share their experiences at SCU with high ranking members of the administration.
b. These forums should follow a town hall format, and administration from every department should be present to answer questions and respond to student concerns.
3. Office of the President Meetings:
a. We advocate for there to be more voices in the meetings held by the Office of the President with the leadership of a variety of organizations on campus.
b. These meetings would include the leaders of ASG, MCC, SCCAP, the Violence Prevention Program, and the Rainbow Resource Center.
4. Inclusion of MCC, SCCAP, VPP, and RRC on Administrative Committees:
a. Currently, several administrative committees have student members appointed to them from ASG. ○ We would like MCC, SCCAP, the Violence Prevention Program, and the Rainbow Resource Center to have the option to place a member on these committees alongside ASG representatives if they so choose.
5. Transparent Responses to Incidents on campus:
a. When responding to bias incidents or acts of violence on campus, administration should give the University community as much specific information about the incident as is legally possible.
b. Correspondence dedicated to explaining an incident on campus needs to focus on communicating information to the community as efficiently as possible so that there is no opportunity for rumor or false information about a given incident to propagate.
c. When an incident on campus occurs that has serious implications for students of a given community, the University should make a particular effort to reach out to members of that community to debrief and discuss next steps.
6. WASC Transparency:
a. We advocate for increased accessibility and availability of WASC audits.
b. Full reports should be shared with students, parents, faculty, and staff via the SCU website, email updates, and postings on social media.
Recruitment and Orientation
1. Recruit a More Diverse Student Body:
a. We advocate the steady increase of the Black/African-American population on campus to 6% by 2020 with an eye towards of increasing the proportion of black students to reflect the nation’s black population percentage proportionately within the next 10 years.
b. To achieve this goal, a conscious effort must be made by the Admissions Office to recruit more students of color, and especially Black/Pan African students.
c. The Admissions Office should expand its recruiting pool to include school visits and informational sessions at socioeconomically diverse schools and schools with a high percentage of students that are representative of the African Diaspora. With funding provided by the University, SCU Black Student Union, Igwebuike, can also conduct school visits alongside counselors to attract more students of color to Santa Clara.
d. Provide funding for travel expenses for students in the SADIE, APEX, and NOCHE programs to increase the likelihood of getting these students on campus.
2. Implement Changes in Admissions Profiles:
a. In order to increase the black student population on campus, we advocate for a change in the way admissions counselors review applications.
b. Though Santa Clara bases majority of their decisions on merit while still considering the whole person, the focus on grades and numbers hinders many students of color from being accepted into the University. Several statistics show that marginalized populations do not consistently have access to college prep courses, AP classes, or other opportunities that make their application more competitive.
3. Increase Scholarships:
a. A commitment to create a scholarship fund specifically intended to aid the recruitment of more black and low income students.
b. Increase donations to the endowment fund specifically for scholarships for black students and lowincome students.
c. This can be achieved by training student callers to ask for donations in these specific categories and working with the black alumni association.
4. Orientation Diversity Training:
a. Require Perspectives training of all Orientation Leaders as a prerequisite to their first orientation session.
b. Make conversations on diversity at SCU a feature of the orientation experience.
c. Engage incoming students in discussions about the consequences of bias by discussing incidents and experiences that have actually happened on our campus.
d. These discussions could take a variety of forms and could be added to existing Orientation sessions such as Community Values and/or Community Conversations.
Sarah Lawrence College Demands
By students of color at Sarah Lawrence:
1. We, a collective of students of color at Sarah Lawrence College, demand that the College creates a million-dollar, need-based scholarship fund for the recruitment of black and brown students to our campus, and to aid them through their studies here at the College.
2. We demand that the College provide greater material resources to the Chief Diversity Officer, and the Office of Diversity and Campus Engagement. This demand includes more staff and financial support.
3. We demand that Sarah Lawrence meets the demands previously articulated by the Concerned Students of Color (1989), and Dangers of a Single Narrative (2012).
4. We demand that the College create a strategic 10-year plan that will increase retention rates for brown and black students and offer more courses and trainings that emphasize the lived experience of poor black and brown people. We demand that this plan be created by May 16, 2016 and that the voices of students of color currently at the college be centered in this conversation.
5. We demand that Sarah Lawrence require all students at the graduate and undergraduate level to partake in an anti-racist course or class for credit, such as is required for Physical Education.
6. We demand that the College create administrative positions similar to that of the Chief Diversity Officer, and Director of Diversity for graduate students where they are able to address issues of bias within their program.
7. We demand that the College establish a Multicultural Housing arrangement, as is practice in other institutions of higher learning.
8. We demand that Sarah Lawrence provide more structure through workshops and education initiatives for first year students and transfers to aid in their transition into this college. This is necessary because the College does not accurately reflect the diversity of the US.
9. We demand that President Lawrence meet with students of color to discuss long term solutions to achieving racial equity on campus.
10. We demand that the College provide sustained and ongoing faculty and staff training around racism.
11. We demand that the Board of Trustees makes a public commitment to racial equity at the College. We demand that they meet with students of color to discuss long term goals pertaining to racial inclusion at the College and the implementation of agreed upon goals.
Simmons College Demands
By the students of color at Simmons College:
1. We demand that Simmons College live up to its core values by: putting students first, preparing students for life’s work, creating opportunities, and investing in community. These values cannot be met unless Simmons financially commits to meeting the needs of students of color. This can be done through: increasing mental and physical health services that are accessible to students by increasing the number of trained and competent staff members for positions at the health center, counseling center and nutritional services.
2. Simmons College has a culture of tokenizing students of color. We recognize that this makes students relive the trauma that they experience on a daily basis, sometimes at the hands of their peers and professors, which is why we demand institutional support for students of color, especially black students, in the face of trauma and other racial events on campus, nationally and in the world at large. This includes timely response to these events that facilitate healing for our communities.
3. We demand that all faculty and staff be put through rigorous diversity training that emphasizes the requirement that they address microagressions and misinformation in class. As part of this we also demand that faculty are incentivized to participate in racial justice work as part of the tenure and promotion processes.
a. We would like to see repercussions for racial actions performed by professors and administrators or staff. Our micro and macro-aggressions should be taken seriously and met with the highest level of urgency and care.
b. That the FACES/FYS provide ample training for student facilitators, development curriculum that reflects the history of Boston.
4. We demand an overhaul of the curriculum that includes and highlights the contributions of people of color across all disciplines. We also demand that this curricular overhaul be student-centered by actively including students of color in the voting, negotiation and decision-making process in academic curriculum committees.
5. We demand a practicing professional civil rights lawyer to represent students of color. This lawyer will be paid by the college to inform students of their rights with no financial burden to students or student activity fees.
6. We demand an overhaul of the office of admissions at Simmons College which includes:
a. We want an honest portrayal of the demographics of people of color on this campus. While we understand that the MOST program is a crucial part of multicultural student recruitment, it provides unrealistic expectations for prospective students regarding the levels of representation of people of color at the college.
b. We also demand an increase in the resources allocated for the recruitment of students of color, including having more people of color working in the office of admissions. There should be at least one staff member focused on managing and creating events for the mentorships in the MOST program.
7. We demand a Multicultural Student Office in the Student Activities Center on the Academic Campus, as a safe community space where we as students of color can gather and support each other. As part of this initiative we demand that there be increased staff to support the Assistant Provost to Diversity and Inclusion.
8. We demand an increase in the number of faculty and staff of color at Simmons across all academic disciplines and administrative roles. This increase should meet a 30% minimum representation across all colleges, matching the ratio of students of color in the student body. We also demand institutional support and mentorship for faculty and staff of color.
9. We demand that the college meet the financial needs of students of color through merit and need based scholarships, giving special consideration for first generation students of color.
10. We demand that all of these requests be addressed in the strategic planning for the college with a concrete timeline that is before the end of the Fall 2015 semester.
Southern Methodist University Demands
1. SMU will hold students and student organizations accountable for racially insensitive conduct.
2. Black Student enrollment must increase until at least 10% of the general undergraduate student population is Black.
3. A cultural intelligence program for all incoming firstyear students must be mandatory.
4. Sensitivity training for all faculty and staff, including tenured professors, must be mandatory.
5. No less than one third of the PRW (Personal Responsibility and Wellness) course curriculum must be dedicated to cultural education.
6. All students considering initiation into any Greek letter organization must go through mandatory cultural intelligence and sensitivity training in order to be eligible.
7. Black professors must increase until at least 10% of the faculty is Black, at all levels of professorship.
8. SMU will allocate new financial resources towards the expansion of the Office of Multicultural Student Affairs into a Multicultural Center.
9. SMU will increase the amount of Black and minority administrators, including the members of The Board of Trustees.
10. SMU will hire a Chief Officer of Diversity and Inclusion.
St. Louis Christian College Demands
I. We demand a written statement and apology from both President Guthrie Veech and Academic Dean Eddy Sanders, admitting the institutionally racist nature of the College and his failings to reconcile racial tensions during the incidences at Ferguson, Missouri. We demand an apology for not attending and supporting the diversity forum put on by the students, and for not following up with the students about the racial tensions here at the school. We demand an apology for refusing to take action in resolving these issues. We demand that during this statement, President Veech provide verbal commitment to fulfilling our demands.
II. We demand mandated diversity training for all current and incoming faculty members from a reputable training program, such as Diversity Awareness Partnership.
III. We demand that St. Louis Christian College creates and enforces a mandatory semester long class requirement for all undergraduate students about the history of racism within the Christian Churches and Churches of Christ or a general education race, ethnicity, and racism course. We demand that this course be implemented by Spring 2017 and taught by a black professor.
IV. We demand an increase in the number of full-time Black faculty members, throughout all departments within the institution equal to 30% of total faculty.
V. We demand that within the next 36 months, 5 of the 18 members of the Board of Trustees are Black.
VI. We demand an end to the 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 students.
VII. We demand the establishment of a K-12 program with McCluer and McCluer North School Districts to help increase the numbers of college-bound students from this area. This will include a tutoring and mentoring program between the students from St. Louis Christian College and students from these schools.
VIII. While St. Louis Christian College heralds itself as being one of the first integrated colleges in St. Louis, we demand that black students be removed from diversity marketing campaigns until the college takes the necessary steps to resolve these issues.
IX. We demand that these demands be fully implemented within the next 36 months and that President Guthrie Veech release an official and written plan of action no later than February 1, 2016. His response should include a timeline of the steps that will be taken to meet our demands. This response shall be distributed to all students and made publicly available in the MaCaslin Library.
X. We demand a public forum to be held by administration within the first three weeks of the Spring 2016 semester to assess what progress has been made over winter break. We demand that this forum shall include, but is not limited to, President Guthrie Veech, Academic Dean Eddy Sanders, and the entire Board of Trustees.
XI. If our demands are not met, we the students will ask for the official resignation of President Guthrie Veech.
St. Louis University Demands
1. Increased budget for the African American Studies program.
2. Increased financial aid resources for retention of African American students at SLU.
3. Evaluation of SLU’s current scholarship programs to better serve African American populations.
4. Additional college prep workshops for students in the area’s most disadvantaged school districts.
5. Establishment of a K-12 bridge program, including summer programs, in the Normandy and Shaw neighborhoods to help increase the numbers of college-bound students from neighborhoods in those areas.
6. Establishment of a community center.
7. Mutually agreed upon commissioned artwork.
8. Development of an academic Center for Community and Economic Development.
9. Creation of a race, poverty and inequality steering committee.
10. SLU sponsorship a national conference on racial equality.
11. Appointment of a Special Assistant to the President for Diversity and Community Empowerment.
12. Establishment of a diversity speaker series.
13. Bi-weekly meetings with an inclusive group, including the president, to continue to advance the University’s efforts to address inequality and poverty in our community.
SUNY Potsdam Demands
1. THE IMMEDIATE REMOVAL OF Chip Morris, DEAN OF STUDENTS
2. THE IMMEDIATE REMOVAL OF Annette Robbins FROM THE DIRECTORSHIP OF STUDENT CONDUCT &COMMUNITY STANDARDS
3. Have a draft of a strategic 10 year plan that will promote a safe and inclusive campus, ultimately leading to increased retention rates of marginalized students, and resources to support that population.
4. An increase in faculty/staff of color
5. Have a draft of a strategic 10 year plan that will promote a safe and inclusive campus, ultimately leading to increased retention rates of marginalized students, and resources to support that population.
6. Student conduct racial response -Student to student -Student to faculty/staff -Faculty/staff to students Outsider to students
7. The revision of the Student Conduct and Community standards judicial process
8. Security for the jobs of the faculty, staff, or administrators that support our list of demands. Such threats will result in an escalation of our response.
Towson University Demands
1. Increasing the tenured and tenure-track black faculty and retaining them by 10% by 2018. (Fall 2018)
2. Require the President to work with the Provost to ensure that every college or department has one meeting per semester dedicated to CSD cultural competency content approved by a student representative that works in the CDSO. (Fall 2016)
3. Advocate for IFC Fraternities and Pan-Hellenic Sororities to have a Diversity Chair who will promote diversity within their respective organizations and interact with multicultural organizations on campus. (Spring 2016)
4. To send a letter to the President of USM Student Council regarding the review and termination of the contract, vending, and purchasing of appliances, tools, furniture and any other items produced within Maryland State and Federal prisons. Given the status of the prison-industrial complex and the criminalization of black bodies, along with the school-to-prison pipeline, we find it problematic that we finance the same institution that profits off of black bodies. (Spring 2016)
5. Advocate to require the SGA to maintain communication with the Diverse Organizations and their leaders on campus through physical contact, wherein bills and policies that will effect the black student body will be made known and aware to them. (ASAP/Fall 2015)
6. Require the President's Diversity Coordinating Council and other institution-wide diversity committees to have diverse (including multi-cultural) representation on the committee that reflects the underrepresented cultures of the student body. (Fall 2016)
7. Set an expectation to diversify the representation of the committees determining tenure at Towson and require college deans to report on their efforts and results. Such efforts could include but are not limited to: Encourage students to complete course evaluations in course syllabi; Invite student feedback for pending tenure cases; Provide opportunity for faculty tenure candidates to identify and advocate to sere on any level of their choosing in the tenure process. (Spring 2016)
8. Advocate for the Director Positions in the SGA to be elected by the people of this university instead of appointed, hired, and/or interviewed by the President. The Diversity Chair is a direct representative of the minority students and should be elected directly by and for minority students. (Spring 2016)
9. Return the Towson University Debate Team to a traveling debate team as soon as possible and no later than Fall 2016. The Debate Team is an intellectual fixture in the Towson University black community where black students have been nationally successful and active contributors to bringing justice to black people at this institution. (Fall 2016)
10. Honestly and strictly enforce the university's policies on non-discrimination. Proactively work to create a marketing campaign to educate and communicate our Hate/Bias procedures and response. Distribute a public statement on Towson University's response on those issues when they occur. The mental and emotional health of this University’s black students across all intersections need to be taken as seriously as their physical health. (ASAP/Fall 2015)
11. Require that policing practices be equitable for black events and white events alike. (ASAP/Spring 2015)
12. Advocate for the establishment of a course requirement in American race relations for students by meeting with the necessary and appropriate entities (such as the Curriculum Committee, University Senate, MHEC, USM, etc). (Fall 2016)
Tufts University Demands
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.
University of Alabama Demands
1. Create a division of diversity and equity at the University of Alabama with a Vice President or Vice Provost of Diversity.
2. Remove the names of white supremacists, klansmen, confederate generals, and eugenicists from classroom buildings or include a visual marker to indicate the history of racism that the building’s namesake was associated with.
3. Increase funding for student organizations and offices that do intersectional work, specifically; Counseling Center, Women’s and Gender Resource Center, Safe Zone, Center for Service and Leadership, Crossroads, Wellness, and Gender and Race Studies Department.
4. Take steps to reinstate the Black Alumni Network with sufficient funding.
University of Baltimore Demands
By the People of Color Coalition:
1. Increased Faculty Diversity & Opportunities for Minority Candidates
Historically people of color have faced many overt obstacles to achieve the same successes of their white counterparts when it comes to the working world. Institutional barriers still exist this day that prevent minorities from reaching positions they would be fit for. We want to see this rectified.
Firstly, we want to see tenured and tenured-track faculty diversity increase by 20% and a 10% increase overall in faculty diversity by the 2018-19 Academic Year. Many studies show the negative impact on the learning experiences (and life experiences) of people of color at institutions where the diversity of the faculty and staff does not adequately reflect the diversity of the student body.
Secondly, we want an investigation into the HR screening and selection process. We have concerns in regards to the overall control and potential bias present in this process. We also want at least one of all finalist brought to campus to be a person of color.
We firmly believe in affirmative action and equal employment policies because the landscape today does not adequately make it fair enough for candidates of color to achieve positions or reach opportunities that should be available to them.
2. Cultural Competency Training & Training to Employ Culturally Relevant Pedagogy
This university is increasingly becoming a multicultural environment. With people from many diverse backgrounds the opportunity to miscommunication and insensitivity is ripe. Specifically, this university has a problem with faculty being insensitive to students of color and promoting instances of outright discrimination and microaggressions. There is a responsibility for this university to create positive environments of learning and form effective working relationships amongst all in this community.
Cultural competency training should be given on a semester basis (this includes workshops, lectures, and interactive courses) and be mandatory for students, faculty, and staff. We also demand that faculty members are put through intensive training on how to implement culturally relevant teaching techniques and curricula that breeds an environment of inclusiveness and understanding in the classroom.
3. Diversification of Courses and Degree Programs
Historically, degree programs and classes are taught from a euro-centric point of view. It denies students of color the ability to identify with and understand the historical and practical implications of their ethnic backgrounds. Erasure is at play when classes and degree programs do not include perspectives of diverse backgrounds and has social implications.
An increase in courses that apply the skills and theories taught in each particular discipline to the issues and concerns facing marginalized communities (specifically History, Interdisciplinary Studies, and other classes that focus on perspectives from other cultures and demographics) is necessary. Along with that, they must employ culturally relevant pedagogy (refer to point above).
For degree programs we want to see at least these following majors included: Africana studies, African-American studies, and Urban Renewal & Development.
4. Oversight and Accountability in Student Experience Disparities
There have been instances of disparities in how students of color are treated in situations versus white students. These disparities include claims of unequal treatment in the student disciplinary process, abuse of academic freedom by professors, and unequal access and support provided by Student Affairs employees that negatively impact cultural groups.
A standardized reporting and discipline process is necessary to counteract faculty who violate this trust with students. Along with this a non-discriminatory clause should be placed in all syllabi. We ask for institutional reporting on student disciplinary outcomes broken down by ethnicity and gender, and an opportunity for students to be involved in the reform process if discrepancies are involved. Finally, we ask for a Cultural Tolerance Assessment to be completed by students, faculty, and staff on a semester-basis that allows for instances of discrimination and bias to be reported anonymously and proper institutional reporting of the statistics.
5. Have Diversity Become a Top Five Goal on the Strategic Plan
Recruitment, retention, and academic support are the three greatest challenges to maintaining a diverse student body on this campus. Change in admissions standards resulted in a decrease in the diversity of incoming freshman. Students were not consulted in this change, whereas faculty primarily drove this. There is also a perceived lack of recruitment from urban schools.
When it comes to retention, students of color face a far grimmer outlook then students. By making diversity a top five strategic goal, these issues will become institutional priorities. They will make sure proper academic support and efforts will be taken to maintain diversity on this campus. Included in this is making diversity come from within the community. It is unacceptable that this is a Baltimore city anchor institution without primarily recruiting from within the community.
6. Creation of Chief Diversity Officer position in President’s Executive Cabinet & Affirmative Action/EEOC Officer
To show the seriousness in which this University is taking the issues of race and diversity we think it is necessary a Chief Diversity Officer (CDO) position is made with executive level privileges and access. This officer’s role will focus specifically on initiatives to create diversity and inclusion on campus and within the Baltimore community, they will oversee the process of making sure diversity is a primary motivating factor in setting curricula, infrastructure plans, policies, and programming.
We also want an institutional process for investigating instances of discrimination & bias brought against faculty and staff with meaningful disciplinary outcomes. To run this process we want the creation of an Affirmative Action/EEOC Officer who would also be the Title IX coordinator on campus. This person would have oversight and investigation ability.
7. Increase the scope, staffing, and financing of the cultural diversity center expanding beyond just student events.
The current role of the Cultural Diversity Center on this campus is completely underserving the university community. Its focus solely on student events and experiences discounts the fact that cultural diversity and inclusiveness is a campus-wide effort. The current staffing of the Cultural Diversity Center (one staff member) also gives off the impression that diversity is not primary concern to this university.
To combat these issues and allow the Cultural Diversity Center to utilize a more prominent role in these initiatives, we call on their increase of the scope, staffing, and financing. We want them to be reorganized into the Office of Cultural Diversity (OCD), they would be directly overseen by the CDO.
University of California, Berkeley Demands
By UC Berkeley Black Student Union:
WE DEMAND the creation of an African American Student Development Resource Center, to be named the Fannie Lou Hamer Resource Center, with a designated office space as well as space for hosting events, at a central campus location. This center is to be under the purview of the African American Student Development Office.
WE DEMAND the hiring of two full time admissions staff members that have extensive experience working with Black students, and a series of enhanced recruitment strategies, with a budget of $300,371, to recruit Black students to UC Berkeley. We maintain that this funding comes from the Chancellor’s office and not from the Division of Student Affairs.
WE DEMAND the hiring of one full time Program Director to work with the Recruitment and Retention Centers within the idgeulticultural Resource Center, with a budget of $113,932. We maintain this funding comes from the Chancellor’s office and not from the Division of Student Affairs.
WE DEMAND the hiring of two fulltime psychologists that have extensive experience working with Black students at UC Berkeley. We maintain that the funding for this (which includes recruitment expenses) come from the office of the Chancellor.
WE DEMAND the current Getting into Graduate School (GiGS) mentorship program budget to be doubled in order to expand and strengthen the program
WE DEMAND the hiring of two fulltime Black Student Athlete Development Advisors be available and provide mentorship and academic guidance for all Black student athletes .
WE DEMAND the immediate creation of a committee tubmit recommendations for the aggressive recruitment and retention of Black staff and faculty within and outside of the African American Studies Department. This Task Force shall have representatives from the African American Studies Department, the Director of the African American Student Development office, and the Black Student Union, among other key students, staff, faculty and administration members.
WE DEMAND that the name of Barrows Hall be changed to Assata Shakur
WE DEMAND the Chancellor, Vice Chancellor of Student Affairs, Vice Chancellor of Equity and Inclusion, and the Dean of Students meet with members of the Triad (Black Student Union, Black Recruitment and Retention Center, African American Student Development) at least once every academic semester.
WE DEMAND full funding to sustain the American Cultures and Engaged Scholarship (ACES) program at UC Berkeley. We demand that this funding comes from the Chancellor’s office and not solely from grant funding. Additionally, we demand two additional staff members to enhance the program.
WE DEMAND that all of our demands be fully implemented within the next 36 months and that the Chancellor give us his official response no later than 5PM on March 6th 015.
University of California, Irvine Demands
From the Black Student Union:
1. We, the Black Student Union, believe that the University of California, Irvine must create and implement effective plans to recruit and retain Black students, staff, and faculty.
2. Black students still endure institutional and pervasive racism on a regular basis as evidenced by, but not in any way, shape, or form limited to, the following incidents:
a. In 2011, to begin the Cross Cultural Center’s 28th annual Martin Luther King Jr. symposium, UCI’s Hospitality and Dining services served fried chicken and waffles in “honor” of the event.
b. In 2012, Pi Beta Phi gave a “Once you go Black, you never go back” award, while Alpha Phi and Phi Psi decorated paddles labeled “slave driver” and “little slave.”
c. In 2013, a UCI Greek fraternity, Lambda Theta Delta, performed in Blackface for their multiple promotional videos. In the same year, a Black student found a piece of paper saying, “Go back 2 Africa slave.”
d. In 2014, UCI appointed Howard Gilman as its Chancellor without regard to student opposition. The university still has yet to resolve any of the issues previously stated, in addition to countless ones not mentioned. Given the hostile racial climate throughout the UC system and a multitude of issues directly affecting Black students here at UC Irvine, we as concerned leaders of the campus community have created this list of demands out of true concern for the health of current and future Black students here at UC Irvine. It is our belief that Chancellor Howard Gilman and UC Irvine Staff, Faculty, and Administration must be held accountable in addressing the structural deficiencies in institutional support for Black students on this campus.
The UCI Black Student Union strongly puts forth the following demands to UC Irvine Chancellor Howard Gilman:
1. WE DEMAND that the UCI administration create and fund the Marsha P. Johnson Black Student Resource, Outreach, and Retention Center, similar to those on the campuses of UC Berkeley, UC San Diego, UC Los Angeles, and UC Riverside. The 2015 Black Student Union Demands Team should choose this space. The violence Black students face on and off campus has documented negative effects on our physical, emotional, and spiritual well-being. These are sources of stress and ultimately impede on Black students’ success, academic pursuits, intellectual developments, and required resources. If the university administration is committed to combating the climate of anti-Blackness at UCI, then it must also mitigate such negative effects in order for Black students to thrive. The UCI Student Outreach and Retention Center (SOAR) is unable to address the specific negative effects of anti-Blackness and the particular barriers to recruiting and retaining Black students to UCI. Two BLOC-elected student representatives and three African-American Studies core faculty members, will be pivotal in determining what candidates to hire as the Marsha P. Johnson Black Resource, Outreach, and Retention Center’s director, and staff. Constituent Elements of the Marsha P. Johnson Black Resource, Outreach, and Retention Center are to include:
a. Each new academic school year, the hire of 2 Black program coordinators from the previous graduating class.
b. Two full-time Black professional psychologists and 4 full-time Black peer counselors, from the previous graduating class, to accommodate the specific mental health needs of the Black graduate and undergraduate community here at UCI.
c. Black Academic Counselors to ensure that Black students understand how to navigate university curriculum
d. A consolidation of job opportunities and academic scholarships
e. The center should be able to assist and advocate for the educational advancements of Black students. This should include but is not limited to supplying free course and testing materials i.e. studying space, tutoring, printing, scantrons, blue books, course textbooks, writing materials, computers, projectors, whiteboards, etc.
f. We demand the University provide programs geared toward financial education and counseling; teaching students from low-income and underprivileged communities how to manage their money.
g. Permanent quarterly funding and implementation of Sandra D. Johnson’s Black Afrikan Retention program.
h. The center should have monetary funds to extend to Black Student Organizations, as a supplement to funds obtained through the Vice Chancellors Office, in order to conduct programs.THE EXCLUSION OF ANY OPPRESSED FACTIONS OF THE BLACK STUDENT COMMUNITY FROM THE CENTER’S PROGRAMS OR SERVICES WILL NOT BE TOLERATED OR PERMITTED.
2. WE DEMAND that the African-American Studies Program be promoted to full departmental status with all the attendant rights, privileges, funding and FTEs. As the only consistent source of scholarship at UCI about the history, culture and politics of African-derived peoples, African-American Studies’ stability and growth must be ensured. The budget cuts that have plagued the Program in African-American Studies in recent years are another means through which the UCI administration has allowed institutional anti-Blackness to fester. The award-winning, internationally recognized research and teaching carried out by the faculty of African-American Studies are essential to the struggle for Black Liberation.
3. WE DEMAND that the UCI administration restore the dedicated Housing Assistant position to the Rosa Parks African-American Studies Theme House. At present, the Rosa Parks House, as a result of “budget cuts”, shares one Housing Assistant position with the Humanities House. This creates an untenable scenario in which an applicant for the Humanities House could, however well intentioned, preside over the residents of Rosa Parks without the necessary training, background or prior interest in the historic mission of the House. The Rosa Parks House is the only residence hall on campus with an explicit commitment to the welfare of Black students and requires a staff with awareness and focused attention and preparation.
4. We DEMAND the creation of a Black Scholars’ Hall with a dedicated Housing Assistant to house first year Black students by reserving two floors in the new MESA COURT for such purposes. The Black Scholars’ Hall is to serve incoming Black students by providing a safe space where Black history, culture, and intellectual thought is celebrated while still allowing them to take part in the first-year experience.
5. WE DEMAND a Permanent Task Force to be created and funded immediately for more outreach efforts and to create more opportunities for the hiring and retention of Black Faculty and staff. This Task Force shall have representatives from the African-American Studies Program Core Faculty, who are not only primarily housed in the African-American studies Program but also approved in consultation with by the chairs of the Black Student Union.
6. WE DEMAND that the Multiculturalism course requirement for every undergraduate student be satisfied ONLY by a new Political Education course, with an entirely new curriculum developed and overseen by Dr. Frank B. Wilderson III. This is because the current classes that meet the multicultural requirement fail to provide a critical analysis that teach us how to combat structural systems of oppression (racism, classism, heteropatriarchy, homophobia etc...).
7. WE DEMAND that the UCI administration cease referring to incidents of anti-Blackness as “isolated” or “rare,” including the Lambda Theta Delta (LTD) videos recently circulated on the Internet. The use of terms such as “isolated” and “rare” suggests that these incidents stand alone rather than collectively indicating a larger, structural problem on campus and in society.
a. WE DEMAND that the UCI administration create and implement a zerotolerance policy for anti-Blackness on campus. This policy must be formalized in writing with the participation of three paid BLOC-elected undergraduate student representatives. The three BLOC representatives will determine punitive measures. This policy must place the offending students on probation for a minimum of one quarter, and the dismantling of any organization involved. If further punitive action is necessary or required, it is to be determined by the paid BLOC-elected undergraduate student representatives. Conditions of probation should include, but not be limited to: loss of the use of campus recreational space, loss of on-campus and housing advertising, and loss of any university funding. If the offender is not affiliated with any campus organization, other punitive measures will be devised.
b. WE DEMAND that the UCI administration create three BLOC-elected, UCI-funded paid undergraduate student position to supervise the implementation of the university’s zero-tolerance policy on antiBlackness. These students, holding either a major or minor in African American Studies, will work alongside the UCI administration in the investigation of alleged incidents of anti-Blackness, and attend all relevant meetings. These students will have the additional power to design educational programs to combat the climate of anti-Blackness on campus. These students will retain autonomy in order to ensure transparency.
8. WE DEMAND the Chancellor, Vice Chancellor of Student Affairs, Vice Chancellor of Academic Affairs, and Chief Diversity Officer meet with the chair and vice chair of the Black Student Union at least once every academic quarter.
9. WE DEMAND that all of our demands be fully implemented within the next 3-6 months and we expect the Chancellor to give us his official response no later than 5PM on January 30th 2015. The leaders of the Black Student Union are sending out this press release because we want to inform the UC Irvine student body of the steps we are taking to address issues of systemic racism that we as Black students face at the University and what we are doing to promote a more inclusive and better resourced campus for the underserved Black students, staff and faculty. This is also a call for support from the rest of the University in assisting us with this project. We ask that all of the demands listed above be implemented within the next 3-6 months. As a follow-up to this press release, we invite all supportive members of the UC Irvine community to sign our online petition at:https://www.change.org/p/howardgillman-implement-institutional-resources-for-black-students
By Afrikan Students Union:
1. Annual funding for Black student Programming on and off campus. The Afrikan Student Union is one of the largest student organizations, yet, there is no operating budget, and we have to beg the university for every dollar we receive. An annual budget of what it costs to run an effective Black community will be presented to UCLA administration.
2. A UCLA Anti-discrimination policy. 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 a policy is violated. Professor Sander broke no policy, the Kanye Western party broke no policy. This is unacceptable.
3. 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 continuing rising costs of education. Funding is one of the reasons why many Black students do not apply to UCLA, and also a hindrance to many that are accepted. For a University that is as “diverse” as UCLA, something must be done to make sure that Black students are financially secure.
4. A commitment to the hiring of more Black faculty across the different academic disciplines. With a rise in Black faculty members, the university will see a rise in Black graduate students. Many Black graduate and undergraduate students have experienced racist sentiments from their respective departments. It will also undoubtedly lead to an increased retention rate for Black students, and other students of color.
5. Rebranding the Afrikan Diaspora Floor with Residential Life. Black students lack spaces where they feel safe and comfortable. The Afrikan Diaspora floor is a way for us to connect more to other Black students, the Afrikan Student Union, and the Afro-Am department. The floor should be branded as a safe space for all Black students.
6. The creation and support of a UCLA Afro-house. Many Black students cannot afford to live in westwood with the high prices of rent. An Afro-house would provide a cheaper alternative housing solution for Black students, that would also serve as a safe space for Black Bruins to congregate and learn from each other.
7. Create a student advisory board for the Office of the Vice Chancellor of Equity Diversity and Inclusion. This will make sure students are able to hold UCLA administration accountable, and also work with administration in their charge to improve campus climate.
8. Provide additional funding for the hiring of an additional Black admission officer to increase the amount of Black students applying and being accepted to UCLA. The University should also provide additional funding to the access programs on campus targeting Black students and students of color. These programs include SHAPE (Students Heightening Academic Performance through Education), VIPs, and EAOP.
9. Create a UCLA community schools in a predominately Black Area of Los Angeles. Black Students are one of the smallest populations at UCLA, and the university should be doing all it can to reach out to them. Currently community schools are 80% Latino and 14% Asian. UCLA should be focusing on its smallest populations of Black and American Indian students.
10. Creation of a Black Student Leadership Task Force, comprised of Black alumni, students, Faculty, and Staff. Black student leaders are some of the hardest working people on campus, and lack institutionalized support from other members of the campus community would make Black student leaders have higher retention rate, and more training.
University of Cincinnati Demands
1. We demand that the University of Cincinnati immediately restrict Phillip Kidd and David Lindenschmidt from patrolling on or off of campus.
2. We demand that the University of Cincinnati enforces a fully funded comprehensive racial awareness curriculum that is mandatory for all students, faculty, staff, and police structured by a caucus comprised of students, community members, and administrators of diverse backgrounds to be put in place by the start of the 2017-2018 academic year.
3. We demand that the University of Cincinnati conducts holistic profiles including extensive background checks, mental evaluations, and accounts of past misbehaviors of all faculty/staff/police hired at the University of Cincinnati, starting immediately.
4. We demand a recurrent substantial monetary allotment to go to all offices and initiatives that directly support and impact the recruitment, retention, and matriculation of Black students on this campus, starting in the Fiscal Year 2017.
5. We demand that the University of Cincinnati allocate appointed voting student senate seats in Student Government from selected representatives from underrepresented communities (race, sexuality, and gender). Additionally, Student Government must report their composition each year including race, gender, sexual orientation, and other self-identifying information for each faction.
6. We demand that the University of Cincinnati hire at minimum 16 staff and senior Black faculty over the next 3 years, starting today, October 14th 2015.
7. We demand the University of Cincinnati doubles the amount of Black students on main campus over the next 3 years, starting today, October 14, 2015.
8. We demand that the University of Cincinnati builds a stand alone AACRC or renovates in order for all of 60 W. Charlton to belong to the AACRC by August 1, 2018.
9. We demand that there exist a SACUB funded student organization devoted to diversity initiatives and programming that promote cultural awareness, sensitivity, and competence by the start of the 2017-2018 academic year.
10. We demand that the University of Cincinnati divest from any companies involved in the operation of private prisons and establish a Socially Responsible Investment Committee (or at least adopting a socially responsible investment policy) for all investment transactions by the start of the 2017-2018 Academic Year.
University of Guelph Demands
1. Address the underrepresentation of black administrators, faculty, and teaching staff with the goal of increasing the percentage of black faculty and staff members by 2017-2018. A recent, publicly available survey conducted in 2014, makes clear that visible minorities are poorly represented in the body of University of Guelph employees. Ensuring that black students see themselves represented in the University’s faculty and staff across all departments is crucial to providing an inclusive environment: it means that students will be able to access a great range of experiences and knowledge’s as part of our existence within the University community. Furthermore, the presence of black faculty in particular encourages black students to see themselves in teaching, research, and administrative leadership positions. . This is a major issue that the University of Guelph should address and investigate.
2. Address the underrepresentation of Black students in all programs. We find it troubling that our images are constantly used to promote the University of Guelph as a diverse campus, even as we find ourselves excluded and alienated in concrete ways as a minority population. We know that the University of Guelph is currently in the process of creating the #chartourpath strategic renewal process. However, as it stands, the process and end goal are vague, and fail to acknowledge specific issues faced by black and indigenous students on campus. A basic first step would be to meaningfully include black and indigenous students in the strategic planning process. Simply posting that there will be community consultations is ineffective as it fails to account for our existing alienation from the process as a barrier to participation. We wish to see proactive outreach to campus organizations that moves beyond tokenism, as well as the establishment of incentives to encourage students to actively be involved in this process. We expect to be involved immediately and for this underrepresentation to be addressed by 2016-2017.
3. Establish mandatory anti-oppression and equity training for all students, faculty, staff, and administration. The university has come to understand the importance of addressing social issues as a means of creating inclusive and safe communities. As seen through the “Can I Kiss You?” programming during orientation week and the campus-wide effort to implement training in relation to mental health, there is the capacity to prioritize large scale programming on anti-oppression.
4. Increase the number of scholarships (in SFS) and other funding available to black and indigenous students, including scholarships that focus specifically on black students with low-income backgrounds that express financial need. Financial insecurity is a key barrier to the academic success of black and indigenous students, but there are presently no in-course scholarships that cater to only students who identify as black and only two exist for those who identify as indigenous. Of the entrance scholarships, the Lincoln Alexander scholarship and the Devine Family Scholarship are offered to, “students who are Aboriginal, persons with a disability or members of a racial minority”. This is not enough. The university prides itself on “diversity” and needs to demonstrate this by going beyond a single blanket scholarship to a more targeted approach consisting of multiple funding opportunities that address the specificity of our experiences of oppression.
5. Establish sufficient culturally appropriate counseling and mental-health services on campus to serve the mental, emotional, and psychological needs of black students. There is currently only one black counselor available that understands the mental health needs of black students. This counselor should have an experiential background and have an understanding of anti-oppression and work within an intersectional framework. The university should intentionally address this as they have failed to acknowledge how race, class and gender intersect.
6. Provide proper administrative support to facilitate the CJ Munford Centre implementation of the anti-racism taskforce. This includes the funding of a full-time position created through student life and overseen by CJ Munford Centre students. This position would be responsible for implementing the following: mandatory trainings on racism and cultural appropriation for first year students, offer support and counseling to black students and assisting the CJ Munford center with programming. In addition, the position will provide support on programming for any events and campaigns pertaining to black students. We demand that this position is created and filled by February 2016.
7. Develop a plan to establish a fully funded and otherwise supported standalone Black, African, and Caribbean Studies Department. Given Canada’s material (if understudied) involvement with (and implication in) chattel slavery; the establishment of Black refugee communities within our borders; and our continued direct involvement in the economics and politics of Africa and the Caribbean, it is clear that such a program needs to be prioritized. Furthermore, any new and existing curricular content related to Black, African, and Caribbean studies needs to draw on the well-established insights of critical race theory. Over the last decade, programming that previously enabled critical exploration of blackness has been markedly de-politicized. For example, courses like “Black America in the 20th Century” and “Black History” were cut in the early 2000s and replaced with “Africa and the Slave Trades” and “Migrations in the Atlantic World.” Additionally, the removal of Women’s Studies as a degree program has meant that various courses that highlighted the experiences of black women (such as “Women’s History in Asia and Africa”) are no longer available. This erasure of Black realities from the curriculum cannot continue and must be addressed. We are no longer willing to accept courses in which our only option for seeing our realities represented is to try to convince (predominantly white) instructors (who control our grades) to allow us to pursue topics outside the syllabus with “special permission.”
8. Implement free education for Black and Indigenous students. This recognizes that the intersection of settler colonialism and slavery —including the dispossession of Indigenous communities and the extraction of wealth through the exploitation of Black labour domestically and internationally — has been a key factor in determining the shape and complexion of University of Guelph’s curriculum, population, and structures of governance. Implementation of free tuition would serve as a means of recognizing and taking responsibility for this history
University of Kansas Demands
By Rock Chalk Invisible Halk:
1. Director of OMA hired by December (Former Office of Multicultural Affairs director Blane Harding left KU in May. Precious Porras has been interim director since.)
2. Mandatory, intense “inclusion and belonging” training for all levels of students, staff, faculty, and administration
3. Issue Campus Climate Survey by February 2016 (The comprehensive survey aims to assess KU’s climate in the following areas: respect and collegiality; communication, collaboration and cooperation; overall work and academic environment; and diversity, equity and inclusion, according to KU’s Office of Diversity and Equity. KU has contracted with Rankin & Associates Consulting to conduct the survey, and it’s currently scheduled to be sent out in fall 2016.)
4. Train and rehire IOA staff and implement accountability measures (KU’s Office of Institutional Opportunity and Access is charged with investigating reports of discrimination on campus — including sexual harassment and sexual violence — and recommending disciplinary action. Director Jane McQueeny resigned in October, and KU currently is searching for a replacement. The office still has four employees. )
5. Increase consistent hiring of diverse faculty and staff (It’s not labeled as a diversity hiring program, but KU’s “Hiring for Excellence” initiative aims to get more candidates of color on campus and, ultimately, hired. I wrote about the effort earlier this year, and administrators said increasing faculty diversity is a challenging goal but credited the initiative with making some progress so far.)
6. Increase the percentage of underrepresented domestic and undocumented students (KU’s overall enrollment went up this fall. Within the new freshman class, the number of Hispanic students went up 10 percent, the number of multiracial students stayed about the same, and the number of black freshmen went down 27 percent. The number of black students in the freshman class is still higher than it was several years ago. KU's most recent retention and graduation report is available on the Office of Institutional Research and Planning website.)
7. Immediate amendments to Senate election code (Some students have complained that a Student Senate decision to raise the spending cap for elections prevents minority students from running for office.)
8. Increase aid and assistance to active military and veterans (The number of vets at KU is going up. I just reported some numbers this week, along with plans to build a new Student Veterans Center inside Summerfield Hall once the business school moves out.)
9. Establish team of multicultural counselors to specifically address severe mental illnesses and the needs of students of color by Fall 2016
10. Ban concealed weapons from campus (Under Kansas law, concealed weapons must be allowed on public university campuses beginning in July 2017. The Kansas Board of Regents currently is seeking input from KU and other universities to develop a policy covering how the new law will be implemented.)
11. Remove all professors who assault, sexually harass, or engage in abusive relationships with students. Apply this policy retroactively as well, specifically to Dr. [name redacted by the Journal-World]. Immediate expulsion of those that commit sexual assault. (Several years ago a female student accused the professor listed by name of sexually harassing her, and she was unhappy with how KU handled her complaint. KU does not release information about individual investigations.)
12. Open investigation in Grant, Starling et al. case as hate crime beginning with IOA (KU Black Student Union president Kynnedi Grant said during Wednesday’s forum that she and several black friends were physically assaulted and called a racial slur at an off-campus house party on Halloween. A police report was not filed. It’s unclear if the women filed a report with KU IOA, though Grant posted an account of the event on her Facebook page earlier this week. After the forum, Grant declined to answer my questions about the incident.)
13. Reopen investigation into the murder of Rick “Tiger” Dowdell (Dowdell, a 19-year-old black Lawrence resident, was fatally shot during a gun battle with police near Ninth and Rhode Island streets in July 1970, a summer filled with race-fueled violence at KU and throughout the community. The Kansas Bureau of Investigation determined that Dowdell had exchanged fire with a Lawrence police officer and that a bullet from the officer’s gun killed Dowdell, according to previous Journal-World reports. A coroner’s inquest found that Dowdell’s death was justified. KU does not have jurisdiction over homicide investigations.)
14. Establish Multicultural Student Government independent of current University of Kansas Student Senate
15. Thorough plan of action from Administration by January 19, 2016
University of Michigan Demands
1. We demand the University give us an equal opportunity to implement change, the type of change that can only be completed with a full restoration of The Black Student Union’s purchasing power through an increased budget.
2. We demand the University give us available housing on central campus for those of lower socio-economic status at a rate in which students can afford to be a part of university life, and not just on the periphery.
3. We demand for an opportunity to congregate and share our experiences in a new TrotterMulticultural Center located on central campus.
4. We demand an opportunity to educate and be educated about America’s historical treatment
and marginalization of groups of color through race/ethnicity requirements throughout allschools and colleges within the university.5. We demand for an equal opportunity to succeed with emergency scholarships for blacks tudents in need of financial support to eliminate the mental anxiety of not being able to focus on and afford the university’s academic life.
6. We demand for increased disclosure of all documents within the Bentley Library. Thereshould be transparency about the University and its past dealing with race relations.Lastly and most importantly,7. We demand an increase in black representation on this campus equal to 10%.
University of Minnesota Demands
I. We expect engagement with substantive, instead of cosmetic, diversity.
1. We demand the university fundamentally reorganize its goals and priorities to include access and justice for local communities within the Twin Cities.
2. As a public land grant university, access and justice for working class communities in the Twin Cities should be the priority.
a. This means reconsidering who benefits from the “transformation” of the UMN into a “world-class” public research university.
3. We demand the university redefine its commitment to “diversity” in a manner that always includes historically marginalized communities; that it be transparent and state who it means by “diversity” in all of its communications concerning this issue, and that it honor the commitments it has made to these communities. That is, if it states that the following communities embody diversity…
a. People of color, including underrepresented groups and new immigrant populations
b. People with both visible and invisible disabilities
c. People who identify as women
d. People of various gender and sexual identities and expressions
e. First-generation students from economically disadvantaged backgrounds” (https://diversity.umn.edu/aboutoed)
...then it must serve and support them in action and not just word.
II. We expect that the recruitment, retention, and graduation of students from historically marginalized communities will become a priority.
1. We demand the university immediately remove language from its admissions application that questions prospective students about their prior convictions and criminal offences, as well as their history of expulsion, suspension, and/or probation in their former institutions (as stated in the UMN Freshman Application for Admissions, 2014). We believe this is an issue of equity and justice, given that people of color are disproportionately targeted for expulsion and suspension in the education system and disproportionately profiled, convicted, and incarcerated in the criminal legal system. If these questions must be asked, then they can be asked after students have been considered for admission.
a. This would be in line with the “Ban the Box” law that Governor Dayton passed in 2014, which removed questions regarding applicant’s criminal background from initial job applications.
2. We demand improved active recruitment of students at the community college level, and a commitment to support these students with adequate resources, financial and otherwise. This includes orientation activities that parallel those of incoming freshmen, a mandatory tour of the second floor in Coffman Memorial Union and of Appleby Hall, and literature that includes all of the resources readily available for students.
Let it be known that Whose Diversity? has listened to the constructive feedback of our community. As evidence that diversity is an ongoing commitment, and not an end to meet, we are created the following amendment to our list as of June 12th, 2014:
3. We demand the U of M create and implement a concrete plan for increasing the population of students of color - especially Black and African American students & Chican@ and Latin@ students - and Indigenous students. The demographics of the undergraduate and graduate student populations should reflect the population of the Twin Cities.
a. Based on our review of existing demographics of the student body, the number of American Indian students at the U are proportional to their numbers in the larger population. While this may be accurate, we also are well aware that these percentages are products of conquest and genocide that decimated Indigenous people to numbers so small that the few survivors struggle to gain access to privileged spaces within higher education. The genocide, forced assimilation, and ethnic cleansing perpetrated against Indigenous populations through settler colonialism, particularly on land that now makes up the state of Minnesota against people of the Indigenous peoples must be remembered and acknowledged. Thus, we demand that the University increase the number of Indigenous students to reflect a percentage that is much higher than the percentage of Indigenous peoples in the Twin Cities and throughout the state of Minnesota. This would be a small effort by the University compared to the injustice of such a grave assault on humanity which continues to haunt the land and ideology upon which this institution is built.
b. The U of M must work to ensure the same graduation and retention rates for the aforementioned student populations (Black and African American studentsChican@as and Latin@s students, and Indigenous students) as the rest of the student population. This means the U will provide the resources necessary for these student populations to be successful. These resources the U provides will be drawn from what student, staff, faculty, and community members who identify as indigenous and/or people of color state is needed to be successful, and in alignment with the rest of our demands (i.e., ensuring the permanency of student cultural centers, increased hiring and retention of faculty of color, etc.).
4. We demand the U of M create and implement a plan for meeting certain benchmarks:
a. In one year, the university student body should be proportional to one-half of the Twin Cities demographics of non-white groups. (For example, the student body should be 9% Black in one year compared to the city demographics of 18% Black residents).
b. In two years, the university student body should be proportional to three-fourths of the city demographics of non-white groups. (For example, the student body should be 13.5% Black in two years compared to the city demographics of 18% Black residents).
c. It is critical that the university make a fundamental and permanent commitment towards campus diversification.
5. In solidarity with SDS, we demand the administration begin lowering tuition to increase accessibility for working class Minnesotans. Rising education costs create an economic squeeze that both pushes existing students into debt and prevents poorer Minnesotans from ever attending. This prevents diversity of class and race, as non- white racial groups continue to be systemically impoverished and excluded from economic mobility.
6. We demand the university have available affordable housing in a central location on campus for those of lower socioeconomic status at a rate that students can afford. This would ensure all students can be a central part of university life, and don’t experience it exclusively on the periphery.
a. This is in response to the increased construction of the “luxury apartments” along Washington Avenue and in Dinkytown.
III . We expect an emphasis be placed on the well-being of people from historically marginalized communities.
1. We demand an equal opportunity to succeed without enduring the mental anxiety of not being able to focus on and afford the university’s academic life. Therefore, we demand the university establish an emergency fund to provide assistance for students from historically marginalized communities in dire need of financial support. This fund would be designed to keep students from becoming homeless, going hungry, or experiencing any emergency situation that threatens their health and well-being, as well as their ability to function as a student.
2. We demand cultural competency from medical, counseling and mental health services. The mismatch in biographies and consciousness between students of historically marginalized identities and the medical providers that treat them, especially those in counseling and mental health services, should be immediately addressed and corrected.
a. This includes having more medical providers of historically marginalized identities whose work is rooted in social justice.
b. It also includes having professionals who are conscious of how our lives are informed by social justice-oriented ideologies.
3. We demand a “Reporting Discrimination, Harassment & Retaliation” statement (https://diversity.umn.edu/eoaa/reportingdiscriminationandharassment) be attached to every syllabi, and that all students be made aware that they may submit anonymous reports. This statement must clearly detail a necessary commitment by faculty to the creation of safe spaces for historically marginalized communities within the classroom and clear options for students to file formal grievances against students, staff, and faculty who commit acts deemed racist, homophobic, sexist, transphobic, xenophobic, etc.
4. We demand effective means be provided to address grievances with regard to discrimination, harassment, and retaliation. There needs to be transparency within the Office for Equity and Diversity about what the process entails, who receives complaints, and what the consequences are for perpetrators and repeat offenders.
5. We demand the university give marginalized students, staff, and faculty equal opportunity to implement change without threat of suspension, dismissal, and/or attacking our right to organize. This includes providing adequate funding and support to the organizing avenues historically used by marginalized communities within the campus e.g. the student cultural centers, ethnic/cultural faculty associations, student organizations, ethnic studies departments, and union representation and engagement.
6. We demand that the permanency of the student cultural centers (SCCs) be ensured and funded by the university. We demand paid staff who will handle the logistics of scheduling and accounting. We want an end to all required “reviews” and evaluations of these spaces that threaten their permanency. The SCCs are critical in order to fulfill the university’s commitment to providing education for a diverse community, and often carry the burden of ensuring the recruitment, retention, and graduation rates of people from historically marginalized communities.
7. We demand access to at least one all-gender restroom in every building on campus.
8. We demand that all University buildings be compliant with the American With Disabilities Act (ADA). The current signage on the second floor of Coffman is not compliant with the ADA.
9. We demand that at least one (1) meditation room per UMN Twin Cities campus (i.e., East Bank, West Bank, St. Paul) be made available for students, staff, faculty, and community members of all religious and spiritual beliefs. The room decor and atmosphere should be conducive to meditation and healing. The decor shall be approved by a committee of students, staff, and faculty who embody multiple religious and spiritual beliefs to ensure that these rooms are as respectful and encompassing as possible.
IV. We expect an emphasis be placed on a comprehensive educational experience for all students.
1. We demand ourses that value, teach and understand the histories, cultures, politics
and socioeconomic realities of marginalized peoples.
2. We demand an acknowledgement that the university exists as a product of colonialistic processes.
3. We demand the university require all students to take at least one ethnic studies course offered in one of the three ethnic studies departments, (Chicano and Latino Studies, African and African American Studies, or American Indian Studies), or the Asian American Studies Program.
4. We demand that all students be required to take one course that deals with gender non-conforming issues in the Gender, Women, and Sexuality Studies Department or any of the courses endorsed by the GLBTA Programs Office.
5. Since it has been the experience of both undergraduate and graduate students of color that there are not enough faculty of color to serve as our advisors,
a. We demand the university expand all underfunded and understaffed ethnic studies departments and program to include a minimum of 8 faculty lines, at least 2 of which must be senior faculty members. We demand that this process be initiated within the next academic year (FY 2014-2015), and that hires be made in each successive year until these numbers are achieved.
b. We also demand that new hires of faculty of color be made in all departments that currently have one or zero representatives from historically underrepresented groups.
c. We demand that faculty and new hires be paid competitive salaries.
6. We demand that within two years the university will have at least 2 faculty members of color engaging in critical race and ethnic studies scholarship with a social justice emphasis in every department, and that they be paid competitive salaries.
7. We demand that the university give students of historically marginalized backgrounds an opportunity to play a role in the hiring processes of faculty of color.
8. We demand CLA advisors and recruiters with cultural competence in ethnic studies. We also demand departmental advisors in ethnic studies departments who are culturally competent in these areas.
9. We demand for increased exposure to histories of activism initiated by marginalized communities through the creation of an archive of historical documents and photographs, and that this archive be readily available to the public. Additionally, we demand a display that features these histories be created and located in a centrally located space, such as the second floor of Coffman Memorial Union. There should be transparency about the university and its past dealings with race relations.
V. We expect the acknowledgment and respect of surrounding communities.
1. We demand that the University of Minnesota Police Department eliminate racialized crime alerts.
2. We demand a halt to all projects initiated by the university and a withdrawal of public support for “development” projects that gentrify and displace local communities, such as the luxury apartment developments in the vicinity of the university. Instead, the university should concern itself with nourishing and restoring relationships with local communities and community intellectuals.
3. Opportunities for multi-directional engagement and education should be welcomed and promoted by the university. The university needs to recognize the wealth of knowledge and culture that exists outside of the walls of this university, and not just see these spaces as spaces for expansion. Moreover, further securitizing campus and displacing local communities will only make these goals more difficult to achieve.
University of North Carolina Chapel Hill Demands
Academics and University-Wide Political Education
1. We DEMAND that the University incorporate mandatory programming for all University constituents (students, faculty, staff, administrators, deans, chairs, etc.) that teaches the historical racial violence of this University and town as well as a historical and contemporary look at the ways in which racial capitalism, settler colonialism, and cisheteropatriarchy structure our world. This will come from an ungraded course created and facilitated by a coalition of students as part of a broader task force of workers, students and staff. There is an acceptance of oppression as the norm at this University that must be called out and addressed. The program will be vetted by a University professor of our choosing.
2. We DEMAND equitable funding allocated to the Department of African, African American, and Diaspora Studies and the Department of Women and Gender Studies at UNC-Chapel Hill. They perform a critical role at our University, creating spaces to engage in discussions and work against violent structures of privilege and oppression. In the wake of the Wainstein Report, Black Studies was scapegoated and pathologized on this campus — this was not only unacceptable, but something that was not addressed by the University at large.
Admissions and Retention
2. We DEMAND that standardized tests such as the SAT, SAT II, and ACT no longer be considered during admissions process, as high scores on these tests correlate most closely with higher household income, disproportionately benefiting wealthier, white students. Following in the steps of Wake Forest University, UNC-Chapel Hill must become accessible to students who are presently marginalized from attending.
2. We DEMAND the University publish data on the homepage of the UNC website on the graduation rates of Black, Indigenous, and Latina/o students at UNC that account for students who drop out or transfer, disaggregating data for race, gender, and class. Currently this information is well-hidden by the administration and we believe residents of North Carolina, especially students, deserve to see this data in order to hold this institution accountable to its mandate to educate the residents of North Carolina.
3. We DEMAND that the University publish data on the homepage of the UNC website on the admission rates of Black, Indigenous, and Latina/o students and disaggregates for race, gender, and class.
4. We DEMAND that the University follow-up with all students who have decided to withdraw from the University or transfer and determine why they left and publish this data. For instance, we find that Black and Indigenous men who leave are often academically eligible, meaning the issue is more nuanced and has structural determinants that are not being considered.
Board of Governors
1. We DEMAND the immediate firing of Margaret Spellings. And any future President of the UNC system must be decided collectively by students, staff, faculty, workers, and those living in North Carolina who are marginalized by the University space.
a. Margaret Spelling was chosen behind closed doors. The secretive firing of Tom Ross was done with the purpose of instituting someone invested in the corporatization of the University system.
b. She has shown herself to be homophobic, describing LGBTQIA+ people’s lives as “those lifestyles.”
c. She was one of the architects of the No Child Left Behind Act as Secretary of Education under George W. Bush, and thus was responsible for pushing standardized testing that has cemented institutionally racist practices into schools across the country.
2. We DEMAND that students and workers of our choosing will be included in all committees commissioned for the hiring of top tier administrators (i.e. Chancellor, Dean, President). The current president of ASG, the student body president, and president of GPSF are already involved in some of these processes, and clearly we cannot rely on a few tokenized students.
3. We DEMAND that every Board of Governors meeting have a session for public comment and petition.
4. We DEMAND that students, non-academic workers, academic workers, and other North Carolina Constituents be given a vote on the Board of Governors. As it currently stands, even issuing a single student vote is insufficient to shift the balance of power.
5. We DEMAND that University cafeterias, gym memberships, libraries, and class registration be free to all residents of North Carolina regardless of admittance into the institution.
6. We DEMAND increased funding for historically Black colleges and universities (HBCUs). Throughout North Carolina, the majority of HBCUs have experienced decreased enrollment over the past few years as a result of precarious state and federal support.
1. We DEMAND that the UNC Management Company and the Board of Trustees should begin researching and carrying out an immediate divestment from:
a. Private jails, prisons, and detention centers
b. Israeli Apartheid
2. We DEMAND that the investments made on behalf of the University should be made with more transparency to ensure the endowment of the University can be tracked according to the industry, company, and funds that are being invested in. This information should be made available to the public via an online database.
3. We DEMAND an endowment oversight committee of students and workers of our choosing be immediately instituted in order to create a framework for ethical guidelines that will facilitate University investment decisions.
1. We DEMAND the University stop contracting with Aramark and all other corporate entities. Aramark is a corporation deeply invested in the expansion of the prison industrial complex (PIC) and hence the massively growing prison economy, which is targeted at criminalizing and caging working class Black people.
a. The University should re-hire all current employees of Aramark.
b. We know the history of the 1970 Lenoir Workers Strike, where 200 Black cafeteria workers went on strike in response to management attempts to crush union organizing. UNC privatized food services in 1971, just one year after the strikes. We know that UNC contracts with Aramark in order to avoid providing decent working conditions, benefits and pay for Black and Brown workers, while undermining their ability to unionize and collectively bargain.
c. All other current contracts should adhere to the same or better standards of labor as the University and UNC Hospitals until these institutions stop contracting with other corporations and begin employing workers directly.
2. We DEMAND that the University NOT privatize UNC Student Stores, whether with Follett Corporation or another group. We stand with the workers who have given years of service to the campus and have demanded UNC reevaluate its push for privatization.
3. We DEMAND that the University evaluate all companies it is currently licensing with, and make decisions to cut contracting with corporations proven to have deeply exploitative and abusive track records toward workers. Given that, we DEMAND UNC cut its current licensing with:
a. VF Corporation
i. Signing the Accord on Fire and Building Safety in Bangladesh is insufficient, because VF Corporation, which makes UNC apparel, has moved their sites of production outside of Bangladesh, effectively nullifying the Accord.
i. The University signed a near $40 million 10-year contract with the corporation in 2009. Follow the lead of the University of Wisconsin, which cut ties amid labor concerns.
Health and Well-being of Students of Color
1. We DEMAND that the University’s Counseling and Psychiatric Services (CAPS) be directed by a taskforce of our choosing which would oversee the hiring of mental health care providers, with a strong mandate to aggressively recruit and hire mental health professionals of marginalized backgrounds, especially people of color. We DEMAND that all hiring of therapists should make the utmost priority to hire people of color with a strong structural analysis of mental health and anti-oppression. Students should be able to attend counseling sessions that do not reinforce and antagonize them based on oppression that is already forcing them into the counseling session in the first place.
2. We DEMAND that the limit of 6-8 individual counseling sessions be lifted and that all students regardless of full-time or part-time enrollment may receive mental healthcare services through CAPS according to their needs. All outside referrals should ensure that the cost of care will be truly affordable or free to the student.
1. We DEMAND Gender Non-Specific housing and bathrooms across UNC’s campus.
2. We DEMAND that the University take responsibility in stopping and reversing the ongoing displacement of working class Black people out of Chapel Hill and Carrboro and demonstrate this through investment in collectively-owned housing projects.
3. We DEMAND that the University decriminalize sleeping on campus or being on campus after midnight for non-students. We know these policies are primarily meant to police poor, Black, and Brown bodies on supposedly “public” space.
Police and Prison Abolition
1. We DEMAND a task force of students and workers of our choosing be immediately instituted in order to create a timeline and action plan to address the University’s relation to policing and penal institutions. The first initiative of this taskforce is for the University to provide a statement calling for a moratorium on jail and prison construction in North Carolina. We say this in the wake of a new, larger jail being planned for Hillsborough, NC, which will continue the practice of holding Black, brown, undocumented, poor, queer, trans folks and people with mental illness in captivity.
2. We DEMAND that cameras surveilling students, workers, and white supremacist monuments on campus be deactivated and removed.
3. We DEMAND that police are trained on de-escalation techniques, so that they avoid the use of force in seemingly antagonistic encounters. Similarly, we DEMAND that campus police participate in the University-wide political education in order to learn about how our institutions of policing, prisons, and the courts have their roots in racism.
4. We DEMAND an end to the list of people banned from the University campus, who we are certain are disproportionately poor and homeless people of color.
5. We DEMAND that UNC not privatize its police force and/or contract with other security or surveillance firms now or in the future. Still, a public police is no better, if not worse. Policing as an institution must be abolished, and must be replaced with restorative and transformative justice practices, rather than functioning as a mouth into our penal system.
6. We DEMAND that no additional funding be provided to the UNC Department of Public Safety and call for a divestment from policing on our campus.
7. We DEMAND the complete disarming of the UNC Department of Public Safety (UNC Police) and UNC Hospital Police.
8. We DEMAND that the University take it upon itself to take demonstrable actions to decrease police harassment, arrests, and general police contact with working-class, poor, and homeless Black and Brown people. The University as a form of white space necessitates intensified policing and surveillance in all of Chapel Hill and Carrboro, particularly on campus and on Franklin Street.
1. We DEMAND public condemnation of the anti-Black Confederate rally that occurred on this campus and their terroristic intimidation of Black students at UNC.
2. We DEMAND the removal of the racist Confederate monument Silent Sam and ALL confederate monuments on campuses in the UNC-system.
3. We DEMAND that Carolina Hall, a whitewashing of Saunders Hall, be renamed Hurston Hall. A plaque on the exterior of the building should make clear that William Saunders was a chief architect of white supremacy in North Carolina as a Grand Dragon of the Ku Klux Klan.
4. We DEMAND a space on campus to highlight the many Black leaders who were and are Greek on this campus. This space will honor their contributions to this campus, the surrounding community, and this country. The importance of plots transcends Greek life and crosses into the territory of Black history and legacies that have been erased from the University, particularly since the University has felt the need to allow the Silent Sam statue to remain intact.
5. We DEMAND that the Black Student Movement (BSM) reclaim control of the Upendo Lounge in the Student and Academic Services Building. As early as 1972, BSM had its own space in Chase Hall, called the Upendo Lounge; however, Chase Hall was demolished in 2003, and BSM currently does not have a meeting place under their complete jurisdiction.
Tuition and Financial Aid
1. We DEMAND the elimination of tuition and fees for all students. In achieving this, we call for an immediate moratorium on tuition and fee increases, decreases until all students are graduating without student debt, and the establishment of financial aid that is loan-free and labor-free (no work study). These demands cut across study abroad programs outside of UNC and need-based initiatives such as the Covenant Scholars Program. We know that merit scholarships reproduce inequality as they primarily benefit wealthier, white students. Hence, we aim to end the mythology of meritocracy that is pervasive in higher education.
2. We DEMAND in-state tuition and full financial aid for all residents of North Carolina, regardless of immigration status.
3. We DEMAND a tuition task force of students and workers of our choosing be immediately instituted in order to create a timeline and action plan to create this reality.
Workers: Academic and Non-Academic
1. We DEMAND more aggressive recruitment of Black faculty and faculty of color. This includes positions in CAPS and Campus Health practitioners.
2. For all faculty, administrative, and staff positions, make formal priority to hire formerly incarcerated people, refugees, Black, Indigenous, and Latina/o people.
3. We DEMAND a faculty-hiring and tenure task force of students and workers of our choosing with full decision-making authority be immediately instituted in order to create a timeline and action plan for hiring procedures and practices.
4. We DEMAND all department heads and deans of African, African American and Diaspora Studies, Asian Studies, American Indian Studies, Latin American Studies, and other similar departments and programs MUST be faculty of color.
5. We DEMAND that priority must be given to hiring and tenuring of faculty of color over white faculty in those departments, to the extent that 80% of the faculty of said departments must be made up of faculty of color. White professors must be discouraged from leading and teaching departments about demographics and societies colonized, massacred, or enslaved under white supremacy.
6. We DEMAND a University and hospital-wide minimum wage of at least $25.00/hour that is commensurate with the living costs of downtown Chapel Hill plus full benefits for all workers regardless of temporary, permanent, part-time, full-time, or contracted status. For a household with a single working adult and three children $32.86 is the full-time minimum wage required for a family to live decently in Durham/Chapel Hill. People should not be compensated for their labor so that they can merely get by, but so that they can thrive. We DEMAND that an increase in wages should never result in a cutting of hours. Workers must be paid enough to live, work, and care for family in Chapel Hill, as white supremacist, patriarchal capitalism has made housing prices skyrocket and rendered the town unaffordable to one too many.
7. We DEMAND that all administrators be compensated at the same rate as workers. UNC-Chapel Hill Chancellor Carol Folt currently receives a base salary of $570,000. Her pay is symptomatic of the way universities have a bloated administrative system with numerous over-paid workers in executive positions.
8. We DEMAND that all workers at the UNC system & UNC Hospitals have the right to unionize and collectively bargain. We DEMAND that the UNC-System and UNC-Chapel Hill advocate for the right to unionize and collectively bargain for workers on a state and national level.
9. We DEMAND a minimum compensation of $15,000 per course for all adjunct faculty.
10. We DEMAND that the University and UNC Hospitals stop employment discrimination against formerly incarcerated people. Numerous scholars and activists have pointed out how the U.S. criminal punishment system has racism ingrained in its roots, as it has been tasked with the duty of criminalizing and caging primarily working class Black people.
a. “Ban the box” on University and UNC Hospitals job applications.
b. Stop criminal background checks for all faculty, staff, and administration.
11. We DEMAND that free childcare and afterschool care is provided to all staff, students, and faculty at UNC and UNC-Hospitals. We DEMAND transportation from Chapel Hill-Carrboro City Schools to afterschool programs at UNC. We DEMAND that the University and hospital actively advocate for all staff, students, and faculty be eligible to enroll their children in Chapel Hill-Carrboro City Schools.
12. We DEMAND that student-athletes are recognized as University employees, paid a base salary $25.00/hour with benefits, and, further, compensated in accordance with the level of revenue that they bring to the University. We recognize that men’s basketball and football, via the exploitation of Black men, are central to the athletics industrial complex (AIC) that runs the University. Hence, we DEMAND a complete dismantling of the AIC in the long term — education should not be a mode of racist, capitalist accumulation.
13. We DEMAND that sexual violence and all forms of racist, gendered violence should be seriously addressed in employment practices on this campus, particularly against women of color in the Housekeeping Department.
a. Former Housekeeping Director Bill Burston sexually abused refugee women from Burma: they traded sex for jobs and he actively tried to hire these women in place of Black women.
b. UNC failed to protect María Isabel Prudencio-Arias from retaliation for speaking out against the case.
14. We DEMAND that all workers receive free monthly GO Passes and free parking through employment with UNC or UNC-Hospitals. We know that workers in the Triangle and particularly in Chapel Hill are forced to live far away in order to afford housing and pay astronomical costs for transportation.
15. We DEMAND language justice for all workers at UNC. Trainings, materials, and all communication should be made available in all languages that workers prefer. We recognize that the University relies on the labor of a large number of refugee workers and Latin American immigrants, and these workers should be provided with the same access to information and communication as English-speaking workers. Additionally, verbal instructions and communication should be made available in addition to written materials for all workers, as we recognize that workers are often denied proper education, even for English-speakers born in the U.S.
University of North Carolina at Greensboro Demands
1. WE DEMAND equitable funding of departments and programs that elevate the histories and challenges of traditionally marginalized and poor communities.
a. Fully fund programs that study marginalized communities such as African American Diaspora Studies (AADS) and Women & Gender Studies (WGS).
b. Make Introduction to African American Diaspora Studies and Women & Gender Studies mandatory for all students.
2. WE DEMAND accountability to the larger community.
a. Stop the Gentrification of Glenwood. UNCG must stop any further plans to expand the campus into the neighborhood and work with the community to decide what to do with the property already purchased by the university.
b. No more UNCG police patrolling through Glenwood neighborhood. The campus police department is unaccountable to the residents of the Glenwood neighborhood and should not police that community.
c. UNCG must join the growing movement of divestment from companies and other financial entities profiting from fossil fuels, private prisons, and the Israeli Occupation of Palestine. The university must reinvest these funds into non-extractive community-driven development funds and projects.
3. WE DEMAND UNCG respect the dignity of students, staff, alumni, and broader community.
a. Resolve UNCG’s Student Debt Crisis. Increasingly more students, disproportionately those of color, continue to drop out because of inability to keep up with the the increasing costs of education. Many others graduate with thousands of dollars in debt. UNCG must freeze all fee increases immediately, immediately cut executive administration pay by 25%, and allow all current students to opt-out of athletic-related student fees.
b. End Rape Culture and gender violence on UNCG’s campus. In order to create safe learning, living and working environments for all of UNCG’s community, the university must respond to campus violence against marginalized individuals, including:
c. Mandatory Inclusive Consent Training for all incoming freshman and transfer students, and on-going consent training for Fraternity/Sorority houses and all campus dorm residents.
d. Fully fund and staff an on-campus LGBTQ center that is fully capable of meeting the needs of trans*, gender non-forming and gender-fluid students and staff.
e. Improve access to mental health support resources.
f. Convene experts in the field from the Greensboro community to create and implement a swift, comprehensive, trauma-informed response to sexual assault and gender violence on campus.
g. Fully fund and staff an on-campus Rape Crisis Center that is fully capable to meet the needs of trans*, gender non-forming and gender-fluid students and staff.
h. Immediately institute a living wage of $15/h and support the unionization for all campus workers. UNCG should follow the University of Virginia and the UC system in taking measures towards instituting living wages and right to organize a union.
i. UNCG must call for the removal of Margaret Spellings, the new President of the UNC school system, due to her history of discriminatory statements and actions targeting traditionally marginalized communities, in particular LGBTQ people.
3. WE DEMAND the removal of policies, groups, symbols and icons glorifying white supremacy.
a. Aycock Auditorium must be renamed.
b. No Hate Groups on Campus. Ever. Freedom of speech should not be used as a justification for rampant hateful language or opinions that further marginalizes historically oppressed communities.
c. Require diversity training for all faculty and staff (including campus police) that includes LGBTQ Safe Zone Training and is developed with input from students, faculty, staff, alumni and the broader community..
d. Hold administration, students and staff (including campus police) accountable for racist statements, policies, actions and attacks.
e. Hire more faculty and staff from traditionally marginalized communities! We need a staff as diverse as the student body and the communities UNCG exists in and interacts with!
University of Oregon Demands
By OU Black Student Task Force:
1. Change the names of all of the KKK related buildings on campus. DEADY Hall will be the first building to be renamed.
a. We cannot and should not be subjugated to walk in any buildings that have been named after people that have vehemently worked against the Black plight, and plight of everyone working to achieve an equitable society.
b. Allowing buildings to be named after members who support these views is in direct conflict with the university’s goal keep black students safe on campus.
c. We demand this change be implemented by Fall 2016 To University of Oregon Administration From Black Student Task Force
2. Create an African-American Opportunities program that is comparable, in scope and impact, to the Opportunities program for the Latino student population and community.
a. We strongly believe that having an African-American opportunities program which will feature participation and outreach by Black UO students is the best way of connecting with prospective Black students as well as the Black community.
b. We demand that the individuals that lead the African-American Opportunities program identify as Black/African-American. This format is suited to cater to the unique needs of black students in particular. Such a format is demonstrated in the outreach program currently offered for the Latino student body/community and we believe a comparable format will work for African-American student body/community.
c. We demand that all participating students identify as Black/African-American.
d. We demand that this program be autonomous and separate from UO Orientation and Ambassador Program
e. We demand that this program be totally separate from the Center for Multicultural Academic Excellence (CMAE)
f. We demand to be on the hiring committee of the prospective advisor and lead faculty of this program
g. We demand that all of the Black student outreach participants receive financial compensation for their time and effort.
h. We demand that this program be implemented by Fall 2016
3. Commit to creating a Funding Resource and Scholarship initiative that is designed exclusively to support and meet the unique needs of students that identify as Black/AfricanAmerican.
a. The Diversity Excellence Scholarship is NOT enough.
b. Due to the state/national population imbalance, it is simply unfair for Black students to compete with low income white students and students who identify as Hispanic/Latino for the same scholarships.
c. We demand a commitment to working to secure funding for this initiative by Fall 2016 and demand implementation by Fall 2017.
4. Commit to having Ethnic Studies 101 as a graduation requirement.
a. The current multicultural requirement is not enough. The ethnic studies specific requirement will require students to learn about the importance of United States history in the context of social inequality and injustice, while emphasizing the often overlooked histories of African-American as well as the histories of other underrepresented sub-groups in the United States.
b. Ethnic Studies 101 is a critical course that teaches students the importance of diversity in the United States. Without taking this course, students are not sufficiently prepared with basic cultural competence skills to navigate the diversifying world.
c. We are committed to working with the Faculty Senate and implementing this demand.
d. We demand that this be mandatory for all incoming students by Fall 2016 5. Commit to creating an Academic Residential Community (ARC) that will feature AfricanAmerican history/Oregon Black Diaspora.
e. This residential community is a great way for Black students to connect with other Black students and foster a relationship with Black student organizations such as Black Women of Achievement, Black Student Union, Black Male Alliance, African Student Association, Black Law Student Association, and Black Greek Life.
f. This residential community will increase the students’ understanding of AfricanAmerican history and foster a positive relationship with Black faculty, as well as the past and present Black residents of Eugene.
g. We demand that this initiative be implemented by Fall 2016
6. Commit to hiring an African-American advisor/retention specialist as well as Black faculty across all academic disciplines, especially major UO departments such as Architecture, Business, Education, Math, and Science departments.
a. Have a minimum of 2-3 Black students on each departments hiring committee, including Center for Multicultural Academic Excellence (CMAE).
b. Many Black students at the UO have experienced racist sentiments from their respective departments.
c. A rise in African-American advisors/retention specialist as well as faculty will help decrease racist sentiments and lead to an increased retention rate for Black students.
d. We demand a commitment to this initiative by Fall 2016 and demand implementation by Fall 2017.
7. Create a substantial endowment fund and support system to FUND AND OPEN a Black Cultural Center.
a. Commit to helping find and fund a space directly on campus.
b. A cultural center is a place with sufficient space to function as 1) a classroom to teach courses such as African-American history, and 2) a meeting space for black student organizations. This cultural center should also have room for art and artifacts that pertain to black history.
c. This will be akin to one that exists at Oregon State University. Most importantly, space will be place for ALL students to go and learn about Black history.
d. We demand a commitment to this initiative by Fall 2016 and demand implementation by Fall 2017.
8. Commit to creating a Black Student Leadership Task Force.
a. This Student Leadership Task Force should be comprised of three branches: 1. Black Students. 2. Black Alumni. 3. Black Faculty and Staff.
b. We have established the Black Student branch. As we look to establish the Black Alumni and Black Faculty and Staff branch, we request and expect your unwavering support.
c. We demand a commitment to this initiative by Fall 2016 and demand implementation by Fall 2017.
9. Commit to conducting seminars and workshops by bringing in a black faculty from a peer institution who specializes in Black history and contemporary black issues.
a. Commit to 6 seminars/workshops each school year.
b. We demand that this initiative be implemented by Fall 2016
10. Commit to creating a Student Advisory Board for The Office of Equity & Inclusion and Center for Multicultural Academic Excellence (CMAE).
a. We expect the advisory board to consist of students of color.
b. We expect the advisory board to be comprised of Black Students at UO. Moreover, we expect black student representation to be equal to the other under-represented student populations under CMAE
c. This will allow Black students to be involved and hold administration accountable for the hiring of staff and faculty as well as the overall turnover within CMAE.
d. We demand that this initiative be implemented by Fall 2016
11. A commitment to immediate change of Fraternity & Sorority Life Baseline Standards for University recognition.
a. The following is one of the Chapter Requirement for Recognition at the University of Oregon: A University of Oregon recognized Fraternity or Sorority must consist of 5 or more University of Oregon Incidental Fee paying students. Additionally, Oregon Fraternity Sorority Life (OSFL) does not recognize city wide or metropolitan chapters and therefore, all chapters must be based and chartered exclusively at UO.
b. This regulation is directly and structurally targeting Historically Black Fraternity and Sororities. In turn it is affecting the admission and retention of Black students at the UO.
c. We are demanding that the UO OSFL reduce the number of UO Incidental Fee Paying students to 1. Moreover, we are demanding that the UO OSFL recognize city wide or metropolitan Black Fraternity and Sorority chapters.
d. We are demanding that the UO administration, led by President Schill, fully support our effort in changing the aforementioned regulation.
e. We demand a commitment to this initiative by Spring 2016 and demand implementation by Fall 2017.
12. Commit to immediately keeping and publishing data on efforts to increase Black student acceptance, retention, and SAFETY.
a. We demand a commitment to this initiative by Winter 2016 and demand implementation by Fall 2017.
University of Ottawa Demands
1. Equity Training for all staff, support staff, central administration.
2. Therapist of Color to be hired at the human Right Centre.
3. The creation of a Black studies department.
4. Reserved space for a racialized students Centre.
5. Divestment from prisons and investment in communities.
7. Free tuition for all black and indigenous students.
University of Puget Sound Demands
By The Advocates for Institutional Change:
1. We demand that the University of Puget Sound build a Cultural Center in the space that will be available where Warner Gym currently resides. The current space given to students in the SDC is insufficient and limited. It is unable to meet the needs of marginalized students on campus, as over 30 clubs battle for time and space. It often is overcrowded and presents safety hazards, and the building itself is badly in need of repairs and additions. Student leaders from the University’s identity and faith based clubs must be included in the layout and design of this new building. The University must provide sufficient space in the Cultural Center to allow for cultural events and programming, club meetings, a kosher kitchen, and a lounge.
2. We demand that the Office of Admission schedule diversity programming that highlights opportunities for involvement and inclusion for all prospective students who may identify with a traditionally marginalized identity. This programming should be in coordination with representatives from identity and culturally-based clubs for prospective students during Discover Puget Sound and Admitted Students Days.
3. We demand that all campus tours visit the Center for Intercultural and Civic Engagement and the Student Diversity Center and include information about cultural programming, opportunities, and safe spaces on campus. Further, we demand there be an option for tours to be conducted in the variety of languages that our university offers (i.e. Spanish, Chinese, Arabic, and American Sign Language) and include information about where the nearest gender neutral bathrooms are.
4. We demand that the Office of Admissions seek out students from underrepresented populations by visiting their communities and schools. We specifically demand that Admissions visit schools and communities that meet the following criteria:
1) Public High Schools
2) Schools with populations less than 30% Caucasian/White identifying
3) Low income communities with a predominance of households earning less than twice the federal poverty line. This is a necessary demand to ensure students in these communities know of Puget Sound and have access to our institution.
5. We demand that the University of Puget Sound provide institutional support allowing students from cultural and identity-based groups (i.e. Black Student Union, Latinos Unidos, and Q&A) to be present during New Student Orientation. This support must include room and board, as well as designated time and space to develop meaningful relationships with incoming students who identify as a person from a marginalized or minoritized background.
6. We demand that Student Financial Services immediately endow the BSU’s One More Scholarship and Latinos Unidos for Cultural Education (LUCE) Leadership Scholarship to demonstrate the university’s commitment to ensuring students from diverse cultural backgrounds feel financially supported.
7. We demand that the University of Puget Sound require all students involved in our varsity sports teams, Greek Life, university faculty, and university staff members to attend a mandatory Diversity Summit provided by the Center for Intercultural and Civic Engagement.
8.We demand that the administration physically and financially support Peer Allies in order to demonstrate an institutional commitment to both supporting survivors of sexual assault as well as fostering a campus community of consent and respect.
9. We demand the university provide the Dean of Diversity and Inclusion and Title IX officer with additional staff to aid in the search processes to hire professors from underrepresented identities in disciplines that reside outside of their racial and sexual/gender identity. We demand these professors specifically be hired in STEM, English, Music, Theater, Politics & Government, Business, and International Political Economy which are disciplines traditionally filled by dominant identity groups.
10. We demand that students of the Freedom Education Project Puget Sound (FEPPS) at Purdy Women’s Correctional Facility receive equal course credit to students enrolled at UPS. Female students at Purdy who are enrolled in classes taught through FEPPS must receive credit towards a University of Puget Sound Bachelor’s degree.
11. We demand that before the presidential transition, the current administration of the University of Puget Sound personally guide Gender and Queer Studies and Latino Studies through the same framework toward becoming a major as established by African American Studies.
12. We demand that the future President-Elect of the University of Puget Sound be required to attend a meeting of every identity and faith based group on campus to better understand the realities of the current campus climate, and the needs and concerns of students moving into the future.
University of San Diego Demands
By Concerned Students at USD:
Campus Culture and Leadership
I. We demand that President James Harris publicly state that Black Lives Matter. We demand that he do so without the clause “All Lives Matter” – for though all lives do matter, Black lives in particular have been the target of 400 years of unabated brutality. Such a clause invalidates the struggle and full humanity of Black people.
II. We demand that the Center for Inclusion and Diversity, the United Front Multicultural Center, and other centers on campus dedicated to diversity and social justice be radically decolonized and student-run. This includes a reevaluation of the operations of these centers, the nature of the support and funding they receive, and the extent to which they achieve their professed intentions.
III. We demand that the university’s current mascot, Diego Torero, be replaced by a non-human mascot, as Diego Torero is a racist and derogatory caricature of Spanish men.
IV. We demand more people of color, queer-identified people and women represented in positions of administrative and student leadership.
V. We demand the active inclusion of cultural, LGBT and feminist student organizations in the planning of campus events related to the concerns of these organizations.
VI. We demand the increased visibility of existing Black and multicultural Greek life on campus and ease of chartering for emerging chapters. We demand that representatives from Black and multicultural Greek organizations be present at the Alcala Bazaar, USD Greek functions, and other Greek events and operations.
VII. We demand the creation of a comprehensive orientation on racial, gender, and queer inclusion and diversity, mandatory to students, staff, faculty and administration and maintained by a board comprised of students, staff and faculty from diverse, less privileged backgrounds.
VIII. We demand that representatives from the university’s administration acknowledge the colonialist legacy of Junípero Serra, who established the Catholic California mission system that massacred the vast majority of native peoples in California. We demand that Serra Hall be renamed to a designation chosen by a coalition of native students, staff and faculty.
IX. We demand that Yik Yak, an anonymous social media application, be banned from the USD area, as it provides a platform for hate speech inflected with racism, sexism, homophobia, transphobia, and, especially recently, islamophobia, amongst several other bigotries.
X. We demand the installation of gender-neutral bathrooms in every building on campus.
I. We demand the increased employment of faculty of color and women faculty in every academic department, in every school at USD. In particular, we demand a 10% increase in the number of tenured Black professors in every academic department by November 18th , 2020, 5 years from today.
II. We demand the expansion of the Ethnic Studies department, which, in its current state, fails to meet the educational needs of the campus. There are currently 4 full-time faculty in the Ethnic Studies department. We demand that this number is tripled to 12 full-time faculty by November 18 th , 2020, 5 years from today. We demand a significant increase in the number of Ethnic Studies courses provided each semester and the Ethnic Studies events made available to the entire university.
III. We demand that an Ethnic Studies course be a core curriculum requirement for all students. We also demand a rigorous reevaluation of the courses that currently fulfill the core curriculum’s diversity requirement, led by a board comprised of faculty of color who would be compensated for this service.
IV. We demand the development of a Gender and Queer Studies department with at least 12 full-time faculty. V. We demand greater diversity in the honors program, in particular a dramatic increase in the number of Black and Latinx honors students, within the next 3 years.
Admissions, Retention and Support
I. We demand that the university strengthen its partnerships with high schools with large populations of students of color, including, but not limited to: Lincoln, Mission Bay, Garfield, Hoover, and Mar Vista, to promote the admission of more a more diverse group of students to USD.
II. We demand that all statistics and promotional material for USD be reevaluated and revised for accuracy, particularly in regard to the population of students, staff, and faculty of color, by a committee of student and faculty representatives of color and third-party statisticians.
III. We demand a rigorous revision of meal plan options, led by a diverse coalition of students, to make them more accommodating to socioeconomically disadvantaged students, commuter students, and students with alternative dietary needs. We also demand that the food prices on campus be more affordable. We demand that nutrition and nourishment be accessible to all students.
IV. We demand a reformation of the university’s distribution of financial aid, such that it is significantly more accommodating for students of working- and middle-class backgrounds. This reformation must include the following adjustments:
a. Students continue to pay the amount of annual tuition that they paid their first year in the succeeding years of their education, unless the change in tuition is advantageous to them, i.e., the cost of tuition lowers in the succeeding years.
b. Students awarded external scholarships will not have their financial aid, provided by the university, diminished in any way. Outside scholarships and financial aid awards will remain completely separate and one will not have bearing on the other.
c. Students who live on campus will not have their financial aid diminished if they choose to move off campus.
V. We demand that the university greatly increase the number of counselors of color in both Career Services and Student Wellness. We also demand an increase in resources and support groups for queer and trans students of color.
VI. We demand that donors and patrons of USD have absolutely no monopoly upon the politics, configuration and affairs of the university. The university’s recent history has demonstrated how such inequitable power breaches the intellectual freedom that educational institutions such as USD are required to defend and utterly corrupts university administration.
University of San Francisco Demands
By USF Black Student Union:
We demand an action plan by February 1, 2016 for each of the following:
1. Addressing lack of institutional responsibility and transparency about current token racial representation of historically underrepresented and excluded groups, including but not limited to black students.
a. Moving forward we demand that USF publish representation of faculty and students by race and gender (by academic department) and that all reporting of diversity figures differentiate between international and domestic students.
b. We demand that the percentage of images of students/faculty/leadership who are black and from other historically excluded groups in marketing materials and advertisements no longer drastically exceed actual representation on campus (5% above actual representation is reasonable to promote recruitment goals).The Office of Marketing and Communication has repeatedly microaggressed students of color in their marketing efforts as we’ve discussed. We demand a plan in place to enforce the accuracy of representation in marketing demand.
2. Addressing the defunding and dismantling of support systems that facilitated our access and retention at USF.
a. We demand reinstating the Office of Multicultural Recruitment and Retention (MRR). For fifteen years, MRR recruited and retained marginalized groups of students. We believe having an office that is specifically dedicated to creating a racially diverse and inclusive environment is still critical for recruitment and retention of marginalized groups of students; not reinstating signals to us that the institutions true commitment is not there.
b. We demand that the Intercultural Center operate as a separate center from the Gender and Sexuality Center (GSC), as both are distinctly important and necessary for marginalized students’ retention at USF; this is where many of us spend most of our time on campus. The separated centers should have additional financial resources to support both centers (double the budget as opposed to splitting it), and with the current co-directors moving into director roles, 2additional program staff will be needed for a separate assistant director for each center.
3. Addressing how USF student programming centers the needs of white students, to the extent that we (as a tokenized and minoritized group) have to prove that we are not excluding others from our programming. On a campus where whiteness is normalized, any programming that centers blackness can easily be framed as exclusionary when we have ironically never been in a position to exclude anyone.
a. Cultural Centers to oversee new funding for culturally focused clubs/ Greek orgs. (Money must be drawn from 50k pot and determined in collaboration with DECO).
b. Given the importance of the Vice Provost for Student Life position for our retention and experiences on campus, currently being served by an Interim VP, we demand that the interimand final appointments of an administrator with a proven record of excelling in culturally competent practices and serving black students. (Furthermore, anytime there is a student services position hire, students should be a part of it and overseen by DECO. DECO should recruit a group of students that will be a part of making these hiring decisions.)
4. Addressing institutional failure to recruit more than token numbers of black students on this campus and the racism we experience on and off campus requires targeted efforts to create inclusive campus spaces and support services for us to have equitable opportunities to thrive academically and socially.
a. Until we reach a target of 10% African Americans on this campus, we demand targeted efforts to recruit black students that include funding packages.--We demand an African American student floor in the Phelan residence hall, available starting in fall of 2016.
b. We demand cultural competent black counselors in CAPS, currently there are no black counselors. We also demand CASA counselors of color who are culturally competent to race/racism and first generation experiences.
c. We demand more black professors (in all departments where there is token representation),especially those teaching any course that is centered on the African American experience.
5 Addressing racial microaggressions with a two pronged approach that is (1) proactive in educating all white campus constituents about their racial identity and privilege, (2)reactive and reformative in documenting racial and other microaggressions and providing consequences and required professional development.
a. We demand an institutional resource commitment to these plans/efforts and that they must be approved and/or overseen by the Cultural Center (CC) or Office of Diversity Engagement Community Outreach (DECO) who have both demonstrated a commitment to our success in actionable terms. Toward this end we demand to see allocated institutional resources within the action plan deadline.[Note: we know some of this is already in progress but we specifically want to see more on the first prong and we want to see real institutional resources allocated to this effort; Otherwise, this will serve as another way to make it seem like change is happening without actual progress].
6. Addressing low representation of black people in faculty and leadership positions across the university (including transparency and responsibility for approximately 90-99% of leadership in student affairs, academic affairs, and university leadership positions being held by white men and women); the pattern is more striking in the higher-level positions.
a. We demand an explicit commitment to only hiring or promoting (this includes staff position or title changes) people from traditionally underrepresented groups (with a demonstrated record of cultural competence and critical awareness) for student and academic affairs administrator positions at USF until there is 25% representation in leadership posts (of which 10% must be Black).
University of South Carolina Demands
By USC 2020 Vision:
Demands for Our 2020 Vision
1) We demand that our university acknowledge that this institution was built on the backs of enslaved Africans. Further, we expect that this acknowledgement is included in tours, especially areas like the garden directly behind the president’s house where slaves were once housed. This acknowledgement should be reflected in markers on historic buildings. Additionally, we expect that the university will raise the plaque marking the AAAS tree to increase its visibility.
2) We demand that our university improve and expand minority recruitment efforts in order to increase racial diversity on our campus. We call for the creation of a minority scholars program through the South Carolina Honors College.
3) We demand that our university provide gender neutral housing and restrooms that are accessible and convenient. We call for our university to create a streamlined process for changing gender markers and names within university databases and records. We require that university personnel use personal gender pronouns as indicated by the individual. Additionally, we ask that our university provide informed, comprehensive health and mental health care that meets the specific needs of transgender students and ensure that all health and mental health care providers are competent on transgender issues.
4) We demand that our university acknowledge gender identity and expression as p