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ED 448 617 HE 033 626

TITLE Excellence and Equity: A Plan for Building Community in Pennsylvania's State System of Higher Education. INSTITUTION Pennsylvania State System of Higher Education. PUB DATE 1995-00-00 NOTE 77p.; Produced by the Pennsylvania State System of Higher Education, Office of the Chancellor. For the subsequent higher education plan for Pennsylvania, see HE 033 627. AVAILABLE FROM For full text: http://www.sshechan.edu/ssexeeq.html. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Affirmative Action; College Faculty; College Students; Colleges; *Diversity (Student); Educational Planning; *Educational Policy; *Equal Education; *Higher Education; Racial Discrimination; School Personnel; Sex Discrimination; State Programs IDENTIFIERS *Pennsylvania

ABSTRACT This Equity Plan is designed to meet three major objectives for the Pennsylvania State System of Higher Education. It is meant to serve as the policy reference for systemwide equity and diversity efforts for the remainder of the 1990s and to be the procedural and policy blueprint for the efforts of the individual universities in the system. The plan articulates Pennsylvania's vision for the future with relation to equity. The concept of community is the basis of all elements of the Equity Plan, which challenges everyone at a university to be involved in the creation of a welcoming climate in which all students, staff, and faculty flourish. The plan's major subject areas are:(1) students;(2) personnel; and (3) economic opportunities. Each of these areas is addressed from the perspective of the present status of the system, the system's goals, and recommendations regarding strategies and resources for goal attainment. The personnel section also addresses the issue of gender equity. Provisions are made to establish equity for persons with disabilities and veterans. The Equity Plan is comprehensive in scope but is not all-inclusive. It is designed to minimize the requirements and maximize the challenge and opportunity for each university to contribute to the achievement of community within the statewide higher education system. Fourteen appendixes contain information on specific policy areas related to equity, including affirmative action policies. (Contains 9 tables and 52 endnotes.) (SLD)

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I Community

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Education ,p,IRS COPY AVAILABLE Board of Governors

F. Eugene Dixon, Jr. Chairman Lafayette Hill

Julia B. Ansill RObert J. O'Hara, Jr. Vice Chair Vice Chair

. California Macungie

Jennifer M. Alexander Floyd M. Mains

Philadelphia Shippensburg .

James T. AthertOn, Jr. R. David Myers Wilkes-Barre Harrisburg

Muriel Berman Joseph M. Nespoli Allentown Berwick

Donald M. Carroll, Jr. Philip D. Rowe, Jr. Hartisburg Wyomissing

Jeffrey W. Coy Jere W. Schuler Shippensburg Lampeter

Rebecca F Gross Patrick J. Stapleton Lock Haven Indiana

Jeremy A. Haugh Julius Uehlein Waynesboro Camp Hill

James A. Hughes Stephen E. Whitby. Philadelphia Allentown

F. Joseph Loeper Drexel Hill A Plan for Building

Community

in Pennsylvania's

State System

of Higher

Education Copyright ®1995 Office of the Chancellor State System of Higher Education Commonwealth of Pennsylvania

5 FOreiticiir

Dear Colleagues:

In October of 1990, the State System of Higher The Equity Plan outlines the challenges and Education produced the award-winning document, presents guidelines by which the System can effectively Priorities for Pennsylvania's State System of Higher address the vital issues of excellence and equity. Education during the 1990s. This was followed in No task is more consistent with our mission, more August of 1991 by the issuance of Emphasis on central to our future, nor more contributive to the Values. With much pride, I am pleased to forward best interests of the State System, the Commonwealth, the third piece of this mosaic, Excellence and Equity and the nation. a Plan for Building Community in Pennsylvania's State System of Higher Education. Unanimously Special recognition and thanks are extended to approved by the Board of Governors on July 21, 1994, those who gave so generously of their time and talent and representing more than a year's work, Excellence to produce this important document. I now ask the and Equity is the System-wide equity plan for the entire State System family to join in the pursuit of remainder of this decade. the mutually beneficial goal of community

The advent of this plan is a significant milestone in the history of the State System. In accordance with the tenets of the Equity Plan, no longer are we content to limit our consideration of equity and diversity to quantitative measures and demographics. Rather, this James H. McCormick document maps out an organizational change strategy Chancellor which affects the entire State System. It challenges everyone to become personally involved in enriching our System through support of enhanced diversity and pluralism. Contents

Executive Summary iv

Purpose

Background 4

Organization

Students 7

Enrollment Goals 9 Student Retention 16

Campus Climate 17

Graduation 18

Personnel 21

Equal Employment Opportunity (EEO) 22 Gender Equity 23 Sexual Harassment 24

Sports Equity 25 Persons with Disabilities 25 Veterans 26

Economic Opportunities 27 Status 27 Recommendations 28

Responsibilities 29 President and Executive Staff 29

Faculty 31 Student Life Administrators 32

Staff 33 Students 33 Office of the Chancellor 34

Assessnient 35 Annual Reports 35 Equity Program Reviews 36

Equity Symposia 36

Conclusions 37

BEST COPYAVAILABLE The State System of Higher Education is committed to a policy of affirmative action. The State System assures equal opportunity to all persons without regard to race, color, religion, creed, disability, ancestry, national origin, age, or sex in accordance with state and federal laws, including Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Inquiries about this policy may be directed to the Social Equity Director, Office of the Chancellor. Appendix A: Glossary 39

Appendix B: The Higher Education Equity Index (HEEI) 40

Appendix C: Computation of University Enrollment Goals for Black and Latino Resident Students 40

Appendix D: Promising Practices in the Recruitment and Retention of RaciaVEthnic Minority Students ... 41

Appendix E: Diversity Initiatives 43

Appendix F: Job Group Classifications 45

Appendix G: Affirmative Action Plan Guidelines 45

Appendix H: Guidelines Developed by the American Council on Education (ACE) Commission on Women in Higher Education 47

Appendix I: Sexual Harassment Policy Information 48

Appendix J: Sample Sexual Harassment Policy 49

Appendix K: Gender Equity in Sports 52

Appendix L: Information Resources and Promising Practices/Tips for the Americans with Disabilities Act (ADA) 53

Appendix M: Minority Business and Women Business Enterprise Participation in Facilities Projects 55

Appendix N: Assessing Campus Climate 59

Equity Plan Committees Steeling 61 Economic Opportunity 61 Personnel 62 Student 62

Endnotes 63

Tables

Table I: Pennsylvania Latino and Black Populations by Primary Location, 1990 8

Table II: Black (B), Latino (L), and White (W) Pennsylvania High School Graduates and the Number and Percent of New Freshmen at System Universities, 1989-1993 10

Table III: Black Resident First-Time Freshman Enrollment Expressed as a Percentage of the Total Resident First-Time Freshman Enrollment, 1989-1993 11

Table IV: Latino Resident First-Time Freshman Enrollment Expressed as a Percentage of the Total First-Time Freslunan Enrollment, 1989-1993 12

Table V: University Proportion of State System's Total Black Resident First-Time Freshman Enrollment, 1989-1993 13

Table VI: University Proportion of State System's Total Latino Resident First-Time Freshman Enrollment, 1989-1993 14

Table VII: Projected Number of High School Graduates and Estimated State System Goals for Black and Latino First-Time Freshmen, 1995-2001 15

Table VIII:Baccalaureate Degrees Awarded by Race/Ethnic Group, 1988-89 to 1992-93 19

Table IX: Full-Time Employees in Colleges and Universities by Race/Ethnic Group, 1989-1990 21 a

iii Executive Summary

Purpose and Overview

The Equity Plan, the successor policy document to merely tolerated but celebrated, and which are char- the Affirmative Action and Equal Opportunity Plan: acterized by common goals and values and mutual a Prospectus, is designed to meet three major objec- respect and responsibility. Through community, the tives: 1) to serve as the policy reference for System- System universities will advance from the ideal of wide equity and diversity efforts for the remainder of diversity to the ideal of pluralism, attaining the inter- the decade; 2) to serve as the policy and procedural dependent goals of equity and excellence. Thus, the blueprint for efforts of the System's individual univer- quantitative and qualitative measures of achievement sities; and 3) to clearly articulate the State System's take on added meaning and relationship. The Equity vision for the future and its moral and legal voluntary Plan challenges everyone at a university to be actively commitment to making that vision a reality. involved in the creation of a welcoming, nurturing climate in which students, staff, and faculty develop The Equity Plan relates directly to the Prospectus, and flourish personally and professionally. This will which provides essential information regarding the promote understanding, tolerance, respect for others, System's equity goals and procedures to date; to and, ultimately, community; it also will better prepare Priorities for Pennsylvania's State System of Higher System graduates to be productive, contributing Education during the 1990s, which provides the members of an increasingly diverse society philosophical foundation on which the goals of the and workforce. Equity Plan have been developed; and to Emphasis on Values, which reaffirms the centrality and The plan's major subject areas are: 1) students, criticality of equity as a fundamental element of 2) personnel, and 3)economic opportunities. Each is academic excellence. addressed from the perspective of the present status of the System, the goals of the System, and recom- The establishment of community overlays all mendations regarding strategies and resources for elements of the Equity Plan. This dynamic concept goal attainment. The personnel section also addresses defines environments in which difference is not the important issue of gender equity.

iv The establishment of community overlays all elements of the Equity Plan.

Students Personnel

The key, inter-related aspects of the plan's student All members of the university, regardless of their section are access, retention, and graduation. The employment category or pay grade, are contributing plan recognizes the need for enhanced access for components of the university enterprise. Therefore, Black and Latino students. Equally important is the the contribution of all members of the university family quality of the curricular and extra-curricular life of all is important to the achievement of community. students without limitation or reservation due to age, race, sex, ethnicity, socio-economic background or The Equity Plan presents guidelines for establish- status, religion, physical condition, or affectional ori- ing and evaluating hiring goals, and mandates that entation. System-wide goals and university minimum each university has an affirmative action plan to performance standards for the enrollment of Black define goals and monitor quantitative progress. The and Latino students have been calculated, based on Equity Plan also addresses the principal issues of Commonwealth demographics and projected high System policy and objectives related to gender equity, school graduation rates, and on university perfor- persons with disabilities, and veterans. mance during the term of the Prospectus. Recognizing its responsibility to address the spe- The Equity Plan also provides suggested strategies cific needs of women and to bring them fully into the and lists of "promising practices" for recruitment, life and operation of the universities, the State System retention, and graduation of racial/ethnic minorities. reaffirms the commitment, initially made in the Campus climate probably is the primary factor which Prospectus, to adoption of the guidelines developed determines the quality of the students' academic by the American Council on Education (ACE) experience and defines what type of relationship the Commission on Women in Higher Education. student will retain with the university as an alumnus. Additionally, it declares its total opposition to the pernicious and destructive practice of sexual harassment, and mandates that every System university develop and implement a written, comprehensive sexual harassment policy. The Equity Plan provides additional information and guidelines in support of this requirement. 1 0 Persons with Disabilities Economic Opportunities and Veterans Although the provision of quality, affordable Persons with physical disabilities as well education to the citizens of the Commonwealth is the as those with learning disabilities fall within State System's primary mission, the actual influence protections accorded by the Americans with of the System extends well beyond the geographic Disabilities Act (ADA). Moreover, the implications boundaries of the universities. Moreover, as publicly and applications of ADA are not limited to students, owned institutions, the System universities probably but include faculty, staff, administrators, and, are the most widely monitored of Pennsylvania's many in some instances, the public. higher education operations. One way the System

demonstrates that it practices the equal opportunity - The Equity Plan addresses the minimum ADA that its policies declare is by ensuring that economic. requirements for each System university and also opportunities within the universities are extended to provides a list of external resources from whom minority and women business enterprises. additional assistance and/or information can be obtained, and a list of promising practices as In the absence of national or statewide compari- guidelines for interacting with persons with son figures for economic opportunity activities, the disabilities. Equity Plan presents a summary of the System's recent scope of participation. with minority- and women- The Veterans' Preference Law applies to System owned business enterprises (MBFJWBEs) and offers universities in the conduct of all instructional and recommendations for increasing that participation. non-instructional faculty, administration, and management positions that are filled by means of Requirements search-and-screen procedures. It should be used In pursuit of community through diversitv, each as a tie-breaker in cases where a veteran and a System university will: non-veteran are equally qualified for a position. O Design and implement an affirmative action plan which will be updated annually;

All universities engaged in federal contracting O Design and implement a university equity plan also must comply with the Vietnam Era Veterans' which, as a minimum, will address the univer- Act. This act requires, in part, that the party con- sity's plans and goals in the areas of students, tracting with the United States shall take affirmative personnel, and economic opportunities; action to employ and advance in employment O Submit no later than February I of each year qualified special disabled veterans and veterans a report of equity performance during the of the Vietnam era." preceding academic year;

O Participate in a bi-annual symposium on effective programs and practices; and

O Receive a detailed review of its equity program. Responsibilities Conclusions

The responsibilities addressed in the Equity Plan The Equity Plan is comprehensive in scope but are voluntary responsibilities which all members of its content is not all-inclusive. The plan minimizes the university family are urged to accept, since all will requirements and maximizes the challenge and benefit from the type of organizational change which opportunity for each university to contribute to the lies at the heart of the phut. State System's achievement of community. The ultimate success or failure of this effort is not so much a

Such change will not occur instantaneously but, if question of new resources as a question of dedication sustained, the objective of moving the System to a and application of existing resources and commit- position of pre-eminence in addressing this most ment to a principle. Within the treasured university challenging issue can be achieved. Review and analy- tradition of freedom of intellectual inquiry and rational sis of other states confirms that the colleges and uni- discourse, there is room for difference of opinion versities most successful in addressing diversity about how the goal will be accomplished without passed through three stages of change. denying the goal's legitimacy nor the System's commitment to making it a reality.

The first stage is removal of barriers to participation. The second stage consists of the colleges and The complexity, and composition universities helping students to achieve. And thelinal of the world society already has undergone dramatic. stage is changing the learning environment through change. Diversity is a reality The issue is how and assessment, learning assistance, improved teaching with what style and quality the State System of Higher strategies, and curricular reform. Education will adjust its operations to effectively and efficiently accommodate diversity.

Presidential leadership is paramount to achieving

the Equity Plan goals. However, faculty, student life Excellence is what the System proclaims, diversity administrators, staffs, students, and the Office of the is what we face, and community is what we seek. The

Chancellor also must be actively involved. The Equity Equity Plan recognizes that, as a university executive Plan presents lists of recommendations for each of has stated, "Community with diversity is an act of these constituencies. creation rather than an act of tradition."

The Equity Plan minimizes requirements and maximizes the challenge and opportunity for each university to contribute to the system's achievement of community.

12 VII This document, the Equity Plan, is designed to "constitute the common ground that all academic serve for the remainder of this decade as the baseline institutions share in a democratic society: policy and procedural blueprint for the State System the centrality of learning;

of Higher Education collectively, as well as for the 14 the priority of freedom of thought and expression; - System universities individually, in the System's con- the priority of justice; and tinued effort to build vital, pluralistic communities. the importance of differences." Moreover, it is a declaration of the State System's

vision for the future and of its legal and moral volun- As defined above, it is clear that "community" is tary commitment to make that vision a reality. The the State System's goal rather than its status, what it is scope of the plan is comprehensive. Some may find it committed to striving for rather than what it already provocative or unsettling. However, the concepts and has achieved. Valuing diversity is an essential step in recommendations presented offer both the challenge establishing community. and opportunity to elevate the State System to a position of pre-eminence in meeting one of the most In recent years the term "diversity" has acquired demanding challenges faced not just by higher educa- many meanings. Central to all of these meanings, tion, but by society. Moreover, the concepts and rec- however, are three defining aspects of a diverse ommendations are confirmed by extensive data and university. These are "1) members of groups previ- research from a variety of scholars of national and ously excluded from full...participation in higher edu- international reputation. cation are present on campus as full participants; 2) the campus itself provides a supportive community The establishment of community is the goal which environment that values such participation...; and undergirds both the philosophy and vision of the 3) the institution recognizes the value of the groups Equity Plan. Community is a challenging, complex, which students and faculty identify as sources of and powerful concept which includes common val- important intellectual perspectives and personal ues, practices, and goals, a sense of belonging, mutual support, and as avenues of participation in universal caring, and responsibility The Equity Plan has been human concerns." designed within the parameters which researchers

Irving Spitzberg, Jr. and Virginia Thorndike posit are Accordingly, the recommendations and the the core principles for a pluralistic campus and quantitative and qualitative goals established here are designed to enhance the creation of environments acommunity"is the State system's goal rather than its status, what it is committed to strivingfor rather than what it already has achieved.

which are pluralistic, as opposed to being merely scholarship and the redesigning of curriculum to per- diverse; and which seek to achieve the inclusion of mit the infusion of diverse perspectives. In response differences rather than only the presence of differ- to a 1991 survey, 226 college and university leaders ences. This distinction is articulated in a 1986 Brown saw multiculturalism as the central feature of their University report which states, in part, general education programs for the foreseeable The ideal of pluralism...is one that can only be future, and identified the growing press of global realized when a spirit of civility and mutual affairs and the influence of cultural diversity as the respect abounds, when all groups feel equally well issues that will influence curriculum change at their placed and secure within the community because respective institutions during the 1990s.4 Moreover, all participate in that spirit. By contrast to the ideal accomplishment of this goal is directly and funda- of diversity, which gives primary regard to the mentally related to the mission and strategic direction mere presence of multiple ethnic and racial statements of the State System of Higher Education. groups within the community, pluralism asks of Formally adopted by the Board of Governors in 1984, the members of all groups to explore, understand, these statements stipulate, in part, that the System uni- and try to appreciate one another's cultural versities "...shall maintain and strengthen their his-, experiences and heritage. It asks a leap of toric commitment to the broad general education of imagination as well as a growth of knowledge. the citizenry,...develop and maintain a plan which It asks for a most difficult outcome: cultural serves to extend educational opportunity to those not self-transcendence. previously seived,...and intensify efforts to attract, serve, and retain minority students...."

The Equity Plan's objective is to weave the concept of pluralism into the fabric of the operation and These clear statements of mission and purpose administration of the State System. The goal is as notwithstanding, the literature is replete with docu- critical as it is challenging. mentation of the complexity and the priority of effectively addressing diversity and pluralism. For example,

Increasingly, educational institutions have intro- It is...unrealistic to assume that higher education duced multicultural education in an effort to promote can on its own achieve pluralistic communities understanding, tolerance, and respect for others. that do not reflect the problems of the larger soci- Multiculturalism can mean different things to different ety or that higher education can, independent of people, but it refers most often to the creation of other institutions, solve all the challenges of diver- 2 1 Accomplishment of this goal is directly and fundamentally related to the mission and strategic direction statements of the State System of Higher Education.

sity. But just as the issues of a culturally pluralistic the urgent unfinished agenda for higher education. - society must be high on the national agenda, so "Our colleges and universities must maintain and too must they be high on the agendas of colleges strengthen academic quality if our intellectual and universities across the country. Not only will resources are to prove equal to the challenge of the successful involvement of diverse populations contemporary society. At the same time, the tip the balance between institutional survival and nation's campuses must act energetically and even failure and between educational quality and medi- aggressively to open new channels to equality of ocrity, but, more significantly, the social implica- educational opportunity."' The weight of empirical tions spread far beyond the academy' evidence in recent research by Alexander Astin confirms that "the actual effects on student development This premise is seconded from within as well as of emphasizing diversity and of student participation outside the academy, as evidenced in the 1993 report in diversity activities are overwhelmingly positive and of a working group sponsored by four leading private that...there are many developmental benefits that foundations. In his preface to the report, the group's accrue to students when institutions encourage an chairman, former Secretary of Labor William E. emphasis on multiculturalism and diversity"' Brock, states,

...an increasingly diverse society battered (and As the System marked its tenth anniversary, and that is not too strong a term) by accelerating the expiration date of the System's previous policy change, requires more than workplace compe- documentthe Affirmative Action and Equal tence. It also requires that we do a better job of Opportunity Plan: a Prospectushas arrived, it is passing on to the next generation a sense of the an appropriate time to assess the equity progress and value of diversity and the critical importance of redefine the System's goals and aspirations. honesty, decency, integrity, compassion, and per- Resources from the Office of the Chancellor and each sonal responsibility in a democratic society. Above of the System universities have devoted many months all, we must get across the idea that the individual to critical review and analysis of what has been flourishes best in a genuine community to accomplished and not accomplished, to the state of which the individual in turn has an obligation the nation and the Commonwealth, to an extensive to contribute.' review of the literature, and to the System's goals and aspirations for the future. The results of this concerted As the title of this plan indicates, equity and excel- effort are reflected in this plan. lence are inseparable twin mandates for the State System and, in the opinion of Ernest Boyer, remain 15 e 0 I

Since its unanimous adoption by the Board of The plan's recommendations, goals, and objec- Governors on April 19, 1988, the Prospectus has tives have been carefully designed to reflect the plan's served as a clear and effective guide for the equity concurrence with the vision of Priorities that diversity efforts of the State System of Higher Education univer- within the student body "...is crucial to enriching the sities. Though all of the Prospectus' goals have not educational experience of all students to live and been achieved, an impressive scope and variety of work in a pluralistic society." 9 This plan updates the projects and programs have evolved and advanced goals, objectives, and strategies detailed in the

educational equity and diversity within the State System. Prospectus, and responds to the challenge of Emphasis on Values to "find ways to place discussions

Nowhere else is the vision for the future of the of current issues concerning multiculturalism and System more clearly articulated than in the report of diversity in the larger perspectives of both the past

the State System of Higher Education 1989-90 and future of our country, recognizing the injustices Planning Commission, Priorities for Pennsylvania's of the past while formulating a vision State System of Higher Education during the 1990s. of the future...... Just as the Prospectus provides essential information from both a retrospective and a prospective view of Within academia, and most other segments of the System's equity goals and procedures, so too does society, such a wide range of opinion has developed Priorities serve as the philosophical foundation on about equity and diversity that debate on these issues which the goals, objectives, and recommendations of occasionally is highly charged and strident to the

the Equity Plan have been developed. point of being divisive. Emotions frequently are further aggravated by persons of dramatically different

This plan also is directly related to Emphasis on perspectives using common terms for which no common Values, the August 1991 report of the State System of definition has been established or accepted. And,

Higher Education's Task Force on Values Education. over time, the number of such terms has increased. Equity is a critical value and such an essential, fundamental element of academic excellence that the ulti- Equity is a critical mate success of the System's Equity Plan will be directly proportional to the level at which equity value and an essential, is established and maintained as a shared value fundamental element of among all components of the State System. 16 academic excellence. The issue is far too important to allow constructive dialogue to be compromised by the inabilityor unwillingness to establish common ground even about the basic terminology.

However, as Vice President Frank Wong of the status, or organizational affiliation. The term University of the Redlands has written, too much of applies herein to all aspects of the academic the discussion about multiculturalism already "has enterprise, including student access, retention, been dominated by two groups: those...who believe and graduation; instructional and non-instructional that tradition is unremittingly hostile to multicultural personnel hiring, development, and promotion; inclusion and therefore needs to be undermined, and the quality of on-campus curricular and extracur- those...who believe that the fortress of Western civi- ricular life; and access to economic opportunities

lization can only be defended by denying entry to any offered within the State System. new thinking.... "" Clearly, the issue is far too impor-

tant to allow constructive dialogue to be compro- The State of California's Higher Education Equity mised by the inability or unwillingness to establish Act of 1988 defines "educational equity" as "the common ground even about the basic terminology. development and maintenance of institutional poli- Accordingly, the following definitions are offered for cies, programs, practices, attitudes, and expectations, some of the terms used throughout the Equity Plan. that are conducive to, and serve to encourage, the Other definitions are listed in Appendix A. achievement of appropriate educational goals by all students at the institution, in particular women and Equity: A descriptive term denoting the intended students from minority groups traditionally under- absence of any artificial barriers or limitations represented in higher education." such as race, ethnicity, sex, religion, disability, affectional orientation, age, socio-economic

5 Organization

The historical perspective relates more to The major subject divisions of this plan are the absence of equity than to its presence. As 1) students, 2) personnel, and 3) economic used in this plan, equity is a goal which must be opportunities. Within each of these categories deliberately sought, rather than a reality which the Equity Plan addresses the present state of the spontaneously occurs. System and its qualitative and quantitative goals, pre- Diversity: Denotes the presence of a sents specific recommendations, and identifies suc- wide range and variety of people in terms of age, cessful strategies, potential resources, and related race, ethnicity, socio-economic background or areas of responsibility. None of the major subject status, religion, physical condition, and areas can exist independent of the others. Although affectional orientation. they are addressed as separate entities, the goals and Pluralism: A state or condition of society in resources within the respective areas overlap and are which members of diverse ethnic, racial, reli- interdependent. gious, or social groups maintain a shared participation in and development of their traditional culture or special interest within the framework of a common community. Multiculturalism: A dramatically multidimensional construct involving both philosophical and curricular issues, and which includes "...the study of topics as disparate as the life of various ethnic groups, racial diversity, gender differences, international issues, non-Western cultures, (and) cross-cultural methodologies...." 12 As used in this plan, equity is a goal which must be deliberately sought, rather than a reality which spontaneously occurs. la 6 Nothing is more central to the heart, vitality, and image of a university than its students.

Overview Review of some of the education aspects of the national and statewide status of Blacks, Latinos, and Nothing is more central to the heart, vitality, other racial or ethnic minorities contributed to the and image of a university than its students, both the general parameters for this analysis. Between 1980 traditional students as well as the rapidly increasing and 1990, college enrollments increased nationwide number of older non-traditional students. Donald for all race/ethnic groups. Latinos had the highest Kennedy, president emeritus of Stanford University, increase, 60.6 percent. The increase for Blacks contends that society wants higher education "to be was 10.5 percent and for Whites 8.6 percent.' the agents for generational improvementcustodians In 1991 raciaVethnic minorities collectively for the process by which we continuously reinvent constituted 21.7 percent of the undergraduate our social order...," and that to do so "we simply have population, with Blacks comprising 9.9 percent to put our young people first, at all times and in all and Latinos 6.5 percent. 15 ways" Although this section focusers primarily on racial/ethnic minorities or other historically Based on its most recent Current Population under-served/unserved constituencies, the Equity Plan Survey, the Census Bureau reports that Blacks were is designed to positively influence the quality of life only half as likely as Whites to have earned a bac- and the effectiveness of the learning process for calaureate degree by age 25 to 29, a rate that has all students. remained unchanged since the mid- 1970s.16 This fact is significant because, while the number of White Meaningful analysis demands that the issue of stu- males in higher education has remained fairly con- dents be addressed quantitatively and qualitatively, in stant for the past two decades, the number of women

terms of curricular and co-curricular activities, and and non-Whites has increased. However, as K Edward from the perspective of academic standards per se as Renner of Canada's Carleton University points out, well as from the perspective of the process of impos- and as a 1993 report by the National Center for ing standards. Additionally, the status and quality of Educational Statistics confirms, when the enrollment student-faculty relationships affect nearly every aspect increases are analyzed more closely, this enrollment of student life and performance. "growth" is seen to be more illusory than real. '' The gain in White students is attributable to increased 19 participation and increased numbers of older stu- African Americans and 59.8 percent for Latinos. dents, the largest proportion of whom are females; A more detailed discussion of the HEEI can be found whereas the increase in the number of people of in Appendix B. color reflects the demographics of supply. 's In comparing the educational status, issues, and

Attainment of a baccalaureate degree involves goals for equity groups within the Commonwealth graduation from high school, college enrollment, with that of the same groups within the total society, and college completion. The Higher Education Equity it is important to keep the following demographic Index (HEEI) permits comparative analysis of various factors in mind:

groups across these essential elements, and also provides Unlike many other sections of the nation, the total a quantitative measurement of each group's relative population of Pennsylvania remained relatively access to higher education. In 1992, according to stable between 1980 and 1990, and is forecast the HEEI, nationwide, African Americans were to grow by only about 42,000 between 1990 45 percent as likely as Whites to have earned a and 2000. baccalaureate degree by age 25 to 29, and Latinos Between 1980 and 1990 the Commonwealth's were 38 percent as likely to have done so. In White population decreased 1.2 percent and its Pennsylvania, the 1990 HEEI was 55.6 percent for non-White population increased 12.4 percent.

Table I

Pennsylvania Latino and Black Populations by Primary Location, 1990

County Number of Latinos Number of Blacks

Philadelphia 89,193 631,936

Berks 17,174 10,003

Allegheny 8,731 149,550

Bucks 8,895 15,313

Chester 8,565 23,995

Montgomery 8,357 26,930

Dauphin 6,024 35,609

Delaware 5,998 60,688

York 5,165 10,558

Erie 3,364 14,008

Lancaster 15,639 N/A

Lehigh 15,001 WA

Northampton 11,591 N/A

Beaver N/A 10,475

8 Although Asians are the fastest growing ethnic The recruitment of first-time resident freshmen, group in the Commonwealth, Latinos and Blacks from the eligible traditional and non-traditional are the most populous racial/ethnic minorities, pools, remains the primary element of the new respectively constituting 2.0 percent and 9.7 enrollment goals and the one most directly connected percent of the population. to the System's access mission. The recruitment goals The Bureau of the Census predicts that, by the year of the Prospectus were designed to achieve parity 2010, Pennsylvania's Latino population will have between Black, Latino, and White enrollments. That increased by 38 percent, its Black population by is, the proportion of Black and Latino high school 23 percent, and its White population by 8 percent. graduates enrolled in the 13 traditionally White insti- Racial/ethnic minorities are significantly fewer in tutions of the State System was to equal the propor- number in Pennsylvania than in contiguous states tion of White high school graduates enrolled and are concentrated in core cities. Table I lists at System universities. In the Prospectus, parity was the Commonwealth's areas of highest concentra- defined as parity within each university's respective tion of Latinos and Blacks. service area. Parity is retained as a central concept of

58 percent of all Blacks in Pennsylvania, 38 the Equity Plan. However, the term is modified to mean percent of all Latinos, 32 percent of all Asians, parity on a statewide basis for the System rather than

23 percent of all American Indians, and 8 percent parity within a given service area for each university. of all Whites are residents of Philadelphia. ''

Table II shows the number of Black, Latino, and Enrollment Goals White high school graduates in the Commonwealth each year from 1989-1993, and the number and Although the individual university goals which the percentage of first-time freshmen from each of these Prospectus directed for Black and Latino enrollment race/ethnic groups who enrolled in System universi- were not met, System-wide Black enrollment of 7.7 ties. For the Equity Plan calculations, all first-time percent and Latino enrollment of 1.1 percent were enrollments for a given constituency in a given year achieved against the goals of 5.4 percent and 0.8 per- are treated as if they are from the corresponding cent respectively. In designing the new enrollment year's high school graduates. Based on the data in this goals, careful consideration has been given to the table, attainment of parity as now defined in the individual and collective performance of the System Equity Plan would have required that the State System universities over the five-year lifespan of the enroll 135 more Black students and 75 more Latino Prospectus, the regional factors which influenced that students in 1992 and 246 more Blacks and 92 performance, and the effects of the Commonwealth's more Latinos in 1993. demographics. The Equity Plan also seeks to address the issue of enrollment in terms of short-range and As presented in Table II, the State System of long-range goals, as well as from the broader per- Higher Education for the preceding five years, spective of new first-time resident freshman enroll- on average, annually enrolled nine percent, seven ments, transfer enrollments, and enhanced retention. percent, and eleven percent respectively of the

Commonwealth's Black, Latino, and White high school graduates. These percentages will constitute Table II

Black (B), Latino (L), and White (W) Pennsylvania High School Graduates and the Number and Percent of New Freshmen at System Universities, 1989-1993

Graduates State System Freshmen State System Freshmen (#) (%)

B B L W B L W

1989 11,706 1,534 123,928 993 88 13,419 8.5 5.7 10.8

1990 10,907 1,719 114,740 981 104 12,367 9.0 6.1 10.8

1991 10,610 1,772 108,449 995 144 12,352 9.4 8.1 11.4

1992 10.384 1,887 106.394 1,063 142 12,236 10.2 7.5 11.5

1993 10,710 1,950 105,934 1,021 139 12,511 9.5 7.1 11.8

the System-wide minimum enrollments for Black hems, Pennsylvania must increase participation in and Latino resident first-time freshmen during the postsecondary education by its youth, reclaim people remainder of this decade. The System's goal will be who failed to prepare for work or college during achievement of statewide parity. This will necessitate their teens, and greatly increase the overall educa- increases from the System's previous levels of Black tional attainment of its citizens...," and the subsequent and Latino enrollment of approximately two and recommendation that the State System "explore and four percent respectively. initiate new approaches, while expanding proven programs, for preparing disadvantaged students

A valid case can be made that all race/ethnic for college...." " groups do not participate in higher education at the same rate. By modifying the definition of parity and In translating System-wide goals to individual uni- applying this definition to the new goals for the State versity goals, the Equity Plan prescribes as a funda- System, the Equity Plan reflects not only the System's mental premise that each System university should responsibility to aggressively recruit the college-eligi- sustain, as a minimum, the level of Black and Latino ble component of each high school graduating class, enrollment which it achieved during the lifespan of but also the System's longer term responsibility as a the Prospectus. Table III lists the annual percentage part of the education community to help increase the of Black first-time resident freshman enrollment by size of the college-eligible pool through enhanced university from fall 1989 to fall 1993. The figure in preparation, qualification, and access for equity the last column is an average obtained by eliminating group students. This responsibility is consonant with each university's highest and lowest enrollment figure the conclusion of the System's 1989-90 Planning and computing the average for the remaining three Commission that, "To ensure a competent workforce years. Table IV is a similar computation for and to prevent serious economic and social prob- Latino enrollments.

10 Table Ill

Black Resident First-Time Freshman EnrollmentExpressed asa Percentage of the Total Resident First-Time Freshman Enrollment,1989-1993

1989 1990 1991 1992 1993Average

Bloomsburg 5.0 4.4 4.6 6.5 5.9 5.3

Califonlia 4.2 4.8 5.8 4.6 3.3 4.5

Cheyney 96.4 99.5 95.1 98.2 97.5 97.3

Clarion 1.9 2.5 2.9 3.4 2.6 2.7

E. Stroudsburg 4.2 4.7 3.4 2.5 4.0 3.8

Edinboro 4.1 3.5 5.6 5.3 4.8 4.6

Indiana 8.7 7.9 7.2 6.9 6.4 7.4

Kutztown 7.6 5.0 6.3 6.2 3.6 5.8

Lock Haven 2.5 3.3 3.4 2.0 1.2 2.5

Mansfield 3.5 5.5 5.9 6.1 5.5 5.3

Millersville 9.1 12.0 9.4 10.5 12.4 10.7

Shippensburg 2.6 3.4 4.5 3.2 3.9 3.5

Slippery Rock 4.5 5.3 4.7 5.9 6.1 5.3

\Vest Chester 11.6 10.6 11.4 11.3 13.8 11.7

These average percentages constitute the annual Commission on the Continued Vitality of Cheyney Black and Latino resident first-time freshman enroll- University of Pennsylvania. Moreover, a larger propor- ment "floors" for each of the State System universities tion of Black students will tend to be more attracted except Cheyney University of Pennsylvania during the to Cheyney University as a historically Black institution remainder of this decade. than to the other System universities. Although Cheyney University's resident Black enrollment has Cheyney University faces a critical need to expand averaged more than 97 percent of its total resident its total enrollment. This is reflected in the university's enrollment over the past five years, to provide greater strategic plan and the recommendations of the flexibility for the university's effort to expand its total

23 Table IV

Latino Resident First-Time Freshman Enrollment Expressed as a Percentage of the Total First-Time Freshman Enrollment, 1989-1993

1989 1990 1991 1992 1993 Average

Bloomsburg 0.5 0.7 1.3 1.4 1.9 1.2

California 0.2 0.2 0.3 0.2 0.5 0.3

Chevnev 2.4 0.0 1.6 0.7 0.4 1.0

Clarion 0.4 0.2 0.4 0.3 0.2 0.3

E. Stroudsburg 1.4 1.8 3.4 2.5 1.9 2.2

Edinboro 0.4 0.2 0.7 0.6 0.3 0.4

Indiana 0.6 0.6 0.6 0.8 0.2 0.5

Kutztown 1.5 2.0 2.1 3.0 1.7 2.1

Lock Haven 0.3 0.3 0.3 0.3 0.9 0.4

Mansfield 0.2 0.3 0.3 1.3 1.0 0.6

Millersville 1.1 1.5 2.0 2.3 3.0 2.0

Shippensburg 0.5 1.3 0.7 0.5 1.5 0.9

Slippery Rock 0.3 0.3 0.3 0.4 0.7 0.4

West Chester 0.6 1.3 2.2 1.4 1.2 1.3

enrollment and its increased enrollment of non-Black All elements of the State System should conduct their students, the Equity Plan establishes the interim respective analyses and design their plans on how to "floor" enrollment for Black resident first-time meet the actual goals rather than merely maintaining freshmen at 90 percent. This enrollment level will the minimum standards. apply, pending the availability of more data about the university's actual enrollment performance. The State System has a responsibility to aggressively recruit the college-eligible The vision of neither Priorities nor the Equity Plan lends itself to attainment through minimums. component of each high school graduating class and, also, to help increase the size

of the college eligible pool.

12 Table V

University Proportion of State System's Total Black Resident First-Time Freshman Enrollment, 1989-1993

(0/0)

1989 1990 1991 1992 1993 Average

Bloomsburg 5.0 4.4 4.4 5.6 5.2 4.9

California 5.6 4.8 6.0 4.0 2.8 4.7

Cheyney 16.1 20.3 17.5 25.4 22.5 20.1

Clarion 2.5 2.9 3.1 3.6 2.9 3.0

E. Stroudsburg 2.1 2.5 1.8 1.2 2.7 1.9

Edinboro 5.8 4.8 6.6 6.3 5.6 5.9

Indiana 21.0 18.6 17.4 15.2 14.0 17.1

Kutztown 8.5 4.9 7.5 6.1 2.7 6.2

Lock Haven 1.5 2.2 2.1 1.5 0.8 1.7

Mansfield 1.5 2.2 2.2 2.2 2.8 2.2

Millersville 10.2 11.9 9.5 8.8 10.5 10.0

Shippensburg 2.7 3.5 4.5 3.2 3.9 3.5

Slippery Rock 5.3 5.9 4.8 5.5 6.7 5.6

West Chester 12.1 11.2 12.5 11.5 15.3 12.0

Tables V and VI reflect each university's propor- Pennsylvania accounted for 17.1 percent. The tion of the System's Black and Latino enrollment. The System's average Latino enrollment for this same figure shown for each university's average enrollment period was 0.1 percent and, as shown in Table VI,

was calculated the same as Tables Lifland IV. For Kutztown University of Pennsylvania accounted for example, on average String 1989-1993, 7.3 18.3 percent of the System's total. percent of the State System's total resident first-time freshman enrollment was Black. Table V shows that The Commonwealth does not track high school

Cheyney University of Pennsylvania accounted for completion rates by race/ethnic group and cohort, 20.1 percent of the System's overall Black enrollment and private and non-public high schools are not during this period, and Indiana University of required to report their enrollment demographics.

le EST COPY AVAILABL1E 25 13 Table VI University Proportion of State System's Total Latino Resident First-Time Freshman Enrollment, 1989-1993 (%)

1989 1990 1991 1992 1993 Average

Bloomsburg 5.7 6.7 8.3 9.1 12.2 8.1

California 2.3 1.9 2.1 1.4 2.9 2.1

Cheyney 4.6 0.0' 2.1 1.4 0.7 1.4

Clarion 5.7 1.9 2.8 2.1 1.4 2.3

E. Stroudsburg 8.0 8.7 12.5 9.2 9.4 9.1

Edinboro 6.8 2.9 5.6 4.9 2.9 4.5

Indiana 14.8 13.5 9.7 13.4 3.6 12.2

Kutztown 19.3 18.3 17.4 21.8 14.4 18.3

Lock Haven 2.3 1.9 1.4 1.4 4.3 1.9

Mansfield 1.1 1.0 0.7 3.5 3.6 1.9

Millersville 13.6 14.4 13.9 14.8 18.7 14.4

Shippensburg 5.7 12.5 4.9 3.5 10.8 7.1

Slippery Rock 2.9 2.9 2.8 2.8 5.8 3.0

West Chester 6.8 13.5 16.7 10.6 9.4 11.1

However, applying the Commonwealth's present Black and Latino resident first-time freshmen and high school racial compositionwhich has remained are displayed in Table VII. stable during the past decadeto the projections for the total high school graduates in Pennsylvania, pro- The steadily increasing totals shown in Table VII jections of the annual number of Black and Latino reflect reversal of the declining numbers of high high school graduates have been computed to the school students the Commonwealth has experienced year 2001. Based on these estimates, and using 11 since 1983. It is estimated that the 25 percent percent as the estimated proportion that would decrease in the number of Pennsylvania high school equate to statewide parity, projected annual System- graduates since 1983 should be fully restored wide enrollment goals have been computed for by about 2002.

C i PY AVAIHAIBLE

14 Table VII

Projected Number of High School Graduates and Estimated State System Goals for Black and Latino First-Time Freshmen, 1995-2001

Year Total Black Freshman Latino Freshman Graduates Graduates Goal Graduate Goal

1995 143,584 12.061 1,327 1,867 205

1996 148,309 12,458 1,370 1,928 212

1997 150,812 12,668 1,394 1,961 216

1998 151,446 12,721 1,399 1,969 217

1999 154.913 13,013 1,431 2,014 922

2000 158,594 13,322 1,465 2,062 227

2001 160,601 13,490 1,484 2,088 230

Using the figures in Table VII for planning Recruitment strategies should target 'students purposes, each System university as a manda- from a broad cross-section of qualification levels, tory part of its annual equity report will calcu- including the most academically talented and late and submit to the Office of the Chancellor prepared. The effective accommodation of such its recruitment plan and goals for the enroll- a range of students will require certain modifica- ment of new resident first-time freshman Black tions of the educational process. and Latino students in the succeeding year. As Simultaneously with their short-term efforts to more data becomes available, and as the initiatives to recruit from the current pool of equity candidates, improve high school completion and postsecondary System universities should be involved in longer- eligibility rates progress, the projections for the term efforts to expand and enhance the pre-col- number of high school graduates and the System lege preparation of lesser qualified students. enrollment goals may be revised. A direct correlation exists between the System's recruitment efforts and the special relationship

As the System universities devise their enrollment and responsibility of System universities as a goals and strategies, it is essential that the following major producer of the Commonwealth's teachers.

factors remain a part of their deliberations and activities:

As publicly owned institutions, the goals of the Although resident first-time freshmen constitute System universities always will be subject to close the primary target of each university's recruitment scrutiny from within and outside the higher activities, the following factors also will be reviewed

education community.

15 and included in the evaluation of a university's tion rates will be compared. A "cohort" will consist overall enrollment performance: of the first-time, full-time, degree-seeking students

® Degree of success in recruiting or facilitating enrolled in a given year. In addition to the continua- Black and Latino transfer and non-traditional tion of cohort tracking, the Office of the Chancellor students, particularly transfers from community will compute and review the expected retention rate colleges. (In 1991-1992, 27 percent of the for a select group of universities to determine if Commonwealth's college-bound Black high expected retention rate is a feasible technique for school graduates and 36 percent of college-bound the State System. Latino high school graduates reportedly enrolled in community colleges. This emphasizes the prior- The expected retention rate, an evaluation ity which articulation agreements should receive.); technique developed by Alexander W. Astin at the Innovativeness of recruitment strategies; and University of California at Los Angeles, is based Student retention. on data derived from the Cooperative Research Program's 1985 entering freshman survey. Although Student Retention Dr. Astin contends that "more than half of the variance in institutional retention rates can be

The complex issue of student retention is a princi- attributed directly to differences in the kinds of pal component of the access-retention-graduation students who initially enroll, rather than to any mosaic, and few other issues in higher education gen- differential institutional effect,"" there are no plans to erate as much interest, argument, and inquiry from use this technique to establish retention goals for both inside and outside the academy. the State System.

Historically, the State System has focused its pri- Review of the literature confirms that any effective mary interest on the disparity between the retention retention model must involve the entire university, rate of White students and that of Black and Latino and that someone should be specifically charged with students. From 1988 1992, average retention rates coordinating overall retention efforts and maintaining (graduated or in school 5 years later) have been 60.8 retention as a priority. Each System university's percent for Whites and 35.6 percent for Blacks. The equity plan should include the name or goal established by the Prospectus to reduce the position of the person who has coordination Black/White retention disparity to no more than 10.4 responsibility for retention. percent by 1992, was not attained. The advent of the Equity Plan is an opportune occasion to enhance the Other important factors in the design of effective System's performance in this important area. retention efforts include:

® Insurance that all elements of the university recog-

Under the Equity Plan, retentiondefined as nize that effective equity group retention efforts receiving a baccalaureate degree or remaining invariably have a "ripple" effect, resulting in enrolledwill be tracked by cohort for six years, and enhanced retention of all students;

disparity between the White, Black, and Latino reten- O Continuous collection and analysis of retention data;

28 16 Enhanced sharing of retention information most common issues where this interaction frequently between universities; has been contentious is dealing with offensive speech. Accommodation in the data for special programs This is a particularly complex issue within higher such as three/two programs; education because academic freedom and freedom of Enhanced student tracking and collection of infor- speech are part of a university's cultural norm. In mation regarding the university-specific factors several instances this has led to the implementation of which contribute to attrition mid retention. speech codes. As Judge Amor Cohen states, "It is an unfortunate fact of our constitutional system that the Appendix D lists some promising recruitment ideals of freedom and equality are often in and retention practices, and Appendix E describes conflict. The difficult and sometimes painful task of diversity initiatives that support racial/ethnic minority our political and legal institutions is to mediate recruitment and retention. the appropriate balance between these two competing values." " Campus Climate

The importance of the vigorous denouncement A direct and immediate correlation exists between of harassment and/or incivility toward women, retention and campus climate. "While poor academic racial/ethnic minorities, persons with disabilities; preparation and socio-economic status may be a bar- gays and lesbians, or any other constituency cannot

rier to matriculation, evidence is growing that the be over-emphasized. However, speech codes are con- poor quality of minority students' life on campus and stitutionally suspect and the Equity Plan discourages their sense of isolation, alienation, and lack of sup- the use of speech codes for two principal reasons: port are more serious factors in attrition." Although 0Balance is difficult to achieve. The potential is high the relationship between campus climate and reten- that the code will either leave out a group which mer- tion and graduation of racial/ethnic minorities is its protection, or be so comprehensive that it pro- often addressed, campus climate is a key factor in the hibits any speech that someone, somewhere, may find educational experience of all other equity group con- offensive; and 2) The forceful and thoughtful chal- stituents, as well. The now commonly used phrase lenge of bigotry presents an ideal opportunity to do

"chilly climate" was coined to reflect that experience what universities are chartered to doteach. As of women on today's campuses for a report that says organizations dedicated to the profession of women, even though they constitute a majority of col- education, it would seem obligatory that universities

lege students, have not become fully integrated in avail themselves of every opportunity to teach their today's campuses. students how to analyze the society around them and how their actions reflect and are reflected One of the most common factors affecting the within that society '' campus climate is the quality of the everyday interaction between campus populations. And one of the

29 17 Stanford University's Student Conduct Policies gen- b) is addressed directly to the individual or erally have received favorable endorsement for defin- individuals whom it insults or stigmatizes; and ing the standards of behavior without imposing a c) makes use of insulting or "fighting" words or speech code. Because public institutions operate non-verbal symbols. under different policy guidelines than private institutions, the following excerpts from Stanford's policy Campus climate probably is the primary factor are not presented as a model to be copied, but as an which determines the quality of any student's academic, instructional example of the type and level of effort experience and defines what type of relationship the that goes into design of such policy. The university student will retain with the university as an alumnus. devoted nearly 18 months of intense debate to the Every member of the university family contributes to development of its Fundamental Standard which or inhibits establishment of the welcoming, nurturing, states, in part, that "Students at Stanford are expected supportive environment essential to creating the kind to show both within and without the university such of community which is the ultimate goal of the State respect for order, morality, personal honor and the System's equity effort. lights of others as is demanded of good citizens. Failing to do this will be sufficient cause for removal Graduation from the university." After reaffirming the university's commitment to free inquiry and free expression, and The capstone of the initial higher education to equal opportunity and nondiscrimination, the experience is award of a baccalaureate degree. policy presents an interpretation of the Fundamental Receipt of the degree constitutes a signal achieve Standard, stating in part: ment.-It also provides the foundation for those ...Prohibited harassment includes discriminatory interested in pursuing postgraduate work. intimidation by threats of violence, and also includes personal vilification of students on the U.S. Department of Education figures indicate basis of their sex, race, color, handicap, religion, that Blacks received 5.8 percent of all baccalaureates sexual orientation, or national and ethnic origin. awarded in the United States in 1990. In 1989, they received 5.7 percent of the total. The percentage for

Speech or other expression constitutes Latinos in 1990 was 3.1 percent, an increase harassment by personal vilification if it: from 2.9 percent the preceding year. a) is intended to insult or stigmatize an individual or a small number of individuals on the basis of their sex, race, color, handicap, it is an unfortunate fact of religion, sexual orientation, or national our constitutional systemthat and ethnic origin; and the ideals of freedom and equality are often in conflict. 30 18 Table VIII

Baccalaureate Degrees Awarded by Race/Ethnic Group, 1988-89 to 1992-93

University Race 1988-89 1989-90 1990-91 1991-92 1992-93

Bloomsburg Black 13 15 23 15 12 Amer. Indian 0 0 0 0 0 Asian 2 6 8 6 6

Latino 1 7 4 7 8 White 1026 1146 1201 1229 1312

California Black 14 33 27 36 37

Amer. Indian 1 0 I 2 3

Asian I -i 2 5 8

Latino 6 4 2 1 4 White 744 829 885 919 920

Chevnev Black 100 142 129 144 144

Amer.lndian 0 0 1 0 0

Asian 1 0 0 1 0 Latino 0 0 0 0 0 White 0 2 3 3 5

Clarion Black 19 23 19 20 17

Amer.lndian 1 1 2 0 1

Asian 3 1 2 1 3

Latino 4 0 I 1 3 White 914 891 906 995 930

E. Stroudsburg Black 10 13 11 15 16

Amerindian 0 I 1 0 1 Asian 7 2 4 5 8 Latino 0 10 6 10 10 White 669 724 776 758 815

Edinboro Black 23 31 27 32 Amerindian 3 _i 0 0 3

iksian 2 6 3 2 7

Latino :3 I 3 1 2 White 845 792 927 1014 1166

Indiana Black 70 43 52 59 96

Amerindian 0 2 1 2 3 Asian 12 13 20 22 11

Latino 10 7 11 12 8 White 2052 2018 2008 2087 2107

Kutztown Black 12 29 23 31 22

Amer.lndian 0 I 2 0 2

Asian 5 9 6 11 6 Latino 4 6 II 6 13 White 978 1031 1019 1110 1154

19 BEST COPY AVAILABLE Table VIII (continued) Baccalaureate Degrees Awarded by Race/Ethnic Group, 1988-89 to 1992-93

UNIVERSITY RACE 1988-89 1989-901990-911991-921992-93

Lock Haven Black 11 17 8 12 12

Amerindian 0 3 0 1 0

Asian 3 0 1 2 2 Latino 2 2 2 4 2 White 436 446 508 536 586

Mansfield Black 8 15 14 20 8 Amer.Indian 0 0 3 0 0

Asian 2 1 1 2 0

Latino 0 2 1 6 1 White 426 391 408 528 528

Millersville Black 23 40 39 38 35

Amerindian 2 2 0 1 2 Asian 17 14 15 22 23 Latino 7 6 18 16 7 White 987 1097 1087 1080 1222

Shippensburg Black 14 8 17 21 25 Amerindian 3 0 0 0 2 Asian 5 8 6 7 15 Latino 6 2 9 3 3 White 1035 986 1033 1118 1172

Slippery Rock Black 28 23 30 28 31

Amen Indian 3 2 2 3 5

Asian 4 1 4 3 2

Latino 2 1 2 4 5 White, 1022 1047 1033 1115 1242

West Chester Black 49 57 60 50 72

Amerindian 1 3 1 3 0 Asian 9 9 16 21 18 Latino 5 5 3 14 16 White 1238 1332 1420 1498 1591

The number of baccalaureates by race/ethnic group conferred by the System universities from 1988-1989 to 1992-1993 is shown in Table VIII. Every member of the university contributes to or Although the Equity Plan does not attempt to design or assign numerical goals for degree comple- inhibits the establishment of the tion, the Office of the Chancellor will monitor gradua- environment essential to tion rates and trends of racial/ethnic minorities as a creating community. central criterion of the success of equity efforts.

EST COPYAVAIL BILI Overview A more detailed comparative review of State System personnel, grouped by primary occupational Nationwide in 1989-90, Blacks, Latinos, Asians, activity (Appendix F lists job group classifications.) and American Indians collectively comprised 11.5 from fall 1988 to fall 1993, is summarized below: percent of the full-time instructional faculty, 15.5 percent ExecutiveThe representation of racial/ethnic of the professional non-instructional staff (executive minorities has increased in absolute terms, but the and professional categories), and 29.1 percent of the proportion of minorities has decreased slightly. non-professional non-instructional staff (clerical, Female representation has increased from 32 to 37 percent. The representation of women and Personnel minorities is somewhat distorted by the fact that this occupational classification includes some technical, skilled crafts, and service categories) at positions in which the incumbent does not have higher education institutions. This distribution by executive line authority or responsibility. absolute numbers and job category is shown in Table IX. FacultyCollectively, the proportion of minorities has increased by 1 percent, with the largest By comparison, within the State System of Higher increases being Latinos and American Indians. Education in fall 1993, those race/ethnic groups The number of women has increased from 28 to made up 10.4 percent of the full-time faculty, 11.8 34 percent. Closer analysis confirms that the over- percent of the professional non-instructional staff, whelming majority of continuing tenure track and 11.7 percent of the non-professional positions, particularly at the rank of professor, are non-instructional staff. held by White males. The principal issues in this

Tcible IX

Full-Time Employees in Colleges and Universities by Race/Ethnic Group, 1989-1990

Total Amer. Indian Asian Black Latino White

Faculty 514,662 1,498 24,252 23,225 10,087 455,600

Executive 137,561. 491 1,980 11,796 3,183 120,111

Professional 343,699 1,398 17,193 29,045 9,510 286,553

Clerical 370;336 1,969 8,928 58,966 18,798 281,675

Technical 147,569 735 6,657 23,126 7,484 109,567

Skilled Crafts 63,728 441 702 7,094 3,410 52,081.

Service 201,973 1,317 4,348 67,025 16,766 112.517

Total 1,779,528 7,849 64,060 220,277 69,238 1,418,104

Source: U.S. Equal Employment Opportunity Commission

21 33 category are the need to increase the number Equal Employment of race/ethnic minority and women teaching Opportunity (EEO) faculty, and differential grade/rank in initial appointments, promotion, and retention. Section 20-2014-A of Act 188, the legislation which created the State System, clearly articulates the

It is well documented that women are paid less System's non-discrimination policy. In accordance than men, even when productivity, experience, with this policy, the State System assures an equal academic field, and institution of employment are opportunity to all persons without regard to race, considered. " Within the State System, the collec- color, religion, creed, disability, ancestry, national ori- tive bargaining agreement offers some control of gin, age, sex, or political party affiliation, in accor- this issue. However, the rank and level of initial dance with state and federal laws including Title VI appointments remain vulnerable and the university and VII of the Civil Rights Act of 1964, Title IX of the should monitor them. An expanded perspective of Education Amendments of 1972, Section 504 of the this issue, including a list of recommendations, is Rehabilitation Act of 1973, and the Americans with presented in a 1991 report by Dr. Mary A. Keetz of Disabilities Act (ADA) of 1990.

West Chester University of Pennsylvania, The Status of Female Faculty in Pennsylvania's State The most commonly used instrument for monitor- System of Higher Education: an Historical ing and evaluating equal employment opportunity Perspective, 1974-1989. within an organization is the affirmative action plan ProfessionalThe proportion of minorities in (AAP). The law requires that institutions/organiza- this category has not increased. Women have tions which are federal contractors and have 50 or increased by 7 percent. more employees have an AAP. Only two System uni- ClericalWomen are predominant in this category, versities are federal contractors and, thus, obligated composing 91 percent of the total in 1988 and by law to have an affirmative action plan. However, 1993. Minority representation has increased from in conjunction with the System's voluntary about 8 to 10 percent. Several job classifications commitment to affirmative action, all System in this category offer very limited opportunities for universities are obligated by policy to have career development and advancement. such a plan. TechnicalOf the seven categories, this one has the lowest minority representation. The 6 percent An affirmative action plan compares the utilization minority component of fall 1993 represents a 2 of women and racial/ethnic minorities relative to percent increase since 1988. what utilization would reasonably be expected, based Skilled CraftsThis category has the second on the availability of minorities and women with the lowest minority representation, and the requisite job skills both within the institution/organi- representation of minorities and women has zation and in the appropriate regional work force, decreased since 1988. and a listing of the policies and actions the organiza- ServiceThis category has the highest minority tion intends to implement to correct any identified representation. Racial ethnic minorities composed under-utilization of these groups. As addressed in the 18 percent of the total in 1993, a 4 percent Equity Plan, a university's affirmative action plan is increase since 1988. Although the percentage of narrower in scope and content than its equity plan. women has declined slightly since 1988, women still account for 43 percent of the category

22 The AAP may be included as a designated section The State System has encouraged the development of a university's equity plan, or it may be designedas of organizations whose principal objective is to sup- a separate document. Although it is neither a federal port, empower, and involve women at all levels. The nor a System requirement for those universities which Women's Consortium, the Commission on the Status are not federal contractors, the Equity Plan recom- of Women, and women's centers now function on mends that all System affirmative action plans utilize State System campuses to serve female faculty, staff, the format presented in Title 41 of the Code of and students. These organizations serve as catalysts Federal Regulations, Chapter 60, Part 60-2, for opportunity and achievement in the areas of also known as Revised Order Number 4. training, cultural programs, mentoring, leadership activities, and professional development conferences. Appendix G lists specific administrative guidelines

and requirements for all State System affirmative The New Agenda of Women in Higher action plans. Education: A Report of theAmerican Council on Education (ACE) Commission on Women in Higher Affirmative action plans can be effective instru- Education offers three primary reasons why colleges ments in the equal employment opportunity segment and universities should become "responsive to the of an organization's equity and diversity efforts. values, ideas, hopes, dreams, and visions of women." However, qualitative aspects of the personnel issue Our global society is facing problems of poten- are as important as the quantitative aspects. Again, tially catastrophic proportions. We need the campus climate remains paramount to achievement best and brightest minds to attend to these of community and to the affirmation of individual problems. Women constitute half of the human value, respect, and the security that results. resources available. They have the potential for providing for at least half of the answers. Gender Equity Higher education has a special responsibility to be a progressive, enlightening social force. A decade has passed since researchers coined the This is our heritage, and this is our role. We phrase "chilly climate" to describe the many small should be a model for others to emulate. How behaviors that together make up an inhospitable can we expect society to do what we cannot do situation for women in academe." While progress for ourselves?

has been made, women have not yet become fully Theory, knowledge, and practice have been integrated on today's campuses. developed by and about women to help us rethink our institutional priorities, plan, and In 1988, with the adoption of the Prospectus, programs, and reshape the process. It is intel- the State System of Higher Education affirmed its lectually irresponsible not to use this new body commitment to women in higher education by of knowledge and grasp its implications for indicating that it "recognizes the significant contri- all our institutions. bution made by women at all levels to the university

culture." The System also recognizes its responsibil- The State System reaffirms the commitment it ini- ity to address specific needs of this segment of the tially made in the Prospectus to adoption of the university population. 2') guidelines developed by the ACE Commission on Women in Higher Education (listed in Appendix 1).

23 35 While it may not be feasible for each university to The System recognizes that higher education is immediately respond to each guideline,the Equity included with nearly all other segments of society in

Plan urges the System's institutional leadership the indictment of failing to address this issue ade- to ensure that, over the lifespan of the Equity quately. For example, a study at an Ivy League univer- Plan, priorities and time frames for addressing sity reported that 32 percent of tenured female and all these areas are established. 49 percent of non-tenured female faculty had experi-

enced sexual harassment in the course of their work

In addressing the quality of professional and per- at the university. 341 sonal life for all women in the State System, two issues frequently cut across personnel categories, and have Minority females must contend with the artificial high potential for individual and organizational legal barriers of both race and gender, as confirmed by a liability: sexual harassment and sports equity. 1989 study which shows that Black women in higher

education experience the double jeopardy of racial

Sexual Harassment discrimination and sexual harassment. ."

Sexual harassment is a pernicious and destructive Because they wield little real power within the uni- practice. On a personal level it diminishes the self- versity and are dependent on faculty, staff, and admin- confidence and self-esteem of its victims, generating istrators for grades, recommendations, and other anger, fear, and humiliation. On an organizational important services, students are especially vulnerable level, it can lead to low morale, decreased productivity, to sexual harassment. A 1987 study indicated that a and increased absenteeism. It directly opposes the significant percentage of students experienced sexual achievement of community and represents one of the harassment by either a professor or work supervisor. '2 oldest forms of discrimination. In light of the well-documented fact that Based on the definitions in Appendix A, sexual prevention is the most effective tool for the harassment liability may be incurred in two general elimination of sexual harassment, it is manda- situations: 1) thequid pro quocategory, in which an tory that every System university have a writ- employer/supervisor makes sexual favors a condition ten, comprehensive sexual harassment policy. of receiving a tangible benefit (such as a job, promo- Appendix I presents additional information about sex- tion, recommendation, or grade); and 2) the "hostile ual harassment, and Appendix J includes guidelines environment" category, in which the harassing action for the design of such a policy, a list of key compo- unreasonably interferes with one's work or creates nents, and a sample policy. extreme discomfort.

It is strongly recommended that university legal

A 1986 landmark decision of the Supreme Court counsel review each university's sexual harassment affirmed that sexual harassment constitutes a violation policy prior to implementation. It is vital that universi- of Title VII of the Civil Rights Act of 1964, and a 1992 ties ensure that their policy and procedures include finding of the Supreme Court upheld a student's the requirement for conduct of a thorough and sexual harassment claim as a violation of Title IX of impartial investigation. the Educational Amendments of 1972, making victims of gender discrimination eligible for monetuy damages.

24 Timely resolution is an essential element of Persons with Disabilities any effective sexual harassment policy Investigations should begin immediately upon receipt of a complaint The Rehabilitation Act of 1973 prohibits the and should be completed as quickly as possible. federal government, its grantees, and contractors Exceptions must not be made because of either the from discriminating on the basis of disability. The accused's or the accuser's status, seniority, or quality Pennsylvania Human Relations Act also prohibits of work performance. Untoward delay or failure to discrimination against persons with disabilities. The conduct an adequate investigation or to formulate an Americans with Disabilities Act (ADA) in 1990 gave appropriate remedy for sexual harassment increases persons with disabilities civil rights protections simi- the potential for further incidents, additional harm to lar to those provided to individuals on the basis of the person(s) allegedly harassed, and liability for race, sex, national origin, and religion. the university. Persons with physical disabilities as well as those Sports Equity with learning disabilities fall within protections accorded by the ADA. Moreover, persons with disabil- The emerging issue of gender equity in sports is ities constitute one of the most rapidly growing con- one which affects not only the opportunity for female stituencies in the State System. Between the fall 1991 students to have as full a higher education experience semester and the fall 1993 semester, the number of as males, but also the opportunity for females to students with disabilities throughout the State System pursue professional opportunities in coaching and increased by more than 16 percent. The State System athletic program administration. of Higher Education enjoys a reputation for excellence in the accommodation of students with disabili- The Equity Plan affirms the priority of sports gen- ties, particularly in several of the leading edge efforts der equity and adopts as the basic guidelines for at Edinboro University of Pennsylvania. System universities the proposals established for member institutions by the Board of Directors of the The implications and application of ADA are not Pennsylvania State Athletic Conference (PSAC) at the limited to students, but apply equally to faculty, staff, Conference's November 1993 meeting. Appendix K and administrators and, in many instances, to the lists these guidelines. The Equity Plan recommends public. ADA applies to all employment practices and that System universities utilize the PSAC proposals as all academic and non-academic programs, and a basic reference for their sports equity efforts. requires analysis of all current positions to identify the essential functions of each. Because of the broad Gender equity in sports also includes a legal scope of this Act, System universities should adjust aspect. The courts have determined that the matter their record-keeping procedures to ensure that falls within the purview of Title IX. The Association of records of ADA-related activities, associated costs, Governing Boards of Universities and Colleges, in and the number of persons with disabilities are conjunction with the United Educators Insurance Risk kept up to date. Retention Group, recently has developed recommendations institutions can consider taking to reduce In accordance with ADA requirements, it is litigation risks under-recent court decisions. mandatory that, as a minimum, each System (See Appendix K.) university:

25 G Designate an employee to coordinate The Commonwealth highly regards military veterans. ADA compliance; The Veterans' Preference Law states that in civil service Provide broad dissemination of information appointment or promotion examinations for a public regarding a person's rights and protections position within the Commonwealth, the veteran will under the ADA through handbooks, manuals, be given credit for the discipline and experience rep- bulletin boards, pamphlets, posters, or resented by his/her military service and for the loyalty other means; and public spirit demonstrated by that service." Establish and publish effective grievance As publicly owned institutions, this law applies to procedures that any personeven casual System universities in the conduct of all instructional visitors to the campuscan use for resolving complaints of ADA violations; and non-instructional faculty, administrative, and Provide reasonable accommodation to the management positions filled by search-and-screen known physical or mental limitation of an procedures. The Veterans' Preference Law should applicant, student, employee, or member of be used as a tie-breaker. When a veteran and a non- the public seeking to use the services of veteran are equally qualified for a position, the the university; and Veterans' Preference Law requires that the veteran © Ensure that communications with appli- be hired. If a written examination is used as part of cants, participants, and members of the the search-and-screen process, 10 points should be public who are disabled are as effective as added to the numerical score of those candidates communications with others. with passing scores who are veterans.

A standard process for handling veterans' Additionally, each university should have preference cases must be adhered to, and veterans' conducted a self-evaluation of all policies, procedures, and practices to identify and correct status information should be solicited at the outset.of any hiring process. The most common and probably any that are not consistent with the ADA. most convenient method of collecting such information

Many specific determinations of the ADA is to-include it as part of the affirmative action infor- requirements are still being developed. In addition to mation routinely gathered as part of every search. the assistance available from sister institutions within In addition, all universities engaged in federal the State System, an extensive network of assistance contracting must comply with the Vietnam Era and information is available from a variety of other Veterans' Act. This act requires that "the party con- sources. Appendix L lists some of these resources and tracting with the United States shall take affirmative some promising practices for dealing with persons action to employ and advance in employment quali- with disabilities. fied special disabled veterans and veterans of the Veterans Vietnam era." The Office of Federal Contract Compliance Programs also requires that compliance like the Americans with Disabilities Act, the law reports be submitted. regarding veterans' preference is still developing. The Equity Plan urges System universities to seek the The number of military veterans has increased advice of university legal counsel with regard to significantly as a result of the Department of Defense veterans' preference questions which are unclean. decision to decrease the size of the nation's active duty military forces. I

Overview contracts and subcontracts to MBE/WBEs;

Developing a list of certified MBE/WBEs; and The System universities are key players in their Serving as a clearinghouse for information, regional economies. Therefore, the System's perfor- policies, and issues pertaining to MBE/WBEs. mance in distributive justice is a particularly visible representation of how well the System practices what Status it advocates. Analysis of the State System's historical

purchasing volume from minority and women busi: Analysis of the dollar amount and percentage of

ness enterprises (MBE/WBEs) has shown systemic MBE/WBE contracting for each System university in problems were inhibiting the full achievement of the 1992 and 1993 reveals the following:

System's commitment to equal economic opportunity. An absence of standardized university plans to The Prospectus stipulated that it would be the policy enhance MBE/WBE participation; of the System to: A lack of standardization in maintenance of Award and administer contracts for goods and records and submission of reports about

services in a non-discriminatory manner; MBE/WBE contracting; Promote the affirmative participation of Difficulty in gaining access to the Department of

minority- and women-owned businesses; and General Services on-line listing of MBE/WBEs; and Incorporate into the procurement processes Absence of policy guidelines for non-construction the necessary practices and procedures for the procurement contracts which parallel the procurement of all goods and services for the guidelines for construction/real property° university to effectively implement the policy. contracts.

This commitment paralleled a 1987 action by the In 1993, the Board of Governors adopted new

Commonwealth which created the Office of Minority regulations for MBE/WBE participation in facilities and Women Business Enterprises wffich was to be projects. These regulations (listed in Appendix M) responsible for: require that 1) certified MBE/WBE firms be proac- Aggressively pursuing contracting and subcon- tively solicited and encouraged to submit competitive tracting opportunities; bids or quotes as the prime contractor; 2) each non- Actively monitoring awards of Commonwealth minority bidder proactively solicit participation by

27 39 The System universities are key players in their regional economies.

certified MBE/WBE subcontractors and suppliers; and Appropriate representatives of System universities 3) a reasonable effort award amount be identified should attend regional minority fairs and purchas and serve as a threshold in determining bidder ing councils to obtain more information about responsiveness. minority firms and, also, to provide information about potential economic opportunities at the Recommendations respective System institutions. System universities should conduct regional cam- The State System of Higher Education recognizes pus MBE/WBE fairs and provide training for its responsibility to assist the Commonwealth in potential MBE/WBE contractors that addresses the enhancing economic development, creating programs intent of the economic equity efforts, the System to help more businesses obtain certification as bid process, and certification requirements. MBE/WBE firms, increasing money awarded to System universities should seek to identify publica- MBE/WBEs throughout the State System, and ensuring tions targeting minority communities and adver- that the procurement process is administered in a tise for potential MBE/WBEs in these publications. non-discriminatory manner. The following require- Each System university should include in its ments and recommendations will assist in attaining training program training for university adminis- these goals: trators, purchasing agents, and other appropriate- Effective with their 1994 annual equity report, the personnel on the intent of the MBE/WBE program, System universities will include the number of and to engender collaborative efforts to enhance contracts awarded to MBE/WBE firms, the dollar MBE/WBE participation. amount of these contracts, and the percentage which this amount represents of the university's System universities have the authority not to total contract expenditures. The report also will bid contracts under $5,000 for commodities and include the total dollar amount that was awarded services. This provides an opportunity and a degree

to MBE/WBE subcontractors. of flexibility to utilize more MBE/WBE firms. All System universities will review their current facilities projects policy to ensure that it substan- At the earliest opportunity the Office of the tively models the 1993 regulations approved by Chancellor will investigate the feasibility of developing the Board of Governors. With the volume of and maintaining a centralized on-line computer

major contracts to he conducted with the listing of MBE/WBEs for commodity, services, and Operation Jump Start program, this review construction contracts to which the System is particularly opportune. universities will have access.

28 I I s

Overview President and Executive Staff

The activities addressed in this section are recom- Presidential leadership is paramount in achieving mendations which the Equity Plan urges all members the overall goals of the Equity Plan. As the university's of the State System to accept as voluntary responsibili- chief executive, the president sets the tone for the

ties. Everyone at a university will benefit and everyone institution, generating the cues through which other must contribute if the type of organizational change members of the organization receive reinforcement of which lies at the heart of the Equity Plan is to become their own convictions about rightness, fairness, sensi-

a reality. A two-year study of 10 states showed that the tivity, and equity. colleges and universities which were most successful Although creating a climate that enhances cultural in addressing diversity passed through three stages diversity is the responsibility of everyone on cam-

of change. 3' pus, leadership from the top is essential and must be accomplished through words and deeds...the

The first stage is removal of barriers to participa- president has to articulate his/her commitment tion. It is characterized by innovative, dynamic and that of the institution to cultural diversity in a recruitment and enhancement of all elements of forceful manner in many forums. These commit- student and staff support. ments cannot be made sporadically or only at times when issues relating to race and/or discrim- The second stage consists of the colleges and uni- ination surface, but must be made in a sustained versities helping students to achieve by "...making it manner throughout his/her tenure. " clear what they expect and by taking steps to help students reach academic standards." " Elements of this In the data collected as part of the National stage include such projects as partnerships with sec- Retention Projecta three-year effort jointly spon- ondary schools, enhanced transition between two- sored by the American Association of State Colleges year and four-year institutions, and increased use and Universities (AASCU) and the Student Loan of mentors. Marketing Association (Sallie Mae)85 percent of the institutions who completed the Presidents' The third stage is changing the learning environ- Questionnaire identified presidential leadership as ment through assessment, learning assistance, the primary catalyst for campus retention efforts. 37 improved teaching strategies, and curricular reform. 29 4 Everyone at a university will benefit and everyone must contribute if the type of organizational change which lies at the heart of the Equity Plan is to become a reality.

Given this responsibility, and recognizing Develop and implement programs to enhance that each university is unique, with its own the orientation, motivation, and preparation of demographic dynamics, historical precedents racial/ethnic minorities for participation in and culture, each System university president higher education; must ensure that an equity plan for his/her Take advantage of every opportunity to publicly university is designed and submitted to the reaffirm the university's commitment to equity Office of the Chancellor. The plan should cover and diversity; July 1995 - December 1999, include a mandatory To the extent possible, ensure that equity mid-term review to be completed no later than groups are on all university boards, councils, July 1997, and be designed to address students, policy making and planning committees, and personnel, and economic opportunities. all search committees; Encourage early interest in higher education by The university president also should consider working with elementary and middle schools to the following: provide tutors, college role models, and enrich- Conduct a comprehensive campus-wide assessment activities. These types of activities can also ment of the factors comprising the campus cli- increase the amount of firsthand contact and mate to identify current equity issues and the interaction that System university teacher educa- strengths and weaknesses of policies, programs, tion students have with racial/ethnic minorities; and practices. Where appropriate, such an assess- Support organizations and events that celebrate ment could serve as the base on which the univer- cultural pluralism and reinforce cultural pride and

sity's equity plan is developed; individual self-worth, and also provide opportunities Charge the entire university with responsibility for for understanding, bonding, and celebration recruiting, retaining, and graduating equity group across the artificial barriers that otherwise might students, and provide training to sensitize and separate one group from another; prepare faculty and staff for this responsibility; Recognize that at the heart of the Equity Plan goals

Continually inform all elements of the university, is the highly complex issue of each university's including the council of trustees, about the status capacity to organize for diversity. Increasing of equity and diversity issues and the university's and/or modifying various programs and policies is priority and plans for addressing them; important, but unless more fundamental organiza-

42 BEST COPY AVAILAINLIk tional shifts also occur, the change may be limited Monitor the participation by racial/ethnic minori- to simply helping students "adjust," "manage," ties and women in each class and within each or "survive" in an alien environment;" department. Where apparent and consistent Expand use of the university's research resources under-representation exists, attempt to identify the to collect data and conduct on-going review, reasons and take corrective action; analysis, and assessment of the institution's equity Monitor within each department the comparative initiatives and to recommend modifications academic achievement, retention rates, and grad- as necessary. uation rates of equity group students and assist with correcting any deficiencies, accepting as a Faculty basic operating premise that the strongest possible support of all students is a legitimate measure of Faculty, individually and collectively, are key to institutional excellence; achievement of the goals of the Equity Plan because Establish programs such as extended classes "next to the peer group, the faculty represents the covering required material, tutoring, learning lab- most significant aspect of the students' undergraduate oratories, and collaborative study groups to help development." " They are looked upon to create a provide success, achieve balance, and bridge nurturing environment in which students, regardless educational gaps. Develop such programs and of their group, class, or status, can flourish. The support student participation in them before faculty's sphere of influence transcends the class- students are in academic difficulty; room. They not only play a primary role in ensuring Support diversification of the System faculty, rec- the academic achievement of students, but also ognizing that thiS constitutes a vital contribution to provide essential academic and career guidance. As the university and the entire State System and is the American Council on Education notes, "Faculty fully consonant with the recommendations of create the curriculum and determine the quality of Priorities regarding what we teach, how we teach, the experiences in every classroom. They serve as and what is important to learn; teachers, mentors, advisors, and role models. In a Include as valid criteria in faculty evaluations for word, faculty are the core of the institution." promotion and/or tenure the support and contri- The following recommendations identify crucial areas butions they have made to the university's equity

where direct involvement of faculty can most affect and diversity; the building of "community" at State System universi- Investigate model non-remedial support programs ties and prepare System students to be productive, developed both within and outside of the university contributing citizens: In faculty development sessions, share information

Accept active participation in the pursuit of com- about such initiatives that have proven effective; munity at their universities as an inherent respon- Through faculty training and orientation sessions, sibility of membership in the faculty collegium; strengthen academic advisement programs to Establish classroom environments which offer the enhance student success, especially as it relates opportunity for challenging and enlightening dia- to the persistence and graduation of equity logues, and establish and maintain a classroom group students; climate which values and promotes diversity;

31 4 Participate in faculty development programs nature and quality of co-curricular activities, as well which respond to the recommendation of as from their participation in them, and from the Prioritiesto "...address the often unconscious, general tone and climate of campus life." " but not uncommon, differential treatment of

women and minorities in the classroom.... All components of the student affairs operation Research has amply demonstrated that such treat- should accept these inherent responsibilities. Support ment, however subtle, diminishes students' self- must be provided across all aspects of the learning, confidence and lowers their aspirations, thus living, and leisure segments of student life. To enhance impeding learning;"'" the opportunities and the qualifications of students Assist in the recruitment of racial/ethnic minority to effectively lead and/or follow, some of the social and female faculty and serve as their sponsors and equity goals and activities for student affairs include

mentors; the following: Strengthen faculty/student relationships by estab- Promote leadership activities for all students, lishing mentoring and support networks for equity including opportunities to share learning experi- group students, and conduct periodic departmental ences between students front different cultures assessments of their effectiveness; and backgrounds; Monitor and maintain contact with equity group Develop and implement staff training modules students who elect to pursue graduate programs, on social equity, including training programs to and encourage their efforts; help students and staff understand their changing Inventory curricula to identify the strengths and environments; weaknesses from a multicultural perspective, and Advocate and foster enhanced cooperation and develop new courses and/or revise syllabi to sharing of information between the divisions and correct deficiencies. departments of the university and between the student affairs divisions of other universities; Student Life Administrators Help establish and maintain a non-threatening environment in the university's social world; Student life includes curricular and extra-curricu- Encourage, monitor, and evaluate the numbers lar components, which affect the overall quality of the and levels of equity group student participation students' academic experience, determining whether in co-curricular activities. that experience will conclude with receipt of a degree. Therefore, student affairs departments constitute an essential part of the university and share with academic departments a responsibility for the stu- Research has demonstrated dents' successful university experience. As has been that the unconscious, but not said, "Students learn from the attitudes, behavior, and rhetoric of faculty and staff, from the way they are uncommon, differential treatment treated by others on campus, from the ways that of women and minorities in the members of the university community interact with classroom impedes learning. one another and with the larger community, from the

4 32 Staff Students

Staff who fill the clerical, maintenance, public Students, too, must be involved in the university's safety, housekeeping, and other positions are key pursuit of community. Many researchers echo the to the university operation, and they frequently have opinion that, "Maintaining the students in the passive as much, if not more, interaction with students than role of recipients of information does not promote most other members of the campus. The character a sense of connecting to the professor, the other of this interaction directly influences the quality of the students, or the course content." For most students, students' university experience. To enhance the ability the college years afford the opportunity to experience of staff to contribute to the creation of "community" new ideas, people, and personal independence as enhancement of their knowledge, sensitivity, and sup- never before. They must be encouraged, trained, and port of social equity should be an integral part of supported in how best to take full advantage of this each university's overall equity effort. Such efforts time. As a former president of Princeton University should include, but are not limited to, the following: has said," [A] great deal of learning occurs informally. Development and delivery of social equity training It occurs through interactions among students of in such areas as 1) awareness and understanding both sexes; of different races, religions, and back- of equity responsibilities under federal and grounds...who are able...to learn from their differ- Commonwealth law and State System policy, 2) ences and to stimulate one another to re-examine provision of new insights about respecting and even their most deeply held assumptions about them- appreciating differences, 3) recognizing and elim- selves and their world...."1' inating offensive language and behavior, and 4) adopting new roles and perceptions, without the Most students will not arrive at the university requirement for new work, in relating to students; clearly understanding their role in achieving equity Implementation of training to enhance the effi- goals. Within many universities, the limited extra-cur- ciency and "customer orientation" of service to ricular contact between students and faculty, the lack

all students; of intellectual common ground, the grouping of pro- Public recognition of employees who contribute fessionals by discipline, and satisfaction with the sta- and support equity and diversity; tus quo of teaching and learning tend to limit the Use of workshops, meetings, or other forums to nature and scope of students' intellectual and civic provide staff members an opportunity to explore community. Faculty, administrators, staff, and upper and share ideas about how they can support division students must help lower division students

diversity efforts; and learn the norms and standards of the university society, Inclusion of equity performance as part of producing the kind of active involvement which

employees' job responsibility and annual evaluation. contributes to development as citizens of the "global village." The Equity Plan offers the following Review the annual equity report of each recommendations for students: System university and provide each president Actively participate in freshman orientation and with a comparative analysis of his/her all other programs and activities which facilitate university's performance; students' transition to university life; Maintain communication with university affirmative Identify and meet frequently with an action/social equity directors; academic advisor; Advise System university presidents on equity Look beyond the status quo. Seek information issues, concerns, or accomplishments; and opportunities for honors program participa- Prepare and provide to the Board of Governors, tion, work-study, tutoring, counseling, and other in conjunction with the presidential review programs and services; process, a report of the equity performance of To the extent which academic demands permit, each university; expand the scope of campus citizenship through Coordinate the scheduling and conduct of involvement in cultural, social, or civic clubs university equity program reviews; and programs; Coordinate and schedule the bi-annual System Demonstrate respect for order, morality, personal equity symposia; honor, and the rights of others; Assist the universities, as requested by the president. Experience and learn about other cultures and share aspects of your own culture with others.

Office of the Chancellor

The Office of the Chancellor will coordinate the System-wide equity policy and programs and, in the internal operations of the office, will demonstrate the same quality standards of equity performance expected of System universities. In support of university projects and programs, the responsibilities of the Office of the Chancellor include, but are not limited to, the following: Serve as advocate for System-wide equity efforts and maintain liaison with the legislature and Faculty, administrators, staff, appropriate state and federal agencies and offices; and upper division students must Design the annual special appropriations request for support of equity efforts, and strive for maxi- help lower division students learn mum efficiency and effectiveness in administering the norms and standards of the this appropriation; university society.

4t3 Overview recommendations to which some System universities may wish to refer as a model. These recommendations Continuing assessment is an important part of the are listed in Appendix N. State System's equity efforts. Because each university is unique, self-assessment is a significant part of the Annual Reports assessment process. However, to monitor System- wide progress, identify common concerns, and share Commencing in 1995, by February 1 each year,

lessons learned, the Office of the Chancellor will the System Social Equity Office will forward to each university a partially completed copy of the annual report containing quantitative information garnered from the System's master data base. The office will coordinate assessments across all member univer- solicit the assistance of university research resources sities and conduct comparative analyses between to design the specifics of this report. The general cat- universities. Assessment of the State System's egories and types of information will include, but not progress in achieving the goals and objectives of be limited to, the following: the Equity Plan will be conducted primarily through Fall semester enrollment figures by race/ethnic annual equity performance reports and, consistent group and gender, and sub-divided by new resi- with Board of Governors policy 1986-04A, periodic dent, first-time, full-time, degree-seeking fresh- program reviews of each university. man students, and new full-time degree-seeking transfer students; The assessment proCess should focus on factors Retention data by race/ethnic group within that contribute to or detract from an equitable and cohorts; and high quality educational experience, particularly for An overall quantitative comparison of each equity group members. Especially important are fac- university's enrollment and retention with other tors which influence the-perceived level of equity System universities. being fosteredthe institutional programs, practices, attitudes, and expectations that encourage the The Office of the Chancellor will direct each achievement of educational goals by all students. university to complete the report by providing the following information and returning it within

The Office of the Chancellor will support four weeks: university self-assessments and has initiated contact The total number of contracts awarded to minority with agencies such as the College Board to identify businesses and to woman-owned businesses, and instruments already in use (e.g., the Admitted Student the percentage of the university's total contract Questionnaire) that could be adapted to help meet expenditures awarded to such firms; the specific needs of System universities. The university's enrollment goals for African American and Latino students for the There is no one ideal or correct method of assess- succeeding year; ing campus climate. Each System university should Any comment the university desires to make decide what instruments and methods are most com- about the information provided by the Office of patible with its mission and conditions. The 1992 the Chancellor in the report (including any Report of the California Postsecondary Commission, apparent discrepancy with the data provided Assessing the Campus Climate, offers a set of and the university's data); 35 4 The number of fill -time employees (excluding Based on available resources, System universities faculty) hired and the number lost during the would be scheduled for an equity program review

preceding year by race/ethnic group, gender, every four to five years; and job category; The equity program reviews will be announced The number of faculty appointments and number well in advance and will be carefully coordinated of faculty losses during the preceding year by to ensure that they are not scheduled in the same race/ethnic group, gender, and rank; year that a university has a Middle States accredi- A summary of the major activities of the university's tation visit or other such major external review Commission on the Status of Women during the or audit; preceding year, and identification of the person by The review, conducted by a team from the Office name and position who will serve as chair of the of the Chancellor and from sister universities, Commission during the current year; will seek to cover the quantitative and qualitative, The number of discrimination complaints, by type formal and informal aspects of the university's

(sexual harassment, racial, age, etc.) filed against equity effort; the university during the preceding year, the num- Within one month of the review's completion, a ber of these complaints referred to outside agen- detailed written report of the findings, opinions, cies (Human Relations Commission, Equal and recommendations will be submitted to the Employment Opportunity Office, Office of Civil university president. Rights, etc.), and the average length of time to resolve sexual harassment complaints; Equity Symposia The number of students with disabilities presently

being served by the university, sub-divided into The Office of the Chancellor annually will dissemi- those with physical disabilities and those with nate to the universities a report of the System-wide learning disabilities; and and individual university equity programs that have Identification of what the university considers its been funded by social equity grants during the pre- two main equity issues for the current year, and a ceding year. The Office of the Chancellor also will summary of how the university intends to coordinate a System-wide series of equity symposia to address them. complement these reports and help identify common concerns, share lessons learned, and provide more Equity Program Reviews extensive information to all System components.

The Office of the Chancellor will seek the assis- Symposia will be held every other year, beginning tance of the System universities' research resources to in 1996. The Office of the Chancellor, in conjunction develop the specifics of the equity program review with selected university faculty, research, and admin- instruments and process. The following general istrative resources, will develop the content and guidelines and considerations will apply: format for these events. Several months prior to the review team's visit, the university will complete a self-assessment of its equity program. This assessment will be a central element in the design of the review; 42 36 The ultimate success orfailure of our efforts is not so much a question of new resources as a question of dedication, the application of existing resources, and commitment to a principle.

The Equity Plan design recognizes the issues and criteria constitute the greater challenge to autonomy of the State System of Higher each university's efficient application of its skills and Education universities and acknowledges that resources to this demanding task. disparate regional factors influence their equity and diversity efforts. Accordingly, the plan The State System anticipates a return visit by the minimizes requirements and maximizes the Office of Civil Rights (OCR) soon. As stated in its challenge and opportunity for each university notice of application of the Supreme Court decision to contribute to the State System's achievement in United States v. Fordice, OCR "will examine a of equity and diversity through community. wide range of factors" in those states with OCR- accepted desegregation plans (which includes Specifically, under the terms of this plan Pennsylvania) to ensure that all vestiges of these states each System university will de jure systems of segregation have been eliminated.' Produce and annually update an affirmative action plan; It is imperative that the State System successfully Produce an equity plan which addresses meet an Office of Civil Rights review. It is of even specific subject areas and includes a mid- longer term importance that the System avail itself of point review; the opportunity to be a paramount contributor to the Produce and implement a written, compre- solution of one of the most challenging issues to con- hensive sexual harassment policy; front the academy in this century. The ultimate suc- Submit to the Office of the Chancellor an cess or failure of our efforts is not so much a ques- annual equity report; and tion of new resources as a question of dedication, the Periodically receive a thorough on-site application of existing resources, and commitment to equity program review. a principle.

These requirements are an essential element in It is essential that all members of the State System the State System's ultimate attainment of equity and recognize that intellectual inquiry and rational excellence. However, the complementing qualitative discourse remain the hallmarks of higher education.

49 37 They allow for differences of opinion about how the respect for differences is our ultimate source of goal will be accomplished without denying or decry- security. It is the politically correct thing to do." ..7 ing the common ground inherent in acknowledge- ment of the goal's legitimacy and the commitment of The issue is not whether there will or will not be this System to making it a reality. The chair and the diversity. The dramatically changing complexion, executive director of the Accrediting Commission for complexity, and composition of the world society Senior Colleges and Universities of the Western already is an inexorable reality. The issue, rather, is Association of Schools have stated that the issues how and with what style and quality the State System raised by ethnic diversity are central to educational of Higher Education will adjust its operations to content and quality and to the Commission's respon- effectively and efficiently accommodate diversity. sibility to individual students, to society, and to the support of curiosity, creativity, and culture. ' Diversity without excellence is mediocrity by definition. Excellence without diversity is mediocrity by The frequently shrill and mean-spirited range of content. Diversity without community will discourse that ridicules and trivializes equity efforts quickly become anarchy, and community without as "political correctness" must not be allowed to diversity could be considered a contradiction of affect nor infect the System's vision or commitment. terms. The inter relationships are clear. Excellence is As Professor Charles V. Willie of Harvard University what we proclaim, diversity is what we face, and com- has noted, "It is political incorrectness, not political munity is what we seek. Moreover, as one member of correctness, that has brought harm to this nation. It is the academy points out, "Community with diversity is time that we learn to speak to and with each other an act of creation rather than act of tradition."' with respectful, caring, and correct words. Such is the way to community, to unity out of diversity. So let us be done with our snickering and snide remarks about political correctness. In this age of diversity, Excellence is what we proclaim, diversity is what we face, and community is what we seek.

38 Appendix A: practices peculiar to a particular group in which 51 percent of the beneficial Glossary of people which provides them with a ownership interest is held by minori- general design for living and patterns for ties (and/or women); or Affirmative Action: A remedial concept, interpreting reality....Culture is to humans c. a corporation or other entity con- comprised of fully accountable, coordi- as water is to fish. It is our total environ- trolled by minorities (and/or women) nated, and proactive efforts at all levels of ment. As such, education as well as in which at least 51 percent of the vot- the State System of Higher Education, curriculum development are cultural ing interest and 51 percent of the designed to attain maximum equity group phenomena."' beneficial ownership interest are held participation in the educational and eco- by minorities (and/or women). nomic opportunities offered by the System Equity Groups: Those constituencies Multiculturalism: A multidimensional through strategies intended to eliminate which historically have been excluded, unserved, or under-served, including construct involving both philosophical Blacks, Latinos, Asian/Pacific Islanders, and curricular issues, and which includes Appendices American Indians, women, persons with the study of topics as disparate as the life disabilities, and the economically disad- of various ethnic groups, racial diversity, gender differences, international issues, historical inequities and to assure vantaged. Although the animosity and non-Western cultures, and cross-cultural continuing equity group access and exclusion to which Vietnam era veterans methodologies. participation. were subjected in earlier years appears now to have disappeared, all military vet- Pluralism: A state or condition of society American Indian: Any of the original erans are included in the equity group in which members of diverse ethnic, peoples of North America who maintain category in recognition of their service to racial, religious, or social groups main- cultural identification through tribal affili- country and Commonwealth. tain an autonomous participation in and ation or community recognition. The development of their traditional culture term frequently is used interchangeably Still other groups, most prominently gays, or special interest within the confines of a with Native American. However, the term lesbians, and bisexuals, remain frequent American Indian is more prominently targets of harassment and discrimination. common community. Such treatment is not merely condemned used in Pennsylvania. Sexual Harassment: As defined but is antithetical to the spirit, goals, and by the Equal Employment Opportunity Asian/Pacific Islander: All purpose of the Equity Plan. This is not to Commission, it is unwelcome sexual persons having origins in any of the origi- be construed, however, as an extension of advances, requests for sexual favors, and nal peoples of the Far East, Southeast protected class status to members of other verbal or physical conduct of a sex- Asia, the Indian subcontinent, or the these groups, such as the extension of ual nature, especially when 1) submission Pacific Islands. There are more thari employment-related benefits beyond the to such conduct is made either explicitly 60 subgroups in this category, and wide traditional spouse. variations among the histories, traditions, or implicitly a term or condition of cultures, and major issues of these Latino: All persons having their origins in employment; 2) submission to or rejec- subgroups. the peoples of Mexico, Central or South tion of such conduct by an individual is America, or the islands of the Caribbean. used as the basis for employment deci- Black: All persons having origins in any Although the literature tends to address sions affecting such individuals; or 3) of the Black racial groups of Africa. When Latinos as a homogeneous population, such conduct has the purpose or effect of used to refer to Americans, the term this group includes people from very unreasonably interfering with an individ- frequently is used interchangeably with diverse backgrounds, cultures, and tradi- ual's work performance or of creating an African American. tions. The Census Bureau continues to intimidating, hostile, or offensive working use the term Hispanic, but Latino is the environment. Culture: "The totality of socially transmit- more accurately descriptive term of ted behavior patterns, arts, beliefs, institu- The U.S. Department of Education choice within the northeastern area of the tions, and all other products of human Office of Civil Rights offers as a definition: United States. Latino does not include work and thought characteristic of a com- Sexual harassment consists of verbal or persons whose origins are in Spain. munity or population" is the standard physical conduct of a sexual nature, dictionary definition. Researchers such as Minority Business Enterprise (MBE): imposed on the basis of sex, by an W. W. Nobles expand on this standard A business enterprise that is: employee or agent of a recipient that definition, writing that "...culture is the a. a sole proprietorship, owned and denies, limits, provides different, or vast structure of behaviors, ideas, atti- controlled by a racial/ethnic minority or conditions the provision of aid, benefits, tudes, values, habits, beliefs, customs, b. a partnership or joint venture con- services, or treatment protected language, rituals, ceremonies and trolled by minorities (and/or women) . under Title IX 39 51 Women's Business Enterprise (WBE): gains in high school graduation rates and perform at a lower rate than it A business enterprise that is: college enrollment. The HEEI for Blacks has averaged over the last five a. a sole proprietorship, owned and first reached the 53 percent range in the years in terms of the percentage controlled by a woman; or mid-1970s. Thus, the 1993 index of 53.5 of Black new first-time freshmen b. a partnership or joint venture con- percent indicates a level that has not within its total new first-time trolled by women (and/or minorities) increased over the last 20 years. enrollment. in which 51 percent of the beneficial Step2: This step involves the use of Commonwealth data is recorded dif- ownership interest is held by women Tables V and VII. Table V shows the ferently from national data. Therefore, the (and/or minorities); or proportion of the System's overall Equity Plan makes a minor modification c. a corporation or other entity con- Black enrollment achieved by each in the national model for the plan's com- trolled by women (and/or minorities) university during the past five years. . putation of the HEEI within Pennsylvania. in which at least 51 percent of the vot- Table VII shows that the System-wide Rather than comparing attainment of a ing interest and 51 percent of the ben- Black resident freshman enrollment baccalaureate degree by those between eficial ownership interest are held by goal for 1995 is 1,327. If, in this the ages of 25 and 29, the comparison is women (and/or minorities). example, Table V indicated that for those 25 years of age and older The University ABCD's average was 5.2 1990 Census figures indicate that 6.5 per- percent, the university would need cent of the Blacks, 7 percent of the to enroll 69 Black students its Latinos, and 11.7 percent of the Whites in minimum share of the System's Appendix B: Pennsylvania who were 25 years of age or goal if it is to continue to achieve The Higher Education older have a baccalaureate. degree. Thus, the same proportion of the System's Equity Index (HEEI) the modified HEEI for Blacks and Latinos goal as it did during the timeframe in Pennsylvania is 55.6 percent and 59.8 The HEEI is a mathematical represen- of theProspectus. percent respectively. tation of the comparative chances of two Step3: Having determined the mini- groups to complete a baccalaureate mum performance standard and its degree within the same time period. For minimum share of the System goal, example, in 1992, nationwide 25 percent University ABCD decides what its resi- of all Whites ages 25 to 29 had baccalau- Appendix C: dent Black first-time enrollment goal reate degrees, compared to 11.3 percent Computation of will be. The enrollment goal will also of all Blacks in this age group and 9.5 University Enrollment be affected by the university's analysis percent of all Latinos. Thus, the 1992 Goals for Black and of the current and projected volume HEEI for Blacks is expressed as 45.2 per- Latino Resident of applications and admissions, the cent (11.3 divided by 25), and for Latinos Students anticipated results of various initia- 38 percent. Expressed another way, in tives such as minority summer pro- The major component of a System March 1992 when the Census Bureau grams, partnership programs, antici- university's enrollment goal for Black and administered its survey, African pated participation by Philadelphia Latino students is its goal for new first- Americans were 45.2 percent as likely as Partnership Program students, and time in-state freshmen. To compute the Whites to have earned a baccalaureate any other relevant factors. goal, refer to tables III, IV V, VI, and VII degree by ages 25 to 29 and Latinos were in this plan. The following is a sample The same procedure, using Tables 38.0 percent as likely as Whites to have computation of a university's enrollment IV, VI, and VII will be used to compute done so.'" goal for resident, first-time African the goal for resident Latino first-time The 1993HEEIfor Blacks, using the American students for 1995. freshmen. same methodology as described for the Step 1:If Table III indicated that Some universities will have such 1992 computations, indicates an increase University ABCD's average Black resi- dynamic and productive initiatives in to 53.5 percent. This increase is attribut- dent first-time freshman enrollment place that they elect to exceed their able in part to the improvement made in from 1989 1993 was 5.1 percent, proportional share of the System's goal. the high school completion rate of Blacks the university estimates that its total

and, in absolute terms, the increase in the resident first-time enrollment for Analysis of the System-wide enroll- college Black enrollment rate. However 1995 will be 920. Thus, 47 students ment from 1989 to 1993 confirms that Census Bureau figures also confirm a (5.1 percent of 920) is the minimum some progress has been made.In1989 clear deterioration in the college comple- Black enrollment for University ABCD. Blacks accounted for 6.8 percent of the tion rate of Blacks entering college after The minimum performance stan- System's overall resident freshman enroll- 1965 which has more than offset any dard is that no System university 52 BEST COPY AVAIIIABig ment. By 1993 this figure had increased Advertising on public radio with programs that improve student to 7.4 percent, with a 10-year high of 7.8 and television; preparation with the undeistandffig percent attained in 1992. However, it is Advertising in school (student) that, once admitted, these students clear that this is the result of enhanced newspapers. may still need extra help to succeed. achievement by some but not all of the Some institutions use high-achieving Slightly more than two-thirds of universities. A central factor in evaluating raciaVethnic minority students and the survey's respondents indicated that each System university's racial/ethnic minority alumni to assist in recruiting. they used school visits, campus visits by minority recruitment efforts under the Contacts with local churches and students, mailings to students, and Equity Plan, will be the degree of innova- community organizations can also college nights. tion and imagination brought to address- assist recruitment efforts. ffig the issue, and the willingness to set The following are successful strategies Work collaboratively with and achieve recruitment goals above the in the recruitment of racial/ethnic minori- community colleges. Common minimum performance level. ties as reported by the American Council calendars, equivalent courses, sound on Education in its Handbook for advising, bridge programs, transfer Enhancing Diversity: agreements, and similar strategies can Begin with a recruiting plan. facilitate the recruitment and enroll- Appendix D: Increasing minority participation on ment of minority students in bac- Promising Practices college campuses requires the active calaureate programs. It is especially in the Recruitment involvement of many individuals. As helpful if transfer agreements are and Retention of many members of the campus com- course-specific, so that students are Racial/Ethnic Minority munity as possible must be personally not required to repeat courses unnec- essarily. It is also advisable that trans- Students invested in the change agenda. The point of departure for increasing the fer agreements be degree-specific, so that the integrity of the associate Recruitment numbers and success rate of racial/ethnic minority students is a degree is such that it assures students According to research conducted plan. The plan should include a of being accepted as a junior by the jointly by the Association of Collegiate statement of purpose, objectives, receiving institution. Registrars and Admission Officers, the implementation strategies, evaluation Recognize differences among and American College Testing Program, the methods, and a mechanism for revis- within raciaVethnic minority College Board, the Educational Testing ing the plans as objectives are met or groups. It is important to recognize Service, and the National Association fail to be met. that different minority groups have of College Admission Counselors, the Work cooperatively with public different talents, needs, and prob- recruiting and marketing strategies used schools to diagnose and correct lems. Also, there are significant differ- by most two-and four-year institutions the conditions that inhibit the ences within minority groups. For include, in descending order based achievement of many students. An example, Asian-Americans generally on use: important element of recruiting outperform all other racial and ethnic School visits; racial/ethnic minority undergraduates groups, and are referred to by some Campus visits by students; is reaching students as early as ele- as the "model minority" However, Mailings to students; mentary school. Increasing students' recent Asian immigrants with poor College nights; chances for success before they get to English skills may have considerable Telephone contacts; high school can help create a larger academic difficulties that go unrecog- Advertising in local newspapers; pool of students who may think more nized. Because of the superior perfor- College fairs (fee-based); seriously about going to college. mance in math and science, it is easy Visits to campuses by school Success breeds self-confidence. to stereotype Asian-Americans either personnel; Give careful attention to local as non-English speakers (though they Commercial radio and television schools. In urban areas, local high may have several generations of advertising; schools offer a large potential pool of ancestors here) or as deficient in lan- Promotional audiovisual products; racial/ethnic minority students. guage or communication skills. Displays, booths, and the like; However, students from these high Similarly, it is crucial to recognize that Visits to central locations; schools are more likely than their middle-class Black students from Billboard advertising; White or affluent counterparts to be competitive high schools have very Advertising in magazines; under-prepared. Thus, successful different backgrounds and problems recruiting efforts are made in concert from their under-prepared, inner-city 41 53 counterparts. The family and church inform students of the availability of Pay attention to symbols. Campus are often important in reaching Latino funds until a few weeks before matric- traditions or rituals, photographs in students. Each of these groups brings ulation. This is inadequate for a family university publications, portraits, and different issues to a predominantly to plan all the strategies necessary to statues are important symbols. These White campus and needs different send a child to college or to integrate symbols can either enhance diversity kinds of assistance. this burden with other financial com- or hinder it. For example, a confeder- Develop informational materials mitments. Financially independent ate flag may symbolize southern in languages other than English. students have similar problems and regional pride to some, but, for many, A number of institutions have found need to plan ahead. it is an overt reminder of slavery and that making materials available to prejudice. Efforts should be made to families in their native language, espe- Retention ensure that there are visible symbols cially Spanish, helps them understand around campus that reflect the pres- Student support services, especially the complicated business of going to ence of racial/ethnic minorities those for minority and low income stu- college. The decision to go to college and women. dents, have been the principal institutional is, for many students, a family deci- Develop organized processes for response to the problems minority stu- sion. Other-language materials can be addressing complaints and griev- dents experience in predominantly White used by church and community ances. A grievance process to institutions. Too often, these services have groups and involve families and com- address incidents of racial or ethnic isolated both minority students and the munities in the decision-making discrimination, harassment, or faculty and staff that work with them, process for first-generation college assaults, and a designated, accessible thereby "ghettoizing" their participants students. individual to deal with complaints and and contributing to their marginal status Use multiple criteria for admis- grievances, are also important. on campus. Institutions most successful sions purposes. Over-reliance on Programs to sensitize majority stu- with support services find that they assist standardized tests may eliminate dents and faculty and reduce campus minority students in both their academic Black and Latino students who do not conflict are essential. and social adaptation to the institution. perform well on tests. Institutions Demonstrate the importance of These services are accessible to all stu- have long recognized the usefulness student-centered support ser- dents, and are comprehensive rather than of additional criteria for admissions, vices. Successful institutions incorpo-, fragmented or sporadic. Following is a list such as musical or athletic ability, or rate services for minority students into of recommended strategies. an applicant's status as the child of an related services for all students. They. Create a hospitable environment alum. To recruit able minority stu- involve many individuals from all for minority students. Minority students, institutions should consider parts of the institution in ensuring dents, both high-risk students and such factors as grade point average, , minority student success. They ensure tnose with strong academic creden- community service, leadership that each individual to whom students tials, often find themselvesfor the record, essays, and interviews. may turn for assistance has the neces- first timein an environment that is Assist minority applicants in sary information to prevent students predominately, even overwhelmingly, admissions procedures. Many stu- from being shunted from one office White. Students accustomed to pre- dents and their families, and especially to another. dominantly minority secondary first-generation college students, find Provide trained, experienced schools may have to look hard to find the application procedures confusing teachers for under-prepared stu- a friendly face of color. Certainly, the and intimidating. Certainly financial dents. Under-prepared students need more minority students on campus, aid application forms are difficult for the most effective teachers. Special the less conspicuous and isolated students and their parents. Adult training for the academic faculty is individual minority group members students can be equally overwhelmed often required to help them under- will feel. Programs and activities to by the paperwork. Assistance in stand how to be most effective teach- ease their transition, such as summer navigating the admisSions and finan- ing lesser prepared students. programs for high school students, cial aid process can make a real Integrate academic support orientation programs for all students, difference in a student's decision to programs with student service peer counselors, and social and cul- attend college. counterparts. like majority students, tural opportunitieS that expose all stu- Inform the students as early as minority students need support dents to cultural diversity will help possible about financial groups, tutorial services, academic minority students feel more comfort- awardspreferably at the time of advising, and career counseling. able and welcome and contribute to admission. Some schools do not the education of all students. 42 5 elz These services should be coordinated assigned one day per week to 10th graders Title: Summer Programs and supportive. to encourage students to stay in course University: Pennsylvania State Provide and support peer coun- sequence, and to motivate them toward UniversityUniversity Park, University seling. Peer counseling is an effective higher education. Not an effort to recruit Park, PA 16802 and non-threatening way to assist students to HACC. Each college within the university has minority students in understanding a minority coordinator responsible for Title: Career Day Program and confronting academic and social recruitment and retention. More than 59 University: Lehigh County Community problems. programs are offered addressing pipeline College, Sclmecksville, PA 18078 Provide an "early warning sys- issues including the Summer Institute for Career Day Program held on-campus tem." Freshmen in trouble must be Academic Achievement that serves 15 for minority eighth grade students. identified early and helped before it is minority students, the Summer too late. Faculty members may need Title: Academic Enrichment and Enrichment Program for Minority Faculty. training on how to identify poor Recruitment Program for Youth with Title: Summer Scholars Program achievers and convince them to Special Academic and Career Needs University: Saint Joseph's University, utilize academic support. University: Pennsylvania State University Philadelphia, PA 19131 Allentown Campus, Fogelsville, PA 18051 Some colleges and universities rely The Summer Scholars Program is for Enables 43 at-risk minority students exclusively on external funds for special 10th and 1 lth grade multicultural students, from eighth through Ilth grades to services. This practice sends a message to to increase their probability of success at become qualified for admission to the staff and students that they are not central the college level. institution upon graduation; involves to the institution's purpose. Institutions community agencies, local industry, and should lodge responsibility for minority Minority Student Retention continuing education and resident students with staff members who are an Programs instruction faculty. integral part of the student or academic Title: Racial Diversity Action Group services staff. This encourages faculty and Title: African American Alumni (RDAG) staff to take an active role or have a per- Recruiting Network University: Beaver College, sonal stake in the success of minority stu- University: Villanova University, Glenside, PA 19038 dents. It also prevents the isolation of stu- Villanova, PA 19085 Racial Diversity Action Group dents, faculty, and staff in these special Aimed at attracting more African (RDAG), formed in 1989, addresses service areas. American and minority students. Gives issues related to racial and ethnic diversity. students the opportunity to learn firsthand Curriculum changes, classroom climate, from Villanova alumni that the university prejudice reduction, and campus diversity has services, faculty, and programs are pursued by this group. Appendix E: designed specifically for their needs. Diversity Initiatives Title: Minority Women in Science Minority Student Honors University: Bryn Mawr College, Bryn This list of diversity initiatives was Programs Mawr, PA 19010 extracted from Sources: Diversity The Minority Women in Science Title: Summer Program for Academic Initiatives in Higher Education. This Program brings entering freshmen to Excellence national publication, produced by the campus for 10 days of lab projects with University: Franklin and Marshall American Council on Education (ACE), upper-level science majors and graduate College, Lancaster, PA 17604 summarizes organizational, institutional, students, women scientist speakers, infor- Ethnic minority students already state, and federal programs specific to mal discussion with science faculty, and accepted to the college are invited to multicultural initiatives in higher trips to local science places of interest. education. participate in this program prior to the start of their freshman year. They take Title: Mentoring Program Junior High School and Senior summer classes taught by regular faculty University: Eastern College, St. Davids, High School Programs and administrators who also teach during PA 19087 the academic year. Familiarizes them with This program assigns faculty and staff Title: HACC/Harrisburg School District the FM classroom experience and to work as mentors to new minority stu- Project allows them to establish relationships dents. Frequent workshops are held for University: Harrisburg Area Community with peers, faculty, and administrators both mentors and mentees. Recipients of College (HACC), Harrisburg, PA 17110 early on. African American Leadership Grants are HACC African American counselor is required to participate in this program.

43 55 Title: Minority Mentoring Activities Visiting Minority Title: Multicultural Advisory Committee University: Mansfield University of Scholars Programs University: Harrisburg Area Community Pennsylvania, Mansfield, PA 16933 College (HACC), Harrisburg, PA 17110 Title: Multicultural Scholar-in-Residence This program sponsors intrusive aca- This committee was formed to advise University: Dickinson College, Carlisle, demic advising, Equity Group Luncheon, the college on educational/training needs PA 17013 guest speakers, conferences, Ebony dis- of minority communities, service needs of This program increases the visibility cussion hours, and a Minority Student minority students, recruitment strategies of persons of color, thereby providing Recognition Banquet. responsive to minority youths and adults, role models for successful minority par- and retention approaches to enhance the Title: Welcome Luncheon ticipation in liberal education. Designed success of students. University: Montgomery County to help young mini:nit}, faculty in the Community College, Blue Bell, PA 19422 beginning stages of their academic Title: Equal Opportunity Planning The Welcome Luncheon for African careers. Committee (EOPC) American, Asian American, Hispanic, and University: Pennsylvania State Title: Visiting Scholars Program Native American students promotes UniversityUniversity Park, PA 16802 University: Pennsylvania State friendship, unity, and support; creates a Formed in 1983 to oversee the imple- UniversityAllentown Campus, time for students to meet with faculty and mentation of the university's plan to Fogelsville, PA 18051 administrators and build relationships. increase African American representation This program allows students in the on campus. Recommends policies and Title: Project Comfort Zone sciences, arts, and humanities to interact procedures that promote the recruitment University: Montgomery County with a minority academic scholar and/or and retention of Black, Hispanic, and Community College, Blue Bell, PA 19422 artist; creates a presence on campus of a women students and employees; oversees The program is designed to comfort- positive role model of color. the allocation of equal opportunity and ably acclimate minority students to the other special funding; conducts work- college environment, faculty, administra- Other Diversity Initiatives shops and evaluations for equal opportu- tion, and staff; accomplished through Title: Day of Dialogue on Cultural nity at the university for all under-repre- workshops and social gatherings of Pluralism sented groups, particularly those covered students and college personnel. University: Franklin and Marshall under federal policies. College, Lancaster, PA 17604 Title: AHANA Retention Project This program was conceptualized, Title: Minority Support Group University: Montgomery County planned, and implemented by three dif- University: Rosemont College, Community College, Blue Bell, PA 19422 ferent committees that are composed of a Rosemont, PA 19010 The program is designed to retain cross-section of students, faculty, and This group meets with all senior class African American, Hispanic American, administrators; day of discussion about students of color to reflect upon their Asian American, and Native American stu- diversity, multiculturalism, tolerance, Rosemont experience to improve delivery dents by means of entrance interviews, and acceptance. of services to minority students. personal counseling sessions, and progress reports for each course taken; Title: Diversity Day Title: Black History Month Programs stresses the importance of mentoring by University: Lehigh County Community University: University of Pittsburgh faculty members. College, Schnecksville, PA 18078 Bradford, Bradford, PA 16701 This program encourages students to The university puts strong emphasis Title: Student Mentor Program embrace the values of pluralism and on Black History Month as a means of University: Saint Joseph's University, diversity; conducted with high school stu- incorporating multiculturalism in Philadelphia, PA 19131 dents. education, music, drama, and film. In this program, freshmen are provided with upperclass mentors for transition to Tide: Various Diversity Programs Title: Minority Recruitment college life, and upperclassmen are University: Millersville University of University: Villanova University, provided with mentors whose Pennsylvania, Millersville, PA 17551 Villanova, PA 19085 professional careers reflect the student's The Office of Human Relations and The minority recruitment efforts curriculum and interests. Affirmative Action sponsors the Black include community outreach to several History Month Celebration, Latino Week, organizations, churches, and groups. and the Lancaster Partnership Program; Efforts are bolstered by members of the the Commission on Cultural Diversity Black Cultural Society who assist with Conference, "Diversity in Higher high school visits of potential students Education." and a phon-a-thon. 5 G BEST COPY AVAIL/aril Appendix F: Clerical and Secretarial: Includes all Service/Maintenance: Includes persons Job Group persons whose assignments typically are whose assignments require limited Classifications associated with clerical activities or are degrees of previously acquired skills and specifically of a secretarial nature. knowledge and in which workers per- Executive, Administrative, Include all personnel who are responsi- form duties which result in or ctotribute and Managerial: Includes all persons ble for internal and external communica- to the comfort, convenience and hygiene whose assignments require primary (and tions, recording and retrieval of data of personnel and the student body or major) responsibility for management of (other than computer programmers) which contribute to the upkeep and care the institution, or a customarily recog- and/or information and other paper work of buildings, facilities, or grounds of the nized department or subdivision. required in an office, such as bookkeep- institutional property. Chauffeurs, laundry Assignments require the performance of ers, stenographers, clerk typists, office and dry cleaning operatives, cafeteria and work directly related to management poli- machine operators, statistical clerks, pay- restaurant workers, truck drivers, bus cies or general business operations of the roll clerks, etc. Sales clerks such as those drivers, garage laborers, custodial per- institution, department, or subdivision, employed full time in the bookstore, and sonnel, gardeners and groundskeepers, etc. The assignments in this category cus- library clerks who are not recognized as refuse collectors, construction laborers, tomarily and regularly require the person librarians also are included. and security personnel are included. to exercise discretion and independent Note: These job classification definitions judgment, and to direct the work of oth- Technical and Paraprofessional: are taken from the Office of Federal ers. Report in this category all officers Includes all persons whose assignments Contract Compliance (OFCC) manual. holding such titles as president, vice require specialized knowledge or skills president, dean, director, or the equiva- which may be acquired through experi- lent, as well as officers subordinate to any ence or academic work such as is offered of these administrators with such titles as in many two-year technical institutes, associate dean, executive officer of acade- junior colleges, or through equivalent on- Appendix G: mic departments (department heads, or the-job training. Also included are com- Affirmative Action the equivalent) if their principal activity is puter programmers and operators; Plan Guidelines drafters; engineering aides; junior engi- administrative. NOTE: Supervisory ser- The following will apply to all State vice/maintenance personnel should be neers; mathematical aides; licensed, prac- System affirmative action plans: included within the specific categories of tical or vocational nurses; dieticians; pho- The timeframe for all plans will be the the personnel they supervise. tographers; radio operators; scientific assistants; technical illustrators; techni- July 1June 30 fiscal year; Faculty: This definition includes the bar- cians (medical, dental, electronic, physi- Plans will be updated annually; gaining unit consisting of department cal sciences); and similar occupations The 1990 census will serve as the chairpersons, full-time teaching faculty not properly classifiable in other occupa- availability reference for all job cate- including librarians with faculty status, tional-activity categories but which are gories other than those for which a part-time teaching faculty, librarians with- institutionally defined as technical assign- search to fill a vaamcy would be limited out faculty status, and faculty members ments. Persons who perform some of the to the local area and/or for faculty; whose basic responsibilities lie outside duties of a professional or technician in a The availability reference for local of the classroom setting. supportive role, which usually require area searches will be the most current labor market information publication Professional Non-Faculty: Include in less formal training and/or experience normally required for professional tech- available from the Commonwealth's this category persons whose assignments nical status, also are included. Department of Labor and Industry; would require either college graduation The current edition of the National or experience of such kind and amount Skilled Crafts: Includes all persons Research Council publication, Ph.D.s as to provide a comparable background. whose assignments typically require spe- Awarded to U.S. Citizens and Included would be all staff members with cial manual skills and a thorough and Permanent Residents, by assignments requiring specialized profes- comprehensive knowledge of the Race/Ethnicity Gender; Fine Field sional training who should not be report- processes involved in the work, acquired Doctorate and Yew; will serve as the ed under Executive or Faculty, and who through on-the-job training and experi- availability reference for faculty posi- should not be classified under any of the ence or through apprenticeship or other tions. To develop meaningful totals, it four "nonprofessional" categories of formal training programs. Included are is recommended that faculty availabil- activities. mechanics and repairers, electricians, ity figures be aggregated by general stationary engineers, skilled machinists, category, such as humanities, business carpenters, compositors, and typesetters. and management, education, and so 45 5" forth, rather than by specific In determining whether minorities are 7.The existence of training institutions discipline. being underutilized in any job group, the capable of training persons in the req- institution will consider at least all of the uisite skills; and In addition to the general policy following factors: 8.The degree of training which the insti- guidelines and specific requirements 1.The minority population of the labor tution is reasonably able to undertake listed above, every affirmative action area surrounding the facility; as a means of making all job classes plan also must include the following 2.The size of the minority unemploy- available to women. components. ment force in the labor area sur- Establishment of goals and Workforce analysis which is rounding the facility; timetables defined as a listing of each job title as it 3.The percentage of the minority work- 1.The goals and timetables developed appears in applicable collective bargain- force as compared with the total work by the institution should be attainable ing agreements or payroll records (not force in the immediate labor area; in terms of the institution's analysis of job group) ranked from the lowest paid 4.The generatavailability of minorities its deficiencies and its entire affirma- to the highest paid within each depart- having requisite skills in the immedi- tive action program. Thus, in estab- ment or other similar organizational unit ate labor area; lishing the size of its goals and the including departmental or unit supervi- 5.The availability of minorities having length of its timetables, the institution sion. If there are separate work units or requisite skills in an area in which the should consider the results which lines of progression within a department, institution can reasonably recruit; could reasonably be expected from its a separate list must be provided for each 6.The availability of promotable and putting forth every good faith effort to such work unit, or line, including unit transferable minorities within the make its overall affirmative action supervisors. For lines of progression institution's organization; program work. In determining levels there must be indicated the order of jobs 7.The existence of training institutions of goals, the institution should consider in the line through which an employee capable of training persons in the req- at least the factors listed above. could move to the top of the line. Where uisite skills; and 2.Involve personnel relations staff, there are no formal progression lines or 8.The degree of training which the insti- department and division heads, and usual promotional sequences, job titles tution is reasonably able to undertake local and unit managers in the goal- should be listed by department, job fami- as a means of making all job classes setting process. lies, or disciplines, in order of wage rates available to minorities. 3.Goals should be significant, measur- or salary ranges. For each job title, the hn determining whether women are able, and attainable. . total number of incumbents, and the total being underutilized in any job group, the 4.Goals should be specific for planned number of male and female incumbents institution will consider at least all of the results, with timetables for completion. in each of the following groups must be following factors: 5.Goals may not be rigid and inflexible given: African Americans, Latino-sur- 1.The size of the female unemployment quotas which must be met, but must named Americans, American Indians, and force in the labor area surrounding be targets reasonably attainable by Asians. The wage rate or salary range for the facility; means of applying every good faith each job title must be given. All job titles, 2.The percentage of the female work- effort to make all aspects of the entire including all managerial job titles, must force as compared with the total affirmative action program work. be listed. workforce in the immediate labor 6.In establishing timetables to meet An analysis of all major job area; goals and commitments, the institu- groups at the facility, with explanation 3. The general availability of women hav- tion will consider the anticipated if minorities or women, are currently ing requisite skills in the immediate expansion, contraction, and turnover being underutilized in any one or more labor areas; of and in the workforce. job groups ("job groups" herein meaning 4. The availability of women having req- 7.Goals, timetables, and affirmative one or a group of jobs having similar uisite skills in an area in which the action commitments must be content, wage rates, and opportunities). institution can reasonably recruit; designed to correct any identifiable "Underutilization" is defined as having 5.The availability of women seeking deficiencies. fewer minorities or women in a particular employment in the labor or recruit- 8. Where deficiencies exist and where job group than would reasonably be ment area of the institution; numbers or percentages are relevant expected by their availability In making 6.The availability of promotable and in developing corrective action, the the utilization analysis, the institution shall transferable female employees within institution shall establish and set forth conduct such analysis separately for the institution's organization; specific goals and timetables sepa- minorities and women. rately for minorities and women. 9. Such goals and timetables, with 9.Active support of local and national National Employment Law Institute, supporting data and the analysis community action programs and (phone 415-924-3844) thereof shall be a part of the institu- service programs; American Management Association, tion's written affirmative action 10. Consideration of minorities and (phone 800-225-3215). program and shall be maintained at women not currently in the work each establishment of the institution. force having requisite skills who can 10. Where the institution has not estab- be recruited through affirmative lished a goal, its written affirmative action measures. Appendix H: action program must specifically ana- Guidelines Developed by These instructions have been adapted lyze each of the factors listed in II-A the American Council from the July 1992 edition of the Office of and detailing the reason for the on Education (ACE) Federal Contract Compliance publication, lack of a goal. Chapter 60: Equal Employment Commission on Women 11. Moreover, support data for the Opportunity; Title 41 Part 60 of the in Higher Education required analysis and program shall Code of Federal Regulations, U.S. be compiled and maintained as part The ACE Commission on Women in Department of Labor 60-2:12 to 2:13. of the institution's affirmative action Higher Education developed the following program. This data will include but guidelines which the System Equity Plan not be limited to progression line presents as standards against which uni- charts, seniority rosters, applicant flow Resources versity policy and procedures should be data, and applicant rejection ratios developed: indicating minority and sex status. The following publications are good Demonstrate a strong commitment to references for preparing an affirmative understanding and addressing the Additional required ingredients action plan: concerns of women students, faculty, of affirmative action programs Ankeny, David C., "Creating the staff, and administrators;

Effective affirmative action programs Statistical Portion of an Affirmative Identify and correct inequities that may exist in hiring, promotion, shall contain, but not necessarily be Action Plan." Wane Law Review 65:5, pp. 1183-1222. tenure, and salary of women faculty, limited to, the following ingredients: Fox, John C., Affirmative Action staff, and administrators; 1.Institution's equal employment Program Workbook. The National Provide a supportive campus climate opportunity policy in all personnel Employment Law Institute, 444. for women in the classroom and in actions; Magnolia Avenue, Suite 200, Larkspur, employment settings; 2.Internal and external dissemination of Establish or reaffirm an institutional the institution's policy; CA 94939. Nobile, Roberti. and Mooney, commitment to women's studies; 3.Responsibilities for implementation of Michael, How to Write an Review university policies for their the institution's affirmative action Affirmative Action Plan. Prepared effect on minority women and program; for the American Management majority women; 4.Identification of problem areas (defi- Association course, "How to Write an Support a university planning process ciencies) by organizational units and Affirmative Action Plan." Association that addresses at each stage the ques- job group; Management Center, 440 First Street, tion of impact on minority women 5.Establishment of goals and objectives NW, Washington, DC 20001. and majority women; by organizational units and job Review/develop and implement effec- groups, including timetables for American Association for Affirmative Action, Affirmative Action Plan tive policies to address the problem of completion; Development for the AA/EO sexual harassment; 6.Development and execution of Professional. AAAA Headquarters, Prepare an annual status report for action-oriented programs designed Professional Training & Development to eliminate problems and further the total university community; Committee, 11 East Hubbard, Suite Initiate a campus values inventory designed to attain established goals; 200, Chicago IL 60611. intended to examine values issues 7.Internal audit and reporting systems which continue to prevent the inclu- to measure effectiveness of the total The following organizations offer sion of women in certain areas of uni- program; training programs on the preparation of versity life; 8.Compliance of personnel policies and affirmative action plans: practices with the Sex Discrimination American Association for Affirmative Guidelines; Action, (phone 312-329-2512)

47 Develop policies, procedures, and complaint in good faith. However, Assurance of non-retaliation programs that support children and knowingly false/malicious complaints against the complainant as the families in the broadest sense; may result in disciplinary action. result of her/his good faith Promote activities which demon- complaint or grievance; It is strongly recommended that each strate the value of diversity to the Feedback to the complainant university submit its sexual harassment campus life; regarding the progress and the policy to university legal counsel for Make leadership development and outcome of the investigation; review prior to the policy's implementa- commitment to fostering women's Reconciliation of any disciplinary tion. Universities also should be aware of leadership joint priorities; action(s) with pertinent personnel the fact that recent court decisions tend to Establish or reaffirm the commitment policies, relevant codes, and/or emphasize the need to review the facts in a to a commission on women; collective bargaining agreements; sexual harassment case from a reasonable Appoint a high-level person whose A process for reporting com- person's perspective. To cover all situations, formal responsibilities include advo- plaints and their outcomes to institutional policy should refer to a stan- cacy for women on campus; the required state or federal dard of review by a "reasonable person" Provide leadership in fostering an regulatory agencies; of the same sex of the complainant. environment which encourages the A process for locally reporting discussion of and attention to sex An effective sexual harassment policy incidents and outcomes. " equity issues. will contain five key components:

1.Printed information for administra- Sample Checklist for Sexual tors, faculty, and staff that presents the Harassment Investigations institution's prohibition against sexual L Preliminary Considerations Appendix I: harassment, its definition in the work A.Use two investigators, if possible. Sexual Harassment environment, and the process for fil- B.Create a confidential file. Policy Information ing a sexual harassment grievance. C. Conduct interviews in a private room. 2.Printed information for students that Gathering the Facts Policy Guidelines and presents the institution's prohibition A. Review relevant personnel files and Key Components against sexual harassment, its defini- university policies. tion of sexual harassment in the B.Interview the complainant. In light of the well-documented fact workplace, classroom, and extracur- 1.Take her/his complaint seriously. that prevention is the most effective tool ricular settings, and the process for 2.Explain the investigation but don't for the elimination of sexual harassment, filing a sexual harassment complaint promise complete confidentiality. it is mandatory that every System university or grievance. 3.Find out what happened: GET have a written, comprehensive sexual 3.A process for continuous accounting SPECIFICS. harassment policy. In the design of such of sexual harassment complaints and 4.Determine the effect of the harass- policy, the following guidelines will apply: the submission of periodic reports to ment on the complainant. The policy will contain an unequivo- the president regarding the type and 5.Find names of witnesses with cal statement of the university's prohi- disposition of such complaints. firsthand information. bition and intolerance of sexual 4.Designation of appropriately trained 6. Ask the complainant what relief harassment; and management employees having direct she/he is requesting. Provide for a confidential reporting access to the president and charged 7.Assess her/his credibility. mechanism whereby employees and with the responsibility and authority to 8.Take a statement, if warranted. students have access to at least two investigate sexual harassment com- 9.Type the notes of the interview management level persons, other than plaints. C.Interview the accused. the employee's immediate supervi- 5.A complaint/grievance procedure 1.Explain the purpose of the inter- sors, to whom they can go with their which includes the following: view but state that no decision has complaints; and Support for the complainant in the been made on the truthfulness of Establish time frames to ensure that form of counseling; the allegations. all complaints of sexual harassment Assurance of qualified confiden- 2.Identify the complainant and the will be promptly investigated and that tiality for both the complainant specific basis of the sexual harass- timely, appropriate corrective action and the accused; ment complaint. will be taken; and A process for investigating the 3.Ask him/her to respond to the dines. Emphasize that no retaliation will be complaint promptly, including 4.Find the names of witnesses with taken against any person making a specific time frames; firsthand information. 5.Assess her/his credibility notified of the disciplinary actions II. Policy 6.Take a statement, if warranted. meted out to the accused. It is the policy of (name) University to 7.Type the notes of the interview. N. Appeals assure a work, educational, and residen- D.Interview corroboration witnesses. Any complaining party who disagrees tial environment free of sexual harass- 1. Try to elicit identity of com- with the findings of an investigative report ment. In accordance with Section 1604 of plainant and accused from witness must be given an opportunity to appeal to Title VII of the Civil Rights Act of 1964, as opposed to identifying the com- the president or the president's designee Title IX of the Educational Amendments of plainant and the accused to the by formally and specifically stating all 1972, and the Pennsylvania Human witness at the beginning of the objections. The reviewing officer must Relations Act, the university prohibits and interview. review the objections and determine will not tolerate sexual harassment. 2.Find out what he/she knows: GET whether, in full or in part, to affirm the Unwelcome sexual advances, requests for SPECIFICS. report or to require further investigation. sexual favors, and other verbal or physi- 3.Distinguish between firsthand and cal conduct of a sexual nature will consti- secondhand knowledge. V Mediation tute sexual harassment when: 4.Assess the credibility of the wit- Voluntary mediation may be engaged submission to such conduct is made ness. as an informal dispute resolution mecha- either explicitly or implicitly a term or 5.Take a statement, if warranted. nism with the consent of all parties to a condition of an individual's employ- 6.Type the notes of the interview. complaint. No party can be required to ment (or education); III. Evaluating the Facts engage in mediation and, if so engaged, submission to or rejection of such and Making the Decision may withdraw his/her consent anytime. conduct by an individual is used as A.Evaluate the facts from the perspective Parties must be advised of the voluntary the basis for employment (or acade- of a reasonable person of the same nature of the process. mic) decisions affecting such sex of the complainant. VI. Fact Finding Sessions individuals; B. Distinguish between "unwelcome" No complaining party can be required such conduct has the purpose or and "voluntary" sexual conduct. to attend fact finding meetings or any effect of unreasonably interfering with C. Draft a thorough, even-handed other form of face-to-face meeting with an individual's work performance or report. the person(s) against whom a complaint of creating an intimidating, hostile, or 1.Make the report chronological. has been brought. The use of such sessions offensive working, educational, or 2.Note initial date of complaint. rests upon the consent of the complaining residential environment. 3.Provide exact details of the party. Complaining parties must be complaint. Furthermore, as provided by the U.S. advised that such sessions are optional. 4.Note the documents reviewed. Department of Education Office for Civil 5.Describe the interviews. Rights, sexual harassment also consists of 6.For all witnesses, distinguish verbal or physical conduct of a sexual between firsthand knowledge and nature, imposed on the basis of sex, by an rumor. Appendix J: employee or agent of a recipient that denies, 7.State conclusion as to whether Sample Sexual limits, provides different, or conditions sexual harassment occurred and Harassment Policy the provision of aid, benefits, services, or provide specific justification. treatment protected under Title IX. D.Submit the report to the decision- I. Purpose making official. That official should It is imperative that all employees, stu- III. Responsibilities 1.Not be a rubber stamp; dents and vendors of (name) University The university is responsible for edu- 2.Point out deficiencies in the report; comply with both the spirit and intent of cating all of its students, faculty, and staff 3.Ask follow-up questions; federal, state, and local laws, government regarding what constitutes sexual harass- 4.Conduct interviews him or herself regulations and court orders which relate ment and what steps will be taken to if necessary; to sexual harassment. Administrators, resolve complaints. 5. Document his or her actions. faculty, and staff at all levels have a contin- E. Follow-up with the complainant and Each dean, director, department uing responsibility to assure a work, accused after the decision has been chairperson, and/or administrative officer educational, and.living environment that made.ln all cases when the accused is is responsible within his/her respective is free of sexual harassment. It is the found to have sexually harassed the area for the implementation, dissemina- purpose of this policy to define and complainant, the complainant will be tion, and explanation of this policy implement these responsibilities.

49 6 Assistance in accomplishing these tasks 1.Harassment by a faculty member. human resources, or directly to the may be obtained by contacting ( name ) affirmative action officer. Formal complaints against a faculty or the director of human resources. It is member, graduate assistant, or any other the obligation of each student, faculty, and 5.Harassment by administrators and/or person assisting with the instructional trustees. staff member to adhere to this policy program brought by a student, staff mem- a.Complaints against administrators IV. Procedures ber, or another faculty member should be brought to the attention of the appropri- below the level of vice president A. Informal Mechanisms for ate designated =lager. should be brought to the attention Mediation and Resolution of the appropriate vice president 2.Harassment by a staff member. and the director of human Informal review and consultative resources. Formal complaints against a staff processes are highly desirable means of b.Complaints against vice presidents member brought by a student, faculty resolving problems. The university should be brought to the presi- member, or staff member should be believes that a strong, informal system for dent and the director of human brought to the attention of the appropriate receiving and handling most complaints resources. designated manager will encourage resolution. Any person c.Complaints against the university may contact the (name or office) and/or a.If the investigation into any charge president or a member of the the (name or office) for informal discus- results in a finding of probable council of trustees should be sion, advice, and assistance. All discus- cause, a recommendation will be brought to the Office of the sions held under this informal procedure made to the president by the Chancellor. shall have the goal of resolving the matter investigating manager. without the necessity of entering into the If anyone other than the affirmative formal complaint procedure. Every effort b. Any written records associated action officer receives a formal complaint will be made to handle these contacts in a with a formal investigation will be against a faculty or staff member this confidential manner. Any person involved maintained in the designated resource person must notify the affirma- in such informal discussions may be office for three years. Any infor- tive action officer before beginning any accompanied by an individual or appro- mation related to the formal disci- investigation into the complaint. priate union official if he/she so desires. plinary action in such cases will 6:Referrals of complaints against Written records associated with the reso- be placed in the respondent's per- managers designated to process lution of a problem during these informal sonnel file and will be retained for complaints. proceedings will be kept in the office of (#) years (in conformance with the (name) for three years. Any formal the applicable policy or collective If any manager designated to process disciplinary letters issued will be placed bargaining agreement). complaints is accused of sexual harass- in the respondent's personnel file and will ment, then the complaint is to he filed 3.Harassment by students. remain for (#) years (in conformance with the affirmative action officer Any with the applicable policy or collective Formal complaints against a student complaint brought against the affirmative bargaining agreement). brought by a staff member, a faculty action officer is to be filed with the director of human resources. If anyone other than the (name) member, or another student, should be receives an informal complaint against a brought to the designated student life offi- 7.Appeals. faculty or staff member this person must cer. The procedures for handling such notify the (name) before beginning any matters involving students and/or student Any complaining party who is dissatis- investigation into the complaint. organizations are detailed in the Student fied with the outcome of an investigation Code of Conduct found in the (name) may request that it be reviewed by (name B. Formal Mechanisms for University Student Handbook. and position of designated manager). The Investigation of Complaints complaining party shall state in writing 4.Harassment by outside vendors. When informal resolution is not the reasons for requesting the review The chosen or is unsatisfactory the following Complaints of harassment by outside designated reviewing officer will review guidelines should apply: vendors and/or subcontractors should be the investigation report and determine reported to the vice president for finance whether, in part or in full, to affirm it or and administration, the director of physi- require further investigation. The review- cal plant operations, the director of ing officer shall formally notify all parties of the disposition of the appeal.

62 50 8.Notification of disciplinary action. A charge of sexual harassment is not Dean, Education to be taken lightly by a complainant, a In all cases when the accused is found respondent, or any other member of the to have sexually harassed the com- Dean, Human and Social Sciences university community. plainant, the complainant wil be notified of the disciplinary actions meted out to Any member of the university the accused. Dean, Science and Mathematics community who attempts to interfere with, restrain, coerce, discriminate against, or - To the extent possible, the investiga- harass (overtly or covertly) any individual Dean, Graduate Studies and Extended tion will remain confidential. responsibly pursuing a complaint of Programs sexual harassment will be subject to Any person who is uncomfortable prompt and appropriate disciplinary action. using the procedures described above is Chairperson, Commission on encouraged to report a complaint to any the Status of Women VII. Education and Prevention of the offices listed under university resources or contact the office of the Additional resources include The prevention of sexual harassment the following: affirmative action officer. and the establishment of effective proce- Equal Employment Opportunity dures with due concern for all parties Commission; V. University Resources requires a comprehensive educational Office of the Chancellor; plan. The university will provide informa- The following university resources are Pennsylvania Bureau of Civil Rights; tion concerning 1) definitions of harass- available to all members of the university Pennsylvania Human Relations ment, 2) examples of incidents of harass- community who seek information and Commission; ment, 3) sources of support and informa- counseling about university policies on State and local law enforcement tion for complainants and respondents to sexual harassment, standards of behavior, agencies; the charge of harassment, and 4) media- informal and formal mechanisms for State Employees Assistance Program. tion and resolution resources available. resolving complaints. As stated previously, Deans, directors, department chairs, and the affirmative action officer must be VI. General Information administrative heads will be required to contacted before any investigation Any person receiving a complaint discuss this policy and issues of harass- commences. from any member of the university comment during meetings of faculty and staff. The university resources include, munity must immediately forward a Faculty/staff who serve in an advisory but are not limited to the following: report of the matter to the affirmative capacity to students will receive training action officer. Such reports should con- Office Location Phone about referrals, resources, and methods tain the following information: for handling instances of harassment. The Names of the people involved; office of affirmative action, office of human Affirmative Action Officer Description of the complaint; resource management, and the commis- School or administrative unit in which sion on the status of women will assist in the complainant and respondent Director of Human Resources the development of such training programs. work; and Status of complaint. An overall educational program for Provost and Vice President for students dealing with issues of peer Academic Affairs All the information in such a report harassment which provides information, must be kept confidential. definition, and behavioral alternatives will Vice President for Finance and The affirmative action officer shall be developed. Administration submit an annual summary report of the The university will publish the opera- number and type of formal and informal tive portions of this policy statement Vice President for Student Affairs investigations into charges of sexual annually and will include the resources harassment to the president. available to advise, counsel, and assist in Vice President for University Advancement Sexual harassment is a serious matter the mediation of harassment allegations. which can have far-reaching effects on the The information will explain how and careers and lives of individuals. Therefore where to contact university-wide Dean, Arts and Sciences false or malicious accusations may result resources and will be posted in in disciplinary action. conspicuous locations.

51 3 VIII.Implementation That women applicants be more Recommendations of Ways to aggressively recruited for coaching Reduce Litigation Risks The office of the president and the positions. In addition, that women be vice presidents of the university will be The Association of Governing Boards actively recruited or placed in responsible for the implementation of of Colleges and Universities in conjunc- women's coaching positions when the this policy. tion with the United Educators Insurance opportunity arises. Furthermore, that Risk Retention Group has outlined the fol- women coaches be Oven equal con- lowing as steps which institutions should Appendix K: sideration when a coach is appointed consider taking to reduce their litigation Gender Equity On Sports for a combined position; risk under recent court decisions: O That presidents make appointments that 1.Make a careful Title IX assessment Pennsylvania State Athletic provide gender balance in leadership before eliminating any women's inter- Conference (PSAC) Guidelines positions in intercollegiate athletics; collegiate team, making any other The Equity Phut affirms the priority of That Article XIII of the Constitution be reduction in your women's program, sports gender equity and adopts as the revised to include the following state- or adding any men's team. basic guidelines for System universities ment: "When both the Board of 2.If you make any reduction in your the following proposals which were estab- Directors' and Commissioner's posi- men's or women's program, give ade- lished for member institutions by the tions on a standing committee are quate notice of the change and Board of Directors of the Pennsylvania filled by men, the unallocated position consider taking steps to mitigate the State Athletic Conference (PSAC) at the be filled by a woman;" impact of the change on those affected. Conference's November 1993 meeting: O That each campus monitor the 3. Make sure that institutional personnel That, effective 1994-95, a women's salaries of all coaches and athletics responsible for deciding what sports soccer championship be established; administrators to insure that a programs are to be offered are well That the Conference reduce its indi- supporting rationale for these acquainted with the current Title IX vidual men's basketball awards to 20 salaries exists; standards governing such decisions, in order to be comparable to the O That the university and the Conference including the interpretation of the women's awards; sports information directors increase three-part test adopted in recent efforts to promote women's athletics; O That female student-athletes be court decisions. actively recruited for Participation in That the Conference develop and 4.Review existing procedures for evalu- intercollegiate athletics; endorse a philosophical statement ating and acting on requests that new That each member institution periodi- that reflects its commitment to gender intercollegiate teams be established, equity and include it in its current 'cally survey its student body to ascer- and adopt whatever changes are nec- tain whether or not its intercollegiate, mission statement; essary to ensure that an appropriate club, and intramural programs are That member institutions begin imme- process is in place, and that the accommodating its students' needs; diately to develop plans for achieving process is perceived to be reasonable That each member institution sponsor gender equity on their respective and fain campuses; additional women's sports if sufficient 5.Review the criteria being applied in interest exists on its campus; * That a common financial accounting deciding whether to add or drop process be developed within the O That each member institution allocate intercollegiate teams, and see that an equitable percentage of its recruit- Conference to acquire data necessary they are appropriate and consistent ment monies to women's athletics to to effectively accomplish gender with Title IX. assist achievement of proportional equity; 6.In accordance with those procedures participation rates by women athletes; O That the Commissioner provide the and criteria, carefully evaluate, and That the minimum standard for schol- Board of Directors with an annual take appropriate action with respect arship allocation at each member Gender Equity Report. This report will to any request by a women's club institution be the existing participation include the annual reports submitted team or other group of female ath- rates until the goals of proportionality to the Conference by each member letes for the creation of a varsity team. are achieved; institution and will reflect Conference 7.With the assistance of counsel, decide progress toward gender equity on O That women's athletics programs be whether in the circumstances of your provided with adequate coaching individual campuses; institution, it is advisable to conduct a staffs (i.e., staffs that ensure appropri- * That a study be initiated to determine self-assessment of compliance with ate coach and athlete ratios, number the means by which the Conference the participation opportunities of full-time head coaches that is pro- and its member institutions will be requirements of Title IX, or a broader portional to men's programs, etc.); responsive to social equity issues.

4 EST COPY AVAIL AkE Title LX self-assessment. If you under- this test as determined by on- The Job Accommodation Network. take such an assessment, be prepared going development of the law. Provides free information on accommo- to make changes in your prognun if 11. Recognize that budget pressures, dations other employers have used for you find that changes are necessary differences in revenue production, specific disabilities. West Virginia 8.If you conduct a self-assessment, and other financial considerations do University, 809 Allen Hall, PO Box 6123, prepare as part of the assessment not override an institution's Title IX Morgantown, WV 26506 (a) a complete history of the develop- obligations. Phone 800-526-7234. ment of your men's and women's 12. Review existing grievance procedures The National Easter Seal Society intercollegiate sports programs, and see that procedures are in place Has a free ADA resources catalogue listing including a chronology of the addition that will ensure that perceived gender brochures, posters, and videotapes. 70 and dropping of teams and of the equity problems in your intercolle- East Lake St., Chicago, IL 60601. numbers of participants of each sex giate sports program are brought and (b) a comprehensive appraisal of forward and resolved. Publications the athletic interests and abilities of your students of each sex, based on Duston, Robert L.; Russell, Karen S.; an examination of survey results, past and Ken, Lynn E. ADA Compliance Appendix 1: requests for teams, admission and Manual for Higher Education: A Guide Information Resources registration data, participation levels to Title I. Washington, D.C.: College and in club and intramural sports, high and Promising University Personnel Association, 1992. school sports offered and high school Practices/Tips for Shepard, Ira Michael; Duston, Robert participation levels in the areas from Complying with the L.; Russell, Karen S.; and Ken; Lynn E. which you draw your students, and all Americans with ADA Audit, Transition Plan, and Policy other available information. Disabilities Act (ADA) Statement for Higher Education: 9.Consider making the Title IX assess- Manual and Workbook. Salisbury, MD: ment a regular part of your institu- Organizations American Association of Community tional planning process. The ADA Communication Colleges, 1992. 10. With the assistance of counsel, deter- Acconunodation Project. A Justice mine whether your existing intercolle- Department service which will answer Promising Practices/lips giate athletics program satisfies the questions on auxiliary aids and services Make certain that all staff know the OCR three-part participation opportu- for the hearing and vision impaired. 800 requirements and the spirit'of ADA, as nities test. If you conclude that it does Florida Ave. NE, Washington, DC 20002. well as your efforts to comply with the not, evaluate whether, in the circum- Phone 202-223-0101 or 202-651-5343. law stances of your institution, including With the frequent turnover rats of your male and female students' The Architectural and "frontline" staff, it can be helpful to athletic interests and abilities and the Transportation Barriers Compliance provide ongoing training in ADA Tat- history of the development of your Board. Provides information on ters for all personnel. women's program, compliance structural accessibility. Logan Bldg., 1111 Personnel should be aware that some can best be achieved by: 18th St. NT Washington, DC 20036 people with disabilities (such as peo- satisfying the substantial propor- Phone 202-653-7834 or 800-USA-ABLE. ple with speech impediments), may tionality to enrollment test by The Electronic Industries require additional time to conduct adding women's teams, eliminat- Foundation. Offers free ADA-related their business even if no additional ing men's teams, regulating squad training, including accommodation meth- assistance or auxiliary aids are sizes, or some combination ods, to employers and has a job place- necessary of these steps; ment service for people with disabilities. When speaking with a person who maintaining a continuing practice 919 181h St. NW Suite 900, Washington, is in a wheelchair or uses a walker, of program expansion by DC 20006 Phone 202-955-5836 position yourself at eye level. Avoid adding one or more women's unnecessary touching of the wheel- teams; or Human Resource Management chair as it is considered a part of the establishing a women's program Services. Offers Job Scribe, a PC-based individual's body space. that effectively accommodates product with over 1,400 job descriptions For one-on-one communication with your female students' athletics to define a job's "essential functions." a deaf or hard of hearing person, ask interests and abilities, in 9240 N Meridian St., Indianapolis, in writing what method of communi- accordance with the meaning of IN 46260. Phone 317-571-4230. cation works best. Be prepared in 53 65 advance to offer the services of an Qualified interpreters or other effec- offering a videotape presentation of interpreter When speaking, do not tive methods of making aurally deliv- your programs and services for stu- exaggerate your voice or mouth, but ered materials available to individuals dents who are mobility impaired. speak clearly and at a moderate pace. who are deaf or hard of hearing must Recruitment sessions must be accessi- Look directly at the person, not at an he provided under ADA. ble to deaf or hard of hearing individ- interpreter or at their hack or side. It is not unreasonable to require stu- uals. Installing assistive listening Offer a chair to a person with a dents to provide advance notice that devices in conference rooms is one disability who may be waiting in a they need an interpreter for adminis- approach to providing accessibility. If long line. trative services such as financial aid an individual is a lip-reader, be sure Always speak directly to a visually and registration. to speak directly to the person and impaired person arid not to any Advertise in local papers for persons keep the lighting bright. For some companion. with disabilities to advise them about individuals, it may be necessary to Do not presume that a person with a your accessibility efforts, a new TDD provide a sign language interpreter. disability will be unable to accomplish number, and other steps you have to It would violate the ADA to prohibit an the requirements for graduation take to comply with the ADA. You may individual with a disability from bring- established by your college or univer- also want to advertise for local resi- ing a service dog to a recruitment or sity. There are many qualified persons dents with disabilities or groups who any college-sponsored event. with disabilities who, with or without can often advise on accessibility- Temporary ramps, provided they meet reasonable accommodations, are very related issues. safety standards, can be used to make successful in academic pursuits. Modifications to traditional standard- a building or facility accessible for a If your health services department ized tests are made for qualified appli- recruitment program. offers routine screenings for students, cants with disabilities. Often an appli- An alternative method of achieving these must be offered and adapted cant will take an untimed SAT or compliance is to meet with prospec- (as needed) for students with receive additional time to complete tive students who have a disability disabilities. the SATs (or ACT, if that test is individually, apart from group ses- Students with emotional disabilities required by the college). This only sions, in an accessible location. are protected against discrimination serves to accommodate their disability Remember, too, that your obligation under the ADA if they are "otherwise and does not provide an unfair advan- to comply with the ADA extends qualified." If counseling services are tage over non-disabled applicants. beyond disabled students. For exam- offered free of charge/or at a nominal Written essays may present an impedi- ple, you may have to accommodate a cost, the same standards must apply ment to a person who has a severe mother with a disability of a prospec- for students with serious emotional learning disability. An oral presenta- tive student who wants to attend a problems. However, students who tion may he a good accommodation recruitment session with her child, pose an imminent danger to them- for such a person. particularly if other parents are selves or others are not protected In reviewing your policies, practices afforded the opportunity to attend by the ADA. and materials, keep in mind the need with their children. You cannot discriminate against a stu- for an accessible location for your It helps to assign one person as dent who has a history of a disability various programs. If you offer a responsible for registering students (e.g., cancer, paralysis) but is not recruitment session on campus, be with a disability who have special currently disabled. For example, a sure you have considered the needs of needs (e.g., all accessible buildings person with a history of cancer can- students with hearing or visual and classrooms). This can be done in not be prevented from participating in impairments, as well as planning for advance of formal registration or at active sports if there is no medical wheelchair access. You may need to another location that is accessible. reason for the prohibition. offer your printed materials in an Maintaining a list of students who Individuals who are blind or visually accessible format, or hire a sign lan- need special assistance, along with impaired may not be able to tell when guage interpreter for the session. the types of accommodations they a staff person is available. To over- Recruitment sessions must be accessi- may need, can speed up the registra- come this problem, personnel could ble to persons with disabilities. This tion process. be instructed to politely speak out can be achieved by always scheduling Keeping collies of standard materials (for example, by calling "may I help sessions in accessible locations, or in braille or on tape may also help in you") when they are available if it relocating sessions to an accessible the registration process. appears that the person waiting area when necessary If structural 0 Housing choices should be compara- cannot see. accessibility is not possible, consider ble, convenient, and accessible to 66 students with a disability The scope of partially enclosed by glass or plastic H.Definitions living accommodations (e.g., dorm (this makes it difficult to read lips or The words or terms listed below shall rooms, student apartments, group use residual hearing). Lowering one be defined as stated when used in these houses) must be available to students or more counters or redesigning the regulations unless the text clearly indi- with a disability. Universities must window front are possible solutions to cates otherwise: remember that they cannot charge a overcoming these barriers. student with a disability more for an If structural barriers exist in the regis- Alteration: Modifications made to a accessible room than is charged for tration, financial aid, or other admin- facility to change the physical structure a standard room of the same type to a istrative process, consider alternative or environment of the spaces within the student without a disability. methods for providing program facility. If the only accessible housing avail- accessibility. For example, if a counter able is in a more expensive on-cam- is too high, consider having a staff Award: The issuance of a contract to the pus apartment, it may violate the ADA member come around front to help a bidder or firm that submitted the lowest to charge a student with a disability student in a wheelchair, or offer addi- responsive responsible bid that has been more to live there if he or she wanted tional registration in a separate, determined to lie in conformance with to live in a less expensive dorm room. accessible location. the advertised specifications and bidding Many individuals with disabilities may Remove obstacles in the path of travel, requirements. not require placement in your acces- if this is readily achievable. Simple Certified MBE/WBE: Written designation sible rooms. The ADA prohibits you examples include relocating trash given to a business enterprise by a duly - from requiring all students with dis- cans and ashtrays. More difficult constituted public body that attests that abilities to reside in accessible rooms, obstacles may include steps within an the business enterprise has submitted unless there are sound safety reasons area leading from the lobby to an evidence of satisfying the minimum crite- for doing so on an individual basis. office. This also will work toward pro- ria established by that body for recogni- Students with disabilities like to feel viding program accessibility. tion of ownership by an individual or part of the mainstream of college or Survey key offices (such as deans, group of individuals recognized as a university life and the ADA requires registrar, financial aid) to determine minority due to race or gender. you to provide services in the most how the layout of desks, equipment integrated setting feasible. When and quality of lighting could be modi- Commitment: A conditional written reviewing the ADAAG standards for fied to improve the physical and com- promise that a written quote given at the accessible housing bear in mind that munications accessibility of the ser- time of bid will be honored at the amount accessible rooms should be dispersed vices offered there. quoted or in a lesser amount, if accept- throughout, rather than isolated from, able by mutual negotiations, for the scope general housing. of work and/or materials specified. The All new construction and renovation bidder is obligated to make lin award in of student housing must be built to be Appendix M: the amount quoted to the firm submitting accessible according to the ADAAG or Minority Business the lowest quote, only to the extent that UFAS standards (public universities and Women Business there is an agreement as to the scope of can choose to follow either standard). Enterprise Participation work and/or materials specified at the Colleges and universities do not have in Facilities Projects time of bid. to provide personal services for stu- Construction: The erection of an addi- dents with a disability, such as helping I. Scope tion or improvement to an existing facility with toileting, dressing, or eating. or a new building or structure or creation For certain patrons (e.g., those with This program is derived from the of new building space or a structure using impairments) it may be necessary for State System of Higher Education Board of component or pre-assembled building a food server to answer questions Governors Draft Regulation Minority materials. about prices, total bill, and change Business and Women Business Enterprise returned. Participation in Facilities Projects, Title Facility: Any building, structure, Counters can present an obstacle to 22: 507.20, and is applicable to all con- infrastructure, utility or improvement individuals in wheelchairs, as they are tracts to be administered by the State placed or naturally occurring in or above often too high for a person to reach System of Higher Education for mainte- the real estate (land) at a State System or to speak with a staff person. They nance, repair, alteration, or improve- university, branch campus, or environ- may also create a barrier for a hear- ments to existing and/or construction of mental center ing-impaired individual if they are new facilities.

55 6? Facilities Contract: Written, legally repair, alteration, improvement, or new 'Action and submission of the MBE/WBE binding agreements between a contractor construction of System facilities. Subcontractor and Supplier Solicitation and the State System of I ligher Education Information Sheet shown in Exhibit A. Reasonable Effort Award Amount: for maintenance, repair, alteration, That amount of the work for which bids Minority Business arid Women improvement, or new construction work or quotes can reasonably be expected to Business Enterprises are encouraged to for facilities managed by the State System be obtained from certified MBE/WBE submit bid proposals directly for System of Higher Education. firms based on the scope of work of the facilities projects, to act as prime contrac- Improvement: The addition of a facility project and current demographics con- tors. As MBEAVBE firms, they are not amenity, such as installation of central air cerning available qualified MBE/WBE required to provide any documentation conditioning, that was not part of the subcontractors, suppliers, and vendors. regarding proactive solicitation. However, structure when originally constructed. The State System of Higher Education has when submitting the Bid Proposal, all the exclusive and sole right to establish MBEAVBE firms must indicate on the Maintenance: The minor work per- this amount for any and all contracts it Solicitation Information Sheet (Exhibit A) formed routinely on a facility to prevent bids. that they are Certified MBE/WBE firms, premature failure of the components and record their Certification Number used to construct the facility and/or the Repair: Restoration or replacement of on the place indicated. return of failed components to useful major building systems or components service without complete repair or used in construction of the entire facility It is important to note that the replacement of the component or a that fail or wear out before the entire MBEJWBE provisions of these regulations major portion thereof. facility, such as roofing systems, heating, are unique to State System of Higher ventilation, or air conditioning Education contracts. It is expected that Non-minority: An individual or firm that systems, etc. responsive responsible bidders must has not been certified as a minority busi- proactively make a reasonable effort, as ness or women business enterprise by a System: Shortened name used in these defined in Section 1V-Reasonable duly constituted public body. regulations for the State System of Higher Participation, to seek and incorporate a Education, which was created and Notice-to-Proceed (NIP): Written reasonable proportion of participation of regulated by Act 188 of 1982, and direction given to the responsible firm certified minority and women business amendments thereto. that has submitted the lowest responsive enterprises in each facilities project. bid to whom the contract has been III. Proactive Effort Policy awarded and approvals obtained from all IV. Reasonable Participation required parties such that work on the Certified Minority Business and At a minimum, a reasonable effort by contract may commence with work to be Women Business Enterprises shall be bidders for certified MBE/WBE participa- completed within the number of days solicited proactively and encouraged to tion in this project is proactive solicitation specified in the contract documents. submit competitive written bids or quotes such that award of subcontracts or pur- for System facilities projects by the System Proactive Solicitations: Aggressive chases totalling $ (specified amount) and the prime contractors submitting bids effort taken by the bidder to obtain writ- (reasonable effort award amount) could for System facilities projects for portions ten quotes for subcontracts and/or mater- he made to contractors, subcontractors, of the work, and, depending on written ial purchases from certified MBE/WBE suppliers, or vendors who have been cer- bids received, contracts or subcontracts firms to submit with his/her bid so as to tified as valid MBE/WBE entities. This rea- awarded for the work, if determined to be reach or exceed the reasonable effort sonable effort award amount serves the firm submitting the lowest responsive award amount established for the con- exclusively as a threshold in determining responsible bid or quote. System pro- tract without discrimination against any bidder responsiveness. curement officers shall proactively solicit individual or business due to race or gen- A.If the bidder makes commitments to bids directly from certified MBEAVBE der. The bidder is prohibited from sub- certified MBE/WBE firms at or above firms as prime contractors. mitting a quote for the scope of work for the reasonable effort award amount at which he/she obtains quotes from certi- Each non-minority bidder must the time of receipt of bids, the bidder fied MBEAVBE firms. proactively solicit participation by certi- will be considered to have met the fied Minority Business Enterprise and minority participation requirements Professional Agreement: Written, Women Business Enterprise (MBE/WBE) for the project. legally binding instrument between a subcontractors and suppliers, when spec- B. When the reasonable effort award professional architectural or engineering ified. All bidders are further required to amount clearly has not been attained, firm to prepare plans, specifications, and document such proactive effort by com- as is evident from the commitments bidding documents for maintenance, 68 56 made to subcontractors or vendors and Supplier Solicitation Information commitments is sufficient cause for rejec- based on their quotes submitted at the Sheet (Exhibit A). tion of the bidder's bid as non-responsive. time of receipts of bids, in order to B.Prior to the time of and at the place Failure to submit all solicited and/o avoid rejection as non-responsive, the designated for the bid opening, the unsolicited quotes shall also be sufficient bidder's evidence of proactive solicita- bidder shall provide copies of the cause for rejection of the bidder's bid as tion on the MBE/WBE Subcontractor following: non-responsive.

and Supplier Solicitation Information 1.the written solicitations to Mailings to large numbers of certified Sheet must show that the reasonable MBE/WBE firms. MBEs and WBEs which are intended to effort awards in that amount could 2.all solicited and unsolicited provide notice of a contractor's interest in have been made because the bidder written quotes received from bidding a construction project will not be proactively solicited for sufficient dif- certified MBEAVBE firms. deemed solicitation, but rather will be ferent types of subcontracts or material 3.written quotes from all non- treated as informational notification only. purchases from certified MBE/WBE minority firms that are lower The bidder must contact the certified firms to reach the reasonable effort than the lowest quote received MBE/WBE firms directly and request writ- award amount but: from a certified MBE/WBE ten quotes for the work or materials the 1.written quotes were not firm, when award is to be firm plans to subcontract or purchase to received from certified made to other than the certi- satisfy the reasonable effort award MBE/WBE or non-minority fied MBE/WBE firm submitting amount. firms that equal or exceed the the lowest quote. reasonable award amount, but 4.letters of commitment to the Bidders should.only list solicitations a proactive effort was demon- certified MBE/WBE or non (on Exhibit A) made to certified strated to have been made to minority, firm submitting the MBE/WBE subcontractors, manufactur- obtain certified MBFAVBE lowest written quotes. ers, or suppliers whose work, materials, participation; 5.explanatory information or supplies are within the project scope 2.did not receive written quotes required, as specified below, and are related to the project or portions from certified MBEJWBE when commitments cannot be thereof, and which a reasonable and pru- firms, but did receive writ- made to certified MBEAVBE_ dent bidder would purchase or subcon- ten quotes from non - firms in the reasonable effort tract for the project. Bidders must show minority firms that did award amount. that the MBE/WBE firms solicited are cer- equal or exceed the rea- a.list by type of work the tified MBE/WBE contractors, suppliers, or sonable effort award certified MBE/WBE firms vendors as identified below in the Section amount, and commitments solicited, and the type of VII, MBE/WBE Certification. were made to those non- work or materials for Suppliers who commonly and ordi- minority firms submitting the which solicitations were narily stock materials customarily found lowest quotes; or not made and the reasons in the industry and are certified as 3.written quotes were received why. MBFJWBE firms are considered as full from certified MBFJWBE firms b.State why written commit- participators in the System's program. at or above the reasonable ments were not made for Suppliers who do not stock materials, as award amount, but lower the lowest certified is common and ordinarily the custom in written quotes were MBE/WBE written quotes the industry and a part of the industry's received from non-minority received. trade practice, but have been certified as firms, and commitments were c.State reasons, if known, a supplier for a particular product or made to at least one non- why written quotes were products as a certified MBE/WBE firm by minority firm which submitted not received from solicited a duly constituted public body, are con- the lowest written quote at the firms, or why unsolicited sidered as full participants in the System's time of receipt of bids for the written quotes were not program. same work or materials. accepted and commitments made. Bidders who cannot clearly demon- V. Responsiveness strate that written commitments have Failure to submit the required infor- been made that equal or exceed the Bidders must show proof of their mation as shown on the Solicitation reasonable effort award amount at the proactive solicitation efforts by submitting: Information Sheet (Exhibit A) related time of receipt of bids must submit, at A.At the time of receipts of bids, provide to MBE/WBE solicitation, quotes, and anytime prior to the time of and at the a completed MBEAVBE Subcontractor

57 63 place designated for the bid opening, an receipt of bids must be maintained firms who presented the lowest written explanation of why such commitments throughout the term of the contract, quotes and received commitments from could not be made. The explanation should unless a change in commitment to these the successful contractor at the time of indicate the proactive efforts taken to solicit firms is pre-approved by the System. receipt of bids. This will serve as notice to participation and demonstrate that the the certified MBFAVBE or non-minority bidder did not engage in discriminatory VII. MBE/WBE Certification firms to anticipate contract awards upon practices in solicitation and commitment Notice to Proceed to the successful Certification as a bona fide minority of subcontracts and/or supply contracts. contractor. or women-owned business enterprise must be made within statutory require- VI. Determination of After receipt of Notice to Proceed with ments set forth in the Act of December the contract, the contractor must offer Responsiveness 21, 1984, No. 230, P.L. 210, 18 Pa. CSA, contracts at no less than the amount stated Failure to submit the documentation, Section 4107.2 by any duly constituted in the written quote (unless mutually as required in Section V, Responsiveness, public body. Certification of an entity as agreed upon) to the firm presenting the shall result in a finding of non-responsive an MBE/WBE means only that the appli- lowest written quote at the time of and the bid will be rejected. cant has submitted information that quali- receipt ofbids.. fies it as an MBE/WBE in terms of its own- The procurement office issuing the If the certified MBE/WBE or non- ership and control. Certification doesnot contract will review the documentation minority firm which made the lowest writ- address the ability of the MBE/WBE to submitted and perform evaluations which ten quote rejects the offer, award may be perform the required services. will determine whether or not proactive made to any other qualified subcontractor solicitation and subsequent commitments The Pennsylvania Office of Minority or vendor, at a price lower than the next were not made which total the reasonable and Women Business Enterprise, lowest written quote received for the effort award amount, or for which accept- 400 North Office Building, Harrisburg, same work at the time of receipt of bids, able reasonable explanations were not PA 17125, (717) 787-7380/FAX (717) without penalty of invalidating the con- provided, and will result in a finding of 783-6241, and other local minority busi- tractor's MBE/WBE participation. non-responsiveness to the bidding criteria ness affairs offices may be contacted to Otherwise, award must be offered to the and will result in rejection of the bid. validate certification or to provide infor- firm which presented the next lowest writ- mation regarding certified MBE/WBE ten quote for the same work at the time of Evaluations will include review of the entities. Information regarding certified receipt of bids. documentation for meeting the following Minority and Women Business Enterprises standards: Failure to offer and, if accepted, by the Commonwealth may also be I.The bidder showed proactive effort by award such work to a lower qualified or obtained from the Commonwealth of soliciting and documenting the any successive low bidder constitutes a Pennsylvania's Minority and Women required quotes from certified potential breach of the System's Business Enterprise Construction MBFAVBE firms to demonstrate that MBE/WBE program, and the contract may Directory, available from the State the reasonable effort award amount be terminated. The successful contrac- Bookstore, (717) 787-5109. was, or could have been achieved. tor's contract price will not be adjusted in The proactive solicitation effort by the VIII. Contractual Obligations any circumstance to accommodate rejected bidder must provide sufficient time offers or commitments made to subcon- for the MBE/WBE firm to properly The proposal of the lowest conform- tractors, vendors, or suppliers to satisfy formulate a response. ing bidder, including the completed the MBE/WBE provisions.

2.The bidder documented solicitation of MBE/WBE Subcontractor and Supplier a varied selection of MBE/WBE firms Solicitation Information Sheet and accom- IX. Rejection of Bids which appear to be categorized as panying documents regarding solicitation Failure to complete and submit the performing the required subcontract- and commitments to certified MBFAVBE MBE/WBE Subcontractor and Supplier ing effort. firms, shall be considered as incorporated Solicitation Information Sheet (Exhibit A) 3.Based on items one and two above, in and become contractual obligations and provide the accompanying documen- the bidder may be found to have under the terms and conditions of the tation regarding solicitations, quotes, and shown a proactive effort regarding contract awarded to the lowest respon- commitments will be sufficient cause for MBE/WBE firms as required under sive, responsible prime contractor. rejection of a bid as being non-responsive this policy The System will send copies of the to the requirement of taking proactive

If accepted by the certified MBEAVBE successful contractor's Award letter to efforts to involve certified MBE/WBE firm, commitments made at the time of those certified MBE/WBE or non-minority firms in the project. 0 58 MBE/WBE SUBCONTRACTOR .. STATE SYSTEM OF HIGHER EDUCATION . AND SUPPLIER SOLICITATION INFORMATION Exhibit A -.: :...... SHEET I) Company Name: Address: * ) Important Note: Failureit with to thecomplete bid opening this Sheet date andwill hesubmit sufficient cause for 2) Contract Number: ALL FIRMS SOLICITED OR WHICH lelephone:HAVE PROVIDED ( UNSOLICITED QUOTES MUST BE INCLUDED ON THIS FORM. . . , rejection. of the bid as non-responsive. .. ,,. . Project Name: 3) Company Name, Address, Zip Code, . 4) Certif 5) Type of Work to be 6) 7) Estimated 8) Quotes 9) Commitment Tel. No. with Area Code and Contact Person's Name - MB:Number. E/WI3E Performed be Supplied and/or Material to Contact Date ($000)Value Rec.Y/N :: ($000) Amt. Attch. Y/N Made Y/N Mich. Y/N . ,;... . .: ' :, .

. , ...... :, 7 ConstructionInformation Directory, regarding available certified fromMinority the andState Women Book Store Business (717) Enterprise 787-5109. (MBE/WBE) may be obtained from the Commonwealth of Pennsylvania Minority.: and Women Business Enterprises . ..: ppendix Recommendation 6: Each university ssessing Campus should conduct an assessment of its cam- Climate pus climate on a periodic, cyclical, and longitudinal basis. The following recommendations are presented for the consideration of Recommendation 7: Information from each respective president and his/her the assessment should be analyzed to executive staff: determine the extent to which progress has been made in developing an equitable and Recommendation 1: Each State System high quality educational environment." university should plan an assessment of its own campus climate that is appropri- As noted above, there is no one ideal ate to its institutional mission and values. or correct method to assessing campus climate. Rather, System universities Recommendation 2: Each university should make decisions about the assess- should develop an inclusive assessment ment of their campus climate based process, with clearly stated and agreed- upon institutional prerogatives and upon objectives. cost considerations.

Recommendation 3: Each university should develop an assessment that is comprehensive and inclusive with respect to the many factors that comprise its campus climate. Some of the factors that should be considered are curriculum content and pedagogical approaches, faculty composition and philosophy, student-faculty interaction, academic support service availability, student life, interactions among students, campus image, student expectation of the campus prior to enrollment, campus leaders' philosophy and implementing practices, and campus-local community interaction.

Recommendation 4: Each university should include in its assessment the experiences of students, faculty, staff, and administrators.

Recommendation 5: Each university should develop an assessment approach that will provide comprehensive information on its campus climate.

Among the methodologies that a campus should consider in building its assessment system are survey research, interviews in groups or individual settings, forum discussions, exit interviews, and participant-observer analyses. Steering Committee

Byron A. Wiley (Chair) Charles D. Foust System Director of Social Equity Provost and Vice President Office of the Chancellor for Academic Affairs Slippery Rock University Arthur G. Affleck, III of Pennsylvania Vice President for Student Affairs Cheyney University of Pennsylvania Diane L. Reinhard President Nicole Austin Clarion University of Pennsylvania (representing Vincent J. Hughes, Chair, Pennsylvania Legislative Robert P. Ruffin Black Caucus) Associate Vice President for Human Resources and Affirmative Action, Edinboro University of Pennsylvania Caryn J. Can Head, Reader Services Deborah A. Sieger Stevenson Library President, Pennsylvania State Lock Haven University of System of Higher Education Pennsylvania Women's Consortium Kutztown University of Pennsylvania Stanley E. Carr Assistant Vice Chancellor for Sol B. Vazquez Otero Employee and Labor Relations Equity Programs Coordinator Office of the Chancellor Office of the Chancellor Charles C. Clevenger Lois A. Waters Executive Dean Director of SoCial Equity Dixon University Center Shippensburg University of Pennsylvania Lawrence A. Dowdy Executive Assistant to the President

West Chester University . of Pennsylvania

Economic Opportunity Committee

Lawrence A. Dowdy (Co-Chair) Zora E. Frank Executive Assistant to the President Director of Purchasing West Chester University of Shippensburg University of Pennsylvania Pennsylvania

Charles C. Clevenger (Co-Chair) Theodore A. Hartz Executive Dean Dean, College of Business Dixon University Center Kutztown University of Pennsylvania

James Boyd Regis P. Kirchner Director of Purchasing Director of Development West Chester University of Millersville University of Pennsylvania Pennsylvania

Charles T. Curry Lois A. Waters Vice President for Finance and Director of Social Equity Administration Shippensburg University of Slippery Rock University of Pennsylvania Pennsylvania Personnel Committee

Robert P. Ruffin (Co-Chair) Patricia Hopson - Shelton Carolyn D. Woodhouse Associate Vice President for Assistant to the President for Associate Professor of Health Human Resources and Affirmative Action East Stroudsburg University Affirmative Action Millersville University of Pennsylvania of Pennsylvania Edinboro University of Pennsylvania Lucius Jones George Q. Xu Director, Human Resources Assistant Professor of English Stanley E. Carr (Co-Chair) and Affirmative Action Clarion University of Pennsylvania Assistant Vice Chancellor for Mansfield University of Pennsylvania Employee and Labor Relations Office of the Chancellor Diane L. Reinhard President Caryn J. Carr Clarion University of Pennsylvania Head, Reader Services Stevenson Library Lock Haven University of Pennsylvania

Student Committee

Arthur G. Affleck, III (Co-Chair) Mary G. Harris Alphonse N. Novels Vice President for Student Affairs Department of Curriculum and Assistant Provost/Director of Cheyney University of Pennsylvania Foundations Minority Affairs Bloomsburg University of Indiana University of Pennsylvania Sol B. Vazquez Otero (Co-Chair) Pennsylvania Equity Programs Coordinator Betty B. Schantz Office of the Chancellor Patricia L. Hartman Assistant Dean, College of Assistant Professor of English Educational and Human Services Francisco Alarcon California University of Pennsylvania Lock Haven University of Assistant Professor of Mathematics Pennsylvania Indiana University of Pennsylvania Alan K. James Associate Dean for Student Debra A. Sieger Terrence Carlin Development and Social Equity President, Pennsylvania State System Vice President for Admissions California University of Pennsylvania of Higher Education Women's Edinboro University of Pennsylvania Consortium Wilfredo Lopez Kutztown University of Pennsylvania Anita Faust Director, Upward Bound Program Director, Financial Aid East Stroudsburg University of Sharon Thorn Kutztown University of Pennsylvania Pennsylvania Assistant Director of Residence Life Cheyney University of Pennsylvania Charles D. Foust Robert B. McConnell Provost and Vice President for Assistant Director, Office for Academic Affairs Students with Disabilities Slippery Rock University of Edinboro University of Pennsylvania Pennsylvania

Office of the Chancellordvisors David J. Gray, Assistant Vice Chancellor for Financial Management Yvonne Harhigh, Director of Publications EMT' COPYAVAILABLE- Karen Lum, Social Equity Manager Kerry L. Moyer, Director, Research and Information Technologies Wayne M. Richardson, Chief Legal Counsel Mary Ellen Wiedeman, Social Equity Staff Assistant

75 62 1. Irving J. Spitzberg, Jr. and Virginia V. Thorndike, Creating 27.Nancy Hensel, Realizing Gender Equality in Higher Community on College Campuses, State University of New Education, ASHE ERIC Higher Education Report 2, 1991. York Press, Albany, NY, 1992, p.5. 28. Bernice Resnick Sandler, Women Faculty at Work in the 2. American Council on Education, Dialogues for Diversity Classroom, or Why It Still Hurts To Be a Woman in Labor, Community and Ethnicity on Campus, Oryx Press, Center for Women Policy Studies, Washington, DC, 1993. Washington, D.C.,1994. 29.Prospectus, p.37. 3. Brown University Visiting Committee on Minority Life and 30.Bernice Sandler, The Campus Revisited: Chilly Climate for Education, The American University and the Pluralist Ideal, Faczdty, Administrators, and Graduate Students, Center for Brown University, Providence, Rhode Island, May 9, 1986. Women Policy Studies, Washington, DC, 1986, p.10. 4. Jerry G. Gaff, "Beyond Politics: the Educational Issues 31.Y. Moses, Black Women in Academe: Issues and Strategies, Inherent in Multicultural Education, Change, Association of American Colleges, Project on the Status and January/February 1992, p.31. Education of Women, Washington, D.C., 1989. 5. Ibid. 32.Bruce Roscoe, et. al, "Sexual Harassment of University Students and Student-Employees: Findings and Implications," Endnotes College Student Journal, Fall 1987, pp.254 - 273. 33. 1975, P.L. 233, No. 92 Section 1, eff. January 1, 1976, 51 PS., Section 7102(a). 34.National Task Force for Minority Achievement in Higher 6. Report of the Wingspread Group on Higher Education, An American Imperative: Higher Expectations for Higher Education, Achieving Campus Diversity, Education Education, 1993. Commission of the States, Denver, CO, December 1990. 35.Ibid. 7. Ernest L. Boyer, College: The Undergraduate Experience in America, The Carnegie Foundation for the Advancement of 36.Francis T. Borkowski, "The University President's Role in Teaching, Princeton, New Jersey, 1987, pp.39-40. Establishing an Institutional Climate to Encourage Minority Participation in Iligher Education," Peabody journal of 8. Alexander W. Astin, What Matters in College? Four Critical Education. Years Revisited, Jossey - Bass Publishers, San Francisco, CA, 1993, p.43I. 37.AASCU/Sallie Mae National Retention Project, A Directory of Model Programs, Washington, D.C., 1993. 9. Priorities, p.14. 38.Smith, p.54. 10. Values, p.33. 39.Astin, What Matters in College? p.410. 11.Frank E Wong, "Diversity and Our Discontents," AAHE Bulletin, October 1992, p.3. 40.Minorities on Campus. A Handbook for Enhancing Diversity, American Council on Education, Washington, DC, 12.Gaff, p.32. 1989, p.81. 13.Wingspread Report, p.107. 41.Priorities, p.28. 14.The Almanac of Higher Education 1993, the editors of The 42.Priorities, p.23. Chronicle of HigherEdu cation, the University of Chicago Press, 1993. 43.Spitzberg and Thorndike, p.107. 15. The Eleventh Annual Status Report on Minorities in Higher 44.William G. Bowen, "Admissions and the Relevance of Race," Education, American Council on Education, Washington, DC, Princeton Ahanni Weekly, Sept. 26, 1977. 1993. 45.Federal Register, Vol. 59, No. 20, Monday, January 31, 1994. 16.Postsecondary Education Opportunity, No. 18, November 46.Raymond F. Bacchetti and Stephen S. Weiner, "Diversity Is a 1993. Key Factor in Educational Quality and Hence in Accredition," 17.K. Edward Renner, "On Race and Gender in Higher Education: The Chronicle of Higher Education, May 8, 1991. Illusions of Change," Educational Record, Fall 1993. 47.Charles V. Willie, "Multiculturalism Bashing," Change, 18.Ibid. January/February 1992. 19.Kerry L.Moyer, Pennsylvania and the State System of Higher 48.Frank F. Wong, "Diversity and Community," Change, Education in the 1990s: Demographics and Trends, State July/August 1991. System of Higher Education, April 1992. 49.W. W. Nobles, "The Infusion of African and African-American 20.Priorities, pp.9-10. Content: A Question of Content and Intent," in A. G. Hilliard, Ill, L Payton Stewart, and L. 0. Williams (Eds.), Infusion 21.Moyer, p.51. ofAfrican and African-American Content in the School 22.Alexander W. Astin, How Good Is Your Institution's Curriculum, Proceedings of the First National Conference, Retention Rate? University of California, Los Angeles, Aaron Press, Morristown, New Jersey, October 1989. September 1993. 50.Postsecondary Education Opportunity, No. 10, February 23.Daryl G. Smith, The Challenge of Diversity, Involvement or 1993. Alienation in the Academy?, ASHE - ERIC Higher Education 51.Adapted from Constance M. Carroll, "Sexual Harassment Report 5, 1989, p.22 on Campus: Enhancing Awareness and Promoting Change," 24. Bernice Sandler, and R. M. Hall, The Classroom Climate: A The Educational Record, Winter 1993. Chilly One for Women.? Association of American Colleges, 52.Recommendations adapted from the Report of the California Washington, D.C., 1982. Postsecondary Education Commission, Assessing Campus 25.John Doe v. University ofMichigan. Climate, 1992. 26.Robert Ehrlich and Joseph Scimecca, "Offensive Speech on Campus: Punitive or Educational Solutions?" Educational Record, Summer 1991, p.29. 63 Stt to System of Higher Education Universities

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