Report: the State of Black Gw Presented by the Black Student Union Fall 2020

REPORT: THE STATE OF BLACK GW PRESENTED BY THE BLACK STUDENT UNION FALL 2020

Email: [email protected] Instagram: @gwubsu Facebook: @GWBSU

This report is presented to administrators, faculty, and student leaders at The George Washington University on behalf of the Black community by the Black Student Union.

CONTENTS

I. CURRENT BLACK ORGANIZATIONS 2 II. EXECUTIVE STATEMENT 3 III. INTRODUCTION 5 IV. HISTORY OF BLACK GW 6 V. COMMUNITY ACHIEVEMENTS 2020 7 A. MEDIA ATTENTION 8 VI. FINANCIAL SUPPORT 9 VII. FALL 2020 SURVEY DATA 11 VIII. ANALYSIS OF SURVEY RESULTS 14 IX. RECOMMENDATIONS 16 X. CONTRIBUTORS 20 XI. ACKNOWLEDGMENTS 21

CURRENT BLACK ORGANIZATIONS

The Black Student Union African Student Association Ethiopian-Eritrean Student Association ALIANZA Black Men's Initiative Black Women's Forum GW National Council of Negro Women GW NAACP GW Black Defiance Queer and Trans People of Color Association Xola Black Girl Mentorship Black Graduate Student Association The Multicultural Business Student Association GW National Society of Black Engineers GW National Association of Black Journalists Young Black Professionals in International Affairs The African Development Initiative Undergraduate Chapter of the Black Law Student Association D.R.E.A.M.S GW National Pan-Hellenic Council Gamma Alpha Phi Chapter of Phi Beta Sigma Fraternity Inc. Nu Beta Chapter of Alpha Phi Alpha Fraternity Inc. Kappa Chi Chapter of Kappa Alpha Psi Fraternity Inc. Mu Beta Chapter of Delta Sigma Theta Sorority, Inc. Mu Delta Chapter of Alpha Kappa Alpha Xi Sigma Chapter of Zeta Phi Beta Sorority, Inc. The Williams “Black” House The Black Ace Magazine GW Ubuntu

EXECUTIVE STATEMENT

It is no secret that Black students at The George Washington University do not have an equitable student experience to our peers. We all share the same excitement that comes with receiving our acceptance letters, looking for roommates, and buying dorm decorations as our anticipation builds for the next four years. However, many Black students experience an overwhelming disappointment our first couple months at GW; and as our time at this institution grows, that disappointment becomes an expected component of our student experience.

This disappointment comes in the form of roommates making incredibly racist or culturally insensitive comments and microaggressions, professors saying the n-word in class or intentionally mispronouncing students’ names, or registering for a class about Black/African people only to find it’s taught by a white professor. However, it’s not just racism that impacts Black students the most; we faced that before we came to GW and we will face it long after. It is the culture of elitism and assumed opportunity that truly damages our students’ experience at GW. It is students attending a $60 brunch every weekend while Black students calculate how much GWorld they can afford to spend down to the penny, it is professors assuming that all students have the resources to spend hundreds of dollars on one course, it is overhearing students’ conversations about being at GW only to get a job with their parents post-grad, while Black students are at this institution because it is our only way to a bright future.

This is not to excuse the countless documented and undocumented instances of racism at GW. At a school that prides itself on having the largest College Democrats chapter and being widely “liberal”, Black students do not feel the same open-minded warmth we were promised on our prospective student tours. But the culture of affluence and the overlooking of students’ circumstances both in the classroom and socially is what makes being Black at GW so draining, discouraging, and disappointing.

Despite this, we still want to see GW succeed. Black students would not sacrifice our mental stability, grades, and sleep fighting to improve this institution if we did not care about it. We, too, want to increase alumni engagement. We, too, want people to be proud to go to GW. We don’t want Black students who would rather transfer then spend another moment at this institution—but we cannot be the only ones working

3 toward these goals. We are calling on all administrative facets of GW, from academic Deans to Trustees, to make a commitment to Black students. We have been putting in the work to see this university reach the potential we know it can. As the university puts a priority on improving the student experience, it is imperative that all student experiences are taken into consideration. Black students are simply asking for GW to invest in us and our success the same way it invests in other areas of the university and its students.

Founded in 1968, The George Washington University Black Student Union’s goal, above all else, is to create a Black experience where all Black students feel supported, welcomed, advocated for, and cared for. The Black Student Union achieves this through programming, both professional and social, service, public forums for discussion, and collaboration across organizations and identities. It is our duty, as the organization overseeing Black life at GW, to create a space where every Black student can be successful, feel heard, and most importantly be proud to be a Black student at GW. The Black Student Union does not waiver in this responsibility, and will do whatever is necessary to protect the interests of Black students at this institution.

INTRODUCTION

The history of Black GW is one of courage and a rich history, a history that reflects pain, triumph, joy, and excitement. For over 52 years, Black students have shaped the way our university functions through strategic organizing and demands for progress and change. At our founding, The Black People’s Union organized to demand the hiring of more Black professors. This same group also advocated for Black professors to receive the same benefits that their white colleagues received.

Now in 2020, a lot has changed. However, the Black Student Union’s mission and the mission for all Black students at GW remain progressively similar: to thrive in an environment of academic excellence free of racism and institutional barriers. In 2020, Back women are deans. Black women are associate provosts. Black men are provosts. Black men are vice presidents. Black men and women are directly leading the change.

However, we are not where we need to be. Each semester, Black students find themselves disproportionately food insecure at a university with the resources to end it. Each year, the Black male student retention rate falls, with the burden to mitigate this falling on one small office. Most recently, our students are facing unimaginable conditions at home while still trying to succeed in a virtual learning environment. We have gathered data directly from the source that will provide insight into the Black GW experience. Additionally, you will find an analysis for use in future policy conversations. We hope this report serves as a first step to achieving the goal of reaching equity in service to our students.

HISTORY OF BLACK GW

Sources https://mssc.gwu.edu/about https://www.gwhatchet.com/2019/02/25/black-history-month-reflecting-on-the-past-and-present-at-gw/ 6

COMMUNITY ACHIEVEMENTS 2020

The Black community at GW has always turned struggle and pain into positive change for our community and the greater DC community. We witness a need for support and service, and act on it. Not only this, but among the trials and tribulations of this year, our students have secured internships, fellowships, and acceptance letters from top universities. The following are just a few of these achievements since April 2020.

● The Black Student Union in collaboration with BSUs at American, Georgetown, and Catholic Universities established a relationship with the Metropolitan Police Department to advocate for an end to over policing in the District, specifically in Black communities. ● The Black Student Union raised nearly $10,000 for three organizations fighting for Black life (Freedom Fighters DC, Black Lives Matter DC, and Community Exchange). ● The Black Student Union developed the BSU Project on DC Policing Research Fellowship in partnership with The Honey W. Nashman Center for Civic Engagement and Public Service and the Sociology Department. ● The Black Student Union and GW Black Defiance organized a group of students to attend the historic Commitment March On Washington hosted by Martin Luther King III and Rev. Al Sharpton. ● Black Girl Mentorship raised over $2,000 for an Empowerment Fund to provide assistance to Black students impacted by the pandemic. ● Black Girl Mentorship started a book scholarship to help cover course expenses for the Fall 2020 semester. ● GWU D.R.E.A.M.S and the National Council of Negro Women raised over $1,000 for Anacostia High School. ● ALIANZA hosted a fundraiser for UNICEF United Nations Children’s Emergency Fund to support children in Yemen suffering from a hunger crisis. ● The Black Women’s Forum hosted a fundraiser for Breast Cancer research. ● Our students have received internships from Morgan Stanley, JP Morgan Chase & Co., Bloomberg, Blue Compass Strategies, and more.

MEDIA ATTENTION

● The Washington Post ○ George Washington University to consider shedding controversial Colonials moniker ● The British Broadcasting Corporation World News (BBC) ○ BBC News spoke to GW students who will take part in the March on Washington today. ● Fox 5 DC ○ GW Black Student Union responds to GW Professor Jessica Krug ● GW Hatchet ○ BSU letter demands GWPD reforms to improve relationship with students ○ D.C.-area Black Student Unions urge local leaders to address police brutality ○ Incoming Black Student Union leaders seek to increase student engagement ○ BSU, Nashman Center, sociology department launch research project on D.C. policing ○ BSU announces mentorship program for underclassmen ○ Black Student Union holds first-ever Black student welcoming ceremony ● DCist ○ DC College Students Are Pushing for Fewer Police on Campus ● The Hoya ○ DC Black Student Unions Call for City Action Against Racism in Letter to Mayor and Police Chief

FINANCIAL SUPPORT

One of the greatest barriers to Black students’ success at the university is financial standing. Too many Black students are forced to leave the university because they can no longer afford it, or go into severe debt trying to. Additionally, the culture of elitism at GW has a negative impact on Black students’ experience, mental health, and social success.

At GW, the median family income is approximately $182k/year, landing in the 82nd percentile. Only 2.5% of families at GW are in the bottom 20% of the economy, and this is reflected in the culture among not only students, but faculty as well. GW has a low economic mobility rate for low-income students, coming in at only 42%. This lack of economic diversity may be attributed to:

● High tuition ● Access to college coaching in high school ● Insufficient outreach to Black communities and schools

Financial aid is a salient component in what keeps Black students at GW, but the allotment is rarely enough. A $0-30k/year and $30k-48k/year income receives about a 66% discount, and a $48k-75k/year income receives a 57.6% discount. This range is where the median Black family income lies, leaving 34-42% of an over $50k tuition bill to students and families. Additionally, the university covers only about 85% of what a student’s FAFSA and CSS profile determines as needed.

GW has established scholarships in the last five years with the goal of increasing diversity at the university by removing economic barriers. The Steven Joel Trachtenberg (SJT) Scholarship awards full ride scholarships to ten DC public school students and The Posse Scholarship awards a full tuition scholarship to 10 Atlanta area students. A majority of the recipients of both of these awards are Black, but these scholarships are not exclusive to Black students.

Although efforts are being put forth by establishing these scholarships, Black students who are not from DC or Atlanta do not have the same opportunity to receive the same degree of financial assistance. With other glaring barriers to financial success at GW,

9 the small portion of Black students receiving institutional support is not enough. In 2017, GW was ranked #151 for Top Colleges Doing the Most for Low-Income Students by the New York Times. Additionally, in Fall 2019 GW was 10 percentage points lower than the national average for private schools giving tuition assistance through scholarships and grants.

At a university that affirms diversity and inclusion as one of its pillars, it must be discussed what is being done to ensure that Black students not only want to come to GW, but can. Financial assistance is the most important consideration for Black prospective students. After arriving at GW, many Black students experience a large decline in their financial aid. Decreased assistance and inability to pay leads to account holds, prohibiting students from registering for classes and accessing student services. Too many Black students report being lured in with an appealing financial aid package, only to be left struggling for the following years. This has a deeply negative impact on not only their student experience but academic performance, and leaves students feeling abandoned by the university.

GW’s culture of elitism and affluence is beneficial to the top paying students, but harms the rest of the population who do not have access to the same resources. Black students eating sugar packets and cookies from the MSSC for dinner while their peers dine in DC’s finest establishments is a disgrace to our university.

Sources https://www.jec.senate.gov/public/_cache/files/ccf4dbe2-810a-44f8-b3e7-14f7e5143ba6/economic-state-of-black-america-2020.pdf https://apps.urban.org/features/wealth-inequality-charts/ https://www.census.gov/content/dam/Census/library/visualizations/2018/demo/p60-263/figure1.pdf https://www.nytimes.com/interactive/2015/09/17/upshot/top-colleges-doing-the-most-for-low-income-students.html https://www.educationdive.com/news/report-tuition-revenue-growth-slows-at-public-private-colleges/567076/ https://www.gwhatchet.com/2019/11/25/gws-average-tuition-discount-clocks-in-about-10-points-below-national-average/ https://www.kiplinger.com/tool/college/T014-S001-best-college-values-college-finder/school/6447/george-washington-university/ https://www.nytimes.com/interactive/projects/college-mobility/george-washington-university https://www.gwhatchet.com/2017/01/23/economic-diversity-lacking-in-gw-student-body-study/ https://www.gwhatchet.com/2018/08/27/college-coaching-services-widen-the-wealth-gap-on-campuses/ https://www.collegefactual.com/colleges/george-washington-university/student-life/diversity/ https://www.collegesimply.com/colleges/district-of-columbia/george-washington-university/students/ https://www.gwhatchet.com/2017/09/18/hispanic-black-students-remain-underrepresented-at-gw-even-with-diversity-efforts/ https://datausa.io/profile/university/george-washington-university

FALL 2020 SURVEY DATA

This survey was administered by the Black Student Union from August 10, 2020 to August 20, 2020. It was available to all Black students via BSU’s 2000+ Instagram follower base and 300+ membership. It received 85 responses, all from Black identifying undergraduate students. It asked questions about plans to be on-campus or off-campus for the fall, concerns about online learning for a full semester, and needs from the university and the Black Student Union.

This question conveys Black students’ most frequently expressed concerns about online learning. The survey reflects that 26.7% of respondents have mental health and general mindset concerns regarding online learning, 10.5% of respondents have technology issues that will impact their online learning experience, 22.1% of respondents have home environments that are not conducive to online learning, 2.3% of respondents have physical health issues that impact their ability to learn online, and 38.4% of respondents have pressing concerns about their academic and professional performance.

The survey reflects that 49.3% of respondents have four or more people at home, 46.3% have three people at home, and only 4.5% have two or fewer people at home. This question was important to ask because the number of people occupying a household poses a variety of challenges to maintaining a productive and encouraging learning environment. Additionally, 25.8% of respondents are at home with school-aged children, and 34.1% are at home with someone high-risk.

This question asked students what they needed from the university to ensure they feel supported and connected to their peers for the Fall 2020 semester. Most respondents (26.7%) wanted clear and concise communication, 21.3% wanted an opportunity for community building with the community at-large and in their area, 17.3% wanted to readily have access to resources, specifically financial, 12% wanted more intentional academic and mental health support, 12% wanted to see a greater level of understanding and compassion from faculty, 9.3% mentioned a Pass/Fail option, and 1.3% hoped to have more support for transfer students.

ANALYSIS OF SURVEY RESULTS

Our survey sampled roughly 10% of the overall Black GW population, with majority representation from third year students. When assessing the needs of our community, there was a devastating number of students who were facing truly heartbreaking circumstances this semester. Students expressed concerns over their circumstances affecting their academic performance and mental health. Additionally, many of these conditions involved technology issues, with some students needing to share a cell phone wi-fi hotspot with two or more siblings to complete online classes. There was a large amount of concern for mental wellbeing and feelings of isolation. This is of great concern because of its inferred impact on academic performance.

Furthermore, we found it essential to ask about household occupancy and the types of people students would have at home with them. A majority of students reported having four or more people in their household. This introduces a couple of concerns. First, having a full household reduces the possibility of having a quiet and dedicated work environment. When a dining room table is converted into a classroom for multiple people at once, it affects ability to focus. Second, some students are supporting their families individually or with their guardians. Supporting yourself on campus is challenging enough, but four or more people in combination with an unproductive environment is bound to have severe impacts on academic performance and mental wellbeing. Additionally, the survey found that a good proportion of students have school-aged children staying at home with them, most of whom are responsible for not only their own schoolwork but the children’s.

Finally, the survey asked students to write out what they would need from the university in order to feel supported and connected to their peers. Responses fell into seven categories, with clear and concise communication from the university being the most frequent. Many students reported feeling frustrated, confused, and helpless. A particularly concerning trend in responses was a desire for compassionate and understanding faculty. Many students feared that professors would not take personal or global circumstances into consideration, and because of this some respondents wished for a pass/fail option for classes. For example, an attendance policy is not possible for students with unstable wifi or a job, nor is a camera-on policy always possible for people with an unproductive or presentable learning space. Transfer students also

14 reported feeling forgotten and ignored by the university, with a desire for dedicated programming for transfer students and assistance with resources and matriculation. Students also addressed glaring financial concerns, citing needing to pick up a job, financial aid packages, and ability to remain at GW.

Overall, the survey exposed a variety of pressing needs and concerns from community members, both personal and professional. Based on the results, students’ greatest needs are compassion, intentional and ongoing support, and clear communication.

RECOMMENDATIONS

The administered survey had a primary goal of understanding how GW’s decision to hold classes online and withdraw housing will impact the Black community, and accumulating student testimonies to make recommendations to administration. The Black student experience is very diverse, and the survey demonstrated that Black students are impacted in a multiplicity of ways. Based on this survey and general knowledge of community needs, our recommendations are as follows:

Trauma counseling in the Colonial Health Center Black students have experienced group trauma and retraumatization over the last eight months with the continued killings of Black people in the United States and abroad. Additionally, Black Americans are disproportionately dying from COVID-19; many students are essential workers themselves or living with one. These stressors are undoubtedly affecting students’ academic performance and overall mental wellbeing. Many students are unknowingly suffering the effects of collective trauma, and need intentional access to support from licensed professionals.

A comprehensive list of university resources for transfer students Transfer students have reported feeling abandoned by the university after admission, with Black transfer students experiencing a more intense degree of abandonment and alienation. The students we spoke with reported feeling “forgotten” by the university, nor knowing what resources were available to them when experiencing the challenges Black students face on campus. Transfer students need a how-to guide to GW in order to make their matriculation into the university less jarring and isolating, especially in an online setting.

Pass/No Pass for more than one course On October 16, 2020 the university announced its decision to allow students to take one course pass/no pass for the Fall semester. This policy overlooks the myriad of challenges students have faced during an online semester and the impacts it can have on academic performance, even with resources available. Students possess the discernment to keep graduate school and other post-undergraduate plans in mind when deciding whether or not to take advantage of the pass/no pass policy—that decision should not be made for them. When looking ahead to a second semester of

16 online learning, it is imperative that students are given the agency to take as many or few courses pass/no pass as they feel necessary given their personal and professional circumstances.

Encourage understanding and compassion among faculty The shift to online learning confounding the global pandemic has had a significant impact on students’ mental wellbeing, and therefore their academic performance. Students have expressed concern over professors expecting the same or even improved degree of performance, despite national and global context. Compassion and understanding goes a long way. Black students are losing loved ones and witnessing people who look like them be murdered and beaten in the street. Students are having their power cut, taking care of siblings, and working full time jobs. During these times, no one should be worried about justifying missing class to bury their loved ones or keep their family afloat.

Establish Financial Aid pod advisors Similar to the pod advising system, assigning Financial Aid pod advisors would allow students to 1) have an individual in the Financial Aid Office who is familiar with their circumstances and story, and 2) have an advocate who could help find outside financial support should it be needed. At the very minimum, students deserve to have a familiar face who can help them pay their way through their time at GW. Visiting financial aid is an already stressful and overwhelming experience, with many Black students having to figure out everything on their own. Establishing a pod system will significantly change the culture around financial aid and improve students’ experiences.

Restore fixed tuition In Fall 2019, the university announced its decision to phase out fixed tuition. This decision has disproportionate effects on Black and low-income students. The cost of tuition inflating over the time of attendance will increase the likelihood of these students being unable to afford and remain at GW.

A formal diversity audit and action plan The university should conduct a third-party diversity audit to fully assess the needs and shortcomings of diversity and inclusion efforts at the university, and make the results

17 public information. From this data, a formal diversity and inclusion action plan should be written with the guidance and oversight of the Office of Diversity and Inclusion. This plan should have tangible and foreseeable goals to achieve the university pillar of diversity and inclusion in the coming years.

Enforce disciplinary actions for race related acts of aggression The Student Code of Conduct (Article VII, subsection C) outlines discriminatory actions and/or harassment that may result in disciplinary action being taken. However, GW’s frequent history with these actions demonstrates that significant disciplinary action is not always guaranteed. GW has the opportunity to not reflect the national patterns of failed justice after race related acts of aggression, and ensure that action is taken when these events occur.

Hire Black full-time and part-time faculty At this institution, classes about Black people and Black life across the diaspora are not being taught by Black people. Every day Black students sit in a class and have their lived experience taught to them by someone who could never begin to imagine what it’s like. This increase in Black faculty is necessary in all departments, especially in the Political Science department, which only has one Black full-time faculty member despite the amount of Black political science students. Following the events of Jessica Krug, which deeply hurt so many Black and Latinx students, the university said nothing—despite it gaining national attention. It is imperative that GW has a strong presence of Black faculty in all departments. Doing so not only encourages Black students to pursue a career in academia, but allows for course material to be taught from a new perspective. Representation for Black students is very important, but having faculty of multiple backgrounds is beneficial to non-Black students as well. GW must prioritize recruiting faculty from HBCUs and other universities that yield talented and qualified Black academics.

Active community outreach and investment in the community Historically, the university most regularly reaches out to Black students during race related crises and scandals. Black students need the same sense of urgency outside of these instances with proactive engagement from university leadership and its respective offices. It is important for the Division of Student Affairs to reach out and actively hold community check-ins to get to know and listen to Black students regularly,

18 not just in times of crisis. This includes, but not limited to, increasing faculty-student interaction, increasing student interaction with administration and staff, and increasing interaction with academic advisors. Additionally, with Black male retention rates decreasing, there must be a significant and visible investment in Black students’ academic success at GW.

CONTRIBUTORS

THE EXECUTIVE BOARD THE CABINET President Director of Advocacy Devon Bradley Rayaan Ahmed [email protected] Advocacy Associates Executive Vice President Roslyn Davis Peyton Wilson Begai Prom [email protected] Sydney McArthur Chief of Staff Transfer and Prospective Student Bishop Walton Liaisons [email protected] Tremaia Clark Secretary Kareemot Siyanbola Destiny Montgomery [email protected] First-Year Student Liaison Vice President of Finance Bailey Moore

Alexis Sam Special Events and Programming [email protected] Associates Vice President of Special Events and Kyra Henry Programming Moniah Davis Quiara Mosley Caroline Phillips [email protected] Marketing Associates Vice President of Marketing Brianna Hawley Gianna Cook Natasha Stallings [email protected] Vice President of Community Community Service Associates Outreach Jovawn McNeil Maxe Hinds Kylie Foster Kourtney Buckner [email protected] Black Heritage Celebration Co-Chair Desi Warren II [email protected] Black Heritage Celebration Co-Chair Nia Lartey [email protected]

ACKNOWLEDGEMENTS

The Black Student Union would like to give a special thank you to the executive leadership team of the Black Student Union for compiling this report. We also want to thank the Black Graduate Student Association for their guidance and support.

Please contact [email protected] for all questions or media related inquiries.