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WWU Multicultural Center Proposal

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WWU Multicultural Center Proposal WWU Multicultural Center Proposal DRAFT FOR UPRC DISCUSSION with Task Force Input (3/21/2016) Budget Proposal Narrative Western Washington University – ESS originated (2/25/26) Center for Equity, Diversity and Inclusion/Multicultural Center Building Statement of Purpose: (What is the problem or opportunity being addressed? How will you address this problem or opportunity?) Despite efforts that have led to an increase in the total number of underrepresented racial and ethnic minority students present on campus, Western currently enrolls fewer racially and ethnically diverse students than other public universities in the State of Washington. Recent data from the OFM Dashboard (2013-14) shows that only 25% of students at Western are from underrepresented racial backgrounds (7% API, 7% Hispanic (Latino/Latina), 7% Multiracial, 2% Black/African-American, and less than 0.5% American Indian/Native Alaskan). These are the lowest percentages in the state of Washington, with other public universities ranging from 32% - 56% of students from underrepresented racial backgrounds. The experiences of microaggressions, isolation, discouragement, unequal work, structural challenges, unclear administrative support, and potential lack of opportunities experienced by faculty in underrepresented groups have also been documented (Dozier, 2012, 2014). From faculty experiences, it seems reasonable to surmise that students and staff may be having similar experiences. Various insufficiencies exist, that if developed would greatly improve campus equity and inclusion, increasing Western’s opportunities to dramatically impact the enrollment and retention necessary for ongoing sustainability in the next decades. For example, Western is known for Canadian and Border studies and serves the region in bringing this expertise. Yet, while living in the midst of coastal Salish nations, on land originally belonging to American Indians, and despite moderately strong connections with the Northwest Indian College, the campus lacks a tribal liaison that would deepen university-tribe relationships and advise a pathway to increasing American Indian student and curriculum presence on campus. Another example includes, the absence of a full time LGBTQ higher education professional guiding LGBTQ student programming and services. While WWU enjoys a relatively strong Campus Pride rating that strongly aids in attracting prospective lesbian, gay, bisexual and transgender students, Western will not achieve the best Campus Pride rating possible, thus negatively impacting admissions and retention. Critical to Western’s ability to achieve its stated commitment to diversity, equity and inclusion is investments to increase centralized and identifiable support programs delineated to serve racial and ethnic minority students and to provide a more inclusive environment for various protected and underrepresented identities, including sexual orientation, sex, gender and gender expression, disability, religion and creed, veteran status, class background, national origin, including 1 undocumented students, international and non-English speaking, and age. This concept paper is introduced as a placeholder for the dialogue that is occurring and which will need to collectively engage students, staff and faculty in understanding the best means of fulfilling our mission of “bringing together individuals of diverse backgrounds and perspectives in an inclusive, student- centered university that develops the potential of learners and the well-being of communities.” Broadly speaking, Western will need a multi-pronged and staged approach that will transform and modify the current ethos on campus to create a more multi-culturally inclusive, equitable and supportive environment. This approach will need to happen through targeted support at all stages of student life from recruitment and retention to graduation and beyond as alumni of this institution as well as addressing needs for social/co-curricular programming and community building, and place making and built environments. Equally important is an integration of curricular and co-curricular efforts for a welcoming and inclusive campus. As the Education Advisory Board (2011) suggests, diversity and inclusion models “reflect three different organizational models: an identity-specific model, a programming and professional point-of-contact model, and a comprehensive- service model.” It is the vision and goal of Western Washington University to continue on a path to a comprehensive service model, and this placeholder is to continue the path towards that vision and goal. Furthermore, we cannot wait for another biennium to begin this work. The opportunity is upon us to be engaged now in this critical conversation of how to intentionally integrate issues of diversity in our planning and practices institution-wide in order to effect change in our culture. Here are some ideas to consider in the context of such a dialogue: 1) Development of the programmatic components for a multicultural center (examples) Development of peer mentor programs to combat isolation. Pairings could be interest/major driven (EAB-Identity Specific Model) Online Resource Center-collection of links, resources and opportunities related to diversity (EAB-Identity Specific Model) 2) Conduct environmental scans focused on discerning key campus areas that will enhance multiculturalism through art, marketing, naming, and/or design. 3) Examine policies and practices for barriers to success or built in exclusions 4) Specialized recruitment strategies a) More targeted efforts to attract Latina/Latino students to Western. Of high school graduates, this is the fastest growing minority population in the state. Program development between Admissions and cultural center staff “to host prospective students of color for a weekend program” The study found that this weekend programming was the reason students decided to enroll in the university. (EAB-Comprehensive Service Model) b) Enhanced Admissions presence in Seattle, Tacoma, Vancouver (WA) c) Enhanced Admissions presence in Central and Eastern Washington d) Continue to recruit a diverse faculty and staff workforce Create, promote and encourage a supportive and friendly environment that is welcoming to all; improve onboarding program to build that foundation (EAB-Comprehensive Service Model) 5) Support for undocumented and other foreign born students 2 a) Increased staffing to provide DACA and 1079 documentation support b) Training for staff and key faculty regarding the needs of undocumented and foreign- born students. 6) Specialized retention programs for historically marginalized students 7) Development and implementation of curricular and co-curricular experiences focused on multicultural, equity and inclusion topics campus-wide a) Provide resources and seed funding to support education and research on issues of diversity, race, sex, gender, sexuality, justice, and power b) Create a learning environment -- with a wide array of pedagogical and research resources -- in which students from all backgrounds can thrive in their chosen fields of study c) Expand support and resources for faculty and staff retention, research, and curricular development on race, ethnicity, immigration, gender, and sexuality, and other identity studies d) Add a GUR theme requirement for difference/power/discrimination based curriculum (c.f. http://oregonstate.edu/dept/dpd/ e) Prepare and implement the Since Time Immemorial curriculum/co-curriculum given state passage and mandate f) Add experiences focused on shared diverse identities, while recognizing the multiple identities the students, staff and faculty carry g) Include curricular/co-curricular experiences for aspiring social justice ally development, e.g. men, white, heterosexual, cisgender, able-bodied, non-veteran etc. 8) Campus community development and education a) Participate in workshops and critical conversations through the Campus Equity and Inclusion Forums, and other diversity and inclusion professional development workshops sponsored by divisions/units (i.e., SOS diversity and inclusion professional development workshops), departments or groups on campus b) “Faculty and staff from across campus form a diversity action council (could be the Taskforce which is already formulated and represents faculty and staff across campus along with divisions, programs, etc.)…that provides resources and consultation to faculty who want to develop inclusion…offers workshops on how to hold class discussions on controversial subjects and how to make syllabi more inclusive with regards to discussion and readings.” (EAB - Comprehensive Service Model p.10) Funding (personnel infrastructure) Funding now could begin to build the personnel infrastructure needed to create a more inclusive and diverse campus culture. These positions will need to be shaped with input from students and with funding flexible as the input is gathered. Staffing requests might include a leadership role for a Multicultural Center and additional Center support staff (program management and administrative support, a Graduate student, student employees), a dedicated position in Student Outreach Services to support undocumented students, an Admissions Counselor position to focus on multicultural recruitment, along with programmatic funds. Vision The Multicultural Center seeks to develop, recruit, retain, support, and sustain our community of diverse scholars, students, and staff who can fully engage and participate in teaching, research, and service.
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