VOLUME 108, ISSUE NO. 18 | STUDENT-RUN SINCE 1916 | RICETHRESHER.ORG | WEDNESDAY, FEBRUARY 14, 2024
valentine’s
Kim, Tobey face off for Student Association presidency Contested elections for treasurer, secretary supplement presidential race FRANCESCA NEMATI / THRESHER
Learn about all eight candidates on pages 8-10
2024
Rice kicks off Black History Month BELINDA ZHU
ASST. NEWS EDITOR Rice is celebrating Black History Month with a variety of events. This year’s national theme for Black History Month, an annual celebration in February dedicated to recognizing African Americans’ achievements and contributions in U.S. history, is “African Americans and the Arts.” Events at Rice include a lecture series, hangouts and a first-ever kickoff event. Avery Hartwell, chair of the BHM committee and associate director of diversity, equity and inclusion for student engagement, said Black history has been rewritten in a way that doesn’t show the many contributions African Americans have made to the U.S. “Black history was created so we have the time to acknowledge the contributions, the struggles, the resilience and perseverance of African Americans here in America,” Hartwell said. “It is very important to celebrate [at Rice] because if we don’t know where we come from, we tend to repeat the history. It is very important to remind ourselves as African Americans of the rich
SEE BHM PAGE 2
COURTESY JEFF FITLOW
history
Disability report ranks Rice 35th JAMES CANCELARICH
THRESHER STAFF
A disability ranking study placed Rice as 35th in the country out of 106 universities studied for disability inclusion and access in higher education. Created by Bowen Cho, a disability scholar-activist at the Paul K. Longmore Institute on Disability at San Francisco State University, this project ranked top universities on four pillars. In Cho’s ranking system, no school scored better than a D. The top-ranked schools in the project were Yale University, Harvard University and the University of Idaho. The first pillar, support and accessibility, measured metrics such as building accessibility, time between classes, counseling services and remote accessibility. In their report, Cho wrote that a 10-minute transfer period between classes, which Rice currently employs, can cause issues for people with mobilityrelated disabilities. Another facet of support and accessibility is the time for an initial counseling session, which according to Cho can take weeks at some universities. The second pillar is inclusion, which was measured through the existence of mandatory diversity, equity and inclusion programs and the presence of peer support groups on campus. The third pillar is safety, measured by experiences of ableism, police response to crisis and students of concern reporting. The fourth pillar is critical pedagogy, measured by support for racial justice, disability studies programs, critical theory and ethical research. “I designed the survey with four categories (pillars) of measurement to try to get a holistic picture of disability support in higher education, especially since support can mean vastly different things to different students,” Cho wrote in an
email to the Thresher. Instead of purely academic research, Cho said that the project was designed with lived experiences in mind. “Lived experience research is particularly important in order to break a long and entrenched pattern of academicians and medical experts defining what quality of life means for disabled people, often ignoring or speaking over the voices of disabled people when we express
I would say that it is disabling when a person’s needs aren’t being met, and because society is built around neurotypical and abled people’s needs, neurodivergence can indeed be disabling in that context. Bowen Cho DISABILITY SCHOLAR
our needs and identities in ways that don’t fit within a medical or pathologizing frame of disability,” Cho wrote. Cho said the project was primarily based on publicly available data and survey responses, receiving one survey response from Rice. “I am transparent about the limited resources I had to conduct this project, and I designed the survey in anticipation of receiving a small response rate,” Cho wrote. “The average response rate per university was three, and the median was two.” Cho’s background in disability research includes Students of Concern research, which was included in the ranking system.
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Cho defines Students of Concern as a tool for surveying vulnerable students who are perceived as a threat to themselves or others. Director of the Student Wellbeing Office Agnes Ho said that Students of Concern reporting is available for students and faculty to refer students to the wellbeing office if there are concerns about mental health. “A Wellbeing Advisor will reach out to the student of concern [to] provide resources and connect them with support services,” Ho wrote in an email to the Thresher. Cho says they include mental health under the lens of disability in their project to highlight the intersectionality of disability advocacy. “I would say that it is disabling when a person’s needs aren’t being met, and because society is built around neurotypical and abled people’s needs, neurodivergence can indeed be disabling in that context,” Cho wrote. President Reggie DesRoches said that Rice remains committed to disability accessibility and inclusion. “Rice is committed to providing an accessible and inclusive educational and work environment to all students, faculty and staff. We work hard, especially through our Disabilities Resource Center, to address these priorities,” DesRoches wrote in an email to the Thresher. “We are in the process of launching a self-review of our services to identify areas of future focus … Upon completion of our self-review of accessibility services, I expect new initiatives will be developed to prioritize enhancing our campus experience and accessibility,” DesRoches added. Jeff Anderson, an administrative assistant at the Disabilities Resource Center, says that the DRC works to give students accommodations and make the campus an inclusive environment.
SEE DISABILITY REPORT PAGE 2