Diversity and Inclusion Task Force Report

Page 74

APPENDIX C: STATEMENTS FROM STAKEHOLDER GROUPS Black Student Union (BSU), African Student Association (ASA) and Trinity Diversity Connection (TDC) statement: To the Trinity community, President Anderson, the Vice President of Student Life, and the Board of Trustees, We, students and members of the Black Student Union (BSU), African Student Association (ASA) and Trinity Diversity Connection (TDC), have come together to respond to the statements made by various administrators at Trinity. Following this narrative, we provide action items in response to calls for our input on ways to improve the experience of Black Trinity students. Trinity University’s statement on May 30, reacting to the murder of George Floyd and the increased attention towards the Black Lives Matter movement, was insufficient and disappointing. It was riddled with empty words and absent of action. For example, the statement calls for “the beginning of a conversation” without stating exactly what Trinity as an institution intends to change. Instead of making a commitment to becoming more representative, the university misspelled Breonna Taylor’s name. Instead of providing support to the members of BSU and ASA, the university refused to acknowledge the structural problem of police brutality that disproportionately affects the Black community. Instead of publicly committing funds and additional staff to the Diversity and Inclusion Office, the university called for “conversations” about diversity on campus. Instead of owning up and apologizing for the university’s perpetuation of its own structural racism, the university offered an MLK quote and refused to say Black Lives Matter. We are tired—tired of the continued refusal to listen to our voices and experiences, and tired of Trinity’s continuous refusal to acknowledge and account for its actions. Trinity's initial empty statement, made on May 30, left us frustrated and disappointed. These feelings were exacerbated after viewing Dean Tuttle's subsequent statement sent on May 31. In an attempt to write words of encouragement to the Black community and its allies, Dean Tuttle’s experience took priority; not ours. Once again, white people are making OUR experience about them. Currently, there are protests around the world about police brutality and the violence it has inflicted upon the Black community. Dean Tuttle is aware of this fact, yet he chose an anecdote about an officer — one of “the good ones.” This sidestep/deflection is extremely disrespectful to the community that has undergone severe trauma from the police institution. Further, in the following sentence, Dean Tuttle even refused to acknowledge that a policeman killed Floyd by broadening the statement, saying, “a man killed him.” We are tired of this pattern of downplaying our issues, making them about anyone other than us, and simplifying police brutality to a case-by-case problem, rather than an institutional issue. Additionally, in the next paragraph of the May 30 statement, Dean Tuttle stated he had nothing "new or insightful to offer." However, he could have. This would have been a perfect opportunity for Dean Tuttle to reassure Black students via a promise to commit to specific actions aimed at mitigating our stress. Dean Tuttle acknowledged that we have experienced generations of trauma.

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APPENDIX F: HEDS DIVERSITY AND EQUITY CAMPUS CLIMATE SURVEY

21min
pages 99-113

APPENDIX G: EXECUTIVE SUMMARY OF STAND BY SYSTEMS II (SBS), INC. CAMPUS WIDE INTERVIEWS

9min
pages 114-120

APPENDIX D: TRINITY UNIVERSITY FACULTY STATEMENT IN SOLIDARITY WITH BLACK LIVES MATTER

6min
pages 80-86

APPENDIX C: STATEMENTS FROM STAKEHOLDER GROUPS

10min
pages 74-79

APPENDIX B: GLOSSARY OF TERMS

5min
pages 70-73

APPENDIX A: REFERENCES

1min
pages 68-69

Recommendation 3: Encourage culturally responsive teaching strategies, including anti racist pedagogy. Provide professional development and other resources to support the adoption of such a pedagogy

3min
pages 66-67

Recommendation 2: All academic units must review their curricula and consider how they might incorporate diversity in an appropriate, meaningful fashion

1min
pages 64-65

Recommendation 1: Expand and infuse a commitment to diversity, equity, and inclusion throughout academic departments, interdisciplinary programs, and First Year Experience using appropriate curriculum and instructional practices

3min
pages 62-63

Recommendation 9: Trinity must prepare students to succeed in a diverse, multicultural workplace

1min
page 61

Recommendation 8: Increase the number of opportunities for alumni to receive awards and honors

2min
pages 59-60

Recommendation 7: Create a campus wide oral history project which will include a

2min
pages 57-58

Recommendation 6: Support staff education and training efforts that build individual awareness of and capacity for issues of diversity, equity, and inclusion and collective action in support of an anti bias and anti racist community

1min
pages 55-56

Recommendation 5: Increase empowerment and engagement of BIPOC alumni

2min
pages 53-54

Recommendation 4: Use existing and new forms of data to inform institutional diversity, equity, and inclusion efforts

2min
pages 51-52

Recommendation 3: Track student participation in extracurricular, co curricular, and experiential learning activities, and seek to broaden participation in such activities for students from historically underrepresented groups

2min
pages 49-50

Recommendation 2: Engage all students in ongoing and robust professional development and education around all issues of diversity, equity, and inclusion throughout the duration of their time at the university

3min
pages 47-48

Recommendation 1: Create a culture of dialogue and communication for diversity, equity, and inclusion by providing safe spaces, opportunities, and platforms for all members of the Trinity community

3min
pages 44-46

Recommendation 8: Actively communicate information, processes, and practices related to diversity, equity, and inclusion efforts from all major campus units

1min
page 43

Recommendation 7: Retain talented employees from all BIPOC and underrepresented constituents by improving campus climate and providing sufficient and appropriate institutional support

3min
pages 40-42

Recommendation 2: Increase the number of BIPOC and other underrepresented groups of faculty at Trinity

3min
pages 29-30

Recommendation 5: Require the adoption of best practices of diversity, equity, and inclusion in the hiring process for all faculty and staff

5min
pages 34-37

Recommendation 3: Increase the number of exempt (“contract”) and non exempt (“classified”) BIPOC and other underrepresented staff members

2min
pages 31-32

CATEGORY 3: RECRUITMENT AND RETENTION

5min
pages 25-28

Recommendation 4: Provide mentoring for underrepresented student, faculty, and staff populations

1min
page 33

Recommendation 5: Create a center devoted to university wide issues of Diversity, Equity, and Inclusion

1min
page 24

Recommendation 3: Develop diversity, equity, and inclusion assessment mechanisms to foster accountability

2min
pages 21-22

Recommendation 4: Develop a university wide culture of celebrating progress

1min
page 23

Recommendation 2: Achieve greater representation of BIPOC as well as other identifications of underrepresentation on the Trinity Board of Trustees

1min
page 12

Recommendation 2: Develop a culture of community education and community improvement

2min
pages 19-20

Recommendation 4: Inform faculty, students, and staff that Trinity’s Anti Harassment

2min
pages 15-16

CATEGORY 1: ADMINISTRATIVE STRUCTURE AND SUPPORT

3min
pages 10-11

Foreword

6min
pages 6-9

CATEGORY 2: CAMPUS, ALUMNI, AND COMMUNITY ENGAGEMENT

3min
pages 17-18
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