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On Thursday afternoon, Professor Harriet N. Brown held a press conference at the S.I. Newhouse School of Public Communications regarding the Chancellor’s Workgroup on Diversity and Inclusion’s Final Report, which was released earlier this month.
Brown was one of 23 members in the Chancellor’s workgroup, which consisted of Syracuse University students, faculty and administration. The group met for four to six hours a week, since October, with the goal of creating a list of recommendations for the dean to make Syracuse University a more diverse and inclusive place.
The workgroup talked to people of all constituencies ranging from LGBTQ issues, to accessibility issues. The group talked with anyone willing to share, or that they felt added something of importance to the conversation.
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“What we were basically hearing about is times when the university failed people in someway. Failed students, failed staff, failed faculty, failed to be as diverse and welcoming and inclusive as it could be.”
Brown explained that the group was given “a very vague and wide ranging sort of charge and we weren't really given any instructions, except that the chancellor wanted some concrete things that we would recommend that could in fact make a difference.”
The committee was limited only by the intention of producing a readable document. Equal Opportunity, Inclusion and Resolution Services Director, and ADA Coordinator, Aaron Hodukavich, said “We wanted students to really read this, we couldn't have it be like, 300 recommendations. Probably everybody had things the liked to see on there that had to be left out, but over all we were all very satisfied with what we ended up with”
Brown explained the structure of the final report, which they chose to split in three categories, that were further broke into long-term and short-term goal: Institutional Commitment; Faculty, Staff, and Student Education; and Full
Panel Members. (2014). Retrieved February 26, 2014, from The Brown & Black Presidential Forum: http://www.bbpresforum.org/panel.html
“College campuses are not dominated by widespread racial/ethnic segregation and the racial/ethnic clustering that does occur isn’t impeding intergroup contact.” (578, Hoeffner and Hoeffner). Throughout the essay, the writer continues to provide facts and sources on the information that diversity is not a problem on college campuses. She quotes evidence that states that college students are getting a “variety of positive educational outcomes that result from being educated in a diverse environment.” (578, Hoeffner and Hoeffner).
Dale Stephens is a member of uncollege and protests his higher education. He suggests that “college fails to empower us with the skills necessary to become productive members
The mission statement provided, effectively addresses the concerns of the community as well as the ultimate goal for the Black Student Union. The concern of just being a group on campus but to also have a voice and feel as if we belong as well as learn about who we are. Hence, the ultimate goal would be to collectively strategize a way on how to be affective on campus maintaining the philosophy of the each one teach one
Brown, Frank the Journal of Negro Education, Vol. 73, No. 3, Special Issue: Brown v. Board of Education at 50 (summer, 2004), pp. 182-190.
The long awaited talk finally started a few minutes after four. Susan Fowler, co-chairman of the Brown v. Board commemoration, started by introducing the ten winning students who wrote to Linda Brown expressing their feelings about the Brown v. Board trial and decision. She then talked about how Project 500, established in 1968, recruited African-American students to the University of Illinois campus as a way to make the campus more diverse; project 500 was a direct result of Brown v.
Stephanopoulos, George, and Christopher Edley, Jr. "Letter to the President." Affirmative Action Review Report to the President. 19 July 1995. 16 Dec. 2002 <http://clinton2.nara.gov/WH/EOP/OP/html/aa/aa-lett.html>
Sacks, David, and Peter Thiel. "The Case Against Affirmative Action." Stanford Magazine. N.p., n.d. Web. 01 May 2014.
We chose our topic because as young ladies of African- American descent in middle school we feel that this topic is significant to our education and we wouldn't have the intelligence level we currently have if it wasn't for this remarkable case. Not only but also, we wanted to do a topic that was a major event and had an immense impact that we still see today. Our project displays multiple pieces of not only Brown v Board of Education but as well as Brown 2.
Stevenson, Daniel C. “Affirmative Action Remains Imperative.” The Tech. Boston: 7 March 1995. Web. 28 March 2015.
When diversity is being discussed, there are a plethora of ideas that are associated with it. Whether people are talking being put on a waitlist for college, about people of color, or about representation in the media, the subject of diversity is not rare. Recently, the conversation of diversity has become more common because colleges want to demonstrate that they have diversified campus. How would diversity on campus be defined? Most importantly, diversity is more than having an extraordinary personality. Race, gender, sexuality, and social status are a few of the superfluous traits that make an individual unique in a college’s eyes. In Sophia Kerby’s article, “10 Reasons Why We Need Diversity on College Campuses”, she notes that, while there has already been an effort to diversify high schools and middle schools, accepting students of different backgrounds is not as apparent in higher education (1) . A university desires to diversify its campus in order to benefit the students that are attending the college. Students are not only likely to improve
Patterson, James. Brown v. Board of Education, A Civil Rights Milestone and its Troubled Legacy. New York: Oxford University Press, 2001.
Jeffrey, Christinia. “Point: Rethinking Affirmative Action” Public Productivity & Management Review, Vol. 20, No. 3 (Mar., 1997), pp. 228-236
Materials to achieve the idea of universality are seemingly simple, but often times can be a challenge. Although no physical materials are required, client willingness to voice their concerns and fears to other group members can often be challenging. Combating this issue begins with the group leader. Making group members feel comfortable in confiding with other members must begin with a safe space to do so and encouragement from group
Forming meaningful relationships and investing in understanding perspectives are essential in the human resources frame. As provided in the scenario, strategically outlining processes for multiple groups through shared leadership and learning paved the way for intentional goal setting based on feedback from division leaders, school leaders, and teacher leaders. Continued efforts have resulted in tiered support systems based on individual needs.