1. AN INSTITUTIONAL AND PERSONAL LOOK AT DIVERSITY AND ISSUES AROUND RACE AT THE UNIVERSITY OF VERMONT The Diversity Climate at UVM

2. Who Are We? Beverly Colston, Director of ASC Nick Negrete, Assistant Director Patricia Nguyen, Program & Outreach Grad. Asst We are from the ALANA Student Center. The ASC fully supports the holistic development of African, Latin@, Asian, Native American, and bi/multiracial students so that as confident students of color they attain their goals for academic achievement, personal growth, and identity formation and cultural development.

3. First and Foremost… What do you expect from this session?  What do you think it’s about?  What do you we, as speakers, are here to do? We are not here to impose ideology, we’re here to present another perspective to you, just like class and readings do, for you to consider.  What you choose to do with the gaining of this new perspective and information is UP TO YOU.

4. Goals for the Plenary Session To explore the current climate, in particular around issues of racial diversity, at UVM. To consider our (you and us) own impact on the “climate” here at UVM. Create a sense of self awareness around these issues that affect us all.

5. Thoughts to Consider What is climate? What is the condition of the environment at UVM to sustain the life of the community that resides here? Is the climate conducive to diversity focused efforts? How do people and policy fare?

6. Did You Know? As students, are you aware of UVM’s commitment to creating a culturally pluralistic community—a place where people from a range of racial, ethnic, religious, class, sexual orientation and gender backgrounds live and learn together?

7. From President Fogel… The university’s mission statement outlined, “commitment to diversity in the student body, the faculty, staff, and the curriculum”. The Advancing Diversity document of 2005 states that “diversity and inclusion are inseparable form academic excellence.”

8. Before Fogel’s Tenure Our Common Ground (1998) states “UVM is an educationally purposeful community seeking to prepare students to live in a diverse and changing world”.

9. The Institution Says…. With all this institutional commitment, how are we actually doing? As a community, what are our triumphs and our setbacks?

10. In Relation to Racial Diversity… What is the UVM experience for majority White students? How are majority White students engaged in the conversation and reality of this commitment to creating a diverse and inclusive community? What is the experience of students of color at UVM? What do they see, feel, hear and sense on a daily basis? How are each of you an engaged participant in the creation of an inclusive community for all students?

11. Terms to Better Understand Racial Diversity Diversity Racism Prejudice “The System”

12. Diversity Diversity refers to recognizing difference. Our use of the word is anchored in the belief that there is a difference in power between various groups of people in this society. The difference in power gives some people more privilege than others. We have greater access to more resources in society based on our privilege.

13. Becoming Self-Aware Where do we have privilege? Are we aware of the parts of our identity where we do and do not have privilege?

14. ABOUT A TIME WHEN YOU BECAME AWARE OF THE DIFFERENCE AND POWER DIFFERENTIAL BETWEEN YOURSELF AND ANOTHER. Share a story…

15. A Show of Hands… How many of you were able to share a story? How many shared a story where you became aware of more power? Less Power?

16. What is Racism? Beverly Tatum relies on the definition of David Wellman:  “A system of advantages based on race”. The system in this country is well in place and benefits White people even when they “do not embrace overtly prejudicial thinking.”

17. Prejudice Prejudice is a pre-conceived judgment or opinion usually based on limited information. Prejudice does not have the power to give anyone an advantage over another.

18. “The System” The system involves:  Cultural messages  Stereotypes  Assumptions  Institutional policies and practices  Beliefs and actions of individuals and groups

19. The System of Racism …is institutionalized and impacts all aspects of our society including higher education and UVM. Work to improve the climate for diversity takes on the force of racism in our culture.

20. What is the climate for racial diversity here at UVM?

21. What do we have at this moment? Current Student Demographics  Student Population: 11,870 1.14% African American 0.30% Native American 1.62% Asian American 1.31% Latino/a 1.36% Multi-Racial  THERE ARE LESS THAN 200 INDIVIDUALS IN ANY SPECIFIC RACIAL GROUP.  This demographic includes graduate and professional degree seeking students.

22. What is the experience of some of the growing number of students of color at UVM?

23. Let’s Talk Where were you surprise? When? Why? Why not? Were student experiences negatively affected by racism? How did race advantage or disadvantage one person (or group) from another? Where assumptions made based on race? How so? How do you feel about the fact that any member of your community experiences what you just saw and heard?

24. WE ARE ALL DEVELOPED OR DIMINISHED WHEN OUR CULTURE TREATS ANY ONE OF ITS CHILDREN IN A DEROGATORY MANNER. What happens to one of us happens to all of us.

25. A VISION OF SOCIETY IN WHICH DISTRIBUTION OF RESOURCES IS EQUITABLE AND ALL MEMBERS ARE PHYSICALLY AND PSYCHOLOGICALLY SAFE AND SECURE. WHERE INDIVIDUALS ARE BOTH SELF- DETERMINING AND INTERDEPENDENT. IT INVOLVES SOCIAL ACTORS WHO HAVE A SENSE OF THEIR OWN AGENCY AS WELL AS A SENSE OF SOCIAL RESPONSIBILITY TOWARD AND WITH OTHERS AND SOCIETY AS A WHOLE. What is social justice?

26. “IN GERMANY, THEY CAME FIRST FOR THE COMMUNISTS, AND I DIDN’T SPEAK UP BECAUSE I WASN’T A COMMUNIST. AND THEN THEY CAME FOR THE TRADE UNIONISTS, AND I DIDN’T SPEAK UP BECAUSE I WASN’T A TRADE UNIONIST. AND THEN THEY CAME FOR THE JEWS, AND I DIDN’T SPEAK UP BECAUSE I WASN’T A JEW. AND THEN... THEY CAME FOR ME... AND BY THAT TIME THERE WAS NO ONE LEFT TO SPEAK UP." Does empathy lead you to action?

27. Towards Ally Consciousness How do allies learn? How do allies respond? How do allies intervene?

28. A MEMBER OF THE DOMINANT GROUP WHO REJECTS THE DOMINANT IDEOLOGY AND TAKES ACTION AGAINST OPPRESSION OUT OF A BELIEF THAT ELIMINATING OPPRESSION WILL BENEFIT EVERYONE. What is an Ally?

29. EITHER IN YOUR CONVERSATIONS WITH EACH OTHER OR WHEN YOU HEARD THE VOICES OF SOME STUDENTS OF COLOR AT UVM. WHAT WOULD AN ALLY DO IF THEY WERE PRESENT? Consider the stories you’ve heard today.

30. REPORTING VS. SUPPORTING REPORTING BIAS INCIDENTS. AFFIRMATIVE ACTION DEAN OF STUDENTS POLICE SERVICES You can be an ally to under- represented groups at UVM.

31. SEEK TO UNDERSTAND HOW POWER AND PRIVILEGE ARE AT PLAY IN YOUR LIFE. CONSIDER STEPPING OUTSIDE OF YOUR COMFORT ZONE TO LEARN MORE ABOUT HE DIVERSE COMMUNITY THAT IS UVM. LEARN MORE ABOUT WAYS TO SUPPORT DIVERSE MEMBERS THE WHOLE COMMUNITY BY OBSERVING, ASKING QUESTIONS, AND EDUCATING YOURSELF. Develop your awareness of your own experience.