V. Components of the Multi-Year Plan
     B. Expenditures
          (1) Major Initiatives $7.0 M
              (d): Diversity and Multiculturalism - $ 0.5M

In Strategic Thinking it was suggested that we need to foster the continuing evolution from a monocultural institution (as we used to be) to a multicultural institution (as we are becoming) to a transcultural institution, valuing the richness and differences of individuals and cultures, yet affirming our common humanity. The challenge is actually rather similar to moving from a disciplinary to a multidisciplinary and transdisciplinary organization. Just as we have looked at new organizations of knowledge within the University [in (a) of this section] we need to examine our Structure of Committees and Advisory Units for achieving the multicultural University to which we aspire. Currently discussions are under way on how the Multicultural Advisory Board, the Commission on Civility and Human Relations and possibly the Affirmative Action Advisory Board, might combine into a synergistic unit with subgroups that focus on particular issues, e.g., religious diversity. A single board, perhaps an advisory group for a New Community could speed our progress in becoming a model interactive and diverse community. (See the more detailed discussion in Part 11(e).

As we work on fostering a new spirit of community, we must not lose sight of the need for continued Building of Diversity, the prerequisite for creating a meaningful multicultural environment. Diversity should permeate all dimensions of the University: the Chancellors Office, the Cheerleading Teams, the classroom, the workplace. We need to adopt simple and responsible measurable goals, such as we have done for undergraduate recruitment. Here we have a goal that the entering freshman class should reflect the diversity of those graduating seniors from the high schools across the Commonwealth who are college prepared. In Figure 6 we show various dimensions of diversity. First, the United States Population Census shows that the nation is now 24.8% people of color. The Commonwealth is much less diverse, at 11.6%, but will become increasingly diverse as indicated by the 91-92 Massachusetts high school population of 16.1%. (The percentage in public elementary and secondary schools is actually closer to 20%.) The last segment of the graph shows our progress towards this diversity through the entering freshman class, at 17% for fall, 95. But in spite of this overall progress, we fall short in African American and Hispanic representation.

Our Outreach Programs to K-12, such as SUMMA, are therefore essential in ensuring that a greater number of students are prepared to enter the University. Likewise, our joint agreements with all Community Colleges are very important. We have many such programs, and there is now a need to coordinate these efforts through the Office of the Provost. Presently some programs reside in Student Affairs (although partially funded through the Institute for Advanced Studies in the Humanities). As programs are initiated and piloted it is desirable to experiment with a variety of organizational and reporting lines, but there is now a need for consolidation and streamlining.

Once students come to the University, they should also experience diversity in the classroom, in the staff, in TAs, among administrators. We will continue to make progress through the Special Opportunity Fund for faculty hiring. (In the RISPP Program, Academic Affairs has been allowed to increase its replacement rate from the 35% applied in support areas to 50%, provided that some of the additional positions are dedicated to diversifying the faculty.) In fall 94, 50% of all faculty hires were women and people of color. Further progress is essential. For example, there remain several departments without Students of Color graduate students. If each such department committed to recruit one Graduate Student of Color next year, we would significantly increase our minority graduate recruitment.

In order to prepare a new generation of administrators with more women, people of color and other under-represented groups, we need to create opportunities for more people to be involved in administration. We shall continue our participation in the American Council of Education programs to bring promising scholars into administration. We might also look into the possibility of creating a collaborative program with New England Land-Grant Schools to provide programs for administrative leadership.

We shall complete our program for Gender Equity in intercollegiate athletics. By FY97, we shall achieve the representation of men and women in our sports programs reflecting the current proportion among undergraduate students. Our capital plan (see Part 3)will provide substantial improvements for womens sports facilities. And we have, through further investments, brought about a better balance in mens and womens scholarships, funds for travel and recruitment, and coaches salaries.

Policy changes and educational programs need to be implemented to make the campus a more Caring and Supportive Community. Our focus must include all members of the campus community--students, faculty, and staff. As a campus community, we need to learn to model behavior that encourages communication and openness, and to value people. We especially need to focus on the needs of our students. We must continue to support students in their intellectual, emotional, physical, spiritual, cultural, ethical, and social development in a safe and secure environment. Next year a policy on general harassment will be examined by a committee charged to review all that has been done, and the current status of the law. Other policies should be revisited and revised.

These and other strategic approaches need to be incorporated into an action plan. Drawing upon the ideas of the Task Force on Diversity and Multiculturalism, and on the innumerable past high quality studies, surveys and analyses, representatives from the various advisory organizations should develop a Multicultural Action Plan comprised of a specific and detailed set of goals. What we need is a plan that moves us through the early evolutionary phase of the institution of opening doors and creating diversity, through the current phase of opening minds with programs for the valuing of diversity, to the next phase of Open Systems. This phase must concentrate on making each facet of the institution a model of a new community for a global environment. The Action Plan should encompass: Leadership and Administration; Recruitment and Retention of Faculty, Students and Staff; Teaching and Learning; Research and Outreach; Climate and Environment. While assigning new funds for this important venture, it will also be important to examine our current investment of some $10M in diversity activities to see if those funds are deployed in the optimum fashion.

Our likelihood of success in developing a diverse and multicultural community will surely hinge on placing greater responsibility at all levels of the organization, and with the line administration, as recommended by the Task Force on Diversity and Multiculturalism. Measures of success should therefore become an explicit element in the Review of all Administrators.

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