Strategies for Fostering an Inclusive Community

Creating an inclusive, supportive community is an explicitly stated goal of UMass Amherst. The substantial benefits to all of us of creating a diverse and vibrant academy are well documented, and we won't belabor them here.

The graduate student population nationwide and at UMass Amherst is increasingly diverse. It's no longer relevant to consider students as either "traditional" or "non- traditional." If we include women in traditionally male-dominated fields, students from historically underrepresented groups, international students, LGBTQ+ students, students with disabilities, and students with children with other care-giving roles, these "non- traditional" students from decades past now comprise the majority of graduate students in the nation.

  • Recognize that if your mentee is in an underrepresented group, they may find it more difficult to form connections. Ask your student about their interests, and help them get connected with people that share them.
  • A student may select a thesis topic that is more aligned with the values or culture of their community rather than one centered in the traditional area of the discipline. If at all possible, support the student in their choice, perhaps by enlisting additional faculty as members of the student's mentor network.
  • Recognize that there are many ways to be an effective graduate student and that being flexible with expectations can help your students succeed. For example, graduate students with caregiving responsibilities or religious obligations may be constrained in when they can be on campus. Work with your mentee to ensure to plan accordingly. Remember that often students with substantial obligations beyond graduate school effectively balance these obligations by being more time-efficient.
  • Be aware of your own limitations and biases. Research suggests that few of us are free of implicit biases, fostered by our cultural surroundings, and in fact one can be biased against one's own identity group. It is worth examining one's own unconscious biases—you might try some of the exercises at Harvard's Project Implicit. The good news is that we can mitigate the effect of unconscious biases through awareness of them and conscious intentionality against them.
  • When working with international students, be aware that their undergraduate experience may have been very different than at an American university. You can support your mentee in understanding the "hidden curriculum" of American university culture, such as expectations for engaging in class discussion and asking questions, the informality of the mentor/mentee relationship compared to some other cultures, and the expectation that students can and should advocate for themselves. International students working as teaching assistants may have had very different classroom experiences as undergraduates, and may need information about typical undergraduate academic preparation and undergraduate expectations about classroom dynamics.
  • Mentees that are pregnant, adopting a child, or who are parents may require a leave of absence or extra flexibility in order to succeed with their degree. Pregnant and parenting students have rights under Title IX and under the Graduate Employment Organization contract. A helpful summary can be found in the UMass Amherst Title IX resources. Familiarize yourself with these rights and resources. Initiate conversations with your mentee about support that they may need.

Recommended practices at the program level

  • Be a visible advocate for inclusion. If your program is not very diverse, work for change. Be alert for recruitment opportunities; for example, the Graduate School brings groups of prospective students such as McNair Scholars to campus.
  • GPDs may nominate eligible incoming students for the Spaulding-Smith and Research Enhancement and Leadership (REAL) fellowships offered by the Graduate School Office of Inclusion and Engagement.
  • Use a holistic application review. Recognize that metrics traditionally used for admission to graduate programs are poor predictors of student success. In each student application, be attentive to leadership qualities, barriers that have been overcome and evidence of integrity as demonstrated in the personal statement and letters of recommendation. More information about the holistic review can be found on the ETS website. Please note: the Graduate School does not require GRE scores; individual programs may decide whether to require them.
  • Attend and encourage both students and faculty peers to attend reading groups and talks that focus on issues related to diversity and inclusion.
  • Encourage your students, especially those from underrepresented groups, to take advantage of our institutional membership in the National Center for Faculty Development & Diversity, which includes programs geared toward graduate students and postdocs.

Additional resources