ACCESS IS NOT ENOUGH A REPORT TO THE PRESIDENT CONCERNING OPPORTUNITIES FOR BLACKS AT THE UNIVERSITY OF MARYLAND AT COLLEGE PARK OCTOBER 18, 1989 TABLE OF CONTENTS Preface...............................(see file) preface.txt Introduction.........................(see file) introduction.txt Campus Climate........................(see file) chapter1.txt Pre-College Outreach Programs.........(see file) chapter2.txt Undergraduate Students................(see file) chapter3.txt Graduate Students.....................(see file) chapter4.txt Faculty...............................(see file) chapter5.txt Staff.................................(see file) chapter6.txt Conclusion............................(see file) chapter7.txt Appendices............................(see files) aappendix.txt bappendix.txt cappendix.txt dappendix.txt eappendix.txt fappendix.txt gappendix.txt References............................(see file) reference.txt Access Is Not Enough A Report to the President Concerning Opportunities for Blacks at the University of Maryland at College Park October 1989 Preface This document, Access is Not Enough, is designed to provide a comprehensive report concerning the opportunities for Blacks to be successful at the University of Maryland at College Park. All minorities are equally protected by our Affirmative Action Plan, but the College Park campus experience is considerably different for Blacks than it is for other minorities. These differences,our specific desegregation obligations, and the perceived need to maintain a specific focus for the report led to this decision to limit the report to Blacks. While this report will focus specifically on the issues that are inhibiting as well as supporting our current effort to provide black employees and students with a fair opportunity to be successful, it is anticipated that many of the recommendations will benefit all of our students and employees. This document is organized according to six topic areas: Campus Climate, Pre-College Outreach Programs, Undergraduate Students, Graduate Students, Faculty, and Staff. For each of these topics, the document will include an introduction, a set of findings and a set of recommendations. National dataand trends are provided where available and appropriate. In completing this report, appropriate campus and off campus reports were reviewed, and individual and group meetings were held with university colleagues and students with special attention given to assuring that the perceptions of black faculty, staff and students were included in the findings of this document. These perceptions are extremely important in assessing the environment for Blacks at the College Park campus. Appendix A (see file aappendix.txt) represents the general questions the report has attempted to answer. ACCESS IS NOT ENOUGH Introduction A mere thirty-five years ago, the University of Maryland at College Park, was a segregated institution. In 1954, the university was officially integrated, but it was not until the early 1970s that Blacks were employed or enrolled as students in any appreciable numbers. The trilogy of the State's mandated desegregation goals, the commitment of top campus leadership to diversity, and the aggressive recruitment efforts of some campus officials (black and white faculty, administrators and staff) have allowed the campus to increase substantially the number of black employees and students at the university. As evidence of this success, according to the 1988 data compiled through the Association of American Universities Data Exchange (AAUDE), the College Park campus is currently ranked among the top three public members of the association with regard to black undergraduate and graduate student enrollments as well as the percentage of black faculty employed. These accomplishments are significant but candor requires us to admit that this ranking means a very low level of achievement on the part of most of these large research universities. Thus, as we prepare for the twenty-first century, it is important to assess our status in order to identify areas of success as well as problems that are hindering our pursuit of excellence. Since the integration of the university, many studies and reports have been completed to address the concerns of Desegregation/Affirmative Action. These reports have led to substantial changes in how our campus is organized administratively to respond to these issues. The reports have also influenced our progress in recruiting black students and employees. A continuing concern, however, is our lack of success in retaining these individuals, particularly our undergraduate students. Almost ten years ago, I presented a report, Access is Not Enough, at a campus retreat to address the issues of Affirmative Action/Desegregation at UMCP. This presentation was concerned primarily with the retention of black undergraduates because it appeared that we had a revolving door for these students. Since 1978, we have increased our black undergraduate enrollment, maintained our black graduate student enrollment, and experienced marginal success in the recruitment of faculty and staff. These trends suggest that while our accessibility has improved, some chronic problems still remain. Thus, the statement "Access Is Not Enough" appears to be appropriate still for Blacks at UMCP in 1989. The data concerning our past and current status are outlined below. The first-time full-time black undergraduate student enrollment in 1978 was 381 or 7.9 percent of our freshman class and our Fall 1988 enrollment for this group is 497 or 13.6 percent. The total number of black undergraduates has increased from 2,168 (7.4 percent) in Fall 1978 to 2,700 (9.7 percent) in Fall 1988. Although the number of black students enrolling at UMCP has increased, the retention rates and graduation patterns for black students continue to be problem areas. In recent years, the retention rates for black undergraduates have improved; however, the retention rates for Blacks are not equal to those of white undergraduates. For example, for the 1983 freshman class, the second-year retention rate for whites is 83 percent and 73 percent for Blacks; the third-year rates are 71 percent for whites and 62 percent for Blacks. Appendix B (see file bappendix.txt) provides retention data for the past several years. Black graduate student enrollment increased in numbers from 409 (5.5 percent) in Fall 1978 to 456 (5.2 percent) in Fall 1988. During those ten years the percentage of black graduate students has risen as high as 7.0 percent (1980) but has gradually declined to its current point. The total number of black faculty at UMCP increased from 83 in 1980 to 91 in 1988. Although the total number increased slightly, black faculty in the tenure/tenure-track category increased from 31 (2.2 percent) in 1980 to 51 (3.4 percent) in 1988. Also, during this period, many outstanding black tenured and untenured faculty were recruited to UMCP but have since left the university. While the number of black staff at UMCP increased their percentage of the total workforce decreased. In 1980, 831 Blacks represented 14 percent of our workforce and in 1988 we had 862 black employees making up 13.1 percent of our workforce. An analysis of the workforce reveals that 74 percent (636) of these employees were classified staff and this percentage has remained relatively consistent over the ten year period. Further, the number of Blacks employed in the category of Professional increased from 63 (10.1 percent) in 1980 to 110 (10.9 percent) in 1988 and the number of Blacks employed in the Executive category increased from 9 (11.4 percent) in 1980 to 19 (12.8 percent) in 1988. However, the number of Blacks in the Academic Administrator category decreased from 8 (13.6 percent) in 1980 to 6 (9.8 percent) in 1988. These data suggest only marginal progress in the recruitment and retention of Blacks at UMCP during the ten宜ear period from 1978 to 1988. To put this progress into perspective, a comparison of UMCP with other higher education institutions is appropriate. While UMCP has experienced minimal increases, nationally, the presence of Blacks in higher education is declining. The total enrollment of black undergraduates declined from a peak enrollment of 1.1 million in 1980 to 1,081,000 in Fall 1986. The total number of Blacks enrolling in graduate schools nationally fluctuated during the ten year period of 1976 to 1986. In 1976, the number of Blacks in graduate school was 72,000, their enrollment decreased to 61,000 in 1982, and it had risen to 72,000 again by 1986. The number of Blacks completing a PhD declined from 1116 in 1977 to 820 in 1986. As noted earlier, UMCP is a leader in providing access, however, much more is needed if we are going to go beyond providing access to providing an environment for Blacks that is supportive of their individual pursuits of excellence as well as our institutional goal of excellence. There are strong indications that the campus leadership is committed to substantial improvement in all the above dismal statistics. The recently developed Enhancement Plan for College Park includes a number of significant accountability measures to evaluate our progress in increasing the presence of Blacks on campus. The five-year goals include: (1) increasing the percentage of black students in the entire undergraduate body from 9.7 percent to 12 percent; (2) increasing the five宜ear graduation rates for black students by 15 percentage points; (3) increasing the proportion of black graduate students from 5 percent to 12 percent; (4) increasing the number of doctorates awarded annually to Blacks by 25 percent over the 1988 level of 24; (5) doubling the number of black tenure/tenure-track faculty; (6) increasing the percentage of black and other minority administrative staff from 12 percent to 18 percent. These goals will require the institution to be more aggressive toward ensuring that black students, faculty and staff are having a productive and successful experience at UMCP. The method for collecting the data and the other information in the report included a review of the topical literature (a listing of documents referenced in the report is attached) and numerous conversations and discussions with black students, staff and faculty. To encourage participation from Blacks on campus, a letter (Appendix C) (see file cappendix.txt) explaining the purpose of the report was forwarded to all black employees. Over 250 of these employees were sent a copy of the draft introduction, including the questions to be addressed in the report. All black employees were encouraged to attend the open forums held on July 18, 1989 and July 27, 1989. Others unable to attend the forums were requested to share their comments by visiting, telephone or personal interview. Thirty individuals attended at least one of the forums for employees, and many others provided written or verbal comments. In addition, key black officials and directors of units serving large minority populations were interviewed, and a luncheon was held with a group of black faculty members. Two forums for students were held in Spring 1989, and a third session was held with students during the summer. Approximately fifty students participated in at least one of these sessions. The comments and statements from these interactions with staff, faculty and students are included in the findings for each chapter. The following chapters on campus climate, pre-college outreach programs, undergraduate students, graduate students, faculty, staff and the conclusion are provided to inform, challenge and assist the campus in moving beyond providing access to assuring Blacks a productive and successful experience at UMCP. ACCESS IS NOT ENOUGH October 1989 CHAPTER 1 Campus Climate The recent Supreme Court decisions concerning affirmative action and the increased polarization of the races as evidenced by the increasing number of reported racial incidents suggest that, as a nation, we are becoming more conservative in our views and actions with respect to equality for all our citizens. Although no agency maintains official statistics on the number of racial incidents that have occurred on campuses in recent years, the National Institute Against Prejudice and Violence has used newspaper clippings to document incidents of racial tension at 175 colleges since 1986-87. Further evidence of this hostile environment was noted in a recent Newsweek article. According to the Newsweek Campus Poll on Racial Issues, 41 percent of the respondents say there is racial prejudice at their school. The poll, conducted by the Gallup Organization, included 516 face-to-face interviews with college students on 100 college campuses nationwide in 1986. Many Blacks believe these disturbing actions and trends at the national level ultimately affect local environments. Black employees and students are becoming more conscious and concerned as well as suspicious and verbal about the institutional environments that they experience on a daily basis. There is growing unrest and intolerance for covert and overt racism, injustices and oppression. The College Park campus represents the primary institutional environment for over 3,000 black students and approximately 1,000 black employees. Blacks and many others see the university as a microcosm of the larger society. As the nation goes, so goes the university, unless major changes or initiatives are implemented to counter the conservative racial trends. This campus, as noted in the introduction, has made progress in recruiting students and employees, and some successful initiatives have been implemented to provide a supportive environment for black students and employees. These efforts must be continued along with more attention and concern to the issue of racism if we are to become an outstanding institution that encourages and supports all of its students and employees in the pursuit of excellence. This chapter and much of the report will indirectly and directly allude to the issue of racism. Racism simply defined, is "Power and Prejudice = Racism." More formally racism is defined as any attitude, action or institutional structure which subordinates a person or group because of their color. Racism is not just a matter of attitudes: action and institutional structure can also be a form of racism. Sedlacek and Brooks in their text, Racism in American Education: A Model for Change, further explain racism by defining different aspects of it. They state that "Institutional racism is action taken by a social system or institution which results in negative outcomes for members of a certain group or groups. Individual racism is an action taken by one individual toward another, which results in negative outcomes, because the other person is identified with a certain group. These definitions of racism are behavioral, in that results not intentions are important. Most racism is unknowing or unintentional. Those who have power to influence others are the primary perpetuators." Findings for this chapter include highlights of campus programs and events, followed by comments made by our black faculty, staff and students concerning their perceptions of the campus climate. Findings 1. The College Park campus has a number of units and Programs designed to address the concerns of black students and some special efforts for black faculty and staff as well. Campus-wide programs are offered by the Office of Human Relations, the Office of Minority Student Education and the Office of Graduate Minority Affairs. Departmental and college initiatives are offered in several colleges in the university. A listing of activities is Provided in Appendix D. The problem often reported by black students, staff and faculty is that there is a lack of a campus-wide policy with authority and resources to coordinate these efforts and supply missing ones. 2. During the 1989 spring semester at the College Park campus a teaching assistant, in completing an academic monitoring form for a student in an academic support unit, referred to the student's classroom demeanor in less than glowing terms and noted she was "a typical black student". In a second incident an instructor was forced to resign for telling a black student in his class that she had two strikes against achieving success, "she was female and Black." 3. The number of complaints regarding racism filed with our Office of Human Relations Program has increased from 19 in 1986-87 to 40 in 1988-89. 4. The stigma of being seen as an affirmative action hire as an employee or admit as a student continues to be pervasive across the campus. (This is one of the more painful ironies of being a person of color, although it is the institution's practices of exclusion that necessitate the need for affirmative action remedies, it is the victims of those practices who continue to be penalized.) Many black employees and students perceive the need to "prove" that one merits his or her presence on campus. 5. The perception of black employees is that the overall environment is lacking. However, there is an appreciation for the fact that several initiatives at UMCP help to ameliorate the situation somewhat. One of these is the Black Faculty and Staff Association (citing the campus support for the BFSA conference). Another is the relationships they have been able to develop with other Blacks on campus. Although many units are limited to one black employee, because of our size, the total number of black employees is relatively large in comparison with our peers. These numbers allow for the networking among Black employees on this campus that is not as prevalent at other majority white institutions. 6. Open forums for black faculty, staff and students were held in the spring and summer. The following perceptions of the campus climate were shared during these sessions. a. An employee alleges that she is discriminated against in her office. She cites the following as examples: 1) other classified staff get together to decide issues that affect her responsibilities and performance evaluation; 2) the responsibilities of the position change (more labor oriented) when a Black is the incumbent; 3) suggestions by Blacks are overlooked until a white makes the same suggestion; 4) white colleagues emphasize mistakes by Blacks, but overlook their own errors; and 5) provisions outside the rules are made for whites, but not for Blacks. Many in the audience cited the same types of behavior reported by this employee as a way of life for Blacks at the College Park campus. It is important to note that in separate sessions this same behavior was perceived and shared by classified staff as well as academic administrators and associate staff. b. Many black employees believe their contributions, in general, are not recognized or valued. Since most black administrators and associate staff have equity-related responsibilities and these issues appear to have little value to campus, outstanding performance is infrequently acknowledged and rewarded. Blacks believe that these responsibilities are outside what the white community considers to be the mainstream of the campus and therefore are secondary. This secondary status tends to facilitate the thinking, by white colleagues and supervisors, that the skills, talents, and expertise that Blacks have are limited in scope. Lastly, many Blacks express concern with their role on campus. They believe that they are hired to ensure that the minority view is considered in decision making, but if they support minority or equity issues too frequently, they then lose credibility because they are considered not to be objective. c. Blacks, in general believe that institutional responses to racial incidents are not aggressive enough. It is believed that if these incidents of racism are ignored or not treated severely, racism will find a nurturing environment in which to flourish. d. Concern was expressed about the campus organizational structure for monitoring equity issues on campus. Some employees believe that within our current decentralized approach, the unit Equity Administrator can be rendered impotent depending upon the individual's relationship with his/her supervisor. Blacks question whether the Equity Administrator can objectively monitor the decisions of a President, Vice President or Dean who is their supervisor. This perceived conflict concerning the Equity Administrators' objectivity leaves the black employee with a complaint uncertain about where to turn for assistance. Further, staff are concerned that the Equity Administrators wear so many hats that they can not give adequate attention to equity issues. e. The College Park Campus like many other institutions is a "relationship driven campus." As noted earlier Blacks have strong relationships with other Blacks, but less so with white colleagues. This has a negative impact upon Blacks since the leadership positions (President, Vice Presidents and Deans) are all held by whites, and Blacks typically are left out of the mentioning/supporting relationships seen as necessary for advancement. f. The accomplishments of black faculty, staff and students are numerous. However, the problems of Blacks tend to be covered extensively by the media, while the achievements of Blacks receive little media attention. g. Many Blacks believe the administration sometimes gives in to outside pressure in ways that are discriminatory toward Blacks on campus. One example was the administration's decision to charge the Black Student Union exorbitant fees for security when it sponsored a controversial speaker. Another is the perception that former Men's Basketball Coach Bob Wade was forced to resign while others are given a second chance. The chilly climate for Blacks at UMCP, as evidenced by the comments and perceptions shared by black staff, students and faculty, requires that we give immediate attention to climate concerns. Although for years we have talked about the unfriendliness of the climate for black students, this chapter, for the first time, also addresses the climate for other Blacks as well. The recommendations lasted below are provided to address specific problem areas, but also suggest mechanisms to improve the environment for all our students and employees. Recommendations 1. Review the current campus organizational structure for monitoring equity issues on campus to determine if changes in the structure are required to support our enhancement effort for Blacks. There is some support for a more centralized approach for addressing these issues. While the recommendation is not proposing a specific approach, one alternative supported is the appointment of a high ranking official with primary "responsibility" for developing policy initiatives, allocating resources, coordinating all campus wide efforts to enhance the role of minorities, and representing the President in the review of the enhancement efforts adopted by each campus unit. This official would be a line position with resources, authority, and status to insure the effective enhancement of minorities at all levels and in an sections of the university. 2. Develop an active public relations program to highlight the accomplishments of Blacks at UMCP. The accomplishments of black students, staff and faculty are numerous. However, little attention has been given to systematically highlighting these achievements. A staff person in Institutional Advancement should be assigned this responsibility. 3. Require the reporting of all racial incidents to the Equity Administrator for the unit and the Office of Human Relations. Often, these incidents go unreported, therefore no accurate record of the number of such incidents are available. Secondly, often supervisors responding to these incidents could benefit from discussing such incidents with individuals with expertise in this area. Lastly, these contacts will allow the appropriate offices to monitor the responses to ensure that all employees and students are being treated fairly. 4. Establish in each College and major unit (Vice President's office) an Ethnic Diversity/Prejudice Reduction/Racial Sensitivity Series. These would include workshops and seminars to further educate the instructional staff and supervisors concerning issue of a chilly climate in the classroom and work environment. It is also expected that the Office of Human Relations will continue to Provide workshops concerning these issues. 5. Conduct an assessment of our campus culture to ensure that our campus ceremonies and traditions reflect our cultural diversity, and our pictures and art reflect a multicultural community. The visual presentation of our campus sends a very clear message as to who and what is important and valued, moreover, it establishes a tone for the environment. 6. Conduct a bi-annual survey with black faculty, staff and students to assess the campus climate. It is expected that initiatives recommended in this report will improve the campus climate for Blacks. An assessment will be important to note areas of improvement and to note areas requiring additional attention. ACCESS IS NOT ENOUGH October 1989 CHAPTER 2 Pre-College Outreach Programs The College Park campus like many other higher education institutions, has increased its black student enrollment by implementing pre-college outreach programs. These programs have been particularly effective in encouraging Blacks to pursue careers in the sciences and engineering. They have also been used to identify academically underprepared students who, with assistance in developing their academic skills and motivation, are capable of successfully pursuing post secondary education. The report Equality and Excellence: The Educational Status of Black Americans, published by The College Board, cites the importance of pre-college programs. The report states, "The importance of early academic training and encouragement on later career choices cannot be overestimated. The scientific/mathematical pool from which quantitative Ph.D. graduates ultimately derive first appear in elementary school. It emerges strongly before the 9th grade and is essentially complete by the 12th. The pool appears to reach its maximum size prior to senior high school and subsequently declines in size through graduate school." The same report, further points out that the current pipeline for black students is deficient in comparison to white students. Black students lose ground in comparison with their white counterparts at each successive stage of educational achievement - high school graduation, college entrance, college graduation, entrance into graduate school and completion of graduate school. The data below highlight this point: Educational Performance Rates Percentages Whites Blacks Graduate from High School 83 72 Enter College 38 29 Complete College 23 12 Enter Graduate or Professional College 14 8 Complete Graduate or Professional College 9 4 The College Park campus first-time full-time black undergraduate enrollment for Fall 1989 is 15 percent, our highest percentage enrollment ever for this group. While many will point to this percentage as a major accomplishment, others note that we are located in a state where 20 percent of the residents are Black and in a county where 50 percent of its residents are Black. According to reports prepared by our Office of Institutional Studies, 72.6 percent of our undergraduate enrollment are Maryland residents and Prince George's County, one of our primary feeder counties accounts for 19.8 percent of our underclassman. Currently, seventy-three percent of our black undergraduate are Maryland residents and thirty-seven percent of these students are from Prince George's County. Baltimore, with its large black population, accounts for only 2.2 percent of our current undergraduate student enrollment and five percent of our black undergraduate student enrollment. One Third of A Nation, the report of the Commission on Minority Participation in Education and American Life, notes that by the 21st century, one-third of America's citizens will be members of a minority group. As we prepare for the 21st century, with the expected increase of minority youth in our population, schools and universities, it is important that we increase the number of Blacks in all professions. These anticipated changes in the workforce emphasize the importance of substantially increasing the number of Blacks and other minorities in higher education. This report notes that the situation for Blacks is most critical; in the last 10 years not only has momentum of earlier progress been lost, Blacks have suffered actual reversals. For example, during the last ten years, the pool of black high school graduates has been larger and better than ever, however black college attendance rates have experienced a decline, and remain disproportionately low. Access to and success in institutions of higher learning are crucial if we are to have enough Blacks in the academic pipeline in the next century. Findings 1. The College Park campus currently participates in or sponsors a number of Pre-College Outreach Programs. A brief description of each of these programs appears in Appendix E (see file eappendix.txt). Some of our programs are provided to attract and prepare students for specific curriculums, while others are more general in nature. 2. The pre-college programs listed in Appendix E serve approximately 1,000 high school students annually. Eighty-five percent of these students are black students and black males represent about forty percent of the total black participants. The number of students served in the programs are limited due to staff and other resources. The College Park campus outreach programs have contributed considerably to our success in providing access for black undergraduates. But much more needs to occur to increase our black undergraduate population such that it better reflects the State's population as well as the demographics of Prince George's County. A more expanded and aggressive approach along with the earlier identification of these students will be essential. The recommendations outlined below are designed to accomplish these goals. Recommendations 1. Establish and expand outreach programs in the Baltimore City and the Prince George's County schools to identify, prepare and support black youth in pursuing postsecondary educational opportunities. Some of our pre-college programs serve teenagers in these school systems. Often, the number of participants in the programs are limited because of funding. Also, our current programs are limited to high schools, and in a few cases the middle or junior high schools. The "tracking" for many black students occurs as early as the elementary schools, therefore. This recommendation proposes establishing some initiatives for these students as well. 2. Initiate special efforts to recruit black males into our current programs. Black males are becoming virtually extinct in higher education. Extraordinary efforts at the pre-college outreach level must occur or many students will be excluded from the pipeline forever. The recommendation is not meant to propose separate programs, or to discourage active support of black females, but to ensure that black males are adequately represented in our current and future programs. 3. Establish a pre-college outreach program for academically talented black high school students. Typically pre-college outreach programs are geared to specific careers or for students with academic potential. This program should be designed for our most academically talented black students who may not have a specific career interest. One aspect of this program would be to provide the students exposure to our faculty. These students should be provided an opportunity to intern with our faculty to develop expertise in the topic of their choice. 4. Increase financial support for current outreach programs to expand the number of participants that can be served. Many of our current programs are quite successful and should be expanded. Following some assessment of these programs, additional resources should be provided to increase the number of black students who could benefit from the programs. ACCESS IS NOT ENOUGH October 1989 CHAPTER 3 Undergraduate Students The College Park campus has effectively demonstrate that it can successfully recruit black undergraduate students. Since 1954, the institution has annually increased the number of black undergraduates enrolled. The total in Fall 1989 is 2,750 and we also attained our highest percentage (15 percent) of Blacks in our first-time full-time freshman class. As mentioned in the introduction, the campus trend of increasing black undergraduate enrollment is significant in light of the overall decrease in the number of black students enrolling in colleges and universities across the country and particularly considering the decrease in black males pursuing postsecondary education. The number of black males, nationally, pursuing postsecondary education has declined from 470,000 in 1976 to 436,000 in 1986. Although our campus has increased marginally the overall number of black males in its freshman class, females represent 62 percent of the total. Although we have experienced success in the recruitment of black undergraduates, we have not been as successful in our retention and graduation of these students. The five-year graduation rate for black students is currently 28 percent in comparison to 49 percent for white students. In the recently completed Enhancement Plan, the campus has committed to increasing the black student graduation rate by 15 percentage points in the next five years. This goal, a component of the institution's commitment to excellence, will require full campus participation in addressing the issues identified as problem areas below. The findings below provide a listing of our retention initiatives, academic performance data, financial aid data, and student comments. The comments listed in the findings clearly cite, from the student's perspective, a chilly climate on campus for black undergraduates. This climate is perceived as a major impediment to the improvement of retention and graduation rates for black undergraduate students. Findings 1. The College Park campus has implemented a number of programs, activities and initiatives to support the retention of black students. (See listing of programs in Appendix D (see file dappendix.txt)). Some have been more successful than others, and still others are so new that it is difficult to assess the effectiveness of the offerings. Although the specific components of successful programs differ, the most consistent features of the successful programs are that the students develop a relationship with the staff in the programs and these programs, in return provide a home base for the students. 2. Approximately ninety percent of the black students are admitted to the university as regularly admitted students. Yet their academic performance at the institution results in their being two and a half times as likely to be in an academic category other than the satisfactory performance category. For example, in Spring 1988 black undergraduates accounted for nine percent of all undergraduates, but 21 percent of the students in the unsatisfactory performance category. As these students arrive at the institution with educational backgrounds nearly comparable to those of their white classmates, it would appear that something within the environment of the institution is adversely impacting the academic performance of black students. Undergraduate Enrollments Versus Unsatisfactory Performances and Warnings UMCP, 1987-88 to 1988-89 SPRING 1988 SPRING 1989 Percent Percent Percent Percent END OF SPRING SEMESTER Enrolled Unsat Unsat Warning/ Unsat Unsat Warning/ SEMESTER Perf Perf/Enr Warning Enroll Enrolled Perf Perf/Enr Warning Enroll TOTAL 27,429 528 1.9 1,153 4.2 25,640 461 1.8 939 3.7 Black 2,507 110 4.4 208 8.3 2,470 86 3.5 209 8.5 White 21,105 346 1.6 811 3.8 19,331 312 1.6 592 3.1 Note: Blacks are 9% 21% 18% 10% 19% 22% percentage indicated of total Undergraduate Enrollments Versus Dismissals UMCP, 1986-87 to 1988-89 SPRING 1987 SPRING 1988 SPRING 1989 END OF SPRING Pct. Pct. Pct. SEMESTER Enrol. Dismis Dis/Enr Enrol Dismis Dis/Enr Enrol Dismis Dis/Enr TOTAL 28,020 1,217 4.3 27,429 1,210 4.4 25,640 967 3.8 Black 2,474 261 10.6 2,507 248 9.9 2,470 212 8.6 White 21,791 814 3.7 21,105 823 3.9 19,331 629 3.3 Note: Blacks 9% 21% 9% 20% 10% 22% are percentage indicated of total 3. Reports from Office of Student Aid document that black students are more likely to need assistance to finance their educations. Whereas 31 percent of white undergraduates receive student aid, 65 percent of black undergraduates receive aid. Further, the data show that 49 percent of the black undergraduates work on campus compared to 29 percent of our white undergraduates. Many students (white & black) are also employed off campus, however, these data are not available. 4. Open forums with black undergraduate students were held to solicit the students perceptions regarding their experience at UMCP. Three forums were held and approximately 50 students participated in the discussions. This diverse group, the author believes, is representative of our black undergraduate student population. The students' perceptions, in most cases, are verbatim and in others have been paraphrased to capture several comments on the same topic. The comments are grouped by topic area. Environment (Racism) a. "It is a struggle to be academically successful in a university you do not like because of the way you are treated." b. "Tensions are running high between black and white students. Black students are getting tired of it, i.e., racial slurs in hallways and the hollering of racial slurs out of the windows." c. "White students move away (across the street) if they encounter more than three black students together." d. "Young Blacks think they do not have to prove themselves, but they do. You have to try to be twice as good as whites to get the same results." Faculty/Classroom a. "White students have better attitudes toward Blacks if they have taken Afro-American Studies courses." b. "I feel that professors have more detailed responses to questions asked by white students than to questions asked by black students." c. "Faculty should not single out black students by saying, "How do you feel as a black student about . . . ?" d. "In class the professors are friendly and tell students that they can come back after class, but when students show up for assistance, the attitude changes. They look at you like - "little black girl who needs help." e. "Professors take more time with white students. Black students have to prove that they are here to study." f. "Blacks don't speak up in class, so as not to appear arrogant. We have to become tactful and diplomatic in our classroom interactions with faculty." g. "I was doing a research paper for a 400 level class. When I went to the professor for help, his immediate responses were: "Are you an athlete? Do you need extra credit?" He could not see me as a student trying to get an A." h. "What I had to develop was a sense of being able to walk into a class asserting the fact that I am here to learn." i. "It is a challenge to be in a class when you are the only black student in the class." j. "When I explained to my professor why I was missing classes (work, meeting, etc.) he reacted with surprise that I would have these interests and responsibilities." k. "In the units with large minority enrollments, usually there are some support activities, but little is available for black students enrolled in some of the majors with limited black enrollments. These students feel like a minority within a minority." l. "If you are admitted here, you can succeed here. We are academically prepared but some of us are not motivated." Police a. "Police seem to have more of a vigilant attitude toward Blacks. The campus administration has made it okay to crack down on black students." b. "Police should be required to attend black social functions in plain clothes to better understand what occurs at these functions." c. "Campus police attitudes are a problem. They appear to have a stigma against Blacks." Resident Hall/Judicial Board a. "Resident Advisors pose a threat for black students. Whenever something happens in the dorms, they always assume that it's black students." b. "Resident Advisors should be required to take Afro-American Studies courses in order to better understand Blacks." c. "Racial mix of judicial Board is questionable. Need more Blacks on JUD Board." d. "Sanctions imposed for offenses in the resident hall are not consistent Whereas a white student is put on probation for smoking a joint in dorms, a black student is likely to be put out of the resident hall for the same offense." Improving the classroom climate for undergraduates will be a major challenge for the campus. Each class, an aspect of this climate, is strongly influenced by a different individual. tenured full professors at one end and first semester graduate assistants at the other end. This diversity in the instructional staff may require different approaches, but the instructional staff must become more sensitive to the concerns if the climate is to improve. The curriculum, mutually devoid of minority scholarship contributions, accomplishments, etc., must be expanded to acknowledge these deficiencies. The support provided to assist the black students must be expanded and better coordinated. Non-academic concerns must be addressed. Lastly, special attention must be provided to reverse the enrollment patterns, retention rates and graduation patterns of black males. Recommendations 1. Require each college to establish an academic support unit to provide retention initiatives for black students. This recommendation is designed to provide a "home base" for these students, provide the academic support some of the students need, and bolster the students coping skills. While this recommendation calls for college wide programs, it also recognizes the important role of campus-wide programs such as the Office of Minority Student Education and Intensive Educational Development Program in providing academic assistance for our black students. It is expected that all these efforts will be coordinated such that students are receiving the full support needed. 2. Provide intensive summer program to integrate content on minorities throughout the curriculum, much on the order of the Greer Report initiatives. The Greer Report has argued convincingly that the typical college curriculum is grounded in a world-view that is primarily reflective of male Western European thought and values. Historically scholarship by and about women and people of color have been excluded from the mainstream of American curriculum, and relegated instead to token status as "special topics" courses within traditional discipline and/or separate courses found in women or ethnic studies programs. The marginalization of such scholarship conveys profound messages about its perceived quality and worth, and its value to the larger curriculum and the larger society. Its practical effect is to reinforce the "invisibility" of women and persons of color, by devaluing or excluding from the curriculum content reflective of their life experiences, thoughts, values, or world views. As the Greer Report has advocate strategies supporting transformation of curriculum, this report also calls for the allocations of resources necessary the transformation of the curriculum to include scholarship by and about persons of color. 3. Establish support structures to enhance the likelihood for success for black male undergraduates. These efforts should be geared to provide these undergraduates with the support needed to successfully navigate their experience from enrollment to graduation. The effort should include support groups as well as other initiatives. 4. Require all student employees in Resident Life as well as members of the Judicial Board to complete comprehensive training dealing with the issues of cultural diversity, prejudice reduction and racial sensitivity. Often, many of students have limited background in dealing with students from diverse backgrounds. These sessions will help to provide this exposure. 5. Establish a formal grievance procedure for incidents of racism, etc. in classroom and the workplace. It is expected this procedure will require that all such incidents should be reported to the appropriate Equity Administrator and to the Office of Human Relations for resolution. 6. Provide a spacious, centrally located educational, social and cultural arts facility for black students. The center as proposed would meet some of the students non-academic concerns for office space for black student organizations, expanded space for social and cultural events, and a facility for the training proposed in this document. 7. Establish specific accountability measures at the college level for the retention and graduation of black students. Recommendation one in this chapter identifies the college as the unit responsible for providing academic support for black students. Hence, this recommendation proposes accountability measures to assess the effectiveness of this support. ACCESS IS NOT ENOUGH October 1989 CHAPTER 4 Graduate Students The opening statement of the text Minorities on Campus by the American Council on Education states: "Graduate and Professional schools are critical to increasing minority participation throughout society, for they train the next generation of leaders, not only in education, but in business and the professions. Today's graduate and professional students are tomorrow's doctors, lawyers, college faculty, administrators, and role models for the next generation." This statement along with the data and forecast noted in the document One Third Of A Nation highlight why the participation of Blacks in graduate school is critical to the nation's future. As noted in the introduction, the total number of Blacks enrolling in graduate schools nationally has fluctuated during the ten year period of 1976 to 1986. Similar to the national trend, our black graduate student enrollment has fluctuated. The total number of black graduate students increased from 409 (5.5 percent) in Fall 1978 to 456 (5.2 percent) in Fall 1988. During those ten years the percentage of black graduate students has risen as high as 7.0 percent (1980) but has gradually declined to its current point. According to the State's 1985-89 Desegregation Plan, UMCP is mandated to increase our graduate student enrollment to 12 percent. The problems hindering the campus from reaching this goal are directly related to the issues discussed in the previous three chapters. The graduate student pipeline concerns cannot be completely resolved until we have more fully addressed these earlier concerns as well as the issues identified in the findings below. Findings 1. The academic units (colleges & departments) have primary responsibility for recruiting and supporting graduate students. Appendix F (see file fappendix.txt) provides a listing of unit initiatives for recruiting and retaining black students as outlined in our 1989 Plan to Assure Equal Postsecondary Educational Opportunity. The College Park campus in 1988 established the Office of Graduate Minority Affairs in the Office of Graduate Studies and Research. This office plans to provide a variety of activities (see Appendix G (see file gappendix.txt)). It is expected that these activities will begin to address some of the factors that were previously inhibiting the campus from increasing the institution's black graduate student enrollment, retention and graduation patterns. 2. Because of the more "elite" nature of graduate school, many black students report encountering white faculty and students who presume black students are admitted because of affirmative action policies and not on the basis of merit. In addition to the normal transition issues (the famed "crisis of competence" syndrome, etc.) involved in moving from an undergraduate or work experience to graduate school, these students face the additional pressure of "proving" they belong in the classroom. In programs where there are only one or two black students, the first several weeks (or months) of school can be particularly isolating, as one is not yet invited into informal student networks. In addition, one typically has not established relationships with faculty (who are somewhat skeptical of one's suitability for graduate work), and one doesn't know black students in other programs. 3. Many students complain of campus and departmental norms, which communicate an expectation that a) only full-time students are serious students, b) serious students are only interested in certain kinds of research, c) serious students will confine their academic and social interactions to the department/program in which they are enrolled, d) serious students are only interested in theoretical, not applied, research, and e) serious students are not dependent on the presence/companionship of other black students/faculty members to thrive. While many of these expectations are unspoken, failure to observe them is frequently interpreted by faculty and other students as an unwillingness to "be a part of" the department/program, rather than as an expression of different needs, expectations, goals and values. As one student expressed it, the underlying message is "Don't be so Black". 4. The scarcity of black faculty in many graduate programs makes it very difficult for many black graduate students to arrange for advisors on minority related research; it also tends to preclude, for many, the establishment of the kind of mentoring relationships considered essential by many for excelling in graduate school. As it is often the one-on-one relationships between faculty and students that facilitate the definition of career goals, research interests, internship opportunities, and employment opportunities. This lack of "in-house" advocacy and support has a potentially serious impact on black students' chances of succeeding. The establishment of the Office of Graduate Minority Affairs in the Office of Graduate Studies and Research is a good first step to addressing our black graduate student enrollment, retention and graduation concerns. Expanded efforts, however, are warranted when you consider actions needed to achieve our established goals. The departments and colleges are key to these expanded initiatives, along with the coordinating efforts by the Office of Graduate Minority Affairs. Thus, the following recommendations are provided. Recommendations 1. Review the current practice of providing most black graduate students with fellowships rather than graduate assistantships. It has been the practice of many universities to provide black graduate students with fellowships instead of graduate assistantships. This practice allows these students to finance their education without the responsibility of working on campus. This practice, however, precludes many students from engaging in the kind of substantive work-related relationship in the department that can prove so beneficial to the effective social integration of the student. 2. Establish accountability measures at the college level for the recruitment and retention of black graduate students. Currently, no specific unit is held accountable for our performance in this area. Unlike for undergraduates, the recruitment and admission of graduate students occurs through the departments and are coordinated by the college. Thus, the proposal calls for the Office of Graduate Minority Affairs to continue to coordinate these efforts, but proposes that specific goals for the recruitment and retention of black graduate students be established for each college. 3. Improve and expand the recruitment efforts to encourage our black undergraduates to enroll in graduate school at UMCP. Establish a program that provides scholarships to our black undergraduates with junior standing and a 3.0 GPA. These students should also be provided guaranteed admission and financial assistance for graduate study at UMCP. Black students who have demonstrated their academic capabilities as well as ability to manage our climate are prime candidates to be successful graduate students. These proposed financial supports and incentives would reward and acknowledge these accomplishments. 4. Expand available on-campus graduate student housing. Locating affordable housing is a problem that all graduate students encounter. This additional concern, along with the many other black graduate students face could be eliminated if expanded facilities are provided. ACCESS IS NOT ENOUGH October 1989 CHAPTER 5 Faculty Higher education institutions, nationally, are struggling with the issue of developing more diverse faculties. According to James Blackwell's article,"Faculty Issues: The Impact on Minorities," published in the summer 1988 edition of The Review of Higher Education, Blacks comprised about four percent of total faculty in the U.S. in 1986, a decrease from an estimated high level of approximately six percent in the late 1970s. The article also states that the four percent figure includes black faculty employed at historically black colleges and universities. When this group of black faculty is disaggregated from the total number of Blacks holding faculty positions in postsecondary education, Blacks account for approximately one percent of the faculty in predominantly white colleges and universities. Currently, 3.4 percent of our tenure/tenure-track faculty and 2.9 percent of our non-tenure track faculty are Black. These 91 individuals are distributed throughout our many departments with only two departments employing more than three Blacks in the same department. As one would expect, many of the black tenured faculty members are distinguished scholars in their fields and outstanding contributors to our university. Others, not yet tenured, are also pursuing research, teaching and services with vigor. The purpose of this chapter is to discuss the ways in which black faculty experiences deviate from those of their white colleagues and how the campus can effectively respond to these differences so they are not working to the disadvantage of our black faculty. The empirical data to substantiate many of the perceptions noted in the findings below are unavailable either nationally or for the campus. For example, there are no national data nor has the campus completed reports concerning tenure rates by race or the service contributions of faculty members. The perceptions as shared by our black faculty members, however, identify differences that should be addressed. Findings 1. Many UMCP black faculty members state that their role and experience on campus differ from that of their white colleagues in that they are called upon to teach and complete research at the same level as their colleagues, but are asked to provide considerably more service than their colleagues. Dr. James E. Blackwell's article "Faculty Issues: The Impact on Minorities" supports this statement: "Most institutions, except the historical black institutions hire Blacks in token numbers. Therefore, typically when a black person is hired in a faculty position, he or she is a role model, expected to be an advisor, a counselor, and advocate, and a sympathetic listener for black students. As a result, they are often drawn into activities unrelated to their competencies or interest, competing with research and publication demands. Minority faculty often feel that they must respond to the needs of minority students who often feel alienated in predominantly white institutions. A dilemma is, on the one hand, to work hard and meet the traditional requirements for tenure and, on the other, to respond directly to student demands and departmental and institutional expectations to not only work with minority students but be the "minority representation" on every committee. Many who choose this course receive the impression that such responsiveness was appropriate and would compensate for lower scholarly output at the time of tenure consideration. They are disillusioned when the same person in their department who encouraged them to "assume responsibility for all things minority" penalize them for "inadequate scholarly productivity" during tenure considerations." 2. Many Blacks pursue careers as faculty members because they are interested in making a contribution to humanity by teaching, advising and serving as role models for students. However, the process of obtaining tenure at institutions like UMCP requires faculty members to focus primarily on research and publications during the initial six years. This expected behavior, in many cases, is inconsistent with the message universities give to black candidates and to the interest and motives of many Blacks to pursue careers as faculty members. One UMCP black faculty member in writing to me concerning this report stated: "I felt that my obligation was first and foremost to my students. After all, that was the carrot used to lure me from private industry and played a major role in my making a career decision at that time. Repeatedly, I was told you can make a difference, and you can take the opportunity to give something back." 3. The isolation many black faculty members experience relates to the earlier comments concerning the issue of building on a "relationship driven campus." Often, it appears, white junior faculty members are genuinely included in opportunities to develop relationships with senior faculty that are not equally available for black junior faculty members. These relationships serve to help these faculty to "learn the ropes," participate in joint publications, and other entrees to research and publications that are not available to others more isolated in the department. 4. Many faculty express the concern that the campus is only interested in the black candidate who is a "superstar." Yet many other candidates are hired who are not superstars. This point is supported by a comment in a recent article in The Chronicle on Higher Education concerning the recruitment of black faculty at traditionally white institutions. The article notes that no national data are available, but states that tenure rates for minority professors and white men are similar. It further states: "We make just as many errors for the top male candidates who we think are the greatest thing that ever walked the earth, so why can't we take the chance on minorities." 5. Black faculty also expressed concern regarding how their minority related research is received on campus. Many allude to the pressure to conform to mainstream research interests (which frequently exclude work relating to ethnicity) in order to receive serious, favorable consideration in reviews for tenure. Secondly, they are concerned about the lack of opportunities to do collaborative research with peers (within the departments, white colleagues tend to be skeptical of the value of one's potential contributions, and black colleagues tend to be non-existent). The importance of increasing the presence of black faculty on our campus cannot be overemphasized. This group, more than any other, is most influential in the campus community. If the campus climate is to improve for Blacks and, in general, then black faculty must contribute considerably. They expand knowledge and understanding; they serve as role models for black students as well as many other students; they eliminate the myths many whites have about the competence of Blacks; and they are participants in the governance, for departments, colleges and the campus serving as the conscience for the campus by ensuring that policies and procedures are fair to all. This talented group of ninety-one individuals are overburdened, thus the recommendations that follow are provided to increase their number and to improve their environment so that it is not a "revolving door" for black faculty at UMCP. This "revolving door" will continue as long as we continue business as usual, expecting untenured black faculty members to provide extraordinary service while pursuing tenure. This practice is unrealistic and unfair for these individuals. We must openly and clearly communicate to black untenured faculty members that we expect and support that the attainment of tenure will be their priority during the initial six years. Thereafter, however, our expectation of their service obligations will increase considerably. In doing so, the campus acknowledges that initially we will suffer in that we will not benefit from their service (advising and serving as role models for students as well as participants on committees) but the long term benefits are worth it. Recommendations 1. Establish policies and practices in each college to support black untenured faculty members. These initiatives should provide for decreased teaching and service responsibilities to allow these individuals adequate time for research and publications. 2. Increase the pool line program from 6 positions to 10 lines annually. As noted in the chapter, black faculty presence is of the utmost importance to the success of this overall effort. The appointment of all black faculty members should not be limited to this pool line program. It is expected that these individuals will continue to be recruited and appointed by departments even if pool line positions are unavailable. 3. Establish a Center for Minority Scholarship Research and Service. This center would provide funding to advance the research and scholarship by our black faculty, staff and students, and coordinate service projects in cooperation with local citizens and organizations. 4. Establish a Black Visiting Professors Program. The program would identify and fund six positions annually. These competitive one year appointments of distinguished individuals would expand our curriculum (each could teach at least one special minority course) and the exposure our students could have with black faculty. ACCESS IS NOT ENOUGH October 1989 CHAPTER 6 Staff Employment in higher education, nationally, has expanded in the last ten years. According to American Council on Education's Seventh Annual Status report: 1988 Minorities in Higher Education, in 1985 there were nearly 17 percent more full time positions in academic institutions than there were ten years earlier. The majority of this growth has been concentrated in non-faculty positions and minorities have benefitted from this expansion. At the College Park campus, while the number of black staff increased, their percentage of the total workforce decreased. In 1980, 740 Blacks represented 22.8 percent of our non-instructional workforce and in 1988 we had 765 black staff employees making up 21 percent of this workforce. The staff at the College Park campus is a very diverse group in terms of job titles and responsibilities and racial and ethnic background. Employment groups in this non-instructional category include executive/administrative/managerial, professional, secretarial/clerical, technical/paraprofessional, skilled crafts and service maintenance. The service/maintenance category continues to be the area where Blacks have the greatest representation (70 percent) and the technical/paraprofessional category is the area where Blacks are least represented (10.2 percent) Even though black employees are very diverse when considering job titles and responsibilities, they share similar concerns regarding the work environment. This was most evident by the comments shared at the two open forums as well as the written and verbal responses received in response to requests for input from the black community. The findings which follow are summaries of comments as well as verbatim statements from the individual and group sessions. Findings 1. The majority (approximately 75%) of Blacks employed in professional positions at the College Park campus have some equity responsibilities as part of their portfolio. 2. Many staff express a feeling of always being on stage or "acting." They feel as though they cannot really express their true feelings because the risks are too high. Regarding this concern, one black UMCP colleague states: "A dynamic of interracial interaction and a possible obstacle to a speedier resolution of some problems is the issue of trust. Some black faculty and staff members, in order to attain success, have been conditioned to be distrustful of white supervisory personnel (and peers). The conditioning is often a process that has been in place for many years, having roots in one's earliest introduction to integrated settings. A consequence of this distrust is that true feelings on some issues are not shared for one's protection. For many, it is perceived as a survival issue and convincing them to open a window of vulnerability will be pressure that is counter to a conditioned survival reflex. Hence, it is difficult to overcome." 3. "The campus decision makers depress and oppress confidence and demonstrated knowledge, experiences and expertise in Blacks, while at the same time praise, promote, and encourage these behaviors in white professionals." 4. Blacks attending the forum expressed concern that some staff are intimidated or not permitted to attend functions like the forum. This feeling was best expressed in the following way: "Perhaps most troubling, however, is the very real danger implicit in any attempt by Blacks to "speak out" about these dynamics within their departments. One risks being labeled "too sensitive", a "trouble-maker", not collegial enough, etc.. Evaluations of one's performance/productivity almost imperceptibly begin to change over time, and may be reflected in changes in responsibilities, merit decisions, and in tenure reviews for faculty. Blacks on predominantly white campuses have been characterized by some as "being on probation from the day they are hired until the day they are retired." 5. "Black professionals are given major responsibilities relative to ensuring certain behind-the-scenes compliance responsibilities of the university, but their pay is not commensurate with the responsibilities. Blacks are not allowed to negotiate in a fair salary circle because there are so few Blacks in the competitive salary range until one is made to feel, you should be thankful not competitive." 6. "Physical Plant, under the new leadership, is improving, but nepotism continues, ethnic jokes are told, and there is some uneasiness among the employees of different races." 7. Concern was expressed regarding the implementation of the apprenticeship program in Physical Plant. Although the program was initially established to increase minorities in the trades, it appears that it is basically providing opportunities for relatives of current white employees. In addition, they question why it appears Blacks seemed to be relegated to the two most physically demanding trades. 8. "Physical Plant employees provide a valuable service to the community. However, the campus does not appreciate our contributions. The Campus tries to make us feel like second class citizens and some of the employees have accepted this status." 9. Opportunities for salary increases and opportunities for upward mobility for many employees in the classified staff category are limited. It appears that many black employees in this group have salaries that have remained relatively stable and little opportunity for career advancement is available. 10. "Black males are overlooked, regardless of experiences and credentials when it comes to broadbased, visible positions, particularly when they require serving in a representative capacity for the university or when it means supervising a large number of white employees." Staff issues, as you can imagine, are quite diverse. One might expect that when looking at a group this diverse in terms of job responsibilities, educational backgrounds and salaries, the issues would be quite different. There is, however, the one consistent factor,"chilly climate", that affects all these employees regardless of educational background, job responsibilities or salary. The recommendations offered are provided to address this issue as well as the concerns specific to the different employee categories. Recommendations 1. Establish internship programs for staff employees that would provide them an opportunity to broaden their administrative expertise while working in another unit on campus for a semester. The talent and expertise of many black staff members are unrecognized for reasons noted in the findings. An internship program would provide opportunities for recognition of these abilities and expose these employees to other aspects on the campus. 2. Establish sabbatical leave opportunities for staff. Currently, faculty are eligible for sabbatical leave after seven years, this proposal would grant staff similar opportunities for leave for the purpose of pursuing educations goals. For example, staff with seven years of service would be eligible to pursue educational study for one semester at full salary or for one year at half salary. 3. Conduct a study of the salary scales for service maintenance employees to assess whether the current structure is appropriate and fair. It appears that large number of physical plant employees are in a salary structure where the pay is poor and they reach the maximum salary relatively quick. This structure provides little reward for outstanding performance. 4. Review salaries of black associate and administrative staff to determine their comparability with non-black staff in similar positions. Currently no mechanism is available to assess whether the salaries for these black staff members are comparable with their white peers. ACCESS IS NOT ENOUGH October 1989 CHAPTER 7 Conclusion The College Park campus, a leader in providing access for Blacks in higher education, has an opportunity to be a model institution built upon diversity in its students, curriculum, and the workforce. Our current status, our location, and our willingness to critically look at ourselves, as evidenced in this report, places us in a unique position for this leadership role. In addition, the university stated in its Enhancement Plan that an excellent university in the 1990s and beyond will require a diverse student body and workforce. This diversity will provide more opportunities for Blacks, but equally importantly it will benefit the total university in that we will be utilizing this Nation's greatest resource, "human potential," more fully. As the television announcement so elegantly points out "A mind is a terrible thing to waste." As a leader in providing access we must also be a leader in results. One that graduates a substantially higher percentage of its black students. Thus, we must provide a curriculum that reflects the scholarship and contribution of all its citizens, a diverse workforce and a supportive climate. Otherwise, we will develop a reputation for having a "revolving door" for Blacks. In Maryland our reputation in the black community continues to suffer due to the early discriminatory practices and experiences that many Blacks encountered attempting to enroll or after matriculating at UMCP. Some of these attitudes have changed, but considerably more effort on our part is required to elevate the university to this leadership position. If good intention along with regular procedures were enough, a less chilly climate for Blacks would have been reached by now. An acknowledgement that racism exists on campus just as it exists within the larger American culture is absolutely necessary before concrete changes can be instituted. Some who see the university as a microcosm of the larger society question whether it is realistic to expect the university to fulfill the country's democratic promise when in fact the country itself and its leaders have continuously overlooked its founding democratic principles. Many believe, however, the university is the one institution we must expect to give leadership in this area. Further, it is believed that racism in any form, expressed or implied, intentional or inadvertent, individual or institutional, constitutes an egregious offense to the tenets of human dignity and the accords of civility guaranteed by law. Consequently, racism undermines the establishment of a social and academic environment of genuine racial pluralism. The College Park campus, in its pursuit of excellence, can and should serve as a model for other universities in this regard. We have taken the initial step of demonstrating success in recruiting black students and staff, while enrollment and employment trends for black students and employees are declining nationally. Now, it is time for us to move beyond merely providing access to fully supporting these individuals such that we become a model institution built upon academic excellence and the diversity of our faculty, staff and students. If the College Park campus fails to openly admit and attack racism in all its forms on campus, it will compromise its commitment to excellence. Responsibility for the improvement of the campus climate and the increased presence of Blacks some will say, is a responsibility we all share. To a certain degree this is true, however, too frequently when everyone is responsible, no one is accountable. Thus, for many of the recommendations, the offices of the Deans and Vice Presidents are assigned this responsibility. Much of the implementation of new initiatives or policies will occur at the departmental level and the Directors and Chairs have a critical role. However, the designation of responsibility at the next level is to provide a level for monitoring this performance. The Vice Presidents and Deans, assisted by the Equity Administrators must accept responsibility for monitoring and coordinating the activities to ensure consistency of performance and effort across the units. A full review and discussion of this report is our first step toward implementing the recommendations in this report. Much of the information and findings may be new for many of our students and employees while it has been a way of life for most of our black students and employees. Dr. Joe Feagin, a professor and specialist in race relations at the University of Texas at Austin, in a recent article in the newspaper USA Today clearly states this difference by commenting: "Whites have almost no experience about what is going on with black people, while you're asking blacks about their daily life." Hence, while the discussion of this report is the important first step, the campus community is cautioned to note that (1) not all Blacks have the same experience, (2) not all Blacks are willing to discuss their experiences because of the fear of retribution, (3) some Blacks are more private and have no interest in sharing their experience with others, and (4) the goal of the discussions should focus on how the campus can utilize our "human potential" more fully, not what are the problems that Blacks have encountered. This is not a black problem, this is a campus problem that we all must address and attack if we are going to be the excellent institution that we are striving to be. This report provides a vehicle to assist our campus in attaining the leadership position in the 1990s. Our future campus climate for all our students and employees serves in many respects as a barometer. When a university is proactive in addressing race or ethnic concerns, the environment tends to be more inclusive and receptive to cultural differences. Conversely, campuses that have been negligent and refuse to address the issues experience an increase in racial conflict and campus dissention. The challenge is before us, I trust that we will take the high road. ACCESS IS NOT ENOUGH October 1989 APPENDIX A General Questions for the Report Environmental Concerns/Racism 1. Is the environment at UMCP supportive for Blacks to be successful? 2. What are the factors in the environment that make Blacks feel comfortable or uncomfortable at UMCP? 3. Incidents of racism occur on this campus. In some instances they are subconscious and unintended; in other instances they are open and direct. What programs and activities are needed to make this campus as free of racism as possible? 4. What specific programs, activities and incentives are needed to improve the overall environment for Blacks at UMCP? Outreach Activities/Bridge Programs 1. What are our current outreach activities aimed at increasing the presence of Blacks in higher education? 2. Are additional outreach activities needed? Should programs be expanded or new ones introduced? If so, what areas/curricula/students should be targeted? 3. How do we identify, encourage, and support black students to be future faculty members? Undergraduates 1. What are the reasons black student retention lags behind white student retention? Are the reasons primarily academic or nonacademic? 2. What academic programs/activities are needed to supplement the black students' educational experience? What units can best provide this support? 3. Is there a "chilly climate" for black students in the classroom? If so, what can be done? 4. Does the curriculum adequately reflect the contribution of Blacks and other minorities? If not, what effect does this have upon students and how can the curriculum be modified to overcome this omission? 5. What changes in the non-academic experience of black student need to occur to ensure that these students feel a part of the university? 6. What special incentives/activities are needed to prepare and support black students to be future faculty members? Graduate Students 1. What additional programs, activities, and incentives are needed to increase the black graduate student enrollment? 2. How can the institution be more supportive of black graduate students once they enroll? 3. What special incentives/activities are needed to prepare and support black graduate students to be future faculty members? What programs can we establish at the institution and what programs must we promote for national implementation (Forgivable Loans)? Faculty 1. Are the expectations the same for black faculty as they are for white faculty? In what ways are they different? 2. Do the reward systems (merit increase/tenure) adequately reward the black faculty for their contributions? 3. How can we be more supportive of black faculty? 4. Do black faculty leave UMCP at rates different from whites? If so, why? Staff 1. Is the institution providing black staff employees adequate opportunity for upward mobility? If not, what training, mentoring, internships and financial support initiatives are needed? 2. Are the positions that Blacks are appointed to serving to decrease their opportunities for mainstreaming? 3. Do black staff employees feel that their contributions are valued by the institution? If not, are there initiatives that we could implement to address the concern? ACCESS IS NOT ENOUGH October 1989 APPENDIX B Progression of and Fall 1989 Retention Goals for First-Time/Full-Time Freshman Admitted on Regular Admission Standards Fall 1983 Through Fall 1988 Actual Retention Rates Retention Rates Needed to Meet State Goals 4th Year Fifth Year 4th Year 5th Year Campus 1st Year 2nd Year 3rd Year Enrolled/ Enrolled/ 2d Year 3rd Year Enrolled/ Enrolled/ Summary Enrolled Enrolled Enrolled Graduated Graduated Enrolled Enrolled Graduated Graduated Enrolled 1983 No. W 3373 2783 2406 2270 2181 No. B 390 285 242 205 177 % W 100 83 71 67 65 % B 100 73 62 52 45 Enrolled 1984 No. W 3608 3019 2673 2476 2275 No. B 394 283 237 214 188 % W 100 84 74 69 63 % B 100 72 60 54 48 Enrolled 1985 No. W 3245 2721 2362 2229 No. B 391 309 246 227 180 % W 100 84 73 69 % B 100 79 63 58 46 Enrolled 1986 No. W 2882 2470 2198 No. B 376 301 254 214 % W 100 86 76 % B 100 80 68 57 Enrolled 1987 No. W 2953 2496 No. B 431 322 289 % W 100 85 % B 100 75 67 Enrolled 1988 No. W 2559 No. B 434 356 % W 100 % B 100 82 {Key Whites=W Blacks=B} Notes: 1. To interpret the table and to compare current status with our projected goals, one should read the table diagonally. For instance, the current fifth year enrolled/graduation rate for the entering class of 1984 is 48 percent; the State-mandated goal for the entering class of 1985 is 46%. 2. The retention/graduation statistics presented on this document include revisions resulting from an improved methodology for identifying degree recipients. Any data shown here supercede previously published summaries ACCESS IS NOT ENOUGH October 1989 APPENDIX C Letter to Black Faculty and Staff Announcing the Report Dear Colleague: In developing the Enhancement Plan, it became apparent to many that the campus needs a comprehensive report to address the issue of full participation by Blacks within our community. Dr. Kirwan and I have discussed when and how such a report should be completed. Initially, we considered establishing a blue ribbon committee to develop the report. We have, however, decided that since so much material is already available it would be more expeditious if I were to consult with others on campus and then draft a report. This report would then be reviewed by appropriate committees. I have completed a draft of the introduction. A copy of this draft can be obtained by contacting Ms. Tammy Paolino at extension 4703. It outlines the purpose of the report, provides supporting data, outlines the questions the report should address, and discusses the methodology for completing the report. Several of the questions to be addressed by the report are: Environmental Concerns/Racism 1. Is the environment at UMCP supportive for Blacks to be successful? 2. What are the factors in the environment that make Blacks feel comfortable or uncomfortable at UMCP? 3. Incidents of racism occur on this campus. In some instances they are subconscious and unintended; in other instances they are open and direct. What programs and activities are needed to make this campus as free of racism as possible? 4. What specific programs, activities and incentives are needed to improved the overall environment for Blacks at UMCP? Staff 1. Is the institution providing black staff employees adequate opportunity for upward mobility? If not, what training, mentoring, internships and financial support initiatives are needed? 2. Are the positions that Blacks are appointed to serving to decreases their opportunities for mainstreaming? 3. Do black staff employees feel that their contributions are valued by the institution? If not, are there initiatives that we could implement to address the concern? I am writing to request your assistance and encourage your participation in this project . Specifically, I am asking that you share with me your thoughts concerning the questions and any recommendations for programs, initiatives that you think are needed. I would be pleased to receive your information in writing, by telephone, or in person. If you would like to meet with me, please contact Ms. Tammy Paolino at extension 4703 to arrange an appointment. Lastly, we have scheduled Open Forums to provide an opportunity for all interested individuals to comment on the report. I urge you to share your thoughts with me, The forums are: Tuesday, July 18th from 2:00 pm - 4:00 pm Hornbake Library, Room 0103 Thursday, July 27th from 10:00 am - 12:00 pm Hornbake Library, Room 0103 Finally, it is hoped that the report will be completed by early fall, so I ask that you provide your contributions to me by July 29, 1989. I thank you in advance for your willingness to contribute to this in this important endeavor. Sincerely, Ray Gillian Assistant to the President ACCESS IS NOT ENOUGH October 1989 APPENDIX D Current and Planned Activities Listed in the UMCP's 1989 Plan to Assure Equal Postsecondary Educational Opportunity The responsibilities for retention of minority students is shared by many units on Campus. The colleges, schools, academic departments, as well as support units, such as the OFFICE OF MINORITY STUDENT EDUCATION (OMSE), share in this goal. * The OMSE continues to work toward the goal of improving retention among minority students. This naturally will help achieve the goals of the UMCP desegregation plan and will increase the number of minority graduates. OMSE operates several programs which provide services that minority students may utilize to help them deal with academic, social, cultural, interpersonal and other issues that impact on them at a predominantly white institution. These services include: 1. The Job Fair. In conjunction with the Career Development Center, (OMSE sponsors the annual Job Fair for Minority Students. For the year 1988, about 75 employers were on hand to interview students who participated in the Job Fair and to seek potential employees from among them. Companies represented were from a diverse employment background including government agencies, private companies, and business enterprises. 2. The Tutorial Program. OMSE provided tutoring in nine subject areas Engineering, Physics, Mathematics, Statistics, Chemistry, Fortran, Business, Economics, Spanish) during 1988-89. Six tutors provided an average of 45 tutoring hours/week, resulting in 312 tutoring contacts (including students who were tutored multiple times). 3. The Strategies for Personal, Academic, and Career Excellence Program (SPACE). SPACE is a behavior training program designed to enhance the retention of minority undergraduates. It was developed and pilot tested during the 1987-88 academic year. Students are taught behaviors, attitudes, and skills to enhance their academic achievement. The SPACE program is geared especially for students who are experiencing academic difficulties and students who have low GPAs which might prevent them from getting into their chosen major or college/school. 4. Mathematics Review. OMSE arranged review sessions in four mathematics courses (110, 115, 140, 141) during Fall 1988 in an effort to help students who required these courses in their chosen majors. These review sessions were conducted by professors or instructors who teach the relevant sections at UMCP. 5. Pre-Professional Society Workshops. The Pre-Professional Society Workshops are given by OMSE staff members to help students organize within their majors and thereby provide support to one another. In cases where organizations already exist, students are informed about these and encouraged,to join them. During Fall 1988 OMSE staff members organized several workshops and helped students with the initial effort to form two new pre-professional societies, Government and Politics and Consumer Economics. 6. OMSE Newsletter. OMSE keeps its constituents informed about the various activities of minority student organizations and its own activities by a monthly newsletter mailed to all minority students. Upcoming and ongoing activities are advertised in the newsletter to give those concerned an opportunity to involve themselves in what is going on in OMSE. * The retention program for undergraduate students within the COLLEGE OF AGRICULTURE AND LIFE SCIENCES primarily involves advising and orientation program that are required in the College. ROPES (Retention Orientation Personal Enrich Seminars) is a newly developed, campus-wide programs for black freshmen for purpose of putting them in contact with administrators, faculty and staff. The Colleges of Agriculture and Life Sciences invites students who participated in ROPES to continue contacts made within the Colleges. Persons responsible: Assistant Dean and his staff Number of students served: N.A. Cost: Staff time is included as part of routine responsibilities * The COLLEGE OF ARTS AND HUMANITIES continued its efforts initiated in the Spring and Fall of 1987 for minority students seeking assistance in various academic matters. Retention and pre-major programs provided an opportunity for advisors to make initial contact and follow-up appointments with black students. Persons responsible: Assistant Dean, Senior Advisor and Graduate Assistant Number of students served: approximately 125 Cost: Staff time included as part of routine responsibilities * In January, 1989, the COLLEGE OF BEHAVIORAL AND SOCIAL SCIENCES added a full-time professional advisor to the staff of the Center for Minorities. The Center continues to be the focus of activity regarding minority student support activity. The following outlines its activities: 1. Academic Advisement for minority students in the College Person responsible: Center staff Number of students served: 489 Cost: $1,600; plus staff time which is included as part of routine responsibilities * The retention interventions which are currently conducted in the COLLEGE OF ENGINEERING are given in the listing of activities of the Center of Minorities in Science and Engineering. All are planned to be continued in the next year. * On September 14, 1988, the COLLEGE OF HUMAN ECOLOGY'S Advising and Student Support Center opened. The center will provide academic-support services for minority students. The graduate teaching assistants working with retention in the College of Human Ecology establish contact with all black students who have declared majors in the College. Students are monitored on a regular basis throughout the semester to identify potential problems and to indicate possible intervention tactics. Black professionals working in the fields of related disciplines within the College will be speaking to the students during May, 1989 to increase student awareness of opportunities and to help the students establish contacts. Tutoring for major classes in the College is provided to all students upon request. Requests are coordinated with the advisors in the Advising Center and the appropriate department through the Associate Dean. Person responsible: Associate Dean Number of students served: 225 Cost: $500 * The OFFICE OF HUMAN RELATIONS PROGRAMS has developed a series of programs aimed at helping the community to be more supportive and sensitive to the culturally different. The Office also implements programs to help students develop skills necessary to cope successfully with a multi-cultural campus. A list of programs follows: 1. Black Women Council (BWC) Scholarship Program. For the second year, a scholarship of $300 was given by the BWC, from the Alpha Wives Club of Montgomery County. 2. Fall Welcome for New and Returning Black Women Students. Held annually, some objectives of this program are to help students become familiar with the various services and offices on campus to assist in fulfilling their academic, personal, and social needs; and to help them get acquainted with fellow students, black faculty, administrators, and staff. 3. Emotional Role of Black Women. This program for students is designed to develop and refine the inner resources necessary to handle successfully life in a large urban, predominately white university. * The units reporting to the VICE PRESIDENT FOR STUDENT AFFAIRS provide a variety of retention activities to support black students. These include: A. Office of Campus Activities 1. Mary McLeod Bethune Award Program. Nominations are sought from within the University community for students whose activities demonstrate a commitment to the betterment of the black-student community. A select committee reviews the nominees and identifies one winner. Person responsible: Assistant Director Number of students served: 23 Cost: $500 2. Black Student Leadership Conference. This conference consists of a number of sessions addressing the issues of leadership development while placing a focus on the issues facing black students at predominantly white institutions. Person responsible: Assistant Director of Campus Activities Number of students served: 125 Cost: $2,500 3. Black History Monthly Calendar. This calendar provides a comprehensive overview of programs by soliciting information from throughout the campus community. Person responsive: Assistant Director of Campus Activities Number of students served: N.A. Cost: $2,220 4. Martin Luther King, Jr. Birthday Observance. A campus program is held to honor Dr. Martin Luther King, Jr. for his ideals of freedom, justice and opportunity for all. Person responsible: Assistant Director of Campus Activities Number of Students served: 450 Cost: $1,880 5. Black History Month Ceremonies. This program serves as an opening event to highlight the many activities planned for Black History Month. It includes a proclamation from the Governor of Maryland and the College Park Mayor as well as several student performances. Person responsible: Assistant Director of Campus Activities Number of students served: 250 Cost: $1,500 6. Sponsorship of Minority Student Training. The Office of Campus Activities sponsored ten minority students to attend the Maryland Leadership Conference. Person responsible: Assistant Director of Campus Activities Number of students served: 10 Cost: $500 B. Counseling Center Minority Walk-In Hour. For the past 14 years, the Counseling Center has made itself a available to minority students for one hour a day. Three black counselors currently participate in this service. During 1988-89 one additional black staff counselor in the learning assistance service provided a liaison with Counseling Service counselors for students needing immediate assistance with learning/study skills development difficulties. Person responsible: Minority Staff Counselors Number of students served: Approximately 50 per year Cost: Staff time is included as part of routine responsibilities 2. Women's Studies Program and Training of Minority Graduate Students in Counseling and Psychology. The Counseling Center has provided black female students enrolled in women's study classes (fall and spring semester) the opportunity to participate two groups to discuss personal experiences. Person responsible: Staff Counselors Number of students served: 20 Cost: Staff time is included as part of routine responsibilities 3. Testing Research Data Processing Unit. The Counseling Center regularly conducts a wide range of studies of minority student success. Recent ones include identification of adjustment problems of minority students and the development of a measure of minority student success which can be used in admissions. Person responsible: Assistant Director of Counseling Center Number of students served: N.A. Cost: Staff time is included as part of routine responsibilities C. Orientation 1. Two-Day Program. The Office of Minority Student Education presents a session during orientation geared towards minority student involvement in campus life. Person responsive: Directors of Orientation and OMSE Number of students served: 100 Cost: Staff time is included as part of routine responsibilities 2. Parent Orientation. The Office of Minority Student Education sponsors a presentation during orientation for parents of minority students on issues for new students adjustment, activities, a campus life. Person responsible: Directors of Orientation and OMSE Number of students served: N.A. Cost: Staff time is included as part of routine responsibilities 3. Minority Fee Waiver. This is a service set up to encourage participation of minority students in the orientation program. The Financial Aid Office in conjunction with orientation makes provisions for the fee waiver. Person responsible: Directors of Orientation and Student Aid Number of students served: 40 Cost: $2,000 D. Resident Life 1. Appreciating Diversity Program Series. A committee of Resident Life staff and students was formed to design an educational program series on appreciating differences. The series was implemented during the spring semester with four of the six programs completed. Person responsible: Coordinator, Programming for Resident Life Number of students served: 500 Cost: $700 2. Black History Month Program Planning. Staff from the Department of Resident Life developed a series of eleven programs which took place during Black History Month. Person responsible: Coordinator, Programming for Resident Life Number of students served: 1000 Cost: $1.500 3. Formation of Black Students of Ellicott Community. The Director in Ellicott Community created an organization for black students in her community. This group was formed to assist black students with the challenges they face living in predominantly white residence halls. Person responsible: Resident Life Community Director Number of students served: 75 Cost: Staff time is included as part of routine responsibilities 4. Minority Student Welcome. Staff from the Department of Resident Life organized a program for minority students at the beginning of the year to assist them in their transition to the University. Campus staff and students made brief presentations on the various services provided at the University. Person responsible: Coordinator, Programming for Resident Life Number of students served: 400 Cost: $1,000 ACCESS IS NOT ENOUGH October 1989 APPENDIX E UMCP Pre-College Outreach Programs 1. Upward Bound - a federally funded program that provides an academic year experience for 130 high school students and a summer component for 65 students. The program is designed to develop in student participants the skills and motivation necessary for success in education beyond high school. 2. Talent Search Program - a federally funded program that identifies and recruits 900 low income and or first generation college students (neither parent has received a baccalaureate degree) between the ages of 12-27 to pursue post secondary educational opportunities. The program provides supportive services to motivate and academically prepare students for post secondary education. 3. IED Transition Program - provides a 6 week bridge program for approximately 100 applicants (mostly minorities) who have not met the traditional admission criteria, but demonstrate the academic potential for success. Following the summer component successful candidates are provided admission to the university and are provided an array of academic support services during the initial two years. Support is available on as needed basis during the students remaining undergraduate years at UMCP. 4. National Institute of Health (NIH)) Minority High School Student Biomedical Research Apprentice Program - provides minority high school students interested in health related professions an opportunity to spend 8 weeks working with investigators involved in health related research. 5. Leadership. Education and Development (LEAD) - provides 30 gifted high school minority students with a four week residential summer program designed to prepare and motivate these students to seek business degrees. 6. Minority Introduction to Engineering (MITE) - incooperation with Howard University the campus sponsors a two-week program to recruit talented minority high school students to engineering. 7. Minority Scholars in Engineering and Computer Science Program - a six-week summer program provides high school students interested in engineering and computer science an opportunity to earn six college credits while living on campus. ACCESS IS NOT ENOUGH October 1989 APPENDIX F Current and Planned Recruitment and Retention Initiative Listed in the UMCP's 1989 Plan to Assure Equal Postsecondary Educational Opportunity RECRUITMENT * The COLLEGES OF AGRICULTURE AND LIFE SCIENCES continue to visit HBIs and other higher education institutions which has substantial black enrollment. During the 1988-89 academic year, the Assistant Dean visited eighteen predominately black colleges and universities. He also attended five professional meetings at which a large number of minority professionals were in attendance. A new poster for graduate recruitment was developed on which tear-off cards were available for interested minority students. The poster complemented the "Frontiers" brochure, which was produced in 1987-88. A special research program, in which newly admitted minority graduate students and promising minority college seniors were invited to the campus to participate in our research program, was initiated during the summer of 1988. The goal of the program is for graduate students to complete their matriculation at the University and for undergraduate students to consider Maryland for their graduate training and enroll in the Fall of 1990. The Dean's special desegregation money was used to provide the bulk of the support for black graduate assistants in both of the colleges. Person responsible: Assistant Dean Number of students served: 65 Cost: Graduate student assistantships College of Agriculture (11 students) $100,344 College of Life Sciences (14 students) 100,624 Recruitment travel 12,000* Publications 3,000 Administration 17,300 Total $243,268 * 1,500 from the Graduate School The Colleges expect to continue their recruitment travel program for the 1989-90 year to the HBIs and to professional meetings where a large number of minority professionals will be in attendance. The special research program, described above, will be expanded in 1989 to include a maximum of eight students--four undergraduates and four newly admitted graduate students. Person responsible: Assistant Dean Number of students served: 80 Cost: The costs of proposed activities for 1989-90 are: Graduate student assistantships College of Agriculture (11 students) $110,000 College of Life Sciences (14 students) 121,000 Recruitment travel (250 students) 12,000 Publications 3,000 Administration 18,000 Total $264,000 * The COLLEGE OF AFTS AND HUMANITIES initiated several activities to recruit black graduate students. Efforts are now under way to develop a minority graduate student catalog. The brochure is projected as a tool for recruiting minorities interested in graduate study in the College. Its initial outline includes information on financial resources available to prospective students, comments by students on the nature of the programs offered in ARHU (access to teachers, size of classes, etc.) and the attraction of the non-academic community of D.C. and its environs to ethnic as well as non-ethnic students. Persons responsible: Senior Advisor and Director of Development Number of students served: Approximately 125 Cost: N.A. * The COLLEGE OF BEHAVIORAL AND SOCIAL SCIENCES significantly increased its activity in this area during the 1988-1989 academic year. The following activities were undertaken. 1. Recruitment trips to HBIs and professional meetings Person responsible: Assistant Dean Number of students served: N.A. Cost: $7,500 2. Departmental mailings to HBIs describing graduate programs and encouraging applications from interested students. Person responsible: Assistant Dean Number of students served: N.A. Cost: $1,000 3. Campus Visitation Program invites faculty from targeted institutions to visit department and learn more about Program-funding opportunities. Person responsible: Assistant Dean Number of students served: N.A. Cost: $500 4. The College revised its application process to improve follow-up on, and monitoring of, minority applications, and is monitoring the fellowship nomination process in order to ensure that eligible students have access to funding opportunities. Applications for admission are sent from the Dean's Office with accompanying financial aid and other materials and are returned to the Dean's Office when completed; they are then reviewed for completeness, logged in and forwarded to the appropriate campus offices. Person responsible: Assistant Dean Number of students served: 150 Cost: $300 * The COLLEGE OF BUSINESS AND MANAGEMENT'S MBA program actively recruits supports, and graduates minority MBA and MS students. This is a very selective program: 1,350 applicants for 256 positions. The program runs counter to nation trends in terms of the number of black students. Ten percent of the students are Black, compared to 6 percent nationally. The College belongs to the Graduate Management Admission Council (GMAC), a national organization of 80 graduate management programs which sponsors the Destination MBA Program aimed at increasing Black and Hispanic participation in graduate management education. The MBA placement director is a member of the GMAC's Minority Affairs Committee and the MBA Director is a member of the GMAC's Board of Directors. In 1988 the College enrolled 17 graduate fellows, 6 of whom are Black. five of the 18 graduate assistantships in that class are Black. Other black students are supported in part by Other Race Grants and college scholarships. The College provides a tutor for first-year minority students, and is currently testing a five-day preparation course for the MBA statistics course, a course which is often a stumbling block for a large percentage of minority students. The College remains in contact with its black alumni and in March 1989 sponsored a black student/alumni reception. The National Black MBA Association recognized the College's success in recruiting and graduating black MBAs by naming it the Outstanding Educational Institution for 1988-89. Person responsible: Director, Masters Program Number of students served: 75 Cost: Staff time is included as part of routine responsibilities * The COLLEGE OF COMPUTER, MATHEMATICAL AND PHYSICAL SCIENCES has just joined the newly formed National Physical Sciences Consortium, which runs a program entitled "Graduate Fellowships for Minorities and Women in the Physical Sciences." The program annually selects 20 first-year minority graduate students as recipients of six-year full cost fellowships in the physical sciences and mathematics. The College of CMPS, the Graduate School and the Physics Department coordinate their efforts. This first year the Assistant Dean of CMPS served on the selection panel for these fellowships. As a result of this program; a black woman received one of these prestigious fellowships and will be attending our Graduate School beginning Fall 1989. All minority applicants to this program were forwarded individual letters soliciting interest in our graduate programs. Person responsible: Assistant Dean, CMPS Director of Graduate School, Office of Minority Affairs Number of students served: N.A. Cost: UMCP provides free tuition for fellowship winners. Staff time included as part of routine responsibilities As a planned activity, the College of CMPS will establish a Graduate Affairs Group in the Dean's Office. One of the major efforts of this group will be a much more aggressive effort at minority recruitment, including establishment of focal points for minority recruitment in each department. Person responsible: Assistant Dean Number of students served: N.A. Cost: Assistant Dean and secretarial support included as part of routine responsibilities. A substantial fraction of a new graduate research assistant will be devoted to this effort as will some operating funds ($5,000/year). * The COLLEGE OF EDUCATION is in the process of developing a plan for recruitment of minority graduate students. Chairs have been encouraged to nominate black students for financial aid, and each department has been provided with a list of the black graduate students in that department. The Assistant Dean is working to develop a pool of enrolled minority graduate students to serve as mentors for newly admitted minority students. A faculty member and student in the Human Development Department visited Spellman and other colleges in the Atlanta area to recruit minority applicants, and the Assistant Dean and faculty members in the Department of Counseling and Personnel Services have also made efforts to recruit minority graduate students into the College. Whenever identified, potential graduate students have been personally contacted to encourage application. Person responsible: Assistant Dean, Director of Graduate Programs, and Faculty Number of students served: N.A. Cost: Staff time included as part of routine responsibilities * The COLLEGE OF ENGINEERING is a member of the National Consortium for Graduate Degrees for Minorities in Engineering (GEM). The GEM consortium provides a full tuition fellowship, living stipend and summer engineering employment position for each of its fellows. The College's first GEM graduate completed the master's program in electrical engineering in December 1988. The Assistant Dean in the College is the GEM consortium liaison. In an attempt to recruit newly named GEM fellows, each engineering department chair was given the roster of all of the fellows (and the alternates) selected nationally. Chairs were encouraged to correspond with those students graduating from undergraduate programs which were appropriate for graduate study in their areas. The roster was shared with the Graduate School and a recruitment mailing was sent from the minority affairs office. Person responsible: Department Chairs and Assistant Dean Number of students served: N.A. Cost: $48,000 * The COLLEGE OF JOURNALISM will embark on a special plan actively to recruit black graduate students. More attractive and informative mailings are planned, and with the assistance of the Graduate School in identifying appropriate target areas, actual outreach by staff and faculty to sponsored graduate program events. Person responsible: The Associate Dean and the Graduate School Number of students served: N.A. Cost: N.A. * The COLLEGE OF LIBRARY AND INFORMATION SERVICES (CLIS) has maintained an active recruitment program since 1968. The primary purpose of the program is to "...increase the number of minority professionals in the information field through increasing enrollment opportunities in the College's Recruitment activity includes: A. Identification of Potential Applicants/Students 1. Maintain and expand CLIS' black alumni network (established in 1984-85). This has been the most effective mechanism in identifying possible candidates. 2. Maintain and expand the network of library/information institutions in Washington, D.C. and Baltimore metropolitan areas. Because library institutions have minority recruitment goals, a model arrangement was developed between CLIS and the Montgomery County Department of Libraries in 1986. Information sharing between the institution and CLIS can be mutually beneficial. Since its adoption, this has become the second most effective mechanism in identifying possible candidates. 3. Dissemination of information (brochures, application packets, etc.) and follow-up by phone, visit or tour. 4. Contact new Washington Office of Reform (The Hispanic Library Association, a part of the American Library Association). Person responsible: Dean, Admissions Committee, and Admissions Office Number of students served: N.A. Cost: Primarily travel expense covered by the College's travel funds. B. Financial Support 1. Write and submit proposal for Higher Education Act (HEA) IIB (Library Education and Training) 1989-1990 school year. 2. Select recipient of one HEA IIB Fellowships awarded for 1988-89 school year. 3. Submit nomination for Black Graduate School Fellowship. 4. Submit nomination for Graduate School Fellowship 1988-89 school year. 5. Provide access, through information, procedures, etc., about financial support outside CLIS and the university. Person responsible: Dean, Admissions Committee, and Admissions Office Number of students served: N.A. Cost: Institutional support costs within total amount of award. However, University funds necessary (as a supplement) whenever awardee(s) are non-Maryland residents or non-Virginia residents. * Physical Education classes from HBIs were provided tours and demonstrations of the Exercise Physiology facilities in the COLLEGE OF PHYSICAL EDUCATION RECREATION AND HEALTH. Future arrangements were made to hold laboratory classes at College Park. We hope that this exposure to our facilities would encourage students to enroll in our program. Person responsible: Department Chair and Faculty Number of students served: 25 Cost: $300 * The SCHOOL OF PUBLIC AFFAIRS aggressively recruits graduate minority students through several channels: 1. Each year the Dean of the School sends the President of each of the nation's HBIs a set of school catalogs, brochures and a letter urging the President to have them placed where students interested in public policy are likely to see them. Persons responsible: Dean and Assistant Dean for Student Affairs Number of students served: N.A. Cost: $400 2. A member of the School's faculty contacted at least one professor in the Economics, Political Science, and Career Planning department at many of the HBIs to make them aware of the School's programs and to encourage them to direct promising students to enroll. Persons responsible: All members of the School's faculty and the Assistant Dean for Students Affairs Number of students needed: N.A. Cost: $100 3. The Assistant Dean for Student Affairs is scheduled to travel to the campuses of several HBIs this Fall to speak to faculty and students about the School's programs. In the past, the School has sent faculty or students to local HBIs. Persons responsible: Assistant Dean for Student Affairs Number of students served: N.A. Cost: $800 4. The School actively recruited minority students through the Sloan Program, which selects and pays the first-year graduate school costs for several hundred minority students from across the country who are interested in public policy. The School usually offers prospective Sloan students a second-year fellowship or graduate assistantship to complement their first-year Sloan award. Sloan students are also sent a letter written and signed by current Sloan student at the School encouraging their fellow "Sloanies" to attend the School. Sloan students who express an interest in coming to the School receive a call from a current Sloan student to answer their questions and to encourage their interest in the School. Persons responsible: Assistant Dean for Student Affairs Number of students served: N.A. Cost: $4,000- $8,500 per Sloan student who enrolls in the School 5. The School's Director of Mid-Career Programs maintains a close working relationship with the Prince George's County and Baltimore City governments and encourages them each year to sponsor employees in the Mid-Career Fellows Program. Many of the fellows sent by these two jurisdictions are minorities. Persons responsible: Director of Mid-Career Programs Number of students served: N.A. Cost: The recruitment costs are paid by the sponsoring jurisdictions. RETENTION * A welcome reception in the COLLEGES OF AGRICULTURE AND LIFE SCIENCES is held at the beginning of each fall semester and a mid-semester "check-up" is held in mid-fall and mid-spring. The primary purpose of these mid-semester gatherings is to obtain updates on student progress and to create a sense of belonging and community among the Blacks. Persons responsible: Dean, Assistant Deans and Faculty Advisors Number of students served: N.A. Cost: Staff time is included as pan of routine responsibilities * The COLLEGE OF BEHAVIORAL AND SOCIAL SCIENCES provides the following activities: 1. A dinner for minority students is held annually to introduce students to black faculty and administrators and acquaint them with services available in the College. Persons responsible: Assistant Dean for Equity Affairs and minority graduate students Number of students served: 25 Cost: $150 2. Psychology Department sponsors tutoring, mentoring and other academic support programs to support the retention of minority students. In addition, the Department has established a Minority Student Group which serves as an advocacy group for minority students. Persons responsible: Minority Affairs Committee Number of students served: 30 Cost: $2,000 ACCESS IS NOT ENOUGH October 1989 APPENDIX G Office of Graduate Minority Affair Initiatives Recruitment A. Regional Visitation Program - sponsors approximately 200 undergraduate minority students to visit the UMCP campus during the Fall semester. These students from historical Black institutions have an opportunity to meet with UMCP faculty, graduate directors, and administrators. Dates: October 22-24, 1989. B. Summer Research Internship Program - is aimed at giving 10-20 undergraduate students during their sophomore and junior year the opportunity to gain hands on experience in science, mathematics, engineering research programs or equivalent projects, conducted under the guidance of a faculty member. C. Recruitment Fellowship Program - awards over $2 million in 150 fellowships and grants to minority graduate students for the 1989-90 academic year. Of that $2 million, $1.5 million has been directed to Black graduate students and includes 58 fellowships, 46 support grants, 28 mentor grants, and 18 other race grants. Additional, external funds which have been secured by the UMCP Graduate School and Colleges included 9 Patricia Roberts Harris Fellowships ($90,000); 3 Ford Foundation Minority Fellowships ($36,000); 9 National Consortium for Graduate Degrees for Minorities in Engineering (GEM) Fellowships ($54,000); 1 NSF Minority Fellowship ($12,000); and a major national grant in Areas of National Needs in the College of Engineering ($323,800). D. Linkages - Formal academic linkages with several traditionally Black universities are established with: Bowie State University Coppin State College Delaware State College Elizabeth City State University Florida A & M University Southern University Virginia State University Winston-Salem University Informal linkages are also established with: Hampton University Morgan State University Spellman College E. Black Alumni Recruitment and Retention Campaign - targets Black UMCP Alumni to assist in the following four areas: 1) mentorship program for Black Undergraduates 2) UMCP Fundraising/Development/Endowment Campaign to support Black graduate and professional students 3) brown-bag seminars on the College Park campus 4) recruitment network - to identify and recruit prospective graduate students F. Campus Wide Graduate Recruitment Committee - which represents all 14 colleges of the university consists of selected faculty and administrators. The committee coordinates recruitment activities such as attendance to graduate school day fairs, visits to other institutions, recruitment publications, the development of a campus visitation program and the development of linkages with historical Black institutions. G. Graduate and Professional School Fairs - the office has attended over 15 graduate fairs during 1988-1989. H. Graduate Minority Publications: 1) Recruitment Brochure - provides overview of the academic professional and cultural opportunities available for minority students at UMCP. 2) Poster - provides a visual invitation to minority students to consider UMCP as a viable option for graduate and professional study. The poster lists some of the academic, social and research resources offered at the university. 3) Black Graduate Student Directory - lists names of students, as well as their hometowns, and undergraduate institutions, so that students can easily network and have a line of support with other minority students. I. Toll Free Number - (800-245-GRAD) was established to enable the office to reach a larger number of prospective students, and to make information more easily accessible to them. J. ETS Minority Locator Services - has been used to recruit minority students at the national level. Retention A. Orientation Program To New and Returning Minority Students - is designed to welcome all newly admitted graduate students to our campus. Date: August 29, 1989, 2:00 p.m., Marie Mount Hall. B. Black Graduate Students Faculty Mentor Award Programs - assigns student to a faculty member to serve as mentor to the students. The mentor must be willing to meet regularly with the student, to follow his or her progress, to help the student identify any academic problems that stand in the way of satisfactory progress, and to suggest way in which these problems can be eliminated. The Graduate School offers the following support: 1) a grant to the student equivalent to the stipend of graduate assistants, plus remission of tuition ($8,800). 2) a grant for summer work by the student, which might include acclimatization to high-tech laboratories or summer courses. 3) funds for a tutor for the student if the faculty mentor identifies a particular area or subject in which the student needs assistance beyond and in addition to the mentor's activity. C. Peer Partners Program - matches entering minority students with resident minority students of the same curriculum. The objectives of this program are: 1) to increase the rate of graduate 2) to establish academic strategies 3) to provide financial aid information 4) to create opportunities for networking 5) to enhance the experience for the graduate minority student D. Minority Graduate Students Advisors Council - advises the Office of Graduate Minority Affairs on particular issues related to minority graduate students, and coordinates various programs aimed at the retention of these students. E. Graduate Minority Housing - administered by the Office of Graduate Minority Affairs, annually reserves graduate apartment units for priority assignment to special minority recruitment cases. F. "Academics And The Real World" Lecture Series - consist of professional and academic minority speakers who are invited to speak to the academic community in areas on topics of interest to our minority graduate student population. G. Minority Fellow Luncheon - held in honor of all minority graduate students who hold an academic fellowship or scholarship. H. Advising of Minority Students - The Office advises minority students on academic, financial and personal matters. Having an open door policy for minority students, the office provides linkages with other minority students, faculty and organizations, acts as a "home-base" for students who give and/or receive support and encouragement. ACCESS IS NOT ENOUGH October 1989 REFERENCES American Council on Education (1989), Minorities On Campus: A Handbook for Enhancing Diversity, Washington, D.C.: American Council on Education. American Council on Education (1988), One-Third Of A Nation, Washington, D.C.: American Council on Education. American Council on Education (1988), Minorities in Higher Education: Seventh Annual Status Report, Washington, D.C.: American Council on Education. College Board (1985), Equality and Excellence: The Educational Status of Black Americans, New York: College Entrance Examination Board. Beckham, Barry (1988), "Strangers In A Strange Land: The Experience of Blacks on White Campuses." Educational Record, Fall 1987 - Winter 1988: pp. 4-78. Blackwell, James E. (1987), Mainstreaming Outsiders: The Production of Black Professionals, Dix Hills, New York: General Hill, Inc. Blackwell, James E. (1988), "Faculty Issues: The Impact on Minorities," The Review of Higher Education, Summer 1988, Volume II, No. 4, pp. 417-434. Center For Education Statistics (1988), Survey Report: Trends in Minority Enrollment in Higher Education. Fall 1976 - Fall 1986, U.S. Department of Education. Magner, Denise (1989), "Blacks and White on the Campuses: Behind Ugly Racist Incidents, Student Isolation and Insensitivity," The Chronicle of Higher Education, April 26, 1989. Mooney Carolyn (1989), "Affirmative Action Goals, Coupled With Tiny Number of Minority PhD's, Set Off Faculty Recruiting Frenzy," The Chronicle of Higher Education. August 2, 1989. Sedlacek, William and Brooks, Glenwood (1976), Racism in American Education: A Model for Change, Chicago, Ill.: Nelson Hall. Squitieri, Tom (1989), "Affirmative Action Still Divides Races," USA Today, September 22, 1989. University of Maryland at College Park (1989), Affirmative Action Plan - Update 1989. University of Maryland at College Park (1989), Enhancing the College Park Campus: An Action Plan. University of Maryland at College Park (1989), Plan to Assure Equal Post- secondary Educational Opportunity. Wilson, Reginald (1987), "Recruitment and Retention of Minority Faculty and Staff," American Association of Higher Bulletin, February 1987: pp. 11-14.