Finding 1: Even though the proportion of full-time Hispanic American faculty has increased from 0.8% (1980) to 1.3% (1993) of all full-time faculty, this group is significantly under-represented in the UMCP faculty. Access to faculty ranks continues to be a major problem for this group. The number of Native American faculty (6) is negligible, given that the total full-time faculty at UMCP is 2070 (Based on data provided by the Office of Institutional Studies for employees at UMCP, 1993-1994). Although the number of Asian American faculty is of less concern, their concentration in certain colleges, (i.e., the Colleges of Engineering, Computer, Mathematical and Physical Sciences, Business and Management, and Life Sciences) is of concern. Their representation in many of the remaining colleges is inadequate.
Recommendation 1: At least double the number of Hispanic and Native American faculty in the next five years. Recruitment of Hispanic American faculty should be geared to those individuals that reflect under-represented Hispanic American communities in the USA and at UMCP (e.g., Central American, Chicano, Cuban, Puerto Rican). Recruitment of Native Americans may require creative and non-traditional approaches. Finally, priority should be given to the recruitment of Asian American faculty into departments outside those in Computer, Mathematical and Physical Sciences, Engineering, Business and Management, and Life Sciences Colleges.
Finding 2: The number of Asian, Hispanic, and Native American faculty administrators is negligible. In 1994, out of a total of 127 academic administrators (with faculty rank), there were only 3 Asian Americans, 1 Hispanic American, and 1 Native American.
Recommendation 2: Initiate specific programs and procedures so that by the year 2000, at least 10% of academic administrators on this campus will be Asian, Hispanic, and Native American.
Finding 3: Salaries for Asian American faculty are lower than those of their white counterparts even when taking rank and college affiliation into consideration. These differences cannot be readily explained by a lack of seniority or lower rates of promotion among Asian American faculty. In addition, difficulties in the promotion of this faculty group arise from what they perceive to be inappropriate or poorly implemented promotion procedures.
- Immediately initiate a review of Asian American faculty salaries (as well as those of Hispanic and Native American faculty) to determine if inequities exist, and institute actions to rectify inequities if they exist.
- Immediately initiate a thorough study of the policies and practices regarding salaries, promotions, and tenure in academic units to determine if current policies and practices disproportionately disadvantage and/or discriminate against Asian, Hispanic, and Native American faculty.
Every effort must be made to establish and implement an equitable set of procedures with particular attention to documenting subjective criteria used to hinder promotion and tenure, such as "poor English" or culturally based behavior presumably demonstrating "lack of leadership qualities."
Finding 4: Asian, Hispanic, and Native American faculty are seldom selected for participation in key academic committees (e.g., major search committees, campus Tenure, and Promotion Committees, Academic Planning Advisory Committee).
Recommendation 4: Institute policies, within one year of the submission of this report, that ensure the appointment of Asian, Hispanic, and Native American faculty to key academic committees.
Finding 5: There are significant differences in the size of Asian, Hispanic, and Native American student populations. Hispanic and Native American students are seriously under-represented at UMCP, comprising only 3.8% and 0.3%, respectively, of the students on campus. Generally, progress in the recruitment of Asian American students to UMCP has been reasonable, but these students tend to be concentrated in Life Sciences and Engineering Colleges, as well as in Letters and Sciences.
Recommendation 5: Increase enrollment of both Hispanic and Native American students by 2% a year for the next five years, and promote the recruitment of Asian American students into majors in which they are under-represented. Include current Asian, Hispanic, and Native American faculty, staff, and students in such recruitment efforts, ensuring that such involvement is given due credit and is not detrimental to the career goals of these individuals.
Finding 6: Financial assistance is critical for Hispanic and Native American students since many are more likely to come from financially disadvantaged families. The situation with Asian American students is mixed, i.e., while some students don't require financial assistance, for many others it is essential. Thus, all of these disadvantaged groups require financial support in order to pursue a university education.
Recommendation 6: Increase the present level of financial assistance and student support services for Asian, Hispanic, and Native American students, emphasizing scholarships rather than loans, within the next University budget cycle.
Finding 7/8: Asian, Hispanic, and Native American students are concerned about the severe shortage of minority faculty (and staff) who can serve as their instructors, role models, mentors, and advisors. The need for Asian, Hispanic, and Native American support staff is reinforced by the results of a student survey which showed that many minority students were concerned about choosing a major or career and improving their study skills and grades. In addition, survey results indicated that Asian, Hispanic, and Native American students rarely use campus counseling services.
Recommendation 7: Increase the number of Asian, Hispanic, and Native American faculty (see Recommendation 1) and staff (see Recommendation 10) who can then serve as instructors, role models, mentors, tutors, and advisers for students. Direct involvement of Asian, Hispanic, and Native American faculty and staff in minority student affairs should be considered and recognized in tangible ways including raises, promotion, and tenure.
Recommendation 8: Establish, within a year of the submission of this report, two permanent, full-time, professional staff positions within OMSE to develop, coordinate and assess programming and support systems for Asian, Hispanic, and Native American students.
Finding 9: There are only eight courses that deal with Asian cultures, three of which include Asian cultures along with many others. The other five courses deal only with East Asia. While there are extensive Hispanic course offerings, they relate primarily to Spanish, Portuguese, and Latin American cultures. There are no permanent course offerings that relate to Asian, Hispanic, and Native American topics.
Recommendation 9: Expand curricula throughout UMCP to include courses that expose the UMCP community to the experiences and contributions of Asian, Hispanic, and Native American people. Develop mechanisms and provide resources to facilitate the incorporation of the contributions of Asian, Hispanic, and Native Americans into current courses at UMCP. A subcommittee of the body proposed in Recommendation No. 17 should be responsible for the initial phases of this curriculum development project.
Finding 10: There is an overwhelming lack of Asian, Hispanic, and Native American associate staff; they represent 4%, 0.9%, and 0.01%, respectively, of associate staff.
Recommendation 10: At least a twofold increase in Asian American associate staff and at least threefold increase, if not larger, in Hispanic and Native American associate staff in the next five years. In addition, Asian, Hispanic, and Native Americans should be recruited for senior and supervisory associate staff positions.
Finding 11/12/13/14: Asian, Hispanic, and Native Americans are also under-represented among classified staff, making up 5.1%, 3.3%, and 0.2% of classified staff (excluding those in the employment categories "If and When Needed", "Contact", and "Temporary"), respectively. Hispanic and Native Americans are hired in the "If and When Needed" category in almost twice the proportion of other minorities and in a higher proportion than whites. About 42% of Asian and 43% of Hispanic Americans are employed as either "Temporary" or "If and When Needed" employees.
Many staff lacks confidence in current mechanisms designed to evaluate and mediate racial and ethnic conflicts, particularly those involving supervisors. Interviews with classified staff showed that a significant proportion of Hispanic American staff was not aware of grievance procedures although similar views were not expressed by Asian and Native American workers. The lack of awareness of procedures may suggest a lack of interest in and/or concern by supervisors about minority staff who may be the least fluent in English, such as many Hispanic Americans (and perhaps Asian Americans). Indeed, for 78% of Asian Americans and 83% of Hispanic Americans classified staff, English is not their first language.
Recommendation 11: At least a twofold increase in Asian American classified staff and at least a threefold increase, if not larger, in Hispanic and Native American classified staff in the next five years.
Recommendation 12: That mechanisms be developed and instituted to ensure that current and future Asian, Hispanic, and Native American employees fill supervisory level positions. To further this goal, the University must
- institute changes in the procedures used in the Personnel Services Department to ensure that the training and experience of Asian, Hispanic, and Native American applicants for University positions, obtained in foreign countries, be given full and appropriate credit,
- develop and initiate specific programs to assist current and future Asian, Hispanic, and Native American classified staff to advance to supervisory positions, and
- evaluate job application procedures and/or institute new mechanisms to prevent the long-term placement of Asian, Hispanic, and Native American applicants in positions and/or under contract formats that minimize benefits and prevent upward mobility or job advancement.
Recommendation 13: Review current procedures to ensure that explanations of all procedures, options, and rights be made mandatory and part of the terms of employment of all classified employees. This orientation should be provided by someone other than supervisory personnel and in the employees' primary language, when practical.
Recommendation 14: That specific programs be instituted to provide diversity training for all supervisory personnel that stresses the value to the campus of cultural, racial, and ethnic diversity. This orientation should be provided to current and new employees on a regular basis. Further, progress made by supervisory personnel in creating an atmosphere of racial and ethnic tolerance and mutual respect should be included as a part of the performance evaluation processes for supervisors.
The same body proposed in Recommendation 17 should have the responsibility to act on charges relating to cultural, ethnic, and racial bias and insensitivity toward classified staff.