By Irene M. Ota, College of Social Work and Irene H. Yoon, College of Education
The unfolding events in Ferguson, Missouri sparked a cross-campus dialogue at the University of Utah to discuss racialized police violence and what concerned community members can do about it. We were already planning this informal gathering to create a space to dialogue about Michael Brown and Ferguson, Missouri, co-sponsored by the University of Utah’s College of Social Work, College of Education, and the Women’s Resource Center. Then, just days before the planned event, in Saratoga Springs, Utah, about 35 miles from Salt Lake City, a young mixed race Black man named Darrien Hunt was shot and killed by the police. With this local case, the need for community connection and action on campus became even more palpable.
We knew the University needed a campus-wide opportunity for people to find each other, dialogue, process concerns, and identify effective forms of action and engagement to press for change and collective urgency. But, we didn’t know if anyone would come.
We have a largely commuter campus, so many students work jobs during the day. We are in a state with relatively little community outcry over racialized violence. We told ourselves that even a conversation with five people was important, in order to build connection and start a series of conversations and action.
The response was greater than we had anticipated, with over 40 people attending from numerous areas of the University of Utah and the greater community. We were a diverse group in age, ability, academic discipline, profession, sexual orientation, race, and ethnicity.
Students, staff, and faculty identified themselves as coming from sociology, chemistry, environmental science, psychology, theater, business, communication, and the U.S. Army (Fort Douglas, an Army Reserve base, is on campus), in addition to education, social work, and the Women’s Resource Center. As each person introduced themselves, they shared their reasons for attending.
Many people felt they didn’t know who else to talk to, who else cared about the situations in Ferguson and in our own backyard. Some people were there for very personal reasons—friends of Darrien Hunt, mothers afraid of what fatal police shootings mean for their children and grandchildren of color.
#UFergusonDialogue: "This is the first time I've been in a group this ethnically and racially diverse." —Student
— Utah Social Work (@USocialWork) September 17, 2014
Others were angry about injustice, not only for Michael Brown, but for many other people of color, and had found their outrage was falling on deaf ears in other parts of campus or in their other communities. Finally, almost all agreed that they wanted to be part of collective action and public pressure on local government and police departments, public and elected officials, and local media outlets.
In addition to meeting the needs above, we were explicit about our goals. We felt a dialogue was necessary for our campus climate—for concerned individuals to have a space to have difficult conversations where they were allowed to speak their emotions. We knew that, on this large campus, individuals would want to network and find each other.
As educators, we facilitators also wanted to be available to participants who needed to unpack competing accounts, imagery, media narratives, and statistics about Ferguson and racialized police shootings. Finally, as individuals who had participated in many dialogues in the past that had petered out over time, we wanted to make sure we didn’t stop at talk, but also brainstorm constructive collective action. We decided one first action could be a joint letter to the editor of several newspapers.
For a dialogue with individuals who wouldn’t know each other or have relationships with each other yet, we started with a structured two-hour process. We began by establishing “ground rules,” or norms for participation and dialogue. Next, we briefly situated the conversation in a long history of (officially or unofficially) sanctioned violence against young Black men. About 10 minutes into the session, we were ready to begin.
For the first hour and a half, participants shared who they were, why they were participating in the dialogue, their emotions and concerns and questions about how and why Michael Brown’s and Darrien Hunt’s deaths had occurred. We observed that the diverse group had a range of needs, from working through personal identity to wanting to show up in quiet support. Some individuals shared what had pushed them over the tipping point from passive personal concern to joining a group dialogue for action.
Before moving on to our collective action item, we brainstormed tips and wisdom about what we could do in response to the shooting of Darien Hunt, as well as addressing racialized police violence more broadly. Participants suggested:
- Calling and emailing elected officials in this midterm election season (drafting a “script” for people who were worried about getting tongue-tied)
- Writing letters to local police departments
- Tweeting and leaving Facebook posts on pages of local police departments and elected officials
- Forming an action group to serve as a “home base” for sharing information about events, action items, and resources
- Speaking up within our own existing networks and communities (e.g., classes we teach, places of worship, our families).
#UFergusonDialogue: "I'm here because I have two sons… I'm scared for my children." —Community Attendee
— Utah Social Work (@USocialWork) September 17, 2014
Finally, for the last half hour, we presented drafts of several letters to the editor that we had tailored to each newspaper’s coverage of Ferguson and of other fatal police shootings like Darrien Hunt’s. Participants read the letters, gave comments or suggested revisions, and had a few moments to consider whether or not they wanted to sign their names (or sign as “Anonymous”). Virtually all participants signed on to these letters. More have signed on since.
Implications for the Future
So what can we say now? Was the event a success, in terms of our goals and needs? We think so, because our main intention was to create space and build networks for the future. Many connections between individuals and organizations were made – we noticed people staying after the event, crossing the room and shaking hands, exchanging emails and phone numbers. Two social work students are creating a phone tree, which would alert individuals to incidents, concerns, and issues, and encourage them to write, email, and/or phone their legislators with possible resolutions and action. Those letters to the editors will go the local newspapers, which we hope will be printed. We plan to share them over social media networks regardless.
As with any grassroots community organization that is spurred by a single event, it can be hard to keep things like this dialogue going over time. One of our goals and guiding questions was how not to forget, but to stay engaged, despite everyone’s own busy lives and community engagement in disparate spaces. We are cautious until the suggested initiatives take hold. We will continue the dialogues and calls for action. We are committed to supporting each other, staying socially conscious, and we are dedicated to moving forward.
Note: We would like to extend special thanks and appreciation to Debra Daniels, Assistant Vice President of Women’s Enrollment Initiatives and Director of the Women’s Resource Center, and Jennifer Nozawa at the College of Social Work, for their support and collaboration in planning and facilitating the event and this essay.
Why Political Science Can and Should Lead Diversity Efforts in Higher Education
Diversity is big business in the academy. Foundations such as Ford, Carnegie, and Robert Wood Johnson support academic efforts to diversify the professoriate; and colleges and universities across the country are investing significant resources in diversity efforts. Furthermore, the academy has begun hiring chief diversity officers, following corporate sector trends — 60% of Fortune 500 companies have chief diversity officers among their top-executives.
Although the numbers of women in political science have shown modest growth over the last two decades, the number of women of color in the field has largely remained flat. Political science scholarship on minority representation in U.S. legislatures sheds light on this professional conundrum, too. This literature shows how organized women, racial and ethnic minorities, and their allies can promote diversity and inclusive practices to bring about lasting change in political science, other disciplines and higher education more broadly.
An Opportune Moment for Political Science
Research on social movements shows that, when windows of opportunity arise, activists must have the resources to change the status quo and push for policy breakthroughs. I suggest that heightened attention to institutional diversity across academia presents an opportunity that political scientists can and should seize by presenting themselves as credible stakeholders who are well-equipped to: steward institutions’ newly available resources, run innovative pilot programs, and produce returns on institutional diversity investments for both students and faculty.
Student demands will be a key resource in these efforts, but administrators can often “wait students out” — stalling student diversity efforts until a new cohort must begin afresh. Political Science is uniquely positioned to lead institutional change by using research from the discipline to encourage student activists to investigate the issues, formulate long- and short-term goals, determine the scope of their influence, identify allies and opponents, construct informed arguments, and make specific demands with measurable outcomes. This informed activism can help students leverage their status over time as students, alumni, and donors to move towards shared goals for departmental, disciplinary, and institutional change.
Political Science is attracting many undergraduate women majors. Women are faring as well as men on the discipline’s job market. They are approaching pay equity with male colleagues and increasing their presence in the ranks of full professors. In 2010, women of color comprised 13.5% of female political science faculty, more than double their share in 1980. Although this improvement remains relatively modest compared to the nearly 300% increase in women faculty over that span, the progress for women of color is promising and can act as a foundation for future diversity efforts. Nevertheless, many challenges must still be addressed — including burdens of balancing tenure-track and family responsibilities, “inhospitable” institutional climates, and research norms that discount women’s contributions to collaborative work.
Building a Diversity Infrastructure
Sheer numbers are the first requirement for building diversity infrastructure. With sufficient numbers, members of gender and racial caucuses can promote further change and build organizational capacities. Research on the impact of diversity in Congress shows that the Congressional Black, Hispanic, and Asian Pacific American caucuses encourage information and resource sharing, enhanced communication, and collective action on behalf of racial and ethnic minorities. Through caucuses, task forces, and organized voting blocs, minority legislators have kept low-salience civil rights issues on the congressional agenda despite waning public interest. Women’s and racial and ethnic caucuses in national and regional political science associations show that female political scientists can capitalize on their numbers to act as disruptive-insiders to further diversify faculties and challenge discrimination.
Buy-in from political science department heads who name search committees and from faculty making influential recommendations will be indispensable for furthering these efforts. Departmental objectives can be linked to university diversity efforts. Male faculty members should be encouraged to serve on diversity committees and act as change agents.
Thinking beyond individual departments, women’s caucuses and ethnic caucuses in political science associations could share resources and knowledge and coordinate agendas. If increasing the racial and ethnic diversity of the discipline is to be achieved, then women’s caucuses will need to work closely with race and ethnic caucuses in the discipline. Although universal sisterhood may be a worthy ideal, faculty women of color cannot be cast as handmaidens rather than full partners in the work of transforming the discipline.
Mentorship is Not Enough
The number of women of color entering political science faculties has stagnated, and many minority faculty members leave political science departments for more hospitable interdisciplinary centers. Recruitment and retention should therefore be top priorities — and that is going to take more than just mentoring programs.
Mentorship is a common answer to the challenge of recruiting, supporting, and retaining minority faculty. Mentoring, however, only teaches people how to survive in institutions. It does not necessarily attract more people to enter institutions, and it does not help them change institutions. Although the very presence of black women on academic faculties and in front of classrooms changes the academy, that is not enough. Despite widely shared good intentions, the discipline cannot rely on mentoring alone to help women of color overcome racism, sexism, and other systematic obstacles to their advancement. At best, mentoring will help women faculty of color expand their social networks, establish important professional relationships, and better navigate minefields. At worst, mentoring will help some individuals survive and advance, while maintaining longstanding power disparities in the discipline. Mentoring obviously cannot ameliorate the impediments that routinely challenge and undermine women of color at all ranks of the professoriate. Political science must lead the way in identifying and deploying all of the strategies that can bring broader progress in universities and disciplines.
The Impact of Institutional Racism on Capitol Hill
The 116th Congress, the current meeting of the legislative branch of the United States federal government, is the most racially and ethnically diverse in history. Black, Latinx, Asian/ Pacific Islander, or Indigenous members now account for 22% of Congress, a record-breaking trend on Capitol Hill. This represents an 84% increase over the 107th Congress of 2001 to 2003, which had 63 diverse members. Although racial and ethnic diversity among lawmakers has increased over the years, Congress remains disproportionately white when compared to the overall U.S. population.
Social Solutionist Dr. Angela Henderson suggests that the lack of diversity of legislators on Capitol Hill is directly tied to institutional racism. Skilled in research and statistical analysis, Dr. Henderson examined demographic data from the 116th Congress to better understand the relationship between systemic inequities and racial and ethnic disproportionality. Dr. Henderson translates research into action-oriented solutions that will eradicate institutional racism and increase diversity on Capitol Hill.
“The best way to change the future is to understand history.”
– Adam Ramer
The requirement for candidates to raise significant funds for their congressional campaign compounds the homogeneity on Capitol Hill. Due to the effects of slavery, Jim Crow laws, and unequitable wealth distribution, the lack of monetary inheritance within communities of color present significant barriers. Monetary inheritance within a family provides financial stability for future generations to thrive and take advantage of wealth-building opportunities. According to a 2014 Pew Research Center article, the income of households headed by Black people continues to lag behind households headed by white people. In 2014, the median Black household income was approximately $43,300 while the median white household income was about $71,300. The study also found that household heads with higher levels of formal education tend to have higher household incomes. However, the Black-white-gap in income occurs across all educational levels and indicates a lack of equitable opportunities for communities of color.
Decades of racial discrimination, segregation, and disinvestments in communities of color have left families with fewer resources when under financial pressure. In 1933, President Franklin D. Roosevelt enacted The New Deal to combat a housing shortage and to increase housing stock. In reality, this program was a state-sponsored system of segregation that pushed Black and Brown families into urban housing projects. In 1934, the Federal Housing Administration furthered segregation efforts by refusing to insure mortgages within Black and Brown communities, a practice known as redlining. The Federal Housing Administration justified racial segregation by claiming property values would decrease if people of color bought homes near the suburbs. Although the New Deal was repealed in 1939, it has left behind ongoing stagnant racial inequities and deep wealth gaps between Black and white communities.
Debt negatively impacts all families but is especially burdensome for families of color. Research suggests that while only 15% of white households have been late with debt payments, 27% of Black households have been late with debt payments. Without a social safety net or alternative financial means, more and more Black families may be at risk of taking out additional loans at high interest rates to pay their living expenses. This leaves fewer assets and means for families to support and assist their children with basic life necessities, such as housing, transportation, and/or college tuition.
“There can be no learning without action, and no action without learning.”
– Reg Revans
According to Dr. Henderson, we can take the following steps to push back against the effects of institutional racism and increase leadership diversity on Capitol Hill:
- Community Rites of Passage Investment: We must strategically invest in our youth of color early, particularly investing in youths of color who are on a political track that requires financial means to succeed. Given that it takes a village to raise a child, our community should collectively craft solutions and invest in opportunities for our children to do so.
- Mentoring, Internships, and Fellowships: All professions, including political social workers and researchers, should challenge themselves to mentor and provide internships and fellowships to youth, undergraduate, and graduate students. These programs and opportunities, such as Emerge Virginia, will help students get acquainted with working in Congressional or State offices.
- Political Training Programs: This learning opportunity will help students develop skills around campaign messaging, fundraising, campaign budgeting, and all tactics pertaining to running for office.
- Political Action Committees (PAC): Support PACs, U.S. organizations that raise money privately to influence elections or legislation.
- Social Work Political Campaign Courses: Every social work program around the country should offer a course about social workers and political campaigns. This course should provide social work students with a year-long intensive training on politics, etiquette, debating, and different ways to prepare them for work in this realm.
In order to increase leadership diversity on Capitol Hill, we will need to create more opportunities for people of color. Acknowledging the challenges and barriers they often face such as limited professional networks and political clout, we have to be intentional about bringing people of color into these spaces. We have to ensure that we are equipping youth and communities of color with the connections and resources needed to build wealth and maintain sustainability. As Congresswoman Ayanna Pressley urges, “we have to be disruptors, innovators, and we have to shake the table.”
How to Create Inclusive Environments for Black Students on Predominantly White College Campuses
Predominantly white institutions of higher education in the United States routinely point to rising enrollments of students of color as evidence of their commitment to racial diversity and inclusion. Indeed, from 1996 to 2012, college enrollments of minority students have increased exponentially. Across all types of institutions, the percentage of white college students enrolled in the United States fell from 84 percent in 1976 to 58 percent in 2015.
Even so, Black enrollments in selective colleges and universities have remained consistently low for the past two decades. Regardless of shifting percentages, however, enrollment numbers are poor metrics for inclusivity. They say very little about the social integration of Black students once they arrive on predominantly white college campuses.
Inclusivity depends on more than enrollment rates, it is about enrolled students coming to feel that they really belong in campus communities where they are valued and accepted. The prevalence of anti-Black incidents and the growing presence of white supremacist groups on college campuses suggest that America has not achieved true inclusivity for Black college students — and may be losing ground in some places.
The U.S. Department of Education reports that the number of reported campus hate crimes increased by 25 percent from 2015 to 2016, right after the election of Donald Trump. Further, there have been high profile media reports of white students or college staff people who call the police on Black students and staff for engaging in routine activities such as sleeping in a residence hall common area or eating lunch on campus.
Predominantly white institutions can cultivate more inclusive environments for Black students by moving beyond just numerical diversity. They should focus instead on subtle dynamics of campus exclusion, and the extent to which students feel they belong and are well mentored and supported.
Mechanisms of Anti-Black Exclusion on Predominantly White Campuses
Sociological research points to discriminatory dynamics for Black students on predominantly white campuses:
Segregated white socialization. Anti-Black prejudice in the United States has long been reinforced by racially segregated neighborhoods, schools, and churches that make it possible for white students to arrive on college campuses without ever having interacted meaningfully with Black peers. With academic tracking, many white students can also be educated in predominantly white classrooms even in racially diverse public schools. As a result, many white students and faculty arrive on college campuses holding unchallenged racist myths and misconceptions about Black people.
Hostile racial climates. Scholars find that a hostile racial climate leads to feelings of marginalization and isolation that harm achievement and retention for minority students. Greater numbers of minority enrollees do not necessarily lead to cross-racial interactions, or necessarily challenge dominant racial ideologies and master narratives. Black students experience hostile campus climates through everyday racial slights and the failure of faculty and administrators at historically white institutions to enact policies to counter racial and ethnic harassment.
Assumptions flowing from college admissions policies. College admissions policies can contribute to the marginalization of Black students by creating presumptions that many of them may be less meritorious than their white and Asian peers. The Black–white SAT test score gap feeds into racist notions of Black intellectual inferiority and informs false narratives of affirmative action programs as discriminatory towards white and Asian applicants. Yet research confirms that GPAs are a better predictor of college performance than SAT scores; and many test scores have been found to rest on racially biased assumptions. Apart from assumptions spread by admissions rules, recent scholarship also suggests that some admissions officers discriminate against prospective Black students who are oriented towards social justice.
How to Fight Black Exclusion on College Campuses
Providing supportive and inclusive spaces for Black students is particularly important in the current social context. The following are suggestions that can be used by predominantly white institutions.
Develop new metrics for success. Stop using only numeral diversity in admissions or graduation rates as the primary metrics for progress. Instead, focus as well on measuring the racial climate on campus and student feelings of belonging and attachment to the institution.
Train people in how to discuss racial issues. Provide professional training for faculty on how to lead effective conversations about racism in their classrooms and as advisors. Provide similar training to administrators, staff, and student leaders.
Establish both safe spaces and brave spaces: Recognize that Black students need safe spaces on predominantly white campuses where they can have a reprieve from anti-Black racism. Simultaneously, create cross-racial “brave spaces” for all students to develop authentic and sustained interracial interactions, while providing them with tools and support to do so effectively.
- Spread anti-racist narratives: Find multiple ways to counter harmful anti-Black stereotypes. For example, Test Optional College Admissions policies are already being used at many of the most competitive schools in the United States. And classroom curricula can also be used to further deepen students’ racial literacy. Additionally, universities should forcefully identify antiracist values as a core feature of their institution’s identity.
- Anti-discrimination and harassment policies: Develop clear policies and procedures that outline consequences for discriminatory treatment on the basis of race, ethnicity, and other social identities. These policies provide accountability that is critical for combating hostile racial climates.
Read more in Bedelia Nicola Richards, “Faculty Assessments as Tools of Oppression: A Black Woman’s Reflections on (Colorblind) Racism in the Academy” in Intersectionality and Higher Education: Identity and Inequality on College Campuses, edited by W. Carson Byrd, Sarah Ovink, and Rachelle J. Brunn-Bevel (Rutgers University Press, 2019).
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