Archived Information

*The President's Initiative on Race*

1998 Campus Week of Dialogue

Survey Responses

Exhibit 3

Specific Responses to Survey Questions

## **What were the primary issues discussed at your event(s)?**

1.  When did students of color become aware of their minority status?
    Burden of representing race. Self-segregation of groups and how to
    appreciate/profit from diversity.

2.  Definition of race and racism.

3.  Reasons and solutions for disparities in test scores of minorities
    for intergroup disparity between ethnic groups.

4.  Relate when participants first become aware of race.

5.  Race acceptance and feelings of isolation (lack of community).
    Innovation and race and issues of diversity.

6.  Classroom experiences, student expectation and the reality of racial
    tension. Student, faculty and staff dialogue.

7.  Stopping the feuds from each generation.

8.  Starting cultural sharing. Community discussion with political
    leaders. Education courses for educators on cultural diversity and
    attitudes of students regarding various races. Why hasn't the
    understanding/caring gap been closed?

9.  How is diversity planning addressed and how students, faculty and
    administration view it?

10. Root causes of prejudice and racism and problems created by
    prejudice and racism. How to overcome prejudice and racism.

11. Diversity in Higher Education and improvements in race relations
    since legal civil rights gains of 60s. Class.

12. Shared cultural knowledge and perspectives built allies through
    awareness. Committing ourselves to an ongoing process of inclusion.

13. Unification around issues of race. Racism, power, prejudices,
    internalized oppression and racism on campuses.

14. No integrated public spaces except classrooms, Black and White
    students don't have a lot of opportunity to interact because the
    Greek oriented nature of the campus affects ability to interact.

15. Sharing dialogue and information about race. Emotions, affirmation
    of values, and clarification of viewpoints.

16. What the university can do to work with the community to enhance
    race relations.

17. Better understanding cultural foundations of various ethnic peoples.

18. Race, racism and its affect on the entire community. Race relations
    in Vermont.

19. The issue of gay bashing.

20. Double standard of name calling. Why is color always an issue?

21. Perceptions of race and diversity. Handicapped awareness. Individual
    action plan.

22. What the issues are at WFUSM. How do we increase diversity in
    faculty, student body and clinical research? Population(s)
    diversity.

23. Race relations using the example of Frederick Douglas. Race and
    inclusion dialogue. Cultural diversity creating sensitivity and
    appreciation.

24. Diversity in Texas, Taylor County and ACU. Overall state of
    relations at ACU and needed improvements.

25. Diversity/gender and race. Community living/learning and leadership
    in community.

26. Cultural differences.

27. The role of student media within community who gets involved in the
    students press and decision making.

28. How we respond in-group settings when racial biases surface (being
    in a minority group when racial jokes or remarks are made).
    Complications introduced when dealing with humor.

29. How school could be more involved in lives of students.

30. Economic disparity and inconsistent judicial system. Defining role
    of educational commitment.

31. Awareness of cultural differences. Respect and appreciation of
    diversity and value. Education of others on cultural differences.

32. Lack of discussion of race at Rice and feeling of isolation by
    minority students. The role of college councils and the student
    associations.

33. The meaning of race/racism. Individual life experiences.

34. Campus race relations. Alabama race relations. Mobile race relations
    and race relations in general.

35. How many different cultures and races are represented on campus?
    What are the positives/negatives about others?

36. The differences between debate/dialogue. The process of improving
    human interaction. We talked about first experiences with
    prejudice/discrimination.

37. Affirmative action. Viewed and talked about the film *Talking About
    Race.*

38. Diversity of staff/students/curriculum. Creating a culturally
    sensitive climate. Identifying community representatives to serve as
    mentors for students of color.

39. The establishment of student ethnic clubs to enhance retention.

40. Perceptions based on race and the myth about quotas. Concern about
    under-representation of some groups.

41. Institutional and economic climate. Faculty and staff retention and
    recruitment and the need for expanded student support services.

42. Dialogue focusing on examining the issues of race.

43. Exploring strategies for improving inter-group relations.

44. How to reach people who are not willing to learn about other
    cultures. How much Aurora/Denver have progressed in addressing race
    issues. What we can do to fix racial discrimination among children
    in the U.S.A.

45. How to create a true multicultural community. Ways in which racism
    and other discrimination occurs and subtle racism without
    realization.

46. A speech from our President.

47. What does Old/New Testament teach about diversity?

48. Appreciation of diversity and understanding other groups.

49. What is race and what does it signify? What are stereotypes?

50. Separation of racial groups on campus. The status of minorities in
    the community. Climate issues that influence how diversity is
    addressed on campus -- race and other issues.

51. Elimination of prejudice and ending of mistreatment based on
    race/gender/class sex, age and physical characteristics.

52. Should colleges sponsor forums on race and diversity? Should forums
    center on college community or larger community?

53. How to address how students learn about legacies of racism in
    society. How can higher education partner with the community to
    provide opportunities for racial reconciliation?

54. How does race affect daily lives -- such as the media, where one
    shops, church one goes to and people one associates with etc? Racial
    healing and community building among group.

55. Clinton's trip to African, America is realizing the connection.
    Understanding cultural differences and pressure of living and
    working within cultures.

56. Identifying race relations issues from students' perspectives.

57. Dealing with differences in family and community. Biracial families
    -- ensuring self-acceptance.

58. Can we build *One* America? Racial issues at Carnegie Mellon.
    Multicultural programs for the 1998 -- 1999 year.

59. Racism on campus and in the community. Racism in the state and our
    country.

60. Race relations and impact of race on individual experiences.
    Strategies and interventions to enhance the understanding and
    appreciation of racial differences.

61. Language barriers encountered within student body. Academic programs
    are offered in two different languages. A community effort with
    different ethnicity's as the major emphasis.

62. Student racial experiences including access and barriers to
    opportunities.

63. Issues of race as it relates to student involvement in local
    community, society and communication. A campus/community dialogue.

64. How campus students perceive racism? Why should there be clubs
    serving only minorities? Racial issues within the classroom.

65. How racism affects the lives of students on/off campus.

66. Legacies and histories of racism and stereotyping. Improving race
    relations through honest and open dialogue. Assisting students in
    developing ways to respond to conflict.

67. Student recruitment, training for faculty and staff. Climate in
    residence halls.

68. Stereotyping found in today's culture. Name calling and labeling
    found in today's society. Educating youth/elderly on
    mis-information.

69. Voluntary segregation on campus and personal experience with race on
    campus. Race oriented events on campus and why few students attend
    events sponsored by students of color.

70. Maintaining a friendship with someone of a different race. Public
    demonstrations and ongoing dialogues. Evaluations through a lens of
    preconceived stereotypes. Judging a group by the experience of a
    single encounter.

71. Perception of race relations in America. The 1992 LA riots. The
    Princeton community compared to others. Key issues of race relations
    and ways to improve them.

72. Racial problems affecting the campus and the city. Students do not
    feel welcomed in student clubs even with an open door policy. Not
    enough minority professors compared to high minority student
    population. End open admissions and cut remedial classes for
    colleges in NY.

73. Perceptions on campus climate relating to race. Personal background
    and exposure(s) to race relation.

74. Learning to respect people as individuals. Learning to move outside
    of ones own comfort zone. The need for more conversations among
    individuals.

75. State of race relations on/off campus and causes of racism.
    Strategies for overcoming racism. N*ote*: discussion was held with
    the Student Community Government and some minority student
    organizations. Led by Minority Affairs Officers using PIR race
    dialogue kits.

76. Race relations on campus. Developed suggestions on how student
    leaders can improve race relations and develop cooperative working
    relationships across racial lines.

77. How do we develop a prejudicial attitude? Do we face bigotry in our
    community? What is your experience with bigotry? What can we do
    about racism?

78. Self-exploration and race awareness centered on faculty's
    experiences, feelings, and attitudes about people of color.

79. To create on-going, honest, socialized dialogue among faculty,
    staff, and administrators about racial issues. To create a stronger
    and more united learning community. To help create a positive
    cultural experience for each participant.

80. Meaning of race and racism. Divisions within the African American
    community and tension between conservative Blacks and liberal
    Blacks. The political agenda of White Conservatives and
    entreneurship.

81. Marginalization of students on predominantly White campuses. How the
    Catholic tradition is a solution/problem. Issues for faculty and
    staff of color.

82. Race and attendant diversity issues and the need to discuss openly
    racial bias.

83. What is the state of Race Relations at San Jose State University?
    Panel discussion by seven student leaders from diverse backgrounds.

84. Bridging racial divides. Teaching children basic foundation for
    understanding and developing appreciation for different cultures.
    The essential role student leaders must play in shaping an equitable
    society by working together to improve racial relationships.

85. Responses to hate groups. The role of churches, colleges and
    schools. Unity Coalition Meetings.

86. Denial or lack of awareness of a race problem. Positive aspects of
    diversity in the workplace. The need for children to learn early in
    life to respect for differences including race.

87. Educational, economic, political, and social opportunities.

88. Race, racism, and the need to address these issues. Past efforts and
    renewal of new efforts.

89. Outreach and recruitment programs. Class differences and
    social-economic cultures, values and perspectives. Affirmative
    action and diversity.

90. Race relations, "Unconscious Bias" and research on how to overcome
    discrimination.

91. Things that people were most proud of about their race and things
    they wish other people would not say. Observation of prejudice in
    action.

92. The importance of acceptance and respect were the primary issues.

93. How many different cultures and races are represented on campus?
    What are the positive and negative perceptions among students of
    other people? Personal histories of race relations. Racial classes
    at Stanford.

94. Race relations on campus, specifically why black students seem to
    self-segregate?

95. Protecting the distinctiveness of all cultures.

96. Civility and respect and new curricular initiatives. Recruiting a
    diverse student body/faculty/staff. Current campus offerings,
    initiatives and activities. The value of open expression, the
    Potsdam pledge and a statement of our community values.

97. Constructive dialogue of race relations on a national level. Race
    relations in education and health care delivery systems.

98. Celebration of diversity, pride in ethnicity and a united humanity.

99. Issues of race relations on campus.

100. The existence of racism and church burnings. The Rev. Danny
     Donaldson, speaker. Racism and the police.

101. Discrimination and inconsistencies on how people are treated
     because of their race or ethnicity. Progress made in the local area
     since the turn of the century (more diversity, greater minority
     representation in student body, administration of Rio Grande etc.).
     Lack of resources. Long lasting effects of discrimination
     experienced during childhood.

102. Diversity and self-esteem. Goals and objectives in the schools and
     community. Cultural awareness and self-identity.

103. Interracial marriages. The future of historically black colleges
     and universities. Race in the classroom. Black racism. Educational
     environment.

104. Survivor accounts and perspectives of the Holocaust from a rabbi.
     Lessons to be learned from Holocaust.

105. Affirmative action and initiative I-200, an initiative like
     California I-209, which would end Washington State affirmative
     action progress. Continued prejudice and uneven opportunities.

106. Is the campus climate supportive and open to students from all
     racial groups? Campus activities planned to bring people together,
     activities that cut across racial, gender and ethnic divides.

107. Race and the intersections of other cultural identities (gender,
     disability, sexual orientation and the socio-economic status).
     Strategies to make WSU an educationally purposeful, open, inclusive
     and just community.

108. Results of the minority student survey. Adding diversity to
     curriculum and creating instructional sensitivity to
     multiculturalism.

109. Race relations and cultural sensitivity.

110. Stereotypes, prejudice and White privilege.

111. How is race defined and how is it differentiated from culture?
     Racial stereotypes, positive and negative and cultural sensitivity.

112. Planning a diversity week. Planning a national conference for black
     cultural centers. Initiated a steering committee for strategic race
     relations plan.

113. Race issues, relations and feelings on campus.

114. Student reaction to January 1998 study tour and briefing with
     speakers/authors. Issues of race on campus.

115. Race relations in the legal system and in the United State.
     Immigration policies, unequal justice in the military, gays and
     lesbians.

116. How to improve race relations and campus climate for students of
     color. Increasing the number of faculty and staff of color at a
     predominantly White campus. Dialogue among the races with the goal
     to reduce stereotypes and generalizations.

117. Campus climate and retention ideas.

118. Specific campus issues and perceptions of race within the local
     community.

119. Education, economics, law, family, youth and health.

120. Ways to recognize and combat racism at the university.

121. Building bridges and economics.

122. The negative impact of public funded, university legitimated
     racism. The negative impact of racial school mascots to native
     students and educators in addition to non-native students; How to
     incorporate appropriate ways of educating about diverse cultures.

123. Racial and cultural differences and personal experiences dealing
     with race and diversity. Statistical and social data regarding race
     and its fictiveness in the United States.

124. Perceptions, attitudes, experiences.

125. How race has been manipulated throughout the modern political
     campaigns, e.g. Willie Horton and affirmative action. Issues at the
     university.

126. The relationship between people of color and the police. Racism and
     its impact on society. The role of conflict mediation on a
     university campus. The impact of diversity on the future of the
     University.

127. Issues of racial discrimination and how early these beliefs are
     assimilated. Students discussed how change could occur and the need
     to create change.

128. Valuing our stories and embracing a wider point of view.

129. How metaphors communicate deeper meaning both past and present.
     Empathetic caring in diversity. Valuing diversity and tolerance in
     patients, peers and others involve a journey toward understanding.

130. Ethnic/racial stereotypes and refutation of these stereotypes.
     Strengths and characteristics of each group.

131. School (K-12) segregation by economic class and race in our town.
     Celebration of rich cultural heritage on campus.

132. Relations and campus climate between blacks and Jews; Historical
     context of the African American and Jewish relationship,
     particularly in regards to the civil rights movement

133. The lack of minority faculty on campus. Creating more cultural
     courses and instituting a requirement. The issue of whether
     students of color feel safe and welcomed on campus.

134. How community colleges can meet the educational training,
     professional and career needs of a racially diverse community.
     History, present state and future of diversity.

135. Diversity in the forms of race, gender, religion, cultural
     heritage, ethnicity, exceptionalities and sexual orientation.

136. The education of race on campus as compared to other universities
     and the facilitator's workplace. Examining what the college can do
     to make all students feel comfortable on campus.

137. Affirmative action and the plight of African Americans in higher
     education.

138. Campus programming.

139. Creating a forum for black and other minorities to speak and listen
     and gauging the racial climate on campus.

140. Exploring racial injustice. Examined one's responsibility for
     racial justice and the contributions of Black Liberation Theology.

141. Open and honest dialogue on /confrontation of issues of prejudice
     and racism in an effort to create a better community in study
     circles. How to make the campus more diverse?

142. State of human relations on campus and what can be done to improve
     them?

143. Different groups identifying race issues on campus and identifying
     common stereotypes.

144. How the issue of race is addressed at a very white, minimally
     diverse campus. What participants thought of racism, why and how.
     How it is important for Whites to consider race an important issue
     and the elimination of racism as a goal.

145. Race, power/authority, gender, sexual orientation, generational
     differences and social learning as they relate to the care and
     treatment of culturally diverse patients and peer interaction.
     Cross cultural interactions at multiple levels (e.g. student to
     student, physician to patient, faculty to student etc.).

146. Examining personal experiences, perceptions, and beliefs about race
     at the Medical School. How has racial identity affected your
     experiences with faculty, administration, or other students, either
     positively or negatively?

147. Diversity in society to include age, sex, lifestyle, race and
     social status.

148. Importance of including student leaders from a variety of
     backgrounds and organizations. Hosting multicultural events but
     also putting student staff in touch with one another.

149. Affirmative action and dispelling misperceptions about quotas. The
     destructive nature of racism and the need to combat it.

150. Why do different races perceive images of art differently? What is
     more important: Artistic 'intent' or social/political impact? How
     can one protect free speech while constraining racial
     insensitivity? How can educators improve their effectiveness in
     contextualizing art when it has racial connections?

151. Personal experiences student of color have had at the University
     and people's feelings about racism. Discussion of the movie *The
     Color of Fear.*

152. How to deal with issues of race and affirmative action on a
     personal level.

153. Race relations in the broader Baltimore region. The development of
     the book *The Corner* with authors David Simon and Ed Burns.

154. Creating an environment in which individuals feel accepted and
     appreciated. The importance of making community service a part of
     our lives all year long. Positive atmosphere present on campus, in
     dormitories and diversity issues the Residential Advisors face on
     their floors. How Residential Advisors deal with diversity issues
     and training that they receive to handle the different situations.
     Personal experiences regarding situational occurrences. Programming
     diversity issues.

155. Perceptions of different minority groups both positive and
     negative.

156. Affirmative action and what we have learned as a result.

157. Role of the individual in improving race relations. Ways to foster
     development of positive self-image and non-racist outlook in
     children. Role that economic and political institutions play in
     perpetuating racism.

158. Awareness on the concept of race (*Note*: First time for some
     participants. Identifying and acknowledging personal prejudices
     against persons of other races.

159. Mutual respect and improvement in communication. Perception vs.
     misperception, functional strategies, concrete resolution and
     evaluation strategies.

160. Awareness of diversity.

161. What are the deep issues relating to race that we need to confront
     in this society? What are people hesitant to talk about the issue
     of race? When is it time to take action?

162. There are many stereotypes that exist on our campus in regards to
     both black and white students. There is a lack of understanding by
     the white community as to why there are separate functions and
     offices for black students (e.g. African American Resource room,
     Black Awareness Weekends). White students perceive African
     Americans to be either on an athletic scholarship or from affluent
     white communities. Black students do not feel supported by white
     students at events sponsored by the African American community and
     white students do not see a clear sense of being invited to those
     events. When interracial dating occurs between black males and
     white females, it is generally not accepted by black females. In
     the classroom, black students think that black professors hold them
     to a higher standard and white students think black professors are
     easier on African Americans. Black students feel they are perceived
     by white students as criminals. White students did not perceive
     African Americans on campus as "criminals," but did perceive
     African Americans outside of the school as criminals. Minorities
     feel that others expect them to understand their entire population
     (i.e. blacks understand all black issues, Jewish students
     understand all Jewish issues).

163. Concerns regarding "apathy" on campus regarding race and cultural
     awareness; Expressed feelings that students and faculty were
     generally unconcerned because the issue did not affect them
     personally. Expressed perception of racism/ lack of racism on
     campus.

164. The effect of affirmative action reform on medical education and
     the delivering of healthcare to our increasingly diverse
     population.

165. Racism on campus, specifically the exclusion of black students and
     the neglect of faculty regarding assertive black students. Asians
     are placed as buffers in black vs. white issues. Lack of role
     models for Asians and Latinos. Hostile campus climate.

166. Self-segregation of students by race, ethnicity, cultural
     similarities and the need for more integrated campus social
     programs. The role of affirmative action in college/employment
     selection process. The diversity present at this time on campus.
     Our experiences thus far regarding racial identity, racial tension
     and cooperation between races. The campus climate at the University
     re: race relations and what we can do as individuals and in groups
     to take risks and learn more about the other races.

167. Race relations, self-awareness and self-esteem building. Creating
     an awareness of others and interpersonal relationships. How to
     communicate along lines of difference regarding difficult dialogue
     topics, i.e. race, gender etc.

168. Identified and analyzed recent incidents of hate crimes directed
     towards students of color, gay and lesbian students, and women. How
     to University has addressed these issues on the past and what our
     future efforts should be.

169. To advance learning about race on campus and community by
     exchanging information face-to-face. To promote public
     understanding of racism, by listening to personal stories. To
     create new awareness of the demographic shift and its challenge and
     to develop solutions to community concerns on/off campus.

170. Identifying and eliminating biases/stereotypes. Affirmative action
     and equal employment opportunities are misunderstood but necessary
     tools in creating educational development in the workplace. It is
     necessary to clarify the definition and history of AA/EEO to the
     American people. The role of diversity in creating a productive and
     well-run organization. The need to address civil rights issues. The
     need to create focused events around diversity and race to draw
     interest and to encourage collaboration.

171. The need to maintain university policy on affirmative action/equal
     employment opportunities, minority student/faculty
     underrepresentation. The role of the university in transforming
     student attitudes about race.

172. Survival of African American students on a predominantly white
     campus. Survival of Greek organizations. Unity in the African
     American population.

173. History of racial tensions and future demographics and their
     impact. The common threads that bind us together. How to celebrate
     diversity and use it as a strength.

174. Representation, empowerment and campus voice.

175. The nature of prejudice, reducing prejudice through inclusion and
     multiculturalism. The concept of one and many.

176. Lack of minority faculty/staff and the dwindling number of minority
     students.

177. Who is responsible for the racial tension and climate in the
     country? The definition of "minority". How can we promote a
     conducive climate on campus for all?

178. Campus climate for people of color. Reaching out to freshmen and
     residence hall students. Curriculum revision of the HSU Diversity
     and common ground requirement. Tendencies of racial groups to stay
     in their own groups.

179. The implications of relaxing affirmative action policies on
     admissions to CUNY and CUNY hiring practices.

Exhibit 4

What Lessons Were Learned or what Concrete

**Outcomes Resulted from your Event(s)**

1.  Awareness of women's personal views, informing the audience about
    their experiences as women of color, rather than exploring issues
    related to race relations between groups (language, religion, family
    relationships, campus life.

2.  Consensus of definition of race that it is a social construct
    (between African Americans and whites) African American community
    must hold dialogue within their own community before they can have
    dialogue with those in other communities. Agreed that they all
    wanted one America in the 21^st^ century.

3.  Educators from different types of schools-from affluent to poverty
    stricken communities-grappled with the possible reasons for the
    differences in test scores. Also discussed the possible role that
    race places in achievement of high and low academics.

4.  Encourage by the response of the dialogue on race and plan to
    continue the conversation on a regular basis in the coming academic
    year. Administers a Quality of life Curriculum Committee and a
    community-wide task force to review issues of diversity and make
    recommendations to the College Cabinet.

5.  Students agreed to meet again to talk about the issues. Faculty
    members agreed to address issues in class.

6.  Future race related events are planned/ongoing.

7.  Community Task Force in place and growing, community newsletter
    published.

8.  Learned that all ethnic groups need to work on tolerance of
    differences. Agreed that relations on campus are working extremely
    well.

9.  Higher Education Institute in Colorado diversity planning must be
    restructured and serious diversity program reform must take place.

10. Deeper appreciation for plight of minorities in the area and the
    difficulty dominant white culture has in recognizing and therefore
    overcoming prejudice. Initiation of a positive dialogue in an
    atmosphere of courtesy, consideration, and spirituality.

11. Much discussion generated among students/plans underway for more
    high profile symposia on race based and civil rights issues for next
    year.

12. Convened first Intercultural Student Conference. Student initiated
    "Intercultural House" where students of different cultures secured
    off-campus housing to champion goal of intercultural understanding.

13. Ideas for future programs and events; race unity mural was created.

14. Student initiated organization to discuss issues of race, which is
    recruiting during orientation for freshmen this summer. Unity
    festival planned with further dialogue and intent to work with area
    schools.

15. Plans to embrace the concept with additional campus events next
    year.

16. Creation of a task force that will address on campus race relations
    issues. Learned that while there are no easy answers, that continued
    dialogue was important.

17. Campus-community partnerships were formed e.g. race related forums,
    cultural celebrations and mentoring partnerships. Future
    race-related events e.g. an intercultural conference for student
    leaders on campus.

18. Learned that we are being repetitive however sincere on these issues
    without developing/implementing concrete solutions. Suggestion that
    a partnership be created to implement concrete solutions.

19. Reworking plans for next year's "Dialogue". We will begin the
    program with faculty at orientation to enlist their support and
    encouragement.

20. The major lesson that was learned is that one must leave his or her
    comfort zone in order to break the racial barriers that society has
    placed upon us.

21. Gave rise to other issues and a plan to schedule more diversity
    dialogues for next year.

22. University-university partnership established. Share a campus
    research center to recruit undergraduates and collaborate on
    research projects.

23. Critiques suggested that dramatic interpretations of Mr. Douglass by
    Fred Morsell brought audiences into the conversation on race without
    tension and thus allowed for greater openness in the discussions.

24. Several ideas introduced to be implemented: - ongoing "rank-free"
    discussions, i.e. roundtables. - More emphasis on inclusion in
    programs funded by student activism. - Cultural awareness training
    for freshmen.

25. Students and staff learned about different cultures and the
    importance of establishing good relations.

26. A dialogue and sense of understanding was begun between people of
    different races at the university. A commitment was made to continue
    dialogue, addressing issues such as the use by campus social clubs0
    of the confederate flag.

27. Greater awareness, respect and understanding of one another.

28. To do more cultural enrichment programs for our college.

29. Students agreed to continue discussion, to meet at the student
    newspaper and to develop a more representative staff.

30. Those using offensive humor should be confronted in most cases, but
    with discretion.

31. The meeting was a result of a task force on this subject -- we will
    have a "minority services" director in place by the fall semester.

32. Ongoing dialogue/ cultural activities planned. Decided that there
    was a need to find the time to get together and share concerns.

33. All events were evaluated as highly successful and are planned for
    1989.

34. The president of the Student Association volunteered to take a lead
    in planning various forms on campus to discuss race and improve the
    general campus climate.

35. There are apparent deep wounds and pain that are the by-products of
    past, present and perceived future of racism in America. Taking a
    "politically correct" approach on the issue of race/racism is not
    likely to yield meaningful and last results.

36. Future discussions were planned. In fact, the next day we had a more
    informal discussion entitled "Student to Student: Campus Race
    Relations". We mainly talked about ways to become more united.

37. A commitment to a number of race-related events for 98-99.

38. The group agreed to continue the dialogue next semester in the form
    of regular weekly discussions on pertinent topics and to resurrect a
    course in the curriculum called "Minority Groups."

39. The on-going effort of our institution is to bring quality awareness
    programs to our campus. However, the students decided to provide at
    least one program per semester that deals with racial awareness.

40. Student task force created with the leadership of the Student
    Government and student clubs. Future campus focus meetings will be
    scheduled for Fall '98 and Spring of '99. Community representatives
    believe that more aggressive effort is needed to achieve faculty
    diversity.

41. To continue the dialogue, make plans to host a series of Cadet Town
    Meetings focus on issues.

42. McGregor will partner with the Greene County Board of Education and
    the Dayton Public Schools system. McGregor will schedule a student
    leaders' meeting, which will initiate the planning process for
    subsequent student events on campus.

43. Please See Response "Dialogue and Action".

44. Future race-related events have been planned for the 1998 Fall
    Semester.

45. People should learn about other cultures, and respect them equally.
    People should stop trying to eliminate the native languages of
    people. We should teach children at home to accept and respect other
    cultures. Continue to support affirmative action.

46. Commit to renewing and widening the discussion.

47. To continue to sponsor similar events. To continue to emphasize
    participation in these events. To stress the appreciation of
    diversity.

48. Future in-service training for faculty and staff will be
    implemented.

49. Former partnership with Urban League of Monmouth County. Future
    training for students. Future discussions in various topics with
    community & campus leaders.

50. To continue on-going discussions to identify key climate issues.

51. Forums are needed; there was strong support for holding events that
    include both internal and external communities.

52. To foster campus/community learning about race in American society.
    To provide a forum for members of the campus/community to
    participate in an open and honest discussion about the question. To
    identify committed campus leadership to sustain efforts to build One
    America. To engage young leaders in the President's Initiative on
    Race. To identify new Promising Practices.

53. More panel discussion needed. White Americans need to admit there is
    a problem and that the issue is an emotional one.

54. To continue the discussion one race and willingness to support
    future activities.

55. Student Leaders meetings are already planned for next September.

56. Students perceive race-relations to be very, very good on-campus.

57. With assistance from the college, a group of families who have
    biracial children will sponsor group information sessions and share
    their research data on this topic with schools and other social
    agencies that serve a mosaic of cultures and ethnicities.

58. Student groups are seeking ways to work together to celebrate
    diversity. Students are concerned over funding that goes out.

59. At first, there was much denial about racism, then came an
    awareness.

60. Participants learned that silence and acquiescence can enable racism
    to occur. Participants learned that race can have a different affect
    on people's lives.

61. Neutral race relations have never posed a problem within the
    institution itself, instead, resolved to address the barrier of
    racial disharmony around the community and improve the relationship
    between different ethnicities within the institution by developing a
    newsletter that would incorporate ideas and opinions of all
    students.

62. Office of Diversity will conduct and expand its Campus Week of
    Dialogue on Race to an annual 2-day to 5-day event within more
    classroom programs. A permanent partnership was developed between
    the Diversity Office and the Communications program to provide
    continuous diversity-related curriculum enhancements. Developing a
    partnership with other technical colleges in the state to lead,
    coordinate and facilitate efforts for a student leader meeting on
    the issue of race via videoconferencing Tentatively scheduled for
    Martin Luther King day.

63. Partnership with the Community Relations Commission to sponsor other
    dialogues/ forums. Added additional events to existing student
    activities related to race relations. Make race a topic of
    discussion for student leadership groups.

64. Students need more understanding of the purpose of various clubs.
    The majority of attendees seemed to have an underlying understanding
    of the racial issues on campus, but we needed to find ways to get
    other students to attend.

65. We are planning future race-related events i.e. RAVE: Respect and
    Value of. Everyone, continued dialogue in small group settings, and
    a "No Room for Racism campaign.

66. We will need to coordinate many forums where students, faculty and
    staff, alumni and community leaders can come together to converse
    about these issues. Senior administration of the college will need
    to play a leadership role in encouraging and supporting forums. Hope
    to develop ideas on how to create a civil and inclusive campus
    community and individually and socially responsible campus culture.

67. Future forums for a continuation of discussions are planned.

68. The need for more meetings to discuss and educate people on race.

69. Administration/Faculty/ Student task force will be created for next
    year. Commitment to ongoing dialogue on race for the 1998-99
    Academic year.

70. Recommended to administration to put art from different cultures in
    the classrooms. Continue discussion and personal/professional
    interaction -- bring in/ speak with different people from different
    groups and different cultures.

71. No concrete plans were created but everyone participated and came
    out with a greater understanding and knowledge of the issues
    involved and prospect for better race relations in America.

72. Follow-up meeting being planned.

73. The campus community wants action to result from dialogue. The choir
    usually dominates the attendees. Student task force formed.

74. We have trained 14 people to be facilitators for "Study Circles."
    They begin in the Fall. Several faculty members have agreed to lead
    discussion groups centered on race and race relations.

75. I learned race remains a sensitive subject. There are varying
    degrees of awareness and exposure in experiencing racism.
    Opportunities for learning from different people exist on campus;
    the need is to attend the opportunities that are there.

76. It was an excellent dialogue, however, the participants were the
    individuals who traditionally attend these events. Given the late
    notification and the many competing events including Holy Week, the
    event was far more successful than anticipated.

77. Efforts will be made to implement some of the suggestions made by
    the students to improve race relations and expand cooperative
    working relationships. For example, students will promote
    co-sponsorships of campus events, by diverse groups.

78. A faculty group is working to discuss how the issues of racism can
    be addressed throughout the curriculum.

79. Participants liked getting to know and understand each other's
    background and culture in a non-threatening, non-combative, safe
    environment.

80. There are apparent deep wounds and paint that are by-products of
    past, present and perceived future racism in America.

81. Taking a "politically correct" approach on the issue of race/racism
    is not likely to yield meaningful and lasting results.

82. There are now on-going campus community partnerships. There are
    future "safe-plans" forums for students and staff. There is on-going
    commitment to continuing to develop the environment of a Catholic
    urban university.

83. Continuing dialogue to understand each other's perceptions.

84. All agreed on the need to a more University-wide comprehensive,
    year-long series of "dialogues" and events addressing the
    improvement and understanding of racial relations among the entire
    campus community. Proclamation statewide Day of Dialogue on Race Ted
    Aggen, Mayor. Group participants' suggestions for a unified America.
    Ongoing events: Each One, Teach One and Each One, Reach One.

85. Campus community partnerships at School Districts, Churches, YWCA,
    NAACP, County Officials. College Task forces. Senior to Senior
    Mentoring Program -- Seton Hill and Middle School.

86. Future Town Hall Race Relations Meeting -- Fall '98. Diversity
    committee to be formed on campus.

87. Reaffirmation that there exist a lot of misinformation, particularly
    in relation to affirmative action and access to equal opportunity.

88. Discussion to purchase the video "Shattering the Silences." Members
    of the Cultural Pluralism Committee renewed their efforts to address
    issues of racism on campus.

89. Honest dialogue on race issues require preparation and planning.
    There must first be the building of trust and a safe environment.
    Also, dialogue can happen only between perceived and actual equals.
    Experienced freedom to talk about personal views on race in *a
    designated safe environment* may **not** carry over into one's
    day-to-day life.

90. A report will be made to our University's President with
    recommendations about things to do to improve race relations on
    campus.

91. Our first-ever Diversity Week will become a Spring tradition at SLU.
    It illustrated the need for discussion as well as the anxiety that
    may feel in that discussion. Diversity issues will also be addressed
    in Freshmen Seminar Classes as part of the curriculum.

92. A commitment to a number of race-related events for 98-99.

93. Outcomes: Interest in applying the dialogue found to future race
    discussions. Recruitment of 35 student facilitators for an expanded
    dialogue program next year. Lessons: Facilitated small groups
    dialogues to work in bridging the racial divide.

94. Future race-related events: students feel we need to do more
    educational programming around these issues.

95. Many opportunities exist on our campus for community members to
    learn more about issues of diversity, cultural history, etc., but we
    do not communicate well about them. There is a strong need to
    continue discussions of this nature in order to plan an ongoing
    agenda.

96. Influenced by the primary issues, our Diversity and Affirmative
    Action Committees has planned to host quarterly forums that will
    feature race relations, diversity and affirmative action issues.
    Also, we learned that faculty diversity is important to the
    education of both non-minority as well as minority students.

97. Didn't get the chance to host such a dialogue.

98. Performers and exhibitors ranged from faculty to third-graders and
    included several members of the local community. Administrators were
    pleased with the results and have requested that the activity become
    either an annual or bi-annual event.

99. More forums are needed to develop a specific action plan.

100\. Commitment of black/white student organizations to work together.
Creation of

campus-wide Multi-cultural commission. Publicizing college courses to
promote racial harmony for 1998-9.

101. Plan future dialogues on specific topics as follow-ups.
     Recommendations to specific departments at institutions such as
     special orientation sessions for freshmen. More efforts to recruit
     diversified student population. Encourage more open dialogues in
     classes and at club activities. Nurture student volunteerism with
     community.

102. The subject of diversity was over-due, much more aware of the
     topics covered, and to become much more tolerant with
     understanding. Increased understanding and awareness among
     attendees of the affect of racism on individuals.

103. We learned about open- and close-mindedness of interracial
     relationships.

104. Info concerning event was placed on internet; two schools called
     for info concerning holocaust units they were doing. Event
     coordinator and survivor went to these schools.

105. The undergraduate and graduate student associations were linked
     with UW\'s Hewlett Project for Pluralism and Unity, as were
     faculty, staff, and community representatives.

106. Additional follow-up meetings scheduled to discuss these issues.

107. Campus activities planned to bring people together, activities that
     cut across racial, gender, and ethnic divides.

108. Report of Action Steps and Strategies. Individual commitment.
     Recommendations for on-going activities and future dialogue.
     Recommendations from student leaders session.

109. There will be a campus-wide refocusing on issues related to
     diversity. There will be a new reporting system to the Student
     Senate on minority student issues.

110. Campus diversity committee created.

111. Campus diversity/civility task force formed to plan campus events
     around diversity issues such as a forum on diversity and democracy.

112. All of the above plus we are developing a minority doctoral
     scholars program to recruit minority faculty and students.

113. Students were slow to talk, but before the 1-½ hour meeting was
     finished, many students were talking. Our student organizations
     intend to have more meetings on race issues next year.

114. Need for more unified programming and planning between
     racial/ethnic student clubs on campus. Need for networking with
     area colleges/universities.

115. Hopefully recognition of overt and covert race/discrimination
     issues in U.S. legal system.

116. Plan 2008: Institutional Plan to increase diversity at our campus.
     Evaluate past diversity/affirmative action plans. Task
     forces/develop strategies to improve race relations.

117. Laid the groundwork for our campus diversity. Plan due next May.
     Let the campus know that the true minorities are the bigots and the
     racists.

118. This meeting was seen as a first step in a continuing series of
     events coordinated by the educational institutions in the city.

119. Campus community partnerships have been strengthened. A portfolio
     of issues the community identified as needing priority attention by
     legislative and appointed officials as educators.

120. Created resolutions as guidelines for students and administrators.

121. The Student Government Association Unity Coordinator has initiated
     a week of programs devoted to discussing diversity issues. Many
     students reported a different view of race and actual difference
     between races.

122. Created resolutions as guidelines for students and administrators.

123. Commitment to future similarly themed group meetings.

124. No concrete outcome. A commitment to continue the discussion on
     race with campus constituents and community leaders.

125. Students and administrators working collaboratively to plan
     programs and activities.

126. Students discussed future programs and actions to be taken.

127. Formation of a task force with representatives from all facets of
     campus and community. Multicultural students club formed. Hosting
     of a multicultural open house. Initiating a massive diversity
     public relations campaign on campus.

128. Follow up event planned for early next year with story telling from
     various diverse groups.

129. Will plan to offer more race-related events to students.

130. Community conversation on race will continue -- next meeting in
     fall. Diversity Festival will be repeated.

131. Creation of a campus community partnership between Jewish and
     African American students. Larger partnership between Baltimore
     Metropolitan groups/agencies was formed to discuss how race has
     shaped the region and to organize planning groups to address these
     issues.

132. Participants were encouraged to continue thinking about and
     discussing issues of race. Second town hall meeting was planned.

133. Campus-community partnership developed. Diversity plan for the
     college is being developed. Dialogues with ethnic/minority
     communities are being developed.

134. Diversity studies course DS201 is required. "Sister school"
     relationships are being established.

135. Open exchange of opinions. Building block for future events.

136. That future events related to race are necessary to enhance
     awareness and appreciation of each individual, regardless of
     background, e.g. asking teachers to discuss racial diversity. That
     we all have a successful future and contribute positively to
     society.

137. Planning to make dialogue an annual event.

138. Recommendation to college Presidents that a Human Relations Council
     be formed/appointed. That a dialogue on race was a useful exercise
     and that similar forums will be held every semester.

139. Will plan future race related events.

140. Positive response.

141. Importance of continuous dialogue via many different forms.

142. Faculty and staff wish to form a committee before year's end and
     will continue to meet next year.

143. Continued dialogue for the fall semester. The creation of a
     diversity support coalition. Partnership council to be
     re-emphasized.

144. Continued dialogue about diversity and awareness of individual
     responsibility/ blind spots. Activities that raise issues of
     culturally competent health care will continue.

145. Learned that issues related to race and diversity need to be
     formally addressed. Expanded follow up meetings and dialogue are
     anticipated.

146. Meeting with student leaders scheduled for Fall 1998.

147. Learned that there is a lot of work to be done educating students
     about affirmative action and the continued existence of
     racial/ethnic inequality in the United States. Broadening and
     expansion of the Raising Awareness program.

148. Awareness that people of different experiences can grow from
     dialogue. Students began working together with faculty to develop
     strategies against racism.

149. Agreement that similar discussions/dialogues would be welcome
     programs. Reinforced the importance of individuals of all races
     taking greater personal responsibility for change.

150. Networking.

151. The continuation of the study circle for the next fall to explore
     issues that divide.

152. The creation of a campus-community partnership. Suggestions were
     made for next year's training of campus leaders and the suggestions
     will be brought to supervisors. Diversity programs planned for the
     future. The creation of a student task force. Awareness of the
     variety of racial issues, and training for residential advisors.

153. Dialogue and awareness of race specific issues.

154. A beginning of a dialogue that will continue college-wide.

155. The Human Relations Committee will host a town meeting each
     semester to discuss race and related issues.

156. Future diversity exploration events are planned i.e. next semester
     a forum on differing religious backgrounds will be conducted.

157. The week's activities contributed to the formation of a link
     between the various student cultural groups. They are planning
     expanded programming for this fall's Freshman Orientation.

158. Need more racially diverse activities. Structured diversity class.
     Lengthen the diversity training in class and repeat throughout the
     4 years. Future race related focus groups.

159. This event was planned and carried out by students with college
     support. Students participated well and were excited -- everyone
     wanted to talk. Sitting at round tables with good food enhanced the
     conversation. Everyone wanted more gatherings like this. Students
     learned the model and will carry it to their local communities.

160. Dialogue was valued and there is a strong desire for it to
     continue. Many students have preconceived notions about other
     races. Will hold another student leaders meeting on April 30, 1998.

161. Group would like to continue to meet and reach out to others
     through the residence halls and student clubs.

162. Information was shared re: personal experiences of minority
     students with regard to racial issues. Another event is scheduled
     for Fall semester.

163. First real opportunity for the entire campus community to come out
     in the open to discuss race issues -- all agree we must continue
     dialogue as knowledge counters ignorance and reduces/eliminates
     bias.

164. Participants expressed a willingness to attend programs and
     activities outside their own identity group. Greater awareness and
     understanding of issues/concerns of non-identity group members.

165. Campus collaboratives have developed among students, faculty, staff
     and metro community organizations as partners in designing and
     presenting social and cultural programs that will teach and edify.

166. We learned that our campus is divided among issues of what
     classifies as a hate crime, how best to fund diversity efforts, and
     how to address diversity in the curriculum.

167. We all carry baggage or stereotypes, we must acknowledge them and
     work to remove them in order to effectively connect with students
     in the classroom. Affirmative action and EEO is misunderstood but
     when understood it is seen as a viable and needed remedy to
     discrimination in the workplace and elsewhere. All must strive to
     support educational development of all people in order to expand
     the pool of qualified candidates and all must realize that fair and
     appropriate approaches to solving real challenges are acceptable.
     Diversity is central and key to a productive and well run
     organization, especially when seen in light of teamwork,
     leadership, maximum creativity and production goals. Civil rights
     is a human rights issue and still needs attention, understanding
     and support. Focused events around diversity and race can draw
     strong interest. Major focussed events of this nature can be a draw
     for collegiate collaborations to happen.

168. The forums indicated a diversity of opinions regarding race
     relations, even from those who do not see them as problematic as
     those from minority groups do. The UH Manoa Commission on Diversity
     will be organizing more forums on race relations during the next
     academic year.

169. Continued minority focus groups. Future race relations
     communication activities planned.

170. People are willing to talk about this but it is best to have a
     series of events and discussions so we can get to know each other
     and build personal bridges. Our campus mirrors society's struggle
     with such issues. Students learned that leadership is more complex
     than they realize. It's not necessary to focus on race relations to
     build connections -- best when. Can't do this type of work alone --
     we need teams. My ideas plus your ideas equals better results.
     Future events will be planned for next academic year.

171. Good survey on campus climate, hidden or unspoken agendas.
     Commitment to imbed race and gender relations in academic
     curriculum.

172. A Multicultural Task Force will present a series of recommendations
     and an action plan in May, 1998. The general focus is to make the
     college a welcoming place for all. Recommendation will include a
     multicultural office, workshops, and seminars, and extended
     inclusion of multicultural issues in the classroom.

173. Future ongoing dialogues. Talk with admission office regarding
     recruitment of minority students/ having a recruiter who is
     African-American.

174. The idea of meeting to discuss race has been a tremendous milestone
     at HCC. We learned that individuals identify race relation
     differently. The differences in communication skills and
     environments contribute significantly to these identity
     differences. Coming to an understanding and acceptance of these
     differences in perception and identity is a necessary step toward
     formulating more concrete goals for our campus and our community.
     The dialogue showed how we can come together to talk about a
     delicate issue such as race. The future of open and hones dialogue
     at HCC looks promising.

175. Committee formed to promote discussion of racial issues in
     Residence Hall and during new student orientation. Committee formed
     to investigate possible changes in HSU Diversity & Common Ground
     Requirement. Action group formed to promote interaction between the
     various ethnic and Student government resolution to promote a
     dialogue between the various ethnic groups on campus.

176. More of a sharing of ideas.

### Exhibit 5

# What Race Related Challenges is your Campus Facing?

1.  How to become a multicultural community.

> Small percentage of Black, Latina and Native American students
>
> Small number of faculty of color
>
> Perceived inequities in definition of minority groups and treatment.

2.  African American community must hold dialogues in own community
    first.

3.  To continue to welcome student from all over the world, and to reach
    out to young people particularly African-Americans and Hispanics

4\. Challenging to begin conversations about race.

5.  Opening communication, getting people to work together and
    attracting a diverse student body.

6.  Perceptions rather than reality (people react to).

7.  Lack of cultural knowledge by faculty and a lack of faculty
    representative of our community.

8.  Student self-imposed defeatist attitudes not necessarily race
    related.

9.  Lack of supportive environment for Black, Hispanic and Asian
    individuals.

10. Suspicion of efforts to unify because of past wounds from
    insensitive dominant group and loss of culture due to acculturation.

11. Moving a multicultural campus to an intercultural model/development
    of a more inclusive campus community/support system on
    campus/initiating sustainable change.

12. Ability to encourage proactive vs. reactive regarding
    issues/increased participation by campus and community.

13. Segregated Greek system and segregated cafeteria.

14. Low numbers of students from a variety of backgrounds.

15. We have a small number of minority students on campus/community.

16. There is a deficit in faculty & student diversity and a need for a
    more diverse curriculum. Apathy toward intercultural relations &
    cultural awareness.

17. Inability to engage more faculty and students in dialogue/inability
    to prevent racial and diversity hostilities on campus/expand
    multicultural curriculum.

18. Expanding the meaning of initiative to include intolerance.

19. Must leave our comfort zones to break racial barriers.

20. Mostly black on black issues/inappropriate behavior/police vs.
    student issues.

21. More diversified faculty necessary. A more diverse student body
    necessary.

22. To integrate conversation into curriculum/ to include in courses.

23. Resources for minorities are hard to find. Students used to
    multicultural alternatives often feel isolated.

24. There is a tolerance for different races but not acceptance.

25. Increasing racial diversity, awareness of and sensitivity to racial
    issues/ increase faculty diversity.

26. How do we support students of color on a campus primarily white?

27. Mostly white are present and only 4% are ethnic.

28. Recruitment and retention of minority students.

29. Continue the dialogue!

30. Recruiting a large number of minority students.

31. Some levels of denial, a problem getting the right people to be
    there.

32. The campus lacks diversity/additional programs are needed to
    facilitate diversity education.

33. Lack of discussion in open forums.

34. Getting people to listen to one another and be honest with
    themselves/ a lack of objectivity and increasing campus diversity.

35. The SGA is considered to be prejudiced against minority student
    organizations when allocating funds.

36. Hiring faculty, staff and professionals of color.

37. Minority students have difficulty adjusting and local people are
    uncomfortable and suspicious around the 'big city' people.

38. To train traditionally labeled minority students to become sensitive
    to racially related topics/Teaching various groups to communicate.

39. To develop communication and cooperation between minority and
    majority students. Diversify faculty and staff to mirror local area.
    To provide multicultural and diversity training to managers.

40. Greater representation of minorities at all levels.

41. Perceptions

42. To create a trusting safe environment that supports increased
    diversity. Examine staffing issues and make modifications to
    increase minority candidates.

43. There are many barriers preventing intergroup interaction. Language
    prevents groups from understanding each other. Labels that are used
    to identify groups promote 'us vs. them' divisions.

44. Need to have balanced participation in programs and activities on
    campus.

45. What can we do to fix racial discrimination among children in our
    country?

46. Failure to be aware of how racism exists on campus. Special needs
    for Latin and Asian populations on campus.

47. Very few, race does not seem to be an issue to anyone.

48. Working harmoniously in a diverse environment. Mutual respect.

49. The various races do not interact often.

50. Few minorities on campus---minority students don't choose to come
    here.

51. Recruitment and retention of minority faculty, staff and students.

52. Our campus does not have as many minority students as we would like.
    Students and employees of color feel isolated and fearful of
    expressing themselves.

53. Continue to have workshops like the Racial Legacies Forum. Integrate
    multiculturalism throughout the curriculum and diversify faculty.
    Involve students in planning, assessing and research on diversity.

54. Being able to discuss race with others logically with less emotion.
    Getting various races to discuss among themselves the problems and
    clean up their own houses. The anger of minorities.

55. Continuing the dialogue on race.

56. Use the diverse human capital to move university. forward. To foster
    an environment for learning.

57. Race relations are an important topic, we will meet next year.

58. Achieving inclusiveness and diversity

59. Struggles between African American and Asian groups. Student group
    funding. Race-related incidents on campus.

60. Understanding how widespread it is denial is the first issue.

61. How to build an inclusive community and how to blend diversity and
    tradition.

62. Establishing a greater bridge between different language programs.

63. Conduct and expand its Campus week of Dialogue to an annual event.
    Developed a partnership between the Diversity office and the
    Communications program. Development of a partnership with other
    technical colleges for meetings on race.

64. Including race-related issues in the curriculum. Combating race
    related incidents through training and awareness.

65. Some minority students feel they are treated differently in the
    classroom. Recruitment of more minority students and faculty.

66. Lack of funding for programs for educational, multicultural
    purposes. Students of color report incidents of insensitivity in
    classrooms on a constant and consistent basis. No affirmative action
    officer on campus

67. Our inability to engage more non-minority students in face to face
    discussions regarding racial tensions and conflict resolution.
    Disappointment that few non-minority faculty and staff are taking a
    leadership role in discussions related to racial issues.

68. Defining diversity without diluting specific issues related to
    racism. Breaking down barriers to allow for meaningful dialogue.

69. Issues of race are not talked about and are not recognized.
    Segregation on campus.

70. Greensburg is predominately white, middle class and ultra
    conservative, a KKK rally was held here last summer. The challenge
    is to provide the campus community with cross-cultural experiences
    and a respect for differences.

71. A general sense of apathy and inactivity is a bigger challenge than
    anything else.

72. We're trying to come up with very concrete strategies and programs
    in dealing with issues of minority enrollment.

73. Recent 'Hate Graffiti'.

74. Student self-segregation and exposure to other races limited because
    we are a commuter college.

75. The African-American student population is increasing and some White
    students feel uncomfortable with the increase. African Americans are
    dissatisfied with the environment.

76. Increasing minority enrollment, diversifying faculty and staff and
    increasing knowledge base of all.

77. Strive to expand opportunities to interact cooperative across racial
    lines.

78. To celebrate our differences. To build strength and understanding
    among all on the Hathead reservation.

79. Self-exploration and race awareness.

80. To create honest socialized dialogue among faculty, staff and
    administrators about racial issues.

81. Getting people to listen to each other, to be honest with
    themselves. A lack of objectivity/ increased campus racial
    diversity.

82. Diversity issues with White students and racial/cultural groups of
    color.

83. Students understanding each other, with a diverse student body.

84. The need for more education about race relations/ the need for more
    intervention for special groups

85. Rural area lacks large multi cultural racial population. Information
    often comes from television and stereotypes. There are rural vs.
    metropolitan cultural conflicts and a fear of the unknown*.*

86. Awareness and appreciation of multi-culturism. Inclusion in
    programming and curriculum. Recruitment and retention of minority
    faculty, staff and students.

87. Majority African-Amer. population concerned with racism off campus.

88. Misunderstanding cultural racial differences.

89. At our events we are "speaking to the choir" Next steps are to
    expand the circle of awareness to the rest of campus.

90. Translating our intellectual and ethical commitment to diversity
    into concrete programmatic operations, which help its day-to-day
    culture.

91. Getting our diverse community to learn about and from each other.

92. The belief that if no challenge is addressed it is no challenge.
    Fostering discussion among students.

93. Hiring faculty, staff and professionals of color.

94. Low participation of white male students participating in dialogue
    and low number of minority faculty members.

95. More opportunities to explore differences students are experiencing.

96. Students of color and cultural minority experience great cultural
    shock because our school is located in a rural predominately white
    area of the state. Location also inhibits recruitment of
    faculty/staff of color. There is no social community in which they
    may feel a part of.

97. That of inclusion & reasonable representation at all levels of
    staff. Our climate and support system is not as convincing as we
    would like.

98. To welcome students from various backgrounds and to maintain a good
    relationship between White and Hispanic groups.

99. The absence of awareness and apathy.

100\. Breaking ante-bellum southern caste system. Racial polarity
outside the classroom.

101\. Recruitment of more diverse student and employee populations.
Greater incentives for community service, such as financial obligation
waivers for students. Retention of minority students.

102\. More awareness of cultural differences/ more tolerance between
races.

103. Changing perceptions of majority community.

104. Not enough courses teaching African-American history and a
     breakdown of negative stereotypes regarding HBCU's.

105. Further information on minorities to foster understanding and
     tolerance programs.

106. How to maintain diversity in the face of I-200. How to create more
     diversity among faculty and the curriculum.

107. Hiring a diverse faculty and attracting a diverse student body.
     Promoting grass roots support among students to discuss racial
     issues and confront racist remarks.

108. Implementation of American diversity requirements. Recruitment and
     retention of faculty & students of color.

109. Recruitment & retention of minority students. Providing programs
     and services to meet the needs of a very diverse community college.

110. Diversity education & race relations

111. Minority faculty hiring and retention, sensitivity of White male
     faculty to issues of women and minorities and backlash of angry
     white faculty against diversity.

112. To have greater diversity and make students comfortable and willing
     to face and deal with prejudices

113. Race issues are more subtle. Covert racist makes dialogue &
     understanding even more difficult.

114. Recruitment of qualified students, faculty and staff.

115. Negative images stereotyping and overall negative race relations.
     Removing the barriers to discussion.

116. We are a white college in a white community.

117. Recruitment in diverse populations. To offer adequate support for
     minorities communities within the college and to address issues of
     diversity.

118. Reflective staffing, curriculum that included diversity, developing
     new teaching styles considering cultural differences and managing
     classroom diversity.

119. The maintenance of an Indian mascot by non-native Board of Tustees
     despite resolutions by the Native Community the faculty and
     numerous department and the majority of minority, religious
     organizations.

120. Understanding others perspectives.

121. The relationship between African-American students and University
     police.

122. Racism in the residence halls. Racist incidents occurring off
     campus that affect Black students. Internal conflicts/tension
     related to developing an agenda for change.

123. Haven't found a way to integrate minority students into the student
     body in an effective manner.

124. Multicultural awareness, Disability awareness, Gender
     inclusiveness, Learning differences, International & cultural
     awareness, Age differences.

125. One of the worlds most diverse community colleges has a great deal
     of apathy exists until there is a major incident/conflict that is
     racial.

126. There is no overt racism but we suffer from lack of intermingling
     among students. Self-segregation is what we are trying to combat.

127. When racial slurs are reported authorities take no action. Minority
     needs aren't met because there is a lack of faculty diversity.
     Cultural courses are not taught consistently.

128. Recruiting & retaining students, faculty and staff of racially
     diverse backgrounds.

129. Predominately White women's college --minority population is small.

130. To educate students on cultures different from their own.

131. Facilitating understanding and communication between
     African-American and non-African-American students.

132. Campus not as diverse as it should be.

133. To hire full-time faculty from minority groups. More on-going
     education on racial justice.

134. Creating a more diverse faculty, student and staff environment

135. Military established policies & programs but there is always room
     for improvement.

136. Rural White students and urban African-Americans students don't see
     eye-to-eye. Discrimination, prejudice and the anger from
     African-Amer. Students reacting.

137. Need to increase diversity. Make campus climate more hospitable to
     minorities and improve retention of students and faculty.

138. How does a school deal with larger societal issues? How does one
     infuse cultural competence into a curriculum already full.

139. A feeling of being discounted if you are a person of color or a
     woman.

140. Serious lack of diverse faculty and professional staff

141. Increasing diverse student population. Age tradition & economic
     status also can divide people.

142. The challenge is to explore the more covert displays of racism.

143. A sculpture honors D.W. Griffith. Many African-Americans view it as
     honoring racial oppression, a strategy celebrated in Griffith's
     book "Birth of a Nation".

144. We have a very small non-Caucasian presence on campus.

145. Increase diversity in faculty and curriculum.

146. Overt racial insensitivity that was unheard of in the past.

147. Integrating the needs of Jewish students with the larger campus
     community. 165b jokes about homosexuality that seem acceptable.

148. Stereotyping lack of awareness to issues segregation---people still
     separate based on race. Separatism and exclusivity by racial group.
     Issues of pride of one's race dividing from other races.

149. Trying to make our campus open and accessible to all.

150. Diversity issues have not been discussed on campus in a formal
     setting for several years. Racism causes some to feel left out.

151. Bridging cultural differences and styles is our largest challenge.

152. Increasing the comfort level of African-American students.
     Developing cultural activities that foster inter-group education.

153. Minority students perceived as academically inferior. Racial
     division in some classes. Few minority faculty and unequal
     treatment by professors.

154. Lack of diversity and natural segregation.

155. Recruiting a diverse faculty, staff and students

156. Economic differences between Black and White students and economic
     differences within the African-American community. Limited number
     of minority students on campus. Lack of understanding between
     races.

157. Small population of minority students. Issues of acceptance and
     tolerance are overlooked by majority.

158. Understanding of minority students/Underrepresentation of minority
     faculty to serve as mentors.

159. More acceptance that the deaf community is as diverse as hearing
     society and have the same issues to deal with.

160. Lack of Latinos on campus. Diversity oriented programs do not
     reflect the universities diversity.

161. Fairness in treatment of all citizens. Clarified values that will
     be adhered to in practice.

162. Lack of funding to address diversity issues/o-going hate crimes
     directed toward student of color, gay, lesbians and women.

163. Promoting public understanding of racism/ to create new awareness.

164. Creating a safe climate to facilitate honest, open regular dialogs
     and collaborative activities around race. Adequate funding for
     diversity initiatives implementation.

165. Increasing minority student & faculty representation given budget
     cuts. Overcoming campus attitudes that diversity and race related
     issues are problematic issues and concerns for minorities.

166. Decreased population of Africa-American students, financial
     assistance and jobs on campus. No African-American courses.

167. Self-segregation by students. Small percentage of African-American
     students many students have a lack of exposure to diversity until
     they come to highland.

168. How to insure a welcoming environment for students from Northeast
     Philadelphia, Eastern Europe, Hispanic, Haitian and
     African-American backgrounds.

169. Perceived inequalities in how students are treated (minority
     students are housed in less desirable residence halls.

170. Change in racial climate. We need to recognize the differences and
     promote diversity on campus. Defining minority is another
     challenge.

171. Campus needs to enhance the climate for students of color. Need to
     improve the line of communication between the various ethnic groups
     on campus.

172. Access to the Universities current evaluation of the pluralism and
     diversity requirement. Tightening of standards as they relate to
     remedial needs.

### Exhibit 6

What Solutions, If Any Your Campus Developed In Response

**To These Challenges?**

1.  Welcome Weekend---to recruit more Black, Latina and Native American
    students we invite admitted student from these groups to visit
    Barnard over a weekend. Diversity videos to educate staff and as a
    means to initiate discussion. CORRIE a committee of students,
    faculty and staff established 10 years ago played an integral role
    in designing the Campus Week of Dialogue and will design a long-term
    strategic plan to address issues regarding diversity and
    multiculturalism.

2.  The African-American community must hold dialogue within their own
    community before they can dialogue with those in other communities.

3.  The U. supported the development of the Institute on Race and Social
    Division that seeks to foster conversation on the reasons for
    conflict and disparity among racial and ethnic groups. The U. will
    develop courses that investigate these issues and allow students to
    consider them from a scholarly perspective.

4.  To continue the conversations on a regular basis in the coming
    academic year. Curriculum committee and a community-wide task force
    are continuing to review issues of diversity and make
    recommendations.

5.  Completed a task force report that has many recommendations to
    improve campus response to and involvement with diversity.

6.  On-going dialogue among groups.

7.  Committee met with college President & informed her of the
    tremendous community response, and to achieve further commitment for
    solving problems of faculty insensitivity of other racial groups.

8.  Currently creating a diversity plan.

9.  Continue to emphasize the celebration of diversity and to cultivate
    supportive alliances in a non-threatening manner.

10. Personal commitment. Have established student, staff and faculty
    intercultural committees to assist with continuing the dialogue,
    process and on-going training.

11. Better publicity for events. Students Organized Against Racism
    (SOAR) will try to get support from leaders of other campus
    organizations.

12. To keep the issues of race and diversity at the forefront of our
    dialogue. Will work with the City's Human relations Committee to
    find ways to address the issues in a coordinated way.

13. Receipt of a grant to recruit minority faculty. On-going programs
    and events to promote intercultural awareness & understanding.

14. We have a proposal to create a community relations coordinator.

15. We try to spotlight individual and group uniqueness in areas other
    than racial, and use education to familiarize the campus with the
    existence & value of differences.

16. To mix and mingle among all races to find out what makes people
    different or if they are different.

17. Heighten awareness by creating programs for diversity awareness.
    Task Force created to study problem.

18. To increase the number of qualified minority students. Increasing
    collaborations between neighboring minority universities.

19. To continue to work closely with Frederick Douglas Institute, with
    Women's Studies major and with Ethnic Studies plus an increased
    number of workshops.

20. We have a full time multi-cultural coordinator to develop linkages,
    seek out resources conduct training sessions and plan programming
    that supports diversity.

21. Through our Diversity Day we hoped to overcome that challenge.

22. Commitment to actively recruit an ethically diverse student body to
    achieve our goal of 25% minority and international student body
    by 2006. Create opportunities for further dialogue and action plan.
    External funding has been received to increase the number of faculty
    members who are ethnic minorities.

23. Celebrating student voice, administrators need to listen and
    support.

24. We will have more discussions & ethnic presentations.

25. Extensive support programs and opportunities for involvement.

26. Encourage faculty to incorporate diversity into the curriculum.
    Change Tech's culture through enforcement and regulation.

27. We now have a Director and plans for special programs. Involving
    Alumni office in the process.

28. Provide more opportunities for dialogue & commitment from the top.

29. All 1998 programs will be conducted again in 1999 with additional
    student activity programs incorporated into diversity elements.

30. Integrating issues of diversity into the academic and social life of
    the campus.

31. Continue an on-going dialogue on racism at another campus town hall
    meeting next year.

32. Talk of starting a SGA multi-cultural affairs committee.

33. Advertising in more diverse locations i.e. Chronicle of Higher Ed.

34. Efforts to continue the dialogue among students faculty and staff.
    Will bring speakers in and continue community-building efforts.

35. Continue to design diverse opportunities for students to interact
    and learn about different views and opinions.

36. Have scheduled meetings for 98-99 of various ethnic student clubs
    where student leaders will meet and establish goals. Department
    Heads will meet and share campus diversity goals. Workshops have
    been identified and scheduled.

37. Continue talking openly.

38. To do a better job of connecting our mission with the world outside
    our boundaries. To explore connections with nearby HBCUs.

39. Build coalitions & unite with different oppressed groups. Show
    individuals the benefits of change. Provide incentives for
    intergroup interaction. Thinking and self-reflection to overcome
    internal pressure. (Presented as actions to various barriers)

40. Being addressed by a student Task Force affiliated with the Stud.
    Govt. Ass.

41. Keep talking and require core-courses \--"Justice Multicultural
    Interpretations" and "American Pluralism".

42. Good racial relations begin with the President. Although our student
    body is diverse we have true harmony and love, everybody is treated
    the same.

43. Continue the dialogue. Respect one another.

44. Provide future student leadership training. Have various
    organizations plan events together.

45. Our Diversity Task Force is the first concrete step to facing our
    challenges.

46. The President's Council on equity and Diversity produced a report
    that addresses retention and reduces burnout among minority faculty,
    administrators and staff. Also a retention recommendation for
    students to increase the scope of minority student services such as
    tutoring advisement and expanded mentoring programs.

47. Formed a Task Force on diversity that gives us a base line on who
    makes up our campus.

48. Continue the dialogue. Integrate multiculturalism throughout the
    University curriculum. Diversify the faculty. Involve students in
    planning, assessing and research diversity. Engage the surrounding
    community in the dialogue.

49. Have a meeting with each racial group before an open forum. Develop
    questions that will stimulate discussion and get communication on
    race so as to not penalize participants.

50. Will approach faculty and ask them to help conduct a diversity audit
    of campus. They can take some ownership as we assess our campus
    climate relative to race.

51. To continue the dialogues and focus on solutions to specific needs.

52. To continue student leader dialogues in this area.

53. College multiculturalism, diversity development committee started
    whose mission is to address and advise executive officers in matters
    of racial awareness.

54. Planning a student leaders retreat focusing on diversity. Planning a
    multicultural festival/talent show. Planning to bring a big name
    speaker to address diversity.

55. Have developed a ribbon signifying unity. The Race Committee has
    asked to use it. Hopeful it will become a National symbol.

56. A diversity committee has been established to advocate and
    facilitate educational endeavors that will promote cultural
    diversity.

57. Publish a newsletter concentrating on issues faced daily especially
    regarding language. Every student will be able to voice opinions
    regarding comm. Participation. It will establish a line of
    communication

58. Hired a Director of diversity and a multiculturalism/international
    advisor. Established an office of diversity and a diversity
    representative position on Student Government. Developed an
    educational program" Dialogues on Diversity.

59. Inclusion of cultural diversity course in curriculum. Additional
    events on campus to increase awareness

60. Create more opportunities for on-going discussion.

61. Created a "No Room for racism" Campaign. Mass educational thrust for
    campus and community and continued educational programming for Univ
    & community.

62. Support and co-sponsor intragroup dialogues with student leaders.
    Will encourage non-minority faculty to play a more visible role
    intergroup dialogues. Will reward faculty staff and students for
    their interest and involvement in building a positive student
    culture.

63. Increasing dialogue about racism by having more forums on campus

64. On going dialogues in 98-99. Try to incorporate dialogue into
    institutional priorities.

65. Work to increase the recruitment and retention of minority students,
    faculty and staff. Plans to incorporate experience from different
    cultures in our curriculum.

66. Anti-Graffiti clean up day. A "Wear A Gray Ribbon Day" to protect
    against hate messages.

67. We are committed to a full day of (mandatory) staff development.

68. We have study circles that will help develop strategies. We will
    continue to stress racial understanding in student staff training
    and new student orientation. College President is heading up a
    campus wide diversity committee.

69. Lectures and workshops are planned by the dialogue on diversity
    committee, with discussions and feedback.

70. U. offers various curricula opportunities to interact with diverse
    individuals

71. Faculty task force to talk about incorporating dialogue and
    diversity in curriculum.

72. On-going effort to dialogue and engage in positive race relations.

73. Continuing the dialogues in the future.

74. Continuing the dialogues on racism at another Campus Town Hall
    meeting

75. A response program for students experiencing discrimination or
    harassing behavior.

76. We include instruction about racial bias into the curriculum,
    require an intercultural course in general education and program
    anti-bias seminars outside classrooms.

77. A campus wide committee formed to plan yearlong series of
    educational events addressing issues of race relations. A
    Multicultural Center has been created.

78. Global awareness program (International & Community Diversity)
    Diversity workshop.

79. Multi-Cultural programming. Affirmative Action Committee. Holocaust
    Center. National Coalition building Institute (NCBI ) Prejudice
    reduction workshop.

80. Providing more internship opportunities prior to graduation to give
    student a jump-start into the White corporate world and to enhance
    their confidence.

81. Sponsor multi-cultural programming. Attempt to involve all
    constituent groups in the planning. Design programs to build
    alliances through understanding of differences.

82. Inaugurated a number of outreach and recruitment programs. Continue
    to create opportunities and space for dialogue on race to occur.

83. On-going multi-cultural awareness programs. A weekly discussion
    group called Coffee Talk where we discuss various issues.

84. Fostered discussion through Town Hall meetings and insuring that
    diversity is part of freshmen seminar curriculum.

85. Advertising in more diverse locations i.e. Chronicle of Higher
    Education.

86. Developed a strategy for recruiting White fraternity members to
    participate in dialogues next year.

87. Training student leaders to facilitate group discussions and
    workshops among their peers

88. Bias response team, Students teaching tolerance; Office of
    Multicultural Programs to provide training, support and advise to
    minority students. Development of an Ethnic Lounge of Unity --a
    common activity space for underrepresented students.

89. Previously initiated strategies included development of Task Forces,
    tolerance of difference in people, education track development,
    mentoring programs workforce and professional internship programs.

90. The Access & Equity Committee was formed 3 years ago.
    Multiculturalism is a way of life here.

91. A desire to meet again, discuss issues and develop plans.

92. Creation of the Chancellor's multicultural Commission whose goal is
    to promote racial understanding. Pledge by Black & White student
    leaders to work, study and live together.

93. Future dialogues on specific topics, more effort to recruit
    diversified student population.

94. Implementation of courses to address issue of race relations.

95. Plan on presenting more educational activities

96. Produce events such as Black History seminars; Great Women in
    History etc.

97. Restructured admissions process and a subcommittee are studying
    faculty diversity.

98. Will develop programs to promote racial awareness through the
    academic year. Working to create a more open process about how to
    recruit Black faculty and staff.

99. Diversity Assessment Committee; Advisory Committees; Strategic plans
    for diversity.

100. A formalized minority-recruiting plan developed. Conduct an
     institution-wide assessment of programs and systems to better
     address race related issues and identify barriers.

101. Search committee compositions are being reviewed; Advertising in
     minority periodicals; Campus of difference training

102. Taskforce of students faculty and administrators; City/campus
     partnership; Recruitment and Retention Plan

103. Trying to recruit more students from minority groups. Now have a
     Board of Trustee member that is African-American.

104. None at present, just opening lines of communication.

105. Recruitment to focus on minority candidates. Seminars throughout
     the year on professionalism and justice.

106. Diversity planning and development of a formal strategy.

107. Putting together a retention package for our multicultural
     students.; Annual Peace March has been planned.

108. Recruitment of student and faculty; Efforts to include diversity as
     a requirement of the curricula.

109. A faculty forum to share techniques and procedures that work. Focus
     groups of faculty and administrators to identify trouble areas.

110. Extensive outreach and follow-up.

111. Will bring the issue to national media, national leadership and to
     U.S. President.

112. The Black Student Union along with Black administrators have joined
     forces to continuously inform students of all colors of the racial
     issues on campus; Have joined search committees interview potential
     employees.

113. Engaged in conflict mediation with representative from communities
     in conflict.

114. Dialogue sessions presented, workshops presented.

115. Task Force and Multicultural Club to address solutions.

116. Taskforce on the six sides of diversity.

117. All new faculty participate in diversity training; Show videos that
     provide sensitivity to race.

118. Series of discussions around interracial dating; Black and Jewish
     relationships, apathy, leadership and the freedom Seder. Study
     circle faculty will become facilitators for regularly run circles
     on campus.

119. Implement the Action-Plan presented by the Counsel on Community,
     Diversity and Social justice.

120. Taskforce continue the possibility of a multicultural requirement.
     To work on strategy to increase openness to minorities and disabled
     students.

121. To develop a diversity plan; Recruit more minority faculty and
     staff; utilize from the community.

122. Establishing the Center for Leadership and Diversity. Sponsor
     workshops and training sessions for students, faculty and staff.

123. A Club for International students and a Multicultural Club was
     formed to make minorities feel comfortable on campus.

124. Conducted workshops and provided information on history &
     contributions of various ethnic groups.

125. A Human Relations Council be appointed; That a public forum be held
     at least once per semester; That community representatives be
     invited; That college take a proactive stance to attract minority
     students.

126. Made a commitment to hiring full time minority faculty and provide
     on-going education about racial injustice.

127. Solutions are being discussed and evaluated

128. Using innovative ways to expand the dialogue;

129. Most attempts to plan diversity awareness are not well attended.
     Professional staff receives training and speaks to students when
     situations arise.

130. Establishment of a commission on status of people of color and a
     new Special Assistant to President for affirmative action. Planned
     audit of departmental five-year hiring plans.

131. The Office of Multicultural Affairs was established within past two
     years a multicultural student organization works with them. There
     is discussion and continued dialogues.

132. Plan to increase the number of activities that address race
     relations to encourage dialogue.

133. Multicultural advisory committee.

134. College Life Committee acting as a multicultural taskforce on
     campus.

135. Making diversity a central component of our student development
     programming and step up programs training faculty and staff.

136. A recommendation to President to relocate a divisive sculpture to a
     more appropriate location

137. No solutions, next year increasing resource devoted to recruiting
     students of color.

138. Diversity Council consisting of faculty, staff and students meet
     regularly to discuss these issues.

139. Ideas generated and will be explored.

140. Developed programming in residence halls designed to educate Jewish
     and non-Jewish residents about Jewish customs and holidays.
     Addressed behind closed doors more subtle diversity issues and how
     to handle them as role models. Open communication among students
     and continue diversity programs.

141. Different celebrations of ethnic heritage month; Diversity groups;
     Cultural events and clubs;

142. Working on potential solutions.

143. Have added in past two years a unit on diversity to freshman
     orientation class; Peer advisory training has also included a
     discussion on diversity issues.

144. Students are sectioned into groupings by academic program & work
     closely their academic career. This forces students from various
     backgrounds to work together and cultural bridges are formed.

145. Administrative support for cultural student group interaction.
     Expanded and enriched programming.

146. Will incorporate race-related discussions during academic year.
     Will work to develop a grievance center to hear complaints
     regarding discrimination.

147. Service learning opportunities where students work with individual
     from diverse backgrounds.

148. No solutions but will continue the dialogue.

149. Suggestions & recommendations are being sent to the College
     President. Increase funding for the recruitment of minority
     students.

150. Requesting input for ideas on how to attract minority faculty.

151. We will broaden and allow for more dialogue.

178\. Diversity program clearinghouse to promote diversity programming
and encourage real dialogue. Setting up more discussion like this.

179\. Each unit within the university is charged with designing &
implementing programs and activities that allow for diverse
interactions. Dialogue across lines of differences is the heart of the
objective.

180\. In the process of hiring an associate academic vice-president for
diversity and developing plans for creation of an Institute for Action
Against Hate.

181. Earlier and more reporting on diversity issues, good bad and
     otherwise; Continued efforts to dialogue on race and plan
     activities that facilitate inter-racial activities; Financial
     budget for diversity recommendations; College President as member
     of Cultural Diversity Committee.

182. President has funded a 'Diversity & Equity Initiative' with
     \$100,000 for past two years for student organizations. Staff and
     faculty compete for small grants concerned with fostering the
     diversity goal in the university\'s strategic plan.

183. Administration will continue to support activities and will be open
     to suggestions to address the topic.

184. Have created a nucleus of 'champions' willing to serve as leaders
     of multicultural activities and are challenging us to confront
     these issues. Reflect action plan recommendations in strategic
     planning process.

185. Minority Affairs Committee will be changed to Multicultural Affairs
     Committee. Change name of Minority Student Union to Multicultural
     Student Union to reflect a broader group of individuals.

188\. Open forums for debate and discussion.

### Exhibit 7

**What Are Two Specific Recommendations You Would Like to Make to the
President Concerning Issues of Race on Your Campus?**

1.  Future forums should include discussions of how race and class
    intertwine. Need for people of color to be elected or appointed to
    higher office to incorporate effectively the viewpoints of
    different-races in decision making.

2.  Issues of race are no longer Black & White but multi-racial. The
    changes should not eclipse the ongoing disparity in access to elite
    institutions of higher learning by poor students. I recommend that
    the president continue to push for examination, and proposal of
    solutions to issues of disparity in the public elementary and
    secondary schools. We need to find concrete ways that groups can
    work together across racial lines. One avenue for progress is to use
    common beliefs.

3.  Continue to involve colleges and universities in this dialogue. This
    is one of the few areas where we get to deliberately practice
    'managing difference'.

4.  Provide a forum for students to tell their stories of racism and
    create a video to be used in training. Develop a resource of funding
    that colleges can apply to directly challenge college campus racism.

5.  Strongly encourage Presidents to be creative & involved in ways of
    assisting campus-wide awareness (rather than this being something
    coming from 'minority affairs office). Support efforts to recruit
    and hire qualified candidates who don't yet have Master's degrees or
    other paper qualifications.

6.  Continue to fund TRIO Programs -- they truly help all races promote
    positive relations. Promote the idea that it takes everyone to
    help/change race relations.

7.  There must be an element of strong commitment to recruitment &
    retention programs and services. Programs must fulfill their mission
    and not just look good. Statewide planning should also incorporate a
    focus on these programs and there should be accountability.

8.  Continue to promote affirmative action and preferential treatment to
    oppressed racial population. Social reform to redistribute the
    wealth.

9.  Focus your dialogues on institutions with little diversity, engage
    in discussions more specific in nature i.e. hate speech on campus,
    defacto segregation and lack of faculty diversity.

10. Come to Loyola Marymount and see our efforts in action.

11. Encourage university presidents to set aside a specific amount of
    money to organize these events to bring high caliber speakers to
    campus or to enable groups to sponsor on-going workshops.

12. Provide funding to support ideas that grow out of this.

13. Suggest moving this week into the month of February.

14. We need continued opportunities to keep these issues in front of
    campus & community, and programs that provide minorities the
    opportunities to get to college and to succeed once they are there.

15. The President should be more vocal against legislation that curbs
    minority participation at universities and provide more federal
    dollars for programs that will increase participation.

16. A community relations coordinator should be assigned to develop a
    program to address these initiatives and our college president
    should articulate the institutional significance to college
    community.

17. Initiative on race may be a misnomer; we're really talking about
    tolerance & comfort level with differences. Our differences are our
    distinction, through sharing, educational issues of diversity become
    better understood.

18. Push for students to include all students in their social events,
    and push for students to integrate their fraternities and
    sororities.

19. Provide funding and grants for nationally known speakers and
    trainers to come to campus. Create incentive program for cities or
    campuses that have made a difference in race relations.

20. Partner financially with school to fund university to university
    collaborations.

21. Link meetings to a large audience by video-conferencing. Create
    incentives through grants from sources such as U.S. Department of
    Education.

22. Support affirmative action, we still need it. Provide financial
    assistance for trans racial and international adoptions. Make more
    money available for good cross-cultural training.

23. Support all legislation concerning equality for all people; Do more
    to ensure equality & security of all people.

24. Federal dollars specifically earmarked to support training and
    development for faculty, staff and students on intercultural
    communication. Continue to give this topic a high profile.

25. Ensure that all groups are represented on faculty and campus staffs
    and continue conversations about race and diversity and follow
    through on the conversations.

26. All campuses should have a department to which ethnic relations are
    covered. More diversified activities to expose differences as a
    positive.

27. Continue to challenge and hold campuses accountable for addressing
    these issues and publicly acknowledge and promote successful campus
    programs.

28. Encourage Deans and faculty to make new faculty aware of the
    importance of diversity during the hiring process.

29. Scholarship funds for minorities to attend private universities. We
    are raising some funds but are very limited.

30. Diversify the panel that is a catalyst for promoting diverse issues.
    We need more Town Hall Meetings in prime time to raise awareness and
    gain momentum.

31. **Develop a program that travels throughout the U.S. to college
    campuses to teach about diversity. Small rural colleges do not have
    the resources. Continue to fund service related learning projects.**

32. Tie the national dialogue on race to the academic mission of
    colleges and universities. Continue to push for on-going dialogues.

33. President Clinton should come to our small HBCU and hear what real
    everyday average Americans have to say in a 'non-politically correct
    environment about racism. Watch the video of our campus Town Hall
    meeting.

34. Initiate an effort to hold White House conference on collegiate race
    relations. Name model colleges and universities regarding race
    relations.

35. Advertise administrative and professional vacancies in professional
    publications that serve people of color. Encourage continued
    dialogues.

36. You have to take a stand in support or retreat totally on the whole
    issue of affirmative action, lip service will not get the job done.
    On my campus if people were keenly aware of Federal support for
    racial justice perhaps the curriculum would be more diverse and less
    homogenous.

37. Support further educational funding to support the presence of
    minority students in the classroom and increase funding for cultural
    and awareness topics.

38. The leadership of each campus should look to the leadership of the
    country to see what can be accomplished. A diversified educational
    curriculum is the cornerstone to improving race relations on campus
    and in the world.

39. Increase the number of minorities pursuing careers in education. We
    need greater representation of minorities at all levels.

40. Let's see more minorities teaching at all levels and throughout the
    range of communities.

41. Provide funding for the development of intergroup relations centers
    to promote intergroup interaction.

42. Continue to encourage multi-racial activities. Take the people with
    hate and teach them to love.

43. A serious effort must begin to reeducate the public about race that
    is a social myth not biological. That small college with important
    histories of integration is the proving ground of tomorrow society
    and that affirmative action be maintained.

44. It is important for a campus to emphasize an appreciation of
    diversity; it is important for a campus to sponsor events that
    emphasize these important goals.

45. Feedback to all participants the results of the Campus Week of
    Dialogue.

46. Keep the discussions going and do his best to include all races and
    ethnic groups in the discussions.

47. We have to teach people to value others regardless of personal
    beliefs, race etc. Provide an affordable educational experience for
    people of remote areas to interact with different races. Make
    educational exchange programs more affordable.

48. Hold a Town Hall Meeting on race in higher education with a focus on
    race relations. Fully fund all programs that provide support for
    underrepresented minority students in graduate and doctoral programs
    to increase the number for the professorate.

49. Availability of small grants to assist campus to sponsor these
    events because this initiative must be on going.

50. Have these discussions continuously between diverse racial groups
    and also within races. Expect the mending process to be slow.

51. More focus on race in higher education. Expand the discussion to
    include Latinos and Native Americans, these groups often feel left
    out of the national discussion.

52. Continue to work to create a continual ethnic/cultural dialogue.
    Help people be knowledgeable about racism in its many forms.

53. To become more sensitive and aware of our many differences as
    humans. To see our campus as a global, international mixture of all
    races sharing and teaching one another about the many noble
    experiences.

54. Provide grant money for special diversity initiatives on college
    campuses. Provide incentives for even more dialogue on race related
    issues.

55. Teaching issues about intergroup relations, conflict resolution and
    building community through academic courses community service et.
    Provide diversity training for student leaders at all levels of the
    college community that focuses on cultural competency.

56. Encourage campuses to incorporate an international method of
    education into the curriculum. Mandate that schools encourage
    education in diversity.

57. Conduct national town meetings and show them at prime time with
    network coverage.

58. Encourage race relations, cultural diversity as part of curriculums.
    Establish partnerships with local city governments to explore issues
    of race related to the educational community.

59. Create a National Discussion Day on campuses regarding race
    relations. Create awareness in college presidents to have faculty
    and staff role models.

60. President should have a caucus in DC of University & College
    Presidents about his commitment to diversity, multiculturalism and
    race relations. Recognize daily contributions of people promoting
    multiculturalism and programming for diverse populations. He could
    make a plea to philanthropic organizations to partner with campuses
    that are promoting racial harmony.

61. Dialogues to discuss racial conflict and reconciliation should be
    seen as a starting point for honest intragroup (non-minority only)
    dialogues.

62. Increasing the number of faculty of color who perceive themselves as
    role models.

63. Continue the discussion and encourage educators and the private
    sector to work together on heightening the awareness of the youth of
    tomorrow.

64. Dialogue needs to occur on a regular basis. President should make
    this happen; Purpose of the dialogues should be to demonstrate
    importance of dialogues during and after college.

65. We need to see various cultures represented in art. This would help
    them feel accepted. We need to keep talking and interacting with
    different people.

66. The events should be coordinated better and involve more students.
    It should be student initiated. Many students were not aware that
    the President had such an initiative. The focus of discussion should
    be on diversity and ways to build coalitions between different
    groups.

67. Encourage continuing attention to race on all campuses and
    throughout the nation. Support affirmative action in hiring and
    faculty and student admission.

68. Make grant money available for model programming. Facilitate a
    national discussion on affirmative action in the 21^st^ century. The
    primary race relations problem is under representation in positions
    of influence.

69. We currently have a Study Circle going on. The President should
    encourage the use of Study Circles and involve colleges often. There
    were many people who would not have participated in these activities
    if the White House had not sponsored it.

70. National educational agenda with goals of including diversity
    literacy. Increased support for recruitment and retention of
    minority students, faculty and staff.

71. Select and announce Dialogue Weeks well in advance to allow more
    planning time.

72. President should continue to reach out to seek input and involvement
    from college students because they are the future leaders of our
    nation. Continue to encourage and conduct dialogues and other
    activities. This sets an example for others.

73. Indians are not always thought of when minority issues are discussed
    but there are many important issues for Indian people.

74. This has to be an ongoing national push. We need to mutually support
    these efforts.

75. Leave schedule up to individual campuses, we were on spring break
    and we have another event in May.

76. The need for more educational dialogue and for presidential
    leadership and support to address these issues.

77. Encourage students, faculty and staff to engage in more
    cross-cultural experiences, encourage college community to expand
    initiatives on race. Goals which heighten awareness and foster
    respect and appreciation for diversity should be developed by
    administrators. Teach and lead through example.

78. Continue to make this a priority and recognize campuses that are
    responding to the initiative. Publish materials --Ideas to Share.
    Keep diversity in appointments to positions.

79. Provide a mechanism to fund & implement other racial groups to visit
    and interact with our students. Begin a race oriented seminar series
    explaining the origin and natural function of race and the current
    social/political impact and psychology of race.

80. That we break down barriers on stereotypes and we begin to build a
    community of allies, committed to our passions and actively
    supportive.

81. At private selective liberal arts colleges the dialogue must also
    address the vicissitudes of class difference. We need aggressive
    affirmative action for traditionally underrepresented students who
    are in the lower income brackets. The issue for these groups become
    more one of breaking the glass ceiling.

82. America currently looks at race as Black, White and Hispanic, we
    will have numerous racial groups in the future, therefore we will
    have to widen our perspective to include everyone.

83. After discussing the problem of racism solutions are not
    forthcoming. Presenting solutions to the challenges would be
    appreciated; Discussions should be broadened to include other races
    and people of mixed race.

84. Highlight the importance of small face to face dialogue groups
    rather than a panel full of prominent speakers. Encourage sustained
    dialogue groups.

85. Grant money needs to be made available for campuses to expand
    programming initiatives. More financial support for minority
    students groups.

86. Issues of race are in many ways related to issues of class and
    socio-economic status. Financial aid is integral to recruiting
    minority students. We need to find ways to recruit faculty & staff
    of color, and to retain them.

87. Devise more ways of involving colleges and universities to take
    major steps to overcome the race issue. Continue to provide National
    leadership on this vital subject.

88. Our University is solution oriented, we try to dwell on solutions.
    Emphasizing diversity helps educate about the similarities between
    various groups.

89. Support of forums including funding.

90. Please have your race initiative next year. Hold a summit conference
    and give awards to schools going beyond the call of duty. I
    congratulate you for assembling the greatest array of Black talent
    in history of the White House.

91. More Federal aid to students encourages minority participation.
    Provide support materials, such as videos, information packets etc.

92. Encourage Higher Education to address race issues within the
    curriculum. State conferences to address race issues.

93. Continue efforts to educate and negate racism at all levels, an
    emphasis on reaching our younger generation are essential.

94. Continue to address the issue of race and offer more educational
    funding for HBCU\'s. Keep up the good work. Have more multicultural
    activities.

95. Continue making available cultural activities for students and
    faculty to expand involving the community. Set up a council to
    examine the needs of all cultures.

96. Support efforts to increase campus diversity and maintain
    affirmative action. Support increased financial aid to allow access
    to higher education.

97. Hold a meeting in Washington and invite college representatives who
    have participated in this effort. Start a listserve on email to
    continue the dialogue.

98. Secure individual and collective commitment to change throughout the
    university community. Promote social justice in the broadest sense
    as an integral aspect of mission, values and goals.

99. Reexamine national policies and how they impact community colleges
    ability to deliver programs and services. Create federal incentive
    programs such as mentoring to increase minority participation.

100. There is a need to continue affirmative action mend it don't end
     it. Provide funding for ADA. The graying of academia makes it
     difficult to diversify. The worst offenders of equal opportunity
     are long-term tenured faculty.

101. Continue to raise awareness and national attention. Dialogue needs
     to be open and honest.

102. To continue the dialogue, send guides and questions that can help
     instructors dig deeper and go further with discussions. Continue
     the dialogue at the national level and have more Town Hall
     meetings.

103. Recognize the new face of racism, get the book 'Face to Face' which
     deals with this topic. Encourage work to go beyond dialogue, what
     steps are implemented and how will they be assessed?

104. Support affirmative action policies. Reform discriminatory
     immigration policies.

105. Support affirmative action policies, highlight accomplishments and
     continue the discussion at the National level.

106. More funding for programs to help with retention efforts. More
     funding at the

K-8 level.

107. Support development of effective curriculum in which issues of
     diversity can be addressed; Organize annual teach-ins that involve
     all campus members to take a single problem.

108. More emphasis should be placed on the involvement of Educators at
     all levels; We must address the Black & White issue and its
     economic impact. Corporate America needs to come to the table.

109. A greater understanding of diversity; the celebration of individual
     differences.

110. We recommend the removal of racial stereotyping specifically the
     'Chief' mascot. We urge the President to require the immediately
     removal of Native American mascots from all educational
     institutions.

111. Not to stop with just the dialogue, go beyond talk and implement
     policy

112. To include college university students as members of the Race
     Initiative; To begin the Action phase of the race initiative
     process.

113. Advocate for hiring and retaining more faculty of color. Support
     more Grant opportunities to sponsor programs aimed at educating
     individuals; increase financial supports that help students of
     color.

114. A Presidential mandate requiring Diversity in all curricula,
     starting in kindergarten through graduate school; A nationwide
     public relations campaign on diversity which emphasizes awareness.

115. Broaden the initiative on race to include a wider point of view of
     diversity issues; Focus on issues that bring us together.

116. Individuals need information to help understand our differences.
     Continual sensitivity training; Incorporating programs and
     curriculum with multicultural components.

117. Funding, institutional commitment to recruitment and relation of
     students of color. More lead-time to build up events like campus
     week.

118. Facilitate placement of minority faculty; Facilitate multicultural
     curriculum implementation

119. Provide more educational scholarships for minorities planning to
     attend two-year colleges.

120. Encourage local community agencies to contact and get involved with
     local school district.

121. The President should give more direction to colleges. We need to
     know what we should do to build one America; We need to educate
     student faculty and administration in a way that is interactive
     Nobody likes being lectured to.

122. The President should keep pressure on colleges and Universities to
     take the lead; The President should keep this issue on his public
     agenda.

123. Make more Grant money available for minority and women; Help
     support programs which promote multiracial justice.

124. The dialogue must allow all voices to be heard; Issues concerning
     race must be dealt with openly.

125. Stay the course. The President\'s personal role is vital; This must
     be a sustained effort. There is no point where we can say 'our work
     is done'.

126. Race relations are bad everywhere in the U.S\... More effort should
     be made to educate children in Elementary school about all
     Americans importance; Colleges should form mandatory race relations
     groups

127. It's necessary to make it clear that this is not a 'one shot deal';
     Antiracism activity by Whites in community and Nation is a must.

128. Financial and educational resources are needed for effort to be
     successful; Race relation's discussion should not focus solely on
     Black White relations.

129. Continue the dialogue but begin to educate the public dispelling
     current myths about groups; It is important to address cultural
     sensitivity recognizing changing demographics as we approach 21^st^
     century

130. We need to develop opportunities for understanding of one another's
     experiences; develop opportunities for individuals to be heard.

131. Educate students about the links between history of discrimination
     and existing socio-economic status; Publish and show the facts that
     reveal the extent of White privilege.

132. Use Art as a tool to help White Amer. Have dialogue about race;
     Have discussions focusing on solving a specific and narrow problem.

133. Help Whites overcome there sense of superiority; Create a climate
     where minorities will feel trust and friendliness.

134. Make campus week of dialogue an annual event; Give us more notice
     next time

135. Be clear on the need to dialogue; Take concrete steps to eliminate
     'isms'.

136. I think our campus does an excellent job of addressing diversity.

137. Mandatory classes on cultural studies; Keep the dialogs going Gear
     dialogues toward concrete resolutions.

138. This should be an ongoing program. We need more advanced
     notification; The topic needs to begin in the primary grades and be
     a part of the curriculum through K-12.

139. Have Town Hal Meetings at all levels of the educational system.
     Early education of children is critical; Increase educational
     opportunities for minorities. More visible support for campus
     diversity;

140. A White House clearinghouse for innovative ideas for increasing
     productive intergroup relations.

141. East Carolina needs to increase its number of minority faculty;
     Need more resources both financial & personal.

142. Provide more resources---such as the guide 'One America Dialogue
     Guide'; provide professional facilitators/trainers to educate all
     member of campus community especially on campuses where race is an
     issue.

143. The majority needs to understand that somewhere in this country
     they may be in the minority; Talking is the answer but it must be
     desired and not demanded.

144. Keep affirmative action in place until there is proportional
     representation by minorities in leadership positions; Require each
     government agency and employee to participate in racial, ethnic and
     cultural sensitivity training.

145. Racism is prevalent in the deaf community where Black deaf remains
     at the very bottom. This needs to be addressed; Desperate need to
     increase people of color in faculty and decision making positions
     on campus.

146. I believe in a 'Top Down' approach and would like to see all
     members of the White House and Congress model behaviors that
     promote diversity. Such as visibility at programs that support
     underrepresented populations; Designate members of his Cabinet to
     participate in diversity oriented programming. More dollars to
     assist underrepresented students. Better H.S. career advising.

147. Intensify efforts of Federal & state governments to address issues
     of equitable treatment among employees. Laws need to be enforced
     and Affirmative action cases reported and reviewed; Continue with
     conferences with focus on race relations in American school system.

148. To support the creation or continuation of programs that allow
     students of color to attend Universities.

149. Attend a meeting of College Presidents and personally challenge
     them to stand firm on providing opportunities for race-based
     initiatives on their campuses; Encourage corporations and
     businesses to double their support of race-based programs.

150. Reaffirm your commitment to affirmative action as Federal policy
     and assure that Univ. maintain associated policies and programs;
     Ensure continued Federal funding of programs that foster minority
     student recruitment and retention.

151. Increase employment of African-Americans in faulty and
     administrative positions; Increase multicultural education &
     activities.

152. Continue to encourage discussions but also actions that help to
     resolve issues; Encourage the exploration of diversity issues
     beyond African-Americans.

153. Integrate them into broader themes so that it isn't seen as an
     isolated divisive issue; Make national leaders available to address
     the issue. We don't have the resources.

154. TGM literature reminds us that the best progress is made through
     many small steps at the community level. Federal support should
     reflect this emphasis; The 'People to People' program of many years
     ago reminds us that we must recruit many champions from all races
     to make things improve. Fostering consortia of institutions is the
     best way to focus resources.

155. That there is a problem; that we need to recruit & retain faculty &
     staff of color.

156. Continue asking Universities to have open & honest dialogue about
     race, offer an incentive for conducting such a dialogue; Hold
     Universities for promoting diversity on their campuses Diversity
     training should be required as an entrance and exit criteria.

157. Continue to raise the visibility of these issues to the nation;
     Promote the idea that a dialogue between ethnic/racial groups is
     essential to the health of our nation.

158. Transportation for minorities in inner-cites to colleges in the
     suburbs.

**Exhibit 8**

**Would You Be Willing to Commit to Organizing Future Race Related
Events on Your Campus or in Your Community to Help Build One America in
the 21^st^ Century?**

1.  Future events

2.  Through CORRIE and administrative and academic departments, we plan
    to sponsor more events at which people from different backgrounds
    will have the opportunity to come together in dialogue. We plan to
    use the diversity videos as part of the New Student Orientation
    Program and in training programs for professional and
    pre-professional staff.

3.  Yes, we would probably consider organizing hosting such events if
    given enough time, and latitude to plan the focus of the event. The
    events we hosted were not well attended, for various reasons, the
    most probable reason being the time the year, and the diversity of
    the BU community. The Events must be planned with a targeted
    audience or you will cast too wide a net and miss just about
    everyone. No direct answer given.

4.  Yes.

5.  Yes.

6.  Yes.

7.  Yes, continue with this type of discussion each semester. (The
    psychology class performs this exercise each quarter).

8.  Yes, continued diversity planning is inherent and we are committed
    to including students in the process.

9.  We will continue to sponsor a Martin Luther King Day event as well
    as other race unity events throughout the year.

10. Yes. Please contact Vincent E. Alexander II, Director, Howard
    University Civil Rights Symposium, 1998-99. Address: 2900 Van Ness
    Street, NW, Washington, DC, 20008.

11. Yes, we are currently designing our 1998-99 campus programming and
    activities agenda. We will continue to promote, assess, and evaluate
    intercultural understanding, appreciation and interactions.

12. Yes.

13. Yes! Has to happen one relationship, one community at a time.

14. Yes.

15. Yes.

16. Yes, and we would be honored to have President Clinton come to the
    annual intercultural student leadership conference in October, and
    personally talk, interact, and impress upon our student leaders the
    significance of building one America.

17. My "yes" response is conditional on whether I can be reassigned and
    allotted the time to organize race-related events.

18. Yes. (1) We have already planned a facility program for Fall. (2)
    Cultural festivals for Winter & Spring holidays. (3) Classroom
    speaking opportunities.

19. Yes. Phase II- Breaking the Barriers. Phase III- Activating the
    Solution. Phase IV- Now that the barriers are broken, where do we go
    from here?

20. Yes. We have already planned for next year.

21. Yes. A subcommittee of Women & Minorities Committee will plan a
    series of events for the academic year 98-99 on Enhancing the WFUSM
    Climate for Diversity.

22. Yes. In concert with other campus organizations, future events can
    be programmed to extend the conversation on race through lectures,
    small group discussions involving educators and students from K-12
    and beyond.

23. Yes. I am already involved in several initiatives in this community.
    Although it is often frustrating, I do and will continue to commit
    my time and energies to the betterment of race relations. Count on
    me Mr. Clinton!

24. Yes. Bringing multicultural events to campus.

25. Yes. We are establishing a Task Force on Intercultural and
    International Education that will focus as curricular and
    co-curricular issues.

26. Yes. Continued educational programs on campus.

27. Yes. If you have any start-up packets for community- I'll be willing
    to try: please send to: Shen Maier, 3117 Parkwood Lane, Blyjark, MT
    59911

28. Yes. Continue open forums and follow-ups on implementing to
    solutions generated at these events. Keep the channels of
    communication open!

29. Yes.

30. Yes. Would be nice for President to come to smaller racial areas
    where the issue of race is in denial by some, or in some cases
    resentment on both sides.

31. Yes.

32. Yes. Establish regular leadership meetings so that the student can
    take the lead.

33. Yes. The college will participate in a dialogue between the League
    of Women Voters and other entities of the community on race.

34. Yes. We will do whatever it takes.

35. Yes.

36. Our campus-enriched community is an ideal vehicle for bringing in
    relevant speakers to address the campus community and the local
    Houghton-Hancock community as well.

37. Yes. As mentioned before, our campus strives to continually provide
    awareness and cultural programming on campus that brings quality
    materials to our students.

38. Yes. A campus forum comprised of faculty, staff, students, and
    community representatives to discuss race and ethnic issues. This
    event would invite notable community leaders such as the Mayor,
    Attorney General, City Manager, and Superintendent of Education at
    the state level, etc., as guest speakers.

39. Yes. Be willing to organize events for the centers.

40. Yes. McGregor would be willing to develop future race-related events
    on the Yellow Springs campus or in the community with one or both of
    its community partners.

41. Yes. We already have a six-week inter-group dialogue program
    involving 250 students per semester. This program called Voices of
    Discovery has been in effect since 1996.

42. Yes. Committed to organizing future race-related events (Town Hall
    Meetings, etc.).

43. Yes. We are closely tied to the Philadelphia Race Dialog, and intend
    to participate in their ongoing discussions.

44. Yes. On campus- we believe diversity is beautiful.

45. Yes. We will continue to sponsor and organize a wide variety of
    programs.

46. Yes.

47. Yes. Brookdale has various committees and clubs that plan events on
    a regular basis. Also, Brookdale is planning events with the Urban
    League.

48. Yes. We will have an on going effort to address issues of diversity
    on campus. Similarly, the Storm Lake community has developed its own
    Diversity Task Force that continues to meet in learning circles
    where the goal is to discuss issues of diversity and how we can
    become more appreciative of diversity in our community.

49. Yes.

50. Yes. We would like to hold a series of forums that are ongoing. We
    discussed how to best ensure that participants feel able to discuss
    their feelings openly.

51. Yes. I am planning these events each quarter for participation of
    students, staff, faculty, and community members.

52. We will continue to sponsor lectures, workshops and
    videoconferences. We are currently planning a student theatre to
    conduct performances dealing with racism, discrimination and
    violence against women.

53. We earnestly encourage you and your organization to please make
    Cameron University a part of your future efforts/ plans. Cameron
    University would be more than happy to be apart of any and all
    future events- Cameron University and Lawton are representative of
    America's future.

54. Yes. To continue with student leaders forums.

55. Yes.

56. Yes. Diversity roundtables: this is a dinner and discussion group
    open to all students on campus and held monthly. Topics focus on
    diversity and rotate each month with a guest speaker.

57. Yes.

58. Yes. Dialogues on race. Diversity training to increase cultural
    competence and enhance the awareness and sensitivity to race
    relations.

59. Yes. Keep us informed of any new program of initiative developments.
    This school will maintain its pledge against racial discrimination,
    and through future student leaders meetings, we will further employ
    new methods to educate our student body about flourishing levels of
    racial and cultural diversity in our community.

60. Yes.

61. Yes. Will partner with the City's Community Relations Commission to
    sponsor workshop/ forum.

62. Yes. It is imperative that the communication continues on an
    on-going basis.

63. Yes. I would be willing to continue providing programs support and
    advocacy for our students. Also am willing to continue to
    collaborate with surrounding community by inviting and including
    participation in all events sponsored by office.

64. Yes. Olivet College is committed to sponsoring at least one dialogue
    on race each semester. We will encourage academic departments to
    coordinate programs on race, independent of the Office of
    Multicultural Affairs. Through these dialogues, we hope to provide a
    forum where honest and open exchange of information can occur and
    where our students can be equipped with the necessary skills needed
    to participate in a society that is becoming increasingly diverse.

65. Yes. We are planning to hold a symposium about hate related crimes.

66. Yes.

67. Yes. As Community Service Office we hope to lead on-going dialogue
    that brings together students, faculty, and staff from the college
    as members of the community.

68. Yes. We need help in programming events that will be of interest to
    our students. The program that we planned for our resident students
    was not attended; the film that we scheduled for the general student
    population was not attended. We did however, get a better response
    from the faculty who include the dialogue in their classes.

69. Yes. Leading discussions or forming student/ administration groups
    to talk about issues on campus. Anything else?

70. We are working on plans for such events.

71. Our community would benefit from a private/candid dialogue between
    College Presidents, the Superintendent, and the Chief of police,
    Social Service Executives, the City Council, the Mayor, the School
    Committee and the Legislators.

72. Study Circles and other activities have already been planned for
    next year. I hope to develop a Study Circle between a predominantly
    black and white church in the area.

73. Events have been ongoing at Rhode Island College for a number of
    years. First Minority Student Affairs officer was hired in 1983.
    Historically the Harambee organization was founded in 1969. Also,
    our African Studies Department is long-standing.

74. There is an organization called the Flatland Reservation Collation
    for Human Rights,. We have many active members on campus that do a
    wonderful job addressing issues of race.

75. Several participants have spoken of continuing the dialogue group
    process in the future.

76. The college will participate in a dialogue between the League of
    Women Voters and other entities of the community on race.

77. We are in process with this type of activity and we will want to see
    it increase.

78. Depending on what the President's Initiative does.

79. Sauk Valley Community College is supportive of these efforts.

80. Student forums, Speakers, Continuum of Above, Partnerships in
    Community.

81. Town Hall meeting or Student Leader Meeting.

82. We received such positive feedback from the students that we are
    planning to hold another forum in the fall. Community leaders also
    indicated an interest in sponsoring a discussion in their respective
    communities.

83. Skidmore College is committed to diversifying its community by a
    number of affirmative initiatives. These include all the ongoing
    efforts in the areas of hiring and retaining of persons if color,
    and curricular and co-curricular change. They also encompass the
    areas of community and leadership development, and community
    outreach. The goal is to graduate students with an inclusive and
    global worldview, and to build bridges across class, political, and
    race differences. Skidmore will continue to collaborate with
    residents, businesses, and organizations in Saratoga Springs and
    other neighboring communities to organize events to celebrate
    diversity and to facilitate understanding between races.

84. As one of the organizations I advise sponsored the first-ever
    Diversity Week on our campus and have committed to continuing it, I
    am already committed. I also continue to serve on the Black History
    Month Committee.

85. Yes. We are continuing our dialogue program and hope to build our
    capacity to use this approach on campus before creating town-gown
    dialogues.

86. Yes. Educational workshops and student leader training exercises.

87. Yes. With the arrival of a new Director of Multicultural Programs in
    July, we will begin to identify our goals and plans for keeping the
    open discussions of race and civility at the forefront of our campus
    priorities. Yes. We have our Clinical, Academic and general
    Department Chairs meet regularly with the President's Cabinet and
    discuss their Diversity and Affirmative Action activities, to
    include issues to improve on race relations. We also host Retreats
    where the President's Cabinet meet with the Affirmative Action
    Committee to discuss strategies for improving both the workforce
    climate and the utilization of under-represented ethnic minorities
    and women.

88. Yes. We will continue to work toward positive activities, hiring
    practices, and curriculum development for multicultural fairness and
    appreciation.

89. Yes. Forums and task forces.

90. Yes. We are planning a Racial Solidarity Day next spring, during
    which administration, student government, student organizations, and
    students will pledge themselves to harmony.

91. Yes, on-going, student leader meetings and focus groups/ workshops.

92. Yes. Utah Valley State College has developed this concept within the
    last five years and we have been addressing race issues during this
    time.

93. We intend to continue our efforts.

94. Yes. We should have fundraising, bake sales in order to raise funds
    to start and maintain these organizations.

95. Yes.

96. Yes. I believe this is an important issue and part of the mission of
    this college. I would be willing to do what I could toward this
    endeavor.

97. Yes.

98. Yes.

99. No.

100. Yes. We will continue to program diversity and race relation
     programs.

101. Yes. Campus dialogue on Race & Ethnicity Diversity Film Screening
     and dialogue.

102. Yes.

103. Yes.

104. Yes- it's the most vital social issue we face!

105. Yes. On-going already. This initiative did not trigger any new
     programs. All were already in progress.

106. Yes. A promising practice that we are using is the Chamber of
     Commerce's The Eight-Step Program in Enhancing/ Supporting
     diversity for the business/ educational institutions in the city of
     LaCrosse.

107. Yes. That is my job!

108. Yes. Because current student composition mirrors the community so
     well, we are a natural place for such events to begin.

109. Yes. I intend to continue working with community organizations.
     Also, I hope to build a strong session on diversity into the
     college and student orientation program.

110. Yes. To include information in a diversity class I teach at Xavier
     University entitled EPluribus Unum.

111. Will have continuing dialogue.

112. Yes, although another educational institution will host the second
     national CERM, the movement at the University of Illinois, will
     continue to promote Dialogue on these issues. As we have for the
     last 20 years, we will organize video showings of in
     [Whose]{.underline} [Honor]{.underline} and bring in speakers to
     address hate issues

113. Yes. Similar group discussion.

114. Assist in moving the National Agenda forward by organizing
     On-Campus discussions that make recommendations for action plans.

115. The students have started to plan for next fall. More programs
     aimed at encouraging dialogues are planned for next academic year.

116. Absolutely! I believe our student leaders meeting was the first
     step in addressing diversity issues on our campus.

117. Continue to serve on the Diversity Steering Committees on our
     campus.

118. We would like to host the "day of dialogue" and invite our
     neighbors. We will continue to offer workshops to staff. Our new
     faculty orientation will include a session on multicultural
     inclusion.

119. We will play a key role in continuing the community conversation on
     race.

120. We would be honored to host a series of Townhall meetings or
     conferences so that issues of race can be openly discussed.

121. ALANA Student Center and the Council for Diversity and Pluralism
     will continue to host events such as "Fear the People Week," talk
     shows (mock) on race featuring public figures of different races,
     Black History Month Events, and others which serve to introduce
     students to cultures other than their own.

122. Yes.

123. I am the Coordinator for Diversity at Midway College and would be
     interested these efforts.

124. I think sparking a dialogue on race will be continued next year. I
     would also like to see members of the college meet with member of
     the local community and discuss the topic of race and how to build
     one America. Perhaps we could also have a race- related event with
     local colleges participating.

125. It really depends on the time of year and scope of responsibilities
     for the project/event.

126. No.

127. In all likelihood, Mount Olive College will be establishing a Human
     Relations Council and holding a public race relations forum at
     least once a semester.

128. Yes.

129. We will continue study circles with the goal of involving a
     representative cross section of campus members and community
     members. We hope the Congress of Concerned Students will continue
     to operate.

130. A major implied focus of "education national leaders for the 21^st^
     century" (our mission) is to continue to build on America.

131. Yes, however I may be working at another school. Diversity
     awareness and especially race relations is always important to me
     and I focus my efforts as a Resident Hall Director in this
     direction. So wherever I work I will play a part in organizing
     race-related events.

132. Yes, We would like to do programs that would link us with other
     universities on these issues. We would particularly like sufficient
     notice to plan adequately and reach out to other institutions of
     higher learning.

133. Yes.

134. Yes.

135. Yes.

136. Absolutely. Please make this a central focus of the administration.
     Leadership on these issues is critical at this juncture in the
     history of race relations in America.

137. Perhaps an annual discussion utilizing art as a central point.

138. Yes.

139. Yes.

140. Yes. Diversity issues are an integral part of our campus
     programming during the entire academic year.

141. The Residential Life Staff is committed to programming around
     cultural and race related issues. Our campus already works with the
     Diversity Web initiative, and we are strongly committed to the
     value of multiculturalism. We only require a great deal of advance
     notice in order to coordinate events with all of the other campus
     activities we have.

142. DeKalb College would like to involve more of the community in this
     effort as well as making this a key topic for the Student
     Government Associations on each campus.

143. We will continue to host town hall meetings.

144. We will, through our Human Relations Committee, see other ways to
     foster dialogue on these issues.

145. Yes! Please include us in future events!

146. Yes.

147. Participate in various activities. Serve on committees or task
     forces. Facilitate discussions. Organize event discussions.

148. Yes.

149. Yes, as opportunities emerge, we will do so. We have some strong
     community ties and are flexible.

150. Yes.

151. As a university, we are committed to a worldview as stated in our
     mission. We will continue to be proactive in our programs and
     discussions.

152. Panel discussion or town hall style meeting.

153. Most Definitely! Thank you for the opportunity to have Gallaudet
     University participate in this dialogue.

154. Yes.

155. As Director of Diversity of Education Programs, I am the designated
     person on campus for all initiatives; or at least serve as a
     clearinghouse for issues on diversity.

156. Our office of Student Activities, The Gonzaga Student Body Assoc.,
     The Unity House Cultural Education Center, and the Associate
     Academic Vice-President For Diversity will continue to work on
     diversity events.

157. Yes.

158. As noted above, the UH Manoa Commission on Diversity in conjunction
     with other campus programs and offices, will organize a series of
     "Dialogues on Race" during the coming academic year.

159. To provide awareness and sensitivity of race and cultures.

160. Yes. We are seeking monetary support to bring together
     African-Americans and Caucasians in Freeport to identify our core
     values and embrace the concept of Servant Leadership to alleviate
     racial tensions and move us forward.

161. Yes.

162. This college is already seen as a valuable community resource, and
     will continue to do so. Our Community Center seeks to help a
     community changing its population base and in need of a wide range
     of services. This program models what a community agency and a
     college can do together.

163. Yes. Have served on discussion panels before -- would be willing to
     organize and facilitate in future.

164. I will commit to organize a campus or community dialogue about
     race.

165. Yes.

166. Yes.

167. Yes. Recruitment Day - Every student of color brings in 2 friends
     or family members who are college bound for a tour and sampling of
     college activities to try and diversify campus -- (staff members of
     color could bring in someone also). There are only about 12
     employees here who are minorities.