UC Berkeley Strategic Plan for
Equity, Inclusion, and Diversity

Pathway to
Excellence
2009

strategic Plan

“Diversity: A defining
feature of California’s past,present, and future — refers to thevariety of personal experiences,values, and worldviews that arise
from differences of culture andcircumstance. Such differences
include race, ethnicity, gender,
age, religion, language, abilities/
disabilities, sexual orientation,socioeconomic status, andgeographic region, and more.”— From the University of California Statement on
Diversity, approved by the UC Regents

C o v e r p h oto by S t e v e M c C o n n e l l / U C B e r k e l e y2
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U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y
U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

UC Berkeley Strategic Plan for
Equity, Inclusion, and Diversity

Pathway to Excellence
Path to Institutional Change
Introduction..................................................................................................................................... 6
Guiding Principles....................................................................................................................... 8
Excellence......................................................................................................................................... 8
Equity................................................................................................................................................ 8
Inclusion........................................................................................................................................... 9
Expected Outcomes............................................................................................................... 10
Top Level Strategies............................................................................................................... 10
The Context of this Plan.......................................................................................................13
Data Findings . ..............................................................................................................................14
Students..........................................................................................................................................14
Faculty..............................................................................................................................................15
Staff...................................................................................................................................................16
Campus Climate...........................................................................................................................16
Data Collection..............................................................................................................................17

Implementing Equity, Inclusion, and Diversity
Management..................................................................................................................................18
The Role of the Division of Equity & Inclusion.....................................................................18
Stakeholders and Leaders...........................................................................................................18
Accountability...............................................................................................................................19
Proposal for Planning and Assessment..................................................................................19
Reward Structures................................................................................................................... 21

Timeline and Milestones
Timeline and First Year Activities...........................................................................................22
Milestones ..................................................................................................................................... 23

A Momentous Opportunity...........................................................................24
Logic Models....................................................................................................................... 25
Glossary of Terms.........................................................................................................33
Bibliography...........................................................................................................................37
AppendicesA. Data Findings—Expanded
B. UC Berkeley’s Historical Commitment to InclusivenessC. Demographic Changes in California
D. Legal Landscape
E. Principles of Community and Recommended Principles of Inclusion

Appendices and full plan available online at vcei.berkeley.edu/StrategicPlan

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y3

T

his Strategic Plan for Equity, Inclusion,and Diversity speaks to the promise of
UC Berkeley’s public mission now, andfor the future, and its commitment toexcellence in research, teaching, and public service.
It is one of the most comprehensive plans of its kind
for a research university, covering all segments ofthe campus—students, faculty, and staff—andstrengthening our ties with local, state, and global
communities.
This Plan helps to cement the leadership andincreased intellectual depth on issues of equity,
inclusion, and diversity crucial for solving many
challenges faced by society today. It also builds themechanisms and advocacy necessary to ensure thatUC Berkeley provides access to and welcomes andnurtures all those with the potential to succeed here.

As the founding vice chancellor for Equity& Inclusion, my most important task has
been to lay out a vision for the campus forequity, inclusion, and diversity. This Plan
accomplishes this by laying out specific strategies
and desired outcomes for UC Berkeley for the nextten years, and sets forth the guiding values and principles that drive them. It also builds a transparent,
fair, and manageable data gathering and accountability system that will be an essential tool for creating
and measuring progress.
The Plan has come to fruition in the midst of very
trying times for public higher education in California– times that are themselves transformative. It is critical to ensure that in the midst of these institutionalchanges, the principles of excellence, equity, andinclusion are helping guide decision making, policy,

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The creation of this plan and its implementation
was one of the charges of Vice Chancellor Gibor
Basri at the launch of the Equity & Inclusion division in August 2007. However, I call upon the entire
campus to assist in carrying out this Plan, embracing the principles, strategies, and desired outcomes
within, and demonstrating personal leadership thatenhances the excellence, equity, and inclusion of UC
Berkeley.
With warm regards,

Chancellor Robert J. Birgeneau

and practice, so that UC Berkeley will be able tostrengthen its commitment to the people of California
for generations to come.
I look forward to working with the campus community and its partners to realize a model for institutionalchange that provides fair treatment, access, opportunity, advancement, and success for all.
Sincerely,

Gibor BasriVice Chancellor for Equity & InclusionU C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

ACKNOWLEDGMENTS
This Strategic Plan was made possible by:t T
 he generosity of and ongoing dedication to building a just and caring societyby the Evelyn and Walter Haas, Jr. Fund, whose gift supported the creation ofthis vision for continued excellence at UC Berkeley in the 21st century;t The unwavering support and passion for equity and inclusion of Chancellor

Robert J. Birgeneau;t T he creative thinking and hard work of the members of the “Coordination

Team” and “Review Team”;t The entire staff of Equity & Inclusion, with special gratitude for the Immediate

Office and Leadership Team;t The student staff of the E & I Immediate Office who served as thought-genera-

tors, proof-readers, graphic designers, meeting makers, production assistants,
office managers, and, in general, life-savers;t T
 he E & I graduate student researchers who led the way to new institutional

research and community engagement;t T he researchers across the UC Berkeley campus who devoted extra efforts tocontribute to the Plan and worked collaboratively together;t T he many UC Berkeley student, faculty, staff, and senior administration mem-bers who contributed their ideas, commitment to social justice, and intellectualand personal integrity;t C olleagues at Pennsylvania State University, Stanford University, University ofMichigan, University of Texas, Austin, and University of Washington for sharing
their expertise and experience in supporting equity, inclusion, and diversity in
American higher education; andt T
 he dreams and hard work of many generations of students and families across

California for a better, more just, and sustainable world.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y5Path to Institutional
Change“UC Berkeley has always been motivated by serving
the public good, and I can see no higher ideal thanworking for equity and inclusion for all.”F— UC Berkeley Chancellor Robert Birgeneau

or UC Berkeley to fully realize its potential and embody excellence inall its forms, it must tap into the vast and rich resource that is California’s diversity. The University of California, Berkeley, is at a crossroads, fac-

ing both a great challenge and a tremendous opportunity. By any defini­tionof diversity, California is among the most diverse large states in our nation, if not themost heterogeneous. The state’s recent demographic shifts, documented in the 2000
census and elsewhere, present both gifts and challenges to a university such as UC
Berkeley that serves a citizenry of this size and scope. The gifts include the innumerable contributions and talents of people who come from different life experiences andperspectives — people who bind us, through their personal histo­ry, to every nation on
the globe. California’s diversity is a unique resource — a resource that should not besquandered.

Photographs by Christopher Irion

The challenge ahead is to transform UC Berkeley into an equi­table and inclusive
academy of the highest caliber — a university that honors the rich tapestry of diversity
in California, upholds a renewed commitment to Californians of every backgroundand perspective, and creates new fields of inquiry, knowledge, and ex­ploration, with
global reach and implications. Chancellor Robert Birge­neau has responded to thischallenge by launching two major initiatives. First, he supported and funded a multidisciplinary program, the Berkeley Diversity Research Initiative (BDRI), to foster

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U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t yschol­arly work on diversity, and consequently to acknowledge its status as a key intellectual enterprise on campus. Then Chancellor Birge­neau elevated a variety of campus
efforts and programs in equity and inclusion into a fully fledged division of the University and, af­ter an extensive national search, appointed UC Berkeley astrophysicist
Gibor Basri as the inaugural vice chan­cellor for the Division of Equity & Inclusion.

The investigation identified economic, legal, political, and de­mographic shiftsthat affect the diversity of our student body, fac­ulty, and staff, as well as the overall
experience and satisfaction of campus community members. Key findings from thisencompassing investigation made it clear that inaction now would mean widening
disparities and diminishing accessibility and opportunities for current mem­bers of
the University, as well as for qualified prospective students, faculty, and staff. Thus,
the principles, strategies, and desired outcomes described herein seek to improve theaccess, advancement, reten­tion, graduation rates, research and professional opportunities, and campus climate for all groups. This includes, but is not limited to, thosedefined by race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual
orientation, socioeconomic status, and geographic region.
This Plan is intended as a call to individual community members and campus organizations — no matter their size or area of expertise — to adopt the principles andstrategies described herein, and strive to accomplish the desired outcomes.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

Photograph by Peg Skorpinski

The Strategic Plan for Equity, Inclusion, and Di­versity is the next step in the institutional transformation of UC Berkeley. This is a living plan that spans a spectrum of
inclusion, access, and equity initiatives that, when fulfilled, will become a model forother institutions of high­er education. This Plan isholistic in scope, rooted inempirical evi­dence, and derived through broad consensus building. The Plan is theculmination of a 13-monthinternal and external investigation of equity and inclusion initiatives in American
higher education. A 15-person planning team, led by
the Division of Equity & Inclusion, visited five peer universities, examined 20 reports, and over 100 researchstudies, inventoried 150
campus programs (with an
in-depth assessment of 13 of those programs), facilitated town halls and focus groups,
conducted cam­pus-wide workplace climate surveys, and synthesized a vast body ofquantitative data and qualitative information.

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Guiding Principles:
Excellence, Equity, and Inclusion

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At the heart of this Plan is the public mission of the University of California, as it was chartered 141 years ago — to welcome and serve all segments of California’s population, andto conduct cutting-edge research, teaching, and public
service in all disciplines, particularly in the fields thatare most pressing for the economic, social, intellectual, and educational development of the state.

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he Strategic Plan for Equity, Inclusion, and Diversity goes well beyond anyother prior diversity initiative at UC Berkeley — for it speaks to every student and potential student, every professor or as­piring scholar, and every
member or potential member of our staff, no mat­ter the job title or occupation category. Its objective is to achieve institutional change by embedding
the principles of excellence, equity, and inclusion into every campus unit
so that true ownership is broadly shared among all the campus stakeholders, while better ensuring accountability and visibility by placing
responsibility at the highest level.

Excellence

Excellence

The highest level of learning, teaching,research, and public service is only possible when the most diverse perspectives
can be engaged. This is the embodiment of the principle of excellence — the expectation and standard that whatever UC Berkeley does in research, teaching, and public
service, is of the highest quality, is on the cutting edge, is methodologically rigorous,
nourishes critical and creative thinking, and is responsive to all of its constituents.
Excellence focuses on intellectual, social, and organizational development, as well ason the purposeful utilization of resources, to enhance the University’s mission.

Responsive Research, Teaching, and Public Service

Without a diverse student body, faculty, and staff, research, teaching, and public service fall short in embracing the full range of meritorious perspectives, backgrounds,
and ideas that enrich the intellectual and working community. Such a diverse environment is also needed to fulfill the educational charge of cultivating multi-faceted,culturally competent, and socially minded human beings.

EquityThe second principle guiding this endeavor is equity — the guarantee of fair treatment, access, opportunity, and advancement for all students, faculty, and staff in every stage of UC Berkeley education and career development, while at the same time
striving to identify and eliminate barriers that have prevented the full participationof some groups. The principle of equity acknowledges that there are historically un-

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U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t yderserved and underrepresented populations
and that fairness regarding these unbalanced
conditions is needed to assist equality in the effective provision of opportunities for all groups at
UC Berkeley.

Inclusion
The third principle is inclusion — the act of
creating environments in which any individual orgroup can be and feel welcomed, respected, supported, and valued. An inclusive and welcoming
climate embraces differences and offers respect
in words and actions so that all people can fully
participate in the University’s opportunities.
These principles are further articulated in the“UC Berkeley Principles of Community.” (See“Principles of Community and Recommended
Principles of Inclusion,” Appendices.)

Other Definitions of
Inclusiont According to the Association of American Collegesand Universities, inclusion is “the active, intentional,
and ongoing engagement with diversity — in people, in the curriculum, in the co-curriculum, and incommunities (intellectual, social, cultural, geographical) with which individuals might connect — in waysthat increase one’s awareness, content knowledge,
cognitive sophistication, and empathic understanding of the complex ways individuals interact withinvalue systems and institutions.”(www.aacu.org/inclusive_excellence/documents/
MEIPaperLastRevised12308.pdf)
t As recommended by a 2008 UC Berkeley Staff

Leadership Development Program Team, “inclusiveness is a respectful way of creating value fromthe differences of all members of ourcommunity, inorder to leverage talent and foster both individualand organizational excellence.” (See “Principles ofCommunity and Recommended Principles of Inclusion,” Appendices.)

Photograph by Peg Skorpinski

As already stated, California has one of themost diverse state populations in the country.
Diversity is the manifestation of all the ways inwhich people differ, and all the characteristics
that make one individual or group different fromanother. So why is it not a guiding principle aswell? Diversity is a fact, not a principle; either it exists or it does not. It is the fact of diversity that nourishes excellence at UC Berkeley. And it is the principles of equity andinclusion — rather than representation — that will cement UC Berkeley’s excellence
and continue to position it as the preeminent public university in the world.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

9Expected OutcomesT

he mission of the University of California and the values of excellence,equity, and inclusion together with the specific data findings described
below inform six long-term expected outcomes to be achieved within thenext ten years from the strategies espoused in this Strategic Plan.

UC BErkeley 2020: EXPECTED OUTCOMESUC Berkeley
is recognized
as a national
leader in
research,teaching, andpublic service
related to equity, inclusion,and diversity.

All campus members report a strong
sense of belonging
and demonstrate theknowledge and skills
necessary to successfully navigate and leadin a diverse world.

Intergroupdisparities inthe enrollment,
retention, andgraduation ratesof undergraduate and graduate students are
eliminated.

Staff at alllevels —including theexecutive andmanagementlevels —reflects therich diversityof the national
and local talentpools.

The faculty
hiring and retention rates
reflect thecompositionof the availability pools of
exceptional talent in all fields
nationally.

The campus
devotes theleadership andresources tosustain andenhance equity,
inclusion, anddiversity at UC
Berkeley.

The Strategic Plan also identifies intermediate outcomes expected to be achieved
within the next three to five years. By setting clear milestones, UC Berkeley will beable to measure progress toward longer-term outcomes and make course corrections
or policy adjustments along the way.

Top-Level Strategies

B

ased on extensive consultation with campus stakeholders and the investigation of best practices and policies at UC Berkeley and comparable institutions, the Plan sets the course for institutional change through three toplevel strategies:t Responsive Research, Teaching, and Public Servicet Expanded Pathways for Access and Successt Engaging and Healthy Campus Climate

These are the building blocks for developing and implementing the process, methodology, and programs for transforming UC Berkeley into a fully equitable and inclusive institution.
It is important to note the critical relationships among the top-level strategies.
Success in one area depends on success in the other areas. The specific strategies ineach category will reinforce one another in order to advance the long-term outcomes.

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U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

The first strategy — Responsive Research, Teaching, and Public Service —seeks to broaden the creation of ideas andknowledge on equity, inclusion, and diversity,
making contributions to the body of scholarship as well as to the campus and society. This
will be done through a series of initiatives that
increase opportunities for community service
and engaged public scholarship and by broadening the curriculum to expand the diversityof ideas and perspectives, including exploring the nature of multicultural societies andthe ways in which they evolve and flourish.
This will incorporate the framework for equity, inclusion, and diversity into the academic
culture of the campus, as well as help attract
more diverse students and scholars.
Expanded Pathways for Access and Success enhances campus mechanisms for creat-

Photograph by Peg Skorpinski

ing a critical mass of talented students, faculty, and staff that fully represent California’s
excellence and diversity and provides an environment in which they can thrive academicallyand professionally. Specific strategies include
expanding programs to improve the college
eligibility of students from underrepresented
and low-income backgrounds; utilizing thebest practices in mentoring and academic andcareer support to help students, faculty, and staff enter and advance through the University; and incorporating equity and inclusion into the hiring, review, and advancement procedures for students, faculty, and staff.
Finally, the third top-level strategy charts a course to establishing an Engaging and
Healthy Campus Climate. The University will strive to develop a more inclusive, andhence healthier, campus climate by providing the conditions necessary for all campus community members to feel welcomed, supported, included, and valued. Specificstrategies include creating and sustaining campus climate teams made up of representatives of the five primary campus populations (undergraduate students, graduate
students, faculty, staff, and alumni), facilitating cross-cultural and cross-group interaction and dialogue, and enhancing the current Multicultural Center so that it canserve as a hub for UC Berkeley’s vibrant population.
Further specific strategies and accompanying outcomes are described in detail on
pages 25–32.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y11Pathway to Excellence 2009–2020
top-level strategies
Responsive Research, Teaching, andPublic Service

Expanded Pathways for Access andSuccessEngaging and Healthy Campus
ClimateBroaden the creation of ideas andknowledge on equity, inclusion, anddiversity, making contributions to thebody of scholarship, as well as to thecampus and society.

Create a critical mass of talented
students, faculty, and staff that will fully
represent California’s excellence anddiversity and provide an environment
in which all can thrive academicallyand professionally.

Create and sustain a healthy campus
climate by providing the conditions
necessary for all campus community
members to feel welcomed, supported, included, and valued by the
University and each other.

t Increase the number of faculty, gradu-t Fully align the definition of meritt Reinforce positive group interac-ate students, and postdoctoral fellows
whose research and teaching address
issues of equity, inclusion, and diversity,
including exploring the nature of multicultural societies and the ways in whichsuch societies flourish.

t Develop and strengthen the scholarly

resources and infrastructure necessary
to support the highest level of inclusive
research, teaching, and public service,including the development of anaggressive fund development plan.

t Create and maintain robust account-ability systems — the development of
departmental strategic plans and assessment tools for equity, inclusion, anddiversity, and the campus systems andmethods to support them.

t Provide financial and other resources

for engaged public scholarship.

and reward structures with UC
Berkeley’s mission by adopting practices and policies such as comprehensive review and the considerationof contributions to diversity in faculty
and staff hiring and advancement, as
well as in undergraduate and graduate student admissions and awards.

t Help individuals transition into andthrough UC Berkeley by building
upon the best practices in mentoring
and academic and career support,
ensuring that talent is nurtured in allits forms.

t Develop and implement newcommunity-based mechanisms topromote and advance the educational equity and career aspirationsof all groups.

tions in the classroom, workplace,and campus living spaces to foster ahealthy campus climate.

t Recognize and support individualand group contributions to creating
and sustaining dialogue on and service to equity, inclusion, and diversity
through academic and culturally
based activities.

t Communicate broadly andcontinually UC Berkeley’s principles
of excellence, equity, and inclusion.

t Enhance the physical and technologi-

cal infrastructure to provide accessibility for all campus members.

UC Berkeley 2020: EXPECTED OUTCOMESUC Berkeley isrecognized as anational leader in
research, teaching,and public service
related to equity,
inclusion, anddiversity.

All campus members
report a strong senseof belonging and demonstrate the knowledge
and skills necessary to
successfully navigate andlead in a diverse world.

Intergroupdisparities inthe enrollment,
retention, andgraduation rates ofundergraduate andgraduate students
are eliminated.

Staff at alllevels — including
the executive andmanagementlevels — reflects
the rich diversityof the national andlocal talent pools.

Faculty hiringand retention
rates reflect thecomposition of theavailability pools of
exceptional talent
in all fields nationally.

Further specific strategies and accompanying outcomes are described in detail on pages 26–33.

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U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

The campus
devotes leadershipand resources tosustain and enhance equity, inclusion, and diversity
at UC Berkeley.

The Context of This PlanO

ne hundred and forty one years ago, the University of California wasfounded on the ideal that higher education should be open to all, provide
liberal arts and practical education, and prepare the citizenry for the labormarket in the United States. In his 1872 inaugural speech, the Presidentof the University of California, Daniel Coit Gilman, avowed that the university of thestate “must be adapted to its people, to their public and private schools, to their peculiar geographic position, to their underdeveloped resources.… It is of the people and forthe people — not in any low or unworthy sense, but in the highest and noblest relation
to their intellectual and moral well-being.”
UC Berkeley, as the University of California’s
flagship campus and as the nation’s premier publicresearch university — and in fact one of the preeminent teaching and research institutions in the world— has been honoring and advancing this mission
for 141 years. (See “UC Berkeley’s Historical Commitment to Inclusiveness,” Appendices.)

Photographs by Christopher Irion

While fulfilling this mission will always be awork in progress, recent changes in the state’s demographics, educational attainment, and legal landscape have created new challenges and opportunities.
California, which has always been at the leadingedge of technological developments and economic
growth, has seen its residents’ personal income andeducational attainment status over other states decline. (See “Demographic Changes in California,”
Appendices.) In addition, the legal landscape hassignificantly shifted in the past two decades. Whilefederal and state laws support UC Berkeley’s missionof equity and inclusion for students, faculty, and staff
by prohibiting discrimination on any basis, a state
constitutional amendment effective in 1998 prohibits“preferential treatment” on the basis of race, ethnicity,
sex, and national origin in admissions, employment,
and contracting. This has had a dramatic impact ondiversity at UC Berkeley. (See “Legal Landscape,” Appendices.)
However, Supreme Court rulings from casesin Michigan addressing preferential treatment
stressed that a university does have a compelling in-

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

13Comprehensive University ofCalifornia Diversity Planningt A task force on faculty diversity was appointed in

2005, which produced a report and recommendations in May 2006 (www.universityofcalifornia.edu/
facultydiversity/report.pdf).
t A University of California Statement on Diver-sity was officially adopted by the Regents of the
University in 2007 following a two-year process ofdevelopment and adoption by the UC Assembly of
the Academic Senate.
t The UC Regents appointed a system-wide study

group on university diversity and a staff diversity
council, both of which produced reports and recommendations in September 2007 and April 2008,
respectively (Study Group on University Diversity
Overview Report to the Regents www.universityofcalifornia.edu/diversity/documents/
diversityreport0907.pdf, and UC Report of the Staff
Diversity Council www.universityofcalifornia.edu/
diversity/documents/ucsdc_report.pdf).

terest in achieving the educational benefits of adiverse student body and that the considerationof race in admissions is permissible if it is narrowly tailored to the goal of diversity. (See “Legal Landscape,” Appendices.)
UC Berkeley has taken many successful steps
to address the challenges and opportunities resulting from the changes in demographics, personal income, educational attainment, and legal
landscape. However, despite achievements, negative perceptions about diversity at UC Berkeley
persist, and inequitable outcomes have not been
eliminated (see Data Findings below).

Data FindingsA

vailable data on diversity conveys
significant findings on various
areas of equity and inclusion on
campus involving students, faculSee Figures 3 and 8, “Data Findings — Expanded, ” Appendices.
ty, and staff, as well as campus climate. Thesefindings illuminate major issues regarding
the state of diversity at UC Berkeley, but are
by no means comprehensive of all aspects of diversity. (See “Data Findings —Expanded,” Appendices, for additional data on diversity at UC Berkeley.)On the whole, current data indicates that while UC Berkeley is a diverse campus,
it does not mean that the campus is an equitable and inclusive place, nor that this diverse population is fully supported and welcomed. The following are findings thathave helped frame this Strategic Plan.

Students
While African American, Hispanic, and Native American undergraduate andgraduate students are admitted to and enroll in UC Berkeley at about the same
proportion as their size in the applicant pool, there are significant intergroupdisparities at the beginning of the student pipeline ­— in eligibility and application — and at the end — in retention and graduation rates. For example, in thefall 2002 incoming UC Berkeley cohort of freshmen, the six-year graduation ratefor Hispanic and African American undergraduate students is 82 percent and 77
percent, respectively, compared with 93 percent for Asian American students and90 percent for Whites.

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U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t yUndergraduate Student Body
Composition

Graduate Student Body
Compositiont For the incoming class of fall 2009, African Americant For 1993–1997, African American and His-

undergraduate students constitute 4.8% of the freshman applicant pool and 3% of the freshman admit
pool; Hispanic students make up 16% of the freshman
applicant pool and 12.6% of the freshman admit pool.
However, in 2007–2008, Hispanic and African American students made up 36.8% and 7.3%, respectively, of
California high school graduates, and 18.1% and 5.4%of the UC Berkeley applicant pool.
t In response to the 2009 UC Undergraduate Experi-ence Survey (UCUES) question, “What is your sexual
orientation?”, 86% of UC Berkeley student respondents identified themselves as heterosexual, and 7%
identified themselves as either gay, lesbian, bisexual,
queer, or “questioning/unsure.” Five percent ofrespondents declined to state their sexual orientation,and 1% identified themselves as “other.”t In 2007–2008, slightly over 800 undergraduates used

the services of the Disabled Students’ Program. Of
these students, 23% had psychiatric/psychologicaldisabilities, 19% were learning disabled, and 17% had
attention deficit disorder. Students with mobility, visual
impairment, hearing, acquired brain injury, speech, andother functional disabilities made up the remaining 40%.
See Figures 3 and 8, “Data Findings — Expanded,” Appendices.

panic graduate students made up 2.76%
and 3.81%, respectively, of the applicant
pool, and 2.9% and 4.4% of the admit pool.
However, disparities existed in applicationand graduation rates.
t African American, Asian American,

Hispanic, and Native American students
make up 30% of all B.A. recipients fromthe 25 U.S. colleges and universities that
supply the largest number of UC Berkeley graduate students, but they comprise
15% of applicants to UC Berkeley doctoral degree programs.
t Ten-year graduation rates in the STEM

(Science, Technology, Engineering, Mathematics) fields for Hispanic and African
American doctoral students are 53% and43%, respectively, compared with 69% forWhite doctoral students. In non-STEM
fields, 48% and 46% of Hispanic and African American doctoral students, respectively, graduate within 10 years, comparedwith 53% of White students.
See Figures 9 and 10, “Data Findings — Expanded,”Appendices.

Faculty
Overall representation of female ladder-rank faculty at UC Berkeley compares
well with our national peer institutions; however, the demographic breakdown bygender and ethnicity of tenured and tenure-track faculty does not mirror the national availability pool of doctoral degree recipients, and disparities also exist inadvancement and promotion rates.
In addition, while African American, Hispanic, and Native American faculty achieve
tenure at the same rate (75 percent) as Asian American and White faculty, the rate ofadvancement to full professor is substantially slower in non-STEM (Science, Technology, Engineering, Mathematics) fields where there is a higher concentration of African
American, Hispanic, and Native American faculty, and slower still when considering
these groups overall.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y15Faculty Composition
In 2003–2004, women constituted 43% (110/258) of
ladder-rank faculty in the arts and humanities, 32%(100/317) in the social sciences, 26% (74/288) in the
biological sciences (including health sciences), but only
11% (53/481) in STEM fields. Among tenured faculty in
2008–2009, the number of women faculty mirrored
national availability pools in only one discipline and did
not in 16. The number of African Americans, Hispanics,
and Native Americans did not fully reflect national availability pools in any discipline, and the number of facultyfrom these groups did not mirror talent pools at all in
two disciplines, while some groups reflect and others did

not reflect talent pools in 15 disciplines. These figuresslightly decrease among tenure-track faculty: Women
reflected national availability pools in half (eight) of UC
Berkeley disciplines and fell short in doing so in the other
half; African Americans, Hispanics, and Native Americans
reflected the national talent pool in only one discipline,
did not mirror it at all in one discipline, and some groups
reflected and others did not reflect talent pools in 14
disciplines.
See Figures 14, 15, 16 and 19, “Data Findings — Expanded,”Appendices.

Staff

Staff Composition
In 2008, women made up 54% to 62% of
the professional titles (PSS I and II), 47% of
the management titles (MSP), and 24% of
the executive titles (SMG). Similarly, African
Americans, Asian Americans, Hispanics, andNative Americans made up 42% to 59% of
the professional titles, but only 24% of the
management positions and 10% of the executive positions.

As a whole, UC Berkeley staff reflects the diversityof the Bay Area and the state of California. Yet, women,
African Americans, Asian Americans, Hispanics, andNative Americans are underrepresented at the executive and management levels. Factors that may affectthis data include opportunities for career development
and effective succession planning.

In response to the 2008–2009 Staff Workplace andClimate Survey on perception of advancement, 88 percent of staff respondents indicated that they had thetraining opportunities to perform their jobs safely,
See Figures 20 and 21, “Data Findings — Expanded,”Appendices.
yet less than half (48 percent) said that there wasclarity about career development and advancement
opportunities. Moreover, only two out of five (41 percent) of managers and supervisors who responded tothe survey said that their departments had a succession plan in place to fill positions created by staff turnover or retirements. (See Figures 24, 25, and 26, “DataFindings — Expanded,” Appendices.)

Campus Climate
Though historically, UC Berkeley has been recognized for leadership on issues of diversity in higher education, there are still significant areas of dissatisfaction regarding whether and how much diversity is fully embraced. This is
documented by conflicting perceptions of equity and inclusion among university constituents, which greatly vary by gender, race, ethnicity, and other demographic characteristics.

16

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t yCampus Climate Survey Resultst The 2008 University of California Undergraduate

Experience Survey (UCUES) found that 86% ofWhite undergraduates agreed that “students arerespected regardless of race,” compared to 49% of
African Americans. Moreover, while 70% and 64%
of White and Asian students, respectively, agreed
that “students of my race are respected,” only 34%
of Latino/Chicano and 22% of African American
students agreed with that statement.
t A 2009 Faculty and Academic Staff Survey iscurrently being administered by the Office of Faculty Equity. In 2003, a survey found that female andself-identfied racial/ethnic minority faculty weremore likely to display negative feelings about
departmental processes: 28% and 27% of female
and minority faculty, respectively, compared with
14% and 17% of male and those faculty not selfidentified as a member of a racial/ethnic minority
group, respectively.

t The 2008-2009 Staff Workplace and Climate

Survey found that, overall, 92% of UC Berkeley
non-academic staff respondents felt that they weretreated with respect outside their unit or department. However, only 87% of non-academic staff
felt that “In my unit/department, I am treated withrespect.” Responses to questions of perceived
respect varied by personnel classification, ethnicity, and disability status. For example, 23% of staff
respondents who self-identified as people withdisabilities indicated that they felt they were nottreated with respect in their unit or department.
The Survey also indicated dissatisfaction withUC Berkeley’s commitment to diversity and the
support for diversity in units and departments
amongst both African American and Mexican
American staff (28% and 25% respectively).
S ee Figures 28, 29, 30, and 31, “Data Findings ­— Expanded,”Appendices.

Photograph by Peg skorpinski

Data Collection
While much progress has been made in collecting qualitative and quantitative
information on all campus constituents, the University still faces limitations in two
significant areas regarding data: coordination and sharing of existing data sources,
and collection of demographic indicators beyond
race, ethnicity, and gender, such as LGBTIQQ (lesbian, gay, bisexual, transgender, intersex, queer,
and questioning), disability, and religion.
Because systematic and thorough data gatheringand analysis is fundamental for a comprehensive account of diversity at UC Berkeley, this Strategic Planprioritizes improvements to existing data-gathering
mechanisms and analysis on all aspects of diversity
and all campus members, and the sharing of this information broadly.

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Implementing Equity,
Inclusion, and Diversity
Management

Institutional transformation requires a team of dedicated stakeholders and awell-conceived, well-executed action plan. To transform into a more equitable
and inclusive institution, UC Berkeley needs an individual or office responsible
for coordinating the efforts, measuring and reporting institutional progress, andproviding technical and programmatic assistance to campus departments—this is
the primary role of the Division of Equity & Inclusion.

Role of the Division of Equity & Inclusion
In addition to its primary role, the Division of Equity & Inclusion will be responsible for overseeing the implementation of the Strategic Plan and the reporting of findings to the campus and the broader community on a regular basis.
In carrying out all of its roles, Equity & Inclusion will work in a highly collaborative
fashion, a methodology used both for bridging various organizational divides within
the de-centralized nature of a large, research university, and for creating an organizational culture that promotes working across perceived boundaries and differences forthe common good.

Stakeholders and Leaders
But the Division of Equity & Inclusion cannot operate in a vacuum — it must havewidespread support and build shared ownership.
Appointed campus leaders — department chairs and directors, managers, deans,the vice chancellors, vice provosts, the Executive Vice Chancellor & Provost, and theChancellor — are asked to encourage the strategies and desired outcomes outlined inthis Plan and assist with coordinating campus efforts, aligning structures and budgets, and securing transparency of the processes employed.
Stakeholders, both internal and external to the campus (students, faculty, staff,
local and state business and community members, alumni, legislative leaders, etc.), arecalled to take on leadership roles within their units, organizations, communities, andgroups, acting as partner “change agents” to campus leaders. Moreover, stakeholders
can also play the role of catalysts for change through direct advocacy of campus andother UC-related leaders (e.g., Regents, legislators).

18

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t yAccountabilityP

rogress on equity, inclusion, and diversity requires mechanisms of accountability if declared commitment and desired institutional change are to be
more than programmatic statements. The Division of Equity & Inclusion—with the support of stakeholders and campus leadership—will foster
accountability through a planning and assessment system that builds on existing
review systems and improves the means for self-assessment by campus units anddepartments.

Proposal for Planning and Assessment
This planning and assessment system is proposed at this time rather than final,
as consistent review processes do not yet exist across all academic and administrative divisions. The vice chancellor for Equity & Inclusion will lead a cross-divisional
task force to further develop and finalize the system, as well as establish protocols forparticipation.
This process has three stages, with the first stage differing for academic and administrative units and departments.
Stage One consists of strategic planning, data gathering, and self-assessment. For

academic units/departments, this will be during the period of January 2010 to January 2011 and will be integrated into the Academic Review Process. For administrative units/departments, it is expected to be completed by June 2011. Assistance will be
provided for both adjusting current unit/department strategic plans and creating newones, if necessary.
Stage Two is the implementation of strategies and mid-cycle assessment. This stage

begins when Stage One is finalized.
Stage Three is the end-of-cycle assessment and the launch of the planning phase for

new and on-going sets of strategies and desired outcomes. This stage ends when the
full-cycle review established for academic and administrative units/departments iscomplete, varying in time for each unit or department.
The Division of Equity & Inclusion will assist campus units and departments througheach stage of the process, providing technical and programmatic assistance. Equity & Inclusion will also help units and departments identify areas of the Strategic Plan that are
most relevant to their mission and develop unit/department-level strategies and desired
outcomes for them. Finally, the Division will produce an annual institutional report thatsummarizes and aggregates institutional progress.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y19Planning and Assessment for Equity, Inclusion, and Diversity

stage 1 (January 2010 – June 2011)
Strategic Planning, Data Collection, and Self-Assessment
Prework for Campus: Define Process for Administrative Units

Step One:
Unit Review of SPEID and Data Collection (Data provided by E&I)

Step Two:
Unit Self-Assessment and Strategic Planning (Toolkit provided by E&I)
Step Three*:
Launch New or Revised Unit Strategic Plan
* January 2011 for academic units; June 2011 for administrative units

stage 2 (2012 – 2017)
Implementation and Mid-Cycle Assessment

Assistance,
Coordination,
and Consultation
by Division of
Equity &Inclusion

Step One:
Implementation of Unit Strategic Plan

Step Two:
Mid-Cycle Assessment with
Peer Consultation (Toolkit provided by E&I)

Step Three:
Unit Strategic Plan Adjustments, if needed

stage 3 (2014 – 2020)
End-of-Cycle Assessment and New Planning Cycle
Step One:End-of-Cycle Assessment (Toolkit provided by E&I)
Step Two:
Final Report and New Strategic Planning Process

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U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

Reward StructuresO

ne of the catalysts for any institutionaltransformation must be modification of
its reward structures — awards, advancement mechanisms, policies, and practices
that recognize and incentivize achievements — andalignment with its stated principles.
UC Berkeley has established a catalog of prestigious
student, faculty, and staff awards, as well as effective
policies and practices that recognize and incentivize
the advancement of equity, inclusion, and diversity.
However, far-reaching institutional change will be realized only when these awards, policies, and practices— as well as others to be developed in the coming years — are being utilized to theirfullest extent in all campus units and departments. The Division of Equity & Inclusion is committed to encouraging and assisting this implementation process.

rewarding equity and inclusion

Photographs by Christopher Irion

AwardsIn the form of financial assistance, research and project funds,
public nominations, and fellowship
programs, awards both benefit
the recipient(s) and the campus
community as a whole, as well as
provide models for UC Berkeley’s
excellence, equity, and inclusion.
Current examples are the Chancellor’s Award for Advancing Institutional Excellence for faculty members who have provided leadershipin building equitable, inclusive, anddiverse learning environments; theGraduate Division Diversity Awardfor graduate students who demonstrate academic achievement
despite challenges such as social,economic, or educational obstacles
and contribute to the diversity of

the campus; and the Berkeley Initiative for Leadership on Diversity(BILD) for innovative projects on
staff diversity and the creation ofan equitable and inclusive workplace environment.

Policies
Policies provide the procedural
core of what is institutionallyvalued; in doing so, they enact andcement reward structures indaily business. Some critical policychanges have already occurred incertain areas that support greater
equity and inclusion. These include
the UC system-wide Academic
Personnel Manual policy 210d
governing faculty appointment andpromotion and a UC Berkeley staff
performance management toolthat incorporates “inclusiveness”

as a core competency for performance evaluations. In the student
realm, UC Berkeley has long beenrecognized as a national leader inundergraduate student admissions
policy for its comprehensive review
of all applications with attention
to achievement in the context ofopportunity.

Practices
Informal and formal practices, usually referred to as “best practices,”are critical partners to institutional
awards and policies, as they areoften more noticeable in the daily
workings of units and departments
and in the general life of the campus. Examples include mentoring,cross-training for job skills, hiringcommittee training, and accessibleclassroom materials and pedagogy.

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21

Timeline and Milestones
Strategic Plan Timeline

Although the Plan lays out strategies
for a 10-year period, some initiatives
are already under way or are readyto launch by 2010.
t Publish the first institutional progress
report on equity, inclusion, anddiversity.

2009
2010

2011

2012

t Launch the planning and assessment
system on equity, inclusion, anddiversity.

2014t Expand the current Berkeley
Diversity Research Initiative (BDRI)
through an endowed chair andadministrative structure.
t Integrate the Division of Equity &Inclusion into the current “Campaign
for Berkeley.”

2011–2014

Monitor and assess progress
Make course corrections as necessary

2015

2015

2016

2016–2018

Complete mid-cycle assessment of unit/
department-level strategic plans

Monitor and assess progress
Make course corrections asnecessary

2017
2017

2018

2019

22

Implement regularly occurring climate
surveys for graduate students, faculty, andstaff*
Initiate unit/department-level self-assessment and strategic planning

2013

t Enhance the current Multicultural
Center and begin new programming.

Launch Strategic Plan for Equity, Inclusion, and Diversity
2010

t Publish the results of the first-everUC Berkeley Staff Workplace andClimate Survey.

t Develop and sustain campus climate
teams to assist the University inpreventing and addressing bias-related
incidents on or near the campus.

2009

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t yComplete first round of end of cycle unit/
department assessments* Undergraduate students are not included here as the University of California Undergraduate Experience Survey (UCUES)
is an already occurring annual survey that includes climate anddiversity related questions.

Photographs by Christopher Irion

First-Year
Activities

Milestones

This Strategic Plan is ambitious and comprehensive and therefore must be accomplished in stages. To this end, the Division of Equity & Inclusion has set
priorities over a 10-year time frame to achieve the six longer-term expected
outcomes. These priorities translate into milestones — specific achievements necessary to attain expected outcomes.

1. UC Berkeley is recognized as a national leader
in research, teaching, and public service related
to equity, inclusion, and diversity.
2 012–13 The number of papers by and citations of UC

Berkeley faculty and researchers on equity, inclusion, anddiversity measurably increases.
2
 013–14 Effective mechanisms for collecting, analyzing,and sharing data on UC Berkeley’s own state of equity,
inclusion, and diversity are established and well-supported by the University administration.
2
 018–19 UC Berkeley’s most effective policies and practices in equity and inclusion are replicated at other peer
institutions.
2. All campus community members report astrong sense of belonging and demonstrate theknowledge and skills necessary to successfully
navigate and lead in a diverse world.
2013–14 A significant reduction in bias-related com-plaints is reported by campus compliance offices.
	2015–16 Intergroup disparities in the percentage ofsurvey respondents expressing a positive “sense of
belonging” at the University are reduced.
	2017–18 Institutional surveys reflect a marked positive
trend in the percentage of respondents “being changed
by or learning from diversity.”
3. Intergroup disparities in the enrollment, retention, and graduation rates of undergraduate
and graduate students are eliminated.
	2016–17 There is a reduction in intergroup disparities in

graduation rates for the entering freshman and doctoral
student cohort of fall semester 2009.
	 2019–20 UC Berkeley undergraduate applicants mirror
more closely the demographic profile of UC-eligible highschool graduates and transfer-intent community college
students in California.

	2019–20 UC Berkeley doctoral applicants mirror moreclosely the talent pool of Bachelor of Arts and Bachelorof Science recipients from the top 25 institutions in the
United States by discipline/field.
4. Staff at all levels — including the executive andmanagement levels — reflects the rich diversity of the national and local talent pools.
	2013–14 Staff recruitment practices reflect bestpractices in tapping local and state labor pools.
	2015–16 The level of satisfaction for career advancement on the annual Staff Workplace and Climate
Survey significantly increases from its first administrationin 2008–09.
	2018–19 Intergroup disparities in the compositionof UC Berkeley staff managers and executives (bothcareer and academic non-faculty) are greatly reduced
or eliminated.
5. The faculty hiring and retention rates reflect
the composition of the availability pools of
exceptional talent in all fields nationally.
	2016–17 Intergroup disparities in the advancement
rates of UC Berkeley faculty are greatly reduced oreliminated by discipline/field.
	2019–20 Applicants and hires for faculty and postdoctoral scholar positions at UC Berkeley mirror thecomposition of national availability pools from the top
50 institutions of higher education in the United Statesby discipline/field.
6. The campus devotes leadership and resources
to sustain and enhance equity, inclusion, anddiversity at UC Berkeley.
	2011–12 $10 million in extramural funding for equity,
inclusion, and diversity initiatives is raised with support
from the upper administration.
2014–15 $30 million in extramural funding for equity,
inclusion, and diversity initiatives is raised with support
from the upper administration.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

23

A Momentous
Opportunity“This is a momentous opportunity. California is an incredibly diverse andrapidly changing state, and the rest of the world is experiencing this as well.
It is incumbent upon us to figure out how to best navigate the 21st century
to the benefit of UC Berkeley, the state of California, and all whom ourstudents, faculty, staff, and alumni touch in the nation and around theworld.”— Gibor Basri, Vice Chancellor, Equity & InclusionT

he Strategic Plan for Equity, Inclusion, and Diversity renews UC Berkeley’scommitment to California, and to the world, to provide fair treatment, access, opportunity, and advancement for all—a commitment that lies at theheart of its mission as a public university. It is also a continuation of its historical role in advancing principles and policies for a democratic society.

Photograph by Peg skorpinski

California’s uniquely diverse demographics, combined with UC Berkeley’s authentic desire to serve and learn from every sector of society, offer the University the opportunity to craft a model of institutional change in American higher education. WhileUC Berkeley already has diverse students, faculty, and staff, it is equity and inclusionthat will further enhance academic excellence and secure the position of the institution as the preeminent public university in the world.

24

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

UC Berkeley Strategic Plan for
Equity, Inclusion, and Diversity

Pathway to Excellence 2009–2020
top-level strategies
Responsive Research, Teaching, andPublic Service

Expanded Pathways for Access andSuccessEngaging and Healthy Campus
ClimateBroaden the creation of ideas andknowledge on equity, inclusion, anddiversity, making contributions to thebody of scholarship, as well as to thecampus and society.

Create a critical mass of talented
students, faculty, and staff that will fully
represent California’s excellence anddiversity and provide an environment
in which all can thrive academicallyand professionally.

Create and sustain a healthy campus
climate by providing the conditions
necessary for all campus community
members to feel welcomed, supported, included, and valued by the
University and each other.

t Increase the number of faculty, gradu-t Fully align the definition of meritt Reinforce positive group interac-ate students, and postdoctoral fellows
whose research and teaching address
issues of equity, inclusion, and diversity,
including exploring the nature of multicultural societies and the ways in whichsuch societies flourish.

t Develop and strengthen the scholarly

resources and infrastructure necessary
to support the highest level of inclusive
research, teaching, and public service,including the development of anaggressive fund development plan.

t Create and maintain robust account-ability systems — the development of
departmental strategic plans and assessment tools for equity, inclusion, anddiversity, and the campus systems andmethods to support them.

t Provide financial and other resources

for engaged public scholarship.

and reward structures with UC
Berkeley’s mission by adopting practices and policies such as comprehensive review and the considerationof contributions to diversity in faculty
and staff hiring and advancement, as
well as in undergraduate and graduate student admissions and awards.

t Help individuals transition into andthrough UC Berkeley by building
upon the best practices in mentoring
and academic and career support,
ensuring that talent is nurtured in allits forms.

t Develop and implement newcommunity-based mechanisms topromote and advance the educational equity and career aspirationsof all groups.

tions in the classroom, workplace,and campus living spaces to foster ahealthy campus climate.

t Recognize and support individualand group contributions to creating
and sustaining dialogue on and service to equity, inclusion, and diversity
through academic and culturally
based activities.

t Communicate broadly andcontinually UC Berkeley’s principles
of excellence, equity, and inclusion.

t Enhance the physical and technologi-

cal infrastructure to provide accessibility for all campus members.

UC Berkeley 2020: EXPECTED OUTCOMESUC Berkeley isrecognized as anational leader in
research, teaching,and public service
related to equity,
inclusion, anddiversity.

All campus members
report a strong senseof belonging and demonstrate the knowledge
and skills necessary to
successfully navigate andlead in a diverse world.

Intergroupdisparities inthe enrollment,
retention, andgraduation rates ofundergraduate andgraduate students
are eliminated.

Staff at alllevels — including
the executive andmanagementlevels — reflects
the rich diversityof the national andlocal talent pools.

Faculty hiringand retention
rates reflect thecomposition of theavailability pools of
exceptional talent
in all fields nationally.

The campus
devotes leadershipand resources tosustain and enhance equity, inclusion, and diversity
at UC Berkeley.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y25

UC Berkeley Strategic Plan for
Equity, Inclusion, and Diversity

Responsive Research, Teaching, and Public Service
Broaden the creation of ideas and knowledge on equity, inclusion, and diversity, making contributions to thebody of scholarship, as well as to the campus and society.

Specific strategies
Increase the number offaculty, graduate students,
and postdoctoral fellows
whose research and teaching
addresses issues of equity,
inclusion, and diversity, including exploring the nature ofmulticultural societies and theways in which such societies
flourish.

Develop and strengthen
the scholarly resources andinfrastructure necessary tosupport the highest level ofinclusive research, teaching,and public service, including the development of anaggressive fund development
plan.

Create and maintain robust
accountability systems — thedevelopment of departmental strategic plans andassessment tools for equity,
inclusion, and diversity, andthe campus systems andmethods to support them.

Provide financial and otherresources for engaged publicscholarship.

t Allocate faculty positionst Strengthen the University’st Implement ongoing strate-t Increase the funding level

devoted to the Berkeley
Diversity Research Initiative(BDRI) and endow faculty
chairs within its researchclusters.

t Broaden the curriculum

to include more coursesthat expand the diversityof ideas and perspectives
within disciplines and that
attract the most diverse
and talented faculty andstudents.

capacity for fund development and successful allocation in support of equity,
inclusion, and diversity.

t Create and sustain an

administrative center for the
BDRI that serves as the hub
for research and teachingfocused on equity, inclusion,and diversity.

t Incentivize innovation in

research, teaching, andpublic service focusedon equity, inclusion, anddiversity, especially thosethat are collaborative andprovide greater connections between faculty andstudent research, and thebroader community.

gic planning and assessment for equity, inclusion,and diversity at both theinstitutional and unit or
departmental level acrossthe campus.

t Expand the capacity of

University information
systems and services to
conduct applied research,self-evaluation, and assessment campus wide
on equity, inclusion, anddiversity.

campus wide for student
participation in engaged
public scholarship.

t Increase support for com-munity involvement in andownership of researchtied to engaged publicscholarship.

t Expand engaged publicscholarship components ofundergraduate
courses — such as the‘American Cultures’breadth requirement.

t Provide staff with in-creased opportunities toparticipate in communitybased learning and service.

Intermediate OUTCOMES
Increase in thenumber and quality of research
projects, courses/
curricula, grants
awarded, conference invitations, andother scholarly activities that advanceequity, inclusion, anddiversity.

26

Increase in thenumber of faculty,
graduate students,
and postdoctoral fellows in all
disciplines engaged
in inclusive teaching and providing
mentorship andresearch
opportunities toall students.

Increase inunit-levelstrategicplanning andimplementation of
successful
strategies forpromotingequity,inclusion, anddiversity.

Increase in
the analytical
capacity of
the University to identify
and address
obstacles andremedies toequity andinclusion.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

Improvement in theknowledgesharing
betweenthe University and thebroader
community.

Increasein student
financialsolvency
through employment andmonetary
awards tied
to engaged
publicscholarship
activities.

Improvement in theperception
and experience of the
University
by many
morecommunities in
California.

UC Berkeley Strategic Plan for
Equity, Inclusion, and Diversity

Expanded Pathways for Access and Success(K–12 and Community College Students)
Create a critical mass of talented students, faculty, and staff that will fully represent California’s excellenceand diversity and provide an environment in which all can thrive academically and professionally.

Specific strategies
Fully align the definition of merit andreward structures with UC Berkeley’s
mission by advocating for equitableeligibility requirements for undergraduate
student admissions.

Help individuals transition into UC Berkeley by building upon the best practices inmentoring and academic support, ensuringthat talent is nurtured in all its forms.

Develop and implement new community-based mechanisms to promote
and advance the educational equity andcareer aspirations of all groups.

t Advocate for changes in the eligibilityt Expand school-based services that assistt Expand formal structures fort Advocate for changes in state educa-t Expand and initiate new formal andrequirements for undergraduate admissions in order to provide equitable
access for all student populations andto capture the full talent pool of California K–12 and community college
students.
tional policies in order to ensure that
all high school graduates are collegeand career-ready.

K–12 and community college students
create academic plans, receive advisingand application services, and help theirfamilies navigate financial aid and otherneeds, especially for first-generationcollege-goers.

University/Community interactions inorder to strengthen the college-going
culture in our society (e.g. college andcareer centers, fellowships and professional development for school counselors, and more effective communication
mechanisms).

informal mentoring networks between
K–12 and community college students
and current UC Berkeley undergraduates and faculty.

t Increase opportunities for talented

K–12 and community college students
to participate in UC Berkeley programs
that strengthen their candidacy forundergraduate enrollment (e.g., summer
school classes, pre-collegiate academies,
faculty-guided research, and auditingclasses).

Intermediate OUTCOMES
Greater alignment between thediversity of UC Berkeley undergraduate student applicantsand enrollees and the diversityof California high school seniors
and community college transferintent students.

Improvement in the preparation of K–12 and community
college students for undergraduate admissions and enrollment,
particularly in the STEM
(Science, Technology, Engineering,
Mathematics) fields.

Increase in the number ofstudents from UC Berkeley
educational partner schools andprograms who complete theA-G course pattern and who are
eligible for UC or California State
University (CSU) admission.

Increase in K–12
teacher and community
college faculty involvement in UC Berkeley
academic preparation
programs.

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UC Berkeley Strategic Plan for
Equity, Inclusion, and Diversity

Expanded Pathways for Access and Success(Undergraduate Students)
Create a critical mass of talented students, faculty, and staff that will fully represent California’s excellence anddiversity and provide an environment in which all can thrive academically and professionally.

Specific strategies
Fully align the definition of merit andreward structures with UC Berkeley’s
mission by advocating for equitableeligibility requirements and adopting
practices and policies that take into
consideration contributions to diversity
in undergraduate student admissions.

t Reinforce the consid-

eration of contributions to diversity and afull assessment of thepotential to succeedin the undergraduate
admissions process andpolicies.

Help individuals transition into and through UC
Berkeley by building upon the best practices inmentoring and academic and career support,
ensuring that talent is nurtured in all its forms.

Develop and implement new community-based mechanisms to promote
and advance the educational equity andcareer aspirations of all groups.

t Expand networking among units and departments with shared re-t Increase the numbers of stu-t E
 nhance the formats and venues in which the University welcomest Enrich the intellectual fabricsearch interests and encourage all promising undergraduate students
to apply for graduate or professional school admission.
all students and provides support for transitioning into the University’s academic and social culture (e.g., summer bridging, online
modules, orientation courses).

t Expand and initiate new formal and informal faculty/student, gradu-

ate student/undergraduate student, and peer and near-peer mentoring networks focused on critical transition periods (e.g., entry
year, first to second year, pre-graduate or professional studies).

t Improve the institutional capacity to support the academic successof all students in areas of curriculum, pedagogy, academic and social
support, academic enrichment, and paths to graduation.

dents participating in engaged
public scholarship.
of the University by developing more mechanisms that
integrate the experience andexpertise of all populations
into university scholarship —such as academic preparation, summer research, andother opportunities forprospective students.

t Increase opportunities for UC Berkeley undergraduates to partici-

pate in faculty-guided research, tutoring and teaching, internships,
engaged public scholarship, and leadership opportunities.

Intermediate OUTCOMES
Greater alignment between the diversity ofgraduating UC Berkeley
undergraduates andthe diversity of UC
Berkeley undergraduates applying to andenrolling in graduate or
professional studies.

28

Reduction inintergroupdisparities inundergraduate retention,
advancement,
and graduation rates.

Improvement in the
preparation and strengthsof the candidacy of all
UC Berkeley undergraduates for graduate
or professional school,
particularly in the STEM
fields.

Increase in thenumber of faculty,
upper division
undergraduates,and graduate
students engaged
as mentors toundergraduate
students.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

Improvementin the ability ofundergraduate
students todraw connections between
the classroom
and society.

Increase in thenumber of students involved
in undergraduate research
projects andengaged publicscholarship.

UC Berkeley Strategic Plan for
Equity, Inclusion, and Diversity

Expanded Pathways for Access and Success(Graduate Student and Postdoctoral Fellows)
Create a critical mass of talented students, faculty, and staff that will fully represent California’s excellenceand diversity and provide an environment in which all can thrive academically and professionally.

Specific strategies
Fully align the definition of merit andreward structures with UC Berkeley’s
mission by adopting practices and policies
such as comprehensive review and theconsideration of contributions to diversity
in graduate student admissions and postdoctoral fellowship awards.

Help individuals transition into andthrough UC Berkeley by building upon thebest practices in mentoring and academic
and career support, ensuring that talent isnurtured in all its forms.

Develop and implement new community-based mechanisms to promote andadvance the educational equity and career
aspirations of all groups.

t Expand networking on campus, nationally,t Expand and initiate new formal andt Incentivize postdoctoral fellowships thatand internationally, among units and departments with shared research interestsand encourage all promising graduate
students and postdoctoral fellows to apply for positions, awards, and admission.

t Partner with the Graduate Division,deans, chairs, faculty equity advisors, andgraduate diversity directors to ensure theuse of best practices for equity, inclusion,and diversity in the graduate student
and postdoctoral fellowship application
processes, particularly the considerationof contributions to diversity.

informal peer and near-peer mentoring
networks between students and faculty
focused on critical transition periods(e.g., graduate to postdoctoral fellow or
faculty), particularly in the STEM fields.

employ engaged public scholarship andare focused on issues of equity, inclusion,and diversity, as well as those who would
contribute to diversity in the STEM fields.

t Increase the number of graduate

students and postdoctoral fellows
participating in engaged public scholarship to improve their ability to makeconnections between the classroom andsociety and to promote post-secondaryand graduate education, particularly in
the STEM fields.

t Increase communication aboutfamily-friendly policies and practices
across campus units and departments
for graduate students and postdoctoral fellows.

t E
 xpand formal communication struc-tures to promote the benefits of graduate education among all populations
and encourage application to graduate
education in general and UC Berkeley
in particular.

Intermediate Outcomes
Increase in the numberof postdoctoral fellows
from the President’s
and Chancellor’s
postdoctoral programs
appointed to UC
Berkeley faculty positions.

Reduction in theintergroup disparities of UC Berkeley
graduate students in
doctoral advancement, postdoctoral
appointments, andgraduation rates.

Greater alignment
between the diversity of
UC Berkeley graduate
student candidate pools
and the diversity of
B.A./B.S. recipients fromthe top 25 institutions ofhigher education.

Improvement in
the preparationof all UC Berkeley
graduate students
for postdoctoral or
faculty appointments,
particularly in the
STEM fields.

Increase in the numberof doctoral and postdoctoral researchers
participating in engaged
public scholarship.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y29

UC Berkeley Strategic Plan for
Equity, Inclusion, and Diversity

Expanded Pathways for Access and Success (Faculty)
Create a critical mass of talented students, faculty, and staff that will fully represent California’s excellence and diversity and provide an environment in which all can thrive academically and professionally.

Specific strategies
Fully align the definition of merit and reward structures with UC
Berkeley’s mission in faculty hiring and advancement, including balancing the weight of teaching and public service with that of research.

Help individuals transition into and through UC Berkeley by building
upon the best practices in mentoring and academic and career support, ensuring that talent is nurtured in all its forms.

t Develop and refine faculty hiring, advancement, and reward struc-t Foster effective networks of faculty equity advisors and diversity

tures to incorporate policies and best practices in equity, inclusion,and diversity—such as Academic Personnel Manual (APM) policy
210d.

t Provide regularly occurring learning opportunities for departmental

chairs, deans, and faculty equity advisors, as well as search committee
members, for incorporating best practices on equity, inclusion, anddiversity in the hiring and advancement of faculty.

t Ensure all units and departments have and use reliable andmeaningful data about prospective applicants that fully reflect thenational talent pool for new positions.

directors for sharing best practices and data, and for supporting the
advocacy for institutional change amongst faculty.

t In partnership with deans and departmental chairs, strengthen facul-

ty mentorship programs to support and inform all faculty members
about the tenure and advancement process, as well as academic andprofessional growth opportunities.

t Increase the use of and communication about family-friendly poli-cies and practices across campus departments in faculty hiring andadvancement processes (e.g., disseminating information on reduced
teaching loads and stopping the tenure clock).

t S trengthen the campus’s capacity for and support of family

relocation and spousal employment for potential faculty hires andretention cases.

Intermediate OUTCOMES
Greater alignment between
the diversity of national
availability pools and thediversity of new faculty
hires in all fields.

30

Reduction inintergroup disparities in faculty
advancement
and retention.

Increase in UC Berkeley’sinternal recognition forfaculty excelling in equity, inclusion, and diversity
practices and scholarship.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

Increase in the satisfaction
across all faculty ranks on
advancement at UC Berkeley
and the institutional support
received to do so.

Increasein facultyto-faculty
mentoring.

UC Berkeley Strategic Plan for
Equity, Inclusion, and Diversity

Expanded Pathways for Access and Success (Staff)
Create a critical mass of talented students, faculty, and staff that will fully represent California’s excellenceand diversity and provide an environment in which all can thrive academically and professionally.

Specific strategies
Fully align the definition of merit andreward structures with UC Berkeley’s
mission by adopting practices and policies
such as the consideration of contributions
to diversity and cultural competency skills
in staff hiring and advancement.

Help individuals transition into andthrough UC Berkeley by building upon thebest practices in mentoring and academic
and career support, ensuring that talent isnurtured in all its forms.

Develop and implement new community-based mechanisms to promote andadvance the educational equity and career
aspirations of all groups.

t Incorporate best practices in equity,t Develop a campus wide staff internshipt Develop institutional recognition for stafft Provide regularly occurring learningt Increase the capability of units andt Develop staff recruitment programs andinclusion, and diversity into all staff hiring
and advancement procedures (e.g., use of
the core competency “inclusiveness” inperformance evaluations).

program for leadership development,with emphasis on entry into generaladministration, management, and executive levels.
departments to conduct localized professional development opportunities.

opportunities to senior executives,
managers, and directors, as well as searchcommittee members, for incorporating
best practices on equity, inclusion, anddiversity in the hiring and advancementof staff.

t Create an accessible map of career

pathways on campus using the Career
Compass framework and provide a
toolbox to departments and individual
staff members for using it.

t Ensure all units and departments haveand use reliable and meaningful data on
relevant pools of talent, both internaland external to the campus.

members who have documented public
service located in community agencies,
schools, and nonprofit organizations thatinvolve project management.

centers in local communities — such asa staff “ambassador” program.

t Enhance partnerships with local com-munity colleges and other institutions ofhigher education to help staff meet theireducational goals and provide increased
professional development opportunities.

t Increase and provide incentives formentoring opportunities across occupational groups and support for staff
pursuing continuing education.

t Develop a staff equity advisor program

to serve all units and departments on
campus.

t Provide comprehensive career assess-ment and career coaching for all newand current employees.

Intermediate OUTCOMES
Increase in thenumber of units anddepartments that
regularly implement
and evaluate bestpractices in equity,
inclusion, and diversity
in staff hiring decisions.

Greater alignment
between the diversity of the UC Berkeley staff applicant
pools as compared
to relevant national,
state, or Bay Area
labor pools in all job
families and fields.

Reduction in intergroup disparities in staff hiring,
retention, andadvancement,
especially within
the management
and executive
levels.

Reduction inintergroupdisparities
for staff
advancement andretention.

Increase in thesatisfaction within
all job families
and fields on theopportunity for career development
and advancement
at UC Berkeley andthe institutional
support for this.

Increase in thenumber of new
staff garneredfrom local talent pools andcontributing to
the diversity andcultural competency of units anddepartments.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y31

UC Berkeley Strategic Plan for
Equity, Inclusion, and Diversity

Engaging and Healthy Campus Climate
Create and sustain a healthy campus climate by providing the conditions necessary for all campus
community members to feel welcomed, supported, included, and valued by the University and each other.

Specific strategies
Reinforce positive group interactions in the classroom, workplace,and campus living spaces to foster ahealthy campus climate.

Recognize, encourage andsupport individual and groupcontributions to creating andsustaining dialogue on andservice to issues of equity,
inclusion, and diversity throughacademic and culturally based
activities.

Communicate broadly
and continually UC
Berkeley’s principles of
excellence, equity, andinclusion.

Enhance the physical andtechnological infrastructure
to provide accessibility for all
campus members.

t Offer state-of the-art educa-t Incentivize positive cross-t Embed the “Prin-t Designate physical spaces

tional resources and curriculumon cultural competencies forboth academic and professional development, with unit- or
department-specific offerings.

t Create and sustain “campus cli-mate teams” to recommend policies, practices, and strategies forincreasing respect for differences,
fostering intergroup dialogue, andpartnering with compliance units
to address harmful actions affecting campus members.

t Institute regularly administeredcultural interaction, communication, and understanding
through increased intergroup dialogue, collaborative
projects and activities, andmulticultural leadershipdevelopment opportunities.

ciples of Community” in campus life
through communications to all new
students, faculty, andstaff, and throughtheir incorporationin performance management standards
and student conduct
and academic personnel policies andprocedures.

t Provide financial and advi-

sory support for studentand staff-initiated conferences, projects, and events
focused on equity, inclusion,and diversity.

t Strengthen theacross campus, including
a multicultural center, foractivities and dialogues
focused on equity, inclusion, and diversity issues.

t Enhance assistive technol-ogy, alternative media, andinformation systems forweb development, andcampus facilities andpractices for public events,
to ensure accessibility to
all individuals.

perception andexperience of UC
Berkeley as welcoming and supportive of
diverse populations,backgrounds, andperspectives, both internally and externally.

climate surveys and otherinformation gathering tools forstudents, faculty, and staff — suchas focus groups, town hall meetings, and topical discussion groups— and use the data collected bythese tools to inform policy andpractice.

Intermediate Outcomes
Increase in the demonstrated knowledge
and skills of campus
members that reflect
the principles of
equity and inclusion.

32

Improvement in thereporting process andsuccessful resolutionof bias-related complaints and grievancesacross campus units
and departments.

Increase in the number
and types of cross-cultural groups on campus
productively engaged
with each other tocarry out the work of
the University.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

Increase in thenumber ofcampus members
reporting UC
Berkeley as aninclusive environment.

Improvement in the reported
satisfaction of all groups regarding the responsiveness of thecampus to issues of equity,
inclusion, and diversity ­— in its
curriculum, programs, services,
practices, policies, and infrastructure.

Glossary of Terms
Campus climate“Campus climate is a measure — real or perceived — of the campus environment
as it relates to interpersonal, academic, and professional interactions.
Climate refers to the experience of individuals and groups on a campus — and thequality and extent of the interaction between those various groups and individuals.
Diversity and inclusion efforts are not complete unless they also address climate (Hurtado, “Linking Diversity”).
In a healthy climate, individuals and groups generally feel welcomed, respected, andvalued by the university. A healthy climate is grounded in respect for others, nurtured
by dialogue between those of differing perspectives, and is evidenced by a pattern ofcivil interactions among community members. Not all aspects of a healthy climate
necessarily feel positive — indeed, uncomfortable or challenging situations can leadto increased awareness, understanding, and appreciation. Tension, while not always
positive, can be healthy when handled appropriately. Conversely, in an unhealthy environment, individuals or groups often feel isolated, marginalized, and even unsafe. The
University of California strives to create and promote healthy climates across its campuses, where all community members, including students (graduate, undergraduate,
and professional), staff, and faculty feel welcomed, supported, included and valued.”— UC Regents, Campus Climate Report

Cultural competency
Cultural competency is a set of academic and interpersonal skills that allow individuals to increase their understanding, sensitivity, appreciation, and responsivenessto cultural differences and the interactions resulting from them. The particulars of acquiring cultural competency vary among different groups, and they involve an ongoing
relational process tending to inclusion and trust-building.
“Cultural competence refers to an ability to interact effectively with people of different
cultures. Cultural competence comprises four components: (a) Awareness of one’s own
cultural worldview, (b) Attitude towards cultural differences, (c) Knowledge of different cultural practices and worldviews, and (d) Cross-cultural skills. Developing culturalcompetence results in an ability to understand, communicate with, and effectively interact with people across cultures. Cultural competence is a developmental process thatevolves over an extended period” (Martin and Vaughn, “Cultural Competence”).

Disability
Disability is a physical, mental, or cognitive impairment or condition that qualifies
under federal and state disability nondiscrimination laws for special accommodations
to ensure programmatic and physical access.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y

33

Diversity
Diversity includes all the ways in which people differ, and it encompasses all thedifferent characteristics that make one individual or group different from another. It
is all-inclusive and recognizes everyone and every group as part of the diversity thatshould be valued. A broad definition includes not only race, ethnicity, and gender —the groups that most often come to mind when the term “diversity” is used — but
also age, national origin, religion, disability, sexual orientation, socioeconomic status,
education, marital status, language, and physical appearance. It also involves different
ideas, perspectives, and values.

Engaged public scholarship
Engaged public scholarship encompasses public engagement and scholarship. Public engagement is the application of institutional resources to solve challenges facing
communities through collaboration with these communities. Scholarship is teaching,discovery, integration, application, and engagement that has clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective
critique that is rigorous and peer-reviewed.
More concretely, engaged public scholarship “expresses a rationale for the implementation of a set of educational practices, including foundational coursework, facultysupervised applied fieldwork, [reflective critique,] and research,” thereby integrating
scholarship and service (Rosa and Cohen, “A Laboratory for Public Scholarship”).

EquityEquity is the guarantee of fair treatment, access, opportunity, and advancement for all
students, faculty, and staff, while at the same time striving to identify and eliminate barriers that have prevented the full participation of some groups. The principle of equity acknowledges that there are historically underserved and underrepresented populations
and that fairness regarding these unbalanced conditions is needed to assist equality inthe provision of effective opportunities to all groups.

Excellence
At UC Berkeley, excellence is the expectation and standard that whatever the University does in research, teaching, and public service is of the highest quality, is on the
cutting edge, is methodologically rigorous, nourishes critical and creative thinking,and is responsive to all campus constituencies. Excellence focuses on intellectual, social, and organizational development, as well as on the purposeful utilization of resources to enhance the University’s mission.

GenderGender is a socially constructed system of classification that ascribes qualities of masculinity and femininity to people. Gender characteristics can changeover time and are different between cultures. Words that refer to gender include:34

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t yman, woman, transgender, masculine, feminine, and gender queer.
“Gender” also refers to one’s sense of self as masculine or feminine, regardless ofexternal genitalia. Gender is often conflated with sex; however, this is inaccurate—“sex” refers to bodies and “gender” refers to personality characteristics.

Historically underrepresented“Historically underrepresented” is a limited term that refers to groups who havebeen denied access and/or suffered past institutional discrimination in the UnitedStates and, according to the Census and other federal measuring tools, includes African Americans, Asian Americans, Hispanics or Chicanos/Latinos, and Native Americans. This is revealed by an imbalance in the representation of different groups in common pursuits such as education, jobs, housing, et c., resulting in marginalization forsome groups and individuals and not for others, relative to the number of individuals
who are members of the population involved.
Other groups in the United States have been marginalized and are currently underrepresented. These groups may include but are not limited to other ethnicities, adultlearners, veterans, people with disabilities, lesbian, gay, bisexual, and transgender individuals, different religious groups, and different economic backgrounds.

Inclusion
Inclusion is the act of creating environments in which any individual or group canbe and feel welcomed, respected, supported, and valued to fully participate. An inclusive and welcoming climate embraces differences and offers respect in words and actions for all people.
At UC Berkeley, inclusion integrates the fact of diversity and embeds it into the coreacademic mission and institutional functioning. It is the “active, intentional, and ongoing engagement with diversity — in people, in the curriculum, in the co-curriculum,and in (intellectual, social, cultural, and geographical) communities with which individuals might connect — in ways that increase one’s awareness, content knowledge,
cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.” (Clayton-Pedersen, O’Neil, and Musil:
2007)
As defined by the 2008 Leadership Development Program Inclusiveness Project
Team, [inclusion] is a respectful way of creating value from the differences of all members of our community, in order to leverage talent and foster both individual and organizational excellence.

Multiculturalism
Multiculturalism is an acknowledgment that, as people, we are culturally diverseand multifaceted, and a process through which the sharing and transforming of cultural experiences allow us to re-articulate and redefine new spaces, possibilities, andpositions for ourselves and others.

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t y35

Today, there are many different — and sometimes conflicting — ideas aroundthe highly contested term of ”multiculturalism.” While more mainstream discourses
around diversity and multiculturalism have become abundant, such definitions —particularly when ahistorical and asocial in their grounding — tend to miss parts ofthe picture, and may thus unproductively disguise, and even reproduce (if unintentionally), forms of injustice and oppression still prevalent in our society.  
Counter to this — and calling for a paradigm shift — the definition above frames
multiculturalism as a perspective and practice.

Sexual orientation
Sexual orientation is the deep-seated direction of one’s sexual (erotic) attraction toward the same gender, opposite gender, or other genders. It is on a continuum and not
a set of absolute categories. Sometimes it is referred to as “affection orientation.”

Underserved
Underserved populations are ones that are disadvantaged in relation to other groups
because of structural/societal obstacles and disparities. At UC Berkeley, “underserved”
applies to accessibility to education.

36

U C B e r k e l e y S t r a t e g i c P l a n f o r E q u i t y, I n c l u s i o n, a n d D i v e r s i t yBibliography
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40

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The Division of Equity & Inclusion
Office of the Vice Chancellor for Equity & Inclusion
University of California, Berkeley
102 California Hall, Berkeley, CA 94720-1508
Tel.: (510) 642-7294
E-mail: equity_inclusion@berkeley.edu
Web site: vcei.berkeley.edu

The Strategic Plan for Equity, Inclusion, and Diversity
renews UC Berkeley’s commitment to California, and the world ...
to provide fair treatment, access, opportunity, and advancement for all —a commitment that lies at the heart of its mission as a public university.