Claremont McKenna College
Diversity Committee Report
2011
Diversity Report Table of Contents
Report
Appendices
1.
2.
3.
4.
CMC Diversity Statement, 2007
Diversity Committee Definition, last revised in 2008
Diversity Committee Budget, 2004-2009
Diversity Statistics
a. Students – enrollments by race/ethnicity, 2000-2004 and graduation rates by
gender and race/ethnicity, 2006 - 2010
b. Faculty – tenured & tenure-track faculty by race/ethnicity and gender, 2006 2010
c. Staff – full-time staff by race/ethnicity, 2006 - 2010
5. List of Key Diversity Committee Activities, 2002-2011
6. List of Diversity-related Programming – 2006-2011
7. List of Funded Mini-grants, 2002-2008
8. Campus Climate Survey Longitudinal Charts, 2002-2010
9. Interview Analysis, 2010
10. LGBT Subcommittee Recommendations, 2004
11. Irvine Grant Final Report, 2006
12. Sexual Harassment/HR Policies, 2011
13. Diversity Resources, 2004
Claremont McKenna College, Diversity Committee Report
The CMC Diversity Committee was originally constituted in 2002-03 as part of a campus-wide diversity
initiative. That year, CMC was awarded a $700,000 grant (over 36 months) from the James Irvine
Foundation and committed those resources to “increase faculty diversity, add new perspectives to the
curricula, enrich the campus climate, add student services staff, and increase minority enrollment and
retention.” 1 A mentoring program was established, diversity programming was added and an Assistant Dean
of Students for Mentoring and Programming was hired to offer concentrated support to CMC’s students of
color and the LGBTQ community. A total of $45,400 was distributed to 37 faculty, staff and students in the
form of “mini-grants,” first from the Irvine grant and later from Diversity Committee funds, to augment
curricular and course development efforts (Appendix 7).
For several years, the Diversity Committee served in an advisory role to President Gann. It was made up of
over 40 persons from across the campus and was informally charged with surveying campus climate issues
as related to diversity, consulting with faculty hiring committees on best practices to diversify faculty
applicant pools, and awarding and allocating mini-grant funds. The Committee then reported back to the
President to help inform action. In 2005-06, the final year of the Irvine Grant, the Diversity Committee was
restructured to a much smaller, special committee of the College. Comprised of faculty, staff and a small
number of students, the Committee has been chaired by an Associate Dean of the Faculty (two have assumed
this post) for the past six years. The Committee meets approximately 4-5 times each year and has been
instrumental in the analysis of the campus climate survey as well as the organization of multiple
programming initiatives. The decline and ultimate elimination of Diversity Committee funds (Appendix 3)
curtailed its programming efforts in recent years. A review of the Committee’s work over the last decade is
included in Appendix 5. Below is a summary of its most substantive efforts over the last two academic years.
•
•
•
•
•
•
Issued campus climate survey [Dean of Students Office and Office of Institutional Research], Spring
2010
Analyzed results of the campus climate survey, Spring 2010
Conducted semi-structured interviews with over 50 individual students to further investigate those
issues which students seemed most concerned about in the campus climate survey, Spring 2010
Authored a report detailing the results of the interview findings and recommendations, Summer 2010
(Appendix 9)
Sponsored LGBTQAIA training for members of the Committee and other interested CMC faculty,
staff and students with the Director of the Queer Resource Center, Fall 2010
Continued to hold regular meetings of the Committee to discuss campus climate issues, primarily
related to students and to consider initiatives for the coming AY, Spring 2011
As we approach a new academic year, the members of the Diversity Committee seek reaffirmation of the
Committee’s charge. Though established as an advisory council, the Committee has since played an active
role in engaging concepts of diversity at Claremont McKenna through various programming efforts,
tolerance and diversity training, campus surveys, student interviews, etc. Committee Chair, Lisa Cody, will
step down July 1. As leadership transitions to the new Associate Dean of the Faculty (Nick Warner) or
another designated appointee, the Committee asks that the College reflect on its diversity statement and
consider how best to employ the Diversity Committee in achieving its stated goals. More specifically, the
Committee seeks clarification in several areas:
1
The James Irvine Foundation, Grantee Report Guidelines for Claremont McKenna College
1. How should the Chair of the Diversity Committee be assigned? Since 2005, the Committee Chair has
been one of the Associate Deans of the Faculty. According to the published committee description
(CMC Faculty Handbook), the chair is to be selected by the President. Although both Amy Kind and
Lisa Cody willingly and ably assumed this role, it seems unlikely that every Associate Dean will feel
equally compelled to chair.
2. To whom should the Diversity Committee report? The stated purpose of the Diversity Committee (as
established by the Committee itself) is, “to foster initiatives to make CMC a more inclusive and
inviting environment for all members of its community.” With outreach efforts that affect students,
faculty and staff alike, the reporting lines have become somewhat blurred. The designation of an
Associate Dean of Faculty as Chair implies that the Committee falls under that office. To best
address diversity from a campus-wide perspective, the Committee would like the College to explore
ways to formalize the reporting structure through the President’s Office via increased web-presence
with links to relevant offices, regularly scheduled meetings with President Gann, etc.
3. Should the Diversity Committee’s initiatives reflect the College’s commitment to diversity at the
faculty, staff and/or student levels? Should it prioritize one over another? In recent years, the
Committee’s efforts have concentrated primarily on matters that affect the student experience.
Though an integrated approach to diversity seems ideal, the Committee has found it difficult to
adequately address diversity from these multiple lenses. Moreover, faculty/staff diversity issues can
be quite sensitive from a human resources perspective. Composed of students, faculty and staff, the
Committee has felt unclear as to how deeply it should delve into these issues.
4. Is the Diversity Committee responsible for programming or should it assume a purely advisory role?
As currently published in the CMC Faculty Handbook, the Diversity Committee’s stated purpose is
to, “foster discussion of issues pertaining to diversity through promoting diversity in the curriculum,
offering diversity-related programming and training sessions, reviewing Campus Climate survey
results, engaging in cooperative efforts with other Claremont Colleges and discussing diversity
issues that arise on campus and providing recommendations to the President on those issues.”
Effective execution of programming initiatives has been difficult in the absence of allocated funds.
5. Should students continue to serve on the Diversity Committee? Currently, there are two students who
actively serve on the Committee. Although Committee members agree that the students’
contributions have been invaluable, the committee description in the Faculty Handbook does not
indicate that students are to participate.
The members of the Diversity Committee are committed to fostering diversity, tolerance and
respect at CMC. The College is in the process of its final phase of the WASC reaffirmation process.
As evidenced by the last visit and in the WASC Team’s subsequent report, there is little doubt that
diversity issues will resurface during the visit scheduled this Fall. We feel it is critical to address the
role of the Diversity Committee and to engage the campus in productive conversation, not only for
the purposes of WASC, but more critically, because it is the right thing to do for Claremont
McKenna.
Claremont McKenna College, Diversity Committee Report
APPENDIX 1
Diversity and the Mission of Claremont McKenna College
The value that we place on diversity at Claremont McKenna College – in our student body, in
our faculty and staff, and in our curriculum – derives directly from our mission to prepare our
students for thoughtful and productive lives and responsible leadership in business, government,
and the professions. In helping students to acquire the vision, skills, and values they will need to
lead society, we must ensure that they are able to succeed in the current social, political, and
economic environments, which are increasingly diverse and globally-oriented. To execute our
mission, then, it is crucial that we seek to enroll a diverse student body, to recruit a diverse
faculty and staff, and to place great value on respect for differences.
Our commitment to achieving institutional diversity is well evidenced by our Strategic Plan
(2002). In the context of our chief priorities – the continued recruitment of highly able students
and an exceptional faculty of teacher-scholars – the Strategic Plan lays out the following goals:
•
•
The College seeks to enroll a diverse and increasingly talented student body,
comprised of individuals with established records of achievement in academic and
co-curricular activities. We seek those students who aspire to future positions of
responsible leadership. We also seek a student body that is diverse in terms of
gender, ethnicity, race, geographic region, and life experiences.
The College should continue to develop a faculty of teacher-scholars who will
stimulate and promote student learning and will contribute to the College’s vitality in
pursuing its mission. The College should recruit, select, and promote faculty on the
basis of their individual achievements, their promise as teachers and scholars, and
their contributions to the mission of the College. It should maintain its historic
practice of hiring faculty members who represent a broad spectrum of political and
academic philosophies. Subject to these priorities, the College should recruit a
faculty of increased balance and diversity of gender, race, ethnicity, and age. The
College should assure a strong faculty culture that provides appropriate mentoring
and other support to all junior faculty.
Having a diverse Board of Trustees is also imperative for our ability to execute our mission. The
Board has made it an “important priority” to expand the pool of trustee candidates to improve the
diversity of the Board with respect in particular to gender, race, and ethnicity (2005-06
Guidelines on Board Composition and New Trustee Appointment Priorities).
While achieving and promoting a diverse community is a job that we must all take on together,
the College has instituted a special Diversity Committee to maintain particular focus on these
issues. According to the committee charge, “Diversity itself is defined broadly to include race,
ethnicity, gender, sexual orientation, religion and cultures geographic and national origin (both
U.S. and international), socio-economics, life experiences, and intellectual viewpoints.” The
committee, a group of faculty, staff and students, meets regularly throughout the year to
implement diversity-related initiatives, react to diversity-related issues as they arise, review and
respond to campus climate survey results, and organize special programming to promote both
tolerance and respect.
The CMC Diversity Statement is publically accessible at http://www.claremontmckenna.edu/dof/diversity.asp
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 2
Diversity Committee Definition
CMC Faculty Handbook 2.5.3.3
A. Membership
Five faculty members. Five staff members from departments including Admission
&Financial Aid, Human Resources, Dean of Students, and the Dean of the
Faculty. The Chair is appointed by the President.
B. Statement of Purpose
The Committee meets two or three times a semester as needed to foster discussion
of issues pertaining to diversity through promoting diversity in the curriculum,
offering diversity-related programming and training sessions, reviewing Campus
Climate survey results, engaging in cooperative efforts with other Claremont
Colleges, and discussing diversity issues that arise on campus and providing
recommendations to the President on those issues.
Committee Definition (revised by Committee membership, Fall, 2008)
The Diversity Committee is a committee composed of administrators, faculty, staff, and
students. Its purpose is to foster initiatives to make CMC a more inclusive and inviting
environment for all members of its community. This committee is a standing committee
of the College.
Committee Structure
o Membership – currently 12 members
o 5 faculty members
o 5 staff members from various departments including Admissions &
Financial Aid, Human Resources, Dean of Students, and Dean of Faculty
o 2 students
o Chair – Appointed by the President
o Subcommittees – formed as necessary to discuss specific topics and to make
recommendations to the larger committee
o Meeting schedule – two or three times a semester as needed
Responsibilities – to foster discussion of issues pertaining to diversity through the
following activities:
o
o
o
o
o
o
Promoting diversity in the curriculum
Giving reports to the full faculty
Offering diversity-related programming
Offering diversity training sessions
Reviewing relevant grant reports – currently Irvine and POSSE
Reviewing Campus Climate survey results
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 2
o Developing a website to advertise events, link to readings, and to communicate
what the committee is doing to the campus
o Meeting with representatives from 5-C centers
o Membership on 6-C Claremont diversity group
o Reading articles or books to be discussed at each meeting, inviting authors to
attend when possible
o Forming subcommittees as needed to discuss:
o Gay, Lesbian, & Transgender Issues
o Campus Climate
o Postdoctoral positions
o Diversity funding for faculty research and course development
2
Claremont McKenna College, Diversity Committee Report
APPENDIX 3
CMC Diversity Committee Budget
The first separate budget provided for the Diversity Committee was in fiscal year 2004-05. There
may have been expenditures to support diversity initiatives in prior fiscal years, but they were
embedded in other budgets.
2010-11
$0.00
2009-10
$0.00
2008-09
$5,171
2007-08
$5,171
2006-07
$5,070
2005-06
$5,000
2004-05
$12,500 (included funds from the President’s discretionary gift funds)
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 4
Diversity Statistics
2006
Undergraduate Student Body Enrollment by Ethnicity and Gender – The largest growing racial/ethnic category is the unknown/other/decline to
state (from 8.33% in 2006 to 20.19% in 2010), followed by Non-resident aliens (from 3.64% to 6.62%). All other categories have declined slightly
over this time frame, with the exception of the Multiracial and Hawaiian/Pacific Islander categories which were added in 2010.
Hawaiian
American
Pacific
Total
Indian
Asian
Black
Hispanic
Non-Res
White
Other/Decline Multiracial* Islander*
Men
619
1
89
20
70
20
371
48
Women
534
5
85
25
74
22
275
48
Total
1153
6
174
45
144
42
646
96
% of student body
0.52%
15.09%
3.90%
12.49%
3.64%
56.03%
8.33%
2007
Men
617
Women
518
Total
1135
% of student body
0
2
2
0.18%
79
72
151
13.30%
26
25
51
4.49%
65
79
144
12.69%
23
33
56
4.93%
359
246
605
53.30%
65
61
126
11.10%
2008
Men
655
Women
557
Total
1212
% of student body
0
2
2
0.17%
77
73
150
12.38%
23
23
46
3.80%
59
78
137
11.30%
28
42
70
5.78%
367
240
607
50.08%
101
99
200
16.50%
2009
Men
665
Women
545
Total
1210
% of student body
1
1
2
0.17%
72
66
138
11.40%
21
18
39
3.22%
45
63
108
8.93%
35
43
78
6.45%
359
229
588
48.60%
132
125
257
21.24%
2010
Men
673
Women
580
Total
1253
% of student body
2
0
2
0.16%
76
72
148
11.81%
20
20
40
3.19%
43
53
96
7.66%
40
43
83
6.62%
358
244
602
48.04%
117
136
253
20.19%
*New IPEDS categories added in 2010
16
12
28
2.23%
0
1
1
0.08%
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 4
Six-Year Graduation Rates For First-Time, Full-Time, Bachelor's Degree-Seeking Students 1 – The overall 6-year graduation rates are consistently high
between 88- 94%. When the data are disaggregated by race/ethnicity and gender, percentages less than 100 often represent 1 student (see 2004 Black men, Black
women, Asian men, Hispanic men, Hispanic women, and unknown/other women).
Year
Fall
2000
Fall
2001
Fall
2002
Fall
2003
Fall
2004
Non-Res
Total
All
Black
Alien
Amer Indian/
Asian/
Alaska Nat
Pacific Isl
Hispanic
White
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
230/262 2
130/153 2
100/109
2/2
6/7
5/6
-
2/2
15/19
15/17
7/11 2
10/11
99/113
66/71
88%
85%
92%
3/3
100
%
100%
86%
83%
-
100%
79%
88%
64%
91%
88%
93%
234/261
109/122
125/139
-
6/7
2/2
-
-
9/11
19/20
10/11
13/15
68/75
90%
89%
90%
6/6
100
%
86%
100%
82%
95%
91%
87%
235/249
131/136
104/113
2/4
6/6
6/7
-
1/1
96.3%
92.0%
50%
100%
85.7%
-
100%
19/21
90.5
%
17/17
94.4%
3/3
100
%
11/12
91.7
%
263/284
139/150
124/134
3/5
2/2
6/6
3/4
2/2
92.6%
92.7%
92.5%
60%
100%
100%
75.0%
1/1
100
%
100%
260/279 2
141/152
119/127
7/7
-
-
92.8%
93.7%
5/6
83.3
%
10/11
93.2%
8/8
100
%
100%
Notes:
1 – Graduation rates show 5 and 6 year joint degree program
2 – Figures exclude students who died while enrolled
90.9%
19/20
95.0
%
24/25
96.0
%
100%
23/25
92.0%
13/13
100%
11/12
91.7
%
18/19
94.7
%
Unknown/Other
Men
Women
83/94
10/12
8/8
91%
88%
83%
100%
15/16
81/83
52/57
11/11
11/11
93.8%
97.6%
91.2%
100%
100%
10/13
88/94
78/81
11/12
6/7
76.9%
93.6%
96.3%
91.7%
85.7%
19/20
77/82
56/61
9/12
14/15
95.0%
93.9%
91.8%
75.0%
93.3%
2
Claremont McKenna College, Diversity Committee Report
APPENDIX 4
Tenured & Tenure-track Faculty by Race/Ethnicity and Gender, Source: IPEDS – The numbers of tenured and tenure-track faculty have increased almost
30% over the last five years, from 91 in 2006 to 117 in 2010. The percentages by race/ethnicity and gender are very consistent – no category has changed by more
than 6% from 2006 to 2010.
Race/Ethnicity
2010
2009
2008
2007
2006
American Indian or Alaska Native
0.9%
0.9%
1.0%
1.0%
0.0%
Asian
8.5%
9.6%
9.6%
10.6%
7.7%
Black or African American
3.4%
3.5%
3.8%
2.9%
2.2%
Hispanic or Latino
3.4%
3.5%
2.9%
3.8%
4.4%
Native Hawaiian or Other Pacific Islander*
0.0%
n/a
n/a
n/a
n/a
White
78.6%
72.2%
73.1%
79.8%
81.3%
Two or More Races*
0.0%
n/a
n/a
n/a
n/a
Race/Ethnicity Unknown
1.7%
0.9%
1.0%
1.9%
4.4%
Nonresident Alien
3.4%
9.6%
8.7%
0.0%
0.0%
Men
74.4%
76.5%
77.9%
73.1%
69.2%
Women
25.6%
23.5%
22.1%
26.9%
30.8%
*New IPEDS categories added in 2010
2010
Race/Ethnicity
American Indian or Alaska
Native
2009
2008
2007
2006
Tenured
Tenure Track
Tenured
Tenure Track
Tenured
Tenure Track
Tenured
Tenure Track
Tenured
Tenure Track
1
0
1
0
1
0
1
0
0
0
Asian
6
4
6
5
3
7
3
8
2
5
Black or African American
3
1
3
1
2
2
2
1
1
1
Hispanic or Latino
Native Hawaiian or Other
Pacific Islander*
4
0
4
0
3
0
3
1
2
2
0
0
White
71
21
Two or More Races*
0
0
Race/Ethnicity Unknown
0
2
0
1
0
1
0
2
0
4
Nonresident Alien
1
3
3
8
3
6
0
0
0
0
Men
66
21
64
24
55
26
53
23
56
7
Women
Total
20
86
10
31
18
82
9
33
16
71
7
33
16
69
12
35
13
69
15
22
*New IPEDS categories added in 2010
N/A
65
N/A
18
59
N/A
N/A
17
60
N/A
N/A
23
64
N/A
10
N/A
3
Claremont McKenna College, Diversity Committee Report
APPENDIX 4
Full-time Staff (excluding Faculty) by Race/Ethnicity, Source: IPEDS – The staff breakdown over the last five years by race/ethnicity is very consistent and
diverse with 42% non-white (Asian, Black, and Hispanic) full-time employees.
Race/Ethnicity
American Indian or Alaska Native
2010
0.0%
2009
0.4%
2008
0.4%
2007
0.5%
2006
0.5%
Asian
10.4%
9.3%
10.0%
9.5%
13.0%
Black or African American
4.5%
4.3%
3.7%
4.1%
3.6%
Hispanic or Latino
Native Hawaiian or Other Pacific
Islander*
27.0%
32.6%
32.3%
23.4%
25.4%
0.0%
n/a
n/a
n/a
n/a
White
56.8%
52.7%
52.8%
62.6%
57.5%
Two or More Races*
0.5%
n/a
n/a
n/a
n/a
Race/Ethnicity Unknown
0.9%
0.0%
0.7%
0.0%
0.0%
n/a
n/a
0.0%
0.0%
n/a
Nonresident Alien**
*New IPEDS categories added in 2010
** Data on Nonresident Aliens not recorded by Human Resources until 2009
Race/Ethnicity
2010
2009
0
1
American Indian or Alaska Native
23
24
Asian
10
11
Black or African American
60
84
Hispanic or Latino
Native Hawaiian or Other Pacific
0
n/a
Islander*
126
136
White
1
n/a
Two or More Races*
2
2
Race/Ethnicity Unknown
0
0
Nonresident Alien**
222
258
Total
*New IPEDS categories added in 2010
** Data on Nonresident Aliens not recorded by Human Resources until 2009
2008
1
27
10
87
2007
1
21
9
52
2006
1
25
7
49
n/a
142
n/a
2
n/a
269
n/a
139
n/a
0
n/a
222
n/a
111
n/a
0
n/a
193
4
Claremont McKenna College, Diversity Committee Report
Appendix 5
Key Diversity Committee Activities
1. Reviewed Campus Climate Survey results – 2002, 2004, 2005, 2006, 2007, and 2010,
Appendix 8
a. Student Interviews – conducted over 50 individual interviews with students in the
Spring of 2010, Appendix 9
b. Student Focus Groups – September 2007
c. Formed subcommittee to revise Campus Climate Survey 2006
2. LGBT Training/workshop, Appendix 10 item #3
a. Diversity Committee and other CMC staff – LGBTQAIA Fall 2010
b. Student Leaders - Summer 2008, approximately 50 participants
c. Staff – Spring 2007, 80 participants
d. Faculty – Spring 2006, 32 participants
e. Faculty & Staff – Spring 2005
3. Lectures/Sponsored Athenaeum Events
a. Barrack Obama Presidential Inauguration viewing at Athenaeum – January 2009
b. Beth Burkhart film The Believers at Athenaeum Spring 2007
c. Movie viewing – February 2005 Shattering the Silences: The Case for Minority
Faculty
d. Rod Camp – November 2004 “Mexican, Mexican-American, and American
Views of Democracy”
e. Movie viewing Shattering the Silences: the Case of the Minority Faculty –
February 2004, 22 attendees
f. Shelia Radford-Hill – April 2004 “Going to the Territory: Diversity Blues”
g. Daryl Smith – January 2004 “The Educational Benefits of Diversity and the
Implications for Higher Education”, 30 attendees
4. Mini-grants – $45,400 distributed to 37 faculty primarily, but also staff and students over
five Academic Years (2002, 2003, 2006, 2007, and 2008), Appendix 7
5. CMC Diversity Statement – written, approved, then sent to faculty and Board of Trustees
for approval in 2007, Appendix 1
6. Distributed “Together We Make One World Bookmarks” to faculty in Summer 2007
7. Decorated Bauer display case for Black History month, APA Heritage month, and Latino
Heritage month – 2005 and 2006
8. Faculty Hiring – reports from Dean of Faculty, distributed guides to department chairs
along with lists from the MWDD (Minority and Women Doctoral Directory), also
provided assistance to chairs for advertising strategies to widen applicant pool (20022005)
9. Diversity resource library of books and videos – 2004, Appendix 13
10. Distributed Black History bookmarks to faculty mailboxes in Spring 2004
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
Campus-Wide Diversity-Related Programs
Fall 2006 - Spring 2007
DATE
EVENT
August 22, 2006 Sponsor Diversity Training
Firuz Kazemzadeh, professor emeritus of history, Yale University; member, United
States Commission on International Religious Freedom; "Iran and the Baha'is: A History
September 13, 2006 of Persecution"
“Today We March, Tomorrow We Vote? Immigration Reform and Latino Electoral
Incorporation” - Louis DeSipio, Associate Professor of Political Science, University of
September 14, 2006 California Irvine
Christina Hoff Sommers, W.H. Brady fellow, American Enterprise Institute; author, The
War Against Boys: How Misguided Feminism is Harming Our Young Men (2001); "Where
September 14, 2006 the Boys Are"
September 18, 2006 "Los Pinguos: A Musical Celebration of Latino Heritage Month"
“Turning Away from War in the Middle East" - Edward Haley, W.M. Keck Foundation
September 21, 2006 Chair of International Strategic Studies, Claremont McKenna College
Reza Aslan, research associate, Center for Public Diplomacy, USC; "The Future of Islam:
September 21, 2006 Toward the Islamic Reformation"
Tomas Summers Sandoval Jr.'94, assistant professor of history and Chicano studies,
September 27, 2006 Pomona College; "Disobedient Bodies: A Chicana/o Perspective on Immigration"
Setpember 28, 2006 “Governing India" - Suraj Jacob, Visiting Professor of Economics, Pomona College
September 28, 2006 Asian American/Pacific Islander Dinner
October 3, 2006 Chicano/Latino Student Dinner
Jackie Joyner-Kersee, Olympic heptathlon medalist; founder, Jackie Joyner-Kersee Youth
October 4, 2006 Foundation, St. Louis; "Before and After Olympic Glory"
“The Military and Democracy in Thailand” - Kamol Somvichian, Professor of Political
October 12, 2006 Science, University of La Verne
“New PM Shinzo Abe and Japan’s Agenda for Change” - David Arase, Associate Professor
October 19, 2006 of Politics, Pomona College
SPONSORED BY
Dean of Students Office
ADDITIONAL INFORMATION
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
International Place
Dean of Students Office
Dean of Students Office
Thursday Lunch and
Conversation
New and returning students,
staff, and faculty will attend
New and returning students,
staff, and faculty will attend
Marian Miner Cook Athenaeum
International Place
International Place
Thursday Lunch and
Conversation
Thursday Lunch and
Conversation
Kathryn Edin, visiting professor of public policy, Harvard University; associate professor
of sociology, University of Pennsylvania; co-author, Promises I Can Keep: Why Poor
Women Put Motherhood before Marriage (2005) and Making Ends Meet: How Single
Marian Miner Cook Athenaeum
October 24, 2006 Mothers Survive Welfare and Low-Wage Work (1997); "Motherhood, Not Marriage"
October 24, 2006 Black Student Dinner
Dean of Students Office
New and returning students,
staff, and faculty will attend
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
Mark Krikorian, executive director, Center for Immigration Studies; National Review
November 1, 2006 online contributor; "Immigration's Impact on Society"
Stephanie Coontz, professor of history and women's studies, The Evergreen State
College; director of research and public education, Council on Contemporary Families;
"The Way We Never Were and the Way We Really Are: Myths and Realities About
November 6, 2006 America's Changing Families"
Regan Ralph, executive director, Fund for Global Human Rights; "Human Rights: The
November 7, 2006 Agenda for the 21st Century"
“The China-US Economic Imbalance: Bilateral and Global Dimensions” - Tom Willett,
Professor of Economics, Claremont McKenna College and Claremont Graduate
November 9, 2006 University
November 14, 2006
November 15, 2006
November 15, 2006
November 16, 2006
November 17, 2006
Jared Bernstein, director, Living Standards program, Economic Policy Institute; author,
All Together Now: Common Sense for a Fair Economy (2006) and co-author, State of
Working America (1997); "Inequality and the YOYO (You're On Your Own) Society"
Lauren Gard PO'99, staff writer, East Bay Express; Michele Kort, senior editor, Ms.
magazine; Lisa Jervis and Andi Zeisler, co-founders, Bitch: Feminist Response to Pop
Culture; Audrey Bilger, associate professor of literature, CMC, moderator; "Women and
Journalism: A Panel Discussion"
Roy Prosterman, recipient of the 2006 Henry R. Kravis Prize in Leadership; professor
emeritus of law, University of Washington; president, Rural Development Institute;
"Using Land Rights to Attack Global Poverty"
John Roth, Edward J. Sexton professor of philosophy, director, Center for the Study of
the Holocaust, Genocide, and Human Rights, CMC; "The Holocaust and the Common
Good"
Aria Ash-Rafzadeh '07, piano; "Musical Tea: A Dialogue between East and West- Persian
Folk Music Meets the European Romantic"
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
November 18, 2006 33rd Annual International Banquet
International Place
Thomas Cushman, professor of sociology, Wellesley College; editor, Journal of Human
Rights and A Matter of Principle: Humanitarian Arguments for War in Iraq (2005) and
author of The Human Rights Case for War: Ethics, International Law, and the Conflict in
January 22, 2007 Iraq (2006); "Orwell in the 21st Century"
Marian Miner Cook Athenaeum
“Building Human Solidarity in a Divided World: Justice, Truth, Dialogue” - Anselm K. Min,
January 25, 2007 Professor of Philosophy of Religion and Theology, Claremont Graduate University
International Place
Tavis Smiley, talk show host; editor, The Covenant with Black America (2006) and
author, What I Know for Sure: My Story of Growing Up in America (2006); "Pathways to
Marian Miner Cook Athenaeum
January 25, 2007 Civic Action: The Conscience of the Nation"
Jerry Fowler, visiting professor in religious studies, CMC, former staff director,
Committee on Conscience, U.S. Holocaust Memorial Museum; "Torch in the Night,
Marian Miner Cook Athenaeum
January 30, 2007 Candle in the Dark: Promoting Human Rights Since the Holocaust"
Thursday Lunch and
Conversation
Thursday Lunch and
Conversation
MLK, Jr. Commemoration
Speaker
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
“Update on Darfur” - Lako Tongun, Associate Professor, International and Intercultural
Thursday Lunch and
February 1, 2007 Studies, Pitzer College
International Place
Conversation
Carl Wilkens, former director, Adventist Development and Relief Agency, Rwanda;
February 12, 2007 "Defying Genocide in Rwanda"
Marian Miner Cook Athenaeum
Thursday Lunch and
Conversation
February 15, 2007 “Celebrating Lunar New Year” with students from China and Korea
International Place
David Hayes-Bautista, professor of medicine, director, Center for the Study of Latino
February 15, 2007 Health and Culture, UCLA; "La Nueva California: Latinos in the Golden State"
Diane Halpern, professor of psychology, director, Berger Institute for Work, Family and
Children, CMC; "Why Don't We Have More Women in Science? Was Larry Summers
February 19, 2007 Right?"
Francis Bok, former Dinka slave, Sudan; lecturer, American Anti-Slavery Group; author,
Escape from Slavery: The True Story of My Ten Years in Captivity, and My Journey to
February 21, 2007 Freedom in America (2003), "21st Century Slavery: Living Proof"
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
“China’s New Silk Road: Energy, Islam, and Minority Politics” - Dru Gladney, President,
February 22, 2007 Pacific Basin Institute and Professor of Anthropology, Pomona College
International Place
Julie Buring, professor of medicine, ambulatory care and prevention, Harvard University
Medical School; deputy director, Brigham and Woman's Hospital, Boston; "Women and
Marian Miner Cook Athenaeum
February 22, 2007 Heart Disease: An Under Appreciated Threat"
Mark Crawford '89, adjunct assistant professor, Fuller Theological Seminary School of
Intercultural Studies; co-founder, Just Food, Thailand; Christa Foster Crawford '91,
adjunct assistant professor, Fuller Theological Seminary School of Intercultural Studies;
co-founder, Just Food, Thailand; "Human Trafficking and Prostitution in Thailand and
Marian Miner Cook Athenaeum
March,7, 2007 the Mekong Sub-region: Job Creation and Life Restoration"
“A ‘Lipstick Jihad?’ Gender and Sexuality in Modern Iran” - Pardis Mahdavi, Assistant
March 8, 2007 Professor of Anthropology, Pomona College
International Place
Uzodinma Iweala, author, Beasts of No Nation: A Novel (2005); "Beasts of No Nation"
March 28, 2007 (12:15 p.m.)
Marian Miner Cook Athenaeum
March 28, 2007 "Mariachi Divas: A Musical Celebration Honoring Cesar Chavez"
“Unity, Sovereignty and Sorrow in Africa” - Pierre Englebert, Associate Professor of
March 29, 2007 Politics, Pomona College
Fazle Abed, founder, BRAC (formerly Bangladesh Rural Advancement Committee);
recipient of the 2007 Henry R. Kravis Prize in Leadership; "Empowering the Poor in the
March 29, 2007 Developing World" (12:15 p.m.)
“Conflict Management in the Middle East” - Ashraf Singer, Adjunct Professor of Political
April 5, 2007 Science, Pomona College
April 14, 2007 29th Annual International Festival
Jerry Fowler, visiting professor of religious studies, CMC; former staff director,
Committee on Conscience, U.S. Holocaust Memorial Museum; "Darfur: So Far from
April 17, 2007 Here" (12:15 p.m.)
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation
Thursday Lunch and
Conversation
Cesar Chavez
Commemmoration Event
Thursday Lunch and
Conversation
Marian Miner Cook Athenaeum
International Place
International Place
Marian Miner Cook Athenaeum
Thursday Lunch and
Conversation
Andy Marra, board president, National Center for Transgender Equality (NCTE); AsianPacific media manager, Gay and Lesbian Alliance Against Defamation (GLAAD); "The
April 17, 2007 State of the Transgender Movement"
“Taiwan-China Relations” - Gary Chin, Assistant Professor, International Trade
April 26, 2007 Department, Chung Yuan Christian University, Taiwan
David Neumark, professor of economics, senior fellow, Public Policy Institute of
California, U.C. Irvine; author, Sex Differences in Labor Markets (2004) and co-editor,
May 1, 2007 The Economics of Affirmative Action (2004); "Do Minimum Wages Help the Poor?"
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
Marian Miner Cook Athenaeum
International Place
Marian Miner Cook Athenaeum
Thursday Lunch and
Conversation
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
Campus-Wide Diversity-Related Programs
Fall 2007 - Spring 2008
DATE
EVENT
August 28, 2007 Diversity Training: Present Student Life/Campus Climate Survey Data
Cornelius Eady, poet; associate professor of literature, University of Notre Dame;
author, Brutal Imagination (2001) and The Autobiography of a Jukebox (1997); "An
September 12, 2007 Evening with the Poet"
September 17, 2007
September 18, 2007
September 20, 2007
September 27, 2007
October 2, 2007
October 4, 2007
October 4, 2007
October 11, 2007
October 18, 2007
October 18, 2007
October 25, 2007
Jabari Asim, syndicated columnist, deputy book editor, Washington Post; author, The N
Word: Who Can Say It, Who Shouldn't, and Why (2007) and Not Guilty: Twelve Black
Men Speak Out on Law, Justice, and Life (2002); "Burying the “N” Word?"
Gore Vidal, novelist; author, Point to Point: A Memoir (2006) and Inventing a Nation:
Washington, Adams, Jefferson (2004); James Morrison, associate professor of literature
and film studies, CMC; "A Conversation with Gore Vidal"
“Mexican Arts and Identity” - Carrie Chorba, Professor of Modern Languages, Claremont
McKenna College
“Between Two Worlds - Issues in Environmental Politics" - Monty Hempel, Professor of
Environmental Studies, University of Redlands
Adam Bradley, assistant professor of literature, CMC; Samantha Stecker '08; Natalia
Bailey '10; Osie Leon Wood, Jr., director, Ronald McNair Scholars Program, CGU; pastor
and founder, North Long Beach Community Prayer; James Blake; Jefferson Huang, vice
president for student affairs and dean of students, CMC; (moderator); "Using the N
Word: Should Anyone?"
“Promoting Gender Equality and Access to the Underprivileged to Higher Education in
the Middle East” - Iman El-Kaffass, Executive Director of the Diversity Scholarship and of
the Leadership in Education and Development Program, American University in Cairo,
Egypt
Abbas Amanat, professor of history and international and area studies, chair, Council on
Middle East Studies, Yale University; "Toleration and Nonconformity in the Iranian
Cultural Climate"
“Peace Projects in Pakistan and Colombia” - Marya Husain, CMC ’09 and Andres Angel,
CMC ’10
“United States and the Power to Be” - Francis Etim Nyong, Professor of Social Sciences,
Pasadena City College
Orhan Pamuk, Nobel laureate in literature (2006); professor of comparative literature,
Fellow, Committee on Global Thought, Columbia University; "Orhan Pamuk: Other
Colors, Other Stories"
“Suppose there were no United Nations: Would it Matter?” - Dean McHenry, Professor
of Political Science, Claremont Graduate University
SPONSORED BY
ADDITIONAL INFORMATION
Dean of Students Office; Office of
Sponsor Training
Institutional Research
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
International Place
International Place
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
International Place
International Place
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation Series
November 1, 2007
November 1, 2007
November 1, 2007
November 2, 2007
November 7, 2007
November 8, 2007
November 9, 2007
November 12, 2007
November 12, 2007
November 16, 2007
November 17, 2007
November 20, 2007
November 29, 2007
January 23, 2008
January 31, 2008
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
“Poverty in Africa and Asia” - Tahir Andrabi, Professor of Economics, Pomona College;
Thursday Lunch and
Lako Tongun, Professor of Political Science, Pitzer College
International Place
Conversation Series
Eun Mee Kim, professor of international studies, dean, International Education Institute,
Ewha Womans University, Korea; "South Korean Culture Goes Global?: K-Pop and the
Korean Wave"
Marian Miner Cook Athenaeum
New and returning students,
staff, and faculty attend
Black Student Dinner
Dean of Students Office
Los Pinguos: A Musical Celebration for the Pacific Coast Council on Latin American
Studies Conference
Marian Miner Cook Athenaeum
“How to Get Out of Iraq” - Ed Haley, Professor of Government, Claremont McKenna
Thursday Lunch and
College
International Place
Conversation Series
Bei Dao, poet; author, Midnight's Gate: Essays (2005) and At the Sky's Edge: Poems
1991-1996 (1996); "An Evening with the Poet"
Marian Miner Cook Athenaeum
Black Alumni, students, staff,
and faculty attend
Black Alumni Dinner
Dean of Students Office
Ishmael Reed, lecturer emeritus, Department of English, U.C. Berkeley; editor, From
Totems to Hip-Hop: A Multicultural Anthology of Poetry Across the Americas, 1900-2002
(2003) and author, Blue City: A Walk in Oakland (2002); "Selected Poems of Paul
Laurence Dunbar"
Marian Miner Cook Athenaeum
New and returning students,
staff, and faculty attend
Asian American/Pacfic Islander Student Dinner
Dean of Students Office
New and returning students,
Chicano/Latino Student Dinner
Dean of Students Office
staff, and faculty attend
34th Annual International Banquet
International Place
Judea Pearl, professor of computer science and statistics, director, Cognitive Systems
Laboratory, UCLA; founder, Daniel Pearl Foundation; "I Am Jewish: Personal Reflections
Inspired by the Last Words of Daniel Pearl" (2004)
Marian Miner Cook Athenaeum
“Middle East Challenges for American Policy” - Daniel C. Kurtzer, Middle East Policy
Thursday Lunch and
Studies, Princeton University
International Place
Conversation Series
Julian Bond, chair, NAACP; president emeritus, Southern Poverty Law Center;
distinguished adjunct professor of history, University of Virginia; "Civil Rights: In the
Day, Today, and Tomorrow"
Marian Miner Cook Athenaeum
“Remembering Gandhi and King” - Tara Sethia, Professor of History and Director of
Thursday Lunch and
Ahimsa Center, California State Polytechnic University, Pomona
International Place
Conversation Series
Dmitry Dubrovsky, associate professor of international relations, political science, and
human rights, Smolny College, St. Petersburg, Russia; Galina Starovoitova Fellow in
Human Rights and Conflict Resolution, Keenan Institute of the Woodrow Wilson
January 31, 2008 International Center for Scholars; "Human Rights in Russia"
James Yee, former U.S. Army captain and Muslim chaplain; author, For God and
February 5, 2008 Country: Faith and Patriotism Under Fire (2005); "For God and Country"
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
“The Kenyan Crisis” - Lako Tongun, Professor of Political Studies, Pitzer College, and Elias
February 7, 2008 Mbaabu, Associate Pastor, Kingdom Interdenominational Community Church
International Place
Thursday Lunch and
Conversation Series
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
February 7, 2008
February 14, 2008
February 14, 2008
February 18, 2008
Ishmael Beah, former child soldier, Sierra Leone; human rights activist; author, A Long
Way Gone: Memoirs of a Boy Soldier (2007); "A Long Way Gone: A Story of Hope and
Redemption"
“Campus Sustainability: A Local Response to Global Warming and Peak Oil” - Richard
Haskell, Professor of Biophysics, Harvey Mudd College
Ruth Kluger, professor emeritus of German literature, U.C. Irvine; "The Aftermath: Living
with Memories of the Holocaust"
Raka Ray, associate professor of sociology and South and Southeast Asian Studies; chair,
Center for South Asia Studies, U.C. Berkeley; "Traveling Cultures of Servitude: Loyalty
and Betrayal in New York and Calcutta"
February 21, 2008 “The Old Persian Empire and Present Iran” - Roya Ardelan, Registered Civil Engineer
“Education for Democracy in India” - Nita Kumar, Professor of History, Claremont
February 28, 2008 McKenna College
March 4, 2008 “Islam and Democracy” - William Quandt, Professor of Politics, University of Virginia
Celebrating International Women’s Day, “Religion: Women’s Curse or Women’s
Blessing?” - Althea Spencer-Miller, Adjunct Professor of Religious Studies, California
March 6, 2008 State University Northridge
William Ascher, Donald C. McKenna professor of government and economics, CMC;
"How So-Called 'Economic Rights' Have Infringed upon Political and Human Rights";
Richard Burdekin, Jonathan B. Lovelace professor of economics, CMC; "Financial Market
Fluctuations and Chinese Government Policy Shifts"; Jerry Fowler, executive director,
Save Darfur Coalition; "China and Darfur"; Jonathan Petropoulos, John V. Croul
professor in European history, director, Center for the Study of the Holocaust,
March 6, 2008 Genocide, and Human Rights, CMC; (moderator); "China, Economics, and Human
Er Tai Gao, exiled dissident essayist and painter; fellow, International Institute of
Modern Letters, University of Nevada; "The Artist in Chinese Society"; Wang Chaohua,
exiled dissident writer; "Civil Rights and Human Rights: Before and After Tiananmen";
Lindsay Waters, executive editor for the humanities, Harvard University Press;
"Confucianism, Humanism, and Democracy"; Gloria Davies, associate professor in
Chinese, School of Asian Languages and Studies, Monash University, Australia;
"Affirming the Human in Chinese Intellectual Discourse"; Theodore Huters, professor of
Asian languages and cultures, UCLA; (co-moderator); "Intellectual Life and Politics in
March 7, 2008 Contemporary China"
Melinda Herrold-Menzies, assistant professor of environmental studies, Pitzer College;
"Human Rights and Nature Preserves in China"; Theresa Harris, director, International
Justice Project, World Organization for Human Rights; "China and the Internet"; Sabina
Brady, non-profit organization management consultant; founding boardmember,
Western Academy of Beijing Educational Foundation; "The Right to Public Health in
China: An HIV/AIDS Perspective"; Sherylle Tan, associate director, H.N. and Frances C.
Berger Institute for Work, Family, and Children, CMC; (moderator); "Society and Human
March 7, 2008 Rights"
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
International Place
Thursday Lunch and
Conversation Series
International Place
International Place
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
Dai Qing, dissident writer and environmenmtalist; author, The River Dragon Has Come:
The Three Gorges Dam and the Fate of China's Yangtze River and Its People (1997) and
Yangtze, Yangtze (1989); "The Three Gorges Dam and Human Survival"; Han Dongfang,
labor advocate; founder and director, China Labor Bulletin; "Labor Movements in
China"; Dorothy Solinger, professor of political science, U.C. Irvine; "The Right to
Livelihood: Is It being Met?"; Thomas Bernstein, professor emeritus of political science,
Columbia University; "Peasants, Human Rights, and Abusive Officials"; Arthur
March 7, 2008 Rosenbaum, associate professor of history, CMC; (moderator); "Society and Human
Marian Miner Cook Athenaeum
“The Global Responsibility Gap” - Ira Jackson, Dean, Peter F. Drucker and Masatoshi Ito
International Place
March 13, 2008 Graduate School of Management
Thursday Lunch and
Conversation Series
“International Students at The Claremont Colleges: Who Are They and What Are Their
March 27, 2008 Needs?” - Donald Delgado, Director, International Place of The Claremont Colleges
Thursday Lunch and
Conversation Series
April 2, 2008 Ignacio Gomez, artist; "Meet the Artist and Poster Signing"
Daniel Valdez, actor and composer, Zoot Suit (1981); associate producer, La Bamba
April 2, 2008 (1987); "Music and Conversation"
April 12, 2008 30th Annual International Festival
Codou Diaw, executive director, Forum for African Women Educationalists (FAWE);
Simone de Comarmond, founder; chair, Forum for African Women Educationalists
(FAWE); FAWE- 2008 Henry R. Kravis Prize in Leadership recipient; "Forum for African
April 14, 2008 Women Educationalists (FAWE)"
Genevieve Renault, high school teacher, Lycee Adolphe Cherioux, Vitry-sur Seine,
April 17, 2008 France; "French Public Schools and the Ban on Headscarves"
Shirin Ebadi, Nobel Peace Prize laureate (2003); founder, Children's Rights Support
April 17, 2008 Association, Iran; "Iran Awakening: A Story of Revolution and Hope"
Peter Harbage, senior program associate, Health policy program, New America
Foundation; co-author, The Possible Impact Upon California of Reduced SCHIP Funding
April 22, 2008 (2007); "Coverage Without Gaps"
International Place
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
International Place
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
Campus-Wide Diversity-Related Programs
Fall 2008 - Spring 2009
DATE
EVENT
Creating an Inclusive Community for Gay, Lesbian, and Bisexual Students with Mark
Abelsson in the Athenaeum
August 25, 2008
Amos Oz, professor of literature, Ben-Gurion University, Israel; "Israel and the Question
September 21, 2008 of Global Anti-Semitism"
“The 2008 Olympics: Chinese Nationalism Heralding a New Asian Millennium?” - Dru C.
September 25, 2008 Gladney, President, Pacific Basin Institute, Pomona College
SPONSORED BY
Diversity Committee; Dean of
Students Office
September 25, 2008 Chicano/Latino Student Dinner
"Globalization Efforts at The Claremont Colleges” - Robert Walton, CEO, Claremont
October 2, 2008
University Consortium
Dean of Students Office
October 8, 2008
Dean of Students Office
October 9, 2008
October 14, 2008
October 15, 2008
October 16, 2008
October 23, 2008
October 30, 2008
November 6, 2008
November 7, 2008
November 10, 2008
November 13, 2008
Black Student Dinner
“Putin’s Leadership and the Resurgence of Russia”- Hillary Appel, Professor of
Government, Claremont McKenna College
Bassam Frangieh, professor of Arabic, CMC; translator of Love, Death, and Exile by
Abdul Wahab Al-Bayati (tr. 1990) "An Evening of Arabic Poetry Reading and Recitation"
Jean Baker, professor of history, Goucher College; "Repeated Injuries and Usurpations:
Women's Struggles for Civil Rights from 1848-1970"
What it Means to be Human-Lessons from the Genome Projects” - Greg Dewey, Dean of
Faculty, Senior VP for Academic Affairs, Keck Graduate Institute
“The United Nations: What Difference Does it Make?” - Sherry Simpson Dean, Executive
Director, United Nations Association, Pasadena/Foothills Chapter
“Arabs and Poetry: Life and Art Interconnected”- Bassam Frangieh, Professor of Arabic,
Claremont McKenna College
“Why We Hate To Love Bollywood” - Nita Kumar, Professor of History, Claremont
McKenna College
Black Alumni Dinner
Zev Garber, professor emeritus of Jewish Studies, Los Angeles Valley College; author,
Mel Gibson's Passion: The Film, the Controversy, and Its Implications (2006) and The
Impact of the Shoah in America and in Jewish American Life (2008); "Kristallnacht:
Memory and Legacies"
“Dashed Hopes? The African Union and the Case of Zimbabwe”- Siegmar Schmidt,
Professor of International Relations and Comparative Government, University of
Koblenz-Landau, Germany
ADDITIONAL INFORMATION
Sponsor/RA Training
Marian Miner Cook Athenaeum
International Place
International Place
International Place
Thursday Lunch and
Conversation Series
New and returning students,
staff, and faculty attend
Thursday Lunch and
Conversation Series
New and returning students,
staff, and faculty attend
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
International Place
International Place
International Place
International Place
Dean of Students Office; Office
of Parent and Alumni Relations
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation Series
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
November 13, 2008
November 13, 2008
November 18, 2008
Asian American/Pacific Islander Student Dinner
Dean of Students Office
Wendy Doniger, Mircea Eliade distinguished service professor of the history of religions,
University of Chicago; author, The Woman Who Pretended to Be Who She Was: Myths
of Self-Imitation (2004) and The Bedtrick: Tales of Sex and Masquerade (2000); "The
Woman Who Pretended to Be Who She Was"
Marian Miner Cook Athenaeum
Roy Mottahedeh, Gurney professor of Islamic history, director, Prince Alwaleed Bin Talal
Islamic Studies Program, Harvard University; "The Strange and Wonderful in Medieval
Persian and Arabic Literature and Art"
Marian Miner Cook Athenaeum
New and returning students,
staff, and faculty attend
January 22, 2009
Narendra Mishra, sitar; Abhiman Kaushal, tabla; adjunct assistant professor of music,
UCLA; Nandini Majumdar '10, tanpura; "Peace and Excitement: A Sitar Concert"
35th Annual International Banquet
Henry Louis Gates, Jr., Alphonse Fletcher University professor; director, W.E.B. DuBois
Institute for African and African American Research, Harvard University; "Genetics,
Genealogy and African American History"
January 26, 2009
Round Table Discussion: "The State of the Hip Hop Union"; Jeff Chang, author, Total
Chaos: Art and Aesthetics of Hip-Hop (2007) and Can't Stop Won't Stop: A History of the
Hip-Hop Generation (2005); Ebony Utley, assistant professor of communication studies,
C.S.U. Long Beach; author, forthcoming, The Gansta God: Deciphering the Divine's Role
in Rap and co-editor, Critical Mixtape: Deciphering Hip-Hop Songs; Cheo Hodari Coker,
author, Unbelievable: The Life, Death, and Afterlife of the Notorious B.I.G. (2004) and coauthor, Dreamgirls (2007); Crooked I, hip hop artist; CEO, Dynasty Entertainment; senior
vice president, Treacherous Records; Adam Bradley, moderator; assistant professor of
literature, CMC; author, Book of Rhymes: The Poetics of Hip-Hop (2009)
Marian Miner Cook Athenaeum
January 29, 2009
“A ‘New’ New Deal for the Global Economy” - David Andrews, Professor of International
Relations, Director of the European Union Center of California, Scripps College
International Place
Thursday Lunch and
Conversation Series
Connie Rice, civil rights activist, attorney; co-founder and co-director, Advancement
Project, Los Angeles; "Presidential Politics: What Happened to 'We the People'?"
"Africa is Not a Country: New Perceptions Through Education Abroad" - Kristen Mallory,
Director of Off-Campus Study, Claremont McKenna College
"Immigration Policy in the U.S." - Fernando Lozano, Professor of Economics, Pomona
College
"The Untold Story of Arabs in the U.S." - Hazem Chehabi, Honorary Consul General of
Syria in California
International Place
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
"The World May Be Flat, But the Playing Field is Still Uneven" - Cecilia Conrad, Interim
Dean of Faculty, Scripps College and Professor of Economics, Pomona College
International Place
“Sustainable Public Transportation in Nanjing, China” - Benyue Liu, ‘2010 Harvey Mudd
College
International Place
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
November 19, 2008
November 22, 2008
February 3, 2009
February 5, 2009
February 19, 2009
February 26, 2009
March 5, 2009
March 12, 2009
Marian Miner Cook Athenaeum
International Place
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
International Place
International Place
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
March 19, 2009
March 23, 2009
March 25, 2009
March 26, 2009
April 1, 2009
April 11, 2009
April 14, 2009
April 20, 2009
April 23, 2009
RA Diversity Training
Dean of Students Office
Janet Currie, chair and professor of economics, Columbia University; author, The
Invisible Safety Net: Protecting the Nation's Poor Children and Families (2006); "Healthy,
Wealthy, and Wise? The Relationship between Child Health and Human Capital
Development"
Marian Miner Cook Athenaeum
"Mariachi Divas: A Musical Celebration in Honor of Cesar Chavez"
"Haitian Writers and the American Occupation (1915-1934)"- Marie-Denise Shelton,
Professor of Modern Languages, Claremont McKenna College
Dawn Davison, warden, California Institution for Women; "Responding to the Needs of
Women in Prison"
31st Annual International Festival
Adam Mansbach, New Voices professor of fiction, Rutgers University; author, The End of
the Jews: A Novel (2008) and Angry Black White Boy, or the Miscegenation of Macon
Detournay: A Novel (2005): "The End of the Jews"
Robert Skloot, professor of theater and Jewish Studies, University of Wisconsin;
"Theatre of the Holocaust"
Heather Antecol, James G. Boswell associate professor of economics, director, H.N. and
Frances C. Berger Institute for Work, Family, and Children, CMC; "The Opt-Out
Revolution: Do Women Leave the Workforce for Motherhood?"
Marian Miner Cook Athenaeum
International Place
Marian Miner Cook Athenaeum
International Place
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Cesar Chavez
Commemoration Event
Thursday Lunch and
Conversation Series
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
Campus-Wide Diversity-Related Programs
Fall 2009 - Spring 2010
DATE
EVENT
August 24, 2009
The QRC and Ally Training with Adriana Di Bartolo, Director, Queer Resource Center
“Perceptions of Police in Mexico” - Saul Sandoval Perea, Doctoral Student, Claremont
Graduate University
International Place
Francisco Vazquez '72, professor of liberal studies; director, Hutchins Institute for Public
Policy and Community Action, Sonoma State University; "Latinos in the United States: A
Continental Quest for Democracy"
Marian Miner Cook Athenaeum
September 24, 2009
September 24, 2009
September 29, 2009
SPONSORED BY
Dean of Students Office; Queer
Resource Center
ADDITIONAL INFORMATION
Sponsor Training
Thursday Lunch and
Conversation Series
Moving Towards Equality: 40
Years after Stonewall Series
Thursday Lunch and
Conversation Series
RuPaul Charles, actor; singer-songwriter; "Observations from the Inside"
“Desert Energy and Climate Change” - William Christian, Amargosa River Project
Director, The Nature Conservancy of California
Stephen Bullock '88, Attorney General, Montana Department of Justice; "Can a Single
Lawyer Make a Difference? The State Attorney General's Role in Human Rights and
Social Change"
Sylvia Ann Hewlett, adjunct professor of international and public affairs; founder and
president, Center for Work-Life Policy, director, Gender and Policy Program, Columbia
University; "Making Smart Choices in Life and Work"
“Ending the Poverty Cycle: Maternal and Child Nutrition in Honduras” - Ashley Baugh
‘10 and Greer Donley ‘09, Claremont McKenna College
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation Series
Dean of Students Office
New and returning students,
staff, and faculty attend
October 14, 2009
Chicano/Latino Student Dinner
Cleve Jones, founder, NAMES project AIDS memorial quilt; human rights activist; coauthor, Stitching a Revolution: The Making of an Activist (2001); "40 Years after
Stonewall"
Marian Miner Cook Athenaeum
Moving Towards Equality: 40
Years after Stonewall Series
October 15, 2009
Queer/Ally Student Dinner
Dean of Students Office
Marian Miner Cook Athenaeum;
The Center for Human Rights
Leadership;
McAlister Center for Religious
Activities Speaker
October 1, 2009
October 5, 2009
October 5, 2009
October 8, 2009
October 8, 2009
October 21, 2009
October 22, 2009
International Place
Marian Miner Cook Athenaeum;
The Center for Human Rights
Human Rights and the Law
Leadership
Series
Marian Miner Cook Athenaeum
Patrick Desbois, Fr., director, Episcopal Committee for Relations with Judaism; cofounder and president, Yahad-In Unum; "The Holocaust by Bullets"
“Aftermath of the Indian Ocean Tsunami in Communities in India and Sri Lanka” - Paula
Palmer, Director of Global Health Programs, School of Community and Global Health,
Claremont Graduate University
International Place
New and returning students,
staff, and faculty attend
Human Rights and the Law
Series; H. and R. Auerbach
Lecture
Thursday Lunch and
Conversation Series
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
October 27, 2009
October 29, 2009
October 29, 2009
November 3, 2009
November 4, 2009
November 5, 2009
November 5, 2009
November 9, 2009
November 12, 2009
Fareed Zakaria, editor, Newsweek International; "The Rise of the Rest: The PostAmerican World"
“Lost in ‘Facts’ and Figures; the Heard and Unheard Stories of Internally Displaced
Pakistani People” - Afshin Khan ‘11, Pomona College
Gordon Hanson, professor of economics; director, Center on Pacific Economies, U.C.
San Diego; "Managing Low Skilled Immigration in the United States"
Er Tai Gao, exiled dissident essayist and painter; Fellow, International Institute of
Modern Letters, University of Nevada; author, In Search of My Homeland: A Memoir of
a Chinese Labor Camp (2009) and co-author, Chan Heart, Chan Art (2007); "In Search of
My Homeland"
Black Student Dinner
“India’s Growth Turnaround” - Chetan Ghate, Professor, Indian Statistical Institute Delhi Center, and Visiting Professor, School of Politics and Economics, Claremont
Graduate University
Dan Choi, U.S. Army infantry officer, Iraq, 2006-2007; First Lieutenant, New York Army
National Guard; "Truth and Consequences: One Man's Fight To Openly Serve His
Country"
Joseph Hough, Jr., interim president, Claremont Graduate University; William E. Dodge
Professor Emeritus of social ethics and president emeritus of the faculty, Union
Theological Seminary; author, Black Power and White Protestants: A Christian Response
to the New Negro Pluralism (1968) and co-author, Christian Identity and Theological
Education (1985); "Foundations of Moral Leadership"
Hillel Fradkin, senior fellow and director, Center for Islam, Democracy, and the Future
of the Muslim World, Hudson Institute; "What Went Wrong? What Went Right: What's
Next? Reflections on Muslim History and the Modern World"
November 12, 2009
Black Alumni Dinner
November 19, 2009
November 21, 2009
Asian American/Pacific Islander Student Dinner
36th Annual International Festival
John Bilezikjian, oud; founder, Dantz Records; Helen Bilezikjian, soprano; founder,
Opera by the Sea; performers on CD Yeraz: To Armenia with Love (2000) and All-Time
Armenian Favorites (2008); "Songs from the Middle East"
January 26, 2010
January 27, 2010
January 28, 2010
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Dean of Students Office
New and returning students,
staff, and faculty attend
International Place
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
Moving Towards Equality: 40
Years after Stonewall Series
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Dean of Students Office; Office
of Parent & Alumni Relations
Dean of Students Office
International Place
Black alumni, students, staff,
and faculty attend
New and returning students,
staff, and faculty attend
Marian Miner Cook Athenaeum
Jesse Jackson, founder and president, Rainbow/PUSH Coalition; "With Justice for All:
Human Rights and Civil Rights at Home and Abroad"
Marian Miner Cook Athenaeum
“Does China have a Grand Foreign Policy Strategy?” Minxin Pei, Director, Keck Institute
for International and Strategic Studies, Claremont McKenna College
International Place
Martin Luther King Jr.
Birthday Celebration Speaker
Thursday Lunch and
Conversation Series
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
March 4, 2010
“The China Seven Cities Study: Monitoring and Preventing Chronic Diseases in the
World’s Largest Population” - C. Anderson Johnson, Dean, School of Community and
Global Health, Claremont Graduate University
Sapphire, poet; author, Black Wings and Blind Angels: Poems (2000) and Push: A Novel
(1996); "When Push Comes to Precious: The Novel, the Film, the Reality"
Gina Kim, filmmaker; author and director, Never Forever (2007) and "Faces of Seoul"
(2009)
“The ‘Dawn in the Valley’ Project: Education for the Hmong Children in Guizhou, China”
- Md Ma ‘11, Pomona College
“Integrating Indigenous People's Perspectives on Development: The Philippines
Experience” Janice Shiu - Doctoral Candidate, Claremont Graduate University
“Land Use and Migration in Southern Costa Rica” - Milton Machuca, Professor of
Spanish, Pitzer College
Lunar New Year Celebration; "Year of the Tiger"
“Collective Leadership out of Women’s Lives and Experiences” - Margaret Grogan,
Dean, School of Educational Studies, Claremont Graduate University
March 9, 2010
Abdourahman Waberi, visiting professor of literature, CMC; author, The Land Without
Shadows (2005) and In the United States of Africa (2009); "A Nomadic Soul"
February 4, 2010
February 8, 2010
February 10, 2010
February 11, 2010
February 18, 2010
February 25, 2010
February 25, 2010
March 18, 2010
March 22, 2010
March 24, 2010
April 10, 2010
April 14, 2010
April 16, 2010
April 19, 2010
RA Diversity Training
Teddy Cruz, principal architect, Estudio Teddy Cruz; associate professor in public
culture and urbanism, U.C. San Diego; "Radicalizing the Local: Post Bubble Urban
Strategies"
"Mariachi Divas: A Musical Celebration in Honor of Cesar Chavez"
32nd Annual International Festival
Joumana Nammour, anchor, Al Jazeera news network; "Arab Media Today"
Francine Blau, Frances Perkins professor of Industrial and labor relations and labor
economics, academic fellow, Labor and Employment Relations Association (LERA),
Cornell University; "Gender, Source Country Characteristics, and Labor Market
Assimilation among Immigrants"
Jiya, professor of dance; Wang Yuanyuan, singer; Tergel, dancer; Origan, horse-head
fiddle and throat singer; Burged, long-necked lute and throat singer, Minzu University
of China; "Music, Song, and Dance of the Mongols and other Ethnic Nationalities of
China"
International Place
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
International Place
International Place
International Place
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
Lunar New Year Celebration
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
Dean of Students Office; Office
of Black Student Affairs
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
International Place
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Cesar Chavez
Commemoration Dinner
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
Campus-Wide Diversity-Related Programs
Fall 2010 - Spring 2011
DATE
EVENT
August 24, 2010 The QRC and Ally Training with Adriana Di Bartolo, Director, Queer Resource Center
David Oliver Relin, journalist; co-author, Three Cups of Tea: One Man's Mission to
September 9, 2010 Promote Peace. "Three Cups of Tea and See How They Shine"
“The Making of a Nation; a Work in Progress: The Centennial of the Mexican
Revolution” - Maria Martinez, Visiting Professor of Modern Languages, Claremont
September 16, 2010 McKenna College
SPONSORED BY
Dean of Students Office; Queer
Resource Center
Marian Miner Cook Athenaeum;
Dean of Students Office;
President's Office
International Place
Berger Institute; Kravis
Leadership Institute
September 22, 2010 Women and Science Luncheon Panel
“World Cup 2010 South Africa: A Photo Journal” - Alex Mitchell ’11, Claremont McKenna
International Place
September 23, 2010 College
Claudia von der Ohe McKay '99, microfinance specialist, Consultive Group to Assist the
Poor (CGAP); Mike McKay '99, former country director, Baobab Health Malawi, "From
September 23, 2010 the Ath to Africa: Two CMCers Share Their Decade of Experiences Abroad"
September 23, 2010 Black Student Dinner
Devashish Dey, Hindustani classical vocalist; artist on CD, From the Ghaats of Benaras
(2007) and author, Swatah-Sfurt Swarachit (2006); Hemant Ekbote, tabla; Nandini
Majumdar '10, tanpura; "A Concert of Traditional Indian Music Celebrating Gandhi's
October 4, 2010 Brithday"
“Mongolia: Three Lessons from a Rapidly Developing Nation” - Alice Lyons ’11,
October 7, 2010 Claremont McKenna College
Lucas Guttentag, founding national director, Immigrant's Rights Project, American Civil
October 11, 2010 Liberties Union (ACLU); "Protecting immigrant's Rights in the Era of Arizona SB1070"
Marian Miner Cook Athenaeum
Dean of Students Office
Sponsor Training
Freshman Class Speaker
Thursday Lunch and
Conversation Series
Women and Leadership Series
Thursday Lunch and
Conversation Series
Women and Leadership Series
New and returning students,
staff, and faculty attend
Marian Miner Cook Athenaeum
International Place
Thursday Lunch and
Conversation Series
Marian Miner Cook Athenaeum
October 14, 2010 “Kenya Sustainability Project” - Peter Saeta, Professor of Physics, Harvey Mudd College International Place
“Celebrating United Nations Day: Progress on the Millennium Development Goals” - Mel
October 21, 2010 Boynton, President, Southern California Division UNA-USA
International Place
Dean of Students Office; Parent
October 21, 2010 Black Alumni Dinner
and Alumni Relations
November 4, 2010 Chicano/Latino Student Dinner
ADDITIONAL INFORMATION
Dean of Students Office
Thursday Lunch and
Conversation Series
Thursday Lunch and
Conversation Series
Black alumni, students, staff,
and faculty attend
New and returning students,
staff, and faculty attend
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
November 11, 2010 Queer/Ally Student Dinner
Dean of Students Office
Daoud Nasser, Palestinian farmer; "The Tent of Nations: The Road to Peace in Israel and
Marian Miner Cook Athenaeum
November 17, 2010 Palestine"
November 18, 2010 Asian American/Pacific Islander Student Dinner
November 18, 2010
November 20, 2010
November 22, 2010
November 22, 2010
November 29, 2010
December 8, 2010
Martha Bailey, assistant professor of economics, University of Michigan; research
affiliate, National Poverty Center and Population Studies Center; "More Power to the
Pill: Economic Implications of the Birth Control Pill for Women in the Labor Force"
International Banquet
Rohini Somanathan, professor of economics, Delhi School of Economics, University of
Delhi; Podlich Visiting Fellow, CMC; "Group Inequality in Democracies: Lessons from
India and the United States"
Thomas Saenz, president and general counsel, Mexican American Legal Defense and
Educational Fund (MALDEF); "SB 1070 and Latino Civil Rights: A New Nullification
Creates a National Constitutional Crisis"
Ngugi wa Thiong'o, Distinguished Professor of English and Comparative Literature, U.C.
Irvine; author, Something Torn and New: An African Renaissance (2009) and Wizard of
the Crow (2006); "An Evening with the Author"
LGBTQ Training for staff
Jessica Beckerman, co-executive director and founder, Project Muso Ladamunen,
January 28, 2011 Malian NGO; "Pragmatic Solidarity and Breaking the Cycle of Poverty and Disease"
Dean of Students Office
New and returning students,
staff, and faculty attend
New and returning students,
staff, and faculty attend
Marian Miner Cook Athenaeum
International Place
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum
Diversity Committee
Marian Miner Cook Athenaeum
“Teacher Education Visit to Vietnam” - DeLacy Ganley, Co-Director of Teacher Education
February 3, 2011 Internship Program, Claremont Graduate University
International Place
Thursday Lunch and
Conversation Series
Carla Christofferson, managing partner, O'Melveny & Myers, LLP; co-owner, Los Angeles Marian Miner Cook Athenaeum;
February 4, 2011 Sparks women's professional basketball team; "Lunch with a Leader"
Kravis Leadership Institute
Women and Leadership Series
Brunch and Conversation for female students and alumni with CMC President Pamela
February 5, 2011 Gann, Jean Lipman-Blumen, and Doug Peterson '80 P'14
Nangy Ghafarshad, proprietor, Walter's Restautant, Claremont; senior cultural advisor,
February 7, 2011 U.S. Department of Defense; "Afghanistan: My Personal View"
“Upe! Of GIS and Oral History in Barú, Costa Rica” - Milton Machuca, Professor of
February 10, 2011 Spanish, Pitzer College
Marian Miner Cook Athenaeum;
Kravis Leadership Institute
February 10, 2011 Karen Han, erhu; Cecelia Yu, pipa; "Lunar New Year: Year of the Rabbit"
Gloria Feldt, former CEO and president , Planned Parenthood Federation of America
February 16, 2011 (1996-2005); "Riding the Leadership Wave: Embracing Controversy"
Marian Miner Cook Athenaeum
Women and Leadership Series
Marian Miner Cook Athenaeum
International Place
Marian Miner Cook Athenaeum
Thursday Lunch and
Conversation Series
Claremont McKenna College, Diversity Committee Report
APPENDIX 6
“Consultation and Encounter: News from Christians in Iraq, Lebanon and Syria” - John
Thursday Lunch and
February 17, 2011 Hill, President and CEO of Amigos de Chocolá
International Place
Conversation Series
Chris White, actor; Michael Parola, percussion; Hsiao-Ling Lin, piano; Tahirah
Whittington, cello; "Core Ensemble: Of Ebony Embers-Vignettes of the Harlem
February 17, 2011 Renaissance"
Marian Miner Cook Athenaeum
February 18, 2011 Women's Forum Luncheon at the Ath
Women's Forum
Peter Haas, Abba Hillel Silver Professor of Jewish Studies, director, Samuel Rosenthal
February 24, 2011 Center for Judiac Studies, "The Israel-Palestine Conflict: Sinking in the Shifting Sands?"
KLI/Berger/RDS Women and Leadership Workshop including keynote luncheon with
February 25, 2011 leadership coach, Dr. Lois Frankel
Manning Marable, M. Moran Weston and Black Alumni Council Professor of AfricanAmerican studies and professor of public affairs and history; Columbia University;
February 28, 2011 "Malcolm X: A Life of Reinvention"
March 2, 2011
March 8, 2011
March 10, 2011
March 18, 2011
March 23, 2011
March 24, 2011
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum;
Kravis Leadership Institute;
Berger Institute; Robert Day
School
Marian Miner Cook Athenaeum
Marian Miner Cook Athenaeum;
Kravis Leadership Institute;
Women in Finance: Can You Achieve Work/Life Satisfaction? with Heidi Nelson Cruz '94, Berger Institute; Robert Day
School
Tiffany Kosch, and Jill Mullen P'12
Angela Oh, attorney, Oh & Barrera, LLP, Los Angeles, Zen Buddhist priest, Rinzai sect;
Executive Director, Western Justice Center Foundation; "Time is of the Essence Marian Miner Cook Athenaeum;
Women and Change"
Kravis Leadership Institute
International Place Lunch and Conversation: Gendered Labor and Forced Migration in
Iran and the United Arab Emirates" Speaker: Pardis Mahdavi, Professor of Anthropogy,
Pomona College
International Place
Dean of Students Office & Office
Diversity Training for RAs
of Black Student Affairs
NCAA Diversity Workshop
CMS Athletics, SCIAC
Vicky Colbert, 2011 Henry R. Kravis Prize in Leadership recipient; founder, Escueda
Nueva (1975) and Escueda Nueva Foundation (1987); "Advancing Equity and Quality in
Latin American Education"
Marian Miner Cook Athenaeum
March 24, 2011 Mariachi Divas, "A Musical Celebration in Honor of Cesar Chavez"
Marian Miner Cook Athenaeum
March 28, 2011 Sheila Pinkel, professor of art, Pomona College; "India in Transition, Varanasi 2010"
April 9, 2011 International Festival
Paul Farmer, Kolokotrones University Professor of Global Health and Social Medicine,
Harvard University; co-founder, Partners in Health; "Imagining a More Just World:
April 11, 2011 Partnering with the Poor"
Marian Miner Cook Athenaeum
International Place
Marian Miner Cook Athenaeum
April 12, 2011 Samuel Sommers, associate professor of psychology, Tufts University; "Race and Juries" Marian Miner Cook Athenaeum
Women and Leadership Series
Women and Leadership Series
Women and Leadership Series
Women and Leadership
Series; Thursday Lunch and
Conversation Series
Women and Leadership Series
Claremont McKenna College, Diversity Committee Report
APPENDIX 7
Diversity Mini-Grant Funded Projects
Name
1. Carrie Chorba
2. John Roth
3. Diana Selig
4. Amy Kind
Department
Funded Activity
Modern Languages –
Spanish
Philosophy/Religious
Studies
History
Mexico from Mestizo to Multicultural: National
Identity and Recent Representations of the Conquest
Comparative Genocides
Cultural Gifts: American Liberals, Childhood, and
the Origins of Multiculturalism
Phil 198 – Senior Seminar in Philosophy
5. Frederick Lynch
Philosophy/Religious
Studies
Government
6. Ann Meyer
Literature
Early Women Writers: Medieval
7. Arthur Rosenbaum
History
Hist 61 – The New Asia
8. Marie-Denise Shelton
Exile: Ideas of Nation/Transnation and “Home”
9. Nicholas Warner
Modern Languages –
French
Literature
10. Audrey Bilger
Literature
11. Shana Levin
Psychology
12. Jennifer Ward-Batts
Economics
13. Heather Antecol
Economics
School Finance, School Choice, Real Estate Prices,
and Neighborhood Diversity
Econ 175 – Labor Economics
14. Mark Costanzo
Psychology
Psych 92 – Social Psychology
Gov 113 – Inequality, Politics and Public Policy
Diversity and the Literature of Leadership: Nigeria,
Mexico, the United States
“The Little Zigzags of Embarrassment” Burney,
Austen, and the Comedy of Exposure
Studies in Intergroup Conflict: A University Context
Amount
Fiscal
Year
$4000
2002-2003
$2000
2002-2003
$2000
2002-2003
$2000
2002-2003
$2000
2002-2003
$4000
2002-2003
$2000
2002-2003
$2000
2002-2003
$4000
2002-2003
$2000
2003-2004
$2000
2003-2004
$2000
2003-2004
$4000
2003-2004
$2000
2003-2004
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 7
15. Daniel Krauss
Psychology
Psych 70 – Abnormal Psychology
16. Fred Lynch
Government
AARP Conference on “Diversity and Aging”
17. Cintia Santana
Modern Languages –
Spanish
Psychology
Seminar “Exploring the Coexistence and Challenges
of Neighboring Cultures”
Educating Students in the Ethno-Cultural Family
Variables and their Relationship to
Treatment of Children with Autism
Government 60 class visit from Genevieve Renault
18. Marjorie CharlopChristie
19. Hilary Appel
Government
20. Robert Kirkland
Military Science
21. Deepak Shimkhada
Religious Studies
Senior Hispanic officer brought to campus to recruit
Hispanic cadets
Student Field Trip to Hindu Temple
22. Wei-Chin Hwang
Psychology
Conference travel
23. Audrey Bilger
Literature
24. Jennifer Jimenez
Marana
25. Nicole Altimirano
Dean of Students
Books/DVDs for Lit 170 class to incorporate queer
content from writers of color
Intergroup Dialogues
26. Gaston Espinosa
Modern Languages –
Spanish
Religious Studies
Conference presentation “Going Native: Issues of the
Representation in Mario Vargas Llosa’s El hablador”
Guest speakers for Religious Studies 166 class
27. Wei-Chin Hwang
Psychology
Conference travel
28. Jaron Abelsohn
Student
29. Jennifer Jimenez
Marana
30. Jyotsna Shankar
Dean of Students
Summer Educational Outreach Project in South
Africa
APAHE Conference
Student
Monster.com Diversity Leadership Conference
$2000
2003-2004
$250
2006-2007
$250
2006-2007
$250
2006-2007
$150
2006-2007
$250
2006-2007
$250
2006-2007
$250
2006-2007
$250
2006-2007
$250
2006-2007
$250
2006-2007
$250
2007-2008
$250
2007-2008
$750
2007-2008
$600
2007-2008
$250
2007-2008
2
Claremont McKenna College, Diversity Committee Report
APPENDIX 7
31. Fred Lynch
Government
32. David Yoo
History
33. Kyle Ragins
Student
34. Jim Castellanos
Student
35. Lance Rutledge
Student
36. Winnie Wang
Dean of Faculty
Summer writing project on aging boomers and
immigrants
Course development materials for History 125 (Asian
American History)
Summer travel project: Discovering Diversity
Through Medicine in South America
Summer Writing Project: First-Person Narratives of
War
Summer Research Project: the diverse nature of HipHop as an art form
LPDHE Conference
37. Gaston Espinosa
Religious Studies
Guest speakers in Religious Studies 166 class
$250
2007-2008
$250
2007-2008
$1,000
2007-2008
$400
2007-2008
$350
2007-2008
$500
2008-2009
$150
2008-2009
3
Claremont McKenna College, Diversity Committee Report
APPENDIX 8
Campus Climate Survey – Longitudinal Charts
The Campus Climate Survey has been administered six times since 2002. In 2006, the Campus Climate
and Student Life Survey were combined and one instrument was created. The survey has 87 questions
and the first two-thirds are primarily focused on student life and the last third is on campus climate as it
relates to gender, sexual orientation, and race/ethnicity. The response rate has been consistently high over
the last several years (30 - 50%). The table below shows the breakdown by gender and ethnicity, which is
generally representative of the student body in terms of ethnicity but slightly over-representative of
women.
Campus Climate/Student Life Survey Respondents
Total # responses
Men
Women
Asian American
African
American
Latino/Hispanic
White
Bi-racial1
2010-11
Enrollment
1135
54%
46%
13%
4%
2010
2007
2006
2005
2004
2002
397
41%
59%
16%
4%
547
46%
54%
17%
2%
464
45%
55%
15%
5%
366
43%
57%
14%
5%
221
35%
65%
12%
2%
238
31%
69%
16%
3%
13%
53%
n/a
9%
61%
6%
11%
61%
5%
8%
68%
8%
7%
71%
5%
4%
67%
n/a
5%
70%
n/a
In the survey, students are asked to rate their level of agreement with several items. There are seven
possible responses – strongly agree, agree, undecided, disagree, strongly disagree, and don’t know. The
data in the charts below focuses on the total agreement the students had with each of the statements. This
percentage was calculated from the number of students who strongly agree and agree, divided by the total
number of responses excluding the “don’t knows.”
Overall, the results are positive and the campus climate appears to be improving over time. Looking at
the disaggregated data provides a different picture in some instances, but this may be due in part to the
small numbers of responses for particular groups. The Diversity Committee formed a subcommittee in
the spring of 2010, to conduct one-on-one interviews with students in order to follow-up on these items in
more detail.
1. The Bi-racial category was added in 2005; however students who selected more than one category were listed
as bi-racial in 2004.
* In 2007, the formula for calculating the % agree and disagree excluded the don't knows from the denominator
(as well as the non-respondents).
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 8
1. Students at CMC treat me well - % Stronly Agree and Agree
100%
80%
60%
40%
20%
0%
Agg
Agree 02
Female
Agree 04
Asian
Agree 05
Black
Agree 06
Latino
Bi-racial
Agree 07*
Agree 10
In the aggregate and on average, 90% of students think that other students at CMC treat them well. There
is more variation among Black and Latino students, however there are also far fewer respondents in these
groups.
2. I feel pressured to represent my ethnic group/race in class
- % Stronly Agree and Agree
100%
80%
60%
40%
20%
0%
Agg
Agree 02
Female
Agree 04
Asian
Agree 05
Black
Agree 06
Latino
Bi-racial
Agree 07*
Agree 10
The pressure to represent their ethnic group/race in class for Black, Latino, and Bi-racial students seems
to be decreasing over time.
1. The Bi-racial category was added in 2005; however students who selected more than one category were listed
as bi-racial in 2004.
* In 2007, the formula for calculating the % agree and disagree excluded the don't knows from the denominator
(as well as the non-respondents).
2
Claremont McKenna College, Diversity Committee Report
APPENDIX 8
3. Ethnic/racial issues should be incorporated into more
classes - % Stronly Agree and Agree
100%
80%
60%
40%
20%
0%
Agg
Agree 02
Female
Agree 04
Asian
Agree 05
Black
Agree 06
Latino
Bi-racial
Agree 07*
Agree 10
Students seem to be split on the issue of incorporating ethnic/racial issues into more classes. This
question was asked in student interviews to give the committee more insight into this topic; however it
further emphasized the fact that student opinion on this topic varies quite a bit. There was a diversityrelated incident in March of 2004, that may be related to the spike in that year.
4. I would feel more comfortable if there were more faculty
of my ethnicity/race at CMC - % Stronly Agree and Agree
100%
80%
60%
40%
20%
0%
Agg
Female
Asian
Black
Agree 07*
Agree 10
Latino
Bi-racial
This question asking students about their comfort level with the numbers of faculty of color was added in
2007 and asked again in 2010. It is clear that these students would feel more comfortable if there were
more faculty of their ethnicity/race at CMC.
1. The Bi-racial category was added in 2005; however students who selected more than one category were listed
as bi-racial in 2004.
* In 2007, the formula for calculating the % agree and disagree excluded the don't knows from the denominator
(as well as the non-respondents).
3
Claremont McKenna College, Diversity Committee Report
APPENDIX 8
5. I would recommend CMC to siblings or friends as a
good place to go to college - % Stronly Agree and Agree
100%
80%
60%
40%
20%
0%
Agg
Agree 02
Female
Agree 04
Asian
Agree 05
Black
Agree 06
Latino
Bi-racial
Agree 07*
Agree 10
The vast majority of students would recommend CMC to siblings and friends as a good place to go to
college. There is more variation among black students, and in particularly in 2004, however that is
probably related to the diversity-related incident from that year.
6. The CMC campus is free of tension related to
ethnicity/race - % Strongly Agree and Agree
100%
80%
60%
40%
20%
0%
Agg
Agree 02
Female
Agree 04
Asian
Agree 05
Black
Agree 06
Latino
Bi-racial
Agree 07*
Agree 10
Campus tensions related to ethnicity/race seem to be declining over time. Once again, the most variation
is among black students, but 2010 shows a dramatic improvement in this area.
1. The Bi-racial category was added in 2005; however students who selected more than one category were listed
as bi-racial in 2004.
* In 2007, the formula for calculating the % agree and disagree excluded the don't knows from the denominator
(as well as the non-respondents).
4
Claremont McKenna College, Diversity Committee Report
APPENDIX 8
7. The CMC campus is free of tension related to gender % Strongly Agree and Agree
100%
80%
60%
40%
20%
0%
Agg
Agree 02
Female
Agree 04
Asian
Agree 05
Black
Agree 06
Latino
Bi-racial
Agree 07*
Agree 10
Disaggregated responses to this question on tensions related to gender paints a difference picture for
Black, Latino, and Bi-racial students. This issue was examined more closely during interviews with
students and has been a topic that the Diversity Committee continues to discuss.
8. The CMC campus is free of tension related to sexual
orientation - % Strongly Agree and Agree
100%
80%
60%
40%
20%
0%
Agg
Agree 02
Female
Agree 04
Asian
Agree 05
Black
Agree 06
Latino
Bi-racial
Agree 07*
Agree 10
Tensions related to sexual orientation have been a focus of the Diversity Committee work for several
years. A subcommittee was formed for this purpose in 2004 and several recommendations were made
and enacted. The committee has offered training and workshops for faculty, staff, and students to help
ease the tensions.
1. The Bi-racial category was added in 2005; however students who selected more than one category were listed
as bi-racial in 2004.
* In 2007, the formula for calculating the % agree and disagree excluded the don't knows from the denominator
(as well as the non-respondents).
5
Claremont McKenna College, Diversity Committee Report
APPENDIX 9
Analysis of Student Interviews on Diversity
Summary:
In the spring of 2010, nine members of the Diversity Subcommittee on Student Issues conducted
interviews with 53 CMC students. Students were asked questions about their experiences and
perceptions of diversity at CMC. For the purposes of these interviews, diversity included the areas of
race/ethnicity, sexual orientation, and gender. Here is a brief summary of how they responded:
1. Students had mixed reactions to most questions. Their comments were coded positive,
negative, and neutral for analysis. The topics with mixed responses were: importance and
satisfaction with cultural events on campus, integration of diversity issues in course content,
and joking about diversity issues among students.
2. A majority of the students interviewed (67.3%) had negative responses when they were asked
about homophobic tensions. This is mainly attributed to use of derogatory language (i.e. “gay”
or “fag”).
3. A majority of the students interviewed (59.6%) shared negative comments about tensions
related to gender. Many attributed this to CMC’s history and curricular focus, and there were
several comments about tensions with Scripps students.
4. The diversity of the student body was perceived negatively by 52.8% of the interview
participants, but positively by 28.3% of students and 18.9% had neutral responses.
5. Faculty were perceived as being sensitive to diversity issues by 50.9% of the respondents and
only 9.4% of the students interviewed had a negative view of faculty sensitivity to diversity
issues.
6. Other topics that arose repeatedly during the interviews were: comparisons to the other 4
Claremont undergraduate colleges, international students, athletes, and alcohol and parties.
It is important to note that although students expressed negative views about tensions related to
homophobia and gender, that not one student mentioned acts of violence happening to these groups.
The majority of students who were interviewed seemed to have a positive experience at CMC overall
and most were not overly upset or frustrated by these issues.
Respondents:
Students were selected for interviews from a representative sample - 10% of the overall CMC student
population by race/ethnicity and gender. Email requests were sent to 122 students and 53 participated
in the interviews. Students self-reported demographic information. Here is the breakdown of students
who were interviewed:
Gender
Male
34
Female
19
Class
2013
14
2012
9
2011
10
2010
18
1
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 9
Race/Ethnicity
Sexual Orientation
White
27
Asian
7
2 races
6
Straight
40
Gay
1
Bisexual
1
Other
6
Unknown
5
Hispanic
1
Black
1
Method:
After studying the results from the Student Life and Campus Climate surveys, the subcommittee agreed
to the list of questions below. For the purposes of the interviews, students were provided with the
following categories of diversity: race/ethnicity, sexual orientation, and gender (because the majority of
the comments reflected issues specific to those).
1. In the Student Life Survey, we asked about cultural events on campus. We found a large gap
between how important students considered cultural events to be and their satisfaction. Why
do you think that is?
2. There are varying opinions about the integration of diversity issues in course content. What are
your thoughts on this?
3. Do you feel that the faculty is sensitive to diversity issues? Why or why not?
4. Do you see the CMC student body as being diverse? What role do you think the Admission
Office plays in shaping a diverse community?
5. Survey respondents described homophobic tensions on campus. Have you or someone you
know experienced homophobia? If so, please elaborate.
6. Survey respondents described tensions with gender on campus. Have you or someone you
know experienced tension related to gender on campus?
7. A number of students commented about joking about diversity issues. How do you think jokes
about diversity are received? Is it more acceptable in certain groups?
8. That covers the things I wanted to ask. Is there anything you care to add?
The interviewers attended a training session to prepare them for conducting interviews. The majority of
the interviews were recorded. After each interview, the interviewer wrote a summary report of the
student’s responses, which often included direct quotes. All of the reports were compiled and analyzed.
Responses to the questions were coded as positive, negative, and neutral.
Results:
Students shared mixed reactions to most of the questions, with a few exceptions. Almost 70% of
students shared negative sentiments when asked about homophobic tensions, and gender tensions
were 60% negative. There were other areas where a majority of students shared negative or positive
perceptions. These include a negative view of the diversity of the CMC student body (52.8%) and a
positive perception of faculty sensitivity to diversity issues (50.9%). It is important to note that although
students expressed negative views about tensions related to homophobia and gender, that not one
student mentioned acts of violence or hatred where these groups were the target.
2
2
Claremont McKenna College, Diversity Committee Report
APPENDIX 9
Other themes arose during the interviews. Students repeatedly mentioned: comparisons to the other 4
C’s, international students, athletes, and alcohol and parties. These themes were also analyzed and
coded on the same scale of positive, negative, and neutral. They will be discussed in more detail starting
on page 6.
Student Responses to Interview Questions
80%
70%
60%
50%
40%
30%
20%
10%
0%
Student
Homophobic
Body
Tensions
Diversity &
Admissions
Cultural
Events
Diversity in
Courses
Faculty
Sensitivity
Positive
7.7%
28.3%
50.9%
28.3%
Negative
44.2%
28.3%
9.4%
Neutral
48.1%
43.4%
39.6%
Positive
Gender
Tensions
Joking
9.6%
23.1%
14.9%
52.8%
67.3%
59.6%
42.6%
18.9%
23.1%
17.3%
42.6%
Negative
Neutral
Note: If students were unaware of homophobic tension, their response was coded as “neutral” because we do not
know the reason why they were unaware of the tension. It may be because they do not know any LGBTQ students
or they may not have discussed their opinions/experiences on this subject. However if students responded that
there was no tension related to gender, their response was coded as “positive.” It would be nearly impossible to
avoid interactions with the opposite gender and therefore to have an opinion for this question.
Each of the areas covered by the questions is included below with commentary and examples from
different individual interviews. The examples were selected because they represented the opinion(s) of
many students.
Homophobic Tensions – More than 2/3 of the comments about homophobic tensions at CMC were
negative. Almost all of the negative observations were based on language, use of the words “gay” or
“fag” are common and have a negative connotation.
Examples: With a groan, “What is homophobia? Is it like being legitimately being afraid of gay people
or does it mean saying something is gay rather than something is stupid?” [Student] does not think it is
malicious, but students definitely toss around words that are derogatory towards LGBTQ individuals.
As far as homophobic tensions, he said personally he has not experienced them, but “I have noticed that
there are a lot of homophobic people on campus.” They are “not blatantly disrespectful” and there
“doesn’t seem to be a large gay population.” He said you see it a lot more with guys who will say things
3
3
Claremont McKenna College, Diversity Committee Report
APPENDIX 9
like, “You’re gay” or “You’re a homo.” He “can see how that might be threatening.” Those are the most
common things he has heard and nobody tries to stop it.
As far as homophobic tensions, he said, “I have heard that it’s bad.” But he couldn’t think of specific
instances. CMC out of all of the Claremont Colleges is not a great place for gay men.
Gender Tensions – The majority of respondents shared negative comments about tension related to
gender (59.6%). Several students commented on CMC’s history as a men’s college and the curricular
focus on Economics and Government, which are fields that are traditionally more “masculine.” There
were also several comments about tension with Scripps women.
Examples: Girls are accused of being too defensive and emotional, and therefore often don’t receive the
respect they deserve. There aren’t many shy boys in the classroom and many girls don’t want to be the
first to talk in class. Girls have to watch their image more.
“This is a very testosterone-driven school.” He feels women can be objectified. “Some men on campus
underestimate the abilities of women, especially in areas where quantitative skills are used.”
In terms of gender, [student] senses less tension among the men and women at CMC than the tension
between the men (and women to a certain extent) at CMC and those women at Scripps. He said the
stereotypes of women at Scripps and CMC are really present. When I pressed him to explain further, he
described Scripps women as, “feminist and inwardly focused,” whereas women at CMC are “very
ambitious and focused, to the point of being calculating.” He finds CMC women to be more guarded
than the women at some of the other 5Cs and attributes that somewhat to the curricular focus at CMC.
Student Body Diversity and the Role of Admissions – Students also shared negative comments (52.8%)
about the diversity of the student body and the role Admission plays in shaping a diverse community.
They talked about the low numbers of students of color, but also commented on the lack of diversity in
terms of diversity of personality/experiences. Many students also made comments about the presence
of international students, which will be discussed in more detail later on. Some students felt that it
would be difficult for Admission to balance bringing in students with strong academic credentials at the
same time as increasing diversity.
Examples: Compared with the other liberal arts colleges, CMC is not so diverse. “Why is it that in my
freshman class, only very few African/Americans?” she asked. She observed that on the Pomona
campus, “You see more diversity; it is noticeable.”
He described the student body as “fairly homogenous.”
“I don’t think it’s diverse, a lot of people are very similar and have the same types of personalities.
Ethnic diversity is masked by background similarities.”
[Student] says shaping a diverse community is the responsibility of the Admission Office. He does not
support quotas, but thinks CMC is not diverse enough. He thinks it must be really hard to balance
academic standards with a community that has people from all different backgrounds.
4
4
Claremont McKenna College, Diversity Committee Report
APPENDIX 9
He said the student body is “very diverse.” He is pretty happy with the balance of diversity on campus
now, that there are plenty of people with other viewpoints. He also said that it is “especially interesting
to get to know international students.”
Faculty Sensitivity to Diversity Issues – This was the only topic where a majority of the students’
comments were positive (50.9%). Only a few comments were negative and close to 40% were neutral.
Examples: In regard to faculty sensitivity to diversity issues, he said “Yes, I feel like a lot of my Profs are
open to anything.” They are “accepting of ideas and views.” And it “seems like an accepting faculty
environment.”
“I think they understand, and [are] open to issues.” He believes faculty are tolerant, even if their
backgrounds/beliefs are different from a student’s.
Faculty is supportive, receptive – they frame language as diplomatic as possible when teaching. Very
understanding of different backgrounds.
Cultural Events – Students were almost evenly split between negative and neutral comments about
cultural events. Only four students shared positive comments about the cultural events offered on
campus. Almost every student commented on the International Festival, which takes place annually.
Examples: Philosophically CMC students believe diversity is important. It is important for leaders to
know how to work with diverse populations and everyone should broaden their horizons right?
However when cultural events are advertised or students receive invitations to cultural events they tend
to not prioritize such events.
“CMC does not have [many] cultural events. Students need to take their own initiative if they want to
participate in those events. They go to Pitzer, Pomona, Scripps,”
At CMC, there seems to be a “very negative” feeling about cultural events. Cultural events are neither
widely organized nor publicized. “Publicizing cultural events is up in the air.” She feels that at CMC, she
feels like being “relegated to the corner of the community.” Lack of satisfaction of the cultural events
stems from the fact that, “We do not have the open space to do something on campus. There’s lack of
events. There’s lack of awareness, or lack of cultural organizations in campus. Posters or
announcements do not always work.”
Diversity in Courses – Students appear even more divided on the issues of diversity in course content –
28.3% were positive and 28.3% were negative, and close to half (43.4%) of students were neutral on this
topic.
Examples: [Student] does not find that there is much integration of diversity in course content. He can
find it outside of CMC at the other colleges, but even if it was more prevalent at CMC, he does not think
that students would take such classes. [Student] added that such integration would depend on the
professor and how well it fit the topic at hand.
5
5
Claremont McKenna College, Diversity Committee Report
APPENDIX 9
He thought that diversity topics naturally come up in some classes but that it shouldn’t be forced.
Faculty should pick course material based on their goal for the course not because of culture or
backgrounds. It comes up at times when it is relevant.
[Student] has nearly completed eight classes in Claremont, but he is not concerned that few of them
integrated any kind of diversity content.
Personally, diversity in course content is not as important to him. He has had a couple of courses that
were really big into feminism and some of the students thought it was overplayed (even women) but
others may have enjoyed it.
Joking – Students were split between negative (42.6%) and neutral (42.6%) reactions to jokes about
diversity issues and how they are received. Some are very happy that a climate exists where they can
make these types of jokes, but others are concerned that if someone was offended they would not feel
comfortable speaking up.
Examples: “You’re allowed to say [jokes] because you know the struggles of that group, but if you’re not
a member of that group, you’re not allowed to say them.”
Overall jokes are received pretty well, but even if someone was really offended they would just laugh
and not say anything. Jokes are received better in certain circles and poorly in others by people who
are more sensitive.
Most students are intelligent and reasonable and know not to take jokes too seriously. However,
making these assumptions can cause problems.
Additional Themes: Some additional topics that were repeatedly mentioned during the interviews
were: comparisons to the other 4 C’s, international students, athletes, and alcohol and parties. These
themes were also analyzed and coded on the same scale of positive, negative, and neutral.
Additional Themes
50
45
40
35
30
25
20
15
10
5
0
Other 4 C's
International
students
Athletes
Alcohol
Positive
3
8
3
0
Negative
30
8
17
11
Neutral
13
7
4
4
Total
46
23
24
15
Positive
Negative
Neutral
Total
6
6
Claremont McKenna College, Diversity Committee Report
APPENDIX 9
Comparisons to the other 4 C’s – References and comparisons to the other undergraduate schools in
Claremont were frequent during the interviews. Many students commented that offerings for cultural
classes and events happen at other campuses. Students also mentioned that Pomona specifically is
more diverse and that the gender tension is more common with Scripps women.
Examples: She feels like the “other 5 Cs have more diversity, which is pretty felt around campus.”
Also, unlike the other Claremont Colleges, it is not common to see gay couples at CMC. If you are gay
here you go to Pomona and Pitzer for most parties. My friends that are gay are “scared to be lashed out
against” at CMC, so they don’t put themselves in situations where that is more likely to happen.
CMC is diverse – not as diverse as Pomona – but “just fine”.
It seems like the generalization of guys is that they are chauvinistic but if that were a major issue the
girls wouldn’t allow it. It’s a bad way to put it, but the girls let us get away with it. The so-called
“Scripps Revolution” plays into this mentality and makes it more extreme.
International Students – Many students commented on the presence of international students on
campus and some of the students interviewed identified themselves as international and shared their
perspectives. Students were more split in this area – some thought that the presence of international
students added to the diversity, while others were concerned that they may detract from the diversity
of US students who are admitted.
Examples: He noted the “strong international presence” and also that his dorm is really diverse.
According to her, the Admission Office accepted more international students for the class 2014. At her
dorm, students talk about that. They seem to believe that because international students pay the full
fee, it could be a factor for their admission. “That could just be a disguise to be more diverse,” she said.
“More diversity also sends good message for others. Good for the brand,” she continued.
Yes, Admissions plays a role in diversity. We draw from a large number of countries but not necessarily
from diverse socio economic backgrounds.
Athletes – Athletes and the culture of athletics were frequently mentioned during the interviews. Some
of the interviewers asked about this topic specifically if they knew the student was an athlete. Very few
comments about the athletes were positive. Most focused on tension with LGBTQ students and gender
tensions, again the main example of this was the use of derogatory language.
Examples: Yes it is a very jockey campus – comments – use of words can be poor. Believes there is more
male homophobia due to the type of campus. Males are less accepted.
For gender tensions she said, “I guess I could understand why. CMC has a whole masculine history; it
was a college for returning soldiers.” There is also a “heavy focus on athletics and majors that have a
masculine stereotype.” There is a “negative stigma towards females.”
7
7
Claremont McKenna College, Diversity Committee Report
APPENDIX 9
Yes, more tension against gay men. For example, I recently went to a party with a friend, a gay man,
and there were athletes there. Both my friend and the athletes seemed uncomfortable.
Alcohol – Students also shared examples from the social scene and mentioned the influence that alcohol
can have on LGBTQ/gender tensions. Students also thought that other students often choose to
participate in “parties” instead of cultural events.
Examples: Hasn’t experienced gender tensions outside of the party atmosphere but definitely in the
party atmosphere – thinks it is fueled by alcohol.
He mentioned CMC’s roots as a men’s college and said the common attitude is that “girls don’t exist on
campus until 10 pm.” He doesn’t think it is entirely true and said, “it’s not like I ignore them all day, but
they do seem to get more attention as the sun sets.”
CMC is the school doing the most social scene and “there is a hook-up culture which puts negative
stereotypes on women – men are praised and women are degraded, but I’m sure that’s true for any
college.”
He feels like ASCMC is primarily concerned with providing night life options—typically in the form of
parties, but he also said that the majority of the student body is much louder in its demand for parties
than for cultural events. He would like to see activities that meet both needs integrated into the night
life.
Recommendations:
1.
2.
3.
4.
More LGBTQ programming and education.
Possible gender programming and/or more research in this area.
More discussion about the presence/integration of international students.
More analysis of student perceptions of diversity. Instead of using a representative sample of the
entire student population, it may be useful to interview or survey students of color, women, and
LGBTQ students specifically.
8
8
Claremont McKenna College, Diversity Committee Report
APPENDIX 10
April 7, 2004
Memorandum
To:
Asuman Aksoy
From: Pamela Gann
Re:
Recommendations for Improving the CMC Climate on Gay and Lesbian Issues
I met with several members of the Senior Staff to review the recommendations from the
Subcommittee on Gay and Lesbian Issues.
I have summarized below the review of the recommendations and who is responsible for taking
the next relevant steps.
1. Provide space for Queer Resources Center. We agreed that the Dean of Students Office
should have a written policy about allocation of CMC student organizational space and also
an nderstanding through the intercollegiate student deans committee about the mutual
obligation to provide space for 5-C student organizations. In addition, we cannot make a
space allocation until our enrollment is determined later this summer. Also, the Center does
not have to go into residential life space. When the Claremont Boulevard property is open,
possibly regular space could become available for this Center, although this is unlikely.
The same issues arise with respect to Asian and Asian American Resource Center. We noted
that Pitzer College has requested CMC to consider joining the Pitzer resource center. Torrey
Sun and Jeff Huang are to consider this request, and get back to me within a week.
Next steps: Torrey Sun and Jeff Huang
2. Ombuds office/hot line. Everyone agreed that this should be done. I agreed that this issue
would be taken up within the President’s Office for implementation. It should also be
coordinated with discussions on Audit Committee of the need for a hot line or Ombuds
office.
Next step: President
3. Training for faculty and staff who want to be listed as available for consultation. It was
agreed that Jennifer Marana and Cynthia Humes should be asked to implement this project. I
will write a request.
Next step: President; then supervision by Dean of the Faculty and Dean of Students and
coordination with Human Resources
4. Bring speakers to campus. It was agreed that some of the funds available to Asuman Aksoy
should be spent for this purpose.
Next step: Asuman Aksoy, Chair of Diversity Committee responsibility
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 10
5. Provide training for students in GLBT sensitivity. This should be linked with RA training
and student leadership conference.
Next step: Torrey Sun and Jeff Huang
6. Include GLBT issues as a component of RA training. This was accomplished by Bilger and
Castro with new RA training this spring, and it will be continued.
Next step: Continued responsibility of Torrey Sun and Jeff Huang
7. Encourage gay and lesbian alumni to participate on campus and to provide mentoring.
Jennifer Marana should first discuss this with Cary Davidson.
Next step: Continued responsibility of Torrey Sun and Jeff Huang
8. Consider ways of representing these issues in admission materials. Dick Vos responded to
Audrey; responsibility of the admission office.
Next step: Continued responsibility of Dick Vos
9. Explore options for men and women to share a room. This is on the working agenda of the
housing committee. A resolution, one way or the other, will be determined before housing
selection spring semester 2005.
Next Step: Torrey Sun and Jeff Huang
PBG:rl
cc:
Audrey Bilger
Jodie Burton
Lisa Campbell (’07)
Susan Cozzitarto
Jerome Garris
Jeff Huang
Lawrence Robinson (’04)
Diana Selig
Jim Taylor
2
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
CLAREMONT MCKENNA COLLEGE
CAMPUS DIVERSITY INITIATIVE
FINAL NARRATIVE & FINANCIAL REPORT
JUNE 30, 2006
Claremont McKenna College established four primary goals as part of our Campus Diversity
Initiative. The goals were to: increase the number of minority student enrollments and retention;
increase the representation of minority faculty (including international faculty, women faculty,
and visiting faculty in these categories); expose students to diversity issues in the core
curriculum by increasing the number of diversity-related courses and/or diversity modules within
courses; and open the campus climate to enhanced discourse on diversity-related issues.
Our efforts to increase the enrollment of minority students have met with considerable success.
We have consistently increased the number of Latino students applying, being accepted, and
attending CMC. Our efforts to increase African American student admissions and retention have
not been as successful; the number of African American students entering CMC in Fall 2006 will
be 13, which is no increase from Fall 2005 and a decrease from Fall 2004.
We are continuing our successful partnership with the Posse Foundation of New York. In Fall
2006 CMC will welcome another ten Posse students to campus. This program has proven to be
an important step in our ongoing diversity efforts, which will continue after the grant. Previous
classes of Posse students are succeeding as expected, and they are on track to graduate.
While we have made some progress on the faculty and curricular goals we have established, we
have also encountered some challenges and obstacles. We succeeded in bringing Post-Doctoral
and Visiting Faculty to campus, but we have not placed as many minority candidates in tenured
and tenure track faculty positions as we expected.
Faculty members have developed new courses or modules within existing courses to promote
greater exposure to diversity in the core curriculum. We experienced an unexpectedly high
response from faculty seeking diversity grants to develop and implement these course materials,
as outlined in previous reports. During 2005-2006, we made a final round of eleven grants to
faculty members for course development.
In Spring 2006, we administered our campus climate survey to accurately measure diversity
attitudes among our students. The survey was similar in scope and content to the surveys we
administered in 2005, 2004 and 2002, allowing us to make useful comparisons across years.
Since we moved to a web-administered survey, we received a much greater response rate than in
any previous year, making our findings from the data more reliable.
The 2006 data confirm that the overwhelming number of students believe their fellow CMC
students treat them well. There is a divergence from this attitude among African-American
students, a trend that has increased in 2006. The majority of African-American students did not
agree that the CMC campus is free of tension related to ethnicity/race. The African-American
response to this question on the survey is a matter of concern to us, since it shows African
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
American students disagreeing that the CMC campus is free of race-related tension. While still
problematic, this figure is down noticeably from the campus survey conducted in the first year of
the grant.
In terms of programming, we hosted a number of important speakers and performers on campus
that specifically addressed diversity issues or enhanced diversity of programming. For example,
at the Athenaeum, we hosted campus performances and talks by the musical group Los Pinguos
and Bobby Seale, former chairman and co-founder of the Black Panther Party. A total of 198
people attended the Los Pinguos performance, and 313 people attended the Bobby Seale talk.
Due to positive campus response to Los Pinguos, we have invited the group back for another
Athenaeum performance in 2006-2007.
In terms of outcomes for the Campus Diversity Initiative, we have succeeded in increasing the
enrollment of minority students, we have created a somewhat more diverse faculty that has room
for continued improvement, and we have succeeded in offering a range of programming to
improve the campus climate through dialogue and discourse about diversity issues.
We will send copies of this report to the CMC Senior Staff for review and discussion, as well as
to the standing Committee on Diversity for review and useful suggestions for future program
activities.
2
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
Increasing the Enrollment of Minority Students
CMC developed four strategies to increase the number of minority students on campus.
1. Increase the number of minority students flown to campus for the fall fly-in program.
2. Increase the number of local high schools visited with substantial numbers of minority
students.
3. Increase the number of out-of-state high schools visited with substantial numbers of
minority students.
4. Include materials relating to minority students in the viewbook.
Review of strategies
1. The fall fly-in program, November to Remember, has grown and continues to help us
identify minority students that may not be considering CMC. High school counselors
nominate students for participation in the program. A four-year participation rate for the
program is listed as follows.
2002
2003
2004
2005
Attended
Applied
Admit
Commit
29
24
47
42
18
16
27
25
18
14
24
20
5
4
3
4
The Irvine Grant allowed the Admission Office to expand the program and invite more
students to campus. We continue to struggle with the yield of some admitted minority
students, especially African American students. The Admission Office will continue the
fly-in program after the Irvine grant ends, but we will not be able to invite as many
students to participate due to budget constraints.
2. CMC did not increase the number of local high schools visited because we concluded it is
not always the most effective way to meet with minority students. A school visit does not
guarantee contact with students or counselors. It is not uncommon for one counselor to
have a large counseling load, so he or she often cannot take time to meet with admission
officers and work closely with students during their college search. However, the
Admission Office works with organizations that counsel and support low-income and
minority students. CMC Admission officers have hosted many student groups on campus,
and conducted presentations for many Los Angeles area high schools and organizations,
including the Belmont High School AVID Program, College Match, Ganesha High
School, and Cash for College – Young Black Scholars, College Bound and the
Downtown LA Magnet High School. CMC also continues its relationship with the Posse
Foundation.
3. Members of the Admission staff faced the same difficulties with out-of-state high schools
as they did with increasing visits to local area high schools. However, they continued
their efforts nationwide to participate in programs and visit organizations that work with
3
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
minority students. CMC Admission Officers have developed relationships with
Admission Possible in Minnesota, Bottom Line College Counseling in Jamaica Plain,
Massachusetts, the Mills Upward Bound Program in Oakland, California, Prep 4 Prep in
New York, and College Track in East Palo Alto, California. CMC will continue these
nationwide efforts after the Irvine grant.
4. The Admission Office included a special section in the viewbook on diversity and plans
to continue to have that section in future years.
All of the foregoing efforts to increase diversity through the Admission process come together in
the totals for applications, admissions, and final yields for enrollment. The following chart
details the application history for selected groups.
Freshman Application History
Applicants
2004
Latino
African American
Asian
American Indian
White
Decline to State
Other
275
148
836
13
2015
179
62
Admitted
Commit
2005
2006
2004
2005
2006
2004
2005
2006
315
143
944
18
1969
275
69
315
144
952
14
1808
238
86
108
64
145
2
387
32
9
128
63
178
3
369
56
9
158
59
166
2
371
42
8
41
17
52
0
149
11
2
46
13
57
1
137
19
2
58
13
48
0
159
19
3
Posse Foundation
CMC’s successful partnership with the Posse Foundation continues, and this year our next 10member Posse group will arrive on campus. The incoming class includes two African
Americans, five Latinos, two Asians and one white student.
Increasing Faculty Diversity
Since the inception of the Irvine grant, Claremont McKenna College has pursued strategies to
increase the diversity of the faculty applicant pool. These strategies have included the following
steps.
1.
2.
We enhanced our network among faculty at other institutions in order to seek
their assistance in identifying viable minority faculty candidates to compete for
positions at CMC.
We contacted graduate programs with significant numbers of minority graduate
students to indicate a receptivity to applications for CMC faculty positions.
4
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
3.
4.
5.
5
We wrote position descriptions to include as factors for positive consideration
candidates’ abilities to work with diverse students and colleagues, and experience in
teaching a variety of curricular perspectives.
We advertised faculty openings in journals and publications that make special
efforts to reach minority faculty and advanced graduate students.
We met with each faculty search committee to encourage the identification and
recruitment of strong minority faculty candidates.
Overall, our faculty recruitment efforts yielded modest success, with hopeful signs for the future.
We moved from a total of seven full-time Latino, African-American and Asian-Pacific Island
faculty in 2000 to a total of seventeen full-time Latino, African-American and Asian-Pacific
Island faculty in 2005. The chart below details specific totals for faculty diversity.
CMC Faculty Diversity Comparison 2000 and 2005
American
Indian
Year
%
African
American
%
Latino/a
%
Asian
American
Pacific Is.
%
White
%
Unknown/Ot
her
%
Total
2000
Full-Time Faculty
1
1%
1
1%
3
4%
2
3%
65
90%
0 0%
72
2005
Full-Time Faculty
0
0%
3
3%
7
6%
7
6%
90
83%
1 1%
108
2000
Tenured Faculty
0
0%
1
2%
2
4%
2
4%
48
91%
0 0%
53
2005
Tenured Faculty
0
0%
1
2%
1
2%
2
3%
59
94%
0 0%
63
0%
2000
Tenure Track Faculty
0
0%
0
0%
0
0%
0
2005
Tenure Track Faculty
0
0%
1
4%
1
4%
4 17%
2000
Non Tenure Track Faculty
1 14%
0
0%
1 14%
0
0%
5
71%
0 0%
7
2005
Non Tenure Track Faculty
0
1
5%
5 23%
1
5%
15
68%
0 0%
22
0%
12 100%
0 0%
12
16
1 4%
23
70%
As documented in previous reports, we have succeeded in adding diversity to the ranks of our
non-tenure track faculty, partly as a result of the Irvine Post-Doctoral fellows, and other hiring
decisions. Our success has been more circumspect in the ranks of tenure track and tenured
faculty. We anticipate additional success in faculty recruitment and hiring in the coming years.
Exposing Students to Diversity Issues in the Core Curriculum
The third goal in our diversity efforts is to expose students to diversity issues in the core
curriculum by increasing the number of diversity-related courses and/or modules within courses.
To accomplish this, we created a research and development fund for faculty to bring diverse
perspectives and issues into the curriculum. The operation of the research and course
development fund has been remarkably successful as an incentive to attract faculty attention to
diversity issues in their course planning and research activities. We initiated the program in
Spring 2003 with a call for proposals. In the first round for funding for the summer of 2003, we
were both surprised and gratified to receive course development proposals from 15 faculty
involving 23 courses, and research proposals from 10 faculty members. The course proposals
included faculty in eight departments intending to develop 6 new courses and modifying 16
existing courses to include diversity materials. We formed two separate committees to review the
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
proposals and make recommendations on funding to the Dean of Faculty and the faculty chair of
the President’s Diversity Committee. Ten proposals for course development and six proposals
for research were funded. The second round request for proposals yielded another 18 proposals,
of which four diversity research proposals and five course development proposals were funded.
In 2005-2006, we administered a final round of course development grants, with 11 out of 13
proposals from faculty receiving full or partial funding. All of the course development efforts
have now been completed. The courses deriving from the development grants will become a
permanent part of our curriculum.
Survey of Campus Climate
When the Diversity Committee reviewed the Campus Climate Survey results in the spring of
2005, they recommended that a subcommittee be formed to revise the questions and reduce the
length of the instrument. We formed a subcommittee in Fall 2005 for this purpose. The
subcommittee met several times and collaborated with the Dean of Students office to combine
two student surveys that were administered each spring – the Student Life survey and the
Campus Climate Survey. We used questions from each survey, along with new questions and a
revised format. We administered the survey via the web and increased incentives for students to
respond. All of this work resulted in the highest response rate ever for both surveys. There were
464 respondents in 2006 compared to 366 in 2005, 221 in 2004, and 238 in 2002. Not only was
this a much larger sample overall, but the breakdown by gender and ethnicity was the best
representation we have had to date.
Campus Climate/Student Life Survey Respondents
Male
Female
Asian American
African American
Latino/Hispanic
White
Bi-racial
2005-06
Enrollment
54%
46%
15%
4%
12%
56%
n/a
2006
2005
2004
2002
45%
55%
15%
5%
8%
68%
8%
43%
57%
14%
5%
7%
71%
5%
35%
65%
12%
2%
4%
67%
n/a
31%
69%
16%
3%
5%
70%
n/a
Once again, we have positive results overall. Looking at the disaggregated data provides a
different picture in some instances, but there does not seem to be a consistent response or change
over time for any of the groups analyzed. The following graphs provide a visual indication of
student responses to the surveys.
6
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
Students at CMC treat me well.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
I am comfortable speaking with other students
about ethnic/racial issues.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
The CMC campus is free of tension related to
ethnicity/race.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
7
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
The CMC campus is free of open conflict related
to ethnicity/race.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
The CMC campus is free of tension related to
gender.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
The CMC campus is free of open conflict related
to gender.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
8
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
The CMC campus is free of tension related to
sexual orientation.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
The CMC campus is free of open conflict related
to sexual orientation.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
I feel pressured to represent my ethnic group,
race, or gender in class.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
9
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
Issues of ethnicity/race should be incorporated
into more classes.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
I would recommend CMC to siblings or friends as
a good place to go to college.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
Generally, CMC is open to people of different
ethnicities/races.
100%
80%
60%
40%
20%
0%
Agg
Female
Male
Agree 02
Asian
Agree 04
Black
Latino
Agree 05
White Bi-racial
Agree 06
10
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
Mentoring & Programming
In the area of student life and campus climate, we formulated three primary initiatives to ensure
that students gain experience with the challenges and opportunities associated with a diverse
campus and that issues of ethnic and racial diversity are included as part of our campus dialogue.
These initiatives were 1) to facilitate interactive workshops, 2) to develop an alumni mentoring
program, and 3) to promote community service/volunteer opportunities.
The goal of the interactive workshops was to allow students to hone their communication and
conflict-resolution skills. In Fall 2004, the Anti-Defamation League facilitated cross-cultural
communication workshops that received satisfactory praise. In order to improve the workshop
the following year, the Assistant Dean of Students for Mentoring and Programming used the
student feedback to develop a workshop that better met student needs. The workshops will
continue to be offered during orientation so that students can further develop their cross-cultural
communication skills.
Developing an Alumni Mentoring Program was another goal that CMC set through the Irvine
grant. CMC alumni serve as excellent resources to students of color who may seek role models
and personal support from those of similar backgrounds. The Assistant Dean of Students for
Mentoring and Programming organized the Black Alumni Mentoring Meeting and
Chicano/Latino Alumni Panel, both in Spring 2004. Students noted that while they enjoyed the
opportunity to meet with alumni of color, they would like more informal opportunities to do so.
For this reason, more effort was put into smaller, more informal gatherings with alumni, staff and
faculty at faculty homes or at local restaurants. Student feedback for these smaller events has
been very positive.
The Assistant Dean of Students for Mentoring & Programming focused on two specific
community service/volunteer opportunities. One project involved Claremont McKenna College
students tutoring local low-income kids through the Claremont After-School Programs (CLASP).
The other project was organized in collaboration with Los Angeles’s Young Black Scholars, a
program dedicated to ensuring college preparation, leadership development, community
responsibility and successful life planning for African American youth. More than 100 African
American high school students and their families toured the Claremont colleges, dined on
campus in Collins dining hall, and attended workshops on the topics of admissions and financing
college. Other monies supported the cost of meals for local youth to attend the annual Gospel
Brunch Program at Claremont McKenna College. In addition, the Assistant Dean of Students for
Mentoring & Programming provided funds to the Berger Institute to fund the cost of meals for
local, low-income youth in the “Take a Kid to College Day” program.
While Irvine funds were used to develop the three programs mentioned above, we used
additional funds to address further diversity-related issues through programming that included
student dinners/focus groups, collaborative activities with ethnic cultural centers, and lectures.
The more successful programs included the annual Gospel Brunch, diversity lectures, and
student dinners/focus groups.
11
Claremont McKenna College, Diversity Committee Report
APPENDIX 11
The Assistant Dean of Students for Mentoring & Programming has worked closely with the staff
of the Office of Black Student Affairs (OBSA) for the past three years on the annual Gospel
Brunch. The event has consistently reached attendance of about 100 each time.
Through collaboration with the Marian Miner Cook Athenaeum, the sponsored speakers who
addressed diversity issues were able to reach students representing a wide array of backgrounds.
The Athenaeum is unique to Claremont McKenna College and offers a space for dialogue
regarding a variety of social, cultural, and political topics. The success of the diversity lectures in
the Athenaeum may have stemmed from the fact that the Athenaeum is considered a “safe” space
to discuss controversial issues and share varying perspectives on those same issues.
The information collected from the focus groups of students of color and lesbian gay, bisexual,
and transgender (LGBT) students and allies was used to help staff and faculty more effectively
meet student needs and address their unique issues. While students shared their appreciation for
the focus group dinners, several also noted that they enjoyed the opportunity to meet and talk
with other students, staff, and faculty who “look like them.” The focus groups evolved into
affinity-group gatherings of students, staff, and faculty.
The Gospel Brunch, lectures, student dinners/focus groups, and interactive workshops are
programs that will continue after the Irvine Grant. The Assistant Dean of Students for Mentoring
and Programming will also continue as a permanent member of the Dean of Students staff.
Sustaining The Project Beyond the Irvine Grant
The Irvine Campus Diversity Initiative has helped us advance our efforts to promote diversity on
campus. While some parts of our program will cease, many useful parts of the program will
continue indefinitely. The following are the aspects of the initiative that will be sustained beyond
the grant period:
1. The standing diversity committee, with faculty and administrator membership, will
continue indefinitely, as will the role of diversity-implementation coordinator (a part-time
task for a regular faculty member). Networking for faculty searches will continue
indefinitely.
2. The curriculum development effort, and the diversity-related components of courses
developed as the result of diversity-related research, will have a long-lasting cumulative
impact on the curriculum.
3. The Assistant Dean of Students for Mentoring and Programming will continue
indefinitely.
4. The effort to develop more minority student admissions from outside of California will
continue indefinitely.
5. The metrics developed for monitoring outcomes in diversity will become part of the
permanent performance-measurement efforts of the College.
6. The Posse Program will continue in 2006-2007, with annual review after that time.
12
Claremont McKenna College, Diversity Committee Report
APPENDIX 12
Claremont McKenna College, Equal Opportunity and Harassment Policies
All faculty and staff supervisors are required to take part in Sexual Harassment Prevention
training once every two years. The Human Resources Office assigns the training to CMC
employees through email. Human Resources contracts with LawRoom (www.lawroom.com),
which offers Sexual Harassment Prevention training on-line.
Policy on Equal Employment Opportunity and Harassment 1
EQUAL EMPLOYMENT OPPORTUNITY
In addition to its commitment to a harassment-free educational and working environment, the
College is an equal opportunity employer. The College is committed to a policy of equal
employment opportunities for all applicants and employees and complies with all applicable state
and federal laws on the matter. The College does not unlawfully discriminate on the basis of
race, color, religion, sex (including pregnancy, childbirth or related medical conditions), national
origin, ancestry, age, physical disability, mental disability, medical condition, family care status,
veteran status, marital status, or sexual orientation. The College also prohibits the harassment of
any employee on any of these bases. The College also makes reasonable accommodations for
disabled employees. These policies apply to all areas of employment including recruitment,
hiring, training, promotion, compensation, benefits, transfer, and social and recreational
programs.
It is the responsibility of every manager and employee to follow this policy conscientiously.
Employees with questions regarding these policies should discuss them with the Director of
Human Resources or their supervisor.
HARASSMENT
I. Policy Statement
It is the policy of Claremont McKenna College to maintain an environment for students, faculty,
and staff that is free of sexual, racial and other unlawful harassment. All members of the college
community should be aware that the College is concerned about such harassment, and is
prepared to take prompt remedial action to prevent and correct such behavior. Individuals who
engage in sexual harassment (which includes harassment based on gender, pregnancy, childbirth,
or related medical conditions), as well as other unlawful harassment based on such factors as
race, color, religion, national origin, sexual orientation, family care leave status, or veteran
status, will be subject to discipline, up to and including expulsion or termination. Retaliation
against a person who properly reports, complains about, or participates in the investigation of
such harassment is likewise prohibited.
II. Unlawful Harassment Defined
1
Policies published in the CMC Faculty and Staff Handbooks as well as http://www.claremontmckenna.edu/hr/policies/.
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 12
Unlawful Harassment in General
Unlawful harassment is conduct that creates an intimidating, offensive, or hostile working or
academic environment, or that interferes with work or academic performance based on a person's
protected status, including race, color, national origin, ancestry, sex (which includes harassment
based on gender, pregnancy, childbirth, or related medical conditions), sexual orientation,
gender, gender identification, age, religious creed, physical and/or mental disability, medical
condition, marital status, or other status protected by anti-discrimination and anti-harassment
statutes, such as Titles VII or IX of the Civil Rights Act, the Americans with Disabilities Act, the
Age Discrimination in Employment Act, and the California Fair Employment and Housing Act.
Such harassment can be physical, verbal, or visual. Harassment can be committed by employers,
co-workers, fellow students, and third parties. Generally, statements and/or conduct legitimately
and reasonably related to the College's mission of education do not constitute harassment.
Sexual Harassment
One form of unlawful harassment is sexual harassment. Sexual harassment may be either "quid
pro quo" harassment, that is sexual advances or requests for sexual favors where submission is
made an explicit or implicit term or condition of an individual's employment or education or
where submission or rejection is used as the basis for making employment or educational
decisions affecting an individual; or "environmental " harassment, where the individual is
subjected to a hostile or intimidating environment, in which verbal or physical conduct, because
of its severity and/or persistence, is likely to interfere with an individual's work or education, or
to affect adversely an individual's living conditions. Occasional compliments that are generally
accepted as not offensive or other generally accepted social behavior, on the other hand, do not
constitute sexual harassment.
Examples of sexual harassment may include such conduct as:
1. Physical assault or other unwelcome touching;
2. Direct or implied threats that submission to sexual advances will be a condition of
employment, work status, promotion, grades, or letters of recommendations;
3. Direct propositions of a sexual nature;
4. Subtle pressure for sexual activity, an element of which may be repeated requests for
private meetings without an academic purpose;
5. A pattern of conduct that would discomfort or humiliate, or both, a reasonable person at
whom the conduct was directed that includes one or more of the following: (1)
unnecessary touching, patting, hugging, or brushing against a person's body; (2) remarks
of a sexual nature about a person's clothing or body, whether or not intended to be
complimentary; (3) remarks about sexual activity or speculations about previous sexual
experience; or (4) other comments of a sexual nature, including sexually explicit
statements, questions, jokes or anecdotes;
6. Visual displays of suggestive, erotic or degrading sexually-oriented images;
7. Letters, notes or electronic mail containing comments, words or images as described in
(5) above.
2
Claremont McKenna College, Diversity Committee Report
APPENDIX 12
Other Conduct Prohibited by this Policy
Retaliation against Complainants. It is a violation of this Policy to retaliate against a
complainant for filing a charge of harassment. A complaint of retaliation may be pursued using
the steps followed for a complaint of harassment.
False Reports. To file a knowingly false or malicious complaint of harassment or of retaliation is
also a violation of this policy. A complaint against such conduct may be pursued using the steps
followed for a complaint of harassment. A complaint under this provision shall not constitute
prohibited retaliation.
REPORTING UNLAWFUL DISCRIMINATION OR HARASSMENT
Individuals who believe they are victims of, or witnesses to, unlawful discrimination or
harassment (collectively "Unlawful Discrimination") are urged to report such incidents as soon
as possible to their supervisor, academic instructors, or one of the College officials designated at
the end of this Section. CMC emphasizes that under no circumstances is an individual required to
report Unlawful Discrimination to a supervisor or academic instructor who is accused of
committing the Unlawful Discrimination. Any employee (including any faculty member) who
receives a complaint of Unlawful Discrimination, is a witness to Unlawful Discrimination, or
who otherwise learns of an occurrence of Unlawful Discrimination from a reliable source has the
responsibility to report that occurrence immediately to any of the individuals listed below, even
if the victim declines to report it.
The College will investigate every reported complaint of Unlawful Discrimination and will take
appropriate action, based on the circumstances of the case, consistent with its policies and
procedures then in force. Throughout the complaint and investigation process, the College will
attempt to maintain confidentiality to the extent reasonably possible. Disciplinary sanctions for
Unlawful Discrimination may include any of the following: required counseling, a verbal or
written reprimand, a verbal or written warning, immediate suspension or termination of a third
party contract/agreement, or immediate suspension or termination of employment/enrollment.
For more information or to report a suspected incident of Unlawful Discrimination you may
contact any of the individuals listed below:
Vice President for Student Affairs and Dean of Students, Heggblade Center, extension 18114.
Vice President and Dean of the Faculty, Bauer Center, extension 18117.
Director of Human Resources, Claremont Boulevard, extension 18490.
Vice President for Business and Administration and Treasurer and Affirmative Action Officer,
Bauer Center, extension 18116.
STATE ENFORCEMENT PROCEDURES
3
Claremont McKenna College, Diversity Committee Report
APPENDIX 12
In addition to the College's internal remedies, external remedies are available for employees and
students through the California Department of Fair Employment and Housing at 322 West First
Street, #2126, Los Angeles, CA 90012-3112, telephone: (213) 897-1997, or at 1845 S. Business
Center Drive, #127 San Bernardino, CA 92408-3246, telephone: (909) 983-4711, the United
States Equal Employment Opportunity Commission at 255 East Temple, 4th Floor, Los Angeles,
CA 90012, telephone: (213) 894-1000, and the United States Office of Civil Rights at 50 United
Nations Plaza, San Francisco, CA 94102, telephone: (415) 557-4400.
4
Claremont McKenna College, Diversity Committee Report
APPENDIX 13
Diversity Resources
The following is a list of books, movies, and other resources contained in the Diversity Library. These items are available for check-out from
Colleen Wynn. This list was originally compiled by Waddell M. Herron, an ACE fellow in the President’s Office during the 2002-03
academic year and paid for by President Gann. Additional items have been purchased from Diversity Committee funds, when available.
Title
1. Taking Women Seriously: Lessons and Legacies for
Educating the Majority (American Council on Education
Oryx Press Series on Higher Education)
2. Racism: A Short History
3. The Department Chair’s Role in Developing New Faculty
into Teachers and Scholars.
4. Coloring the Halls of Ivy: Leadership and Diversity in the
Academy
5. Succeeding in an Academic Career: A Guide for Faculty of
Color
6. The Racial Crisis in American Higher Education
(Chapter: ”Making the Short List: Black Candidates and the
Faculty Recruitment Process”)
7. Faculty of Color in Academe: Bittersweet Success
8. Black Students in an Affluent Suburb: A Study of Academic
Disengagement (Sociocultural, Political, and Historical
Studies in Education)
9. Intergroup Dialogue: Deliberative Democracy in School,
College, Community, and Workplace
10. Diversifying the Faculty: A Guidebook, for Search
Committees (5 copies available)
11. Toward the Multicultural University
12. Culture and Power in the Classroom : A Critical
Foundation for Bicultural Education
13. Democratic Education in an Age of Difference : Redefining
Citizenship in Higher Education
Author
M. Elizabeth Tidball
Publisher
American Council on Education/Oryx
Press; (November 3, 1998)
George M. Frederickson
Estela M. Bensimon
Princeton Univ Pr; (August 2003)
Anker Pub Co; (July 2000)
Josephine D. Davis, ed.
Anker Pub Co; (January 1994)
Mildred Garcia
Greenwood Publishing Group; (August
2000)
State Univ of New York Pr; Revised
edition (January 2002)
William A. Smith, ed.
Caroline S.V. Turner,
Samuel L. Myers
John U. Ogbu, Astrid Davis
Pearson Allyn & Bacon; 1 edition (June
25, 1999)
Lawrence Erlbaum Assoc; (April 2003)
David L. Schoem, ed., Sylvia University of Michigan Press; (August
Hurtado, ed.
2001)
C. Turner
Association of American Colleges and
Universities (2002)
Benjamin P. Bowser, Terry
Praeger Publishers; (April 30, 1995)
Jones, Gale Auletta Young
Antonia Darder
Bergin & Garvey; (November 1991)
Richard Guarasci (Author),
Grant H. Cornwell (Author)
[D. Schoem]
Jossey-Bass; (April 1997)
1
Claremont McKenna College, Diversity Committee Report
APPENDIX 13
14. Creating Community on College Campuses
Irving J. Spitzberg, Virginia
V. Thorndike
15. The Ambitious Generation: America’s Teenagers, Motivated Barbara Schneider, David
but Directionless
Stevenson
16. The Diversity Machine: The Drive to Change the “White
Frederick R. Lynch
Male Workplace”
17. Building the Faculty We Need: Colleges and Universities
Jerry G. Gaff, Anne S. PruittWorking Together
Logan, Richard A. Weibl,
and Participants in the
Preparing Future Faculty
Program
18. Further to Fly: Black Women and the Politics of
Sheila Radford-Hill
Empowerment
19. Diversity Works: The Emerging Picture of How Students
Daryl G. Smith and
Benefit
Associates
20. Achieving Faculty Diversity: Debunking the Myths
Daryl G. Smith with Lisa
Wolf and Bonnie Busenberg
21. Shattering the Silences: The Case for Minority Faculty
Producer/Directors: Stanley
Nelson, Gail Pellett
22. Out of the Past: The Struggle for Gay and Lesbian Rights in Director/Producer Jeff Dupre
America
23. The Believers
Director Todd Holland,
Producer Beth Burkhart ‘94
State Univ of New York Pr; (July 1992)
Yale Univ Pr; (May 1, 2000)
Transaction Publishers (2002)
Association of American Colleges and
Universities (2000)
University of Minnesota Press (2000)
Association of American Colleges and
Universities (1997)
Association of American Colleges and
Universities (1996)
Movie (1987)
Movie Out of the Past, Inc. (1997)
Movie (2006)
2