Multicultural Affairs Committee
2013–2014 State of
the Campus Report
Table of Contents
Multicultural Affairs Committee Members .........................................................................................2
Foreword ...........................................................................................................................................3
History of the State of the Campus Report ..........................................................................................4
Executive Summary............................................................................................................................5
Diversity by the Numbers ...................................................................................................................6
Factors Affecting Diversity Initiatives ................................................................................................ 10
Trends in Calvin’s Campus Diversity Measures and Outcomes: 2012 Fact Paper .................................. 10
FEN/Diversity SWOT Analysis.................................................................................................................. 15
Where Does Calvin Stand Now?........................................................................................................ 19
Composition of Racial and Ethnic Diversity ............................................................................................ 19
Campus Climate and Diversity Measures ............................................................................................... 24
Faculty Activity ........................................................................................................................................ 25
Academic Department Engagement ....................................................................................................... 26
Institutional Trends and Highlights 2011–2013 ...................................................................................... 29
Concerns Moving Forward................................................................................................................ 34
Thoughts for the Journey: The Race Card Project .............................................................................. 35
Appendices ...................................................................................................................................... 37
Appendix A: Multicultural Affairs Committee Mandate ......................................................................... 38
Appendix B: Calvin’s Commitment to Diversity ...................................................................................... 39
Appendix C: US Census Racial and Ethnic Data....................................................................................... 40
1
Multicultural Affairs Committee Members
The members of the Multicultural Affairs Committee (MAC) are pleased to present the 2013–2014 State
of the Campus Report. The MAC functions as the agent of policy and accountability for the college in the
development and maintenance of a genuinely multicultural educational community that discerns and
counters the sin of racism and embodies the reconciling power of the Gospel. The State of the Campus
Report is produced biennially to evaluate progress toward the goals of the From Every Nation: A Revised
Comprehensive Plan for Racial Justice, Reconciliation and Cross-cultural Engagement at Calvin College
(FEN) document. These biennial reports are based on data gathered from committees, departments, and
divisions; they address all aspects of a genuinely multicultural educational community.
2012–2013 MAC Committee Members
Michelle Loyd-Paige, Dean for Multicultural Affairs, Chair
Ben Arendt, Admissions
Rick Baez, Faculty
Bob Crow, Multicultural Student Development
Tom Geelhoed, Board of Trustees
Becky Haney, Faculty
Razel Jones, Human Resources
Jong-Il Kim, Faculty
Nora Koster, Staff
Lissa Schwander, Faculty
Annie Mas-Smith, Residence Life
Larry Molnar, Faculty
Joel Navarro, Faculty
Segun Oyesile, Student
Dawn René, Recorder
2013–2014 MAC Committee Members
Michelle Loyd-Paige, Dean for Multicultural Affairs, Chair
Ben Arendt, Admissions
Rick Baez, Faculty
Christina Edmondson, Multicultural Student Development
Tom Geelhoed, Board of Trustees
Ann Geurkink, Student
Dan Harlow, Faculty
Razel Jones, Human Resources
Jong-Il Kim, Faculty
Lissa Schwander, Faculty
Annie Mas-Smith, Residence Life
Mandy Cano Villalobos, Faculty
Joel Navarro, Faculty
Dawn René, Recorder
2
Foreword
The Multicultural Affairs Committee (MAC) plays an important role in helping
Calvin College move toward a community marked by diversity and inclusion.
MAC coordinates the evaluation and promotion of college policies and
procedures in this area, focusing particularly on the goals of the From Every
Nation (FEN) document and serving as the college’s major agent of related
policies and accountability measures. One of MAC’s primary duties is to provide
comprehensive biennial reports which evaluate progress and make
recommendations toward the goals of FEN. That report is contained herein.
My hope is that the Calvin College community becomes increasingly marked by
diversity, inclusive excellence, cultural competency, and global awareness.
Affirming the fundamental Christian belief that all humans are made in the
image of God, Calvin College must address the sins of inequality and exclusion around race and ethnicity,
and act toward a vision of shalom marked by racial and ethnic justice and reconciliation. Moving toward
these objectives helps Calvin College to achieve its FEN commitments and accomplish its primary work of
preparing students for lives of renewal in an increasingly diverse world.
—Michael Le Roy, President
3
History of the State of the Campus Report
The mandate of the Multicultural Affairs Committee (MAC) empowers the members of the MAC to
“evaluate and promote policies and procedures at all levels of college life in order to ensure that Calvin
becomes and remains an educational community in which cultural diversity is encouraged and
celebrated.” The mandate of the committee reflects the adoption of the From Every Nation: Revised
Comprehensive Plan for Racial Justice, Reconciliation, and Cross-cultural Engagement at Calvin College
(FEN) document by the Faculty Assembly in October 2003 and the Board of Trustees in February 2004. In
practice, the mandate of the MAC is to monitor the college’s progress toward meeting the goals
prescribed by the FEN document. The goals embody the three themes of the document: multicultural
citizenship, anti-racism and accountability, and reconciliation and restoration. This report is the
committee’s response to its specific obligation to provide “comprehensive biennial reports which evaluate
progress and make recommendations toward the goals of FEN. These biennial reports will be based on
data gathered from committees, departments, and divisions; they will address all aspects of a genuinely
multicultural educational community.” (Multicultural Affairs Committee Mandate)
This report is the eighth in a series of campus reports which began in 2002. Over the years the format of
the reports has changed; however, the focus of the reports has not. This report, as those before it,
presents a demographic profile of the college’s racial and ethnic diversity, highlights of programming and
initiatives which enhance the multicultural goals of the campus, and draws attention to trends and
institutional barriers which work against the goals of FEN.
Previous editions of the State of the Campus Report may be viewed by clicking the links below or by
visiting http://www.calvin.edu/admin/comm/mac/.
Previous State of the Campus Reports (PDF)
2011–2012
2009–2010
2007–2008
2004–2005
2003–2004
2002–2003
2001–2002
Guided by these interlocking themes—multicultural citizenship, anti-racism and
accountability, reconciliation and restoration—we shall seek to remain faithful to the
institutional calling enunciated in Calvin’s Mission Statement: ‘Through our learning we
seek to be agents of renewal in the academy, church, and society. We pledge fidelity to
Jesus Christ, offering our hearts and lives to do God’s work in God’s world. (FEN, p.30–
31)
4
Executive Summary
“All of us in the academy and in the culture as a whole are called to renew our minds if
we are to transform educational institutions—and society—so that the way we live,
teach, and work can reflect our joy in cultural diversity, our passion for justice, and our
love of freedom.”
—bell hooks, Teaching to Transgress
Since the 2011–2012 MAC State of the Campus Report, the number of African-, Hispanic-, Asian-, and
Native- American (AHANA) and International students has continued to increase. In fact, according to the
2013 Day 10 Report, 23.1% of the student body is AHANA or International. This is the largest percentage
for this combined group in Calvin’s history. Additionally, as related to the oversight of diversity efforts at
Calvin College, significant institutional structural changes have occurred with the start of the 2013–2014
academic year. Within the Student Life Division, a new position—Dean for International and Multicultural
Student Development—was created and filled and a new program director servicing students in the MDSO
was hired. Within the President’s Office, a new position—Executive Associate to the President for
Diversity and Inclusion—was created and filled. This position was one of two new cabinet level positions
created to represent cross-divisional concerns. Furthermore, the 2019 Strategic Plan for the college
features six themes, one of which is Support Calvin’s Diversity and Inclusion Goals. These are all things
that could be pointed to as examples of the college’s commitment to live into the Kingdom vision of a just
and reconciled community, a community that values diversity.
However, for all new developments there are still matters that warrant careful attention and action if our
institution is to be a place where all members of this community not only feel welcome, but thrive. For
example, the retention rates for AHANA students is seven percentage points lower than that of the
student population as a whole. The six-year graduation for the student population as a whole is 72.5%,
the rate for International students is 60.5%, and the rate for AHANA students is 58.3%; the college has
fewer full-time Faculty of Color in Fall 2013 than we did in Fall 2011; and while anecdotal, Students of
Color still report racially biased incidents and moments that cause them to wonder if they are really
welcomed at Calvin. To be sure, many, if not most, International and AHANA students would claim that
they are having a good experience at Calvin and several of the Faculty and Staff of Color have found a
home at Calvin. Nevertheless, I Corinthians 12:26 reminds us that if one part of the body is hurting, the
whole body suffers.
This year’s MAC Report is an invitation to acknowledge movement forward, but it is also a reminder that
disparities continue to exist. This report is a reminder that parts of this Calvin community are hurting. And
adapting the sentiments of bell hooks, we still have a ways to go before we can claim that at Calvin College
the way we live, teach, and work reflect our joy in cultural diversity and our passion for justice.
5
Diversity by the Numbers
I looked and there before me was a great multitude that no one could count, from every
nation, tribe, people, and language standing before the throne (Revelation 7:9).
To a large extent, colleges and universities are still grappling with how to make diversity
work on campuses in such a way that the entire community reaps the full educational
benefit. While campuses are still experimenting with how to make this all work in a
diverse democracy, one thing is certain: diversity is here to stay on campuses and
elsewhere as demographics suggest that the U.S. will become increasingly diverse over
the next 40 years. (The Diversity Factor, Winter 2007 The Changing Currency of Diversity,
Ten Core Ingredients for Fostering Campus Diversity Success p. 7)
This section presents a quick numerical overview of the most requested diversity indicators. Included in
the numerical presentation are the number of AHANA and International faculty, staff, and students; the
number of students participating in off-campus programs; the number of Cross-Cultural Engagement
courses; and Calvin’s ranking in the Open Doors report.
Number and Percentage of AHANA and International Students 2011–2013*
Other Citizenship (International)
AHANA
Hispanic/Latino
American Indian or Alaska
Native
Asian
Black or African American
Native Hawaiian or Other
Pacific Islander
Two or More Races
White
Race and Ethnicity Not Stated
Total
2011
2011
Total Percent
376
9.5
452
11.4
106
2.7
18
0.4
2012
Total
403
474
119
13
2012
Percent
10.1
11.8
3
0.3
2013
Total
407
523
137
13
2013
Percent
10.1
13.0
3.4
0.3
166
107
1
4.2
2.7
--
176
102
0
4.4
2.5
--
170
102
0
4.2
2.5
--
55
3046
93
3967
1.4
76.8
2
100
64
3044
87
4008
1.6
75.9
2.2
100
101
3023
81
4034
2.5
74.9
2
100
*Source: Fall Day 10 Reports
6
Fall 2012* AHANA and International Faculty
Total Full-Time Faculty by Race/Ethnicity
As of November 1, 2012
Nonresident Alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Race and Ethnicity Unknown
Total
Total
5
2
0
15
7
0
257
0
15
301
Percent
1.6
0.7
0
5.0
2.3
0
85.4
0
5.0
100
Total
0
6
1
7
16
0
415
0
3
448
Percent
0
1.3
0.2
1.6
3.6
0
92.6
0
0.7
100
Fall 2012* AHANA and International Staff
Total Full-Time Staff by Race/Ethnicity
As of November 1, 2012
Nonresident Alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or More Races
Race and Ethnicity Unknown
Total
*Source: The Fall 2012 Integrated Post-Secondary Educational Data System (IPEDS) Human Resources
Survey. Fall 2013 data had not been released at the time of composing this report. The completion of
IPEDS surveys is mandatory for all institutions that participate or are applicants for participation in any
Federal financial assistance program authorized by Title IV of the Higher Education Act of 1965, as
amended. The completion of the surveys is mandated by 20 USC 1094, Section 487(a)(17). The collection
and reporting of racial/ethnic data are mandatory for all institutions that receive, are applicants for, or
expect to be applicants for Federal financial assistance as defined in the Department of Education (ED)
regulations implementing Title VI of the Civil Rights Act of 1964 (34 CFR 100.13), or defined in any ED
regulations implementing Title IX of the Education Amendments of 1972.
7
Number of Students Participating in Off-Campus Program Sites
Semester Programs
Britain
China
France
Ghana
Honduras—Development Studies
Honduras—Spanish Studies
Hungary
New Mexico
The Netherlands
Spain (Core)
Spain
Washington, D.C.
Peru
2009–2010
2010–2011
27
27
7
14
-21
12
16
18
5
23 (in Mexico)
29
13
20
8
-16
12
11
-25
24
16
19
(Not offered before 2011–
2012 )
2011–2012
28
11
16
19
19
10
18
-16
18
23
15
19
2012–2103
26
11
-18
11
11
19
---25
15
19
Open Doors Report
The Open Doors Report, supported by a grant from the Bureau of Educational and Cultural Affairs at the
U.S. Department of State, is a comprehensive information resource on International students and scholars
studying or teaching at higher education institutions in the United States, and U.S. students studying
abroad for academic credit at their home colleges or universities. The report is produced by the Institute
of International Education with support from the Bureau of Educational and Cultural Affairs of the U.S.
Department of State. The report is an annual survey of U.S. campuses’ International student enrollments.
Respondents to the survey are accredited U.S. higher education institutions which host International
students.
For more information visit: http://www.iie.org/Research-and-Publications/Open-Doors

Calvin College ranked 5th in Number of International Students Enrolled in 2011–2012 and 2010–
2011 among baccalaureate institutions, up from 6th in 2009 and 7th in 2008.

Calvin College ranked 2nd in Number of Students Studying Abroad in 2010–2011 and 2009–2010
among baccalaureate institutions, up from 3rd in both 2008–2009 and 2007–2008.

In terms of Participation Rate for Students Studying Abroad among baccalaureate institutions,
Calvin College ranked 28th in 2010–2011, 2009–2010, and 2008–2009.
8
Cross-Cultural Engagement (CCE)
The FEN document, under Major Concentrations and Professional Programs, lists the following as a
recommended strategy: “each academic department will be mandated to identify opportunities for crosscultural engagement that are appropriate to the discipline” (p. 46 & 62). According to the 2013–2014
college catalog, five departments offered regular on-campus semester courses that were designated as
satisfying the CCE requirement and five departments offered optional on-campus semester courses.
Additionally, ten off-campus semester programs have a CCE component. Furthermore, during the 2014
January interim eighteen integral CCE courses were offered; seventeen of those courses were in offcampus and in other countries; and five additional courses had optional CCE components.
A summary of how the CCE requirement was implemented and satisfied in 2010–2011, 2011–2012, and
2012–2013 are presented in the chart below. As a point of clarification, it should be noted that the
numbers recorded in the chart below represent the number of students receiving CCE credit not the total
number of students within that category or class.
Type of Course
Off-Campus Interim
On-Campus Interim
Off-Campus Semester
Service Learning Center Spring Break Trips
IDIS-290 Independent Student Contracts
IDIS-290 Class: Bridging the Racial Divide/Exploring
Cultural Differences
IDIS-290—Service Learning
On-Campus Semester—Integral
On-Campus Semester—Optional
2010–2011
459
0
142
12
70
56
2011–2012
471
0
197
21
52
65
2012–2013
389
0
130
13
47
75
48
416
75
19
483
76
31
573
86
In 2011–2012 and 2012–2013 more students obtained CCE credit through on-campus courses with
integral CCE components than through off-campus interims. Interim 2013 presented the lowest number
of students completing their CCE requirement through off-campus interims since 2006. The low numbers
for interim 2013 are a reflection of fewer off-campus interims being offered.
9
Factors Affecting Diversity Initiatives
Trends in Calvin’s Campus Diversity Measures and Outcomes: 2012 Fact Paper
Authors: Michelle Loyd-Paige, Ben Arendt, Razel Jones, Dawn René, Linda Naranjo-Huebl
Calvin’s diversity efforts regarding race, ethnicity, and culture have been guided by the From Every
Nation (FEN) document, which itself grew out of our denomination’s pledge to anti-racism. Achieving the
goals of FEN has been a struggle. Where are we now, and what measures and policy objectives seem to
match Calvin’s future needs?
Brief History of Calvin’s Racial Diversity Policy
Prior to 1985, Calvin College had a desire to increase the representation of racial and ethnic minorities
within the faculty, staff, and student body, but did not have an overarching plan to do so. In December
1985, the Minority Concerns Task Force presented a more formalized diversity plan to the Faculty
Senate and the Board of Trustees for approval. The Comprehensive Plan for Integrating North American
Ethnic Minority Persons and Their Interests into Every Facet of Calvin’s Institutional Life was approved by
both governing bodies. The Comprehensive Plan (CP) identified four critical areas: Faculty and Staff,
Student Life, the Broader Christian Community, and Curriculum; and four themes: academic excellence,
change as mandatory, comprehensive change, and authority and representation (CP, 7–8). The Minority
Concerns Task Force was succeeded by the Multicultural Affairs Committee in 1987. The purpose of the
Comprehensive Plan was to guide the campus in becoming a genuinely multicultural campus.
In 1999, the Christian Reformed Church North America began working with Crossroads Ministries—now
known as Crossroads Antiracism Organizing and Training group—to launch antiracism efforts within its
member institutions. Calvin College, as an agency of the CRCNA, formed its own anti-racism team known
as CART. CART provided campus-wide antiracism trainings and led the efforts to revise the
Comprehensive Plan to include an anti-racism perspective. The From Every Nation: Revised
Comprehensive Plan for Racial Justice, Reconciliation, and Cross-cultural Engagement at Calvin College
(FEN) was approved in 2003 by Faculty Senate and in 2004 by the Board of Trustees. The FEN document
identified three key themes that ground the diversity efforts at the college: Multicultural Citizenship,
Anti-racism and Accountability, and Reconciliation and Restoration. The approval of FEN marked a shift
from a focus on creating a community that celebrates diversity to a focus of anti-racism. FEN was
approved in the same year that the CRCNA Synod gave an anti-racism mandate to all its churches and
member institutions. In 2009 the Multicultural Affairs Committee (MAC) conducted a comprehensive
review of FEN. As a result, MAC recommended twenty changes to the document including the addition
of a new category—Campus Environment. The recommendations were approved by the faculty and
Board of Trustees in 2010.
Diversity Measures and Outcomes
The most consistent measures of Calvin’s diversity efforts have been the racial and ethnic composition
of the student body, faculty, staff, and administrators; the retention of Students of Color; the level of
intercultural development among faculty and students; and the campus climate.
Racial and Ethnic Composition. Over the past ten years there has been a significant increase in the
number of under-represented North American racial and ethnic minority (AHANA) and International
students (see the chart below). Fall 2012 boasted the highest percentage of Students of Color in Calvin’s
history with 11.8% of the student body identified as AHANA and 10.1% of the student body identified as
10
International students. (Note: the International student category includes Canadian students, students
not typically considered Students of Color).
Student
s
2012
2008
2003
Am.
Indian
13
11
20
Asian
Black
Hispanic
White
2+
Canadian
176
127
107
107
68
37
119
62
37
3,044
3,439
3,659
64
---
88
157
193
Africa
Total
68
29
49
Asia
Total
213
107
90
Cen/So
Am
12
8
11
The composition of the student body at Calvin is shifting, becoming increasingly more diverse. From
2003 to 2012 both Black and Hispanic student populations tripled, the domestic Asian student population
increased nearly 70%, the International Asian student population doubled, and the African student
population increased 50%. At the same time, there has been a decrease of 16% in the US White student
population and a 54% decrease in the Canadian student population since 2003.
However, while the population of Students of Color has increased dramatically over the past nine years,
the same cannot be said for Faculty of Color. The combined number of Faculty of Color has ranged from
twenty-six to thirty-two over the past nine years and since 2008 there has been an overall decrease in
the number of Faculty of Color. The table below does not differentiate between AHANA and International
identity in the same way the table above does for students. This difference is a reflection of how
information is gathered and recorded. Furthermore, it should be noted that part of the increase in some
specific racial categories is actually a shifting out of the non-resident alien category.
Full-time
Faculty
2012
2008
2003
Am.
Indian
0
0
0
Asian
Black
Hispanic
White
15
10
8
7
7
6
2
5
3
257
284
276
Race
Unknown
n
15
4
2
2+
----
NonResident
Alien
5
10
9
The most pronounced increase among Faculty of Color has been among Asians—the number has nearly
doubled. While African and African-Americans increased in ranks by one, Hispanic faculty have
experienced an overall decline. What is not easily determined from a quick review of the numbers for
Faculty of Color is that the people represented in an earlier year may not be the same people in a later
year. It should be noted that few Faculty of Color are tenured and have been at Calvin for more than ten
years and that several have come and gone before obtaining tenure. Not one faculty member of color
has retired from Calvin. Additionally, the lack of longevity among Faculty of Color disqualifies many
Faculty of Color from serving in Faculty Senate and other key committees.
Between 2003 and 2012 the numbers of full-time Staff of Color has increased slightly from thirty-two in
2003 to thirty-three in 2012. However, as it is with Faculty of Color, the people represented in earlier
years may not be the same people recorded in later years. Additionally, the apparent overall increase
hides the loss of long-time staff members who were replaced with people who, though skilled and
qualified, lacked the institutional memory and history of the members who left. Over the last nine
years among Staff of Color, the number of Asian staff has increased and the number of Hispanic and
African-American staff have decreased. It should be noted that there is only one staff member of color
who is a full-time administrator and that many of the Staff of Color are located within “diversity” and
physical plant positions.
11
Full-Time
Staff
2012
2008
2003
Am.
Indian
1
1
1
Asian
Black
Hispanic
7
5
5
16
22
12
6
8
4
White
Race
Unknown
415
3
438
4
345
0
2+
----
NonResident
Alien
0
2
10
Retention of Students of Color. Persistence, or retention, is commonly defined as a first-year student
returning to full-time enrollment status in the first semester of the sophomore year and is positively
associated with the likelihood of eventual graduation from the institution (Mallinckrodt & Sedlacek,
1987, Yu et. al, 2007). The table below shows Calvin retention data since 2002 and graduation data since
1997. There are differences in retention and graduation rates among Calvin cohorts. For example,
AHANA students retain at 80.3% while majority students return at 85.5% and International students
retain at 96.2%. The gap widens among these groups when comparing six-year graduation rates—64%
for AHANA students compared to 76.8% for majority students and 78.1% for International students.
Theories of engagement suggest the need for all students to experience connections on campus. Some
Students of Color have created strong bonds with Faculty and Staff of Color at Calvin through
participation in the Entrada Scholars Program. The Entrada Scholars Program is a robust summer
academic experience offered primarily to Students of Color who are high school juniors and seniors.
During the program students take a college course, receive academic coaching, and live intentionally in a
residence hall community. Students of Color who were Entrada participants have noticeably higher
retention and graduation rates than Students of Color who did not participate in the Entrada program.
For example, from Fall 1991 to Fall 2006 all FTIACs experienced a six-year graduation rate of 72.5%,
Entrada FTIACs a rate of 63.5%, and non-Entrada AHANA a rate of 56.2%. This suggests that engagement
is likely happening for Entrada participants with a causal relationship between participation and
retention. This is most likely the result of lasting connections made with Staff and Faculty of Color during
the Entrada program. These connections have been sources of engagement and support.
12
Intercultural Development among Students, Faculty, and Staff. According to the FEN document,
sensitivity to diversity and anti-racism is to be cultivated among all students, faculty, and staff. For
students, this is accomplished through the Cross-Cultural Engagement (CCE) core requirement,
international study programs, and area studies (e.g., Asian Studies, African and African American Studies,
and Latin American Studies). Faculty, staff, and administrators are required by FEN to participate in at
least one FEN-related professional development activity at least once every year to raise not only
awareness but also competency around issues of race and ethnicity. In 2010–2011, only 29.3% of faculty
reported any FEN-related activity on their Faculty Activity Reports; for 2011–2012, the number rose to
31%. Unless some significant and intentional efforts are made, less than 35% will report any FEN-related
activity for 2012–2013. The majority of those reporting in 2011–2012 were the same as those reporting
in 2010–2011. There is no accurate way to gauge staff participation because not all supervisors require
reporting FEN-related activities on staff Professional Development Plans. While the CCE requirement for
students is not a perfect solution for intercultural development, the failure of a student to comply
results in an inability to graduate from Calvin. However, more than 50% of the faculty are out of
compliance with FEN with little, if any, personal consequence.
Campus Environment. Calvin College has committed to maintaining a learning, working, and living
environment which is fair, respectful, and free from harassment. In 2009 MAC commissioned the first
all-campus climate survey. The survey indicated that the Calvin experience for People of Color at Calvin
is not always pleasant. Among students, 48.2% of Non-White students (41.6% White) felt that the
college does not confront racial harassment and discrimination. Among faculty and staff, 67.6% of NonWhite faculty and staff (57.3% White) felt that the college does not confront racial harassment and
discrimination. In fact, several respondents offered written comments stating they felt little, if anything
would be done if they reported a racial incident. With regard to the experience of racism or
discrimination, 63.5% of Non-White students and 33.8% of Non-White faculty and staff experienced
discrimination from a student; 25.5% of Non-White students and 46.3% of Non-White faculty experienced
discrimination by a faculty or staff member.
Remarkably, in 2002–2003, Student Senate sponsored a student petition asking that the college provide
antiracism training for every Calvin faculty member because of reported occurrences of discrimination,
insensitivity, and harm on the part of faculty members towards students. Eight years later, the 2010
Higher Education Research Institute (HERI) Faculty Survey found that 42.9% of reporting Non-White
faculty reported subtle discrimination (e.g., prejudice, racism, sexism) as a source of stress compared to
22.8% of all Calvin faculty identifying subtle discrimination as a source of stress. On the same HERI
survey, 26.9% of Non-White faculty thought that there was a lot of racial conflict on campus and 20% of
all reporting faculty agreed that this was true.
13
Continuing Concerns and Future Needs
“[I]t is not enough simply to celebrate the “rich diversity of God's people,” both locally
and internationally. It is also necessary to address “the tensions that arise with diversity,
especially while combating racism and transforming the campus into a more just and
inclusive place for persons of color” (p. 3). Our pursuit of racial justice and reconciliation
must be informed both by a Pentecost vision of community and also by an honest
reckoning of where, how, and why we fail to act in accordance with that vision.” (FEN,
p.11)
The retention of Faculty, Staff, and Students of Color must become a high priority. At a time when Calvin’s
student body is becoming more diverse, the number of Faculty and Staff of Color is decreasing. Retention
of Faculty and Staff of Color is not a problem unique to Calvin; however, with few hiring opportunities in
the near future it is not clear that the college will be able to hire enough people to recoup the losses
experienced or increase the diversity of the faculty and staff. George Yancey, in his 2010 book Neither Jew
Nor Gentile: Exploring Issues of Racial Diversity on Protestant College Campuses, states “…the most potent
measures that Protestant colleges and universities can take to influence their students is the addition of
professors of color, diversity courses of instruction, and possibly student-led multicultural organizations”
(p.116). Recent losses in key staff members of color represent longer impacts on the Calvin community
than the number represents. Their loss reduced the number of “sanctuaries” or safe places for People of
Color. A lack of opportunities for growth or advancement is often reported by staff in exit interviews.
Additionally, there is a concern that without an expansion of acceptable churches or without a more
generous exception policy the college will continue to have difficulty recruiting and retaining Faculty of
Color and will limit its opportunities for multicultural growth.
Embracing intercultural professional development as essential to the work of faculty and staff is
important. The lack of involvement of faculty, staff, and administrators combined with the lack of
accountability for people who do not participate leaves the impression that campus diversity initiatives
pertain only to students (who cannot opt out). In light of the growing population of AHANA and
International students and the financial stress of the college which limits adding more faculty and staff of
any race for the near future, living into the FEN goal of developing a more welcoming faculty, staff and
administration, one that increasingly is able to discern and counter racism in all its forms and to embody
the reconciling power of the Gospel becomes all the more important.
Developing a campus climate that celebrates diversity, promotes anti-racism, and responds to racial (and
all forms of) harassment is critical for the well-being of all members of the Calvin community. If we do not
pay attention to the campus climate, we will lose what gains in numbers we have achieved. However,
campus diversity is more than a numbers game, more than “how many of what group do we have?” It is
also about creating an environment where it is understood that our diversity goals are tied to what it
means to be a liberal arts college with a Reformed accent and a college striving for academic excellence.
Care must be taken to insure that time spent at Calvin as a student or an employee is one where a person
feels like a valued part of the community and racial reconciliation and restoration is taken seriously. Care
must be taken to insure that all have the ability to live, learn, and work in a supportive and healthy
environment, an environment that reflects the Kingdom of God.
14
FEN/Diversity SWOT Analysis
During the spring of 2013 a series of eight “Strength, Weakness, Opportunity, Threats” (SWOT) Analysis
meetings were coordinated by the President’s Office and open to members of the Calvin community. The
SWOT Analysis meetings were designed to solicit input into a larger strategic planning process in order to
better understand the college’s Strengths and Weaknesses, and for identifying both the Opportunities
open to the college and the Threats faced by the college. Generally, Strengths and Weaknesses are
identified as internal to an organization while Opportunities and Threats identify items external to an
organization.
Common questions used to identify Strengths include:
 What advantages does our organization have?
 What do we do better than anyone else?
Common questions used to identify Weaknesses include:
 What could we improve?
 What should we avoid?
Common questions used to identify Opportunities include:
 What good opportunities in higher education can we spot?
 What interesting trends in higher education are we aware of?
Common questions used to identify Threats include:
 What obstacles do we face?
 What are our competitors doing?
 Is changing technology threatening our position?
 Do we have bad debt or cash-flow problems?
A frequently noted weakness in these meetings was inadequate progress on diversity. Calvin’s diversity
efforts regarding race, ethnicity, and culture have been guided since 2004 by the From Every Nation (FEN)
document. The FEN document sets program, process, and educational goals, and creates reporting
mechanisms in the five areas of personnel, students, curriculum/instruction, partners/constituencies, and
campus environment. A frequently noted opportunity in these meetings was potential growth from new
student markets, particularly from AHANA students, International students, public school students, and
students outside of the Christian Reformed Church. (A full description of the SWOT results can be found
on Calvin’s portal.)
In addition to the SWOT meetings noted above, the Office for Multicultural Affairs and the Multicultural
Affairs Committee hosted its own FEN/Diversity focused SWOT meeting. Unlike the meetings hosted by
the President’s Office, only one meeting was held. The purpose of the meeting was to investigate more
thoroughly the strengths, weaknesses, opportunities, and threats associated with the college’s diversity
goals. All members of the campus community were invited to attend. The lively and energized
conversation demonstrated a high interest in matters of diversity. Understanding the importance of
senior leadership being visible advocates of diversity, frustration was voiced by those gathered regarding
the absence of the campus’ most senior leaders and the unfortunate timing of the FEN/Diversity SWOT
meeting that occurred during a meeting of the President’s Cabinet. During the FEN/Diversity SWOT
meeting key people, programs, and policies were identified as either being helpful or detrimental to
progress. The chart contained on the next three pages discloses all the comments generated in the
FEN/Diversity SWOT meeting. The numbers represent the number of times an item was voted for as being
a person’s top item within that category.
15
Strengths
17 Pres. Le Roy’s leadership commitment to diversity
10 FEN document—institutional support
9 Pre-College Programs
9 Diversifying student body
7 Off-campus programs
7 Strong student programming: UnLearn Week, CCE, MSDO, Grassroots
3 Intentional department commitment to multicultural curriculum
1 Growing participation of International & AHANA students
1 Structural shift—Multicultural Student Development Office & Office for Multicultural
Affairs (New senior leadership positions created, filled with people already here)
1 Percent of diverse students to Broene
1 Diversity of staff at Broene
Financial aid packages
Weaknesses
15 Past experience, historic legacy, specific instances (Isom, Booker, Rhodes)
10 Disconnect between FEN and reality—lead to disillusionment/complacency
6 Commitment overload for faculty, staff and students—keeps people from taking
advantage of opportunities to learn and participate in multicultural activities
6 Privilege of a dominant culture
5 Entrada program not targeting high achieving AHANA students, presumes weakness
5 Lack of faculty education on diversity in programming
3 Faculty requirements
3 Hi cost of being “different/other” at Calvin
Cost/Stressful to be the only “something” in a room; stressful to be silent, to speak up;
toll on families
4 Lack of diversity at the top— (Cabinet, BOT)
2 Pressure to assimilate to the dominant culture
1 Lack of “safety” for AHANA faculty and staff to be able to challenge the dominant
culture
Calvin not a safe space for AHANA faculty/staff, lack of truth telling because of fear,
leads to retention problems, challenging dominant culture that extracts a price (can
be passive or aggressive)
1 Attracting and retaining Faculty and Staff of Color
1 Micro-aggressions—ignorant, insensitive racial comments from students not
appropriately responded to by faculty/staff
1 Burden of change put on the shoulders of the dean
1 Chapel lacks diversity in multicultural worship—homogeneity in attendance
Faculty arrogance/apathy, naivety
Overburdening of Faculty/Students of Color to bear burden of raising and representing
multicultural issues
Poor distribution of staff of AHANA across depts.
Siloization
Homogeneous majority
Lack of connections of understanding of local community of color
Segregation among cultures on campus
16
False choice between AHANA and international issues, competition for resources
The lack of recognition or denial of toll taken (physical, emotional, financial) on AHANA
faculty/staff
Lack of honesty about/rewriting the narrative of different experiences of People of
Color
No method for measuring cost of being at Calvin for
of Color
Lack of compliance for measurement of intercultural development
There are two parallel societies here: those with much cultural capital (mostly white,
Dutch) and those who bring diversity, excellence, and competence to the table. There
needs to be more listening by the “in-crowd” to the “out-crowd.”
The CRC denomination does not currently represent the diversity or richness of the
global community—we (Calvin) must expand our vision and rework/”tweak” our
requirements to grow and flourish in this area.
Opportunities
18 Opening in cabinet—opportunity to add diversity and need to intentionally see
candidates of color
10 New President gives us an opportunity to rethink, change attitudes, etc.
9 Non-traditional Students and People of Color as diversity experts and truth-tellers in
Grand Rapids
8 More diverse alumni pool of possible candidates for open positions for faculty, staff,
administration (including BOT)
8 “Cool cities/GR” as a selling point—Calvin is located in an increasingly diverse and
culturally rich environment
6 Changing demographics nationally and locally
3 Funding opportunities to promote diversity increasing
2 Larger & growing pool of International students worldwide
2 opportunity to add to curriculum diversity by tweaking/growing CCE
2 Institutional auto-ethnography possibility
1 Changing demographic /location of the Christian church (growth of global south)
1 Conversation about racial reconciliation
1 H1B hiring opportunities for International faculty
1 New and existing research on how to address diversity strengths and weaknesses
existing at Calvin
1 Increase proactivity from ISDO with student crises
1 Follow-up with CORE training
1 Think of Calvinism through the lens of different racial/ethnic groups
1 Broaden the brand of Calvinsim by learning from the broader reformed tradition, not
only the CRC
1st generation AHANA student population is growing nationally
Undocumented students (Dream Act)—how can Calvin be more welcoming
Traditional feeder schools are introducing language immersion programs that support
diversity
Expertise/truth-tellers of People of Color in GR
Belhar confession gives us an opening to raise issues of justice
Culture of adoption can increase our sensitivity
17
Create diverse leadership experiences, F|S|S groups lead book studies, etc.
Opportunity: There is a huge and largely untapped market of Christian International
and AHANA donors and business/career partners. If we can demonstrate how we are
making Calvin a welcoming place for International and AHANA students, we could
increase connections and support.
I believe we need to record exit interviews with each Person of Color who leaves
Calvin. Interviewers would be trustworthy, approachable, and not intimidating. Should
even interview Students of Color who leave or graduate. These truth records would be
held by MAC and available upon request for “safe” purposes and reference, and to
cancel false narratives.
Threats
12 Church and school requirements on faculty makes college less attractive, restricts
connections to wider community
10 Calvin’s reputation (exclusive); for example, negative stories in press, and being
seen as a school for rich white kids
10 Lack of sufficient resources to support Students, Faculty, Staff of Color/other places
providing more advocacy. Lack of sufficient support staff throughout our college to
serve as mentors, etc.
8 Pragmatic vs. principle—threat is Calvin only thinks about ourselves and not the larger
justice issues
5 Limitations of the strong ties to increasingly polarized CRC
5 Increasing diversity in US leading to increasing racial tension
3 Larger justice issues
2 We can’t offer as much competitive financial support because of budget shortfall and
lack of endowment
2 Retention for non-Entrada AHANA students is so low
2 Is residential college model even sustainable
2 Burnout from Faculty of Color, non-recognition
1 Dropping number of 18-year-olds in Midwest
1 Disconnect between African American and Hispanic community in GR/West MI and
Calvin
Big picture of the success of AHANA students in higher education
Minority students might find GVSU or Ferris more attractive than Calvin
Comparison of other higher education study retention rates is a threat because it
makes us “look good” if our numbers are better. In reality, “low retention” is low
retention and that is a threat because we become satisfied that things are “not that
bad.”
Clearly, with regard to becoming a campus that values and models diversity, the college’s Strength lies in
its FEN document, diversity-focused programming, and people (an increasingly diverse student body and
the people who work with them). The Weaknesses and Threats are many and point to the historical legacy
of the campus, decreasing resources, the loss of Faculty and Staff of Color, and the lack of progress on the
goals identified within the FEN document. Addressing the Weaknesses and Threats will need to be a
priority for the campus. The strongest ideas for decreasing the impact of identified Weakness and Threats,
as related in the Opportunities section, address the potential of new senior leadership, an increasingly
diverse student population, budding connections with new communities, and more intentional
conversations about race and racial reconciliation.
18
Where Does Calvin Stand Now?
Composition of Racial and Ethnic Diversity
Student Race/ Ethnicity
As has been noted in the executive summary, the composition of the student body at Calvin is shifting,
becoming increasingly more diverse. This is quite obviously seen in our North American ethnic minority
populations. From 2009 to 2013, the number of White student (First Time in Any College) FTIACs remained
relatively stable at 79% (N=748) in 2009 and 74% (N=742) in 2013. However, during this same five-year
period, in looking at the entire student body, the percentage of White students dropped from 81%
(N=3,317) to 75% (N=3,023). Remarkably, we can note steady growth in the AHANA student population
during this same five-year period. In 2009, just 9.8% (N=93) of FTIACs were AHANA students, compared
to 15.7% (N=158) in 2013. Of the incoming AHANA students, 26 were African-American, 44 were Hispanic,
38 were Asian, and 2 were Native American. When looking at the entire student body during this same
time period, AHANA student numbers grew from 7.2% (N=293) to 13.0% (N=523). Among AHANA
students, the largest subgroup continues to be Asian Americans. In 2013, Asian Americans accounted for
32.5% of the AHANA student population, compared to 19.5% for African Americans, 26.2% for Hispanic
Americans and just fewer than 2.5% for Native Americans.
This shift in the student body is also evidenced within the growing size of the International student
population. From 2009 to 2013, the percentage of FTIACs with citizenship other than the US grew from
7.8% (N=74) to 8.4% (N=85), while the percentage of internationals in the entire student body grew from
8.3% (N=338) to 10.1% (N=407). More than half of Calvin’s International students are from Asia, the bulk
of which come from South Korea (N=141) in 2013, with the next four closest student subpopulations
arriving from Ghana (N=35), Indonesia (N=28), Nigeria (N=27), and China (N=26). It is worth noting, too,
that the percentage of Canadian students decreased from 3.5% (N=142) in 2009 to 2.0% (N=81) in 2013.
It is remarkable that there are over fifty countries represented in the student body at Calvin, a vivid
encouragement as we work toward fulfilling FEN in every quadrant of the campus.
For a bit of historical perspective, the Fall Enrollment (Day 10) Report for 2002 recorded the total Ethnic
Minority (AHANA) student population as 4.3% (N=187) and total International student population as 7.7%
(N=333). In that same year among AHANA students there were seven African American, five Hispanic
American, twenty-four Asian American, and three Native American FTIACs. And among International
FTIACs, three were from Ghana, three were from Nigeria, one was from Indonesia, and fourteen were
from South Korea.
The following chart, the Fall Enrollment (Day 10) Report for 2013, provides greater racial, ethnic, and
country of origin details for a five-year period. It should be noted that beginning in 2010, Federal
guidelines mandated changes in how we collect and report race/ethnicity. Hispanics are reported as such
regardless of race. In addition, the Hawaiian/Pacific Islander category was added and those selecting more
than one racial category are counted in "Two or more races."
19
20
10 Year Faculty Race/Ethnicity Data
Total Full-Time Faculty by Race/Ethnicity
Nonresident Alien
Hispanic/Latino
American Indian or
Alaska Native
Asian
Black or African
American
Native Hawaiian or
Other Pacific Islander
White
Two or More Races
Race and Ethnicity
Unknown/Other
Total
2003
–04
9
3
0
2004
–05
9
3
0
2005
–06
10
3
0
2006
–07
10
3
0
2007
–08
15
4
0
2008
–09
10
5
0
2009
–10
8
7
2010
–11
4
6
0
2011
–12
4
4
0
2012
–13
5
2
0
8
6
7
6
7
6
9
6
10
8
10
7
12
8
15
8
15
8
15
7
0
0
0
0
0
0
0
0
0
0
276
-2
279
-3
283
-3
287
-4
282
-5
284
-4
290
-0
285
0
1
272
0
9
257
0
15
304
307
312
319
324
320
329
319
312
301
Since the 2004 approval of the FEN document, the college has experienced an overall increase in the
number of Faculty of Color. At the beginning of the 2004–2005 academic year members of the faculty
who were US citizens and identified themselves as either African/African American, Hispanic/Hispanic
American, Asian/Asian American, or Native-American numbered sixteen. At the beginning of the 2012–
2013 academic year the number had increased to twenty-four. However, the apparent overall increase
includes the movement of some faculty members from a non-resident alien status into the categories
mentioned above and the overall numbers hide the fact that over the years some faculty members within
a particular category have left while others have been added (e.g. within the 2006–2007 category of
African/African American, one faculty member was moved to staff and another faculty member was
moved from non-resident alien status into the African/African American category).
21
10 Year Staff Race/Ethnicity Data
Total Full-Time Staff by Race/Ethnicity
Nonresident Alien
Hispanic/Latino
American Indian or
Alaska Native
Asian
Black or African American
Native Hawaiian or Other
Pacific Islander
White
Two or More Races
Race and Ethnicity
Unknown/Other
Total
2003
–04
10
4
1
2004
–05
9
4
1
2005
–06
7
4
1
2006
–07
3
6
1
2007
–08
2
7
1
2008
–09
2
8
1
2009
–10
1
8
1
2010
–11
1
8
1
2011
–12
0
12
1
2012
–13
0
6
1
5
12
--
4
14
--
4
16
--
5
19
--
5
18
--
5
22
--
4
19
--
4
19
0
6
15
0
7
16
0
345
-0
373
-1
403
-1
405
-2
427
-4
438
-4
449
-3
407
0
4
412
0
0
415
0
3
377
406
436
441
464
480
485
444
446
448
Since the 2004, approval of the FEN document the college has experienced an overall increase in the
number of Staff of Color. At the beginning of the 2004–05 academic year members of the staff who were
US citizens and identified themselves as either African/African American, Hispanic/Hispanic American,
Asian/Asian American, or Native American numbered twenty-three. At the beginning of the 2012–2013
academic year the number increased to thirty; however, the apparent overall increase hides the loss of
staff members who have left the college for a variety of reasons, one of which is the lack of promotion
opportunities.
22
Student Retention and Graduation Rates
2013 Fall Day 10 Report Retention and Graduation Rate History, 2004-2013
One indicator of the quality of student’s college experience is the Retention Rate. There are many factors
which may lead to a student not returning for their sophomore year including: lack of commitment to
completing a degree, lack of finances, poor student-institution fit, changed career aspirations, a change
in personal health, a change in family situation, feeling unwelcomed or having a negative experience, an
inability to manage school work, and feeling a lack of social support from the college institution that they
are attending. The factors affecting retention also impact Graduation Rates.
Calvin’s overall Retention Rate for 2012 FTIACs is 87.4% with a four year average 86.6%. However, by
examining the Retention Rates of AHANA and International subgroups it becomes noticeable that AHANA
students have a Retention Rate seven points lower than the FTIACs as a whole and of International FTIACs.
Over the past ten years the Retention Rate gap between AHANA and all FTIACs has been as large as ten
points and as low as four points.
Calvin’s overall six-year Graduation Rate for 2007 FTIACs is 72.5% with a four year average of 75.6%. %.
However, by examining the Graduation Rates of AHANA and International subgroups it becomes
noticeable that AHANA students have a Graduation Rate fourteen points lower than the FTIACs as a whole
and International students have a Graduation Rate of twelve points lower than FTIACs as a whole. Over
the past ten years, the lowest recorded Graduation Rate for AHANA students is associated with the 2001
FTIACs at 54.9% and the lowest Graduation Rate for International students is associated with the 2000
FTIACs at 67.9%
23
Campus Climate and Diversity Measures
Creating and sustaining a climate that offers a sense of welcome for all members of the academic
community is becoming an increasingly more important hallmark for colleges and universities competing
for students and desiring to increase the retention of students, faculty, and staff. Multiple assessment
tools are used to monitor the college’s climate and to track levels of engagement, but not every tool used
every year. What follows are summaries of diversity-related measures collected over the last three years.
(Note: the 2013 HERI results had not been released at the time of this report was compiled.)
Best Christian Workplace ( BCW) 2012
Sixty-four percent of faculty and staff, participating in the Best Christian Workplace survey, responded
favorably to the statement, “Calvin College values diversity of cultural backgrounds, personal styles, and
ideas among staff/employees.” This was the first year that the survey was conducted.
National Survey of Student Engagement (NESSE) 2012
First-year students and seniors were asked to respond
to the items listed below.
To what extent did you Include diverse Never
perspectives (different races, religions, Sometimes
genders, political beliefs etc.) in class Often
discussions or writing assignments?
Very Often
First-Year Students Seniors
Calvin
CCC&U
Calvin
4%
6
5
40 %
32
35
39 %
36
35
18 %
25
25
CCC&U
3
31
38
28
To what extent did you have serious
conversations with students of a
different race or ethnicity than your
own?
Never
Sometimes
Often
Very Often
15
37
24
24
14
33
29
24
11
44
25
19
11
37
27
26
To what extent did your institution
encourage contact among students
from different economic, social, and
racial or ethnic backgrounds?
Very Little
Some
Quite a Bit
Very Much
5
21
40
34
8
29
36
28
6
30
37
27
14
30
28
29
To what extent has your experience at
the college contributed to your
understanding people of other racial
and ethnic backgrounds?
Very Little
Some
Quite a Bit
Very Much
7
31
40
22
12
30
35
23
8
35
38
19
9
33
32
26
24
Faculty Activity
In the spring of 2012, the Faculty Senate and Board of Trustees approved an amendment to the 2010
revision of the From Every Nation document. The amendment involved changing the requirement of
participation in FEN-related professional development for faculty, staff, and administrators from at least
once every other year to participation every year. Information regarding participation in FEN-related
activity for faculty and administrators-with-faculty-status were gathered from self-reported information
recounted in the Faculty Activity Reports.
Personal with faculty status reported participation in a range of FEN-related activities on their Faculty
Activity Reports. Among the items reported were involvement in department-sponsored book groups,
writing journal articles, giving guest lecturers, attending diversity-themed conferences, and participating
in dramatic and musical performances. Additionally, faculty reported attending community events and
ethnic celebrations, adapting courses, and providing consulting services.
Aggregate rates of participation by division for the last three years are reported in the chart below.
% reporting FEN activities by division
43.90%
47.62%
40.00%
37.14%
39.81%
37.04%
34.26%
34.38%
39.58% 37.50%
21.95%
12.20%
ADMIN.
ALE
2010–2011
NSM
2011–2012
SSCD
2012-2013
The chart clearly indicates an increase of participation within the ALE (Arts, Languages, and Education)
and Administration from 2011–2012 to 2012–2013, but a slight decrease in participation for the same
time period for the NSM (Natural Sciences and Mathematics) and the SSCD (Social Sciences and Contextual
Disciplines). However, it is also very clear that no division, for 2012–2013—the first year that all faculty
and all administrators with faculty status were to complete a FEN-related activity per an amended FEN
document—had achieved 100% compliance. In fact, no division achieved 50% compliance.
25
Academic Department Engagement
State of the Department Report FEN Section Summaries
Every year academic departments submit a State of the Department (SOD) report. Within the SOD reports,
department chairs are asked to detail FEN-related activities of the previous year hosted by their
departments that were offered to an audience beyond their department, report FEN-related professional
development offered within the department, and reflect on steps taken to enhance the recruitment and
retention of Persons of Color in the membership of their department. What follows are FEN-related
highlights from the Fall 2013 SOD reports. Space does not allow a listing of activities from all departments,
however, what is listed are items that show the breadth of activities undertaken by departments as a
whole.
Arts, Languages, and Education (ALE) division
 Art and Art History Department: participated in a workshop on creating a welcoming environment
for International students in Fall 2013 and hosted a presentation on Racial “Visual Culture” based
on artifacts from the Museum of Racial Memorabilia Fall 2012.

Classics Department: In July 2013, Professor Jeff Winkle taught and worked with Entrada students
in his Classical Mythology course. In 2012, Young Kim participated in a faculty panel organized by
the International Student Development Office that was designed for International students to
learn about how to relate to and work with Calvin faculty.

Communication Arts and Science Department: In February, Debra Freeberg directed a staged
reading of a play, Justice for Maurice Henry Carter, based on a book by Calvin alum Doug Tjapkes.
In this staged reading playwrights Donald Molnar and Alicia Payne tell the true story of a falsely
convicted man who fights for his freedom with the help of a rather unlikely ally: Douglas Tjapkes,
a Calvin alum and author of Sweet Freedom. This play starkly chronicles issues of racism and
justice and was part of the offerings for Black History Month at Calvin.

Education Department: This year, for the first time, the Education Department sponsored an
education focused information session during the Entrada summer program. Professors from the
department and students from our student club, SPEC, led a program that include Ashanti Bryant
as the guest speaker. Mr. Bryant, a Person of Color who is a local school principal, enthusiastically
engaged the Entrada students with stories about his journey into education and then as a
schoolteacher and leader. Ashanti Bryant, who regularly teaches for our department, ended by
encouraging students to seek teaching as a career. Most, if not all of our department members
who were around campus last summer, attended the session.

Germanic and Asian Languages and Literatures Department: Presentations at Internationalizing
Christian Higher Education, 2013 Conference hosted (IAPCHE) May 23–25, 2013. “Transforming
Students Abroad from Consumers to Cultural Learners,” Mary Buteyn (German), Herman De Vries
(Dutch), and F. Corey Roberts (German); “Engaging Pedagogically with Cultural Difference,” David
I. Smith (German) and Penny Dykstra-Pruim (German).
26
Social Sciences and Contextual Disciplines (SSCD) division
 Congregational and Ministry Studies Department: Through the Jubilee Fellows program the
department is often able to place students in significant cross-cultural contexts. During the
summer of 2013 the department placed students at the Spencer Perkins Center, Jackson, MS.
Working closely with the:
o John and Vera Mae Perkins Foundation for Reconciliation and Development, the Spencer
Perkins Center "is committed to walking alongside its west Jackson neighbors to the
Kingdom of God in our community."
o Awake Church (CRC), Seattle, WA. The church's mission revolves around serving and
sharing the gospel with "our neighbors who struggle with addiction, house-lessness,
mental illness, and sexual exploitation." The church began The Aurora Commons, a
neighborhood place for hospitality and relationship; a space for holistic renewal through
various activities; a bridge to resources (i.e., housing, mental health, addiction, etc.); and
a hub for churches, businesses, and neighborhood groups to join together to care [for]
our neighborhood.
o Hot Metal Bridge Faith Community, Pittsburgh, PA. Planted in the South Side
neighborhood of downtown Pittsburgh, Hot Metal pledges "to be a bridge between the
kingdom of God and those we serve by creating community, building relationships, and
loving one another." Two of their vital ministries are their community kitchen, which
serves hot meals several days a week, and their homeless ministry, in which they are daily
"sharing in burdens and traveling life together" with many homeless in their
neighborhood.
o Bridge of Life Church (CRC), Sacramento, CA. BOL's mission is to "build bridges between
all people who have been divided along lines of ethnicity, economics, status, culture, etc.,
and we fight against the injustice that pervades our culture and creates systems of
oppression that have all of us in their grip."

Economics Department: The department faculty held meetings of “book reports” on books they
were working through on FEN topics.

International Development Studies Program: the program hosted a three-day Faith and
International Development Conference, which is intentionally intercultural and global.

Political Science Department: The department met several times to discuss ways to strengthen
the International Relations major.

Philosophy Department: Matt Halteman's work in the area of food systems and racial justice
continues to gain momentum. In previous years, Matt has worked with the Office for Multicultural
Affairs to put the issues of food deserts and urban farming front and center at his annual Wake
Up Weekend events, providing opportunities for local organizations (Our Kitchen Table) and
nationally renowned food justice activists (Bryant Terry) to present their work at Calvin and other
venues in West Michigan. More recently, Matt has been serving as a member of the advisory
board for Bryant Terry's new "cookbook with a political edge,” Afro-Vegan: Cuisines of the African
Diaspora. Plans are in the works to bring Terry back to Calvin for his third visit to headline a book
release event for Afro-Vegan in April 2014.
27
Natural Sciences and Mathematics (NSM) division
 Chemistry and Biochemistry Department: is conducting a departmental study this fall on the book,
A Beginner's Guide to Crossing Cultures, Patty Lane, InterVarsity Press (Downer's Grove, IL) 2002.
The department is discussing Part 2 of the book (six chapters focused on understanding cultural
differences) during the Fall Semester 2013 at two regular department meetings and one
additional department meeting. All staff and faculty members are participating.

Nursing Department: Faculty members have promoted the FEN philosophy in multiple ways.
Examples are the interim courses, Partnering to Improve Health in Rural India, and Belize: A
Nursing Experience, both of which included significant reflection on differences and similarities
among various ethnic and cultural groups.

Physics and Astronomy Department: During and after an external review, a desire and need for
diversity has been a key factor in departmental planning. The department continues to look for
ways to attract both faculty and students from under-represented groups.

Psychology Department: During a search for a replacement last year, the department advertised
in professional associations targeted to ethnic minorities (e.g. Association of Black Psychologists).
The department also contacted ethnic minority faculty at Christian graduate institutions for
advice and help with networking to locate potential ethnic minority faculty. The department
continues to nurture adjunct or part-time instructors, regularly seeking out information from local
sources about individuals who represent diverse cultural and ethnic backgrounds.
Academic Department Assistants' Readers Group
Academic departments are supported by administrative assistants. Although not a part of the teaching
staff, administrative assistants are nevertheless involved within the life of the department and share in
the commitment to a realization of the three board themes described in the FEN document: multicultural
citizenship, anti-racism and accountability, and reconciliation and restoration. For several years now, a
readers group specifically for assistants in the academic departments has been getting together most
semesters with the aim to increase multicultural citizenship through story. Each book group engages six
to ten administrative assistants in moving and informative conversations about how race is lived in the
United States and around the world.
Though becoming more aware as a multicultural citizen happens perhaps most authentically through
multicultural friendships, a story can be a wonderfully intentional way to open the horizons of the heart
as well.
 In 2011–2012 the group read The Hotel at the Corner of Bitter and Sweet by Jamie Ford.
 In 2012–2013 the group read The House at Sugar Beach by Helene Cooper and How Does it Feel
to be the Problem by Moustafa Bayoumi.
28
Institutional Trends and Highlights 2011–2013
Each fall the Multicultural Affairs Committee receives end-of-the-year reports on FEN-related activities
from each division of the college, the Office of the President, the Office for Multicultural Affairs, and the
Board of Trustees. Additional reports, but less comprehensive, are received from the Alumni Association,
the Faculty Development Committee, the Educational Policy Committee, and the Professional Status
Committee. Summarizations of new developments, factors affecting diversity initiatives, and trends from
the 2011–2012 and 2012–2013 reports are presented below.
Academic Division
1. New developments
 In February 2012, Calvin received a “full partner” designation from Partner’s for a RacismFree Community Grand Rapids.
 From November 2011 to March 2012, 97 of 325 eligible faculty completed the online training
program “Welcoming Diversity.”
 The Academic Division is in the information-gathering stage of establishing a Center for Global
Engagement that would house multicultural education initiatives and programs.
 Centers and Institutes: Three summer seminars demonstrated commitment to cross-cultural
engagement in Christian scholarship; thirteen grants and research grants were FEN-related,
as were six public lectures.
2. Factors affecting diversity initiatives
 Low FEN compliance among faculty: in 2012–2013, the number of FEN-related items reported
in the Faculty Activities Report were as follows:
o Deans and Provost: 2 of 7 (29%)
o Administrative: 7 of 41 (17%)
o Arts, Language and Education Faculty: 40 of 109 (37%)
o Natural Science and Mathematics Faculty: 27 of 109 (25%)
o Social Sciences and Contextual Disciplines Faculty: 22 of 95 (23%)
 Departure of Faculty and Staff of Color:
o in 2011–2012, one from the Psychology Department and one from the Religion
Department
o in 2012–2013, one staff member from the Provost’s Office and two from the faculty (term
appointments for faculty ended)
3. Trends noticed in two years of reporting
 Positive: In 2012–2013, there was an increase of almost fifty percent in the number of FENrelated professional development opportunities made available to faculty and staff.
 Negative: In 2011–2012, two incidents of alleged racial bias were raised with the Dean for
Multicultural Affairs. One of the incidents involved the reappointment of a faculty member,
which was not granted. The other is in process of resolution.
29
Administration and Finance and Information Services Divisions
(In 2011–2012 this division included offices of Hospitality Services, Conferences and Campus Events,
Financial Services, Hekman Library, Human Resources, and Physical Plant. In 2012–2013 a restructuring of
this division took place.)
1. New developments
 HR’s FEN: Creating a Welcoming Environment training was offered to all division staff and 160
staff members completed the training.
 Of the thirty-nine student employees in CIT, seven are International Students of Color.
2. Factors affecting diversity initiatives
 Submission of the proposed revisions for Minority and Women Business Enterprise by the
PRFC-GR Credential Committee resulted in receipt of the “Full Partner” designation in March
2012.
 Librarians and other staff have been attending FEN-related events/training during new faculty
orientation and the faculty conference.
 Lack of consistent way for staff to track participation in FEN-related activities.
3. Trends noticed in two years of reporting
 Positive
o Increase in participation of FEN-related book groups
o Five Staff of Color were awarded tuition reimbursement
o Increase of special offerings of international and ethnically inspired foods offered in
dining halls
o Increase of hosting international visitors on campus
 Negative
o Guide Staff Mentoring Program—low level of participation by People of Color
o Of 52 new employees hired during 2011–2012 , only 5.7% were People of Color
Advancement Division
1. New developments
 A staff member of color received her Master’s degree and was promoted within the division.
 Thirty-five percent of Calvin Alumni Association Board are minority members.
 The Alumni Association made eight scholarships available to students of color: five through
the Student of Color Scholarships for AHANA students and three International Student
awards.
 Alumni office planned trip to South Africa (November 2012.
 Special attention paid to ensuring publications (ex. Spark) reflect racial and ethnic diversity of
Calvin community.
2. Factors affecting diversity initiatives
 Hiring Practices: According the 2011–2012 report, the Advancement Division infrequently
hires new personnel however it has stated that special attention would be given to the hiring
racial minorities in a future hiring. However, a plan to do so was not specified.
30
3. Trends noticed in two years of reporting
 Positive
o Advancement Division sends out FEN activities reminders each month to all personnel
within the division
o One Person of Color promoted after completion of Master’s degree
o Participation of staff in FEN activities and external diversity enrichment
o Faith and Learning Award given to a professor of color for the first time
 Negative
o Black Alumni Book Scholarship not actively being utilized. However, efforts are being
taken to utilize scholarship.
Enrollment Management Division
1. New developments for enrollment are contained in the goals for 2013–2014. In particular
 Leveraging of a Spanish-speaking faculty fellow to develop a plan to enhance recruiting of
Hispanic students.
 Creation of a divisional event intended to enhance FEN awareness and perspective in the
division.
2. Factors affecting diversity initiatives
 A stated commitment by the senior leadership to participate in all pre-college programs and
community engagement events.
 Consultation with interim Dean for International and Multicultural Student Development, in
FEN-related discussions about financial aid for AHANA and International students.
3. Trends noticed in two years of reporting
 Positive
o Enrollment met their goal of discussing FEN at divisional meetings
o Enrollment developed new partnership with CCDA to create a new scholarship program
for first-generation students
 Negative
o Enrollment lost one Person of Color and although five positions were filled within the
academic year, none were Persons of Color
o Enrollment re-purposed a scholarship for students from Red Mesa New Mexico
Student Life Division
1. New developments
 New structuring of MSDO and ISDO with a new interim Dean for Multicultural and
International Student Development. Among other things, this position is charged with
tracking, investigating, resolving, and reporting student complaints (racial and other) in
collaboration with the Academic Dean for Multicultural Affairs.
2. Factors affecting diversity initiatives
 Attracting, retaining and promoting Staff of Color; lack of diversity at top (Student Life did add
three new people to Senior Leadership team, one being the new interim dean who is an
African-American female).
 Accurate reporting for offenses against minority students (racial incidents).
31
3. Trends noticed in two years of reporting
 Positive
o Strong student programming (unlearn week; MSDO; Grassroots)
o Almost all staff within various Student Life departments fulfilling FEN annual training
requirements
o The latest report includes last year’s goals with outcomes, noteworthy achievements, and
goals for the upcoming year. In addition, it had some data regarding racial incidents on
campus.
 Negative
o As more AHANA/International students come to Calvin, more of a toll on existing minority
staff (insufficient support systems; burnout)
Office of the President
1. New developments and factors affecting diversity initiatives
 Appointment of Executive Associate to the President for Diversity and Inclusion (EAPDI) in
August 2013.
 EAPDI to begin Cabinet development work around diversity this year (However, a detailed
development plan was not specified).
 EAPDI will shepherd diversity and inclusion theme in the new strategic plan.
 President and staff will address diversity and inclusion within the new Administrative
Leadership Team.
 New President began term in 2012–2013 academic year.
 President reports regularly reminding Cabinet members of “need to lead well in diversity.”
Board of Trustees
1. New developments and factors affecting diversity initiatives
 Two ethnic minority trustees left, one joined reducing the number from four to three.
 Of the thirty-one total trustees, sixteen are nominated to Synod by regional groups of
Christian Reformed Churches, limiting the input of the Board on its makeup. Of the other
fifteen potential trustees, they must attend churches closely affiliated with the Christian
Reformed Church, limiting the pool of potential trustees.
 The Trusteeship Committee of the Board has a strong commitment to identify and recruit
ethnic/racial candidates.
Office for Multicultural Affairs
1. New developments
 Increased programming: in 2011–2012 there were twelve programming offerings and there
were fourteen programming offerings. In 2011–2012 the office supported five multicultural
speakers/artists and in 2012–2013 the office supported ten multicultural speakers/artists.
 Increased participation in programming: in 2011–2012 the programming offerings reached
347 participants and in 2012–2013 the programming offerings reached 410 participants. In
2011–2012, 250 individuals signed the Stand Against Racism pledge and in 2012–2013 500
individuals signed the Stand Against Racism pledge.
 Fall 2013 faculty, staff, and students were invited to participate in the OneCampus e-learning
workshop developed by ReNew Partnerships.
 Changing staffing: Dean for Multicultural Affairs is splitting time in other areas; administrative
support for the office is splitting times in other areas; a decrease in Staff of Color in the office.
32

2011–2012 From Every National Award for Excellence in Teaching awarded to Brian Ingraffia
of the English Department. 2012–2013 From Every National Award for Excellence in Teaching
awarded to Pennylyn Dykstra-Pruim of the German Department.
2. Factors affecting diversity initiatives
 Activities are highlighting programming, but not other needed services like Faculty of Color
support, retention, and help/counsel/mentoring through reappointment and tenure
processes.
3. Trends noticed in two years of reporting
 Positive
o Number of programs increased
o Number of program participants increased substantially—reaching more people around
campus
o Increased intercultural workshops—more substance in offerings in year two
 Negative
o Reporting only reflects programming
o Less AHANA staff in structure of office
o A decrease in staffing hours Office for Multicultural Affairs efforts
33
Concerns Moving Forward
In addition to the concerns identified in the Trends Paper (see page 14 of this document), the Multicultural
Affairs Committee has identified four additional items that deserve focused attention: shifting and added
responsibilities of Staff of Color; impact of prioritization and principle debt reduction measures;
limitations on ability to hire additional Faculty and Staff of Color; and how to change hearts and numbers.
Shifting and Added Responsibilities of Staff of Color: At the beginning of Fall 2013, three full-time Staff of
Color had their roles expanded, two of which were to fill two newly created positions. In two of these
cases, the change in responsibilities included requiring staff members to split their time between two
offices. While the changes in roles were initiated to increase the voice and presence of People of Color on
senior leadership teams (which is to be applauded), it should also be noted that the changes required staff
to decrease efforts in one diversity-related area in order to accomplish new diversity-related
responsibilities. MAC is concerned that Staff of Color are being stretched too thin and may not have
adequate support to flourish in their new roles.
Impact of Prioritization and Principle Debt Reduction Measures: It is still unknown how diversity related
programs will weather the prioritization and principle debt reduction measures touching all aspects of the
campus community. Vice-Presidents, with input from budget officers within their divisions, are having to
make decisions about how to decrease expenses in a college-wide effort to close a financial gap in the
millions of dollars. The prioritization and principle debt reduction plan is tentatively planned for approval
by the Board of Trustees in January 2014. And while every area of the campus must determine how it will
do more with less resources, MAC is concerned that with already under-resourced diversity efforts, the
campus’ ability to make significant progress will be hampered if further reductions in staffing or funding
occurs.
Limitations on the Ability to Hire Additional Faculty and Staff of Color: Over the last two years, in response
to the need for offices and departments to become more lean and efficient, very few new faculty or staff
positions have become available. It is hard to diversify the faculty and staff when staffing cuts are being
made and no new jobs (especially full-time jobs) are being posted. MAC is concerned that if the current
Faculty and Staff of Color are not retained that their positions will not be filled by anyone (in the name of
efficiency) and, with very few new job postings, the number of Faculty and Staff of Color will dramatically
decrease over the next several years—just as the number of Students of Color is increasing.
How to Change Hearts and Numbers: It is the opinion of MAC that a campus truly committed to diversity
will have not only a diverse faculty, staff, and student body, but will also demonstrate a heart and will to
embrace diversity. MAC is concerned that members of the Calvin community may see the increase of the
numbers of Students of Color as a signal that the campus has accomplished its diversity goals and can now
move on to the next issue. Numbers—achieving a critical mass of People of Color—is only a part of what
is needed for a campus that welcoming and racially reconciling. A heart and will to fully live into what it
means to be a welcoming and racially reconciling community is needed. This is accomplished through
changing the heart and strengthening the will. A change of the heart cannot be mandated, but it can be
cultivated. MAC is concerned that the cultivation of the heart will not be given as much attention as the
attention given to increasing numbers.
34
Thoughts for the Journey: The Race Card Project
“Though this nation has proudly thought of itself as an ethnic melting pot in things racial,
we have always been, and … continue to be, in too many ways, essentially a nation of
cowards. Though race-related issues continue to occupy a significant portion of our
political discussion, and though there remain many unresolved racial issues in this nation,
we, average Americans, simply do not talk enough with each other about things racial.”
—Eric Holder, US attorney general Feb 19, 2009
The Calvin College Race Card Project was inspired by Michele Norris who started "The Race Card Project".
Calvin’s version of the project was designed to facilitate thoughtful consideration of how race is
experienced on Calvin’s campus. Faculty, staff, and students were invited by the Office for Multicultural
Affairs and by the Multicultural Student Development Office to think about their experiences, questions,
hopes, dreams, laments, or observations about race, identity, and diversity and to put them into six words
or less. Entries were collected from October 7, the start of UnLearn Week, through November 11, 2013.
More than forty people from the Calvin community participated in the project.
Once collected, the six-word comments were placed on a virtual Race Card Wall on the Office for
Multicultural Affairs webpage http://www.calvin.edu/admin/provost/multicultural/racecard/
In mid-November two campus-wide forums were held to discuss the six-word statements. Over forty
people met to talk about what was written on the cards and to share their own experiences.
The sentiments recorded on the wall expressed a range of emotions. Woven within the statements one
finds hope, fear, confusion, annoyance, and self-revelation to be represented in creative and powerful
ways. The forums in mid-November provided an opportunity for lively conversations about race that
assisted the participants’ understanding of how some people within the Calvin community experience
race and identity. The conversations moved the talk about race from the abstract to the personal and
provided space to give voice to feelings that are rarely disclosed. Participants not only learned from the
statements posted on the Race Card Wall, but also from each other as participants shared their reactions
to the statements and shared their own stories.
The statements from the wall are listed on the following page. May they inspire the reader to think of
their own six-word statement and start many more conversations about race at Calvin College.
35
The Race Card Wall
Prejudice learned quickly. Unlearning never ends.
God’s colorful plan for this world.
honesty, clumsy, hope, broken, warming, patient
Different and Unique Perspectives on Life
God's children hail from every race.
In Christ united - challenges remain.
Art helps South Africans heal and thrive.
Always the minority, even though majority.
A social construct of no value.
Listen, acknowledge the hurt and grow.
Facing past divisions, envisioning elusive unity.
Beautiful boy, you're not a statistic.
Discovered slave owner ancestry. What now?
Presumptuous generalizations lacking experiential
evidence or truth.
stand up, speak up, and listen
I'm SO white. reaching out awkwardly.
Focus on commonality; not our differences
Will I ever truly belong somewhere?
Diversity represents God's brilliant creation six words cannot do it justice
design.
I would like to be friends.
Equality & Unity ≠ Uniformity
Let's allow differences to unite us.
black white encounter rage and blood
Majorities get left behind too often.
Blurring the color line at Calvin
Why have things not changed yet?
You're Mexican? Well, present company excepted.
daughter brown mother white joined heart
I didn't know I was different.
We are not trapped by history.
That we would be the kingdom
European peoples are all colored differently.
You're in America. Stop speaking Mexican!
White's a color, not a race.
Never thought of myself as different
I wish I wasn't white.
Disingenuous engagement leads to genuine
disengagement
Learn how to serve.
We're all different. Thank God! Enjoy!
We're ALL precious in HIS sight.
Privileged white committed to dismantling racism
My hair's not a petting zoo.
All have equal value, worth, potential.
I am Chilean. I am American.
Accept & Love me as I am
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Appendices
A. Multicultural Affairs Committee Mandate
B. Calvin College Statement on Diversity
C. US Census Racial and Ethnic Data
37
Appendix A: Multicultural Affairs Committee Mandate
The Multicultural Affairs Committee shall function as the agent of policy and accountability for the college
in the development and maintenance of a genuinely multicultural educational community that discerns
and counters the sin of racism and embodies the reconciling power of the Gospel. It shall evaluate and
promote policies and procedures at all levels of college life in order to ensure that Calvin becomes and
remains an educational community in which cultural diversity is encouraged and celebrated. The
committee shall advise and work with standing committees, divisions, personnel, and student
organizations throughout the college. In these ways it shall serve as an agent of accountability for the
goals of From Every Nation (FEN). To carry out this mandate the committee shall be charged with, but not
limited to, the following duties:
1. Provide comprehensive biennial reports which evaluate progress and make recommendations toward
the goals of FEN. These biennial reports will be based on data gathered from committees, departments,
and divisions; they will address all aspects of a genuinely multicultural educational community.
2. Identify college structures, policies, and practices which may interfere with the goals of FEN.
3. Educate the Calvin Community concerning issues of institutional and individual racism and promote
anti-racist institutional practices and policies.
4. Recommend to the Planning and Priorities Committee the formation and supervision of task forces as
needed to assist in complying with the goals of FEN.
5. Conduct a complete review of the FEN document every five years and recommend revisions to Faculty
Senate.
6. Work with the Dean for Multicultural Affairs in implementing FEN and in addressing multicultural
affairs.
Reporting Relationship: The Multicultural Affairs Committee will submit its formal reports to the Faculty
Senate.
Composition: Fourteen members: the Dean for Multicultural Affairs (who will normally serve as chair); six
faculty (one of whom shall normally serve as vice-chair, three of whom are tenured, and at least one of
whom shall be a Person of Color); one member of the Board of Trustees; a representative of Human
Resources; a representative of Multicultural Student Development; a representative of Residence Life; a
representative of Admissions; a staff member; and one AHANA student. MAC will annually form and
supervise a student advisory committee. Student members will be appointed in consultation with Student
Senate and the Multicultural Student Advisory Board (MSAB). The student advisory committee will
provide insights and feedback from the student body regarding pertinent matters before MAC. They may
also suggest items for MAC’s agenda, bringing them before MAC either in person or in writing.
Revised: Fall 2006, Approved by Committee on Governance: February 2007, Approved by Faculty Senate:
December 2007
38
Appendix B: Calvin’s Commitment to Diversity
As a Christian institution in the Reformed tradition, Calvin College values and
promotes diversity. Scripture calls us to love others as we love1 ourselves; to
exhibit and extend hospitality2; and to pursue reconciliation3 with one another.
Love, hospitality, and reconciliation are to be exhibited in all aspects of life;
furthermore, they are markers of shalom. Understanding that there is
“oneness” and “manyness” in God’s world, or unity and diversity4, we affirm our
common commitment to the identity and mission of the college, and our
commitment to diversity as a response to a biblical mandate5. Calvin College is
committed to diversifying9 its community by recruiting women and men from a
variety of cultural, ethnic, ability, and socio-economic backgrounds6 as
administrators, faculty, staff, and students. We are committed to creating a
convivial learning environment and maintaining policies and practices that
reflect our commitment to diversity and the pursuit of shalom7 for we are called
to perform all our tasks as a caring and diverse educational community8.
References
1 Matthew 22: 39 “…And the second is like it: Love your neighbor as yourself.” John 13:34 “…A new commandment I give
you: Love one another. As I have loved you, so you must love one another.”
2 Romans 12:13 “…Share with God’s people who are in need. Practice hospitality.”
3 II Corinthians 5:19 “…that God was reconciling the world to himself in Christ, not counting men's sins against them. And
he has committed to us the message of reconciliation.”
4 God’s Diverse and Unified Family (CRCNA publication, page 8)
5 God’s Diverse and Unified Family (CRCNA publication, page 31). “That synod call the whole church—individual members,
congregations, assemblies, agencies, and other ministries of the CRCNA—to respond to the biblical and theological
principles regarding the development of a racially and diverse and united family of God…”
6 Nondiscriminatory Policy: “Calvin College does not discriminate with regard to age, race, color, nationality origin, sex,
or disability in any of its education programs or opportunities, employment, or other activities.”
7 From Every Nation, (page 6)
8 Calvin College Catalog, Purpose Statement and Statement on Christian Community (page 7)
9 From Every Nation, (page 10)
39
Appendix C: US Census Racial and Ethnic Data
The U.S. Census Bureau, in a series of 2010 Census briefs, Overview of Race and Hispanic Origin: 2010,
found that the overwhelming majority (97 percent) of the total U.S. population reported only one race in
2010. This group totaled 299.7 million. Of these, the largest group reported white alone (223.6 million),
accounting for just over 72 percent of all people living in the United States. The Black or African-American
population totaled 38.9 million and represented nearly 13 percent of the total population. Approximately
14.7 million people (about 5 percent of all respondents) identified their race as Asian alone. There were
2.9 million respondents who indicated American Indian and Alaska Native alone (0.9 percent). The
smallest major race group was Native Hawaiian and Other Pacific Islander alone (0.5 million), which
represented 0.2 percent of the total population. The remainder of respondents who reported only one
race, 19.1 million people (6 percent of all respondents), were classified as "some other race" alone.
2010
Census
USA
Michigan
Grand
Rapids
White
Black
72.4
78.9
64.6
12.6
14.2
20.9
American
Indian +
Alaska
Native
0.9
0.6
0.7
Asian +
Pacific
Islander
Other
Hispanic
2+
5.0
2.4
1.9
6.2
1.5
7.7
16.3
4.4
15.6
2.9
2.3
4.2
Based upon 2010 Census information, mortality and fertility rates, and trends in immigration the US
Census Bureau published population projections for the year 2060. The projections, presented in the table
below, indicate that Whites will make up a small proportion of the US population by the year 2060.
Additionally, it should be noted that by the year 2060 the Hispanic and Asian populations will likely nearly
double in size.
Percent Population by Race and Hispanic Origin 2012 and 2060*
White
Black
AIAN
Asian
NHPI Two or
alone
alone
alone
alone
alone
More
Races
2012
78
13
1.2
5.1
0.2
2.4
2060
69
15
1.5
8.2
0.3
6.4
NonHispanic
White
63
43
Hispanic
Any
Race
17
31
AIAN = American Indian & Alaskan Native NHPI = Native Hawaiian & Pacific Islander
*Source: Retrieved November 11, 2013 from http://www.gwu.edu/~forcpgm/Ortman.pdf
40
41