Shannon August
Caitlin Estes
Katherine Kis
Jennifer O'Brien
Michelle Tagmyer
Plan 1: Why West Point?
Background
Founded in 1802, West Point is the United States Military Academy (USMA). Its present
mission is “to educate, train, and inspire the Corps of Cadets so that each graduate is a
commissioned leader of character committed to the values of Duty, Honor, Country and prepared
for a career of professional excellence and service to the Nation as an officer in the United States
Army” (“U.S. Military Academy Mission”). The Academy continually ranks highly for its
academics in national publications, and was recognized in 2009 as being the #1 undergraduate
institution in the country (Keinan 9). It is deeply steeped in tradition and prestige, with
astronauts, presidents and CEO’s among its graduates. The first class to include women
graduated in 1980, shortly after Congress permitted women to attend military academies (“West
Point in the Making”).
West Point has many unique characteristics. Cadets undergo rigorous physical and
military training while working toward a Bachelor of Science degree. Emphasis on leadership
and values/morals training is also part of the curriculum. The U.S. government covers all tuition
costs and benefits of Cadets who make it through the incredibly competitive admissions process,
with the commitment to become second lieutenants in the U.S. Army after graduating (Keinan
10).
Situation Analysis
While revered for its academics and leadership opportunities, West Point faces a low rate
of female and minority applicants: In 2009, 2% of applicants identified as female while 3%
identified as minorities (James). Research indicates that the benefits of attending West Point are
largely unknown among parents and children, with more popularly known schools such as
Harvard and Georgetown overshadowing its offerings. Although West Point has many appealing
characteristics, such as fully paid benefits, a number of negative perceptions about the Academy
persist. For example, prospective applicants may be uneasy about the Academy’s association
with hazing and strict rules (“I hear the hazing”; Keinan). Females in particular may be
intimidated by physical activity requirements and fear of gender inequality, despite current
female cadets indicating otherwise (Anonymous). Reluctance to support military-affiliated
institutions is common in the current political climate, and West Point is not the typical college
experience many teenagers are interested in (Keinan 23).
West Point has a unique opportunity to curb declining application rates while expanding
its reach to underrepresented groups. We have a year to address prevailing negative opinions,
especially the perceived potential for sexism and racism. If we are unable to raise awareness of
West Point's unique benefits among teenage minorities and females, the West Point brand will
continue to suffer from misconceptions and applications will remain low. Emphasizing West
Point's academic excellence, guaranteed post-graduation employment, and lack of tuition, using
cadets' own words to stress that the experience is ultimately worth any hardship, will inspire
interest in members of marginalized groups who may not have otherwise considered it an option.
Highlighting the success of female and minority cadets and the solidarity they found at West
Point will also help to increase positive attitudes about the school.
Core Problem/Opportunity
Because teenage women and minorities are uncertain of the benefits West Point offers
them and may feel they will not be accepted at West Point, they are missing out on the
opportunities the school offers them while misconceptions about the school persist.
Goal
Increasing enrollment to West Point among women and minorities.
Audiences
• Primary
• Women, ages 14-19, high school students
• Minorities, ages 14-19, high school students
• Secondary:
• Parents
• Intervening:
• Educators
• Counselors
• Cadets
Objectives
1. Increase awareness among women of opportunities and benefits provided by West Point
by 25% by February 28, 2013.
•
Strategy 1: Give insight into lives of female cadets.
•
Tactics
•
Female cadets make 120 presentations at 120 all-girl schools to discuss their
experiences at West Point.
•
Produce “A Day in the Life of a WP Student” mini documentary, showcasing 3
current cadets and what happens during a typical day. This will be sent out to the
120 selected schools and posted on the West Point website and social media.
•
Strategy 2: Increase West Point presence in schools.
•
Tactics
•
Send out flyers, informational brochures to schools. Specifically focus on benefits
for women.
•
Strategy 3: Use social media to display details about the West Point experience to
potential applicants from current female cadets.
•
Tactics
•
Create and maintain a blog by women at West Point (alumni, cadets, professors)
describing their bi-weekly experiences, answering questions.
•
Have Cadet of the Week pictured on Facebook, featuring a female or minority
every other time.
2. Increase awareness among minorities of opportunities and benefits provided by West
Point by 25% by February 28, 2013.
•
Strategy 1: Give insight into lives of minority cadets.
•
Tactics
•
Minority cadets make 120 presentations at 120 schools with high levels of
minorities about their experiences at West Point.
•
Produce “A Day in the Life of a WP Student” mini documentary, showcasing 3
current cadets and what happens during a typical day. This will be sent out to the
120 selected schools and posted on the West Point website and social media.
•
Strategy 2: Increase West Point presence in schools.
•
Tactics
•
Send out flyers, informational brochures to schools. Specifically focus on benefits
for minorities.
•
Strategy 3: Use social media to display details about the West Point experience to
potential applicants from current minority cadets.
•
Tactics
•
Create and maintain a blog by minorities at West Point (alumni, cadets,
professors), where they describe their day-to-day experiences.
•
Have Cadet of the Week pictured on Facebook, featuring a female or minority
every other time.
3. Increase interest in applying to West Point among women by 20% by February 28, 2013.
•
Strategy 1: Create connections between high school females and female cadets.
•
Tactics
•
“Training Day”: Cadets visit 120 all-girl schools and teach P.E. classes for a day
(on the same day they make presentations).
•
Utilize social media to increase conversation about West Point's benefits.
•
#WhyWestPoint Twitter Campaign: Students get on Twitter to talk about why
they want to go to West Point. West Point account could give information on
why West Point is good for engineering, leadership, etc.
•
Strategy 2: Engage female students in West Point leadership programs.
•
Tactics
•
Expand West Point’s five-person diversity outreach team by hiring more
members.
•
Encourage participation in SLS summer program by sending information to
schools.
4. Increase interest in applying to West Point among minorities by 20% by February 28,
2013.
•
Strategy 1: Create connections between high school minorities and minority cadets.
•
Tactics
•
“Training Day”: Cadets visit 120 schools with high rates of minorities and teach
P.E. classes for a day (on the same day they make presentations).
•
Utilize social media to increase conversation about West Point's benefits.
•
#WhyWestPoint Twitter Campaign: Students get on Twitter to talk about why
they want to go to West Point. West Point account could give information on
why West Point is good for engineering, leadership, etc.
•
Strategy 2: Engage minority students in leadership programs.
•
Tactics
•
Expand West Point’s five-person diversity outreach team by hiring more
members.
•
Encourage participation in SLS summer program by sending information to
schools.
5. Increase parent interest in having their kids apply to West Point by 5-10% by February
28, 2013.
•
Strategy 1: Portray West Point as a prestigious school that provides many benefits,
including free tuition.
•
•
Tactics
•
Hold monthly Webinars for parents to learn more about West Point.
•
Send out notifications to high schools about the Webinars.
Strategy 2: Facilitate conversation between parents and West Point officials.
•
Tactics
•
Plan and execute parent and student career fairs with representatives from West
Point.
6. Increase applications to West Point among women by 5-10% by the application deadline
for the Fall 2014 class.
•
Strategy 1: Portray West Point as a prestigious school that produces female leaders.
•
Tactics
•
Create a video contest on Facebook for high school female students to participate
in sharing why they want to go to West Point. The winner and a guardian will be
flown out to West Point for a sporting event and recognized at half time with their
video.
•
Produce a mini-documentary about female alumni who have gone on to
accomplish big things.
7. Increase applications to West Point among minorities by 5-10% by the application
deadline for the Fall 2014 class.
•
Strategy 1: Portray West Point as a prestigious school that produces minority leaders.
•
Tactics
•
Create a video contest on Facebook for high school minority students to
participate in sharing why they want to go to West Point. The winner and a
guardian will be flown out to West Point for a sporting event and recognized at
half time with their video.
•
Produce a mini-documentary about minority alumni who have gone on to
accomplish big things.
8. Secure 4 key positive media placements that include our key diversity messages by
February 28, 2013.
•
Strategy 1: Portray West Point as a school that is accepting of people from any
background.
•
Tactics
•
Earn stories on cadets from multiple gender and racial backgrounds in national
news.
•
Highlight West Point's athletic, academic and leadership achievements.
Evaluation
1. Increase awareness among women of opportunities and benefits provided by West Point
by 25% by February 28, 2013.
•
Conduct a survey at the schools cadets visited.
•
Count social media hits.
2. Increase awareness among minorities of opportunities and benefits provided by West
Point by 25% by February 28, 2013.
•
Conduct a survey at the schools cadets visited.
•
Count social media hits.
3. Increase interest in applying to West Point among women by 20% by February 28, 2013.
•
Conduct a survey at the schools cadets visited.
•
Perform a content analysis of social media interactions.
•
Determine change in enrollment in leadership programs.
4. Increase interest in applying to West Point among minorities by 20% by February 28,
2013.
•
Conduct a survey at the schools cadets visited.
•
Perform a content analysis of social media interactions.
•
Determine change in enrollment in leadership programs.
5. Increase parent interest in having their kids apply to West Point by 5-10% by February
28, 2013.
•
Conduct a survey among parents at the schools where career fairs were held.
6. Increase applications to West Point among women by 5-10% by the application deadline
for the Fall 2014 class.
•
Compare number of Fall 2013 female applicants to Fall 2014 applicants.
7. Increase applications to West Point among minorities by 5-10% by the application
deadline for the Fall 2014 class.
•
Compare number of Fall 2013 female applicants to Fall 2014 applicants.
8. Secure 4 key positive media placements that include our key diversity messages by
February 28, 2013.
Count the number of media placements and their number of impressions, and analyze
their content.
Appendix
References
Anonymous. Interview with female West Point cadet. 20 Feb. 2012.
"I hear the hazing is pretty bad at USMA..." 2 July 2006. College Confidential Forum. 18 Feb.
2012.
James, Alexa. "West Point struggles to fill ranks." Times Herald-Record: recordonline.com. Dow
Jones Local Media Group, Inc., 26 Feb. 2009. Web. 24 Feb 2012.
Keinan, Anat. “The U.S. Military Academy at West Point.” Harvard Business School. J453,
Blackboard. 2011. PDF. 18 Feb. 2012.
“U.S. Military Academy Mission.” West Point, n.d. Web. 24 Feb 2012.
“United States Military Academy at West Point.” College Prowler, 2012. Web. 22 Feb 2012.
"West Point cadets learn to make life-and-death decisions." Diversity/Careers in Engineering &
Information Technology. Diversity/Careers, 2011. Web. 18 Feb 2012.
“West Point in the Making of America.” Smithsonian National Museum of American History,
n.d. Web. 26 Feb 2012.
SWOT Analysis
• Strengths: US Government provides cadets with tuition, room, and board, in addition to
medical and dental care, an annual salary and a guaranteed job. West Point has a
longstanding reputation for excellent academics. 92% of students return after their first
year.
• Low student:teacher ratio, small class sizes (CProwl)
• “Instructors care” (CProwl)
• 92% of students return (CProwl)
• Reputation of leadership/character-building, academic excellence (WPPost)
• Tuition, room & board paid for. Some benefits included. (WPPost)
• Access to high-profile events (prestige) (WPPost)
• Success of minorities and females who have enrolled
• Five-person diversity outreach team already in existence
• Connections with high school, jr. college counselors
• Programs done for middle schoolers
• SLS program
• Margaret Corbin Forum
• Diversity Visitation Program
• Weaknesses:
• Forced 5-year military commitment after graduation.
• Forced engineering minor.
• Physically taxing, very structured and rigid
• Teens’ perceptions: WP not seen as having high quality of academics, desirable
career path, high-paying jobs after graduation, fun place to go to school, ability of
students to do important things. Less important: Quality of students & faculty,
importance of mission, prestige.
• Parents didn’t have that much discrepancy between what important in schools and
how WP rates, except in desirable career, high-paying path
• Opportunities: Parents would have children attend bc of: future offerings, prep for future,
character points, leadership, good education; Students would attend bc of: Education, life
lessons, prep for future; Parents & teens don’t understand the difference between being an
enlisted soldier and an officer/cadet; good media perceptions/rankings, strong reputation
• Threats: Perception of hazing, competition between other schools (in armed forces),
negative perceptions toward military, role of the military, personal preferences toward
military service, ROTC (allows for “normal” college experience); Students are “hassled,”
standards are enforced and stressful situations are common, apparently to prepare them
for similar real-life situations (Forum); “More likely to die in post-graduate service” ;
Cadet women are required to meet the same standards as their male counterparts in
academics Leadership and military development