Jenelle Booker
Contributing Writer
In January of last year, more than 250 students held a call-in in Galpin Hall, presenting administration with a list of demands concerning issues of diversity, equity and cultural competency on campus. Last Friday, the demonstration was revisited by Campus Council in the Galpin Call-in: One Year Later Panel, where student leaders were encouraged to ask questions about the administration’s progress in fulfilling the agreed upon demands from last year. Major demands included increased funding for the Center for Diversity and Inclusion (CDI), improved equity of student group funding, cultural competency training for faculty, staff and students and administrative transparency. The event began with introductions by Robert Dinkins Jr. ’19, one of the head student coordinators for the Galpin Call-in of 2018, before reading an apologetic but inspirational letter from President Sarah Bolton. Bolton who, along with Dean of Students Scott Brown, was unable to make the event.
After reading, Dinkins sat to join the panelists, including Lori Makin-Byrd, the Title IX coordinator of sexual violence prevention and response; Ivonne M. García, the inaugural chief diversity, equity and inclusion officer; and Shadra D. Smith, the associate dean of the Center for Diversity and Inclusion. Craig Deng ’20, Men of Harambee secretary, moderated the panel discussion. Later, the discussion opened up for student questions and commentary.
The panel discussion began with a question for Smith regarding CDI’s new investments. $20,000 was invested last spring while $5,000 was used the following fall. CDI funded a variety of events and programs including the Elevate Series training, a “Surviving R. Kelly” discussion, scholarships for the West Virginia service trip and transportation to Cleveland for Ethiopian students to celebrate Enkutatash, the Ethiopian new year. CDI also offers consistent programming — mentioned later in the panel — that advocates for inclusion at the College. Gender and Sexauli – tea, Hump Nights and 24-hour call-in counseling for international students in their native language are a few examples. Outside of providing programming for students to encourage cultural competency, the CDI staff has worked to improve digital communication and accessibility as well as to develop resources and programming for staff diversity and inclusion.
Cultural competency and inclusivity remained the focus of the panel while Dinkins criticized administration’s past forms of diversity and inclusion. This criticism received pushback from García, who gave props to Wooster for its institutionalization of diversity, stating that Wooster is advanced compared to other institutions of its caliber. Programs like the Posse Foundation, the Allen Scholars Community and DACA services represent the college’s commitment to cultural inclusivity. García commented on the strategic planning groups who are working diligently to create a “map” to move forward in diversity and inclusion. Although García is impressed by the mapping done by the strategic planning groups, many students are dissatisfied with the administration’s pace, waiting for staff to walk the path they have made. Regardless of students’ dissatisfaction with administration’s approach to cultural inclusivity on campus, García assured that Wooster has not been “resting on its laurels.” CDI staff have made adjustments to spend more time in the office, hoping to meet with students about their experiences on campus and work to create spaces in which identities feel appreciated.
The discussion next moved towards administrative transparency and budget allocation, as the panel was opened for questions from the audience. Courtney Lockhart ’20 — a student at the College with much experience in student group budgeting — questioned the panel about students’ inability to receive proper funding for their respective organizations as well as the administration’s lack of transparency with ongoing cases. Makin-Byrd agreed that future budget allocators would be more educated to ensure equitable distributions and stated lack of transparency was a direct result of a variety of legal constraints in communication. These laws include Health Insurance Portability and Accountability Act (HIPPA), Public Utilities Regulatory Policies Act (PURPA), Title IX, as well as other general confidentiality and civil rights laws encompassed under academic institutions. García commented that students were privileged to not read emails and assured that all events and updates necessary were written in said emails. Smith reminded students that administration offered follow-ups once cases were closed.
The sexual assualt survivor hotline and house was of significant conversation, as students and administration discussed the agreed upon concept and application of the safe space. Although students were upset that the program had yet to receive a house, administration clarified that there were major time constraints and that it would be irresponsible for the program to receive a house at this time. The same student group followed up with updates about the Title IX bathroom posters, which students claimed to be outdated. Although the respective groups provided aesthetically pleasing alternatives, administration is struggling with finding information-dense replacements. Makin-Byrd took full responsibility and will be working diligently to find a proper replacement. The panel continued to be a space for feedback, as students began to share their thoughts on the first-year cultural competency orientation. Domestic and international student orientations were combined for this session, a move an international student felt failed, as mediators had a lack of competence in the topics. Administration attributed this to the training programs, whose members advertised a higher caliber of training than demonstrated. The training group will not be returning, and, again, administration assured that improvements would be made. Later this spring, a survey will be sent out to first-year students. Smith challenges students to take this survey seriously and to complete it fully, as it will guide CDI in future programming for first-year orientation.
In general, CDI is working to develop better forms of communication with students in order to create an environment where every student feels important. However, this is not possible unless students receive these communications with open arms and challenge themselves to communicate in return what is and isn’t working on campus. Hopefully, with further cooperation, The College of Wooster can be a site of cultural harmony.