| Overall Rating | Silver |
|---|---|
| Overall Score | 58.23 |
| Liaison | Sarah Williams |
| Submission Date | July 24, 2023 |
Whitman College
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Sarah
Williams Sustainability Manager Office of Sustainability, Facilities Services |
"---"
indicates that no data was submitted for this field
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
Whitman College is part of the Liberal Arts Colleges Racial Equity Leadership Alliance (LACRELA). This alliance includes more than 70 liberal arts institutions and actively works to assist higher education professionals in developing inclusive practices, policies and initiatives to advance racial equity. Through the LACRELA network, Whitman has participated in the National Assessment of Collegiate Campus Climates (NACCC). This racial climate study includes the administration of custom surveys designed by the University of Southern California’s Race and Equity Center that provide valuable insights regarding Whitman’s racial climate and allows for comparisons with other LACRELA institutions. Through our affiliation with LACRELA, we are able to compare our NACCC data to that of several peer institutions. A similar racial climate survey was administered this year to Whitman staff. Faculty at Whitman will receive a customized NACCC racial climate survey in the spring of 2023, followed by a second student administration in spring 2024.
In the fall semester of 2022, Whitman College also administered the HEDS (Higher Education Data Sharing Consortium) Diversity and Equity climate survey to the student community. The HEDS Diversity and Equity climate survey provides students with an opportunity to share information about the multiple identities they hold and their perceptions of the institutional environment. Do they perceive the environment as diverse? Is the institution doing enough to address ableism? Sexism? Racism? Classism? Antisemitism and Islamophobia? Do they perceive the environment as segregated? Have you experienced marginalization or exclusion based on some form of bias associated with an identity they hold or are perceived to hold? These are the types of questions posed in the HEDS Diversity and Equity survey.
This academic year, Whitman College has also begun administering a DEIA Matrix survey with cooperating divisions and departments across campus. This survey was developed by the VPDI as a more nuanced extension of the NACCC survey, and will provide data by which the Division of Diversity and Inclusion can support participating teams with creating Diversity and Inclusion plans to grow in DEIA competencies as categorized in the NACCC.
In the fall semester of 2022, Whitman College also administered the HEDS (Higher Education Data Sharing Consortium) Diversity and Equity climate survey to the student community. The HEDS Diversity and Equity climate survey provides students with an opportunity to share information about the multiple identities they hold and their perceptions of the institutional environment. Do they perceive the environment as diverse? Is the institution doing enough to address ableism? Sexism? Racism? Classism? Antisemitism and Islamophobia? Do they perceive the environment as segregated? Have you experienced marginalization or exclusion based on some form of bias associated with an identity they hold or are perceived to hold? These are the types of questions posed in the HEDS Diversity and Equity survey.
This academic year, Whitman College has also begun administering a DEIA Matrix survey with cooperating divisions and departments across campus. This survey was developed by the VPDI as a more nuanced extension of the NACCC survey, and will provide data by which the Division of Diversity and Inclusion can support participating teams with creating Diversity and Inclusion plans to grow in DEIA competencies as categorized in the NACCC.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Broad conclusions drawn from NACCC data:
-Students of color less safe, welcome, and included on campus and in Walla Walla
-Students of color experience more racism and suffer the associated consequences
-Students of color feel less supported in classes taught by white professors
-Students of color reported more extreme stress related to the Covid-19 pandemic
-Students of color are routinely taxed to provide racial learning and literacy to their white peers
-Students of color less safe, welcome, and included on campus and in Walla Walla
-Students of color experience more racism and suffer the associated consequences
-Students of color feel less supported in classes taught by white professors
-Students of color reported more extreme stress related to the Covid-19 pandemic
-Students of color are routinely taxed to provide racial learning and literacy to their white peers
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
Whitman’s NACCC data was reviewed by the VPDI in collaboration with Institutional Research. A detailed analysis of the NACCC results was prepared by the VPDI and presented to the Cabinet, Board of Trustees, and the faculty. A video recording of the NACCC Results summary presentation was also created and shared with student leaders and other interested stakeholders. A faculty workshop to discuss the NACCC data and response strategies was held at the end of the spring semester.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary (upload):
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Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.