1993-1994 ANNUAL REPORT ON
Affirmative Action Descriptive Report
Executive Summary
I. EXECUTIVE SUMMARY
Introduction
Strategic and comprehensive planning efforts continue to play a significant role in MSU's approach to achieving diversity and affirmative action goals at Michigan State University. During the 1993-94 period, MSU moved into another stage in its diversity efforts. The University continued to implement MSU IDEA II and "Diversity Within Community," but began to work within the newer context of the MSU Guiding Principles.
The Executive Summary contains key items from the 1993-94 Affirmative Action Descriptive Report. It also highlights cross-vice presidential initiatives to address diversity. Like the other sections of the longer report, the summary is presented under MSU IDEA II headings of Leadership; Recruitment and Retention; Instruction, Research and Outreach; and Climate.
Leadership
In February, 1994 President Peter McPherson with the support of the Provost and the other Vice Presidents, the MSU Board of Trustees, the Council of Deans, and a variety of constituent groups across campus began work on theMSU Guiding Principles. The Principles are conceived as a "A Framework for a Practical Vision" of continuous quality improvement and improved human resources development for the 21st century. Among the six principles is "Diversity within Community," and key to that principle is continuing support forMSU IDEA II, the University's comprehensive diversity plan. TheMSU IDEA (Institutional Diversity: Excellence in Action) contains 50 initiatives in the areas of Leadership; Recruitment and Retention; Instruction, Research and Outreach; and Climate.MSU IDEA II is an updated and more inclusive version of the original plan developed in 1989-90.
The Guiding Principle, "Diversity within Community," underlines the importance of valuing differences among individuals and cultures; at the same time it emphasizes diversity as an inclusive concept and the University's commitment to avoiding fragmentation by building intercultural understanding and a strong community. In keeping with the spirit of theMSU Guiding Principles, MSU administrators, faculty, staff, and students are urged to regard diversity as important within the five other principles: improving access to quality, achieving more active learning, generating new knowledge and scholarship, problem solving and making people matter. Diversity within community in this light becomes good human resources practice and a necessary component for the University that seeks to achieve and maintain excellence and leadership in a changing world.
During the 1993-94 affirmative action year, a major step was taken toward enhancing diversity and climate for support staff. This was done by conducting an Attitude Survey and Diversity Audit for all support staff with the assistance of Advanced Research Management Consultants (ARMC). Survey questions were developed with the input of a broad cross section of support staff, administrators and representatives of various interest groups. Questions addressed general human resource topics and a wide range of diversity subjects. Of the 5,000 surveys distributed, 2,600 (52.0%) were returned and evaluated. The results show areas of strengths and where improvement is needed. Survey results were provided to major administrative units, unions and diverse interest groups and action plans are being developed to address problem areas.
With advice from the President's Handicapper Advisory Committee (PHAC) during 1993-94, the University hired a new director of Programs for Handicapper Students and negotiated new policies and procedures to improve access to and use of interpreters. MSU also completed the University-wide Americans with Disabilities Act self study and is monitoring unit-by-unit compliance with new ADA regulations. A comprehensive review concerning the status of handicappers in the programs and services of the University was begun in 1994 and will be distributed with this report.
In an effort to reach out to both the campus and the greater Lansing area, a series of University receptions were planned at MSU for four major communities of color, Blacks, Hispanics, Native Americans, and Asian/Pacific Islanders.
In 1993-94 the University also reviewed and began its response to recommendations included in Moving Forward, the report of the University-wide Task Force on Lesbian and Gay Issues. Moving Forward was published in November, 1992. During 1993-94, the recommendations were reviewed within academic governance and by vice presidents, and an initial action plan was developed. A progress report, distributed to constituent groups, included action on such key items as the designation of a halftime position for an Assistant for Lesbian/Bisexual/Gay Concerns within the office of the Multicultural Coordinator for Student Affairs and Services, who would address issues of gay and lesbian students.
The University also agreed to such recommendations as 1) create an Implementation Advisory Group made up of members of the Lesbian/Bi/Gay community that would consult with faculty, students, and staff regarding responses to Moving Forward recommendations, 2) remove offensive graffiti across campus, 3) improve the MSU Library's collection of scholarly materials dealing with sexual orientation, 4) increase and improve training programs for faculty, staff and students with regard to lesbian and gay issues.
The important matter of benefits for domestic partners was sent for further study to the University Committee on Faculty Affairs with a series of questions and the charge to examine this issue within the framework of MSU's particular array of benefits. For the lesbian/gay community, the matter of benefits and what is perceived as discrimination against lesbians and gay men in ROTC remain important issues to be resolved and/or re-addressed. Lesbian/Bi/Gay communities have been quick to note that they are not under-represented at MSU and do not seek affirmative action; they seek equitable treatment and nondiscrimination.
Development/training programs to increase awareness of diversity issues continue to be a focus of attention across vice-presidential areas. Orientation programs for faculty, students, and staff involve continuing emphasis upon diversity issues. New campus-wide diversity awareness training initiatives are also being developed as part of the follow-up to the Staff Survey and Diversity Audit. The College Level Planning Program of MSU IDEA supports a number of unit level speakers, seminars and other diversity-related projects across campus.
During its first year of operation the Women's Resource Center (WRC) assumed a leadership role in developing plans and programming to improve the status of women at MSU. Similarly, in its first year of operation, the Child and Family Care Resources Program (CFCR) provided services to all members of the MSU Community; however, those services have been used by a disproportionately high number of women and minorities (For further details about WRC and CFCR please see "Climate" in this Executive Summary section).
Increasing the involvement of underrepresented groups in leadership roles continues to be encouraged across vice-presidential areas through leadership development programs and internships. Several leadership training programs, such as the CIC Academic Leadership Program and the ACE Fellows Program have had some impact in this area, but much additional attention is required to increase representation of women and minorities in leadership roles across the University.
During 1993-94, the total number of individuals in the Academic Manager group (deans, assistant/ associate deans, chairpersons and directors) decreased by 3 individuals, from 272 to 269 (1.1%); however, the representation of women among this group increased from to 24.3% to 24.9% (compared to representation in the tenure system of 22.9%) during this time period. A net gain of 1 woman, brought the total number of women to 67, an increase of 1.5%. The percentage of minority academic managers decreased from 11.4% to 11.2% (compared to representation in the tenure system of 12.1%), a decrease of 1 (30).
There are 62 individuals appointed in Executive Management positions as of October 1, 1994. Of these, 15 (24.2%) are non-minority women and 10 (16.1%) are minorities. One (1.6%) minority woman is Black; of the 9 minority men, 7 (11.3%) are Black, 1 (1.6%) is Asian/Pacific Islander, and 1(1.6%) is Hispanic. The total representation of protected classes members decreased from 28 to 25(40.3%).
There were eight new Executive Management appointments during 1993-94, including one minority man, two non-minority women and five non-minority men.
Recruitment and Retention
Academic Human Resources
During the 1993-94 affirmative action year, the total academic personnel workforce, i.e., headcount, not FTE's, decreased by 1 individual, from 3,997 to 3,996. With the net gain of 25 women during 1993-94, women comprise 33.1% of all academic personnel, increasing from 32.4% in 1992-93. The representation of women increased from 1,296 to 1,321, or by 1.9%. With the net gain of 6 minorities during 1993-94, minorities now represent 14.6% of the total academic personnel system, increasing in proportion from 14.4% and increasing in number to 583, or by 1.0%. The number of Blacks in the academic personnel workforce increased from 208 to 218, which is 5.5% of the current total workforce; Asian/Pacific Islanders decreased from 281 to 266, which is 6.7% of the total; Hispanics increased from 69 to 81, which is 2.0% of the total; American Indians/Alaskan Natives decreased from 19 to 18, which is 0.5% of the total. On a non-duplicate basis, the number of individuals in protected classes, i.e., women and minorities, was 1,700 in Fall 1994, 42.5% of the total faculty and academic staff, increasing from 42.0% in 1992-93. In summary, there was a small gain in the overall representation of women and minorities in the academic personnel workforce from 1992-93.
Gains continued to be made in the tenure system during 1993-94. While the tenure system decreased by a net of 20 individuals, from 2,058 to 2,038, or 1.0%, the proportion of women in the tenure system increased to 22.9%; the net gain of 10 women brought the total number of women to 466, an increase of 2.2%. The percentage of minorities in the tenure system rose to 12.1 %; the number of minorities increased by a net of 7, to a total of 247, an increase of 2.9%. Blacks increased from 93 to 95, or 4.7% of the tenure system; Asian/Pacific Islanders increased from 109 to 110, or 5.4% of the total; Hispanics increased from 34 to 37, or 1.8% of the total; American Indians/Alaskan Natives increased from 4 to 5, or 0.2% of the total. On a non-duplicate basis, 640 individuals, or 31.4% of the tenure system faculty, are members of protected groups; this is a net increase of 10 individuals, or 1.6%.
Within the tenure system, the proportion of women at the various ranks changed from October 1993 to October 1994 as follows: assistant professor, decreased from 43.4% to 42.3%; associate professor, increased from to 28.2% to 30.4%; full professor, increased from 14.3% to 15.0%. Similarly, the proportion of minorities at the various ranks changed in the following manner: assistant professor, increased from 20.8% to 25.1%; associate professor, decreased from 12.6% to 12.4%; full professor, increased slightly from 9.0% to 9.1%.
During 1993-94, there were 73 individuals appointed in the tenure system, including 20 minorities (27.4%) and 26 women (35.6%). On a non-duplicate basis, 38 individuals, or 52.1%, of the total appointments in the tenure system were members of protected groups.
The academic personnel system includes 84 self-identified handicappers, including 52 tenure system faculty, 12 continuing staff, 12 temporary staff and 8 temporary faculty.
Support Staff Resources
During the 1993-94 affirmative action year, the support staff work force increased by 14 employees (0.3% of the work force) from 5,283 to 5,297. Representation of women and minorities increased at twice the rate of work force growth. Women increased by 27 from 3,504 to 3,531 employees (from 66.3% to 66.7% of the work force) and minorities also increased by 27 employees from 698 to 725 (from 13.2% to 13.7% of the work force). This is the highest percent of minority representation since the support staff affirmative action plan was implemented.
Black representation increased by 17 from 378 to 395 (from 7.2% to 7.5% of the work force). The Asian/Pacific Islander representation increased by 1 from 96 to 97 (remaining at 1.8% of the work force). Hispanic representation increased by 11 from 184 to 195 (from 3.5% to 3.7% of the work force). American Indian/Alaskan Native representation decreased by 2 from 40 to 38 employees (from 0.8% to 0.7% of the work force).
Representation of women increased by 27 from 3,504 to 3,531 (from 66.3% to 66.7% of the work force). Cooperative extension had an increase of 77 women from 138 to 215 employees (from 93.9% to 96.4% of the group), public safety increased by 1 from 14 to 15 (from 40.0% to 40.5% of the group) and skilled trades by 1 from 19 to 20 women (from 7.4% to 8.1% of the group). The number of women in administrative-professional decreased by 6 from 1,139 to 1,133 (from 57.1% to 57.4% of the group). Clerical-technical decreased by 27 from 1,856 to 1,829 (from 91.2% to 90.8% of the group) and service maintenance decreased by 30 from 338 to 319 (from 41.5% to 39.9% of the group).
Support staff self-identified handicappers decreased by 3 from 124 to 121 (remaining at 2.3% of the work force). There were 34 (1.7% of the group) administrative-professional handicappers, 43 (2.7% of the group) clerical-technical, 4 (1.8% of the group) cooperative extension, 1 (2.7% of the group) public safety, 32 (4.0% of the group) service maintenance and 7 (2.8% of the group) skilled trades. Of the 4,221 internal and external qualified applicants, 102 (2.4% of applicants) were self-identified handicappers. Of the 625 selections for regular positions, 6 (1.0% of selections) were self-identified handicappers. Vietnam era veterans increased by 2 from 168 to 170 (remaining at 3.2% of the workforce).
Comparing 1992-93 and 1993-94, regular new hires increased by 64 (12.9%) from 496 to 560. Regular new hire women increased by 50 from 301 to 351. Minority regular new hires increased by 40 from 84 to 124. Of the hires, Blacks accounted for 70 (12.5% of hires), Asian/Pacific Islanders for 21(3.8% of hires), Hispanics for 32 (5.7% of hires) and American Indian/Alaskan Natives had 1 (0.2% of hires) hire.
Students:
Total student enrollment increased 1.3% to 40,254 on the East Lansing campus of Michigan State University for Fall semester 1994 from the 39,743 students enrolled during Fall semester 1993.
Minority student enrollment on campus increased 7.0% from 5,310 to 5,682 (14.2% to 15.0% of the affirmative action total) for Fall 1994. Undergraduate minority enrollment increased 5.4% from 4,301 to 4,532 (14.2% to 14.9%). At the graduate level, minority enrollment increased 14.0% from 1,009 to 1,150 (14.2% to 15.5%).
Black students, the largest minority student group on campus, increased enrollment 2.8% from 2,957 to 3,040 (7.9% to 8.0%) in Fall 1994. At the graduate level, Black student enrollment increased numerically from 487 to 508 and decreased as a percentage from 6.9% to 6.8%.
Asian Pacific Islander students, the fastest growing minority group on campus over the last ten years, increased enrollment 14.8% from 1317 to 1512 (3.5% to 4.0%) in Fall 1994. Enrollment of Asian/Pacific Islander students increased at the graduate level from 256 to 350 (3.6% to 4.1%).
The growth trend of Hispanic students at Michigan State University continued with a 6.6% enrollment increase from 834 to 889 (2.2% to 2.4%) in Fall 1994. At the graduate level enrollment by Hispanic students increased from 219 to 240 (3.1% to 3.2%).
American Indian/Alaskan Native students had the largest percentage increase on campus with enrollment up 19.3% from 202 to 241 (.5% to .6%) in Fall 1994. Enrollment of American Indian/ Alaskan Native students increased at the graduate level from 47 to 52 (.7% to .7%).
Women students represented 51.8% of the total enrollment at Michigan State University in Fall 1994 with an increase from 20,379 to 20,834. Women graduate students increased from 3,840 to 4,151 (54.0% to 55.9%). Minority women students increased from 2,986 to 3,212 (14.6% to 16.2%). Minority women graduate students increased from 523 to 611 (7.4% to 8.2%).
In recent years more than 70 percent of entering freshmen have earned a baccalaureate degree from MSU within a 10-year period from original date of entry. Current retention rates indicate that the figure could increase in the near future. The entering cohort of 1987 has a 73 percent graduation rate and the cohorts of 1984, 1985, 1986, and 1988 exceed 70 percent. In general, 33 percent of the entering class or 47 percent of those who eventually graduate are graduating in four years.
A series of new initiatives in support of instruction and retention are expected to be useful to a number of students from underrepresented groups. Among the most promising of these approaches are living-learning residential programs which are premised on the belief that students are more likely to be successful in their academic and social adjustments to the University if they become engaged in the community and have ready access to a variety of support services. Programs involve cluster enrollments of participants in the same set of classes, additional tutoring, advising and counseling in the residence halls. These programs are being piloted in a cooperative cross-vice presidential effort. The Office of the Provost together with College and Department faculty and staff, the Department of Residence Life, Housing and Food Services, the Learning Resources Center, the Orientation Program Office and University Undergraduate Division are collaborating in these pilot living-learning experiments. Other projects such as an improved "Early Warning System" for Freshmen and a manual to improve advising across campus are also among the efforts to increase support for MSU students.
MSU inaugurated its First Annual Retention Conference entitled "Retention at MSU- A Challenge for the 21st Century". It was aimed at faculty, staff and administrators. The featured speaker was James Anderson.
Instruction, Research, Outreach
The Assistant Provost for Student Academic Support Services, Racial, Ethnic, and Multicultural Issues (SASS/REM) chaired the 1994 All-University Excellence In Diversity Conference and Lecture Series Planning Committee which featured speakers on a wide variety of diversity issues. As part of the series a conference on Asian Pacific American Issues was co-sponsored with the Asian Pacific American Faculty Staff Association and featured Ronald Takaki and Shirley Lim.
A variety of college activities (course reviews, workshops, seminars) continue to support diversity through small programmatic grants associated with the MSU IDEA College Level Planning Program and through initiatives generated and supported at the department and college levels or in partnerships with the Office of the Provost and other vice presidential areas. Retention continued to be a central concern in these projects during 1993-94.
Attendance at Instructional Improvement Programs for faculty and teaching assistants has increased and the number and variety of programs were expanded during 1993-94. In each of the instructional improvement series (Lilly Teaching Fellows Program and TA Training Program), several special workshops have dealt with diversity in the classroom, and diversity issues have been significant parts of others.
A number of all MSU Grants Programs, including the AURIG (All University Research Initiation grants), the AUOG (All-University Outreach grants), the Lilly Teaching Fellows Program, and the MULTI Program for Chairs and School Directors, made awards to support teaching, research and/or outreach projects that were primarily or partially concerned with issues of diversity.
MSU Libraries again augmented its collections of diversity-related materials in 1993-94. Although additional acquisitions were made to serve the needs of many diverse constituent groups, special emphasis this year has been upon improving the Chicano Studies collection and on developing scholarly materials related to sexual orientation.
Student Affairs and Services facilitated the arrangements and publicity for, and co-sponsored with the Office of the Provost and the VP for Finance and Operations, three national teleconferences:
Career Development and Placement Services sponsored an extensive series of workshops and recruitment fairs for portected class students, and to inform companies about effective recruitment of racial and ethic minorities and handicappers.
The videotape, "From Oh No, to Oh Yes," focusing on improving U.S. students' interactions with foreign teaching assistants, was revised and systematically distributed. Internationalizing Student Life also collaborated with the Office of the Provost to produce a brochure to help students improve interactions with foreign teaching assistants; this brochure was distributed to 9,000 entering students.
Climate
In response to an MSU Child Care Planning Project in 1991-92, The Child and Family Care Resources Program (CFCR) was established during 1992-93 to coordinate resources and information to assist faculty, students and staff who are balancing work or education and family responsibilities. The nature of the program, and client usage patterns that have developed in its first year of operation, position it to advance the University's commitment to affirmative action. While CFCR's services and programs are publicized and available to all members of the MSU community, the services and programs offered have been used by a disproportionately high number of women and minorities.
A series of brochures have been developed and broadly distributed to publicize the range of services offered through CFCR. Presentations have been made to Support Services Advisory Committee and to the Women's Advisory Committee for Finance, Personnel and Operations (WACFPO). Information has also been included in minority student newsletters.
Workplace flexibility and "family friendliness" may be more important than salary when employees consider job changes or promotions. CFCR contracted for 357 enhanced referrals for child and elder care for faculty, staff, and students in 1993-94. To support the supply and quality of child care available in the area, CFCR also worked with Ingham County's Office of Young Children to recruit, train and facilitate licensing for sixteen additional providers representing 108 new spaces. Additionally, CFCR has worked with the Tri-County Office on Aging to provide elder care referrals and information on managing the care of a dependent elder.
Attention has been given to the special needs of student-parents. In a collaborative effort with faculty from the College of Human Ecology and the Women's Resource Center, CFCR has submitted a grant proposal to develop a mentoring program for student-parents. CFCR is planning other support programs, some in collaboration with the Women's Resource Center for student-parents, most of whom are women and a disproportionate number of whom are racial and ethnic minorities. Student-parents are more likely to face complexities which effect their retention, physical and emotional well-being, and rate of progress toward their educational goals.
Creating and implementing strategies that enhance the status of women students, staff and faculty was the priority during the first full year of operation for the MSU Women's Resource Center (WRC). The WRC operated out of temporary offices during 1993-94, but the Center will be housed in the MSU Student Union Building beginning in January, 1995.
Several groups, councils, delegations, and committees provided assistance for establishing activities which foster the perception and the reality that women are active participants in the institution. Such constituent groups also provide feedback and advice to the Center as it introduces new initiatives. The WRC Organizational Coordinating Council, a forum for information exchange for women's groups on campus, also provides guidance to the Center on ways to encourage collaboration. Twenty-two organizations participate in the Council. WRC also instituted "Cluster Groups" to provide information, resources and assistance to individual women, and to promote a supportive climate among diverse women's groups. "Clusters" are being or have been developed in areas such as Women and Health; Sexual Assault Prevention and Safety; Personal Financial Management; Women and the Arts; Women in Communications; Women in Science and Engineering; and, Women in Administrative Leadership.
The Women's Resource Center also played a key role in the development of a domestic violence shelter for women within the university community. The MSU Safe Place, an initiative created and launched by The First Lady of the University, Mrs. Joanne McPherson, became a reality that provides sanctuary for victims of battering and abuse.
Enhancing communications remain an essential and critical activity of the Center. To that end, the Center introduced Wisdom, Words, and Women, a newsletter published once a month to serve as an information connection line. "Fact Sheets" are being updated, and the video library has several new purchases with educational modules available for residence hall, unit or special programs. In addition, the Center continued to present the "Learn At Lunch" informational seminars to address such issues of interest to women as, sex-role stereotypes in communications, selecting health care providers, exploring international volunteerism, strategic financial planing, smart travel, etc.
The Center also remained a contact site for victims of sexual harassment, gender discrimination and for complaints on gender equity. WRC continues to present workshops around these issues. In addition, the Center collaborated with the Child and Family Care Resources office to address the unique needs of the single parent student population.
In Fall 1993, workshops on the Family and Medical Leave Act (FMLA) were presented to academic unit administrators and support staff supervisors to provide information about the Act and support for a more family-friendly work environment. The workshops also included information about the University's ergonomics policy and the results of the Child Care Study.
A series of Handicapper Transition Plan Projects were undertaken during 1993-4 following ADA Accessibility Guidelines. Among the most important of these were modifications to Holden Hall associated with the relocation of the Student Radio Station from the MSU Auditorium; a million dollar project to make the academic wing of the International Center accessible; modifications to provide handicapper accessible seating in prime areas of Spartan Stadium, and a series of changes to the Natural Science Building. Modifications were also undertaken in the following buildings: Linton Hall, Bessey Hall, the Main Library, Hubbard Hall, Abrams Planetarium, North Kedzie Hall, the Administration Building, and Marshall Hall.
Cross-cultural mediations continue to be a strong force in teaching acceptance and respect especially in University Apartments. Trainers, from the Apartments area, have become a valuable resource to the entire Residence Life staff. As staff become more cross-cultural and effective with international students, insights are generated about interactions with other types of diversity.
Community living was the focus for Department of Residence Life programs emphasizing understanding and appreciating people different than oneself. A total of 1,473 programs addressed issues of multiculturalism, race, gender, ethnicity, handicap, sexual orientation, religion and age. Another 826 programs targeted personal safety and sexual assault.
Of the nearly 400 Registered Student Organizations (RSOs), 32 were in the "minority/protected class" category. All RSOs were provided information about requirements for handicapper accessibility and accommodation when planning activities and events.
Despite the efforts to engender a climate accepting of individual differences, Residence Life staff talked with students about occurrences on the campus, in the halls, or in the surrounding community, including: 411 issues/concerns related to race/country of origin, 116 related to gender, 147 related to religion, 137 related to sexual orientation, and 46 related to handicapper condition.
The MSU Libraries as well as the MSU Museum, the Kresge Art Museum and the have sponsored a number of diversity-related programs and exhibits in Wharton Center 1993-94.