I am working on a post about women of color in graduate school based on an intervention we did with an old friend at our house this weekend. Unfortunately, it is taking longer to write than I imagined because
- I want to make sure the information does not glare like a neon sign pointing to her – though her experiences are so similar to most woc in school I doubt it will
- I want to include a list of helpful survival tips in the post for those of you struggling with similar issues
So what this means is that my quick post today has turned into a long and time consuming one.
Interestingly, it comes at the same time that a new study has come out showing that schools that have equitable graduation rates between white students and students of color have aggressive programs to recruit and support students of color. In other words, instead of just claiming they “support diversity” or making inconsistent recruitment efforts when the diversity bug bites too hard to ignore, these schools have ongoing recruitment efforts that ensure that every class has a critical mass of people of color to support each other throughout their time in college. They also have programming that goes beyond “diversity week” or February, May, and August-September. Instead most of these schools have theme houses, regular events throughout the year like film series, symposiums, lectures, etc., that address intellectual contributions, new and hot research, and intersectional study rather than just “doing diversity” or “inclusivity”. This sends the message to ALL scholars that race is part of intellectual work and not just a PC endeavor. Both numerical significance of students and faculty of color and an overall focus on integrated knowledge or study makes these schools places where, at least in the aggregate, students of color and white students succeed at the same or similar levels.
This seems like information we should all already know. Yet the racial disparities in educational attainment speak to the fact that even if we do not it, we are not doing anything about making lasting change. While there are many factors that lead into limited representation and subsequent graduation of students of color in higher education that are beyond the purview of the university, the policies in the study certainly are within our ability to enact. And speaking as someone who went to an undergraduate institution that use to operate like those referenced above and then decided to focus on “increasing donors and funding”, aka moving away from diversity toward a model of courting white male old money as if somehow those students were not already at my institution, I can attest to how well they work and why some schools avoid them despite their success. Perceptions about import, exclusive education, etc are still very much tied into visible race and class differences and elitism is still the cache of many SLACs and Tier Is.
So what does this all mean for scholars of color, especially those from working class backgrounds? I suppose that depends on the willingness of those of us on this side of tenure to read the study and try even harder, now that we have national data to back us up, to make it happen and the willingness of those who say they “support diversity” or are “tired of diversity/victim stance” to look at the national data and finally cut the crap.