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Furman Home Page / Parents
2000 Diversity Plan Results
Furman University 1999 -- 2000 Report of Community Relations Committee April 25, 2000 Global changes have provided unparalleled opportunities for interaction among people of diverse backgrounds. Ideally, these changes make it possible for individuals to enhance their knowledge of other groups and utilize this knowledge for positive change. The purpose of this diversity plan is to raise awareness of the significant changes that are taking place within Furman University, reflective of the global community, and to prepare our students to succeed in multiple contexts. Furman University strives to be an inclusive community which affirms the worth of each individual. Furman’s goal of connecting our students to one another is a significant way to enhance mutual respect within a multicultural society. The student body is comprised of highly motivated students with inquisitive minds, varied perspectives, personal integrity, moral responsibility, and the potential to be leaders who will influence the future of our society (p.6 FU catalog 98-99). It is the responsibility of our faculty and staff to foster an environment of respect for all differences and to model the multicultural society into which our students will graduate. Furman University’s graduates traverse our global community; no matter the city, state, country or continent, they will represent Furman University and will continue to be a part of our heritage. While significant barriers still exist, Furman University is committed to educating and empowering our campus community to embrace and celebrate diversity. The Diversity Plan outlines current and proposed programs so that every member of the campus and the greater community will comprehend the on-going process that must continue to ensure our progress in the decades ahead. The success of this plan depends upon the active involvement of each member of our campus community. Recent research has shown that diversity initiatives have a largely positive impact on both minority and majority students. Studies that look at programmatic efforts to address diversity issues show positive outcomes for students directly involved in the program. (The Impact of Diversity on Students: A preliminary review of the Research Literature, Morgan Appel, David Cartwright, Daryl G. Smith, and Lisa Wolf - Association of American Colleges and Universities). Diversity initiatives
The Furman University Diversity Plan is linked to the Universities’ Strategic Plan as outlined in the following initiatives:
One of the core values of the institution is to prepare our students to succeed in multiple contexts. The expected outcomes of a Furman education include:
Based on results of surveys, interviews (**See Appendix **) with Department chairs and meetings with every major campus constituency several goals were identified and are outlined in this plan. As the lead department in the implementation of the Diversity Plan, the Office of Multicultural Affairs within Student Services seeks to adopt a proactive approach in implementing the plan to educate students, faculty, and staff to respect various cultures and display integrity within the global community. These Diversity tasks will be reviewed and updated annually. The Community Relations Committee developed a “vision” statement to articulate the meaning of diversity for Furman University. The vision statement is the foundation upon which the plan is built. Vision Furman University seeks to reflect the diversity of the global community within which it exists. Based on Furman’s long heritage of free thought, cultural differences are recognized, valued, and considered essential to the educational process. Therefore, the university promotes understanding and mutual respect of all members of its community. Furman University provides an academic and social environment which nurtures both new ideas and an eagerness to learn and benefit from others. Goals/Objectives Goal 1 - Campus Climate/Environment/Intergroup
Relations
Goal 2 - Curriculum
Goal 3 - Student recruitment, retention,
and development
Goal 4 - Faculty/Staff recruitment,
retention, development
Goal 5 - Image/Campus-Community Partnerships
Community Relations Committee Summary Strategic Initiative 12.3 (May 1997) stated that “The Director of Minority Affairs will chair a University Diversity Planning Committee to explore all aspects of minority student life.” In response to this initiative a decision was made to redefine of the Community Relations Committee (CRC) rather than to create another separate committee. The CRC a would address diversity concerns as well as the issues that have been addressed in previous years by various other committees: Sexual Misconduct, Cultural Diversity, Minority Affairs Task Force, and Affirmative Action.
1998-99 Survey Results A Diversity Survey was distributed in spring 1998 and fall 1998. A copy of the survey and complete survey results are available in the Office of Multicultural Affairs. A summary of survey questions and results are attached. Survey Respondents:
Respondents by Race:
Respondents by Sex:
Respondents by Religion:
SUMMARY OF SURVEY QUESTIONS AND RESULTS Group I: Would Furman benefit from becoming more diverse?: Question 2: Furman would benefit if more women held administrative and faculty leadership positions. Question 5: Greater diversity in the student body and faculty would improve Furman University. Question 6: Furman would benefit if more ethnic minorities held administrative and faculty leadership positions. Question 7: If Furman greatly increases the percentages of ethnic minorities the quality of education will go down. Question 13: Programs where job-candidate pools are expanded to include more ethnic minorities and women are needed to help reverse the effects of past discrimination.
(SA= Strongly Agree, A= Agree, N= Neutral, D=Disagree, SD = Strongly Disagree) Group II: How I feel about working towards greater diversity: Question 1: I want to better understand what the Furman experience is like for those in other ethnic groups. Question 9: I would be willing to participate in group discussions or workshops to learn to better appreciate differences in others. Question 22: I am confident that Furman will accomplish its goal of becoming a place where all people feel comfortable and accepted.
Question 32: Which group do you think is most responsible for making Furman a more comfortable place for those who are different from the mainstream?
GROUP III: Status of diversity at Furman. Question 1: (Faculty/Staff): Gender does not affect one’s chance of advancing at Furman. Question 3: At Furman an individual’s color makes a big difference in the way he/she is received. Question 8: I am satisfied with the diversity of people I find at Furman. Question 15: Everyone is equally respected and appreciated at Furman. Question 17: (Faculty/Staff Only) Race does not affect one’s chance of advancing at Furman. Question 19: : (Faculty/Staff Only) Gender does not affect one’s chance of advancing at Furman. Question 20: I would rather be around people who accept the status quo than around people who encourage change. Question 21: Furman is a comfortable environment for me. Question 25: (Students Only) Race does not affect one’s chances of success at Furman.
GROUP IV: Diversity in action. Question 27: How many conversations each day do you have with someone of another race. Question 28: How many conversations each day do you have with someone of another nationality. Question 30: During the past month, how many times have you initiated a casual or informal activity with a person of another race at Furman. Question 31: During the past month, how many times have you initiated a casual or informal activity with a person of another nationality.
Furman University Undergraduate Enrollment Statistics Furman University Faculty/Staff by Race and Gender
Members: Idella Glenn, Office of Multicultural Affairs, Chair Elaine Baker, Sports Medicine Lloyd Benson, History Beth Christensen, Earth & Environmental Science Carol Daniels, Student Services Vic Greene, Chaplain’s Office Hazel Harris, Graduate Studies Jim Hudson, Business Affairs Bobby Johnson, Athletics Bob McNamara, Sociology Karen Noren, International Education Temesha Corbin, Admissions Lesley Quast, Education Harry Shucker, VP Student Services Laura Thompson, Biology Susan Zeiger, Director of Personnel
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