DOCURENT RESUME

ED 333 053 UD 027 155

TITLE Meeting the National Need for Minority Scholars andScholarship: Policies and ACtions.

INSTITUTION State Univ. of New YOrk, Stony Brook.PUB DATE 23 Jan 89NOTE 35p.

PUB TYPE Reports - Evaluative/Feasibility (142) -- InformationAnalyses (070)

EDRS PRICE mFol/Paa Plus Postage.DESCRIPTORS Abstracts; *American Indians; Black Students;

Conferences; Graduate Students; Higher Education;Hispanic Americans; *Minority Groups; *PolicyFormation; Scholarship; *School Holding Power;*Student Recruitment

IDENTIFIERS *African Americans; *Latinos

ABSTRACTThis two-part document presents recommendations for

meeting the national need for African American, American Indian, andLatino scholars, and reports on a conference on the role of collegefaculty in meeting that need. Part 1, "Meeting the National Need forMinority Scholars and Schol-J-ship: Policies and Actions," emphasizesthat college and university administrators and trustees, professionalassociations and accrediting agencies, and state and Federalgovernments, as well as faculty, determine who will be succe3sful inscholarly careers. Recommendations and actions are suggested for thefollowing groups: (1) federal government; (2) state governments; (3)professional and accrediting agencies; (4) institutions of highereducation; and (5) faculty. A list of 25 references is included. Alist of Federal goals for graduate education and a summary ofsuccessful approaches to faculty diversity in California areappended. Part 2, "Summary Report: The Stony Brook Conference on theRole of Faculty in Meeting the Nal-ional Need for African American,American Indian, and Latino Scholars," summarizes a three-dayconference held in November 1988 that emphasized the faculty role.Eighteen papers on the following topics are abstracted: (1)admissions and outreach; (2) mentoring; (3) enlarging the canons andboundaries of scholarship; and (4) incentives and rewards forfaculty. An action agenda is suggested. A list of participants isappended. (FMW)

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The nation's ability to compete is threatened by inadequate invest-ment in our most important resource: people. Put simply, too manyworkers lack the skills to perform more demanding jobs. And as the

economy comes to depend more and more on women and minorities,we face a massive job of education and training . . . . Can we afford it?

We have no choice.

Business WeekSeptember 19, 1988

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Designed and Printed byThe Department of Graphic Support ServicesState University of New York at Stony Brook

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Part IMeeting the National Needfor Minority Scholars and Scholarship: Policies and Actions

Preface iii

The Policy/Action Group

Policies and ActionsNational Level 1

Federal Action to Develop the Minority Talent Pool 1

Recommendations 1

Federal Action to Finance Graduate Students 2

Recommendations 2

Redefining and Reshaping Research Policies and Practices 2

Recommendations 3Federal Action in Placement and Employment 3

Recommendations 3

Federal Action to Create Institutes for Cultural Pluralism 3Recommendations 3

Fedei al Action to Create and Maintain an Accurate Data Base 3Recommendations 4

The State Level 4

Recommendations 4

Professional and Accrediting Organizations 4Recommendations 4

For Umbrella Organizations 4

For Professional Associations 5

For Accrediting Organizations 5

Institutions 5

Recommendations 5

Conceptual Leadership 5

Academic Plan 6Incentives and Rewards 6

The Faculiy 6Recommendations 6

Outreach and Admissions 6Mentoring and Advising 7Defining Scholarship 7

ii

References 7

Appendix A 9

Appendix B 11

Part 11Summary Report:The Stony Brook Conference on the Role of Faculty in Meeting theNational Need for African American, American Indian and Latino Scholars

Introduction 19

Synopsis of Papers 19

The Agenda 22

National Advisory Council 25

Conference Participants 26

An invitational conference on meeting the national need forAfrican American, American Indian and Latino scholars wasorganized by the State University of New York at Stony Brookin November, 1987. For three days more than eightyparticipantsmainly faculty and administrators selected fromPh.D.-granting institutions and from important nationalorganizationsassessed the critical role faculty play withregard to this issue.

In July of 1988, fifty participants were invited back to LongIsland to spend another weekend deliberating two issueswhich were nc4 sufficiently examined in the first session: (1)expanding the canons and boundaries of the scholarlydisciplines to include non-European perspectives and (2)making effective use of incentives and rewards for faculty as away to induce institutional change.

A Pu licy/Action Group was formed to draft and circulate aset of recommendations, After being reviewed and approvedby the National Advisory 03uncil, these recommendations arcbeing widely distributed. Individuals in all parts of the countryare asked to consider them and work for their adoption andincorporation into policy and practice at their institutions.

The planners and invitees to this conference were mainlyAfrican American, Ameritmn Indian and Latino academics andadministrators whose personal and professional experiencesauthenticate their statements. The proposals generated aim totransform institutions of higher learning, and reflect theunderstanding that successful participation by people fromthese groups is essentiaI to the effectiveness of graduateeducation as a whole.

As one participant-observer wrote, 'Good conferences, onceunderway, have a life of their own. Participants, caught up inthe moment, frequently believe that they can accomplishalmost anything. The truly exceNional conferences, moreover,are those that live beyond their moment, that engage confereesso thoroughly in the issues raised that they carry the meeting'smessage beyond, and in so doing, transform themselves andthose around them. In the final hours of these two StonyBrook conferences, participants made it abundantly clear thatthey wanted to maintain the conference's momentum.* Tosustain the effort, two initiatives were identified first,participants were encouraged to work at the local lever, i.e.,within their own departments and institutions, to implementrecommendations that emerged from the conference's workingmeetings, and second, to work at the national level, as oneconferee put it, lo create a nationwide coalition that wouldmake the conference's central issues part of the nationaleducational agenda."

III

Expansion of opportunity at the graduate level is directlycontrolled by faculty, for it is they who admit graduatestudents, award assistantships and fellowships, mentor andadvise, and ultimately determine who can be successful inscholarly careers. But these faculty prerogatives are notexercised in a vacuum, for there are other entities responsiblefor our system of higher education: college and universityadministrators and trustees provide leadership, direction andcontrol of resources; professional associations and accreditingagencies establish standards; state and federal government setpolicy and provide the operating funds to meet state andnational goals. Thus, to find solutions to the worseningproblem of the underrepresentation of African American,American Indian and Latino scholars, the followingrecommendations are directed to each entity.

In recent months many articles and reports have appearedin the popular and professional media warning of the direconsequences which will befall higher education, our nation,and our way of life if we fail to develop Cle human talent andintellectual ability of all of our people, regardless of color,gender, or class. These reports and articles have focusedmainly on the deplorable deficiencies of pre-collegeeducationthe level at which the general public, andparticularly the business sector, see the most critical problemsand potential for greatest impact. This pre-college focus is tobe commended, not only for its attention to improvement ineducation for all children, but especially because a sustainedand appropriate commitment to improving pre-collegeeaucation can directly address many of the problems that Wizthe opponunity of minority children in their pursti of highereducation. Yet while we focus on pre-college needs, we mugnot be short-sighted and overlook the many urgent challengesfacing graduate educationproblems that demand promptattention. As a nation if we hope to maintain our economic,social and political edge, we must support graduate educationwhich generates new knowledge, produces skilledprofessionals, and provides the teaching faculty for collegesand universities.

Those involved with higher education, the Bushadministration and the Congress. must commit themselves toaddressing the following recomendations with all deliberate

speed

Myrna C. AdamsSUNY at Stony Brook23 January 1%9

iv

Myrna C. Adams, ChairpersonAssistant Vice ProvostSUNY at Stony Brook

Haward G. AdamsExecutive DirectorNational Consortium for

Graduate Degreesfor Minorities in Engineering, Inc.

Stephen H. Adolphus, DeanSchool of General StudiesTouro College

Frank Bonilla, DirectorCenter for Puerto Rican StudiesCUNY, Hunter College

Trevor L ChandlerAssociate DeanThe Graduate SchoolUniversity of Washington

ElalneJ. Olpe landAssociate Dean, Graduate CollegeUniversity of Illinois

at Urbana-Champaign

Eugene Cota-RoblesAssistant Vice President,

Academic AffairsUniversity of California

Harold DelaneyExecutive Vice President EmeritusAmerican Association of %lie Colleges

and Universities

Edgar C. EppsDepartment of EducatkmUniversity of Chicago

Donakl I. }himDepartment of HistoryUniversity of Wisconsin, Milwaukee

Robert E. FullibveResearch AssociateProfessional Development ProgramUniversity of California, Berkeley

John A. GardaDepartment of Political ScienceUniversity of Arizona

William B. HarveyDepartment of Educational LeadershipNorth Carolina State University

James JacksonAsociate DeanRackham Graduate SchoolUniversity of Michigan, Ann Arbor

Joyce B. JustusAssistant Vice President,

Educational RelationsUniverfty of California

Vernon E. LutinProvost, Wcst CampusArizona State University

kobert L IkhterVice ProvostSUNY at Stony Brook

Rafael'. MagallinManaging DirectorTomas Rivera Center

Charles Martin-StanleyDepanment of PsychologyCentral State University

Anne N. MedicineAssistant Dean for Graduate StudiesStanford University

Marshall MorrisDepartment of TranslationUniversity of Puerto Rico, Rio Piedras

Homer A. Neat, ChairmanDepartment of PhysicsUniversity of Michigan

Clifton A. Poodry, ChairmanDepartment of BiologyUniversity of California, Santa Cruz

Thomas Q. Reek, DirectorCareer Services DepartmentUniversity of California, Santa Cruz

John M. Reilly, PresidentUnited University Professionals

Carol D. Slaughter,Proiect AdministratorEducational Testing Service

Robert C. SmithPolitical Science ProgramPrzirie View A & M University

Susan M. SquierAssociate ProvostSUNY at Stony Brook

Lenore StiffarmAmerican Indian Studies CenterUniversity of California, Los Angeles

William T. TrentDepartment of Educational

Policy StudiesUniversity of Illinois

John B. TurnerAssociate Dean of Graduate SchoolMassachusetts Institute oi Technology

Kathryn WingertEnglish DepartmentUniversity of Washington

Margaret B. WilkersonDepartment of Afro-American StudiesUniversity of California, Berkeley

Reginald Wilson, DirectorOffice of Minority ConcernsAmerican Council of Education

Meeting the National Need for Minority Scholars and Scholarship:Policies and Actions

Policies and Actions

it is not difficult to find agreement among a broad range ofindividuals and interested groups that the lack of minorityscholars is of grave concern. What is currently missing is a setof clear statements to guide policy development on the issue, areference source against which progress can be measured.Following is a series of broad policy recommendations

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applicable to the actors and institutions which must play a rolein solving the problem: government at national and statelevels, professional and disciplinary organizations, accreditingassociations, institutions of higher education, and, mostimportant of all, faculty themselves.

National LevelIt is clear that in the area of the production of minoi:ty

scholars and scholarship, the Federal Government has moreimpact than any other entity outside of the university itself.

Young people in this country will live most of their lives inthe twenty-first century. The problems of that century for ourcountry and the worldin areas as diverse as limitingenvironmental degradation, solving new challenges to healthcare and epidemiology systems, providing and distributingadequate housing and food, and providing and maintaininginfrastructure for agriculture, industry, transportation andcommunicationrequire solutions more ingenious andcomplex than any of those posed to society heretofore. Onlythe complete utilization of all of our intellectual resources willdo. This increasingly means making sure that advancededucation is truly accessible to all those whom it can benefitand whose education can benefit all of us.

More and more, those who lead us, in every sector, need tohave education beyond the baccalaureate. To maintain ourcountry's economic position in an increasingly competitiveworld, to contribute to the solution of our own domesticproblems, and because it is right we must bring the best, at allthe levels of education, to all of our ciuzens, And because theissue is national, part of the response must also be national.We feel the Federal government must participate in promotinga comprehensive, long-range agenda which incorporates atleast the following measures to increase the number ofminority scholars:

*developing the minority talent pool;financing graduate students;"redefining and reshaping research policies and practices;"strengthening the placement and employment of minority

scholars;"supporting the creation of institutes to incorporate plural

scholarship into the academy; andcreating and maintaining an accurate data base on

students at all levels of education.In framing the following recommendations, we understand

that in the broadest sense the problem will only be solvedwhen systemic changes occur in the nation's public schools, inbusiness and industry, and in other aspects of American life.Our focus for purposes of this section, however, has to doprimarily with changes in policies or practices at the Federallevel or which Federal action can induce.

Federal Action to Developthe Minority Talent Pool

We know there are many persons in our country who havethe potential to earn graduatt. degreesincluding thePh.D.and who happen to be African Americans, AmericanIndians or Latinos. The current system is ineffective andinefficient in identifying, recruiting, enrolling, retaining andgraduating such people.

There are many ways to improve the access of AfricanAmericans, American Indians and Latinos who will go tograduate school directly after earning bachelor's degrees. Wenote, however, that there is an important additional potentialpool of minority graduate students--returning students withundergraduate degrees who are already embarked on careersand/or have families to support. This group faces a series ofextra barriers in the current system, such as lack of affordable,high quality day care for young children, family housing whichis either too expensive or substandard, and policies governingthe expected time to degree completion.

Recommendations1) Frovkle or increase grants and funding to institutions

that dent mstrate or develop programs of outreach toand idemtification, retention, progress and graduationof minority students at the graduate and professionallevel. (e.g., Title IX A, Grants to Institutions to EncourageMinority PariicOation in Graduate Education)

2) Fund a national research center for the study of higheseducation, with a malor focus on the examination ofbctors affecting minorities in higher education. Thiscenter should be mandated to collect, compile,synthesize and disseminate research.

3) Sustain and strengthen traditional ethnically-basedinstitutions of higher education, such as tribally-controlled colleges, historkally black instiunions andomparable Latino institutions. The existing Title Ill

program under the Higher Education Act, appropriatelymodified, may be one such mechanism.

4) Increase the opportunities for returning minoritygraduate students through financial support (e.g.,family assistance for child-care and Federal housing

2 Meeting the National Need for Minority Scholars and Scholarship:Policies and Actions

subsidies, either for individuals or for the constructionof campus housing for graduate students with 2)families) and through grant policies (e.g., eRminadonof inappropriate thne limits for work toward advanceddegrees under Federal fellowships).

5) For efficiency and cost-efkctiveness, require that allFederally-funded programs aimed at improving 3)education for minority students demonstrate that theyare operating under a coordinated system withcommon procedures.

6) An over-reliance on standardized examinations foridentification of talent is negatively affecting AfricanAmericans, American Indians and Latinos at the time theyseek entrance to graduate education and when they exit the 4)ac2demy to move on to careers. Federal leadership andsupport are needed Aar research on and devebpmentof alternative measures of identifying potential andability.

7) Encourage and foster the creation ofindustry/government-sponsored activities andprograms to Identify and fund potential minorityscholars. The field of engineering has demonstrated 5)effective wadeh in this regard over the last fifteenyears.

8) More than a decade has past since the National Board onGraduate Education produced a report with recom-mendations entitled Minority Group Participation inGraduate Education. The Federal government shouldfund a comprehensive update of that report.

Federal Action toFinance GraduaW Students

Graduate education, unlike undergraduate education, doesnot have large, income-sensitive financial aid entitlementprograms. Instead, financial aid for graduate students is largelyfunded through fellowships, research and instructional dollars,with other support coming from work study and loanprograms.

Adequate financial support is crucial for the fullparticipation and success of targeted minority students ingraduate programs. And it should be remembered that suchresource allocations are investments in human capital.

Assistantships are of particular importance to minoritystudents, because 'this form of aid seems to intensify studentinvolvement in graduate study, promote professionaldevelopment, and strengthen the bond between student andfaculty mentor.' (Rnal Report o f the Commission on tbe HigherEducation cf Minorities, Higher Education Research Institute,Los Angeles: 1982, p 35.)

Recommendations1) Educational loans at the undergraduate level, and the

prospect of incurring even more debt at the graduate level,deter numbers of talented minorities from consideringgraduate school. Federal financial aid policy, which inrecent ran has emphasized loans over grants, shoalbe reversed. The entitlement programs now on thebooks should be financed at levels sufficient to fully

7)

fund all eligible students.Where loans are part of a minority graduate student'sfinancial aid package. there should be forgivenessprovisions for those entering academic careers, toprovide some counterbalance to competition fromindustry.We endorse the recommendations included in thereport of the Graduate Education Subcommittee of theNational Commission on Student Financial Assistance(1983), particularly those on *Insuring Support forTalented Graduate Students" related to fellowships,research and training assistanmhips and Federal loanprograms. (See Appendix A.)We particularly support the creation of one-yearawards for dissertation support of students in the arts,humanities and social sciences. National ResearchCouncil data show that doctoral studies in these fields takelongei- than in science and engineering and that AfricanAmerican, American Indian and Latino students are moreconcentrated in these fields. Research assistantships are notavailable for their later years of graduate study.Federally funded fellowship programs should includesummer research grants, assistantships, advancedresearch and training opportunities and earlykkntilication of potential recipients. ('Memorandum tothe 41st President of the United States,' Commission onNational Challenges in Higher Education, Washington, D.C.:1968, p 9.)Funding should be increased for the Patricia RobertsHarris Fellowship Program (Title MB of the HigherEducation Art) to make more fellowships available inaddition to funding each recipient at the same level asthe National Science Foundation Fellows.There should be stronger language and sanctionsmandating principal investigators on Federal grants tobe accountable for providing research opportunitiesfor underrepresented minority graduate students.

Redefining and ReshapingResearch Policies and Practices

In light of demographic realities, it is imperative that anational research agenda be developed which will beresponsive to the interests and needs of minority communities,reflecting a national awareness of the importance of fulldevelopment for all citizens.

We are concerned about who participates in defining theresearch agenda for the nation in the years ahead. Thisnecessarily includes appointments to the policy-makingpositions in the Na' ional Endowment for the Humanities,National Institutes of Health and Mental Health and theNational Science Foundation.

The national research agenda shapes both the approachesand the perspectives our country adopts in addressing itsneeds and forwarding its policies. The setting of a researchagenda in one generation has impact a generation and morelater. The space program and the campaign to eradicate polioeach in its own way affected the social fabric of the entirecountry.

Meeting the National Need for Minority Scholars and Scholarship:Policies and Actions

Given our continuing cultural, social and economicchanges, it is both an ethical and a human resource concernthat requires the research agenda to reflect the pluralism of ourcountry.

Recommendations1) Federal agencies and departments must be charged, in

their allocation of research resources, to enhanceopportunities for socially responsible researchregarding minor!ty populations, communities andC0110=1115.

2) Representation of African American, American Indianand Latino scholars should be mandated on all Federaland other national level review boards.

3) Regubtory language should snake clear that AfricanAmerican, American Indian and Latino scholars andgraduate students must have fair access to all Federallyfunded research opportunities. Bureaucratic obstacleswhich fail to recognbe the ckTumstance of numbersof minority students, such as the 20-credit ruk for NSFfellowships, should be changed. When institutionswith concentrations of students from these targetedgroups are not themselves judged competitive forcertain projects, collaborative and consortialarrangements shoukl be encouraged and funded.

Federal Acdon inPlacement and Employment

To make grauuate education worthwhile for AfricanAmericans, American Indians and Latinos, we must open careerpathways which use the skills and knowledge developed fromthat education. Too many advanced degree holders arecurrently underemployed or workirg outside their fields. Thisrepresents a tremendous waste.

Recommendations1) Institutions receiving Federal support for program

aimed at increasing educational opportunities forminorities (e.g. TRIO, HCOP, NIMH, NSF Fellows)should be held accountable for hiring, retaining,tenuring and promoting minority faculty.

2) Corporate recipients of Federal grants and contractsshould mount partnership programs with graduateschools to enhance the development of minorityscholan.

3) The effeaiveness of graduate programs in placing theirminority graduates, based on up-to-date placementrecords, should be a criterion in Institutionalcompetitions for Federal grants and contracts.

Federal Action to CreateInstitutes for Cultural Pluralism

Demographic changes now taking place in the United Stateswill profoundly alter intergroup relationships in the society as awhole and in certain regions in particular. For instance, thedocumented rise in racial and ethnic violence in America isone response to perceived changes in the socio-economic and

3

political status of people of colorchanges which diminish thepower and influence of the historically white majority.

The changes will continue. In the interest of the wholesociety, we must prepare for them.

The history of the United States shows a continual struggleto assimilate ethnic/racial newcomers into the "mainstream" ofAmerk2n life. The emphasis on assimilation, which ignores orattempts to eliminate cultural differences, has diminished ourapp.eciation of the value of cultural diversity and how itenriches our lives.

In America, violence has often accompanied social change.But it does not have to be that way.

Universities can play a major role in bringing about a betterresponse to changes in society. They create, interpret anddisseminate new knowledge that enables us to understand andaccept change. The Federal government, in recognition of thisunique role, should promote positive responses to the newdemographic realities by funding Institutes for the Study ofCultural Pluralism.

Recommendations1) The Federal Government should support creation of

institutes to foster cultural pluralism. Federal grantswould be used to establish Regional Centers to educate andinform the citizenry, to consult and be consulted on how tobring about desirable change in institutional and social life,with a view to giving diversity a positive, rather than anegative, value in Arneriain life. The very exigence of suchinstitutes will increase the production of scholarship onmatters of interest and concern to members of ethnicminority groups, increasing the number of minority scholarsin the process.

A model for the proposed institutes is in the recentrecommendation by the National Science Board to boosminority participation in the science and technology workforce by establishing Comprehensive Regional Centers forMinorities. The grant program is designed to encouragecollaboration among colleges and universities, communitygroups, local and state governments. Initial funding for eachof three centils is about $700,000, with the possibility of asmuch as $4 million over five years. Programs offeredthrough the centers will be tuition free. ("NSF Notes," MRSBulletin, December 1988, p. 23.)

Federal Action to Createand Maintain an Accurate Data Base

without reliable and timely information about the status ofminority scholars in training, it is impossble to monitor theeffectiveness of current programs and policies or to holdinstitutions accountable for results. Since 1982 we have seen adegradation in the comprehensiveness, timeliness andavailability of ede rall y -col lecied and held data on the status ofminorities at all levels of education. Only with suchinformation can we accurately identify where there areproblems, suggest where resources might be well invested, andultimately come to conclusions on how to achieve the samelevels of quality and excellence in education for citizens ofcolor that we want for all of our people. Finally, in this regard,

Meeting the National Need for Minaity Scholars and Scholarship:Policies and Actions

without a better data base, all of the recommendations we putforth will lack the means of accountability to make them work.

Recommendations1) The Federal Government shoukl create and maintain

consistent, national, comprehensive and annually-collected data base on all students that is easily

accessible to the general public.2) Current categories of ethnic identification inhibit the careful

analysis necessary to develop effective policies. TheFederal Government must commit resources to thedevelopment and maintenance of an ethnicidentification system which reflects currentdemographic realities.

The State LevelMost of the great public universities and systems of higher

education in this country are organized at the state level. It is

ASO at this level, in most states, where program offerings areevaluated and coordinated. Typically, the states finance broadprograms of student financial aid, including some at thegraduate level, and sponsor grants and institutional incentiveprograms to achieve certaim social ends.

State higher education governing bodies can, throughgeneral statements of policy and through continueddemonstration of commitment, provide strong leadershipthroughout all the public and independent higher educationinstitutions of a state with respect to equity issues at thegraduate level.

The process of selecting a career requiring graduate studystarts early in the educational pipelineperhaps inkindergarten or preschool. States, with their comprehensiveresponsibility for education at all levels, are in the best positionto increase attainments of minority students at all these levels.

Recommendations1) 'A 1985 study conducted by the Association of Governing

Boards of Universities and Colleges (AGB) round that the vastmajority of the nation's college and universitytrusteesapproximately 90 percentare white. Six percentare flack, 3 percent are Asian or American Indian, and lessthan 1 percent are Hispanic." ("The Ivory Board Room, S.

Ranbom, Educational Rxord, v.68, n.4/v.69, n.1) Governorsand state legislatures should appoint African Americans,Amerkan Indians and latinos as trustees, presklentsand conimissioners of post-seconcbry institutions andas staff responsible kw program review and approval.They should take care to ensure that all persons givensuch responsibilities exhibit a genuine and consistent

commitment to educational equity.2) State-level academic program reviews of public and

independent institutions should incorporate criteria tomeasure how much these institutions contribute toincreased educational opportunity andsuccessespecially at the graduate leveL

3) In the allocation of fiscal resources to post-secondaryactivities, states should*make sure that funding formulas do not penalizeunfairly those institutions working with high-riskand high-cost populations (e.g., mandated class sizes,staffing formulas);provkk or increase grants and funding to institutionsthat demonstrate or develop programs of outreach toand identification, retention, progress andgraduation of minority students at the graduate andproksslonal kvel;

*insure that, where financial aid programs exist kwgraduate students, there is a mix of merit aid with aldbased on financial need and targeted toundenrepresented groups;

adequately support historically black or otherpredominately minority institutions, in recognitionof their role in producing minority scholars, andeacourage the growth of graduate-level programswhen appropriate.

4) To increase the flow of successful African American,American Indian and Latino students into graduate school, itis necessary for these students to make the criticaltransitions at every stage, from preschool throughbaccalaureate study. States should establish or enhancecategorical bonus grants as incentives to institutionswhich make those successful transitions possible.

Professional and Accrediting OrganizationsAmong college faculty, the national discipline-based

associations are a key force in forming and promulgatingnorms of acceptable behavior, disseminating information, anddefiling excellence.

These associations also publish journals which functionsignificantly in the dissemination of new knowledge and inproviding outlets for the publication necessary to advancefaculty careers.

The regional accrediting associations are the mostco nprehensive means by which post-secondary institutions

validate their legitimacy and are held accountable for theiroperations.

Recommendations

For Umbrella Orgamizations1) Those orpnizations which act as disciplineeriented

unfeeling, such as the American Association lbe theAdvancement of Science, the Americag Council ofLearned Societies and the Social Science Research

Meeting the National Need for Wort% Scholars and Scholarship:Policies and Actions

Coundl, should promulgate statements of principlesabout minority scholars and phualistic scholarship towhich they urgc their member organizations toadhere.

Far Prafesskasai Assodatioas2) Professional auociatIons should make sure there is

significant minority representation among referees forjournal articles and oa editorial boards.

3) The associations should set quantifiable goals forminority participation in their fields over time,recoaunend strategies for achieving met goals and setup ad. hoc or standing committees to monitor andreport regularly on these issues.

4) The MOdadOlkli should demonstrate their support forresponsible pluralism in scholarship, throughrecognition of, tolerance of, and regard for emergingand new theoretical and methodological approachesand non-European casmobgies and epissemobgies.

5) Those minority scholars seeking knowledge on uncon-ventional topics must have opportunities to create newresearch methols and concepts. They need a forum for thiswork. Professional journals should provide foroccasional critical essays presenting innovativeresearch methodology, new theories andreexamination of the objectives of the discipline.

6) The associations should create paths for potentialminority leaders in their disciplines throughmentoring, internships, committee appointments,

fellowship programs and the encouragement ofpresentations by minority scholars.

7) The agenda of professional meetinp should makeadequate room for pluralistic perspectives. Theseagenda should also include oppertunitks for papersand presentations by African American, America.,Indian and Latino graduate students. Outreach tocorresponding minority discipline-orientedassociations, through joint conferences andpublications, should be increased.

For Acaystitheg Orgassisatioas8) The regional voluntary acaediting agencies should

revise their criteria ms explicated in their operatingmanuals and guides to inchade measures of progresstowiwd minority equity as part of the legitimizationprocess.

9) Extraordinary efforts should be made to includeAfrican Americans, American Indians and Latinos asmembers of accreditation teams. The makeitp of suchteams should always, as a matter of policy, includepersons committed to and sophisticated about issuesof minority access and equity.

10)Accreditation review boards should incorporate intoguidelines for self evaluation the efforts of universitiesto bring new perspectives into existing otpartmeetalstructures or to crease centers kr the devtiopment ofsuch new perspectives.

InstitutionsIt is the institutions of higher education which mediate

between pressures from "outside" (goverrment policies,professional organizations, community groups and the like)and from Iri..,ide" (faculty or students who propose or opposechange). Well-meaning faculty and weil-conceptualizedprograms wil founder if ingkutions do not provide a day-to-day framework of leadership, admir.istration, accountability,and incentives appropriate to the task; for every Americancollege, no matter how much it appears to be part of a largersygern, is largely autonomous in its day-to-day operations.

No instkution can be excellPnt without being truly plural,but while commitment to excelk Ice is everywhere suted inthe explicit policies of institutl )ns, similar statements ofcommitment to pluralkm are absent. For the years ahead, themaior challenge is for universities to dedicate themselves tosocial justice and then to translate the commitment intopractice.

RecommendationsTo create the environment for institutional changes essential

to bringing more African Americans, American Indians andLatinos into scholarly training and careers, universityadministratorspresidents, deans, department chairsmustexercise responsibility for conceptual leadership, for anexplicit academic plan with the goals of excellence andpluralism, (or enhanced recognition of mentoring, and for the

use of Incentive and reward systems to reinforce desirablechanges in faculty behavior.

CoacelAssal LeadershipNowhere is conceptual leadership more important than in

pursuit of educational equity. Such processes as affirmativeaction depend on conceptual clarity to undergird workable andeffective systems, whether for recruitment, hiring, promotion orthe allocation of resources.

We support the recommendations expressed in TbeUnwersity "Calfornia in the Twenty-lint Century: SuccessfulAp(roaches to Faculty Diversity, J.B. Justus, Project DifeCtor,1987, pp 69-76. These recommendations, while speciCcallydirected to faculty, department chairs, chief executives andtheir administrators at UC, are action-oriented and widelyapplicable.

Two of the recommendations aimed at chief executives areparticularly appropriate strategies to increase the numbers ofAfrican American, American Indian and Latino scholars.1) Whatever the management style, affirmative acdon

must be measured by the ability of an administrator totranslate commitment into action. All managersshould be held responsible for their contribtabos tothis institutional COMMitilleaL p. 74

2) To underscore the responsibility of department disksto fulfill institutional commitments to affirmative

Meeting the National Need for Minority Scholars and Scholarship:Policies and Actions

action, [administrators] should institute appropriatecommunication and incentive structures (Includingorientation for new chairs, annual institution-widegoals, special funds and awards of positions asincentivei).' p. 75

3) Program of faculty and staff development must bedesigned, funded and impkmented so as to ensure thefullest participation of all segments of the universitycommanky. The objective of such program would beto inform, to educate and to develop normativeinstitudocni standailds of anscluct and practice devoidof overt and covert manifestations of racism andsexism.

Academic Pim4) The faculty leadership group of the university,

including the chief administrative officer, deans,chain, graduate directors ant; key individuals infaculty governance must develop an academic planadd* 'memoriam the bases of cultural plaralismInto (he overall mission and operation of the

lissallkoiseatUterverdslimiudos old threk ladors should me the etfitole

hicesilves and rewards liarthat* kt cider to biome sod lacreme Mallvalitytillsilkendii ha inceesslag sueceashl particlpidas OferIPIMINIMIIIT groups In the scholarly puma&salient ear tenure and promodon should lackede

positive weight for faculty who work effectively withstudents and beginning faculty from targeted ethnkand racial minorities.

'Recognizing how valuable time is to faculty members,institutions should provide resourcesresearchassistantships, secretaries, equipment, asappropriateto acknowledge and make timeavailable to faculty for these activities, and shouldmake clear that the resources are provided for thesesupportive purposes.

Other possible incentives for balky include-fellowships and grants as recognition for out-

standing work with targeted minority students,-leave time for faculty to develop curricula, work onminority recruitment and mentor minoritystudents,

- salary increments tied to success in nurturingtargeted minority students,

- individual awards in the form of peer recognition,e.g. "Mentor of the Tear Award."

6) Institutions can develop opportunidm to nurture anddevelop African American, American Indian andIntim faculty by. providingprollessional development Imre thawpandociond fellowshipsIhking set-asides spedfically for target grouPefacaltymatangeoppotomitiesvisidng prokssorshipsresearch fundsCOIlkre0Ct &Mb*

The Faculty

Whoever policies, strategies, or actions might be suggestedor recommended by my group, in the end, tbe (acuity, moredon any other indlvlduslç necessarily bave and will continueto have pdrnary responsibilky for increasing minority scholarsand sdiolarshipAt is the faculty who remit graduate students,who are responsible for the awarding of assistantships andfellowship, and who must provide extended mertoring andguidance if students are to be succesdul in attaining advanceddegrees. ft b tbe funky who 3re responsible for providing anacademk environment whkh will enhance the !access of thesestudents. It is also faculty who preside over the growth anddevelopment of their disciplines.

AL the graduate level, more than anywhere else in Americaneducation, faculty determine who will succeed

Collegial behavioracting as members of departmental anddisciplinary groupsis typical of faculty in all fields. But it isindividual faculty members who have the greatest impact ongraduate sudents as they proceed toward advanced degrees.Many of the recommendations that follow are oalls to actionand responsibility by individual members of the faculty. Werecognize that pressures to conform may sometimes makeindividual action &Exult, especially for junior faculty. We callon senior faculty to take the lead in accepting andcarrying out these reommendations.

RecommendationsChanges in faculty roles and behavior mug occur in three

areas: outreach and admisskms, to expand the number ofpeople in tke target groups who are qualified for successfulgraduate studr, mentarins to enable more members ci targetgroups to find the career-oriented faculty support they need;and defining scholarship, to increase the responsiveness ofscholars in the disciplines to a plural society.°wreath awl Admission1) Faculty need to review critically those criteria and

procedures kir admission which for underrepresensedgroups do not effectively identify students withscholarly potential, and then to propose andimplanent ahernathes.

2) Faculty and teachers should attempt to identifytalented young people early in their schooling, andencourage them to amsider and prepare for academiccareer&

3) To Inman the quality and quantity of undergraduateapplicants, facility shoukl develop and expand allwklgeprogramsr for example, programs designed to createlinks between the senior high school and freshmanyear, the senior undergraduate and first year of

Meeting the National Need tor Minority Scholars and Scholarship: 7Policies ond Actions

graduate school, and programs which engstri.undergraduates in quality research prolects.

4) Faculty should become more directly and activelyinvolved in recruitment, especially in predominantlyminorky institutions and among groups traditionallyundenepresented at the graduate level.

5) Networks should be built or strengthened to eepandthe information base of minority students aboutschools receptive to them, through visiting scholarand faculty-student exchange programs, institutkusalpartnership amngements, and minority alumniassocktions.

6) The extent of outreach should be creatively =landedto underutilized minority talent pools in traditional"terminaP master's programs, to workingprofessionals, and to ABM and other returningschohrs.

Roaming and Advistog7) To increase the effectiveness of faculty mentors,

attention should be paid to the professionaldevelopment of faculty in such roles; e.g., throughperiodic workshops and through systematk trainingin cultural knowledge and sensitivity to ethnic andncial groups.

8) All faculty, especially those in senior and emeritusroles, should be involved in mentorinm especiallyeffective mentors should be tangibly rewarded.

9) Faculty advisers should be held accountable for fair,equitoble and effective performance.

10)Graduate students themselves shoukl play an activerole in mentoring, through assisting in the orientationof new graduate students and through critiquing theongoing mentoring process.

Defhtiag ScholarshipThe twin issues of increasing the number of minority

scholars and defining the scope and nature of scholarship to

be more responsive to a heterogeneous society are inextricablyentwined. The pursuit of a scholarly life, which has itspenalties as well as its rewards, will be more aaractive to thosegroups we wish to recruit if the canons which define the limitsof acceptable intelleaual exploration are broadened to includethe values and concerns which are central to people of color.11)Paalky in all dieciplines can advance the practke of

openness toward new perspectives by themselvesbecoming sensitive to points of view different fromtheir own, whether in matters of consent, method,focus, form or any other taken-lior-granied standard.Willingness, on the part of faculty, to remain open toalternative perspectives enhances the posstaity of schcelitirenewal and development within the disciplines.

12)Faculty in all disciplines need to recognize thelimitations that may exist in their deportmeneson wellas in their disciplinary &Ids, for dealing with newelements in those &ids. Irhere such limitations exist,bosky have a responsibility to seek appropriateremedies, whether within or outside theirdepartments, institutions or disdplinatT amodations.

13)Faadty should, with admhiktrators, periodically studyways to bring new perspectives into existingdepartmental structures or create centen for theirdevelopment. This is particuhrly important for fields thathave excluded minority views because they are notrecognized as part of the discipline's canon.

14)Professional associations and academic units thathouse scholarly Journals should require that theircomp:math:bit of review boards, editors, and readers beinclusive of people of color..

15)Universities and professional associations shouldencourage, develop, and financially supportopportunities for faculty to seek additionsi training inorder to enhance their understanding of andcompetence with the scholarly contributions andconcerns of people of color.

ReferencesAdams, Howard G. (Convener). 1986. Minority

Participation in Graduate Education: An ActionPlan. The Report of the National Invitational Forumon the Status of Minority Participation in GraduateEducation. Washington, D.C.: Howard University.

Adolphus, Stephen H. 1984. Equality Postponed.Continuing Barriers to Higher Education in the1980's. New York: College Entrance ExaminationBoard.

Association of American Colleges and The Fund for theImprovement of Postsecondary Education. 1983, 1984.White Faculty, Black Students: Exploring Assump-tions and Practices. The Report of the Workshops.Washington, D.C.: Association of American Colleges.

Atwell, Robert H. 1988. Minority Participation inHigher Education: We Need a New Momentum.Remarks delivered at the American Council onEducation Annual Meeting. Washington, D.C.:American Council on Education.

Benderson, Albert (ed). 1988. 'Minority Students inHigher Education. Focus (22). Princeton: EducationalTesting Service.

Brown, Shirley V. 1987. Minorities in the GraduateEducation Pipeline. Princeton: Educational TestingService.

. 1988. Increasing Minority Faculty: An ElusiveGoal. Princeton: Educational Testing Service.

Meeting the National Need for Minority Scholars and Scholarship:Policies and Actions

Committee for Economic Development 1987. CED and Edu-cation: National impact and Nect Steps. A CED Symposium.New York: 03mmittee for Economic Development.

Commission on Minority Participation in Educatian andAmerican Life. 1988. One-Third cf a Nation. Washington,D.C.: American Council on Education.

Commission on National Challenges in Higher Education. 1988.Memorandum to tbe 41st President 4. tbe Unital States.Washington, D.C.: American Council on Education.

Higher Education Research Institute, Inc. 1982. Rnal Report oftbe Commission on the Higher Education of Minorities. losAngeles: Higher Education Research Institute, Inc.

Hodgkinson, Harold L 1985. All One System: Demographics ofEducation Kindergarten Tbrougb Graduate SchoolWashington, D.C.: Institute for Educational Leadership, Inc.

1987. 'Courage to Change. Facing Our DemographicDestiny.' Currents July/August: 8-12.

Justus, Joyce B. 1987. The thtiversity cf California in theTwenV-First Century: Successful Approaches to FacultyDiversity. Berkeley: University of California.

Katz, Joseph. 1983. 'White Facuky Struggling with the Effectsof Racism.' Pp. 29-38 in Teaching Minority Students. SanFrancisco: Jossey-Bass.

Lewis, Arthur. 1985. 'The Economics of Racial Inequality."Whitney M. Young, Jr. Distinguished Lecture. New York:Center for the Study of Human Rights, Columbia University.

Miller, Richard I. 1987. Evaluating Faculty for Promotion andTenure San Francisco: Joney-Bass.

National Alliance of Black School Educators, Inc. 1984. Savingtbe African American cud Washington, D.C.: NationalAlliance of Black School Educators, Inc.

National Commission on Student Financial Assistance. 1983.Signs of Trouble and &osion:A Report on GraduateEducation in America. Washington, D.a: NationalCommission on Student Financial Assistance.

Nettles, Michael. 1987. Financial Aid and MinorityPartictoation in Graduate Education. Princeton:Educational Testing Srevice.

Ranlvm, Sheppard. 1988. 'The Ivory Boardroom: A ClosedDoor for Minority Trustees.' Educational Record 68,69:125-126.

Rendon, Laura I. and Amaury Nora. 1988. 'Hispanic Students:Stopping the Leaks in the Pipeline.' Educational Record68,69:79-85.

Thomas, Gail E. 1987. "Black Students in U.S. Graduate andProfessional Schools in the 1980s: A National InstitutionalAssessment." Harvard EducaLonal Review 57:261-281.

Willie, Charles V. 1987. "On Excellence and Equky in HigherEducation.' journal cf Negro Education 56:485-492.

Wilson Reginald and Manuel J. justiz. 1988. "Minorities inHigher Education: Confronting a Time Bomb." EducationalRecord 68,69:9-14.

National Commission on Student Financial AssistanceThe National Commksion on Student Financial Assistance

was created by Public Law 96-374, The Education Amendmentsof 1980. Deliberating on those amendments, Congress realizedthere was a general lack of reliable information and well-informed policy recommendations on many fundamental issuesof federal student assistance in postsecondary education. TheNational Commission was established to respond to thissituation and to provide policy recommendations to Congressand the President.

Established in 1981, the National Commission is a bipartisanpanel of members of Congress, leaders of the higher educationcommunity, and representatives of the public. The Commissionis composed of twelve members, four appointed by thePresident of the United States, four by the Speaker of theHouse of Representatives, and four by the President ProTempore of the Senate:

Appointed by the PresidentDavid R. Jones, Chairman; member of the faculty, Vanderbilt

UniversityRichard E. Kavanagh, Senior Vice President, Shearson/

American Express Inc., Chicago, Illinois

9

Marilyn D. Liddicoat, Attomey-at-Law, Santa Cruz County,Cal ifornia

Kenneth R, Reeher, Executive Director, Pennsylvania HigherEducation Assistance Agency

Appointed by theSpeaker of the House of RepresenhtivesJohn Brademas, President, New York University, former

Member of the House of Representativeslien. John N. Erlenbom, Representative from Illinois'Hon. William D. Ford, Representative from MichiganKenneth G. Ryder, President, Northeastern University

Appointed by thePresident Pro Tern of the SenateDavid P. Gardner, President, University of California SystemDavid M. Irwin, Executive Vice President, Washington Friends

of Higher Education, Seattle, WashingtonHon. (iaiborne Pell, Senator from Rhode IslandHon. Robert T. Stafford, Senator from Vermont

*Replaced Hon. Wendell Bailey on February 24,1983.

Goals for Graduate Education:An Agenda for Federal Action

The economic vitality, the security, and the quality of Amer-ican life depend directly on the capacity of our colleges anduniversities to produce new knowledge as well as futuregenerations of scholars. We jeopardize these dimensions of ournational life if we reject the imperative to exert nationalleadership in graduate education.

Support of graduate education is not the sole responsibility ofany one sector of our society. The federal government, stategovernments, tcxmdations, and business and industry all have aninterest in ensuring the vitality of graduate education. Given thecharge to the Commission, however, this report focuses on theresponsibilities of the federal government to the enterprise.

Federal support is indivensable to excellence in graduateeducation. Such support, moreover, should represent a"balanced portfolio' of funds for both research and studentassistance and should be maintained on a stable basis over time.

An Agenda for Federal ActionTestimony before the Commission, research supported by

the Commission, its own deliberations, and the work of thestaff have convinced the annmission that, in order to meetnational needs effectively and to ensure the quality of

. ,,

American graduate education, action by the federalgovernment is essential.

The Commission oudines the following ten gads as anagenda for federal action for graduate education. Thesescads are designed to1) Ensure support for talented graduate students2) Increase the numbers of talented women in graduate

education3) Increase the numbers of talented minority students in gradu-

ate education4) Maintain and enhance the nation's strengths in graduate

research5) Ensure that graduate laboratories, equipment, and ingru-

mentation are of high quality6) Enhance the quality of scholarly libraries and ensure that

valuable collections are maintained7) Attract and retain promising young scholars as faculty

members8) Meet pressing national needs for highly trained experts9) Evaluate the impact of the federal government's decisions on

the nation's needs for graduate-educated men and women10)Improve both the quantity and the quality of information

about graduate education

1 0

The following recommendation, tu acsomplish these goalsare, to reiterate, directed largely to iC federal government. TheCommission also urges action, as appropnate, on the part ofstate governments, foundations, and business and industry.

A survey of existing federal programs and authoritiesindicates that much of this agenda can be accomplishedwithout major new legislation. What is required, rather, isadequate support of existing programs. In the followingsections, the Commission presents specific steps to accomplishthe goals on this agenda and identifies existing federalprograms to attain them. In those instances in which legislativeauthorities are lacking, new programs are described.

Recommendations1. Ensure r,upport for Talented Graduate Students

Financial assistance to graduate students is 2S important assupport for research. The costs of pursuing graduate educationare high and rising. Unless adequate student aid is available,the nation Al not be able to attract the taknted young peopleit needs into graduate education.

The federal government provides financial assistance tograduate students in a variety of ways. Through fellowsb0s, adirect grant is made to the sucknt Ls well 2S a payment to theinstitution to help cover tuition and other costs. Several federalagencies sponsor fellowships, most of them in the physical andhealth sciences and engineering. The National ScienceFoundation, for example, annually supports about 1,390students in science and engineering. The National Institutes ofHealth support approximately 10,000 graduate students andpogdoctoral fellows in biomedk2l and behavioral sciences andin clinical research. Ahhough several federal statutes authorizefellowship support for students in the arts, humanities, andsocial sciences, few fellowships in these fields are presentlyfunded.

The research assistanisbp is arother form of support. Someportion of most research grants to universities assists graduatestudents in this way. Research assistantships are especiallyimportant because they provide both income to the studentand research experience in the student's field of specialization.The number of students supported through this mechanism isdifficult to determine. In 1981, an estimated 27,030 studentsworked as research assistants in federally supported researchand development projects. National Science Foundationresearch projects currently support about 9,600 students eachyear.

A third mechanism of support is the leaching assistanisb0In 1981, an estimated 10,000 graduate students were employedas teachers of undergraduate classes, laboratory instructors, ortutors. Funds are derived almost solely from the instructionalbudgets of the colleges and universities themselves.

Three major federal student aid programs also assiststudents in meeting the costs of graduate study. These includethe College Work Study program (CWS) and two loanprograms, the Guaranteed Student Loan program (GSL) and theNational Direct Student Loan program (NDSL).

If we are to maintain a strong system of graduate education,it is imperative that these sources of support be sustained. Inorder to assure that sufficient numbers of talented young

people enter graduate study in all disciplines, tbe Commissionrecommends tbat majorfederal programs of support forgraduate students should be maintained and, in someinstances, substantially *creased.

The Commission makes the following recom-mendations concerning fellowships:

The number of science and engineering fellowships invarious agencies should be substantially increased, andstipends should be regularly raised to take into accountthe cost of living. Appropriate consideration should begiven to areas within these fields experiencing shortagesof doctoral-trained personnel.

*Support for biomedical and behavioral scientists should bemaintained at least at present levels.

For the support of graduate students in the arts, huma-nities, and social xiences, a total of approximately 750additional fellowships per year should be provided underthe National Graduate Fellowship Program and otherappropriate authorities.

ln addition, 500 new one-year awards should beauthorized annually for dissertation support of students inthe ans, humanities, and social sciences.

DiscussionInflation takes its toll on graduate students as well as

everyone else. The Commission, therefore, recommends thatadjustments in stipend levels be made regularly. Failure to doso incrmses the likelihood that students either will not entergradtute study or, given the attraction of starting salaries in theprivate sector, will drop out before completion of thek studies.

Fellousho au.anis to students are ordinarily limited to threeyears. Students in the sciences and engineering are often able tosupport themselves in subsequtat years with researc bassistantships. Such assistantships are far less available in thearts, humanities, and social sciences. In order to provide modestsupport to students in these fields during the later years ofgraduate study, the Commission recommends a new program ordissertation fellowships. These would provide support and anincentive to finish the dissertation as rapidly as possible.

The Commission makes the following recommen-dations concerning research and training assistantships:

Increased federal support for research should beaccompanied by an increase in the number of researchassistants in all fields.

The College Work Study program should be substantiallyincreased, with a sizable portion of additional fundsdirected to graduate students. Such funds should be usedby institutions to support students engaged in research orteaching in their academic fields.

DiscussionThe College Work Study program (CWS) provides part4ime

employment to needy students, including graduate students.Under CWS, which is administered by the college or university,80 percent of the student's salary is paid by the federalgovernment, the remainder by the institution. Only 10 percentof the 983,000 students asisted by this program are graduatestudents. The Commission recommends that increases in thisprogram be used to provide jobs for graduate students that are

related, if posible, to their academic work.The Commission makes the following recom-

mendadons concerning federal loan programs:Graduate students should continue to be eligible forparticipation in the GSL and NDSL loan programs.Furthermore, the level of interest subsidized for graduateborrowers should remain the same as for undergrad-uates-- as under current law.

Limits should be increased on the total amounts thatstudents, particularly professional students, may borrow.

Graduate students should become eligible to participate infederal student assistance programs immediately uponentering graduate school.

DiscussknsGuaranteed Student Loans are made by private lenders and

subsidized and guaranteed by the federal government. Fivethousand dollars may be borrowed each year, up to a Willdebt of no more than $25,000. Students make no payments for

interest or principal while in school. After students graduate,the interest rate is fixed, presently at 8 percent. A Commission

survey of state guaranty agencies indicates that through thisprogram about 410,000 graduate and professional studentsborrowed $1.6 billion in fiscal year 1982,

The NDSL program provides low-interest loans to needystudents. Loans are made by colleges and universities usingfunds provided by both the federal government (80 percent)

1 1

and the institution (20 percent). Total borrowing(undergraduate and graduate) is limited to $12,000 per student.In 1983, about 826,000 loans will be made. The portion ofthese made to graduate students, however, is unknown.

The total amount that students may borrow should keeppace wkh costs, especially for students in the health sciences.If there is not some modification of loan limits, students will

find themselves unable to continue their graduate work. TheCommission shares the concern of many that loan burdens ofstudents may become unmanageable. However, analysescompleted for the Commission suggest that loan burdens forthe vast majority of graduates are not excessive. TheCommission, therefore, recommends raising on a replar basistotal loan ceilings for individual borrowers under GSL andNDSL

To be eligible for subsidies in both programs, students musthave been independent of their parents for at least a full yearbefore applying for aid. Many students remain dependent ontheir parents while undergraduates, but for all practica'.purposes become independent once they enter graduate orprofessional school. Under current policies, such students areineligible for consideration as independent students to receivefederal support based on need during their first year ofgraduate study. The Commission believes that, provided theyare not claimed as dependents on their parents' income taxreturns, these students should be considered independentimmediately upon entering graduate schooi

The University of California in the Twenty-First Century:Successful Approaches to FacuIN Diversity

Joyce Bennett Justus, Project DirectorSandria B. Freitag, L Leann ParkerSpring 1997

Part Foun ConclusionsAs should be clear from the preceding text, our literature

search and nation-wide interviews have underscored twoimportant aspects of affirmative action efforts. On the onehand, perceptions matter. Whether substantiated by practice ornot, how minorities and women respond to their academicenvironment is conditioned, to a large extent, by what theyperceive to be the institution's attitude and willingness tosupport them. Thus it will be important that the extraordinaryefforts mounted by the Universky of California in the next twodecades include important symbolic acts, designed to conveythe message that the University and ks constituent units have

made a commitment to achieving a diversified faculty.

On the other hand, we feel that affirmative action, generally

speaking, may have suffered from an undue emphasis onsymbols. For that reason, most of the recommendations listed

below concentrate on that important transition from

imtkutional commitment to action. Only through extraordinary

actions will the University accomplish ks goal for the twenty-

first century.

Summary of RecommendationsWe recommend to the faculty, particularly to de-

partrnents, that:I) Creative searches for quality cannot be invoked only when

recruiting. They must inform the teaching done bydepartments for students at various levels, the interactionwith postdoctoral fellows and visiting scholars, the searchesfor new faculty, and the dealings with tenure-track juniorfaculty.

2) Expressed differently, faculty must always be conscious ofthe fact that actions they take in relation to undergraduates,graduates, junior and senior faculty colleagues, all affect thewpipeline and its ability to attract, prepare and promoteminority and women along an academic career trajectory.

3) Departments ancl idividual faculty members should designsummer and oth,r programs that enable undergraduate

12

students, induding those recruited from other institutions(such as HBCUs and state university campuses withsubstantial populations of minority students), to participatein faculty research projects. Successful models in thesciences should be adapted to the social sciences andhumanities, as well.

4) An important way to build quality into the graduate trainingof minority and women students interested in researchingtheir own communities, is for social science and humanitiesdepartments to ensure that subjects especially relevant tominorities and women be integrated more fully with themethodologies of each discipline.

5) Research and teaching assistantships, in particular, need tobe viewed by faculty as experiences designed to 'groom'women and minority graduate students to achieveexcellence. To accomplish this goal:

"The timing of awards of these sources of financialassistance should be deliberately structured to providemaximum training.*Thus research assistantships (RAships) shculd beprovided for the first two years; teacher assistantshipsCrAships) should be awarded after these two years, whena student has amassed enough information to performwell.

Both RAships and TAships should include close interactionwith a faculty sponsor.

In addition, faculty should see their support of the finalyears of graduate work as similarly crucial. They need toassist graduate gudents to find fellowships to support theresearch and write-up phases of the doctoral process. [Asis now the case with white male students, they should seetheir ability to facilitate minority and women students'successes in gaining financial support to be a measure oftheir own effectiveness in their fields.)

6) Senior faculty members, particularly white males, need towork very consciously on involving minority and womenjunior faculty members in their departments in near-peermentor and higher-ranking sponsor relationships. While ourobservations suggest that formal mentorship programs areoften unsuccessful, the goals of such programs could beaccomplished informally if senior faculty conscientiouslytook on these responsibilities voluntarily.

7) Particularly senior faculty members, but all members of theUniversity of California faculty, must consciously work toexpand their conceptualization of the larger community ofscholars of which they are members. Specifically, they-should:"build institutional ties between particular departments, oreven subfields within particular disciplines, and facultyinvolved in those fields who teach at HBCUs and Hispanicequivaknts.

'consciously work to include minority and womengraduate students and faculty (at other irstitutions as wellas UC campuses) in the variety of collaborative enterprisesfostered by academia including conferences, essaycollections, professional meetings, and large-scale research

Proiects.*consciously seek out minority and women scholars withwhom to exchange research conclusions and drafts

prepared for publication.*as well-informed members of a profession that reliesheavily on research fellowships, work to ensure thatminority and women candidates become fully informed,assisting where possible to make them competitiveapplicants for grant support.

8) Departments with insufficient numbers of minority andwomen faculty members need to work consciously toredress the lack of role models they provide graduatestudents.'Perhaps the most effective short-term solution to thisproblem is to initiate scholars' exchange programs, inorder to bring to campus visiting minority and womenfaculty, particularly those from IIBCUs and Hispanicequivalents. These visits could range from two weeks to asemester or longer.

We recommend to departinext cbairs:9) Innovative recruiting measures, to ensure the broadest and

most diverse pool of candidates possible, should includethe following:'more broadly defined specialties listed in job descriptions,perhaps encouraging the option of a specialization inminority and women-focused subject matter within thebroader topic area;

"recruitment outside the standard locales (of equivalentresearch universities), including HBCUs and Hispanicequivalents

*where applicable, applying professional school-stylesearches for practitioners who have achieved excellenceoutside academe

slooking for active researchers who earned PhDs but nowsupport themselves in jobs outside the academy

providing fuller consideration for those currentlyoccupying ancillary positions in the University, includingpart-time, temporary, or non-tenure track slots.

10)Departments can foster the aspects of excellence thatencourage productive faculty in several ways. Among themore important, is providing security through clearexpressions of departmental and campus expectations forthe level and quality of work needed for promotion andtenure, as well as regular and reliable indicators about howeach individual is progressing towards these measures.(These ought, in fact, to begin during the interviewprocess.) Where possible, discussion with junior faculty of'successful files' seems especially effective.

11)To encourage maximum productivity before junior facultyare reviewed for tenure, department chairs should ensurejudicious and timely use of release time, reduced teachingloads, and assistance/support in preparing fellowshipappl ications.*For maximum effectiveness, we recommend that use ofthese forms of departmental support be combined withreviews of junior faculty progress, to ensure the clarity ofthe department's evaluation message, and to convey thedepartment's active support of the growth andprofessional progress of the faculty member. Ip.33)

12)More difficult is the department's ability to control 'qualityof life" issues, but these often adversely affect the faculty

member's ability to be a productive participant of thedepartment. Department chairs need to pay careful attentionto the range of issues inherent in living in the campuscommunity, including housing, schooling, maternity leaveand other related issues. Assisting the faculty member infinding solutions to these kinds of problems not onlyreduces the frustrations and distractions of academic life,but further conveys departmental support.

We recommend to UC cbief executivesand tbeir admbdstrators:13) The University should take a national lead in identifying

and collecting the data that is necessary to track the trainingand careers of potential minority faculty.

14) Rather than attempting piece-meal solutions, the Universitymust conceptualize its approach as an integrated series ofinterventions all along the pipeline. Its strategy mustencompass a series of programs that build logically.I'rom early outreach programs to efforts to retain full

professors, campus and systemwide administrators mustsee their efforts at each point as building on, anddependent on the success of, previous efforts.In particular, the connections need to be emphasizedbetween points of intervention within departmentalpurview, and those affected by administrative intervention.This emphasis is a management responsibility.

15) Whatever the management style, affirmative action must bemeasured by the ability of an administrator to translatecommitment into action.

All managers should be held responsible for theircontributions to this institutional commitment;measurements of their rates of successes should beincluded in every review of their work.

16)Chief executives (and their top managers) who practice a"leader style of management, should invest much of theirpersonal reputation and discretionary resources indeveloping new programs.*Each program should target a particular subgroup, and willprobably focus on providing support financial, social,

psychological or academic.In this context, we reiterate our concern that the programsbe conceptualized as points along the supply pipeline.

17)Chief executives (and their top managers) who practice theadministrative style we have characterized as "managers,"should &fine what crxistitutes success.

13

They should establish standards against which successshould be measured, and offer rewards for achievingaffirmative action goals.

'Through an emphasis on "accountabilky,' senior managersshould understand that they should be held responsiblefor achieving institutional goals.

18)Chief executives should analyze the management styles oftheir institutions, making sure that:"They are getting the maximum results from the strategies

most amenable to their management style.They have, within their administrative ranks, enough

administrators with the complementary style to achievemaximum results.

19) To underscore the responsibility of department chairs tofulfill institutional commitments to affirmative action,managers should institute appropriate communication andincentive structures.

Orientation sessions for new chairs should include amodule on affirmative action, including training on how toconduct searches; how to identify underrepresentedcandidates through nontraditional strategies; how toexpand interviewing techniques and review procedures toenhance successes, etc.

"Campuses should set a specific, institutionwide goal eachyear, delineating the role to be played in each departmentand unit in the community in filling the goal. This"encourages all members of the institution to strive toachieve the goal, provides a specific way to measuresuccess, and allows a campus "to celebrate together" theannual achievements.

Administrators should enlist departments by providingspecial funds for those that introduce innovative newways to enhance their affirmative profiles.Awards of positions (FTEs) should be considered, fordepartments who identify outstandir4 minority or womenfaculty even when they do not fa a specialty. This strategyhas proven the most effective incentive for affirmativeaction hiring.

20)Many campuses will be able to send a special message ofcommitment to affirmative action by repositioning theiraffirmative action officer.* This repositioning may include a direct reporting line to

the chief executive, enabling the affirmative action officevto deal informally with potential problems,

14

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Summary ReportSTONY BROOK CONFERENCE I:

Pre Pared bY

Myrna C. Adams, Conference DirectorElizabeth L. Wadsworth, Consultant

The conference was made possible by grants fromState University of New York Research Foundation

The Carnegie Corporation of New YorkThe National Science Foundation

Anheuser-Busch CompaniesResearch Corporation

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Meeting the National Need for Minority Scholars and Scholarship: 17Summary Report of the Stony Brook Conference I

oreviord

This conference was conceived in the context of a growing crisis succinctly described by Dr.James E. Blackwell, Professor of Sociology, University of Massachusetts at Boston:

At the same time that researchers are predicting the need for huge numbers offaculty to replace those persons retiring between 1990 and the year 2000, others arecalling attention to what is essentially a crisis in the supply of minorities for facultypositions in America's colleges and universities. That crisis has been precipitated bythe failure of many minority group students to move beyond critical transition pointsto succeeding levels in the educational pipeline. One important consequence of thatsituation is the diminishing supply of minorities actually trained for faculty positions,

Dr. Homer A. Neat, formerly Provost of SUNY at Stony Brook, comprehended this situation.lie saw the importance of bringing concerned academics together to analyze and proposesolutions to the specific problem of ethnic minority underrepresentation in doctoral pro-gram&the last transition point in the educational pipeline.

The following charts made from the NRC Summag Report, 1986, Doctorate Recipients fromUnited States Universities, illustrate the trends in completion rates over the past decade by bothethnicity and gender. The recommendations contained in the section of our report titled uTheAgenda" are strategies/actions designed to redirect the course of events. They all SOUNDgood, but not one of these ideas means anything until it's been adopted by a faculty member,a department, a division, or an institution. Every single one of these recommendations needsto be thought through in very specific terms and made to conform to the needs and capabili-ties of the people who are going to take action.

In an ideal world, every institution of higher education would address every recommenda-tion listed. But in the real worldour worldthat won't happen. So let us begin realisticallyby choosing two or three items to which we can make a commitment for this year; next year,we can add more and continue to progress toward the achievement of the goal of maximumdevelopment and utilization of the most precious resource we have as a society the humanintellect.

Myrna C. AdamsAssistant Vice Provost for Graduate StudiesState University of New York at Stony Brook

1 8 Meeting the National Need for Minority Scholars and Scholarship:Summary Report of the Stony Brook Conference I

The TotalNumber .olf

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Meeting the National Need for Minority Scholars and Scholarship: 19Summary Report of the Stony Brook Conference I

SUMMARY REPORTIntroauction

In academic matters, when you discuss graduate education,faculty are key. So when Stony Brook convened a multi-ethnic,national advisory committee to design a conference on thededining numbers of people of color enrolling in doctoral pro-grams and completing the Ph.D., the advisors chose "facultyrole" as the place to focus, not for the purpose of castingblame, but rather to help find solutions to the problem ofunderrepresentation.

The Problem. The severity of the problem is shown by thefact that in 1986 African Americans earned 26.5 percent fewerdoctorates than in 1976. Doctorates earned by Hispanicsincreased very sligNly from 2.4 per cent to 3.6 percent despitea surge in the Hispanic population in the U.S. The smallestgroup continues to be the American Indians, who increasedfrom 0.2 percent in 1977 to 0.3 percent in 1986. (NationalResearcb Council Summary Report 1986, 'Doctorate Recipients

from United States Unitersities.A complicated conjunction of factors account for this situa-

tion: the quality of pre-collegiate education is inferior; parentsand counselors often don't encourage young people to makethe necessary commitment to achieve the highest degreeoffered in American universities; peer groups may exert acounter-achievement pressure on one another; money is oftena problem; the road to me Ph.D. is rocky and difficulttheprograms are rigorous, the environment competkive and ofteninhospkable to people of color.

Yet for those who do persist, the personal rewards are veryhigh in terms of self-esteem, status, money and power. TheSOCial benefits deriving from a highly-educated population,providing the necessary leadership and scholarship we dependupon to maintain our economic and political position in theworld, accrue to each of us.

Faculty Control. Expansion of opponimity at the graduatelevel is directly controlled by faculty, for k is they who admitgraduate students, who award assistantships and fellowships,who mentor and advise, and ultimately help to create

employment opportunities. Therefore, faculty commitmentmust exist before any institutional efforts can successfullyincrease the number of ethnic minority students who earnPh.D. degrees.

Conference Issues. Our plan was to invite no more than100 individualsmainly faculty, sdeded primarily from the tar-get ethnic groups, from Ph.D. granting institutions and fromimportant national organizationsto a three-day workingmeeting. Four issues related to the role of the faculty framedour discussions, each one elaborated in a commissioned paper:1) In what ways can faculty develop more sophisticated proce-

dures to ferret out talent and potential in the graduateadmissions process, and how can they contribute to thedevelopment of talent at earlier stages of schooling toenlarge the pool of minority students eligible for graduateadmission?

2) What is the mentor's role, and how can faculty play that roleeffectively to increase the success rate of African American,American Indian and Latino scholars in the making?

3) How can faculty work within their disciplinary fields toenlarge the canons and boundaries of scholarship so as toinclude the interests, concerns and characteristics of ethnicminority people'

4) In what ways can the current faculty incentive and rewardsystems be used or modified to make changes necessary formore African Americans, American Indians and La liflOS tocomplete advanced degrees'Participants. Eighty people attended the three-day confer-

ence; 45 were full-time teaching faculty, 15 from SUNY univer-sity centers and central administration. The rest carne fromtwenty states and Puerto Rico with a preponderance fromCalifornia, Washington, D.C. and Illinois. The majority of facul-ty (28) were social scientists, seven represented the humanities,and five each for the biological and physical sciences. Thirty-five participants were administrative, live of whom representednational higher education organizations.

Synopsis of Pap. .sIssue I. Admissions And Outreach

Leonard A. Valverde, Vice President for Academic Affairs,University of TCX2S at San Antonio, characterized the recruit-ment and admission of minority students into graduate educa-tion, and their achievement of degrees, as democratizing edu-cation. What is today an issue of fairness, he said, will soonbecome one of economics: Minority populations are growingat a higher rate than the majority population and, increasingly,the U.S. economy depends on educated workers, indudingthose with graduate degrees.

To be more effective for minorky (and all) students, highereducation must adopi the concept of 'value added,' not just

admitting and graduating successful students, but adding to theindividual's development and talent through education. Specialadmissions for minority students are a mistake, Valverde saidRather, the university environment should be reconstructed onthe assumption that target minority students are intellectuallyhealthy, lust undernourished or underprepared.

Facalty can represent the best in society; can link studentswith the in.---itution; catalyze learning for students; conveyinformation about the campus culture and environment; act asmentors, sponsors, friends to students. Rather than endorsingthe neo-Darwinian 'survival of the finest,' faculty must takepan in creation of the finest, through the education they cancontrol.

21

20 Meeting the National Need for Minortty Scholars and Scholarship:Summary Report of the Stony Brook Conference I

&low Epps, Professor of Sociology, University of Chicago,responding to Professor Valverde's presentation, spoke of theacademic environment. U.S. gradtpte institutions form an aca-demic hierarchy, based on instkutional prestige, which is self-maintaining and which, left to kself, will resist efforts to makechanges upsetting the status quo. Since departments are themost directly responsible for graduate admissions, rewardsshould go to departments for innovative, succeisful admissionsprocesses. MI faculty, not just minority faculty, must be com-mitted to recruiting and nurturing minority talent. The institu-tion must have unified efforts and must also have adequatefinancial aid.

Appeal to the altruism of graduate faculty in efforts toincrease minority scholars, but reward those who take success-ful actions.

Howard F. Taylor, Professor of Sociology, PrincetonUniversity, reinforced Valverde's point that special minorityadmissions programs will not continue to work. They must beaugmented to make minority admissions and retention integralto the graduate education piocess, not a stepchild to it.Minorities must be recruited earlier, and criteria for evaluatingminolity candidates must be reexamined and redefined.

Standardization through reliance on testsoften poor pre-dictors of academic performanceminimizes diversity andencourages enthnocentrism while discouraging ethnic pluralism.

In praising the appendix to Valverde's paper, which includt5many specific ways to increase participation and success ofminority students in graduate education, Taylor urged thoseundertaking such measures to attach detailed methods for eval-uation.

Elaine J. Copeland, Associate Dean and Assistant Professorof Educational Psychology, University of Illinois at Urbana-Champaign, underscores Valverde's remarks about informal fac-ulty networks that favor majority students and adds that,because of these established channels of communication, faail-ty members frequently have little or no experience in activerecruiting.

Issue II. MentoringJames E. Bbchwell, Professor of Sociology, University of

Massachusetts at Boston, placed his review of mentors andmentoring for minority graduate students in a contort of low,and in some cases declining, numbers of minority faculty mem-bers, and their concentration in few fields. Further, it is inap-propriate to exped that because a faculty member is from aracial/ethnic minorie:, s/he will wish to be or able to be a suc-cessful mentor.

Mentoring is a 'process by which a person of superior rank,special achievements and prestige, instructs, counsels, guidesand facilitates the intellectual and/or career development of aperson identified as a protege.' Mentors and proteges bothhave responsibilities. Mentors establish trust, build the pro-tege's confidence in hWL-* abilities, along with a mind-set forwork, time management and consistent effort at learning.Mentors must be available, especially throughout dissertationlabors. Proteges have to demonstrate positive attitude, dili-gence, flexibility, critical thinking, appreciation.

Mentors are most important for those students, including

many minority students, who do not know, and would notseek, such unwritten rules as the politics, hidden curriculumand power struggles that influence departmental operations.

Mentoring is especially demanding for minority facultymembers. Their usually limited numters mean they must per-form multiple functions as 'minority representative besides allthe usual tenure requirements. Unfortunately, in most instiu-tions, mentoring does not receive appropriate departmental,college or university rewards.

Wesley L Harris, Dean, School of Engineering, Universityof Connecticut, drew from his Massachusetts Institute ofTechnology experience a different mentor role, one thatemphasizes the rigorous development of research talent.

Two prescriptions for this role: The Ph.D. student mustbecome professionally superior to his/her advisor-confirmingthe initial judgment in chasing the student and ensuring thecontinued development of the department/institution. Second,the mentor/advisor must create an "insulated" environment forthe student, in which the student can do ground-breakingresearch without concerns about funding, space, equipment orsocial variables like gender or race.

Joan C. Payne-Johnson, Professor of CommunicationSciences and Disorders, Howard University, reported on aminority graCtu:qe student survey on mentoring in which stu-dents responded with traditional characteristics when askedabout good mentors (knowledgeable, available, committed tostudents, compatible professional interests and goals, etc.) butreflected more personal needs when asked for the characteris-tics needed in relation to gender, ethnicity, or nationality (loyal,supportive, compassionate).

Given the documented special needs of minority graduatestudents, especially on majority white campuses, mentoring forthem "will simply have to be given credit where it counts.'Minority faculty members cannot mentor several minority grad-uate students and also do intensive, solitary work to publishseveral articles a year.

Clifton A. Pooch'', Chair, Biology Department, University ofCalifornia at Santa Cruz, adds to Blackwell's mentor functionsthese: The good mentor should take the initiative for a goodrelationship from the start, because the mentor is in the superi-or, stable position. In building confidence, the mentor must usejudgment and sensitivity about helping proteges evaluate them-selves soundly. And the mentor must keep the responsibility,the power, in the mentee's hands, not making choices but elicit-ing justifications that either convince or lead to rethinking.

The mentor should be an exceptional role. model for theprofession. The mentor need not be the same race or gender;mentoring quality is much more important. The best facultyshould be mentors. Minority faculty need not carry the wholeburden of mentoring for minority gradiate students, but bytheir dedication to scholarship, they can be positive role modelsfor their colleagues and for the next generation of minorityscholars.

Issue III. Enlarging the Canons andBoundaries of Scholarship

Communicentric frames of reference, say Gordon andRol lock, (Edmund W. Gordon and David Rol lock Professor

0

Meeting the National Need for Minority Scholars and Scholarship: 21Summary Report of the Stony Brook Conference I

and PhD. candidate, respectively, Department of Psychology,Yale University), set boundaries to knowledge development inthe social sciences and, by extension, probably in other schol-arly fields. 'Knowledge, technology and scholarship are cultur-al products and not culture-free phenomena?

Majority-culture paradigms for knowledge can limit thatknowledge and constrain the work of minority scholars, muchof whose time has to be spent in either refuting biased workor, worse, having to position their own work in frameworksthat distort or invalidate the scholaes own knowledge.

An underpinning to more freely comprehensive scholarshipmust be exploration of relationships between the observer andthe observed, including cultural/ethnic influences on bothsides. There must be more primary studies of minority popula-tions, and of different subgroups within them, for baselineinformation.

To increase the possibility that social sciences will representthe diversity and reality of the United States, scholars mustbecome aware of their own values. Since *one cannot beobjective, let us at least strive to be honest."

Margaret B. Wilkerson, Professor of Afro-AmericanStudies, University of California at Berkeley, poses transforma-tion, not integration, as the proper goal for minority scholar-ship. There is a tension between the intellectuaVscholar andthe academy which is exacerbated by color. Brainpower is aprecious resource, so the academy's ties to corporate and gov-ernment interests are strong The university's bureaucratic pro-cesses of retention and compensation promote careerism ratherthan intellectual vitally. The academy has lost its public voice.

*Minority scholarship* is at risk because of its revisionist andtransforming questions and its public voice, bringing in out-rage, questions and experiences of a world excluded

History of popular entertainment has taken off, using impe-tus from bcth Civil Rights and Women's Movements, and hasbrought change into theatre history, a field formerly devoted tostudying an elite art. Disciplines like literature, music and the-atre are now redefining what they study and what they valuein scholarship.

Minority scholars should not fit too comfortably within theacademy as it is presently constituted but should raise ques-tions and produce scholarship that transforms fields and institu-tions. Transformation, not integration, must be our goal.

Frank Bonilla, Professor of Sociology and Director, Centrode Estudios Puertorriquenos, Hunter College, CUNY, describedthe work of the Center as an example of action on km wledge-building concerns expressed by Gorcbn/Rollock and Wilkerson.In the past fifteen years, the Center has had three broadresearch tasks: setting the record straight (countering stereo-types), filling in the historical record (of incorporation of PuertoRican peoples into life in the U.S.), and documenting particular-ities of Fuerto Rican.s' entry, participation and partial integrationinto U.S. society. Such studies, far from being small-scale repro-ductions of general U.S. studies, promise to offer essentialinsights into U.S. relations within and beyond its borders.

In a lively challenge to orthodox academic behavior, A.Charlene McDermott, Provost, City College, CUNY, said that'to ask whether or to what extent good teaching and researchare comparative (in the sense of their taking seriously the sub-stance and methodology of cultures and traditions other than

one's own) is like asking whether or to what extent Napoleonhad expansionist aims. . . . For it is only by drawing on a widevariety of view and belief systems . . . that a genuinely criticalappraisal of the beliefs, concepts, logical, grammatical andcategorical structures presupposed by and constitutive of one'sown theories and practices, is possible.'

Raymond T. Germ, Professor of Psychology, University ofCalifornia at Riverside, described the work of Minority scholarsin the 60's and early 70's as motivated by a desire to 'rectifyfallacious depictions of our ethnic groups in the humanitiesand social sciences.* Now, the motivations have changed. Inorder to increase the number of minority scholars, particularlyin research-oriented universities, it will be necessary to startdeveloping future minority scholars at the elementary andpreschool levels.

Charlotte Meth, Director, American Indian Program,Cornell University, raised several concerns of American Indianand other minority scholars, particularly in ethnic studies orarts programs: advantages/disadvantages of minority scholar-ship within ethnic boundaries; institutional support and how tomeasure it; future research; the case for in-bouse journals; find-ing the right research methods; evaluation in performance WM;and getting a mainstream place for minority scholars

Issue N. Incentives and Rewardsfor Faculty

J. Herman Blake, E.M. Lang Visiting Professor of SocialChange, Swarthmore College, described a 'window of oppxtu-nity* for increasing the numbers of African Americans,American Indians and Latinos completing graduate studies inthe next two decades: retirement of tenured faculty will beexceptionally high, and the pool from which new students willbe drawn is becoming more diverse. But, given the presenttrends in graduate enrollment, the opportunity will be lostwithout some maior intervention on behalf of the underrepre-sented minority groups.

The competitive value system at major research universitiesworks aping appointment of minority scholais to their facul-ties: unwritten criteria require that degrees be from lop* uni-versifies, that publication be in lop' journals, and that all hir-ing decisions be made in support of keeping 'top* tutus forthe university.

A successful alternative institution is Oakes College 2I theUniversity of Californit-Santa Om There, institutional commit-ment to opening the doors of opportunity led to actions thatsupported faculty in pursuit of scholarly goals while also pro.vkiing incentives and rewards for mentoring and motivatingminority students. Using such means as release time from pro-fessional travel, teaching asistants and tutorials, grant writingsupport, a Pedagogy Task Force, Oakes College was able tosee junior faculty through dissertations, establishment in pro-fessional careers and an excellent record of scholarly publica-tion. Important to its success VaS the fact that the program wasdesigned around faculty needs and their goals and values. Thishelped them accomplish their own purposes and at the sametime act toward a clear college goal.

Blake's closing recommendations were: that people of colorbe in positions of power over budgets, appointment, promo-

22 Meeting the National Need for Minority Scholars and Scholarship:Summary Report of the Stony Brook Conference I

tion and tenure in research institutions and that there be leg-islative pressure on major public research universities to getthem to address issues of equity and access for graduate stu-dents and faculty.

Robert Garf las, Dean of Fine Arts, University of Californiaat Irvine, advocates an attitude of "rational cynicism." Rewardsand incentives for increased minority presence seem to bemost easily accepted when they are not seen as competitive tothe existing structure. Therefore, he says, allocations perceivedto be from *higher up" are easier to accept than those requiredto be made at departmental level, even when it's clear that thesame pot of resources is involved. Likewise, although it wouldbe best to have minority faculty hired through regular depart-mental procedures, if these are not working, then alternativespecial opportunities should be seized. (it is better to get intothe institution from the side door than ncx at all.")

Homer A. Neal, Chair, Department of Physics, University ofMichigan, Ann Arbor, lists possible incentives for faculty to actin the interest of minority students:

Develop a salary assignment process for administratorsbased, in part, on their effectiveness in implementing universityaffirmative action policies. This will symbolize institutionalcommitment. Put the action in the chain of command (provostto deans to chairs to departmental committees) and show thataffirmative action is integral to each administrator's job.

Every department should develop an annual academic plan,part of the annual budget process, where performance on affir-mative action would be taken into account before final alloca-tion decisions are made.

Faculty who are willing to use some of their time at scholar-

ly conferences to consult substantially with colleagues aboutrecruitment of minority graduate students, a of minority faculty,should be provided with supplemental university travel support.

Faculty who exert special efforts to recruit and mentorminority graduate students above the average expected levelshould be acknowledged by the university. Research support(recognizing the time factor in getting outside researchmonies), reduction in teaching load or committee assignmentsare all possibilities. Something should be done that recognizesthe amount of effort required to recruit and retain minoritygraduate students.

Incentives are not a long term solution. They are justifiablenow because of the dangerous decline in minority graduatestudents at precisely the time their numbers should be rapidlygrowing, both for the benefit of those historically deniedaccess and for the nation which will increasingly need their tal-ents.

Given the scarcity of research funds and the pressure tosucceed, special funds for minority faculty research is an effec-tive support for junior faculty. Entering graduate students andjunior professors need, also, some kind of live-in indoctrinationprogram comparable to EOP summer entrance programs forfreshmen. We need to do much more in the way of graduatestudent and junior faculty mentoring.

Donald L. Flxlco, Professor of History, University ofWisconsin at Milwaukee, suggested increasing fellowships tominority graduate students to indude funding for the facultymembes research project on which the student would helpwork in a mentor-student relationship. Research monies are amajor incentive for faculty.

The AgendaA primary conference objective was to identify specific 5)

things faculty members can do to make a difference, alongwith policies and actions inside and outside institutions thatwill support faculty doing those things.

Following the plenary discussions of the four issues, work-ing groups were convened to focus on the topic each personconsidered to be his/her most pressing single issue. The fol-lowing recommendations emerged from this prccess.

Issue I. Admission and OutreachRecommendations:1) Explain demographic realities2) Gather and use statistical data on students from target

groups by department, by institution3) Identify impediments (e.g.) GRE scores, for under- repre-

sented groups and subject them to scholarly analysis not 6)uninformed bias

4) Produce more well prepared undergraduate students*Involve undergraduates in graduate research projectsDevelop "bridge programs" between senior high schooland the freshman year; between undergraduate seniorsand graduate programs

*Emphasize and reward high-quality teaching and learningall levels

Motivate potential students by drawing on faculty interestand time*Increase the amount of formal and informa! interaction

with undergraduate students*Articulate for students the value and pleasures of the

teacher/scholar's life+Provide opportunities for undergraduate students to expe-

rience collegial, graduate-like learning*Develop Early Identification Programsthe earlier the

intervention, the more effective it will beInvite high school students, parents and teachers of

younger children to learn at the University in all kinds ofshort-term, Summer and evening programs

*Create centers to identify and develop talent, training pro-fessionals to run them, and giving continuing educationopportunities for parents and lay people.

Lodge in the faculty responsibility for recruiting graduatestudents to the institution*Define the faculty role to include participation in remit-

mentInstitutional minority recruitment programs do not sup-

plant departmental efforts*Departmental funds should be directed toward target

populationsExpand the reach of recruitment efforts to include working

Meeting the National Need for Minority Scholars and Scholarship: 23Summary Report of the Stony Brook Conference I

people and those enrolled in less prestigious institutions7) Persuade departments to change their focus in recruiting

and admitting graduate studentsReview admissions criteria for their relevance to PERFOR-

MANCE in graduate schoolPlace more emphasis on the WHOLE student focusing on

his/her progress over timeDistinguish individual differences in preparation wkh sen-sitive diagnosis and course placement, but with fulladmission and financial suppott

Provisionally admit students with demonstrated capacitybut needing coursework to fill in gaps in background

8) Develop networks that support "minority recnritment effortsEstablish visiting scholar programs, faculty-student

exchangesForm partnerships with other institutionsImprove articulation arrangements between master's anddoctoral programs at different institutio. is

Make better use of "minority' alumni9) Identify talent in non-traditional places

Omsk ler students in terminal master's programsReach out to working professionalsProvide opportunity for "returning scholars' and ABD's

Issue IL MentoringNOTE; We believe that the strategies proposed would

improve the success rate of ALL students, not just "minority"students; that the availability of a mentor will enhance the ben-efits of graduate education.

A. AnalysisThe mentoring role and degree of faculty involvement in it

will be influenced by institutional norms, values and mission.These determinants are influenced by processes of facultysocialization and the prior experiences of faculty themselves asgraduate student scholars in the making.

Variation in the mentoring process seems to be differentiat-ed by fields ef study. In order to understand the role of men-toring and its structuies, such field/discipline distinctions needto be incorporated into the analysis.

Absent any formal institutional structures and policies,mentoring will be an entirely individual and idiosyncratic phe-nomenon, the issue of EFFECTIVE mentoring and a consen-sus as to its importance will not be addressed by the faculty.

The paucity of "minority" faculty creates a dilemma: culturaland value differences between students of color and faculty ofEuropean huitage can create misunderstandings, mispercep-tions, knowledge voids and communication barriers; yet, theresponsibility cannot be left on the shoulders of the decreasingnumbers of "minority' faculty.

B. Recommendations:1) In predominantly white institutions, cultural knowledge and

sensitivity to ethnic and racial minorities need to be impart-ed to faculty on a systemmatic basis.

2) Well-planned initiatives with positive reinforcement mecha-nisms must be instituted at the highest levels.

3) Institutional recognition and valuing of mentoring needs to

be prominently manifest& by the words and deeds ofadministrators through the allocation of resources and theestablishment of meaningful reward systems.

4) Faculty workshops on mentoring should be periodicallyconducted by successful mentors.

5) The role of faculty should be defined primarily as idalifterand developer of talenteven in research universities.

6) Faculty should apply their academic *ills to the develop-ment of fair, accurate and valid meastues of effective advis-ing and mentoring and promote the conce p. of rnerioringthrough professional organizations.

7) A monitoring system needs to be established in whichaccountability for mentoring is defined and operationalized.Institutional data-keeping and analysis are critical.

8) A CAVEAT: Special programs developed for "minority' stu-dents to increase their participation may have the unintend-ed effea of isolating these students from their peas, thusprecluding full integration and potentially jeopardizing suc-cessful completion and future career opportunities.

9) Graduate students should play an active role in improvingthe mentoring process:publications providing a comprehensive and accurate por-

trayal of graduate education should be produceda document detailing the rights, responsibilities and privi-leges that redound to every graduate student should beproduced

students should play an important role in planning andparticipating in the oritntation of new graduate studentsminority" students should increase their participation in

graduate student associations and/or establish an organiza-tion tc serve as a social-advocacy- support groupthe Graduate Dean should create a student advisory com-mittee to offer critiques and suggestions especially on therecruitment and retention of "minority' graduate students

10) Senior faculty and emeritus faculty, as opposed to juniorfaculty, should assume the role of mentor for students ofcolor.

Issue III. Enlarging the Canons andBoundaries of ScholarshipA. Analysis

Institutions of higher learning are as likely to be affected byexternal pressure as they are by internal efforts that are gener-ated by the small minority professoriate. In the 1960's and1970's, we witnessed changes in response to the activities ofpeople of color demanding some accountability and socialresponsibility from institutions of higher education.

We considered the establishment of a scholady "move-ment" that would focus both internally (within the academy)and externally (to our communities and appropriate organiza-tions) on how to influence and support the development of ascholarship which could be named "Pluralism in Scholarship','Transformational Scholarship" or 'Scholarship of Diversity'

B. Recommendations1) Form a multi-racial scholarly movement to support research

and scholarship that is focused on issues and concerns thatrelate to Black, Latino and Indian communities.

24 Meeting the Notional Need for Minority Scholars and Scholarship:Summary Report of the Stony Brook Conference I

2) Increase activity in professional associations and activelypursue positions on editorial review boards to influence thescholarly review process and the agendas of the associa-tions and the pubbcations.

3) Gather and share lists of organizations that encourage andsupport non-mainstream academics.

4) Broaden participation in our next conference to indude:graduate students and non-academics, editors of mainstreamacademic journals.

5) Establish a list of academics of color who do research that isnot mainstream or traditional for distribution to predomi-nantly white campuses for lectures, departmental reviews,etc.

6) Summarize our concerns about broadening the canons andboundaries of the disciplines and share them with otherorganizations and individuals.

Issue IV. Incentives and Rewardsfor Faculty

AnalysisWe need to change the discourse which has hitherto been

in the language of "affirmative action", and reframe the issuesin terms of 'protecting our scarce resources.'

Our rationale is provided by the changing demographic pic-ture of increasing numbers of people of color, increasing num-bers of retirees within the next twenty years, and the LOSS OFHUMAN TALENT that the nation can ill afford.

B. Recommendations:1) We can recognize and reward faculty who effectively work

to develop 'minorkr students by establishingfellowships and grants 25 rewards for outstanding workwith our students

leave time for faculty to develop curricula, work on minor-ity recruitment, and mentor minority student

'travel monies*salary increments tied to success in nurturing minority stu-dents

especial merit funds designated for outstanding work withminority students

'research funds' research equipmentindividual awards in the form of peer recognition, e.g.,'Mentor of The Year Awards

2) We can develop opportunities to nurture and developAfrican American, American Indian and Latino faculty byproviding--*professional development leave time'hiring set-asides targeted specifically for target groups'faculty exchange opportunitiesvisiting professorships'conference funding

3) Enabling mechanisms start with an ACADEMIC PLAN thatbuilds these issues into the overall mission of the institutionand provides for dear goals and timetables, resources tomeet the goals, mechanisms for monitoring and review.

4) Other enabling mechanisms include'faculty orientation workshops and seminarsDean and Department Chair workshopscollaboration across divisions/dWiplinesinstitutional collaboration and consultation in recruitingand hiringinternal monitoring points: chairs, deans, faculty senates,unions, CEO, trustees

*external bodies who can provide addiional impetus: legis-latures,coordinatingbodies, accrediting agencies,profes-siona 1 associations, national organizations.

Conference Follow-upConference proceedings will be published in late 1988.An hour-long, broadcast-quality videotape is being edited

and should be released in the Summer of 1989.Other :allow-up activities will include a newsletter and

future action-oriented conference& Participants are committed

to finding fonnrts in professional meetings and journals to dis-seminate the ideas and recommendations from the conference.

From all accounts, this meeting had a significant personalmeaning to all who attended, and we are seeking effectivemeans to extend the impact to a larger audience.

Meeting the National Need for Minot-Hy Scholars and Scholarship: 25Summary Report of the Stony Brook Conference I

National Advisory CouncilStephen H. Adolphus, Chief, Bureau of Higher Education Opportunity Programs, New York State Education Department

Trevor L. Chandler, Associate Dean, The Graduate School, University of Washington

Harold Delaney, Executive Vice President, Emeritus, American Association of State Colleges and Universities

Donald L. Fix lc°, Department of History, University of Wisconsin at Milwaukee

Robert E. Fullilove, Director, Professional Development Program, University of California, Berkeley

John A. Garcia, Research Coordinator, Mexican American Studies and Research Center, University of Arizona

William B. Harvey, Department of Educational Leadership, North Carolina State University

Vernon E. Wan, Associate Vice President for Academic Affairs, University of Wisconsin System

Rafael]. M2ga 111in, Managing Director, The Tomas Rivera Center, Affiliate of Claremont Graduate School

John M. Martinez, Graduate Studies and Research, University of California at Irvine

Ann N. Medicine, Assistant Dean Graduate Studies, Stanford University

James D. Nation, Associate Dean of Arts and Sciences, University of Washington at Seattle

Alfonso Ordz, Department of Anthropology, University of New Mexico

Clifton A. Poodry, Chairman, Department of Biology, University of California, Santa Cruz

Carol 1). Slaughter, Program Administrator, College and University Programs, Educational Testing Service

Robert C. Smith, Director, Graduate Studies, Political Science Department, Howard University

John B. Turner, Associate Dean and Assistant Provost of the Graduate School, Massachusetts Institute of Technology

Reginald Wilson, Director, Office of Minority Concerns, American Council on Education

Stony Brook Planning CommitteeMyrna C. Adams, Assistant Vice Provost for Graduate Studies

Denise A. Coleman, Executive Director, Stony Brook Foundation

Davkl C. Glass, Professor of Psychology

Bruce R. Hare, Associate Professor of Sociology

Joseph Katz, Professor of Human Development

Robert L Uchter, Vice Provost for Research and Graduate Studies

Charles Martin-Stanley, Graduate Student

Homer A. Neal, Professor of Physics

Susan M. Squier, Associate Provost

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26 Meeting the National Need for Minority Scholars and Scholarship:Summary Report of the Stony Brook Conference I

Conference Participants

Myrna C. Adams SUNY, Stony Brook Alexander King SUNY, Stony BrookStephen H. Adolphus New York State Education Jules B. LaPidus Council of Graduate Schools in the

Depariment U.S.

Marilyn Bentz University of 'Washington Vernon E. Latin University of Wisconsin SystemJames E. Blackwell Iniversity of Massachusetts, Boston Robert L Lichter SUNY, Stony BrookJ. Henn= Blake Swarthmore College Judith Liebman University of IllinoisFrank Bonilla CUNY, Hunter College Michael Lipsky Massachusetts Institute ofSarita Brown University of Texas at Austin TechnologyMaria J. Canino CIJNY Board of Trustees Arturo Madrid Tomas Rivera CenterElof Carlson SUNY, Stony Brook Rafael Magallin Tomas Rivera CenterTrevor Chandler Council of Graduate Schools in the John H. Marburger SUNY, Stony Brook

U.S. Charles Martin-Stanley Central State UniversityDouglas S. Chapin National Science Foundation Henry C. McBay The Atlanta UniversityCarolle Charles SUNY, Stony Brook John Mcauskey Indiana UniversityJohn H. aarke CUNY, Hunter College Charlene McDermott CUNY, City CollegeMartha Conley National Consortium for Graduate Richard I. Miller Ohio University

Degrees for Minorities in Charles Moore Northern Arizona UniversityEngineering Muriel A. Moore SUNY, Buffalo

Elaine J. Copeland University of Illinois, Urban- Marshall Morris University of Puerto Rico, Rio PiedrasChampaign Homer A. Neal University of Michigan

Josue atm Ohio State University M2 riano Negron University of Puerto Rico, Rio PiedrasRobert Daly SUNY, Buffalo Yolanda Nix SUNY, AlbanyJacqueline Davis SUNY, Central Administration Sharon O'Brien University of Notre DameJohnetta G. Davis Howard University Milton Pabon University of Puerto Rico, Rio PiedrasHarold Delaney American Association of State Joan Payne-Johnson Howard University

Colleges and Universities Frank G. Pogue SUNY, Central AdministrationRonald Douglas SUNY, Stony Brook aifton A. Poodry University of California, Santa CruzEdgar C. Epps University of Chicago Thomas Q. Reefe University of California, Santa CruzSlayton Evans University of North Carolina,

Chapel HillJohn M. ReillyPatricia Rochon

United University Profe&sionalsDillard University

Ricardo R. Fernandez University of Wisconsin, Mil _Ike Jerry Schubel SUNY, Stony Brook

Donald L Fixico University of Wisconsin, Milwaukee 0. Tacheeni Scott Northern Arizona UniversityGeorge Frangos SUNY, Central Administration Robert C. Smith Howard UniversityRobert Fullilove University of California, Berkeley Richard Steinhardt University of California, BerkeleyJohn A. Garcia University of Arizona Lenore Stiffarm University of California, Los AngelesRobert Garfias University of California, Irvine Howard F. Taylor Princeton UniversityRaymced T. Garza University of California, Riverside William T. Trent University of IllinoisDavid C. GI US SUNY, Stony Brook Israel Tribble Florida Endowment Fund forEdmund W. Gordon Yale University Higher EducationBruce R. Hare SUNY, Stony Brook John B. Turner Massachusetts Institution ofWesley L Harris University of Connecticut TechnologyWilliam B. Harvey North Carolina State University Leonard A. Valverde University of Texas, AustinCharlotte Heth Cornell University Kathryn Vangen University of WashingtonNorman Johnson Carnegie-Mellon University Elizabeth Wadsworth Cortsultant

George H. Jones University of Michigan Margaret B. Wilkerson University of California, Berkeley

Joyce B. Justus University of California, Berkeley Reginald Wilson American Council on Education

Curtis L. Kendrick SUNY, Stony Brook Marilyn Youngbird SRI International

STATE UNIVERSITY OF NEW YORK AT

Stony BrookThe State University of New Yak at Stony Brook does not dscriminate on the

basis of race. religion. sex. color, national origin. age. disability, marrtal status.sexual orientation or as a disabled Vietnam-era veteran in its

education programs or employment.

35