1

Members of the Smith community genuinely like Smith.

The numbers of those individuals who took the time to participate in this study demonstrate a commitment to Smith College. Many participants conveyed their belief that although Smith has areas where it can improve, the College has made identifiable progress around issues of diversity, including significant strides in including historically underrepresented groups among its faculty, staff, and students.

2

The college needs to balance tradition and change in supporting access to excellence for all of its members.

Participants identified challenges that the college faces as it tries to celebrate tradition while growing and becoming more diverse. In planning for the future, the college needs to be clear about its values and its priorities, and affirm the centrality of diversity to all of its goals.

3

The term “diversity” lacks consistent meaning across campus.

Participants observed that there is no common understanding of the meaning of diversity among members of the community. Moreoever, images of Smith in publications and Web sites often portray a community that appears more diverse than it actually is.

4

Words cannot become a substitute for action.

Participants urged the college to move beyond discussions of diversity to actions, on individual as well as institutional levels.

5

Individuals from underrepresented groups on campus often feel culturally “taxed.”

Faculty, staff, and students from underrepresented groups felt that mentorship (informal and formal) and other aspects of diversity work were overwhelmingly their responsibility, and that this work is not being sufficiently valued or supported by the college.

6

Students recognize the importance of prioritizing their academic learning experience.

Students frequently stated that they chose Smith because of the outstanding academic programs. Students from underrepresented groups in particular expressed that, although they feel supported and mentored as students and are challenged to be successful, it often seems as if are expected by the college to be responsible for advancing diversity issues on campus.

7

Communication between the administration and the different constituencies of students, faculty, and staff at the college is not always effective.

Participants expressed a desire for greater transparency in communications with college constituencies across the board, particularly in times of conflict.

8

The community needs to understand that conflict is part of diversity and that civil discourse is necessary and must be learned.

Participants recognized that conversations around issues of diversity are often difficult and complex, and observed that members of the community need to learn the necessary skills to engage in difficult dialogues.