1

Members of the Smith Community Genuinely like Smith

In describing what they appreciate most about the college, faculty members tended to focus on intellectual engagement and high student ability, staff members focused on excellent benefits, and students focused on the quality of the academic program and on opportunities to grow. Our findings were supported by quantitative data from surveys in which the college participates. Thus, for example, the Higher Education Research Institute’s (HERI) Bi-Annual Faculty Survey (2004-05) found that 86.3 percent of Smith faculty members were satisfied or very satisfied with their jobs. Similarly, 91.2 percent of Smith undergraduates are satisfied with their overall college experience, according to the Smith College Five-Year Student Survey (2005).

My mind is constantly challenged and engaged. I like the students a lot. I like the people that I work with every day and that is faculty, staff and students (faculty member).

I would say that there is much good about being here. I love my job. I have the perfect job. I see incredible young women. Incredible...they are fabulous. (staff member).

For me it has been a good place to challenge myself. I am a homebody, but I really like to throw myself into a new situation and it scares me out of my mind, but in the end it is always a good thing filled with personal growth. Smith has been absolutely an experience of personal growth for me (student).

Smith College Has Made Improvements Around Issues of Diversity
The campus has become much more diverse and can continue to improve. The HERI survey indicates that faculty members believe that the college treats recruitment of minority students, faculty, and administrators as a priority. Specifically, 78.8 percent of faculty see recruiting more minority students as a high or highest priority of the college; only 2.2 percent felt that increasing minority representation among the faculty and administration was a low priority for the college. Further, 91.4 percent felt that it was highly or somewhat descriptive that Smith has respect for diverse values and beliefs.

There are people who work at the college who have actively pursued an interest in the college becoming more diverse; so I think there is a dedicated group of faculty and a dedicated group of staff and over time there have been dedicated students and alums who think that one of the most important goals of the college is to be diverse (faculty member).

I think it's better than many institutions. Smith recognizes that there's a problem and that says a lot. I think there are other places that say we don't have a problem and that shuts off the dialogue. The fact that we’re sitting here speaks volumes to me (staff member).

I think the institution does bend over backwards because of the history of the institution, because it did not start out an institution for everyone and so I think there is a sensitivity to our own history that current administration and current board of trustees want to distance themselves from being an elite, white, wealthy girls school. And I think they have (student).

2

Balancing Tradition and Change

Participants in the Common Ground study appreciate the strong sense of tradition at Smith. That tradition enhances the networks between students and alumnae and makes the Smith experience unique. However, tradition does not come without costs in a changing environment, and the college must reconcile the potential tensions between maintaining traditions and innovating to meet the needs of a changing world. Faculty, staff, and students identified the challenges that the college faces as it tries to celebrate tradition and also move into the future. The college needs to be clear about its values and its priorities as it engages in the strategic planning process.

I think that the college is at this critical moment where it’s going to have to decide, are we going to truly incorporate this level of diversity into the way in which everything occurs or is it too much and too challenging and too overwhelming, because it’s going to mean great change (faculty member).

I came with a lot of assumptions and prejudices about Smith College being an elite institution and I felt intimidated by that. Some of those assumptions have born out and some have not, but I would say in general I get the sense that Smith is trying to be two things at once [elite and accessible to people from different backgrounds] (staff member).

3

Diversity Lacks Consistent and Clear Meaning

For many who participated in the Common Ground project, the term “diversity” lacks consistent meaning across campus. Every interview started with the question: How is diversity understood at Smith? According to those who participated, the word is poorly defined by the college to the extent that there is no common understanding of the word among members of the community. Although participants believe that diversity as a concept is critical to foster and embrace at Smith, they also felt that the word “diversity” has been overused and has become a “buzzword.” Questions emerged as to whether diversity is just about numbers of people of color. Moreover, many articulated frustration with the perspective that “each person is diverse.” While individuals do have unique contributions to make to the community, such a perspective dilutes the realities (both historical and current) of racism, sexism, homophobia, able-ism, classism, xenophobia, and other experiences of oppression and discrimination.

My initial reaction was that diversity is understood superficially. We use the word a lot. This is the first time I have been in a conversation where the word’s meaning is in question (faculty member).

I think it’s understood in different ways by different groups of people. I think part of some of the conflict that arises is that people have a different understanding about what it means. So that expectations about what a commitment to diversity means may sometimes put people at odds with each other (staff member).

I think diversity is understood on a relatively superficial level. I think it is about numbers and a lot of times it does not really address things like class, and even within the numbers we are expected to have a “diverse” group of people who come together and then after that we are not given the tools to adapt to one another or to interact with one another (student).

4

Words Cannot Substitute for Action

Participants in the Common Ground study do not want attention to diversity to be symbolic only. Instead, individuals urged the college to “walk the walk.” While recognizing the college’s commitment to diversity (in the presence and programs of the Office of Institutional Diversity, Otelia Cromwell Day, lectures, and diversity in the curriculum), participants urged the college to move beyond discussions of diversity to actions on individual and institutional levels. The participants called for the college to make a commitment to increasing numbers of underrepresented people among faculty, staff, and students, while noting that numbers alone are not enough. The campus also must focus on retention and on celebrating the diversity it has.

I do feel that we are better at talking the vision then walking the vision. If you ask people of color, they would say that, well, they talk the talk in confidence, but they don’t walk the walk (faculty member).

They have probably had some efforts toward recruiting, but it is not just about recruiting. Once you get someone here you have to keep them. In the same way in a marriage, whatever you did to attract that person, you need to keep some of that going...You have to be able to make that person want to stay in the job once they are here (staff member).

Also I would think to make this campus better, it is not enough to only use [diversity] for propaganda to bring in different types of people. Do it over the course of the year, several times a year, several times per month, because the problem is that people really don’t know what diversity is, they throw it around for one reason or another (student).

5

Cultural Taxation

The focus group participants conveyed concerns about the cultural taxation of individuals from underrepresented groups on campus. Faculty, staff, and students from underrepresented groups indicated that they felt that mentorship (informal and formal) and other aspects of diversity work were overwhelmingly their responsibility. Moreover, several individuals who were not from underrepresented groups also recognized the increased workloads often borne by members of underrepresented groups, because they are often singled out to serve on committees, mentor, and otherwise do “diversity” work. At the same time, many individuals observed that they have a compelling desire to give back to their communities and thus enjoy engaging in activities related to their cultures, despite the lack of extrinsic reward for these activities.

Typically, people who do that work in those communities are over-taxed. The system is already taking everything I have. I am at the point where I have to look the other way because I can’t expend myself (faculty member).

But once again it is individual people’s efforts that create these safe spaces. I think students from underrepresented groups know who the people on campus are who are the safe people (staff member).

When you are representing a country, people just take your word as gospel or fact, and I want to say: don’t take my word for it because I am just a person explaining my own political view. I don’t want to be speaking for my country. Sometimes I get really irritated by that (student).

6

Students Want to Give Priority to their Responsibilities as Students

Students see their role as students as their top priority. They spoke of the academic rigor of the institution, and the high expectations for students held by faculty. They chose Smith, first and foremost, because of its academic reputation, and they work hard to live up to that choice. They also feel that they are supported and mentored as students and are challenged to be successful. However, there are obstacles, some of which are related to diversity, that compete with their academic priorities.

I would say the main questions that arise from racial diversity are really ones that students are in the best position to speak to (faculty member).

Unfortunately, students often end up organizing any sort of discussion related to diversity themselves and faculty have not been as engaged in those events. For example, no faculty came to the student-led discussion on trans issues (student).

7

Channels of Communication

Participants repeatedly recommended that there be more open and inclusive channels of communication between different constituencies on campus, particularly between the administration and students, faculty, and staff, in times of conflict.

Communication from the institution is mostly through the grapevine through staff and students. There was never any clear communication from the institution (about conflicts). There were educational opportunities, but never any clear information about incidents so we knew how to react or what to expect in the student center (staff member).

8

Civil Discourse and Conflict

Those participating in the focus groups, discussion groups, and individual interviews shared that conflict is part of what it means to exist in a diverse community. The community needs to understand that conflict is not only acceptable, but is fundamental to the educational process. Moreover, civil discourse is the only means of working productively through conflict and disagreement. Participants agreed that civil discourse is necessary and must be learned. Conversations around diversity are difficult and complex. The community needs to learn the necessary skills to engage in difficult dialogues related to diversity.

A lot of students come here to find a safe zone. An education shouldn’t be safe. To teach courses to mirror understanding, it’s not about understanding yourself. It’s about understanding the world (faculty member).

We hear “I’m not comfortable speaking up” and that is based on [students] not feeling comfortable with conflict. It is societal that difference involves some level of conflict. We work to minimize conflict rather than try to work toward a new point of understanding. The expectation for comfort is high (staff member).

I want to say that it is uncomfortable to talk about issues as diversity so much but at the same time I feel that it is necessary because it is important to have a diverse campus and to see other people’s views and an array of views. Even though it can be uncomfortable at times and that can get to me, I can still appreciate it because it is important (student).