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DEVELOHWPOFAMS‘IUDENTW:
MWWM
ANDOIEANIZATIONALCIJL‘IUREIN'HREE

mama-mm LIBERAL ARIES COLIEBE‘S

BY

Peter M. Harkema

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

m OF PHILOSOPHY

College of Education
Department of College and University Administration

(XI'IDBER, 1990

av¢~

am; »

ABSTRDCT
Ifififlflxflaflflflr(1F.A.BLACKISHIHXEIPIEWRNUUWBNT:
EfiuKflllflflIPDflnflKfliflflflT EFFORTS AND

ORGANIZATIONAL.CULEURE AE'THREE CHURCH-
RELATED LIBERAL ARTS COLLEGES.

By
Peter M; Harkema

The purpose of the research was to examine the enrollment
'management plans and activities of three church-related liberal arts
colleges directed at developing a black student enrollment. The
research also sought to understand how the organizational culture of
these institutions fostered or impeded development of a black student
enrollment.

The research on enrollment management plans and activities was
guided primarily by the theories of Donald Hbssler, an Assistant

Professor of Higher Education and Student Affairs at Indiana

University. The models developed by Richard C. Richardson at the

National center for Postsecondary Governance and Finance, Arizona State
university, guided research on organizational culture.

The case study of Anderson University, Calvin College and De Pauw
university, was accomplished in the spring of 1990. These institutions
were selected because of their liberal arts and church-related
character, and because each deliberately determined to develop a larger
black student enrollment. The researcher interviewed the President,
administrative and faculty leaders as well as black staff and students;
and collected strategic plans and enrollment data.

Evidence fran the three case studies supported claims made in web
of the literature that implementation of a comprehensive enrollment

management approach is inadequate to develop a black student enrollment

unless accompanied by strategies that take into account the weaknesses
of an organizational culture to support such enrollment development.
The research examined each of the elements of a typical enrollment
managanent approach and the relationships between various elements.
Strong retention programs and congruence of institutional admissions
standands to enrollment objectives are two factors contributing to
enrollment success.

The need to consider how the mission and history, particularly the
church-related character of liberal arts colleges, will support or
impede black student enrollment is a primary task for institutions.
Institutional leadership must be willing to manage the culture of an
institution toward these enrollment objectives and in so doing, require

internal accountability for efforts undertaken.

Calpleticn of a doctoral dissertation reflects the efforts of a
long list of people and organizations, in addition to the efforts of the
individual whose name accalpanies the docunent. I am well aware of this
network of support and wish to publicly acknowledge those who so
generously encouraged and assisted me.

Since I attenpted to I'wear two hats“ as a Calvin College admissims
officer and graduate student, I owe a dept of gratitude to my admissions
staff colleagues who put up with missed deadlines and who had to give an
extra effort to account for my absence. Carol Cheadle patiently endured
the countless revisions in the nanuscript, and produced a beautifully
typed document. Early in the research process, I relied heavily upon
the advice of Calvin College colleagues Dr. Peter Vande Guchte and
Conrad Bult. I am also grateful for the advice and encouragement of my
dissertation advisor, Dr. Marvin Grandstaff.

Accalplishing the case study research required financial and
institutional support. I wish to thank Calvin College, the Mustard Seed
Foundation and The National Association of College Admissions Counselors
for their generous financial support. Dr. Michael Collette at Anderson
University, Charles Richardson and David Murray at De Pauw University,
and Dr. Henry Allen, Dr. John fee and Dr. Rodger Rice of Calvin College
all were most helpful in either making interview arrangements or
providing documentation and advice regarding the direction of the
study. I also wish to thank all those at the three case study
institutions who so willingly and with candor shared their insights.

ii

'No project of this magnitude would be possible without the
encouraganent and support of those closest to you. Tb my wife Jill,
thank you for your unwavering support shown in so many ways; and to my
children Dawn, Peter and Anna, thank you for your patient acceptance of
my hours and days away from you, and my preoccupation with my own
project, while often missing the important events in your life.
Finally, thank you to a host of friends and family who provided

encouragement through their prayers and gestures of support.

iii

.0 Sui-C N

dupter
1. mammOOOOO...

StateuentoftheProblem. . . . . .

PurposesoftheStudy . . . . . .
Theoretical Basis for the Ibsearch:
Enrollmnt Managenent . . . . .
Theoretical Basis for the Ibsearch:
Organizational Culture. . . . .
mthodofInquiry.........

Prat” Of Miry O O O O C O O O
2. REVIEW OF ms LITERATURE

Enrollment Management and lblated Activities

mcruitment.....

Admissions Standards . . . . .
FinancialAid.........
mtention...........
Organizational Culture . . . . . .
Organizational Change . . . . .
Leadership ..

mlticulturalism in Higher Education

3. CEBS'IUDIESCFANDERSQIUNIVMI’IY, CALVINCOLIESE
ANDDEPAUWUNIVERSITY.............

Anderson University

'IheHistoryandMissicn. ...... .

An Initiative to Enroll Black Students

An Enrollment Management Organization .
An Organization to Develop a Black Student Enrolment
AnOrganizaticnalCulture . . . . . . . . . . . . . .
CalvinCollege..................
'IheHistoryandMissicn............

An Initiative to Develop an Ethnically Diverse

StudentPopulaticn...........
An Enrollment Management Organization . . .

An Organization for Developing

a Black Student Enrollment .

An Organizational Culture . . .
DePaquniversity . . . . . . . .
'IheHistoryandMission . . . .

An Initiative to Enroll Black Students
An Organization for Enrolment Managemen

An Organization for Developing

t

a Black Student Enrollment . . . . . .
An Organizational Culture . . . . . . . .

iv

cow-4H

4.

5.

Enrollment Management as an Institutional Approach
Enrollment Damagement to Develop
a Black Student Enrollment .
Strategic Planning . . . . .
Admissions Standards . . . .
momth and Financial Aid
mtentim..........
StudentLife
Characteristics of Organizational culture mlated
to Developnent of a Black Student Enrollmnt
'meHistoryandMission . . . . . .
Canpus Values and Miltiwlturalisn
Fawlty..............
Leadership
InstitutionalChange . . . . . . . .
Evaluation of Institutional Progress Using Richardson
Model of Institutional Adaptation . . . . . . . . .

O O O I C O
O O O O O O
O O 0 O C O

C O O O O
0 O O O O O
C O O O O O
O O O O O O
O O O O O O
O O O O O O
O O O O O O
O O O O O O
O O O O O O
O O O O O O

DISIJSSIGWSANDWIQWS . . . . .
E‘nrollmentManagement
Organization Culture . . . . . . . . .
Recamendations for Further Research .

mm 1&8 O O O O O O O O O O O O O O O O O O O O O. O O O O O O O

A.

B.
C.

D.

E.

F.

INDICMOISCE‘S'EGESINADAP’ETIWCFOIGANIZATICNALCULIURE
'IDQJALIFYANDMEESSM‘ISIONS ...............

AMCFINSTI‘IUTICNALADAPMIW'IOSWDIVERSI’IY. . .
INS'I'I'IUI‘ICNALWICNS‘IRAMY.............

CGMI‘I'EEONRACIALII‘CIUSIVENESSREPORI'IO
MPRESIDEN'I',ANDERSONUNIVERSITY1989...........

WIVEHANFURIN’IEBRATMWMERICANEIHNIC
MIDDRITYPERSCNSANDHEIRINIERESTSIN’IDEVERYFACEPOF
mm'SWMLMOOOOOOOOOOOOOOOOO

ms} WW 0? m G. W8, DEPAUW UNIVERSITY
m 1986 C C O C O C O O O O C O O O O O O O O C O O O O

Bibliw ram 0 O O O O O O O O O O O O 0 O O O O O O O O O O O O O

143

. 143

145
145
150
153
156
160

164
165
167
168
169
171
175
181
181
185
191

192

192
193
194

195

207

254
261

S.

6.

9.

10.

11.

12.
13 .

14.

15.
16.

Lia-(rm

High School Capleticn Rates of Dependent 18 to 24 Year Olds
km Years 1978 to 1988 O O O I O O O O O O O O O O 0

College Participation Rates of 18 to 24 Year Olds

Race/Ethnicity, Selected Years 1976 to 1988 . . . . . . .

Percentage of College Students Enrolled in Different Types
of Institutions, Fall 1978, by Racial and Ethnic Group

1988 College Participation Rates of Dependent, High School
Grmtes w 1m 0 O O O O O O O O O O O O O O O O O 0

High School Program of Black and White Students
1985 SM. RSt hkers O O O O O O O O O O O O O O 0

Average Verbal and Math SAT Scores of Black and White
Students for Selected Years 1976-85 . . . . . . .

Changes in Maxirmm Pell Grant Carpared to Changes
in College Attendance Costs 1975-76 to 1988-89 . .

Proportion and Timing of Departure of College
Entrants, by Sex, Race, Social Status and Ability
(NSL Survey of High School Class of 1972) . . . .

Proportion of 1972 College Entrants Departing
Higher Education by Fall 1976, by Race, Sex
Social Status and Ability (NSL Survey of
HighSchcolClassof1972) . . . . . . . . . . . .

ALT/SAT Scores of Entering Freshmen and
Freshman-to-Sophcuore Year Attrition Rate . . . .

Frestman-to-Scphcupre Year Attrition Rates

in Four-Year Institutions . . . . . . . . .....

National Attrition Dropout mtes . . . ..... . .

Total and Black Student Enrollment at
Anderson University 1986-1989 . . . . . . . . . .

Fall Birollment of New Black Students to

AndersonUniversity..................

Church Affiliation of Black Students at Anderson University

Total and Freshman Enrollment of All Students

and Black Students at Calvin College 1986-89 . . . . . .

vi

Page

32

32

37

42

42

46

49
50

79

79
80

107

17. Family Incane for Dependent Students Applying for
Financial Aid to Calvin College 1989-90 . . . . . . . . . . 113

18. Total and Freshman Enrollment for All Students and
Black Students at DePauw University 1986-89 . . . . . . . . 131

19. Yield of Black Applicants to DePauw University 1986-1989 . . . 134

vii

usurious

Figure Page
l.AConceptua1$chemaforDropoutinCollege . . . . . . . . . . 40
2.KeyConditionsforChange...................55

viii

CHRPTERLONB

OVERVIEW’OF'IHB STUDY

State-ent<of the Prdblem

There are few success stories of enrolling and retaining black
students at predomdnantly white institutions. Whether considering the
broader range of institutions (Fleming 1984) or a narrower slice of
American independent higher education (Niklaus 1981; Allen 1985), the
problems of the black student at these institutions are difficult at
best. Factors such as high costs, alienation from.the campus and lack
of a sizeable group of black peers or faculty role models complicate the
life of the student and stand out as challenges to any institution that
wishes to change enrollment patterns (Sedlacek 1987; Nettles 1988).

Significant demographic shifts in the U.S. population further
complicate what appears to be a discouraging situation. In May of 1988,
the commission on Minority Participation in Education and American Life
of the American Council on Education reported that an enormous shift in
the U.S. population is taking place. In 1988, 14 percent of all adults
and 20 percent of all children under seventeen are either Black,
Hispanic, American Indian or Asian American. TWenty five of the largest
cities and metropolitan areas already enroll 50 percent or more of their
public school children from those minority groups. By the year 2000, 42
percent of a11_public school children will be minorities (Commission on
Minority Participation in Education and American Life 1988, 2).

Harold Hodgkinson of the Institute for Educational Leadership notes

2
that '59 percent of the children born in 1983 will live with only one
parent before reaching age eighteen . . . The percentage of black
children living with one parent who are poor is much higher, and those
children who stay in poverty for more than four years (only one in three
poor children does) are heavily black" (Hodgkinson 1984, 3-4). In 1986,
31.1 percent of Blacks had incomes below the poverty level - nearly
three times the rate for Whites (Statistical Abstract of the U.S. 1988,
435). Median black family income was only 57 percent of Whites, $17,604
compared with $30,809 (Statistical Abstract of the U.S. 1988, 427).

This discouraging scenario continues when examining the
relationship between high school completion and college participation
rates. Solomon Albeiter reports a positive trend in the proportion of
black eighteen to nineteen year olds graduating from high school
(Albeiter 1987, 1-3). Black high school completion rates moved steadily
upward throughout the 705 and 803 (see Table 1) with a slight dip in
1988 for low'income students.

Che would expect that improved high school completion rates would
lead to greater college participation. waever, college participation
of Blacks eighteen to twenty-four years old fell significantly from 33.4
percent in 1976 to 28.1 percent in 1988, while rates for white students

increased from 33 percent in 1976 to 38.1 percent in 1988. (see Table 2)

Table 1
‘ngh School.Cblpdetion Rates of Dependent 18-24 Year40lds
Selected Years 1976 to 1988

 

 

 

 

 

 

 

 

 

Income, Race
Ethnicity 1976 1982 1987 1988
All Races:
Total 82.3 81.5 82.7 82.4
Low 64.7 62.8 67.1 64.2
Middle 85.7 84.9 84.7 85.7
High 93.9 93.9 94.4 94.1
White:
Total 85.1 84.3 84.5 84.2
Low 68.4 65.6 67.5 64.6
Middle 86.6 85.7 85.5 86.4
High 94.0 93.9 94.4 94.2
Black:
Tbtal 67.1 68.3 74.0 72.9
Low 58.2 58.4 66.1 61.3
Middle 78.6 80.4 79.5 83.5
High 88.1 95.3 92.8 93.7 4:_
Source: American CounCil on Education: Agighth AnnualStatus.
Report: Minorities in Higher Education. Table A-5.
Table 2
college Participation.Rates of 18 to 20 Year Olds
by Race/Ethnicity
Selected Years 1976 to 1988
1976— 1980 1984 _1_g§_8
All Races: 33.1 31.8 33.2 37.2
White: 33.0 32.0 33.7 38.1
Black '33.4 27.7 27.2 28.1
Source: American Council on Higher Education Eighth Annual

 

Status Report: Minorities in Higher Education.
Table 1.

 

college participation rates for black males fell even further; from 35.4
percent in 1976 to 25 percent in 1988. Black females fared better,
falling from 32 percent to 30.5 percent. Tbtal black enrollment over
the ten year period 1978-1988 in higher education increased 7.2 percent

from 1,054,000 to 1,130,000; however this compares to an 11.8 percent

4
increase for Whites, 63.1 percent increase for Hispanics and 11.5
percent increase for Asians (Evangelauf 1990).

Other data concerning black students are also enlightening. In
1986, 1,081,000 Blacks enrolled in institutions of higher education:
20.9 percent enrolled in independent institutions and 79.1 percent
enrolled in public institutions (U.S. Department of Education April,
1988). Black participation in the armed services increased from 399,729
in 1980 to 410,901 in 1986. (Albeiter 1987, 4) vocational and
technical schools appear to be increasingly attractive to black
students. In Pennsylvania, for example, in 1976 7 percent of all Blacks
enrolling in post secondary education enrolled in proprietary schools;
by 1984 this had grown to 18.8 percent. (Albeiter 1987, 5)

Consideration of SAT scores of black high school students provides
an ironic twist to the high school completion - college completion
analysis. From 1982 to 1988, black SAT verbal scores rose from 341 to
353, and SAT math scores rose from.366 to 384. The percent of black
high school students enrolling in academic curricula also appears to be
rising. In 1972, 32.8 percent of black high school seniors were
enrolled in academic curricula (35.8 percent general and 31.5 percent
vocational), and in 1980 34.2 percent were enrolled in academic
curricula. (Albeiter 1987, 4) Ironically, while black high school
graduates seem academically better prepared for college, their rate of
enrollment in college is falling.

In addition to concerns about enrollment of black high school
students in college, the ability of colleges to retain black students is
problematic. Hispanics and Blacks who entered college completed it at a

much lower rate than Whites, according to "High School and Beyond," a

5
lmgitudinal study of 1980 high school seniors. This study revealed
that “by spring 1986, 44.9 percent of all students who entered a public
four-year, and 51.9 percent of all students who entered an independent
institution had received their bachelor's degree. . . . Caupletion rates
for independent instioutions were slightly higher than public
institutions; however, the completion rate of Blacks was only 28.5
percent cmpared to 56 percent for Whites" (U.S. Department of Education
February,“ 1988) . The Camission on Minority Participation in Education
and American Life reported that in 1984-85 Blacks nade up 9 percent of
all undergraduate enrolment; they received 8 percent of associate
degrees and 6 percent of the bachelor's degrees. (Camission on
Minority Participation in Education and American Life 1988, 12) In
addition Blacks are over-represented in two-year colleges where,
regardless of race or ethnicity, students are substantially less likely
than are four-year college entrants to conplete four undergraduate years
(Astin 1985, Cross and Astin 1981, Tinto 1987) .

Table 3
Pewentage of (bllege Students mrolled
in Differait Types of Imtihutims, Fall 1978,

11 mcial or Etlnic Group;
c Institutions Private Institutions

 

 

 

Other Other
Four Year Two Year Four Year Tm Year
(#2 Universities Institutions 03%“ Universities Institutions Co es
ites . . . 6.5 1E6 .
Blacks 9.7 30.6 39.3 4.3 13.5 2.7
Hispanics 8.6 25.0 53.3 4.1 7.9 1.1
American '
Indian 12.5 22.4 53.0 2.9 7.1 2.1
All Student 18.4 25.2 34.5 6.4 14.1 1.4

 

Source: Dearman arfl Plisko (1980, table 3.5).

6

me of the most substantial problems Blacks encounter in pursuing
higher education, especially in the independent sector, is the high cost
of education. The American Council on Education reported that 43
percent of black high school graduates, but only 15 percent of white
high school graduates, were in the lowest income quartile. Seventy one
percent of black high school graduates are in the first two income
quartiles compared with 39 percent with Whites (Carter and Wilson 1989,
37). Table 1 illustrates the relationship between income and high
school completion. Table 4 reveals the 1988 college participation rates
by income of white and black high school graduates.

Table 4
1988 College Participatim Rates Of Dependent,
High School Graduates By Inoue

 

 

White Black
Total 52.9 Total 35.5
Low 38.8 low 30.3
Middle 51. 0 Middle 36. 3
‘ High 63.2 High *
Source: Eighth Annual Status Report 1989, Minorities in

 

Higher Education.
Number of cases is too small to produce reliable data.

*
Given the socioeconomic differences between Blacks and Whites, the
cost and corresponding availability of financial aid is a plausible
explanation for some of this difference. ”The continuing problem of
lagging minority enrollment can be explained in part by the failure of
federal student assistance appropriations to keep up with inflation"
(Lee et a1. 1985, 13) . The shift from reliance on grant assistance to
' loan assistance is another important factor. Mortensen reports that
from 1980-86 the number of needy students receiving grants fell 15

percent while the number of these students receiving loans rose 7

6

Que of the most substantial problems Blacks encounter in pursuing
higher education, especially in the independent sector, is the high cost
of education. The American Council on Education reported that 43
percent of black high school graduates, but only 15 percent of white
high school graduates, were in the lowest income quartile. Seventy one
percent of black high school graduates are in the first two income
quartiles cmpared with 39 percent with Whites (Carter and Wilson 1989,
37). Table 1 illustrates the relationship between income and high
school catpletion. Table 4 reveals the 1988 college participation rates
by income of white and black high school graduates.

Table 4
1988 College Participatiau Rates Of Dependent,
High School Grahates By Imam

 

 

White Black
Total 52.9 Total 35.5
Low 38.8 low 30.3
Middle 51. 0 Middle 36. 3
‘ Hith 63.2 High *
Source: Eighth Annual Status Report 1989, Minorities in

 

Higher Education.
Number of cases is too small to produce reliable data.

*
Given the socioeconomic differences between Blacks and Whites, the
cost and corresponding availability of financial aid is a plausible
explanation for same of this difference. ”The continuing problem of
lagging minority enrollment can be explained in part by the failure of
federal student assistance appropriations to keep up with inflation"
(Iee et a1. 1985, 13) . The shift from reliance on grant assistance to
' loan assistance is another important factor. Mortensen reports that
from 1980-86 the number of needy students receiving grants fell 15

percent while the number of these students receiving loans rose 7

7
percent (Mortensen 1990). Although the cost of college tuition rose 64
percent between 1980-87, the maximum Pell Grant increased by only 20
percent (Atwell 1987). The united Negro College FUnd and the National
‘Institute of Independent Colleges and universities found in a recent
study that “the proportion of student aid recipients at historically
black colleges who were dependent on loans rose from a base of 4-5
percent in 1979-80 to 46 percent in 1984-85' (Kirschner and Thrift 1987,
17).

In addition to demographic and socioeconomic data, any explanation
for black participation at predominantly white institutions must
consider institutional environment. Sedlacek catalogues twenty years of
research on black students attending predominantly white institutions
(Sedlacek 1987). The focus of his research was upon noncognitive
variables having an impact upon black students. From his examination of
the research conducted since about 1965, he concluded that ”Blacks
continue to have difficulties with self concept, racism, developing a
community. . .' FTeming, who studied black students at predominantly
white institutions stated that ". . . the problem.is one of
institutional abandonment, isolation, and bias in the classroom -
factors that create a hostile interpersonal climate" (Fleming 1984,
155). Allen, sociologist at Calvin College, noted that the evangelical
college resembles other predominantly white institutions of higher
education and “has minimized or ignored minority participation in
establishing or reforming its social structure in the direction of
racial and cultural pluralism” (Allen 1985, 67).

The problem.of enrollment and retention of black students in all

institutions of higher education, but even more so in the independent

7
percent (Mortensen 1990). Although the cost of college tuition rose 64
percent between 1980-87, the maximum Pell Grant increased by only 20
percent (Atwell 1987). The united Negro College Fund and the National
.Institute of Independent Colleges and universities found in a recent
study that "the proportion of student aid recipients at historically
black colleges who were dependent on loans rose from a base of 4-5
percent in 1979-80 to 46 percent in 1984-85" (Kirschner and Thrift 1987,
17).

In addition to demographic and socioeconomic data, any explanation
for black participation at predominantly white institutions must
consider institutional environment. Sedlacek catalogues twenty years of
research on black students attending predominantly white institutions
(Sedlacek 1987). The focus of his research was upon noncognitive
variables having an impact upon black students. From his examination of
the research conducted since about 1965, he concluded that “Blacks
continue to have difficulties with self concept, racism, developing a
community. . .' Fleming, who studied black students at predominantly
white institutions stated that ". . . the problem is one of
institutional abandonment, isolation, and bias in the classroom -
factors that create a hostile interpersonal climate" (Fleming 1984,
155). .Allen, sociologist at Calvin College, noted that the evangelical
college resembles other predominantly white institutions of higher
education and ”has minimized or ignored minority participation in
establishing or reforming its social structure in the direction of
racial and cultural pluralism” (Allen 1985, 67).

The problem of enrollment and retention of black students in all

institutions of higher education, but even more so in the independent

sector, is a national concern. While the national consciousness about
black educational achievement may have risen slightly in the past few
years, there is little progress in developing creative public policy
solutions or in achieving institutional change on liberal arts
campuses. However, there is enough evidence of success to demonstrate

that while the problem is intractable it may not be an impossible one to

solve.

Purposeslof the Study,

The primary purpose of the research was to examine the enrollment
management plans and activities used to develop black student enrollment
at three predominantly white church-related liberal arts colleges. A
second purpose was to consider the extent to which the objective of
developing a black student enrollment is fostered or impeded by
institutional culture.

The research was guided by the enrollment management theories of
David Hossler. Hbssler is an Assistant Professor of Higher Education
and Student Affairs at Indiana university. His comprehensive enrollment
management model includes the following functions: leadership support,
strategic planning, institutional research, admissions and recruitment,
financial aid and institutional pricing, retention including academic
support and some student development activities such as orientation, and

residence hall programming.

S.

6.

8.

9

Exploratory Questions Regarding Enrollment Management

What strategic plans guide the institution's efforts to
develop a black student enrollment?

What institutional goals have been established for developing
a black student enrollment? Tb what extent has the
institution achieved its objectives?

Which institutional functions are included in the enrollment
management effort to develop a black student enrollment?

How is the enrollment management system arranged?

How'do admissions policies and recruitment practices address
the challenge to develop a black student enrollment?

What scholarship and financial aid programs foster or impede
black student enrollment?

What efforts does the institution employ to retain black
students and what evidence is there of the success of such
efforts?

What institutional research supports efforts to develop a
black student enrollment?

What academic course or program alterations, faculty hiring or
other academic policy changes resulted from the institution‘s

goal of developing a black student enrollment?

The second purpose of the research was to consider the extent to

Which the objective of developing a black student enrollment is fostered

0r impeded by the institutional culture. The ideas developed by

Richardson at the National Center for Postsecondary Governance and

10
Finance at Arizona State University during his three year study at ten
universities guided the research. Richardson studied the organizational
influences on the baccalaureate achievement of underrepresented

minorities (Richardson 1989a, 1986b).

Exploratory Questions Regarding Institutional Culture

Since Richardson's Model for analyzing institutional culture relies
heavily on an assessment of institutional progress in areas associated
with enrollment management, many of the exploratory questions listed
earlier will elicit the information necessary to make judgments about
institutional culture. For example, indicators titled objectives for
minorities, minority initiatives, minority participation and academic
program all have direct association with enrollment management (see
Appendix A). Additional exploratory questions are:

1. How many black faculty, administrators and support staff 'are
enPloyed?

2. How does the history of the institution contribute to
developing a black student enrollment?

3. How does institutional leadership support efforts?

4. How do black faculty and administration feel about their
involvement within the institution?

5. Are the implementors of various enrollment management
strategies supportive of developing a black student

enrollment?

11
6. How were faculty involved in institutional efforts to develop
a black student enrollment? ,
7. How does the institution encourage black cultural awareness

through institutional sponsored lectures, films and concerts?

Theoretical Basis for the msearch: Enrollment Managemnt

The theory of enrollment management is a comprehensive, systems
approach to institutional enrollment control which serves as the basis
for the primary forms of this research. Enrollment management is a
useful lens through which to examine enrollment of black students at
church-related liberal arts colleges for two reasons. First, it is an
effective concept in managing total enrollments. Second, enrollment
management represents a comprehensive theory that takes into account the
corplex structure of colleges and universities, and the complex nature
of the college enrollment process.

A brief history will help give context to use of more complex
approaches to enrollment management. In the late 19205 and 303
responsibility for enrollments in colleges and universities began to
focus on administrative specialists. While enrollments dipped for a
time during the depression and recruiting became necessary, most of the
early history of college admissions was a selection or gatekeeping
function. However, with the demographic shifts in the traditional
college age cohort and concerns about the increasing cost of higher
education, the simplicity and passive nature of the admission office was

replaced by increasingly complex marketing systems. These marketing

12

systems often were narrowly promotional, and sales oriented. Fer many
in academe the concept of marketing connoted hucketerism and
insensitivity to the academic process (Grabowski 1981). “Colleges are
going to survive and prosper in direct proportion to their academic
quality. No amount of image building through advertising can overcome
the problem of a poor product“ (Hintz 1987, 96) .

One of the first formal appearances of the term ”enrollment

management“ was in a 1981 College Board Review article (Hbssler 1986,

 

viii). Since that time the college enrollment process progressed from
the narrowly promotional to much more systematic approachs. Hossler
played a key role in developing the enrollment management concept. His
’work provided the theoretical basis for the primary focus of this study.

Hossler refers to enrollment management as a complex and holistic
approach to analyzing and influencing college enrollments (Hbssler 1986,
10). Traditionally, enrollment management had reflected the structural .
norms of higher education administration. Functions were independent
and by and large isolated from.each other, at best loosely linked.
Admissions took care of enrollment, financial aid provided assistance,
and the Dean of Students was responsible for the residence halls,
orientation and extra curricular activities. Hossler defines enrollment
management '. . . as a process or an activity that influences the size,
the shape, and the characteristics of a student body by directing
institutional efforts in marketing, recruitment, and admissions as well
as pricing and financial aid. In addition, the process has significant
influence on academic advising, institutional research agenda,

(orientation, retention studies, and student services" (Hossler 1984, 4).

13

The objective of an enrollment management approach is to change the
frame of reference of the college. Admissions officers typically look
at college students through the lens of the admissions office,
considering how prospective students might view the institution.

Hossler encourages institutions to attempt to understand how students
experience the campus and to look at the campus through the eyes of the
student.

In summary, the enrollment management theory encompasses a
comprehensive and systematic approach to enrollment planning. Its
success is dependent on strategic planning and a well developed
institutional research base as well as systems of communicating the data
and its implications. The system involves programs for attracting
applicants and matriculants, influencing the college experience and
measuring outcomes of such an experience. various enrollment management
systems are related to institution's perception of their enrollment

situation and the willingness of institutions to change.

Theoretical Basis for the Research: Organizational.Cu1ture

Richardson developed a model which "suggests that universities can
attain parity in participation and achievement rates for minority and
non minority students only when there is a fundamental adaptation of
organizational culture" (Richardson 1989, 34). He gave six visible
indicators of organizational culture and within each established stages
of adaptation with which to measure the degree to which an institution

is adapting to achieve parity (see Appendix A).

13

The objective of an enrollment management approach is to change the
frame of reference of tie college. Admissions officers typically look
at college students through the lens of the admissions office,
considering how prospective students might view the institution.

Hossler encourages institutions to attempt to understand how students
experience the campus and to look at tie campus through the eyes of the
student.

In summary, the enrollment management theory encompasses a
cotprehensive and systematic approach to enrollment planning. Its
success is dependent on strategic planning and a well developed
institutional research base as well as systems of communicating the data
and its implications. The system involves programs for attracting
applicants and matriculants, influencing the college experience and
measuring outcomes of such an experience. Various enrollment management
systems are related to institution's perception of their enrollment

situation and the willingness of institutions to change.

'neoretical Basis for the lbsearch: Organizational Culture

Richardson developed a model which "suggests that universities can
attain parity in participation and achievement rates for minority and
non minority students only when there is a fundamental adaptation of
organizational culture” (Richardson 1989, 34) . He gave six visible
indicators of organizational culture and within each established stages
of adaptation with which to measure the degree to which an institution

is adapting to achieve parity (see Appendix A).

14

A summary of Richardson's description of the six visible indicators

and their corresponding stages of adaption follows (Richardson 1989, 34-

35) .

(bjectives for Mimrity Students. When confronted with
external pressures for improved success, institutions first
concern themselves with recruitment strategies in order to
increase participation rates. Retention strategies become
important to help newly recruited clientele cope with an
unresponsive institutional environment. If external pressure
continues the direction of adaptation moves toward concern
with academic achievement as measured by proportions of
minorities who graduate.

Nature of Miunrity Initiatives. In early stages of

adaptation, minority initiatives are fragmented and

disconnected. As pressure to achieve both access and quality
goals build, conflict can intensify and the institution
becomes aware of the need for redefinition of values and
norms. Initiatives become more comprehensive and systematic.
Mimrity Participatim in the Organization. An important
indicator of adaptation in organizational culture is the
increasing significance of the minority presence. The actual
number of minorities is one factor. More importantly,
minority participation becomes integrated throughout an
institution; in academic departments, support services and
administrative functions.

Academic Program-3 - Scheduling and (Intent. As an institution

progresses through stages of adaptation, greater attention is

15
given to ourriculum modification as a strategy and to
developing other academic programs which provide minority
students opportunity to achieve academic success.

5. Faulty W, values and Behaviors. The adaptation
process for faculty members appears to move from.resistance to
disengagement to eventual support.

6. university Environment. In some sense, this is a compilation
of the other five indicators. It includes faculty attitudes,
minority participation, development of academic programs and
an improving minority enrollment.

Richardson expanded his ideas into a Model of Institutional
Adaption to Student. (see Appendix B) Richardson contended from.his
case studies that you can determine the relative position of an
institution in its efforts to adapt to student diversity by observing
the interventions it undertakes. "The environment an institution
provides for minority participation and achievement can be viewed as the
observable product of an invisible culture" (Richardson 1989,3).
Progress toward changing this environment is directly related to
institutional willingness to manage this invisible culture: it is not
automatic nor irreversible.

Richardson observed that there are three requirements for
institutions desiring change in environment. First, an institution must
adopt improving minority participation and graduation rates as one of a
small number of institutional priorities. This requires strategic
planning and allocation of scarce discretionary dollars. Second, data
must be gathered and distributed relative to the institutional

environment. Information about current and past trends for minority

16
students must be available and not concealed. Third, systematic efforts
to alter culture to support minority achievement require coordination
and can not be fragmented (Richardson 1989, 15).

Richardson's model provides three stages (see Appendix B) to assess
institutional progress in adapting to student diversity. The key
institutional descriptor in Stage 1 is reactive. Typically institutions
who attempt to adapt begin by reacting to external trends (i.e.
demographics etc.) or internal pressures to be diverse. Characteristic
of this stage is poor planning and little consideration between the
available pool of students and the campus environment. The result often
is a mismatch between institution and student and poor retention.
Strategies most often considered in Stage 1 are in the area of
recruitment, financial aid and changing admissions standards.

Stage 2 is strategic in nature and characterized by more
institutional coordination and a more cotprehensive perspective on
adapting the institution. The objective for Stage 2 institutions is to
change students so they are more prepared for the institutional
environment, and to change the environment to make it less difficult to
negotiate for minority students. Strategies characteristic of Stage 2
institutions are mentoring and advising programs, residence hall and
other student services programs to encourage integration, orientation
programs to assist student transition and outreach programs in the
community to broaden the pool of prepared students. Richardson observes
that institutions reaching Stage 2 often have developed a new group of
minority leaders, and recognize the need for academic practices to
change as well as better student preparation.

Finally in Stage 3, institutions have made a fundamental shift in

17
organizational culture. The key institutional descriptors are
integrating and adaptive. Few institutions progress to Stage 3 and
become I'truly multicultural" (Richardson 1989, 11). To achieve such
progress, efforts of student affairs professionals must be augmented by
faculty involvement and changes in academic practices. Academic
assistance programs must be mainstreamed to all students, the curriculum

revised and all students prepared to be sensitive to student diversity.

Method of Inquigy

Given the researcher's objectives, the case study methodology was
appropriate. Robert Yin delineates situations to which case study is
best suited. These situations occur when ”a 'how' or 'why' question is
being asked about a contemporary set of events over which the
investigation has little or no control" (Yin 1987, 20). This ex post
facto methodology (Kerlinger 1964, 359) can follow a descriptive,
explanatory or exploratory path. None of these paths is mutually
exclusive; however, the exploratory strategy most nearly fits the
researcher's.

Blumer's discussion of social interaction is helpful in providing a
theoretical basis for this methodology. Blumer explains that if one
really wants to understand the meaning of events and interactions, it is
necessary to establish a process of interpretation. In other words, the
researcher must get close to the interactions either by direct
observation or contact with those involved in the interactions. “In so

far as sociologists or students of human society are concerned with the

18
behaviors of acting units, the position of symbolic interaction requires
the student tolcatch the process of interpretation through which they
construct their actions” (Blumer 1962, 101).

The primary purpose of this study was to explore enrollment
management plans and activities, and secondarily to consider the degree
to which institutional culture fosters or impedes development of a black
student enrollment. The case study methodology provided the freedom to
explore the varying dimensions and linkages within an institution's
enrollment management system. In the role of participant observer on
each of the campuses, the researcher was able to gain some sense of the

supportive nature of the institutional environment.

Programwof Inquiry:

The research was based on the experience of three predominantly
white church-related liberal arts colleges. Each of the colleges uses
the enrollment management concept and has intentionally worked toward
developing a black student enrollment. The colleges are similarly
located with none of them in a major metropolitan area.

Anderson University is a church-related liberal arts college
located in Anderson, Indiana; a city of 70,000 people. The university
is affiliated with the Church of God. Anderson has an undergraduate
enrollment of approximately 2100 students of whom 3 percent are black.

Calvin College is a church-related liberal arts college located in
Grand Rapids, Michigan. Grand Rapids is a city of approximately 250,000

people and is the headquarters of the Christian Reformed Church which

19
owns and operates calvin College. Calvin's undergraduate enrollment is
4100 students of whom 1.5 percent are black.

De Pauw'University in Greencastle, Indiana (population 9000) is a
liberal arts college affiliated with the united Methodist Church. De
Pauw’enrolls about 2300 undergraduate students and of those, 2 percent
are black.

The primary purpose of the research was to examine the enrollment
management plans and activities of these three institutions; and
secondarily, to consider the extent to which the objective of developing
a black student enrollment was fostered or impeded by the institutional
culture.

The research technique relied principally on visits to each
campus. During these visits the research focused on four activities:

1. (.bllectiou of past and ourrent doomntatiou. This collection
of information included examination of institutional history,
mission statements, special committee or task force reports on
minority enrollments, strategic planning reports, admissions
policies and action plans, organizational charts, retention
studies, academic course descriptions, and the results of any
other institutional research or evaluation effort. The
documentation served a corroborative purpose and provided
insight into both the systems utilized and the support for
institutional efforts.

2. Develop»an.enroi1ment and financia1.aid.data base. Tb
accomplish this objective the researcher needed admissions
reports giving enrollment statistics, academic and demographic

descriptions of black students, results of retention studies,

20

as well as financial aid program and annual financial aid
award histories.
Interviews with faculty and administration While interviews
had a focused objective, the researcher did not structure the
interview so as to eliminate the possibility of fruitful
tangents and personal reflections. In addition to gleaning
information on enrollment management systems, the interviews
provided a better understanding of the organizational culture
and its support for black student enrollments. All interviews
were taped and transcribed. The following is an interview
list of persons or their equivalent:

President

Provost

Dean of Students

Director of Admissions

Director of Financial Aid

Student Development staff responsible for:

- Orientation

Residence life

Academic support and advising
- Minority student programs
Selected faculty to include most if not all black faculty
Selected members of past or current committees related to
enrollment management
Black administrators

Black student leaders

21
4. Direct (beervatiou. The researcher kept a journal of

observations made during each visit. This was particularly

important since the researcher interacted extensively while on

campus, and attempted to understand the degree to which the

campus reflects a supportive environment for black students.

Observations were made after each formal interview to capture

certain important nuances of the interactions.

Particular attention was given to institutional support for

multicultural development as evidenced by on campus speakers,

films, exhibits or other events either current or in the

recent past.

In summary, the study examined each institution and its enrollment

management system, but also through interview and observations gained a

sense of the institutional culture regarding black student enrollments.

CEBPTER.THD

REVIEH’OF'THEwLITERHTURE

Enrollmentluanagement and Related Activities

Enrollment Management is a holistic approach to analyzing and
influencing college enrollments (Kemerer 1982; Hossler 1984, 1986). The
objective of the enrollment management approach is to change the frame
of reference of the college. Oliver and Brown (1988) and Graff (1986)
noted that there is not one but several successful approaches to
enrollment management. Traditionally, the admissions office is the
center of activities. Tinto (1987) in his examination of retention put
the admissions office at the "very core of institutional efforts to
educate and retain the individuals" (Tinto 1987, 183). Enrollment
management organization within an institution should reflect the
enrollment environment of the institution. The more serious the
enrollment concerns, the more involved the organizational response
(Kemerer, Baldridge and Green 1982).

Hossler, in recent reflections on enrollment management, said that
there are three perspectives from which to view enrollment management.
First, the operational, which asks the institution to consider the
structural and personnel implications of their strategies. The
Operational perspective considers the cooperative nature of enrollment
efforts. Second, the strategic perspective focuses the institution

toward its research agenda and asks how the institution can ensure a

22

23
match with potential student markets. The third perspective is a
quality concern noting the importance of developing institutional
distinctives (Hossler 1988,3).

Much of the literature discussing responses for institutional
enrollment concerns affirmed a comprehensive, institution-wide
approach. In a study of 668 institutions, Goldgehn concluded that the
greatest opportunity for meeting enrollment objectives lies in a
coordination into an overall marketing plan (Goldgehn 1989). Erdmann
affirmed the central role of the admissions office but argued that
”guaranteeing“ an institutional enrollment required a total
institutional effort (Erdmann 1980). In their study of ten
universities, Richardson and de la Santos observed that institutions
with successful efforts to enroll ethnic minority students employed a
comprehensive rather than a fragmented strategy (Richardson 1987).

Literature discussing enrollment of ethnic minority college
students also affirmed the need for a comprehensive approach to
institutional enrollment planning (Kelly 1989; Oliver and Brown 1988).
The American council on Education cites the ”piecemeal approach many
institutions have taken to increase minority enrollment (Green 1988,
2). The report underscored the importance of a comprehensive approach
and stated, ". . . institutions that have been successful in improving
minority participation have at least one important characteristic in
common: they have developed a comprehensive and institution-wide
approach" (Green 1988, 7).

Sister Kelly, President of Mount St. Mary's College, often
mentioned as a success story in bringing multicultural diversity to the

campus, gave an operational description to "comprehensive." Kelly noted

24
that "our very assumptions need to be challenged, our curriculum needs
review and revision, and our campus environment must be reassessed as we
address the educational needs of this new and diverse population who
will be arriving on our campuses“ (Kelly 1989, 16). Similarly, Lester
of Eguity Institute listed “a comprehensive, focused and well-publicized
long-term plan for change" as one of seven essential components in
becoming a multicultural organization (Lester 1990, 104).

Elements included in an enrollment management approach are
admissions, financial aid and pricing, institutional research, academic
support and advisement, orientation, career development and student
development (Kemerer, Baldridge and Green 1982; Hossler 1986; Graff
1986).

Enrollment management as a theory has two essential prerequisites
that give it integrity and administrative reliability: strategic
planning and institutional research and evaluation. Strategic planning,
said Kotler, "is the process of developing and maintaining a strategic
fit between the institutional mission, supporting goals and objectives,
a sound strategy and appropriate implementation" (Kotler and Fox 1985,
73). Once again, Kelly assisted by giving definition to strategic
planning. "As each college develops programs for educating minority
students, it is important that the mission of the institution be the
basis for those programs. Our unique differences serve students well,
and the programs must reflect each college's characteristics and the
demographics of the particular area" (Kelly 1989, 16).

Many authors pointed to the need for institutional self study or
audit before systems are designed and objectives set (Grabowski 1981;

Bruker and Taliana 1985; Affleck 1987). When looking at certain

25
segments of the student pool, such as black students, research is key in
evaluating a differentiated approach (Lay and Maguire 1981). Geltzer
and Ries noted the importance of using market research to understand
student and other constituents perception of the institution. Research
such as this assists in “positioning” the institution toward a
particular market (Geltzer and Ries 1976).

Litton, Sullivan and Brodigan noted the need for institutions to
build a data base for enrollment management, beginning with available
data within the institution. Institutional research, they said, must be
”ongoing and evolutionary." Most often market research experts are not
needed (Litton, Sullivan and Brodigan 1983). Accurate assessment
precedes good policy making (Lee and Rice 1990). An interesting
strategy suggested by Sedlacek and Brooks in their study of the impact
of the SAT test on student performance is to use data collected in
research actively rather than passively. They encouraged policy makers
to strategize use of data to gain maximum.benefit in efforts at
institutional change (Sedlacek and Brooks 1973).

Hossler used theories of organizational development in higher
education to explain the more integrated nature of enrollment
management. He drew particularly from the ideas of Gratz and Salem and
their analysis of systems approaches in higher education. Gratz and
Salem.described an organizational system as "a set of interrelated or
interacting components” (Gratz and Salem l981,4). In enrollment
management the objective is to systematically link all of the policies
and functional areas that have an influence on enrollments. The key to
this approach, and what makes it a system, is the extent to which the

components interact with one another. As noted earlier, college

26
administration traditionally is loosely linked, but the successful
enrollment management system establishes tighter coupling between
functions (weick 1976, 2-3). "Systems theory shifts the focus of
activities from.each separate part to the whole and to the relationships
among the parts that comprise the whole" (Hbssler 1976, 14).

Ihlanfeldt (1980) encouraged a vital linkage between admissions and
financial aid, and others noted the necessity of integrating faculty
into the process (Ihlanfeldt 1980; Kemerer 1984; Graff 1986). Speaking
from the presidential point of view, Rainsford pointed to the need for a
'synergism.bringing together the disparate functions." The enrollment
management organization must be "hard at the center and soft at the
edges“ implying the need for strong leadership (Rainsford 1988, 342).
Agreeing with Litton (1983) concerning the diffused nature of higher
education, Graff described higher education as a "collection of fiefdoms
with little focus." He advocated a team perspective and notes that
developing a structure to fit the institutional situation is critical
(Graff 1986, 89). In developing an enrollment management approach for
black students, external linkages, sometimes referred to as bridge
building are important (Allen 1985; Oliver and Brown 1988, Provencia
1990).

communication and cooperation are vital to the success of the
system. "A.system is constrained by the quality and quantity of the
inputs available to it” (Gratz and Salem 1981, 4). The meaning for
enrollment management seems obvious. waever, the cyclical system of
inputs influencing outputs, in turn providing feedback, is complex and
requires disciplined management. Gratz and Salem refered to this as a

cybernetic system.

27

In summarizing enrollment management as a systems approach, it is
critical to note that "enrollment management models focus on systems
within the institution, rather than the substance within the
institution" (Hossler 1986, 46). Each institution has a tradition and a
mission that underlie the planning and ongoing decision-making. As the
enrollment management system uncovers various needs and concerns among
students, the potential for tension between this more substantive
quality of the institution and the structural characteristics of
enrollment management increases. This very important factor must be
kept in mind in analyzing the behavior of church-related liberal arts
colleges in relation to black students, since their tradition seldom
includes significant contact with black culture.

Gratz and Salem suggested a methodology for analyzing systems which
Hbssler adapted to enrollment management (Gratz and Salem 1981, 4-5;
Hossler, 14-15). Three elements are necessary.

1. Structural Analysis - How are the elements of the systems
arranged? For example, how are the admissions and financial
aid offices linked to foster communication and cooperation?

2. Functional Analysis - How effectively does the system achieve
its purposes? To what extent do inputs of an enrollment
management system (recruitment, financial aid, student
activities, retention programs, etc.) produce the desired
enrollment outputs?

3. Process Analysis - wa does the system change over time? What
role do personnel and organizational changes play? How does

the enrollment management system change naturally over time?

28

Recruitment

Recruitment strategies are one element of the enrollment management
strategy for developing a black student enrollment. Oliver and Lester
(1988) noted two significant barriers to recruiting black students. The
first barrier is ideological and is represented most often by protest
from faculty using issues such as quality, equality and fairness to
restrict recruitment efforts. They refered to this as an egalitarian
versus inegalitarian struggle. Another ideological barrier is
represented in the affirmative action versus no affirmative action
debate. Should institutions redress past injustice by adjusting
admissions standards, for example? The second barrier is faculty who
confess support for bringing diversity to the student body but take no
action (Oliver and Lester 1988, 40).

In a rare attempt, Oliver and Lester developed six general
principles upon which an institution can develop a black recruitment
effort (Oliver and Lester 1988, 44—45).

1. Efforts must involve the majority community - both faculty
and administration - in visible roles.

2. conversely, the strategy must not be disproportionately
dependent nor solely based on minority participation.

3. Institutions should develop and facilitate linkages within
and between minority social networks on campus.

4. Efforts must be diverse in nature to enlist broad
participation.

5. Recruitment programs should include an active service

component so as to demonstrate an attitude of caring to

prospects.

29
6. Recruitment must be part of a comprehensive recruitment
and retention program.

Black admissions counselors are often a key factor in developing a
recruitment strategy for black high school prospects. Moore and
Carpenter (1985) pointed to a communications gap between minority
student expectations and institutions that can best be closed by face to
face communications. This communication requires a high trust factor
(Swann) between a black high school student and the admissions
counselor. Others have argued that college choice is a family affair
(Zemsky and Oedel 1983, 29) . In their most helpful book on college
choice the authors illustrated that a sense of affiliation often is
rooted in family values and social tradition. Working with families has
proven to be very successful for institutious wishing to develop an
Hispanic enrollment (Provencio 1990) . Faculty are important in the
communications process as well (Kemerer 1984; Dorsey-Gaines and Lewis
1987) .

A recruitment strategy frequently debated among admissions
professionals is the use of publications directed at a black student
audience. Davis-Van Atta studied the response to an Oberlin College
publication for black prospective students, and concluded it should not
be used as an initial appeal and care must be given in constructing the
message so as not to offend high ability black students who may not be
interested in academic support services (Davis—Van Atta 1987) . Among
thom reflecting on design of an ethnic minority student recruitment
program most encouraged development of a publication addressing the
needs and services for specific ethnic minority groups and also

suggested a clear statement within general publications addressing the

30
institution's interest in and support for ethnic minority students
(Phelps, Swann; Ybung; Moore and Carpenter 1985; Davis-Atta 1987;
Provencio 1990).

There is potential for miscommunication and misunderstanding in
communication to prospective black students. They have high
expectations regarding institutional response to their needs. They
expect institutional flexibility and acceptance of their lifestyle and
values (Gibbs 1973). Boiven and Darling, in their research on racial
attitudes at church-related and secular institutions, made an appeal to
church-related institutions to communicate clearly with black
prospective students, since they found no significant difference in
racial attitudes between the two types of institutions. In a study of
nineteen predominantly white institutions, anes found black students ,
chose white institutions because of recognized quality and reputation
(Jones 1979). Boyd, in a 1973-1977 survey of black college students who
participated in the A Better Chance program, found that academic
reputation was mentioned by over 76 percent of the students in private
colleges as a reason for their college selection as compared to 50
percent in public colleges (Boyd 1981). In an interesting study of
black students considering enrollment at the University of Massachusetts
Amherst, Oteri and Maloney found that students were less likely to
consider the university after they learned of a racist incident on

campus (Oteri and Maloney 1990).

31

Admissions Standards

Often the most controversial element in an institution's enrollment
management effort to develop a black student enrollment is establishing
admissions standards. In his very important book on minorities in
Uhited States higher education, Astin pointed out that black students
are more likely to enroll at institutions with open admissions such as
two year colleges. This "hierarchical ordering" of U.S. higher
education forces “clustering at the bottom? and demonstrates the need
for reexamination of attendance patterns of black students (Astin 1982,
168). "Higher education in the U.S. has come to embrace many of the
competitive and mentocratic values that characterize American society.
Thus testing, admissions, and grading are designed not to facilitate the
educational.development of the student but rather to sort and select
students. Such practices not only operate to the special disadvantage
of minorities but also tend to subvert the institutions educational
mission” (Astin 1982, 168).

Nettles noted the expansion and diversity of the 19703 and 19803
has been replaced by a new emphasis on raising admissions standards.
This contributes to overall black enrollment declines (Nettles 1988).
Fewer black high school students are in college preparatory curricula
than white students (see table 5), and SAT scores of black students are
consistently lower than white students (see table 6). Richardson,
however, cautioned that admitting minority students by waiving regular
admission standards is unwise (Richardson 1987). The City university of
‘New Ybrk embarked on a very controversial cpen admissions project in

1970 with the expressed purpose of increasing minority student

32
enrollments. Lavin argued that there was no definitive evidence of
decline in academic standards, while the policy did succeed in
increasing minority student populations. Open admissions was not a
revolving door and in fact graduation rates after 5 years were near

national averages for open admission students (Lavin 1979).

Table 5
High Sbhool.Programmof'Black and White Students
1985 SAT'Test Takers

 

 

 

TotaL Percent White Black
College Prep/Academic 78.5 81.2 65.1
General 14.0 12.5 19.2
vocational 6.9 5.9 14.5
Other .06 .04 1.2

 

Source: Profiles: College Bound Seniors. L. Ramist, and S. Albeitor,
Reports 1977 through 1986, New York: The College Board.

Table 6
Amerage‘verhal.andIMath SHT'Soores
of‘Black and White Students for Selected Years 1976-85

 

 

 

 

 

 

verbal Math

White Black White Black
1976 451 332 493 354
1978 446 332 485 354
1980 442 330 482 360
1982 444 341 483 366
1984 445 342 487 373
1985 449 346 490 376

 

Source: Profiles, College Bound Seniors. L. Ramist, and S. Arbeiter,
Reports 1977 through 1986, New York: The College Board.

Not surprisingly, many studies reported black students performing
better in more selective institutions. Boyd's research in 1973, 1975

and 1977 of A Better Chance students found those attending private and

33
more selective institutions had higher college grade point averages and
were more involved in campus activities (Boyd 1981). In a university of
Georgia study, researchers found no significant difference in student
grade point average or attrition with black and white students, and
attributed this to the more selective admissions standards (White
1981). In a similar study of fifteen Nbrth Carolina universities,
selectivity was found to be positively related to retention (Ayers
1983). Nettles and thnson also conclude from their research in
southern universities that Blacks were more satisfied in selective
institutions (Nettles and Johnson 1987). Each of these studies
confirmed research by Astin (1975) and Noel (1985) in which they
concluded that attrition is inversely related to high school GPA.and
standardized test scores.

High school grade point average is positively related to the
progression rate toward graduation of black students. Nettles (1984),
Astin (1972) and Tinto (1975) found high school grade point average to
be a better predictor of college academic success than standardized
tests. Sedlacek and Brooks in a smaller study at the university of
Maryland also found SAT scores to be less accurate predictors of college
academic success (Sedlacek and Brooks 1973). When controlling for
family background and standardized test scores, Thomas found no
significant difference in college academic achievement between black and
white 1972 high school graduates (Thomas 1981). Thomas' research
further reveals that 68 percent of Blacks and 21 percent of Whites
scored low on achievement tests in high school.

In a 1969 survey of eighty-seven colleges, only thirty-nine

reported using different criteria than high school grade point average

34
and standardized test scores in admissions (Sedlacek and Brooks 1970).
In a further survey of 109 institutions, researchers found a leveling
off of use of predictors other than grade point average and standardized
tests (Sedlacek, Brooks and Mindus 1973). According to.Dr. Clinita
Ford, Director of the National Conference on Black Student Retention
says ”testing has a devastating effect" on access to higher education
for black students (Cox and Matthews 1990). Summarizing his research on
black student access, Morris concluded that heavy reliance on entrance
testing places black students at a disadvantage in college entrance.
"No achievement test in higher education seems to accommodate the social
and racial inequalities among institutions, rather than rectify such
inequality“ (Morris 1981, 73).

Many advocate use of variables other than high school grade point
average and standardized test scores in college admission. Gibbs
suggested using nontraditional predictors such as motivation, social and
emotional support; strength of high school preparation, leadership
potential and self concept (Gibbs 1973). In focusing on family
background, Wiley said activity in church programs would give helpful
insight for college admissions officers (Wiley 1990). Tracey and
Sedlacek in several studies pointed to the importance of noncognitive
variables in college admissions for black students, and noted the
superior predictive value of these variables over traditional
measures. Tracey and Sedlacek included seven noncognitive variables in
their research: fiself concept, realistic self appraiSal, ability to deal
with racism, preference for long term goals, availability of a strong
support person, successful leadership experience and demonstrated

community service (Tracey and Sedlacek 1985). Astin recommended that

35
“institutions should question their use of standardized tests as a means

of screening and selection" (Astin 1982, 169).

Financial Aid

The issue of college costs looms large in developing enrollment
management strategies. While college costs do play an important role in
retention (cope and Hannah 1975; Smith 1979; Oberlin 1988), it seems to
play an even more important role in college access and choice (Cope and
Hannah 1975, anes 1979). In a 1986 study of washington State ethnic
minority transfer students, it was found that these students first look
at cost compared to benefits in making a college choice and weigh
academic variables once the cost issue was clarified (Sanders 1987). In
another study of 2500 black students attending colleges and universities
in the south, financial aid was given as the most important factor in
recruitment of black students (Jones 1979).

One basic concept in the college cost discussion is pricing
elasticity. Pricing elasticity is the ratio at which demand changes as
the price rises (Kotler and Fbx 1985, 255). College choice depends
significantly on student perception of benefits accrued in relation to
cost (Sanders 1979; Ihlanfeldt 1980; Litton 1986). There is a price
sensitivity that each institution must be aware of in recruiting any
student, but particularly low income students (Ihlanfeldt 1980; Litton
1986). In a 1972 study, this price sensitivity was determined to be a
2.65 percent loss of enrollment for every $100 increase in cost

(Covazzini 1972), and in another similar study of college students the

36

price sensitivity was found to range between a .06 percent enrollment
loss to 1.9 percent for every $100 increase in cost (Jackson and
weatherby 1975).

using the cooperative Institutional Research Project (CIRP) 1975
freshman data, Cross and Astin found that 68.3 percent of black freshmen
were from families below $10,000 incote, cotpared with 17.1 percent of
white students (Cross and Astin 1986). In an unpublished study of
changes in freshman enrollment from 1966 to 1986, Davin and Johns found
that for all eight types of institutions in higher education the percent
of lowest quartile income students increased from 1966 to 1981 and
decreased from 1981 to 1986. The decrease was least in two year public,
four year independent colleges and private universities and was the
greatest in public universities and protestant and Catholic colleges.
They attributed this shift to national financial aid policies that were
less supportive of low income students (Davin and Johns 1988). .

Lee examined participation rates of ethnic minority students from
1978-1983. He showed that the median income of black families did not
keep pace with white families during this period. In addition, the net
price of college increased 11.8 percent after adjusting for inflation.
He concluded that lower income people lost ground in their ability to
finance higher education and also noted the increased impact on black
students since they make up a disproportionate share of lower income
people (Lee 1985). '

Since federal financial aid programs are meant to maintain equity
in higher education access, it's important to note the changes in
programs such as Pell Grant and National Direct Student Loans (NDSL)

during this period. In a study of trends in independent colleges and

37

universities fromml979-84, it was found that Pell Grants declined 34.5
percent in constant dollars for students attending independent colleges
and universities and NDSL decreased in constant dollars by 58.8 percent
(Still Thrift and prpe 1985). Mbrtensen looked at the relationship
between average college costs and Pell Grant increases and found the
Pell Grant increases have fallen far short of college cost increases
(see Table 7). He noted the negative impact on low income students, a

group the Pell Grant was primarily meant to assist adortensen 1988).

Table 7
Changes in.Maximum1Pell‘Grant
Cblpared totChanges inLCbllege Attendance‘Cbsts
1975-76 to 1988-89

 

 

 

 

 

 

 

 

 

 

Pell Prggram. College Attendance Costs
Academic Grant Public Public Private
Year Maximum Change 2-Year Change UnivLChange 4-Year Change
197—5-76 $1400 - 32735 - $3155 - . $4613 -
1976—77 1400 0 2925 140 3364 209 5015 402
1977-78 1400 0 3071 146 3549 185 5348 333
1978-79 1600 200 3228 157 3768 219 5808 460
1979-80 1800 200 3489 261 4125 357 6339 531
1980-81 1750 -50 3879 390 4558 433 7099 760
1981-82 1670 -80 4482 603 5114 556 7992 893
1982-83 1674 4 4901 419 5565 451 8800 808
1983-84 1800 126 5160 259 5884 319 9484 684
1984-85 1900 100 5582 422 6257 373 10,184 700
1985-86 2100 200 5885 303 6638 381 10,914 730
1986-87 2100 0 6278 393 6843 205 11,539 625
1987-88 2100 0 6694 416 7054 211 12,292 753
1988-89 2200 gum; 7138 444 7272 33;; 13,102 810
Increase $800 $4353 $4117 $8489
Annual Average $62 $335 $317 $653

 

Source: Mortenson, Thomas G. TRefocusing the Pell Grant Program from Poverty
to Higher Income Applicants." Jburnal of Student Financial Aid 18
(Fall 1988): 5-11.

In a more recent study of college students 1978-1988, Mortensen

(1990) described the impact of the federal government's decreasing

38
reliance of gift aid (grants) and increasing reliance on loans. His
research indicated that the percent of college freshmen from poverty
level who reported receiving a Pell Grant declined from 49 percent in
1980 to 34 percent by 1986, a decrease of 15 percent. During this same
period this same group reported an increase in Stafford Loans from 14 to
21 percent or a 7 percent increase. He says in terms of college
participation of the lowest 10 percent of family income, '41 percent of
the access gain made between 1966 and 1977 was lost between 1979 and
1987' (Mbrtensen 1990, 10). The Uhited Negro College Fund reported
between 1980 and 1985 that Guaranteed Student Loans and National Direct
Student Loan total awards at member institutions increased from 13
percent to 29 percent while Pell and SEOG Grants declined from 50
percent to 37 percent (united Negro College Fund 1988). Related to this
data on shifting national policy on student loans is the attitude of low
income families toward borrowing. Mortensen reported that the Federal
Reserve System.surveys indicated that families over $24,500 income (1989
dollars) have a favorable attitude toward borrowing to finance education

Odortensen 1990).

Retention

Retention of black students at institutions of higher education
consistently is lower than white students. (see Tables 8 and 9)
Consequently retention warrants close attention by any institution
having the objective of developing a black student enrollment. various

models of retention are instructive in understanding student behavior in

39
withdrawing frommcolleges and universities.

Tinto employed Durkheims' Theory of Suicide in describing student
behavior. This theory says “the liklihood of complete withdrawal from a
society (suicide) increases when two kinds of integration are lacking;
insufficient moral (value) integration and insufficient collective
affiliation through person to person interactions (structural)" (Tinto
1975, 37). continuing, he links college withdrawal to Durkheimis
theory; “when viewing the college as a social system with its own value
patterns and social structure, one can treat withdrawal from that social
system in a manner analogous to that of suicide withdrawal from a wider
society." Another theory employed by Tinto in describing withdrawal is
the cost-benefit theory. "When the potential benefits of college
graduation are quite distant and subject to some uncertainty, the cost
of obtaining that degree tends to weigh more heavily in decisions
regarding persistence. . .' (Tinto 1987, 81). deay's students are much
more likely to use the cost-benefit analysis (Nbel 1985).

College dropout is a multidimensional process that results from
interaction between individuals and the institution (Spady 1971; Tinto
1975, 1987). College dropout is influenced by characteristics of both
elements and their interaction. (see Figure 1) Central to this process
is an individual's own goal commitment (Cope and Hannah 197;5, Tinto
1975). This interaction between the individual and the college
environment results in an integration or lack of integration with the
academic and social systems of the institution. Academic integration
results in higher college grade point average and greater intellectual
development. Withdrawal results when the individual perceives lack of

congruency between their own goals and abilities and the institutions

40
(Spady 1971; Tinto 1975, 1987; Astin 1977; Nettles 1984; Fleming
1985). Williams further developed this coucept using the theory of

persou - environment interactiou (Williams 1986) .

Figurel
nmmnmnu

 

 

 

up.
1" '''''' "n
§_-____ ":1:-
' \ /Lm-:_J Q TF3?! {
oer-inni- --------- .. : {E
' / \Vmi We.“
m-_-__ I m :._'m—:1——r ......... l
Lg..-
hung—

Source: mm,minniqherflntion Awkward
mwomumm: 1973.

men: mmmmmawmmpm
“lye“,tbdiagr-ismtapnthmdel.

Social integratiou implies cougruence between the student and tie
social environment. Several elements of college life factor into social
integratiou. Friendship support must be such that the student perceives
“congruency through friendship with sole part of tie social system of
the college' (Tinto 1975, 60). Otter elements of social integratiou
according to Tinto and Spady are participatiou in extracurricular

activities, faoulty associatious and commitment to a partioular

41
institution. Similarly, Fleming in her research of black students at
both predominantly white and black institutions defined three aspects of
an institutional supportive environment: first, there must be
opportunity for friendship; second, opportunities to participate in the
life of the campus; and third, opportunities to feel a sense of progress
and success in academic pursuits (Fleming 1984, 151-152).

Absence of integration results in incongruence and isolation (Gibbs
1973; Fleming 1985; Tinto 1987; Allen 1988). Tinto discussed this
absence of integration in relation to one's relationship to the center
or "prevailing ethos" of the institution. "The more removed one is from
the center of institutional life, that is, the more marginal one‘s group
is to the life of the college, the more likely is one to perceive
oneself as being separate from the institution" (Tinto 1987, 59). This
lack of integration leads to dropping out.

Since retention appears to be strongly related to student's
integration with the institution, it also becomes important that
institutions recognize the shared responsibility for retention success
(Keller 1983; Bean 1986; Pascarella 1986; Allen 1987; Richardson and de
la Santos 1988). In their research of college attrition, Pascarella and
Terenzini found the absence of sufficient contact with other members of
the institution proves to be the single most important prediction of
eventual drop out (Pascarella and Terenzina 1979). Tinto encouraged
institutions to develop an "ethos of caring" because "in the final
analysis, it is the sense of obligation to students and the commitment
it inspires which best captures the source of effective retention

programs" (Tinto 1987, 181).

42

Table 8
Proportiou an) Timing of Departure of College Entrants,
by Sex, Race, Social Status, and Ability
(MS Survey of High School Class of 1972)

 

 

GTadua- Depar- ’
tion on ture 'by Timing _9f Departure

 

 

m Schedule Fall 1976 T973 1974 1977? 1976'
Tbtal 36.1% 46.0% 17.8% 16.6% 7.0% 4.6%
Sex:

Male 32.3 45.9 17.3 15.6 7.4 5.6

Female 40.3 46.1 18.3 17.7 6.5 3.6
Pace:

Blacks 27.5 54.5 20.5 19.0 7.8 7.3

Whites 37.8 44.6 17.4 16.2 6.7 4.3

Hispanics 13.4 64.6 24.5 21.6 10.5 7.9

Others 31.6 47.0 15.8 17.2 8.9 5.1
Social Status:

lowest quartile 24.4 60.9 24.9 22.4 8.0 5.6

Middle quartiles 32.3 51.1 20.4 18.4 7.6 4.7

Highest quartile 43.7 36.2 12.9 13.0 6.0 4.2
Ability:

lowest quartile 11.6 71.6 28.9 27.8 7.7 7.2

Middle quartile 26.3 53.7 21.4 19.2 7.9 5.3

Highest quartile 48.3 33.8 12.3 11.7 6.0 3.7

 

Source: Eckland and Henderson 1981

Table 9
Proportiou of 1972 (bllege Entrants Departing Higter Educatiou by Fall
1976, by Race, Sex, Social Status, and Ability
(18L Survey of High School Class of 1972)

 

 

 

 

Racial Group
Blacks Whites Hispanics

Sex:

Males 54.3% 44.5% 66.0%

Females 54.7 44.8 62.7
Social Status:

lowest quartile 59.3 60.0 67.9

Middle quartile 52.6 50.8 67.3

Highest quartile 42.4 36.0 39.7
Ability:

lowest quartile 65.4 73.7 79.7

Middle quartiles 50.6 54.0 59.4

Highest quartile 20.3 34.1 -

 

Source: Fckland and Henderson 1981.

43

Since this study seeks to find answers to how institutions might
develop a black student enrollment, it is important to review a body of
literature relating specific research and conceptualization regarding
black students to the previously mentioned body of literature on general
principles of student retention. .

Tiers is a large body of literature documenting the lack of social
and academic integration of black students on predominantly white
campuses. Smith (1979) in a study of black students at seven
predominantly white universities found that students attributed academic
failure to cultural adjustment, loneliness and alienation. In a study
of black students using the counseling center at Stanford university,
Gibbs (1973) found black students that adapted to predominantly white
universities in one of four ways: withdrawal, separation, assimilation
or affirmation. Suen (1973), Allen (1981), Nettles (1989) found black
students that experienced a greater sense of alienation at predominantly
white campuses. In comparing black student attitudes at predominantly
white campuses in 1970 and 1986 Davis and Borders-Patterson (1987) found
black students in 1986 less likely to blame or attack the institutional
environment, and more tolerant and focused on long term goals.

Living on campus is strongly related to academic progress for black
students (Nettles 1984) and students' general satisfaction (Astin 1977,
Chickering 1974). Cross and Astin (1981) noted that black student's
involvement in campus activities contributed to persistence in
college. Black students seem to be less able to make realistic self
assessments at predominantly white institutions (Fleming 1984; Sedlacek
1987). Tracey and Sedlacek (1984) determined that pre college student

attitude and perception predicted academic success. Some research

44
indicated that the presence of black role models has a strong positive
affect on black student retention (Buckley and Feldbaum 1979; Sedlacek
1987).

An interesting body of literature discussed the concept of a
critical mass of black students on a predominantly white campus and how
this might contribute to black student satisfaction. In their research
of four predominantly white colleges, Willie andiMcCord found evidence
of an impoverished social life for black students, especially if the
number of black students falls below 75 (Willie anancCord 1972).
Richardson, Simmons and de la Santos (1987) said that 20 percent ethnic
minority student population produces a "comfortability factor." Tinto
noted "sharing race is not a guarantee of sharing common interests and
dispositions.” Students who have fewer options to establish community
are more likely to experience isolation and therefore are more likely to
drop out (Tinto 1987, 71).

Faculty contact and other academic support structures play vital
roles in establishing sound retention patterns for black students.
Curby (1984), in evaluating a university learning center, fbund a higher
rate of persistence in black students using the center, and Blanc,
DeBuhr and Morton (1983) determined that black students using
supplementary instruction for specific courses performed academically
better and had higher retention rates. Tinto (1987) noted that the
Special Services Program determined its success to be strongly related
to how'central the administrator and students perceived the program to
be to the daily life of the institution.

The commitment of students to an institution is of critical

importance in their eventual retention pattern. However, "the

45
commitment of individuals to the institution appears in turn to be most
strongly influenced by the quality and quantity of individual contact
with other students and with faculty and staff of the institution"
(Tinto 1987, 185). It is not surprising then to note the conclusions of
several studies that the relationship of faculty contact and black
students was positively associated with nontraditional teaching styles,
faculty who were satisfied with their institutions and more frequent
contact with faculty outside of class (Nettles, Thoeny and Gosman 1984;
Allen 1987). Others reported the importance of faculty contact in black
student's integration into institutional life (Buckley and Feldbaum
1979; Suen 1983; Oberlin 1988). waever, faculty are frequently
unprepared or reluctant to work with ethnic minority students who are
less academically prepared (Peterson et a1. 1978; Astin 1982). In
addition, black students seem to have less contact with faculty than do
white students (Nettles 1984) and black students report faculty are
often prejudiced (Allen 1982).

Academic preparation as measured by high school grade point
average, standardized test scores and the environment within the high
school are variously correlated to blacks student's success in college
(Astin 1977; Tinto 1975; Neel 1985). In general, as Table 10
demonstrates, standardized test scores are inversely related to
attrition. waever, this conclusion is vigorously debated among

researchers who study persistence patterns of black students.

46

Table 10
ACTVSAT'Scores of Entering Freshmen

and Freshman-to-prholore Year Attrition Rate

 

 

Freshman-to-Sophomore Year
‘ Attrition Rate
Average ACT/SAT Scores

 

 

 

of litter ity Freshman Number of Institutions Percentage
ACT SAT'V'& M
826 81100 89 10
22-25.9 931-1099 275 18
18-21.9 800-930 656 29
15-17.9 700-800 363 39
15 700 90 41
1,473 total 29 percent

 

Source: Adapted from Nbel and Levitz, 1983.

Several studies raised questions as to the validity of standardized
test scores as a predictor of college academic success for black
students. Tracey and Sedlacek (1980, 1984) found SAT scores have little
relation to college persistence. They found first semester college
grade point average was more related to seven noncognitive variables
(see. p. 34) than SAT scores. Astin (1982), Rogus (1984), Nettles
(1988) found the SAT not as accurate a predictor for academic progress
for black college students as high school grade point average. Allen
(1982) in his study of 700 black students in six predominantly white
institutions found that 37 percent of the students completed high school
with a 3.5 grade point average but only 3 percent had a 3.5 grade point
average in college.

I'The ability and socioeconomic composition of the individuals in
the high school affect not only the individual perception of his own
ability, but also expectations and aspiration for a college education"
(Tinto 1975, 46). Nettles (1988), in a 1985 study of 4000 black

students, found that attending high schools with similar racial

47
composition resulted in higher college grade point averages. However,
Allen (l982)in his study with a smaller sample (700) found a
disappointing academic grade point average with black college students,
and found 80 percent had attended high school with a majority of black
students.

Family background is often discussed as a key predictor of college
academic success. There is a direct relationship between socioeconomic
status and college persistence. Students from higher socioeconomic
families are more likely to attend four year institutions and complete a
degree (cope and Hannah 1975; Tinto 1975; Astin 1977). Tinto (1975)
found father's educational background to be a more consistent predictor
of college persistence than family income. “When value orientations of
external cormunities are such as to support goals of a college
education, they may aid persistence. For that reason, one would expect
that persons from cultural backgrounds and /or home communities with low
rates of higher education participation may face severe handicaps in
attempting to complete higher education degree programs" (Tinto 1987,
61). Rbgus (1984) supported Tinto in his study of black students when
he discovered black female's most important variable of academic success
in college was the support by family and friends of her decision to
attend college.

While there is evidence in the literature of the relationship
between financial concerns and college choice (see p. 26-29); similarly,
there is evidence of a positive relationship between college costs and
retention of black students. Cope and Hannah suggested the financial
aid has more to do with college choice and access than with retention

(cope and Hannah 1975). Financial aid is given as the reason for

48
college withdrawal by black students when other reasons are more likely
(Allen 1988; Oberlin 1988). Nevertheless, concern over meeting college
costs is a major concern for black students. Both Lee (1985) and Cross
and Astin (1981) demonstrated that black students are more likely to
receive financial aid, and receive more financial aid than white
students. USing the 1975 CIRP as a sample pepulation, Cross and Astin
found that 68.3 percent of black college students came from families
below $10,000 income compared with 17.1 percent with white families.
Lee used the 1983 CIRP data and found that Blacks received an average of
$1854 in financial aid compared with $1260 for white students. Using
the High School and Beyond 1980 Longitudinal Study as a data base,
Porter (1989) discovered that 58 percent of black students with low
socioeconomic status dropped out of public universities and 65 percent
dropped out of private universities.

There is an interesting body of knowledge concerning the
relationship of various types of financial aid and college persistence
for black students. Part-time jobs are positively related to college
persistence (Astin 1977, 1982; Martin 1985; Cross and Astin 1986;
Oberlin 1988). Astin (1977) noted the positive advantages of on-campus
employment and several studies focus on the need for black students to
limit work to part-time (Astin 1977; Cross and Astin 1986; and Nettles
1984).

A 1989 study of students at independent colleges found that 90
percent of students who received grants were still enrolled the second
semester compared to 75 percent of students who did not receive
grants. Several researchers equated educational loans for low income

students to attrition (Cross and Astin 1986; Martin 1985; Mortensen

49
1988, 1990; Lee 1988), and some recommended that financial aid offices
engage in money management education for low income students (Martin
1985; Oberlin 1988).

The literature included several studies relating institutional type
and retention of black students. In a study of the university of
Georgia, researchers found no significant racial difference in attrition
and attributed this to the more selective admissions criteria (White and
Suddick 1981). A.study of fifteen North Carolina universities found
selectivity to be positively related to retention for black students
(Ayers and Bennett 1984). Nettles and Johnson (1987) found black
students more satisfied at selective institutions, and the study of A
Better Chance students from 1973, 1975, 1977 found that black students
experienced better retention at selective institutions (Boyd 1981).

Each of these studies supported national data on retention and college

selectivity. (see Table 11)

Table 11 ,
Freehman-to-Sophomore Year Attrition Rates
in‘Ebur—Year Institutions

 

 

 

Self-reported Public Institutions Private Institutions

Admissions B.A./B.S. M.A. Ph.D. B.A./‘B.S. M.A. Ph.D.
Selectivity (%) (%) (%) (i) (%) (%)
Highly Selective 21 15 13 7 ll 8
Selective 16 25 22 15 17 16
Traditional 24 27 27 24 22 21
Liberal 30 34 33 31 29 27
Open 44 37 31 35 24 15

(N277) (N2207) (N2144) (N2591) (N2353) (N2119)

 

Source: Adapted from Noel Levitz, 1983.

As noted earlier (see Table 4), black students are

disproportionately represented in two year colleges where attrition is

50
significantly higher. (see Table 12) Tinto (1975) studied the
enrollment gains from 1966 to 1973 arnd noted tl'e disproportionately
large number of low incote students in two year colleges. Tinto (1987)
concluded that tie chances of retention for all students atternding two
year colleges is reduced by 15 percent. Tinto's tieory of retention and
two year colleges was affirmed by Cross and Astin (1981) who found

attendance in a four year college to be positively related to college

 

 

 

 

 

retention.
Table 12
'Nationa1,Attrition.Dropout Rates
Freshman-to-Sophorore Year

Degree Level/Control Number of Institutions Percentage

Two-Year Public 767 46
Two-Year Private 165 30
B.A./B.S. Public 77 30
B.A./B.S. Private 592 26
M.A. Public 207 31
M.A. Private 359 22
Ph.D. Public 144 26
Ph.D. Private 121 15

2,432 '37 percent

 

Source: Adapted from Noel and Levitz, 1983.

Homogeneity of a university is a factor in attrition (Cross and
Astin 1981; McCauley 1988) . Fleming's research indicated that ”the
experience of black students at predominantly black colleges parallels
white students at predominantly white colleges" (Fleming 1984, 135) .
Black males suffer the most at predominantly white colleges, she said;
while predominantly black colleges have a positive influence on black
students' cognitive, intellectual, and interpersonal development. In a

1977 survey of thirty-four schools of nursing, researchers found

51
predominantly black schools of nursing were more successful in
recruiting black students and predominantly white schools were more
successful in retaining black students (Cipra 1979). Gosman (1983), in
studying eight public and private universities, found that white
students perform.better in white institutions in terms of attrition and
progress toward graduation. Black students were found to respond
similarly at black institutions. Nettles (1988) found that black
students perform best at black private institutions. Allen (1987), in
his several research projects, found black students more satisfied at
black colleges and that these students have higher grade point averages
than counterparts in predominantly white institutions. In an
interesting expansion of these various findings Nettles (1988) found
degree attainment was higher for black students at predominantly white
colleges after controlling for entering ability and financial aid. The
American council on Education (1985) also reported minority dropout to

be equal after controlling for socioeconomic factors.

tOrganizationa1.Culture

 

The behavior of institutions such as colleges and universities is
fundamentally shaped by their organizational culture. Tb understand the
responses made by institutions seeking to develop black student
enrollment, it is necessary to have insight into their guiding premises
and values. "Culture is a holistic, context bound, and subjective set
of attitudes, values, assumptions and beliefs. The meaning of events

and actions cannot be interpreted out of the institutional context in

52
which the events and actions take place” (Kuh and Whitt 1988, 95).
Schein described organizational culture as a "deep and complex
phenomenon . . . it's a deeper level of basic assumptions and beliefs
that are shared by members of an organization, that operate
unconsciously“ (Schein 1985, 5-6).

Organizational history becomes critical in understarnding
institutional culture and eventually institutional behavior (Cohen and
March 1974). “The roots of the present lie deep in the past history”
(Lee and Rice, 1990 84). Interestingly, Schein (1985) and Lee and Rice
(1990) noted that often members of an organization are not aware of
attributes of their shared values and beliefs. In formulating his
theories of drop out from higher education, Tinto (1975, 1987)
recognized the importance of organizational culture. ”The social and
intellectual life of most institutions has a center and a periphery.
The center is the prevailing ethos or climate, the distinguishing
attitudes, values, beliefs and patterns of behavior of the institution"
(Tinto 1987, 59). Colleges are social structures with formal and
informal elements (Peterson et a1. 1978; Allen 1985). The formal
consists of the expectations and behaviors of faculty, staff, and
alumni, while the informal involves the voluntary social interactions.
A social ethos immerges from these interactions (Allen 1985).

The ”deep and complex” nature of organizational culture complicates
the understanding of how these organizations change (Schein 1985).
Mortorana and Kuhns (1975), in their study of change in academe, found
institutional rigidity in an environment requiring adaptation.. One of
the reasons for this rigidity is the conservative nature of college

faculty (Benezet 1985; Nordvall 1982; Keller 1983). Nordvall also

53
described the ”values and structure of colleges and universities” as
“not favorable toward reform" (Nbrdvall 1982, 7). Organizational
culture is difficult to change in intentional ways (Whitt and Kuhs 1988,
104) and in fact changing its culture may result in destroying an
organization (Schein 1985).

Colleges and universities are human organizations with social
systems of their own (Peterson et a1. 1978; Allen 1985; Gratz and Salem
1988). Peterson, in descriptive comment of the institutions included in
their study of attempts by thirteen colleges and universities to develop
black student enrollment, noted "colleges and universities are human
organizations, not indifferent conglonerates of people. They follow
regular patterns that allow them to function as organized entities“
(Peterson et a1. 1978, 44).

In their very important study of leadership in higher education,
Cohen and March concluded that higher education can best be
characterized as ”organized anarchy“ (Cohan and March 1974, 195-229).
According to Baldridge and Deal (1983) power in higher education is
diffuse, fragmented into departments and divisions. Often it can be a
"collection of fiefdoms" (Graff 1986, 89). weick (1976) noted the
loosely coupled nature of organization in higher education. In
discussing communication systems within higher education that contribute
to a ”constrained environment,” Gratz and Salem pointed out that most
information is communicated "through telephone calls, chance meetings,
memorandum, after committee meeting caucuses" resulting in “distortion
and lack of information by key participants" (Gratz and Salem 1988, 1).

In a most interesting description of institutional behavior in

private colleges, Chaffee concluded that "management in private colleges

54
is most effective wten participants think of the organization
simultareously as an organism and as a social contract" (Chaffee 1984,
228) . This is based on two premises: “the organization is an entity
with its own goals and coherent, goal directed actions; and the
organization as a retwork of participants who use their association to

pursue their individual goals” (Chaffee 1984, 212).

Organizational Change

"An institution's predisposition to accept or initiate a change is
determined by its prior experience with elements of the proposed change
or with forces pressing for it" (Peterson et a1. 1978, 104). Baldridge
and Deal (1983) agreed with Peterson that ”environmental forces are the
crucial context“ for change (Peterson 1978, 105). Nordvall (1982)
suggested that organizations foster a climate of receptivity in
preparing for organizational change. Mortorana and Kuhn (1975) pointed
to the reed for broad participation in the change process, and Peterson
noted that among institutions they studied, "the voluntary nature of the
decision to increase black enrollment seemed to enhance the commitment
of the institution to follow through" (Peterson et a1. 1978, 300).
Creamer and Creamer in their investigation of change in colleges and
universities list several key conditions for change (see Figure 2)
(Creamer and Creamer 1988, 7) . As roted earlier, Chaffee suggests
private colleges must be able to pursue two opposed concepts of the

organization (Chaffee 1987) .

55

Figure 2
Key'Cbnditions for Change

 

 

 

*PAC‘Variables Condition

Circumstances - The presence of a uniform perception of a need
for change.

value compatibility - The project and its plan for implementation
are seen as useful and harmonious with other
procedures.

Idea couprehensibility - The project goals and ways to implement them
are articulated clearly.

Practicality - Adequate personnel and resources are sustained
throughout the planning and implementation of
the project.

Top-level support - Top-level leadership exhibits sustained
commitment to the project.

Leadership - A clearly identifiable project leader

maintains commitment and support throughout the
planning and early implementation of the
project.

Championship - A clearly identifiable project champion serves
as an influential advocate empowered with the
responsibility to implement project goals.

Advantage probability - Outcomes of the project are apparent and

. perceived to address significant institutional
concerns.

Strategies - A distinction is maintained between the
process of conceptualizing the fundamental focus
of the project and the process of developing
strategies to implement them.

 

Source: Creamer E.G. and Don Creamer. "Predicting Successful
Organizational Change: case Studies.” Jburnal of College Student
Personnel January, 1988.

 

*pAc = Probability of Adaption

Hossler (1986) associated his theory of enrollment management to
concepts of institutional change in higher education, since in most
cases, the systematic approach to enrollment management is introduced to
bring about institutional change. Hossler presented three models of
institutional change that can be linked with strategies for organizing

an enrollment management system.(Hbssler 1986, 47). He drew heavily on

56
the works of Kemerer, Baldridge and Green (1982) in discussing
enrollment management organizational schemes; and from Nordvall in
discussing organizational change in higher education (Nordvall 1982).

The Accrual Model (Hbssler 1986, 48) assumes change will take place
slowly. This perspective on change assumes that an institution
perceives its enrollment situation to be stable. When the institution
identifies sole element of internal or external environmental turbulence
that can facilitate change, the most likely response, given
institutional stability, is an enrollment management committee (Hbssler
1986, 40). Often in the Accrual Model a key individual operates
"subversively' to nudge the institution toward change.

A second model called the Planned Change Model assumes a much more
rational response from institutions (Hossler 1986, 57). In this
enrollment situation, the need for change may be somewhat greater and
the organizational response is more obvious. Institutions taking this
more intentional approach appoint coordinators and even give them titles
such as Vice President for Enrollment Management.

Finally, some institutions find that their enrollment situation is
in a crisis state and may choose a Transformational Model. The
institution perceives a major threat and the organizational response is

to centralize authority in a division led by a Vice President.

Leadership

Leadership is a critical variable in the organizational process.

There is very strong support for the need to have top level leadership

57
support for change if efforts are to be successful (Mayhew 1976;
Ihanfeldt 1980; Creamer and Creamer 1988). Regarding changes toward
diversity in education Delpit said, "I do not believe change toward
diversity will come from tl'e bottom up . . . we must push and agitate
from.the top down“ (Delpit 1989, 297).

Hbdgkinson (1985) held that institutions are ready for varying
styles and strategies at different times in their history. Similarly,
Schein (1985) notes that the culture of an organization causes it to be
predisposed to a certain type of leadership. Since higher education is
characterized best as "organized anarchy," Cohen and March suggest that
college presidents face four fundamental ambiguities (Cohen and March
1974, 195-198).

1. Of purpose - College presidents live within a normative
context that presumes purpose and within an organizational
context that denies it.

2. Of power - Power is shared with many within the organization.

3. Of experience - Presidents often have greater confidence in
their interpretation of college life than is warranted.

4. Of success - The president cannot assume that he or she will
be able to lead the college in the direction others
believe, and he has no assurance the same criteria will be
applied tomorrow.

Beneret (1985) spoke of a coordinating role for the President. A
leader in higher education is a "first among equals . . . less to
command than to listen, less to lead than to gather expert judgments,
less to manage than to facilitate, less to order than to persuade and

negotiate" (Baldridge and Deal 1983, 57). Peterson's research

58
demonstrated that Presidents must be advocates and were "powerful
sources of legitimacy.“ He points out that the President and prominent
faculty “relied on personal influence or charisma; and appeal to moral
values was very important in building support" for institutional
objectives (Peterson 1978, 227). However, this use of personal
influence impacted short term.change but did not sustain long term
change.

Schein (1985, 322-327) gave six leadership characteristics for
change in a ”mature organization.“

1. Perception of the problem and insight into the culture and its
disfunctional elements.

2. Motivation and skill to intervene in ones own cultural process
(i.e. 'unfreezing' your organization).

3. Emotional strength to absorb the anxiety that change brings
with it.

4. Ability to change cultural assumptions.

5. Creation of involvement and participation by listening and
involving the group in achieving its own insights.

6. Depth of vision or stepping outside of ones culture while
living in it.

Chaffee noted the need for leadership in college to ”manage
meaning” in efforts to wisely understand institutional culture and
shifting demographic patterns. leaders must be able to understand "why
we are here and what we are doing?" (Chaffee 1984, 221). "Moving
institutions through the three stages (of institutional adaptation)
requires leaders to manage organizational culture" (Richardson 1989, 15).

In fact, Schein went so far as to say that the "only thing of real

importance leaders do is creating and managing culture" (Schein 1985, 2).

59

Multiculturalism in Higher Education

Multioulturalism as a dimension of organizational culture is a
central issue within institutions attempting to develop a black student
enrollment. "In educational terms, the recognition of cultural
pluralism has been labeled multicultural education. The essential goals
of multicultural education embrace: a) recognizing and prizing
diversity; b) developing greater understanding of cultural patterns; c)
respecting individuals of all cultures; d) developing positive and
productive interaction among people and among experiences of diverse
cultural groups; and e) understanding the historical, political, and
economic basis of current inequality" (National Association of
Independent Schools 1988, 4; taken from Banks 1987). The National
Association of Independent Schools, in developing a Multicultural
Assessment Plan for Independent Schools, reminded their members that
“multicultural education is not a limited experience which takes place
and then ends. Rather it is a process that, once initiated, goes on
continuously, taking direction and scope from its own progress. It
welcomes cultural differences as enriching and uses them as springboards
to understanding between individuals and groups" (National Association
of Independent Schools 1988, 5).

As was noted in the literature review on organizational culture, an
ethos develops around the central premises of an institution (Tinto,
1987). This ethos reflects the prevailing values of an institution, and
to the extent that the institution is homogeneous and ethnocentric in
character, the ethos may “denigrate the integrity and worth of certain

groups“ (Kuhn and Whitt 1988, 100). Allen (1985) described a network of

60
voluntary social interactions taking place within predominantly white
institutions that discourage minority participation. Jenkins,
describing Christian colleges, said that they are "conservative
institutions in possession of a revolutionary gospel; exclusive groups
founded an inclusive theology“ (Jenkin 1987, 58). Boiven and Darling
(1987) in their research of racial attitudes at Christian colleges found
no relationship between the strength of one's Christian faith and the
degree to racial prejudice. This is not surprising according to Allport
and Ross (1967). They pointed out that the anxiety produced by the
discomfort (of interacting with those different from oneself) leads
people to grasp onto religion and to distrust those different from
yourself. Allport and Ross concluded, ”it seems probable that people
with undifferentiated styles of thinking and feeling are not entirely
secure in a world that for the most part demands fine and accurate
distinctions“ (Allport and Ross 1969, 442).

The literature seldom speaks of successful models of
multiculturalism in higher education. Richardson (1989) developed three
Stages of Institutional Adaptation to Student Diversity (see Appendix B)
but also said that from his research he sees very few institutions
reaching stage three or becoming truly multicultural. Fleming also held
a "pessimistic outlook" for black students finding compatibility with
predominantly white campuses. "At best predominantly white colleges
provide a training ground that can prepare students for the real-life
interactions to come" (Fleming 1985, 292). Madrid (1988), in a speech
to the American Association of Higher Education, attempted to explain
the complexity of predominantly white colleges accepting diversity. He

said that instead of experiencing multiculturalism "integration of

61

minorities into institutional life leads to ghettoization,
marginalization and isolation." He asked whether the expressed goals of
quality in higher education is in any way felt to be compatible with
goals for diversity. Madrid says "Americans associate quality with
hologereity, with uniformity, with standardization, with order,
regularity, neatness." His conclusion was that most of higher education
believes goals for diversity introduce conplications and are “desirable
only in principle not in practice.”

an ethnocentric campuses, multiculturalism is complicated by the
ambivalence of ethnics — "holding on (to the past) arnd letting go"
(Vander Goot 1989) . Maynard (1980) suggested that institutions must
"assimilate the onltural resources of the ethnic minority community into
the educational process through shared activities and experiences”
(Maynard 1980, 400). Hughes, in her research on thirteen predominantly
white campuses, criticized student developnent staff at predominantly
white institutions. ”Perhaps the greatest oversight of student
development educators lies in tleir seeming unwillingness or inability
to design intervention strategies to promote values of diversity among
minority arnd majority populations" (Hughes 1987, 544) . In their
research in the late 19703, Davis and Borders-Patterson (1987) found
some reason for optimism in comparing black students' attitudes in 1970
and in 1986 on predominantly white colleges in North Carolina. Black
students in 1986 were less likely to blame or attack campus environment
than in 1970. Peterson found that institutions that were intentionally
attempting to develop a black student enrollment tended to avoid
conflict and "gave little attention to the interpersonal dimension of

race” (Peterson et a1. 1978, 317).

62

Understanding the nature of power gives insight into institutional
reluctance to change toward more multicultural institutions. Madrid
(1988) found quality in higher education is perceived as synonymous with
honogeniety. From their study of ethnicity on an ethnocentric campus,
Rice and Lee concluded that majority ethnic groups or those in power
“must become aware of and evaluate their own ethnicity and ethnic
religiousity . . .' (Lee and Rice 1990, 84). In a fascinating article
on the implications for majority educators in educating ethnic minority
children, Delpit described a "culture of power“ that develops around the
practices of those making the decisions and ”is a reflection of the
rules of the culture of those who have power." She argued that those
who have the power are less willing to acknowledge its existence;
whereas, those who experience the loss of power are acutely aware of a
culture of power (Delpit 1988, 282). Several writers pointed to the
responsibility of the majority to initiate the process of change toward
diversity and multiculturalism (Allen 1985; Delpit 1988; Rice and Lee
1990; Ross 1990). .Allen described evangelical Christian colleges as
”insensitive to the contributions and needs of minorities . . . The
social structure of these institutions is ethnocentric" (Allen 1985,
67)., He concluded that decision making is made by white persons for
white students.

”People expected that the admissions of black students into their
white middle class institutions would be accepted with gratitude”
(Peterson et a1. 1978, 311); however, institutional change is
required. He gave “three areas of institutional responsiveness"
naecessary to bring about a fit between a new student clientele and the

institution (Peterson et a1. 1978, 313-314):

63

1. Institutional Commitment: Involves formal processes,
establishment of institutional objectives and public
acknowledgement of these objectives.

2. Program Responses: Establishment of programs that function
effectively.

3. Attitudinal and Perceptional Dimension of Minority
Commitment: A working to develop ownership of institutional
commitments by majority members of the community, as well as
developing a greater serge of awareness of the underlying need
for such an institutional commitment.

Peterson's research uncovered several “Institutional Accommodation
Strategies” employed by institutions in their study based on the
institutional response of integration or separation. (see Appendix C
for a complete description) Mbre recently Richardson (see Appendix B)
attempted to describe the necessary adaptation stages for institutions
to move toward multiculturalism.

Faculty play a crucial role in efforts toward multiculturalism.
Nettles and Johnson (1987) discovered faculty-student contact as a key
predictor of black student socialization in predominantly white
colleges. Nettles (1984), in his research of black students at thirty
universities in the south, found that faculty contact with students
outside the class, a nontraditional teaching style and faculty members
satisfaction with their university all contributed positively to black
student academic progress toward graduation and college grade point
average. Astin (1982) described faculty as reluctant to deal with
unprepared students. Perception by black students of faculty as racist

is not uncommon (Allen 1984; Sedlacek 1987). The level of commitment of

64
faculty to ethnic minority students is a crucial factor in their success
(Allen 1987; Oliver and Lester 1988; Richardson 1988).

Mingle (1978) conducted a study of faculty at thirteen institutions
that had significant increases in black enrollment for 1968 to 1972. He
made two interesting observations regarding faculty response (Mingle
1978, 214).

1. While institutions may have doubled or tripled their
enrollment of black students, and in the process developed a
host of special programs for Blacks, the impact of these
changes has been narrow and selective on both departments and
individual faculty.

2. .Meritocratic values are closely related to faculty behavior.
Often faculty were reluctant to add black content to courses
or provide special help or devote greater time to black
students.

Rosovsky (1969) discussed the phenomenon of "liberal guilt" as an
impetus in the 19603 for faculty involvement. In a 1969 study of 60,000
college faculty using the Carnegie Commission Survey of Faculty, Lipsett
and Ladd developed a I'Black Support Scale” of faculty support by
discipline. They concluded that "data indicate there is a progression
to the right (from strongly supportive on the left) from the social
sciences to the humanities to the natural sciences, and an even stronger
progress in to the right by the applied fields with a close connection
to economic enterprises such as business administration, engineering arnd
agriculture" (Lipset and Ladd 1972, 17). In a more recent study of
schools of social work, Oliver and Lester described an ideological

barrier often present in faculty that is characterized in a struggle

65
between egalitarian and rnonegalitarian values. They found faculty often
willing to speak to the need for diversity but unwilling to support
program changes (Oliver and Iester 1988, 40). It is reasonable to
conclude from the literature that it is as important to atterd to the
elements of institutional culture as to the several aspects of

enrollment management.

'CBAPTER.THREB
osssumrnso'mmsou www.mmcoum
AND»DEPADWVUNIVERSITY
The case studies were developed from interviews and campus visits
conducted in the spring of 1990. All faculty, students and staff were
offered confidentiality in the use of information gleaned from the
interviews. consequently, statements given in the case studies are

frequently not attributed to a particular source.

Anderson.Uhiversity

The History and Mission

The founding of Anderson Uhiversity in 1917 was a major step in the
life of a young fellowship of Christians which had originated about 1880
and had become known as the Church of God Reformation Movement.
Established as Anderson Bible Training School, Anderson University today
is a thriving church-related liberal arts college with a 1989 enrollment
of 2100 students and 230 faculty and staff. The university is
affiliated with the Church of God and is governed by a Board of Trustees
elected by the General Assembly of the Church of God. The current
President, Robert A. Nicholson said the Board ”can be regarded as a
microcosm of the church."

Anderson University is divided into a graduate School of Theology

67
and an undergraduate College of Liberal Arts with sixty majors and
professional programs. The School of Theology was established in 1950
as a graduate school for preparation of ministerial students. It is
recognized as the seminary for tie Church of God. Anderson also grants
a small number of associate of arts degrees. Slightly under 50 percent
of tie enrollment is associated with tie Church of God, and 75 percent
are from tie state of Indiana and contiguous states. The University is
located in Anderson, Indiana, a blue collar community of about 70,000
people.

T'ne history of Anderson University is closely intertwined with the
history of the Church of God. The President describes the Church as
“broadly American, more eclectic" in nature. While the Church of God
maintains national offices and has a governing hierarchy, it is not
considered to be denominational but congregational in organization. The
Church of God does not have a creedal statement and often is refered to
not as a denomination but a movement. As noted earlier, Anderson
University is governed by a Board that is not self perpetuating. The
Board nominates persons who are subsequently elected by the General
Assembly of the Church of God.

Anderson University wishes to develop even closer ties to the
Church of God. Almost 75 percent of the faculty expressed strong
agreement to a statement in a recent National Center for Higher
Education Management Systems (KITTENS) survey asking if it was
appropriate to structure financial aid and recruitment policies to avoid
decline in He percentage of Church of God students at Anderson. There
is concern because the percentage has fallen over the years. Tb

prioritize this commitment, the administration lists as one of its

68
enrollment goals to "ensure a 50 to 55 percent representation of Church
of God students in the traditional undergraduate student body."

In a working paper entitled l"Agenda: As we Enter the Nineties" the
University states that it desires to "initiate a formal covenant with
the Church of God, supported by increased mutual communication at many
functional levels, to assure that Anderson University is serving the
Church of God as well as the wider Christian community, in vital and
mutually understood ways; strengthen those programs which thus will
serve the Church, preparing persons for Christian vocation in the Church
and in the world."

Several strategies are given in the working paper to develop the
relationship to the Church of God. Among the strategies listed, the
administration plans to increase the opportunity for internships in
local churches, develop a videotape library to share with churches,
invite pastors to campus and develop more effective undergraduate
ministerial education. Servanthood serves as the foundational theme
guiding Anderson University's relationship to the Church of God. One
administrator illustrated this in his personal reflections on working
for Anderson University. "Ybu get tired of the apron strings to your
denomination, and you want to say we don't need it. But that's why I'm
here. Because this is our church college, not because I needed a job."

The history of the Church of God gives important insight into
Anderson's attempts to develop a larger black student population. Today
the Church of God is estimated to have 17 to 18 percent black
membership, however, one faculty member described the Church's history
as 'segregationist and separatist.‘I This description would seem to be

somewhat justified since the Church of God hosts two separate youth

69
gatherings, one predominately white and the other predominately black.
In addition, the Church of God gathers each summer to conduct business
and worship together in what are referred to as "camp meetings.” There
is a large auditorium and campground on Anderson's campus to host the
camp meeting which one church observer estimates is ”85 percent
white.“ However, the black segment of the Church has its own camp
meeting in.West Middlesex, Pennsylvania and this same observer estimates
these meetings are "99 percent black.”

Tb add to an understanding of this complex arrangement, it must be
noted that both the President of the General Assembly of the Church of
God since 1983 and the current Executive Secretary of the Executive
council of the Church of God are black. Also the current President of
The Board of Trustees at Anderson university and four other board
members are black. One senior administrator at Anderson described the
Church as having "a positive inclusive spirit." The Church, he says,
”is in a rush to integrate but no one suggests to disband the west
Mdddlesex campnmeeting nor the black youth meeting."

The roots of the separatist development in the Church of God are
found in its early history. In the late nineteenth and early twentieth
century there was a spurt of growth among black members living in urban
areas of the United States. The Church of God grew rapidly in the south
as well as in the midwest and north. Churches in the south were
frequently segregated in their ministry while segregation was not
characteristic of churches outside the south. As plans were made for
the 1920 annual camp meeting in Anderson, the Church of God leadership
was threatened by a local Ku Klux Klan group. If black people attended,
the Klan would kill the black participants. Consequently, the

70
leadership decided to ask black members not to come to the camp
meeting. These threats and the corresponding request gave the impetus
to create a separate black camp meeting in West.Middlesex. The movement
has developed so that this group of black members has their own National
Director and offices, and supports a youth meeting attracting 4000 to
5000 black youth each year. It is important to note that currently
there is good cooperation and communication between the two segments of
the Church of God. This is particularly evidenced at the national
agency level in such areas as missions, church growth, urban ministry
and education.

With this history as background, Anderson University seeks to
fulfill its mission. The mission of Anderson University is "to be an
institution of Christian higher education at its best. we understand
this to mean building that quality program which will enable each member
of the cannpus comnunity to become stronger in body, mind and spirit; to
experience what it means to love God and 'neighbor'; to purposefully
adopt a style of servanthood in all of life” (Anderson University 1990-
1992 Academic Catalogue, 2). Tb operationalize the mission, Anderson
has structured its curriculum to develop student ”skills, insights and
appreciations" in five areas: problem solving, individual and
individual behavior (an examination of the means, values and knowledge
that enable students to view life holistically), the aesthetic, the
environment, and the contemporary world (Anderson University 1990-1992
Academic Catalogue, 5). One black staff member described the mission
statement as ”excellent." "The reasons students might be drawn based on
a mission statement are statements like this, 'To experience what it

means to love God and neighbor. Tb purposefully adopt a style of

71
servanthood in all of life.‘ wa isn't that fantastic,“ the staff

member concludes.

An Initiative Tb Enroll Black Students

In 1987-88 Anderson University determined to strategically work at
building what they refer to as a ”racially inclusive" campus. President
Nicholson gave two reasons for this initiative. First, ”there is an
obligation that comes from being true to the mission to the Church of
God." Second, "I have the very strong conviction that if we are
properly to educate for the twenty-first century, we can do that only if
we are ourselves racially inclusive and educate for a society that is
racially inclusive as well. To have a predominantly white college
preparing predominantly white students to go into a predominantly non-
white world. . . is not sound education.” One black staff member gave
another reason for the initiative and expressed some skepticism.of the
institutional rationale for developing as a racially inclusive
institution. He said ”this whole concern about cultural diversity came
about as a result of a traumatic situation that came up in one of the
dorms. Up until that point, it was just, 'all students are welcome
regardless of who they are' but we had an incident that happened with a
young man who claimed he was racially harassed by some of the other
students on campus. As a result, he left campus and that particular
situation brought a concern about minority students on campus.”

In the summer of 1988, President Nicholson authorized the formation

of the committee on Racial Inclusiveness, and gave the committee the

72
mandate ”to consider and reconnend those policies, actions and
directions which would assist Anderson Uhiversity in becoming a place
where inclusiveness and pluralism are affirmed” (see Appendix D, 1). Tb
underscore the importance of this committee, the President wrote to the
entire university community and stated that “it is my expectation that
all persons on this campus will encourage and be open to members of this
group as they seek to make racial inclusiveness a reality on the
Anderson university campus.“

The committee met for about a year and interviewed fiftybfour
persons from the University community. One member of the committee
described the process this way. "we did a whole year of looking at this
University, every department, every area of the University was called
into the committee - and not just as a grill, but as a learning,
sharing experience. Let's talk about where we are in terms of becoming
a multicultural institution. very specific questions were asked."

The report of the committee (see Appendix D) is a bold self
examination with recommendations for admissions, finnancial aid, faculty
and staff personnel policies, curriculum, student life, student academic
support, athletic and the general campus environment. The committee
reported to the President, but the current status of the report and its
recommendations is uncertain. One committee member expressed concern
about the report. "The sad thing is the President is leaving and that
has had a big impact on what has happened to the report and our
commitment to the report. We're in transition now." President
Nicholson, who retired after the 1989-1990 academic year, did refer the
specific recommendations to his senior staff for, as one put it,

“reflection and planning.“ However, the thrust of the report and its

73
impact on Anderson University awaits the judgment of the new President.

President Nicholson's concept of leadership did play a key role in
ushering the initiative forward. He notes there is wide latitude given
the President. ”Visible leadership is one of the great advantages we
have. we can do this and its part of our fabric." He had personally
demonstrated this by inviting Coretta Scott King to be the 1988
commencement speaker. While he did appoint the Committee on Racial
Inclusiveness and highlighted its strategic importance to the whole
community, he views leadership at Anderson broadly. Referring to the
broader nature of leadership, he says if he were to be President for the
next five years, "there would be no way I could be deterred from moving
ahead in this because of what I believe is the essential core of
leadership in the Board and how they feel about the essentiality of this
for the future of Anderson university." He also believes the success of
the initiative lies in the development of minority leaders on campus.

"I think we have a modest but growing and appropriate critical mass of
leadership on this campus who are minority persons.“ Recruiting Dr.
James Earl Massey, a prominent black theologian from Thskeegee
Institute, back to Anderson University as Dean of the School of Theology
is an example, he says.

President Nicholson reflectively questions his broader leadership
style in relation to the initiative. "I must say that we may not have
done this right. I have not taken to the soap box with this with the
faculty. . . . I haven't taken to the soap box to them for many things.
. . . I wanted my Deans to be free from over-the-shouldering." He
speculates whether he might have developed a broader base of support

although "really developing internal consensus has not been my thing in

74

my years as President. Can't do everything, I chose not to be a

dominantly inside President. . . .'

Another important organizational initiative not solely related to

the initiative toward racial inclusiveness, but which makes an important

contribution to the progress of the initiative was the formation of

Enrollment Management Cabinet. Begun in 1988 to direct all enrollment

strategies, the Enrollment Management Cabinet set five ”enrollment mix

goals“ that serve as the guiding objectives to policy making fromn1989-

1994.

l.

5.

The five goals are:

Tb ensure a 50 to 55 percent representation of Church of God
students in the traditional, undergraduate student body.

Tb increase to 25 percent the number of undergraduate students
receiving Presidential and/or merit scholarships.

Tb increase the percentage of minority students by 10 percent
each year from 1989-90 through 1993-94.

Tb increase the current undergraduate retention percentage by 1
percent each year through 1993-94.

Tb aspire to an incoming class in which 25 percent of the
students come from states other than Indiana and its contiguous

states .

Student mix goals one and three become particularly significant in the

strategies toward developing a black student enrollment. The Director

of Admissions says they serve ”as my marching orders."

75

Ann Ennrollment Managenment Organization

The Enrollment Managennent Cabinet sets goals, develops policy and
considers enrollment management strategies. The cabinet is chaired by
the Dean of Academic Support Services. Selection of tie Dean of
Acadenmic Support Services as chair seems apparent since he is
responsible for tie critical enrollment managenment offices of
adnmissions, financial aid, registrar's, academic advising and academic
support. The cabinet is structured as a strong voice on campus and
includes the Academic Dean, Vice President for Student Life, Senior Vice
President for Finance and Advancenment, the Directors of Admissions,
Financial Aid, Church Relations, Minority and International Student
Services and a representative from the School of Theology.

One of the first tasks of the Enrollment Management Cabinet was to
recommend student mix goals and to develop student financial aid
strategies supporting these goals. The five student mix goals and the
student financial aid strategies were sent to the President for approval
and are nnow policy of Anderson University. The cabinet notes two
assumptions that guided the formulation of their recommendations:

First, they wished "to increase the role of financial aid in the
institutional recruitnment process;" and second, they wished "to increase
the role of financial aid packaging in the institution's retention
effort.”

The Dean of Academic Support Services and his division are
responsible for implementation of most enrollnnent management strategies
of the University. The Dean plays a critical coordinating role with the

Adnmissions and Financial Aid Offices in developing recruitment

76
strategies. Be nmaintains close connmnication with these offices and is
knnowledgeable of current demographic and connnunication trends in
enrollment, and their possible impact on enrollnnent at Anderson.

Anderson maintains a somewhat open admissions policy for enrolling
freshmen with sone differentiation given to Church of God students. The
Enrollment Management Cabinet recommended that Anderson ”deny admission
to students who have both, graduated from the lower quartile of their
high school class, and having SAT Board scores of 700 or below. This
policy would not apply to students affiliated with the dnurch of God,
having minnority standing, or if dependents of Anderson University
alumni." The Anderson University 1990-1992 Academic CataLogue does not
give specific acadenmic criteria for freshman adnmission. The average SAT
score for 1989 freshman was a 425 Verbal and 470 Math. No statistics on
average grade point average are available.

Given the intent to enroll students with a broad range of academic
ability, the need for academic support is apparent. The Director of
Special Education Programs reports to the Dean of Academic Sipport
Services and coordinates the Alpha program which has the primary
function of identifying the academic needs of freshmen and providing
needed academic support. The Alpha program identifies "sixty to eighty
special admits" and works intensively with them during the first
semester of their freshman year. Students in the Alpha progranm are
limited to twelve semester hours of credit, do nnot enroll in science or
math and enroll in a study skills class. The Director claims a ”better
retention of Alpha participants than the total student body." . In
addition, Anderson has a Director of Basic Advising who works with

students who are undecided regarding their academic mnajor or program.

77

Another structural element of the enrollment management
organization is referred to as the "Countdown Committee.” As of spring
1990 this committee whose objective is to nnonitor retention, had met
just once. The “Countdown Committee" is chaired by the Dean of Acadenmic
Support Services and includes the Directors of Adnmissions, Basic
Advising, Financial Aid and Special Education Programs.

Statistics on retention related to institutional enrollment goals
or program objectives often are not available. Retention is an
emerging priority, and while the University is structurally responding,
the institution has a limited ability to answer questions on performance
of sub-groups of students (e.g. Church of God or black students) that
are central to their enrollment objectives. T‘wo administrators involved
in retention activities described Anderson's efforts as ”a shot in the
dark" and ”we're making a stab at it."

In 1988 a market research organization was hired to look at "all of
the sub groups" associated with Anderson University. The market
researcher, who was a member of the faculty, researched attitudes toward
Anderson University among prospective students, applicants, parents of
applicants, pastors, alumni and current students. Although the response
rate from sub groups fell below 30 percent, and in sone cases below 20
percent, the Director of Adnmissions reports that the research "drives
our recruitnnent program at all points.”

Anderson University employs an aggressive student recruitment
strategy. The Adnmissions Office uses the student mix goals as program
objectives. Consequently, the strategies are primarily directed toward
developing the interest in Anderson annong Church of God, evangelical and

black youth. However, none of these market groups is mutually

78
exclusive. Anderson's admissions staff visit high schools and attend
college night programs in Indiana and contiguous states as well as visit
many churches that have been identified through their research of "key
churches“ as having enrollment potential. The University purchased
space advertising in Campus Life, a magazine directed to evangelical
youth.

In general, Anderson has what could be characterized as a
traditional view of financial aid and its relationship to student
choice. The Enrollment Management Cabinet recommends that Anderson
”maintain the current policy of meeting a student's total calculated
financial need.“ "Thirty percent of total need” should be some form.of
“gift aid.” (federal, state, institutional, church) These
recommendations are modest and will not thrust Anderson into an

aggressive financial aid response to applicants.

An Organization to Develop a Black Student Enrollment

Anderson university in early 1988 approved the five enrollment mix
goals that serve as foundational objectives for enrollment planning.
Three of the student mix goals factor specifically into Anderson's
intent to develop a black student enrollment. -

l. Tb increase the percentage of minority students by 10 percent

each year from 1989-90 through 1993-94.
2. Tb ensure a 50-55 percent representation of Church of God

students in the traditional undergraduate student body.

79
3. Tb increase the undergraduate student retention percentage by 1
percent each year through 1993-94.
The fall 1988 black student enrollment compared to fall 1989 shows a
growth of 21 students or well above the 10 percent goal. (see Table 13)

Table 13
Tbtal and Black Student Ehnolllent
at.Anderson.Uhiversity: 1986-1989

 

 

1986 1987 1988 1985

Tbtal (head count) 1763 1866 1929 2000
Tbtal Black 61 63 79 101
Percent of Tbtal 3.5 3.4 4.1 5.0

 

Source: Statistical Profile of Black Student Pbpulation, Anderson
university, Spring 1987 to Fall 1988, Spring 1989 to Fall 1989

Recruitment of new black students gives a similar picture of
Anderson's growing black student population. New students are defined

as either freshmen or transfer students. (see Table 14)

Table 14
Fall Enmollment«of‘New
ZBlack Students to
Anderson university: 1986-89

 

 

1986 19
1987 26
1988 33
1989 51

 

source: Statistical Profile of Black Student Population, Anderson
University, Spring 1987 to Fall 1988, Spring 1989 to Fall 1989

80

Nineteen eighty-eight to 1989 shows a 54 percent increase. Anderson
does have a growing population of nontraditional students (over 25 years
of age) and they accounted for fourteen of the 1989 total. Nine of the
1989 total were admitted into the Alpha program.

Of the total black student population of one hundred at Anderson in
1989, only thirty-four clainm an affiliation with the Church of God.
This represents a 6 percent decline over 1988, and it falls well below

the 50 to 55 percent student mix goal.

Table 15
Chirdn Affiliation of
Black Stndennts at Anderson University

 

 

1986 1987 1988 1989

Church of God 24 data 32 34
Other Churches 11 not 20 28
No Church Listed 26 avail. 29 29

 

Source: Statistical Profile of Black Student Population, Anderson
University, Spring 1987 to Fall 1988, Spring 1987 to Fall 1989

Anderson University faculty expressed their desire to increase the
black student population. In the institutional culture survey given by
ms, full-time faculty affirmed their commitment when 74.5 percent
stated that Anderson "should increase our attention and resources for
recruitnment and programming of ethnic and minority students." However,
one senior level administrator conveyed his concern regarding the level
of commitnment of the institution. "The point at which we are most
vulnerable is how intentional we've been in structuring the goals in
operational terms, such as additional staff, funding for progranms, just

the old fashioned putting your budget where your priorities are. We'd

81
be hard pressed to show on paper that there are nnore dollars going to
the recruitnment and adnmission of black students today than seven years
cage."

The relationship between the minority student enrollment goals and
the admissions and academic standards of the University is a point of
disagreement. The Enrollment Management Cabinet approved a standard ”to
deny students who have both graduated from the lower quartile of their
high school class and having SAT Board scores of 700 or below. This
policy would not apply to students affiliated with the Church of God,
having minority standing, or if dependents of Anderson University
alumni." The faculty modestly support this policy. In the mains
survey, 61.8 percent of the full-time faculty agreed that "given the
mission, adnmissions policies should continue to allow for a wide range
of students with differing intellectual abilities.“ me administrator
in answer to a question regarding admission standards responded, "I'm
not interested in bringing in the best. We've dealt with that and
agreed we could take a risk.“

The Director of the Alpha progranm, designed to provide academic
support for freshmen admitted with academic needs expresses caution
regarding the more open adnmissions standards for certain types of
students. "I am beginning to evolve some strong feelings that we not
admit students sinnply because we want to increase our black
enrollment. I arm concerned about admitting students who are maybe very
borderline. . . . Sonetimes we set these kids up to fail.“ A black
faculty member talked of his concern about the "academic misnmatch that
may occur.“ He wondered about "the interpretations it gives because it

leads to stereotypes." The Committee for Racial Inclusiveness did

82
address this concern and noted that the University should ”ensure that
recruitment and admissions of minority students is done from a pool of
academically eligible and potentially (with academic support) successful
students' (see Appendix D, 10).

Retention statistics seem to support the concern about enrolling
high risk students. Of the ten black stndents enrollinng as freshmen in
the Alpha progranm in 1989-90, seven have witldrawn or not returned.
However, one adnministrator felt that 'wnen students have left because of
academics, it's because of other reasons impacted upon them. It's
because of insensitivity in the classroom. . . . and the extra
assistance that should be given to a student. Many black students cone
from public school systems where they're underprepared in conparison to
their white counterparts."

Most administrators interviewed feel the efforts to enroll black
students are still organizationally fragmented. One adnministrator said
we‘re “fragmented, attempting to develop but having anmbivalence about
what that means. . ." Another said ”we are on track in aggressively
setting the plan in motion but haven't totally done onr honework. . ."

Annbivalence is understandable since there is no one strategic plan
governing recruitment and retention of black students. The Director of
Admissions says the ”student mix goals are my marching orders,“ but the
recomnendations of the Committee on Racial Inclusiveness are not policy
nor are they formulated into a strategic plan. Recruitment is the
priority and concerns about retention are only beginning to surface.
There is disagreement as to whose responsibility it is to collect
retention data. Consequently only bits of information are available.

T‘te commitment to developing a black student enrollment is strong enough

83
among most key leaders so that as one senior administrator put it, ”we
talk fairly regularly about the pain of losing minority students and
that pain is getting worse with every loss."

The recruitment strategy toward black students is substantial, but
some feel it is still not enough. The Admissions Office employs a one-
half time black admissions counselor, but recently declined adding a
’full-time person "for budget reasons," as one staff member put it.

Anderson's pool of black prospective students is primarily
developed from their contacts with various Church of God congregations
and other evangelical churches they have identified as having large
black populations. Although the Admissions staff does add to the
prospect pool through their extensive high school and college fair
visitation, particularly in Indianapolis, the church strategy is the
core of their efforts.

The Admissions Office has identified "fifteen or twenty“ Church of
God congregations that they visit annually. Tb support this nurturing
effort, the Admissions Office employs a student vocal group made up
primarily of black students called "Fruits of the Spirit" that annually
does forty concerts in churches and high schools. Their expenses are
paid for by the Admissions Office. A few years ago the University
recruited a "Key communicators" group from within the faculty to speak

in black Church of God congregations. One member of this group reported
that "as a result of that kind of invitation being extended from.those
churches, we discovered that a lot of the black church leaders had a
sour taste in their mouth about encouraging their church constituents to
come to this University." The Director of Admissions reported that the

“black Church of God is growing faster than any other segment but

84
Anderson is not getting its share.”

Tb further build bridges with the black Church of God, Anderson is
well represented at their annual youth conference. Nearly 5000 young
people attend this conference held during the Christmas holidays.
President Nickolson and "one or two other Anderson faculty and staff"
represent tte University at these conferences. The Director of
Admissions has a ”dream that some day we can further build bridges by
bringing key black pastors on campus for a two or three day visit."

The financial aid policies nmodestly support the minority student
enrollment goal of growing by 10 percent each year. In 1989-90
approximately $20,000 was budgeted for financial aid to support the
institutional initiative to develop a black student enrollment, and in
1990-91 this was nmore than doubled to $50,000. The Director of
Financial Aid and the Director of Minority and International Student
Services will work together to distribute these funds to students.

The publications produced by the Adnmissions Office for distribution
to prospective students peripherally address the institutional priority
of developing a black student enrollment. The viewbook does not mention
cultural or ethnic diversity as "an Anderson advantage." Two minority
students, one black and the other Hispanic are pictured in the viewbook
next to a brief discussion entitled "diverse students with a cannon
bond.’I No minority alunmni are included in a striking insert to the
viewbook called 'One to me.” In this section, three alunmnni are
highlighted, each with a two page description.

Anderson is working at building canmpus awareness of the need for
cultural understanding and sensitivity between black and white staff and

students. Dnring the 1988-89 academic year, the Director of Minority

8S
and International Student Services conducted three Creating Action for
Racial Equality (CARE) workshops. The workshops were developed for
faculty and staff to create awareness of the need to understand and
value cultural and racial differences. Attendance was strongly
encouraged by the President in a letter to faculty and staff but not
made mandatory. Some on campus are pleased that the workshops raised
awareness, but are disappointed so few’people attended. One
adnministrator noted that the workshops created resentment in staff
because "the overriding premise was that Whites are racist.“

The Committee for Racial Inclusiveness created a document entitled
"celebration and Thanksgiving for Our Life Together.” The document
served as a liturgy for a special chapel session. The liturgy called
the Anderson comnunity to the importance of racial reconciliation and
reminded the university of the need to intentionally work toward
changing Anderson to be racially inclusive. The committee also
developed a bibliography on the subject of racism and racial
inclusiveness, “sent many articles to targeted individuals," and worked
to develop the library holdings on topics such as racism and cultural
diversity.

The new President of the student body for 1990-91 who is a black
student acknowledges that I'Anderson is in the infancy stage” in
developing a multicultural community, but he also feels the university
”is working in the right direction." "It's easier at a Christian
college,“ he adds. A black staff member disagreed with this
perspective. "I have discovered one thing that is really alarming. I
came to this institution because it was a Church of God institution, and

I thought it was the best kind of environment of mixing the academic as

86
well as the spiritual. I have come to understand that some of the
biggest problem exist within the church and I include this institution
as part of that. . . . So I think what I have discovered is that so very
often I'm seeing seonlar institutions that are moving nnuch further ahead
in term of affirmative action, racial inclusiveness, and having and
planninng for minority students on campus."

Anderson has a Minority Student Union but attracts only nnodest
interest and support from the black students. The Director of Student
Activities "seeks out black students' to encourage their participation
but has limited success. One black staff member noted that two
Presidents of the student body in the past seven years were black
students. Anderson also has groups of students forming ”social
clubs.“ The ”social clubs” resemble fraternities and sororities, but
students are not voted into the clubs. Although "sizable numbers of
students are involved, black students are usually not interested,"
reports a black upperclassnman.

While there was an intentional effort to recruit and appoint two
black resident assistants for the 1990-91 academic year, the residence
hall progranm in general does not focus on the particular needs of black
students. One member of the Student Services Division expressed
ambivalence about confronting the varying needs of students. "I think
it's great to have a little diversity on our campus and I'm in favor of
having more minority students. But I go back and forth. . . . I believe
its important for all of us to have a support group like the Minority
Student Union, but on the other hand, I wish there was just a student
union. . ."

Similarly, one black student said he felt white students often

87
questioned the need for support services for black stndents. He wished
students would 'renember I'm black and be sensitive to my needs. I
don't like people's statement that they're color blind.“ The 1990—91
President of tie student body has as a goal to encourage the
adnministration to introduce a black history course and evaluate other
currionlum possibilities that affirm black culture and create
awareness. mover, the University struggles with what is to
appropriate course of action to follow. Many advocate a point of view
that could be described as desiring assimilation, as evidenced by the
interest in unified student organizations; and others affirm an
integration point of view that desires events and curriculum affirming

racial indentity.

An Organizational Culture

The commitment toward becoming a nmore diverse commnity is clearly
expressed by the President of Anderson University and the administrative
leadership. This commitment is articulated through the metaphor of a
servant. Several tinmes faculty and staff who were interviewed voiced a
commitment to becoming racially inclusive as grounded in Anderson
University's relationship to the Church of God. Black membership in the
Church of God is approximately 17 percent and Anderson feels it nnust
serve this constituency. Oe senior administrator and long-time nnember
of the Anderson conmmnnity summarized this relationship. "By committing
ourselves to be firmly rooted in the life of that church, we are

committing ourselves to a potential constituency of black students."

88

T'ne commitnent is also more broadly focused toward educational
goals. We must become racially inclusive ”to properly educate in the
twenty first century. . . . We nnust be sufficiently assertive in
becoming a racially inclusive campus. . . ." states President
Nickolson. One of the responses to this stated commitment is hiring of
black faculty and staff. In 1989-90 there were twelve black staff and
two were full-time faculty. This represents significant growth over the
early 1980's when there were only one or two staff and faculty.

However,youdonotneedtobeoncampus longtosense the
disagreement of implementation strategies and the pace of change toward
racial inclusiveness. The first administrator interviewed at Anderson
noted the likelihood that disagreement would surface. The disagreement
is rooted in the history of Anderson University and its association with
a church that has openly struggled with how to be inclusive in its
progranms and individual congregations. It is also rooted in the faculty
that one black staff member described as having an "old guard” that
maintains ”pockets of power." These faculty are described as
"conservative, they're not fighting against change but are taking a
'wait and see' attitude."

A member of the Committee on Racial Inclusiveness said they
encountered ”a real lack of awareness toward the concept of racial
inclusiveness, and a resistance - a subtle racism. I use the word
subtle very intentionally. I don't want to go around calling people
white racist pigs but I know what's in me and over the years I've had to
work on that. . . . I have had to work on what mny white society has
done. Ninety-nine percent of our faculty were trained by white

professors and white textbooks in white universities. . . . So they

89
don't see a problem. When they don't see a problem, and soneone stirs
one up they are seen as troublemakers. . . . There was no racism until
you created it." The "strongest impediment" this person feels exists
"to creating an atmosphere for Blacks to function in a college like this
is faculty and staff. Not negative just apathetic." Another faculty
member described faculty apathy as ”not being confronted enough to
surface resistance.“

The faculty are not playing an important role in promoting change
toward becoming racially inclusive. The Dean of the College wishes the
faculty would be more involved and own the racially inclusive goals of
the university. However, he is cautious about Anderson's ability to
hire more minority faculty. He noted that Anderson ”advertised ten

positions in Black Issues in Higher Education and didn't receive a

 

single inquiry.“ His solution is to "grow your own faculty and network
with black members of the Board, alumni, friends and pastors."

currently Anderson does not have an affirmative action policy.

Calvin.Cbllege

The History and Mission

Calvin College is owned and operated by the Christian Reformed
Church of North America. The Christian Reformed Church (CRC) was
fbunded in 1857 by immigrants to the United States from the

‘Netherlands. The founding date for Calvin College is 1876. In that

90
year the Christian Reformed Church adopted a six-year curriculum for
ministerial training.

In 1894 students who were not pretheological students were admitted
to an expanded curriculumq and thus the school became a type of
preparatory school or academy. In 1900 the curriculum was broadened to
serve students interested in teaching or preparing for preprofessional
courses in universities. By 1906 the school became known as John Calvin
JUnior College. The two-year college became a four-year college and in
1921 Calvin College awarded its first Bachelor of Arts degree.

By 1930 Calvin College reached its preéWbrld war II size of 350-450
students. In 1941 the enrollment grew to 520 and after the war in 1950
to 1270. Fall 1989 enrollment at Calvin College was 4300 students.

A.member of the faculty says, "there's a way in which you can't
even begin to think about the history of Calvin College apart from the
Christian Reformed Church.“ Another faculty member felt "this
relationship is probably as intimate as that of any college in the
country. . .' This is illustrated, he says, in the Board of Trustees,
elected from forty-two denominational geographic districts called
classes. Typically about half of the trustees are ministers and half
are lay persons. A church historian said "there never has been a
serious attempt to break the relationship.”

Today the Christian Reformed Church is a small denomination of
approximately 949 churches located in the United States and Canada. The
Church remains predominantly Dutch, however the Synodical Committee on
Race Relations (SCORR) reports significant increase within the church of
other ethnic groups. There are 111 churches characterized as

“multicultural” and of these fifty-four are Asian, thirteen black,

91
fifteen Hispanic and twenty-six Native American.

Dr. Nicholas Wbltersdorff, former philosophy professor at Calvin
College, distinguishes four periods in relating the history of Calvin
College and the Christian Reformed Church (Wblterstorff 1989, 45-47).
During the first period 1920-1945, Calvin College remained small and was
a “project §9£_the Christian Reformed Church.“ The college was viewed
as serving members of the church and the ”school longed for status on
the American academic scene" (Wbltersdorff 1989, 45). The second period
lasted from 1945 to 1965. Calvin College experienced rapid growth in
enrollment and made the decision to develop a new campus. ”The college
was still living on the religious-intellectual capital it had inherited
from the Netherlands . . . it was still inward-looking'and separatist"
(Wblterstorff 1989, 46).

The next two periods marked significant change in Calvin's
position, The third period from.l965-1985 was characterized by many new
curricular initiatives, and "the relations to the Netherlands withered
away. The college entered the world of the evangelical colleges and
came to be acknowledged as a leader therein, faculty members developed
close Catholic and ecumenical contacts . . ." Also during this period
the number of both the faculty and students not from the Christian
Reformed Church markedly increased. "The picture is one of rapid
internal diversification, articulation and strengthening, combined with
a rapid opening up and out ' Calvin is an institution ”entering
adulthood, facing the dangers and opportunities of that transition"
(Wblterstorff 1989, 46). The fourth period, Wblterstorff says, is the
period beginning in the late 1980s. It is characterized by a mood of

“considerable anxiety among older faculty.“ Calvin is an institution

92
entering adulthood, facing the dangers and opportunities characteristic
of that transition“ (Wblterstorff 1989, 47).

The aim and purpose of Calvin College as stated in the catalog is
“to provide an education that is Christian and is shaped by the
Christian faith as reflected in the Reformed standards. This finds its
broadest expression in the study of the various liberal arts, where
students are encouraged to develop value judgments which are grounded in
the knowledge of their relationship to God, themselves, fellow human
beings and to the world, and to acknowledge the Lordship of Christ over
all.“ The catalog describes this Lordship by noting that the Christian
Reformed Church “stresses the sovereignty of God in every part of life -
in the family; the church; the state; in world affairs; in economic,
social and political life; in business; and in learning and the arts“
(Calvin College Catalogue 1990-91, 6).

Many attribute this stress on Lordship over all of life to an early
nineteenth century Dutch philosopher, AbrahamnKuyper. In fact, often
the Christian philosophy underlying the Calvin College mission is
described as Kuyperian.

The Calvin College mission statement briefly given is ”to seek to
serve Christ and His kingdom by being a faithful Reformed Christian
institution of higher learning." More specifically, the college mission
to students, church and world includes:

1. Preparing students for Christian life through an education based

substantially upon the liberal arts;

2. Producing works of Christian scholarship and engaging in

appropriate Christian service; and

3. Developing Christian community among those who study and work on

campus.

93

An Initiative to Develop an Ethnically Diverse Student Population

T'ne history of Calvin College since 1966 is dotted with events
having a ”minority concern“ focus. In 1966 Calvin established an Upward
Bound program for disadvantaged high sclool students. Tie program
continnued until 1977. In 1970 tie Board of Trustees and the faonlty
approved a recommendation instructing tne college to create a program
for recruiting evangelical Christian students who are members of
minority races in North Anmerica. From 1971-77 Calvin participated in a
Special Services program in a consortium with four other Grand Rapids
area colleges. In 1977, 1979, 1981 and 1983 President Anthony J.
Diekema appointed committees to study minority concerns at Calvin
College.

One of the most significant developnnents during the 1970 to 1983
period was tie endorsement by the faculty in October of 1979 of a
resolution aimed at increasing the number of minority faculty. The
resolution states: "Affirming its desire to be of effective service to
the cm, this college, and the wider Christian commmity; the faculty of
Calvin College endorses the active recruitment of minority faculty
nnembers wl'o are committed to the principles and goals of this
institution." The central claim in support of this resolution was that
there exists an all-college need which can best be satisfied by the
presenoe of. faculty who are from minority races in North Anmerica. The
Professional Status Committee which develops policy on faculty
recruitment and interviews all faculty candidates advised the
adnministration: l. to require all departments to engage in a serious

and continuing search for minority faculty menmbers, irrespective of

94
present department staffing requirenments; 2. to report procedures
followed to recruit minority persons; 3. to enoourage faculty exchanges
to pronote tle presence of minority faculty; 4. to consider the support
of minority students in graduate school as a meanns of training persons
for potential appointment to the faculty. The adnministration accepted
this advice and ”regarded it as tte nmeans to be used to implement tre
faculty resolution of October, 1979.”

The 1981 Minority Concerns Monitoring Committee was appointed by
the President to oversee the total college effort as outlined in the
report given to the President in the spring of 1979, evaluate the
progress made, and make recommendations to the President. This
committee made new recommendations and in 1983 the President appointed
another nnonitoring committee to evaluate progress of the 1979 and 1981
recomnendations. Other than the previously mentioned faculty hiring
practices, little institutional change supporting minority concerns is
evident during this period.

In May of 1984, the college considered signing a contract with the
Synodical Committee on Race Relations (SCORR) of tie Christian Reformed
Church to assist in following through on previous reconnendations and
developing a strategic plan governing efforts labeled ”minority
concerns.“ In Novennber, President Diekenna appointed a Minority Concerns
Task Fbrce that included a consultant member from SCORR as well as
faculty, student, alumni and Board of Trustee representation. Professor
Edger Rice, a nmember of the faculty known to be a strong advocate for
minority concerns was appointed chairman. President Diekemna mandated
the task force ”to develop a comprehensive plan for the pronotion and

development of minority leadership at Calvin College. Such a plan

95
should lead toward the integration of nmnltiracial life; and to fulfill
what the college has already identified as an 'all college need. '
Conseqnently, your task force should include in its activities the
development of a plan which includes, but is not limited to, the
following areas:

1. Faculty and staff recruitnent, negotiation, and retention of

minorities at Calvin.

2. Minority stdent recruitnent for Calvin.

3. Administrative policy review and recomnendations as it relates

to and impinges upon minority leadership development at Calvin.

4. Campus-wide racial attitudes and the student life environment at

Calvin.
5. Currionlum design and content as it relates to minority
leadership developnment at Calvin.
The President attended the first task force nneeting to present the
mandate.

The task force nnennbership had broad representation and most nmemnbers
were known to be advocates for change in this area of institutional
life. One faculty member described the task force membership as an
"indigenous cadre of institutional blue-bloods,” and as "a very small
segnment of the populace, an elite segment - a kind of strike force -
that was able to get through the administrative machinery." After one
year and tventy five nmeetings, the task force presented a "Comprehensive
Plan for Integrating North Anmerican Ethnic Minority Persons and Their
Interests into Every Facet of Institutional Life" to the President (see
Appendix E). In January, 1986 the plan was given in concept approval by
the faculty, and the Board of Trustees did the same in February 1986.

96
Any specific strategies to implement the plan, even those suggested in
it, must be approved by the appropriate collegial body.

The comprehensive Plan at Calvin College is a vision for bringing
diversity to institutional life. It addresses the need to include all
North American ethnic minority people, and does not single out black
Americans. However, Calvin's enrollment history is such that developing
a larger black community at Calvin is critical to the success of the
plan. The plan outlines four critical areas that are in need of focused
attention: 1) Faculty and staff - the recruitment and retention of
ethnic minority persons and the development of multicultural
community; 2) Student life - the recruitment and retention of ethnic
minority students and the development of multicultural student
community; ‘3) The broader Christian community - building bridges of
commnnication and cooperation with ethnic minority comnunities; 4)
Curriculum development - a curriculum that demonstrates appreciation of
cultures other than those dominant in North America and Western Europe.

According to the document, four themes underlie all the goals and
strategies contained in the plan. "First, academic excellence at Calvin
will be maintained and more likely improved for a multicultural
community is better than a homogeneous one. Second, change at Calvin is
mandatory, something we must do soon and with great resolve. Third, the
change must be comprehensive, reaching into all facets of Calvin's
institutional life. Fburth, to ensure success the plan is careful to
assign, where appropriate, authority and responsibility to specific
individuals, divisions, departments and committees” (see Appendix E, 2).

Goals in each of the four critical areas of the Comprehensive Plan

goals were developed. waever, these goals are seen only as broad

97
guidelines by tle administration or faculty. The faculty, during the
debate concerning adoption of the plan questioned the realisnm of the
goals and clearly voiced their concern that the goals be markers but not
quotas. Thus, little is said at Calvin concerning tle progress of the
college in relation to the Conprehensive Plan goals. In fact, the 1990
freshnman admissions goals are less than half what planners felt would be
necessary to proceed toward meeting the 15 percent enrollment goal.

In tie area of faculty and staff, the plan set forth two goals: 1)
by the year 2003-04, 15 percent of both faculty and staff will be
comprised of ethnic minority persons; 2) faculty and staff will live and
work together in a multicultural comnunity. There are no specific goals
for administration or staff. The plan lists three goals in the area of
student life: 1) by the year 2003-4, 15 percent of the student body
will be comprised of ethnic minority students; 2) retention figures for
ethnic minority students willnot differ from those of the wtole student
body; 3) students of all ethnic origins will live and stndy together in
Christian comnunity. The plan speaks to Calvin's relationship to the
broader Christian commnnity and articulates two goals: 1) Calvin will
be seen as a credible witness of the culturally diverse character of the
Kingdom of God; 2) Calvin will build bridges of comnunication and
cooperation with ethnic minority comnunities. The goal for curriculum
development is that Calvin graduates will know and appreciate cultures
other than those dominant in North Anmerica and Western Europe, and that
they will be prepared to interact effectively with people from cultures
other than their own (see Appendix E, 2).

The goals and strategies of the Comprehensive Plan are
ideologically positioned within a biblical and creedal framework that is

98
embraced by Calvin College and the Christian Reformed Church. The
introduction speaks to "a vision of a Christian comminity that
celebrates cultural diversity and is shaped by the biblical vision of
tie Kingdom of God, a Kingdom formed . . . . from every tribe and
language and people and nation“ (Revelations 5:9,10) . This
introduction also chastises Calvin and reminds tie commnnity that "as
long as Calvin remains a one-race, one—culture institntion in which the
few ethnic minority persons present are isolated by our insensitivity,
we present a distorted, or at best, inconplete portrait of the Kingdom
of God.” The report further notes that “Calvin College is currently far
from realizing this vision. In practical terms, we in the Calvin
College commmity nmnst recognize that ethnic minority faculty and
students do not feel comfortable here" (see Appendix E, 4)

Even before the Conprehensive Plan was approved by the faculty,
Calvin implemented a strategy for increasing minority representation in
the faculty. Soon after approval, the administration approved two new
administrative positions suggested by the task force; Director of
Academic Miltionltural Affairs, a position with faculty recruitment and
curriculunm development as its goal; and Director of mlticultural
Stndent Development who would direct attention toward student
developnment and retention issues. Calvin also approved and funded an
on-campus six week sunmner progranm for ethnic minority high school
students recomnended by the task force.

The Minority Concerns Task Force had as one of its last agenda
itenns, developing a transition strategy to ensure implementation of the
plan's goals. The task force decided to disband and to ask the

President to form a new standing faculty committee called the

99
Mnltionltural Affairs Committee. The mandate of the committee was "to
function as the principal agent of the college in the development and
maintenannce of a genuinely nmnlticultural educational commnnity. It
shall review, develop, articulate, promote, and evaluate policies and
procedures at all levels of college life . . ." (see Appendix E,
appendix C,4). The chairperson said the task force “worried about
passing the baton to a standing committee. How would they take the ball
and run with it?“ He said, the task force "assumed that implementation
of the comprehensive Plan into the organizational structure of the
college would happen best given the clout of a standing committee. The
task force wanted to hook their momentum into the organizational
structure of the college." Consequently, departments were expected to
aggressively recruit and retain faculty and administrative divisions
were expected to develop strategies for student awareness of the value
of a multicultural commmity.

Since approval of the comprehensive Plan, Calvin produced a video
tape which boldly articulates the need for such a plan and outlines the
themes and critical areas addressed. The video tape was distributed to
some area pastors, high school counselors and alumni, but has not
received wide circulation. The communication goal of the video tape was
to demonstrate Calvin's resolve to change and to inspire others to
consider support for the college. Also since 1986, Calvin officials
have traveled to several conferences and campuses to describe the
plan. Groups of officials from other campuses have visited Calvin's
campus to discuss development and progress of goals included in the
comprehensive Plan. Particularly among evangelical liberal arts

colleges, the plan is seen as a model to work from.

100

Ironically, Dr. D. John Iee, a psyclology professor who researched
the Calvin student body and faculty concerning their attitudes toward
ethnicity says ”most people at Calvin perceive the Comprehensive Plan as
having little to do with them? (Lee and Rice 1990, 77). The student
newspaper _Ch_i__me§ in a March 2, 1990 editorial says ”the Conprehensive
Plan has not attracted attention in any way that an expose on some
pressing immediate issue might expect to. Dealing with such a vast
topic may contribute to its relative obscurity."

Sone at Calvin feel the efforts to implement the Conprehensive Plan
are too narrow. One minority member of the faculty noted disappointment
in the ”restricted scope of the efforts of the plan. It's pretty much a
recruitment plan." Another suggests that ”people see the comprehensive
Plan as simply an affirmative action document, not as a community
affair." An ethnic minority member of the administration feels Calvin
is in "too much of a numbers game." lee and Rice in their reflections
suggests the “plan may simply be a marketing t001 in addressing the
increasing number of ethnic minorities in North America and the
decreasing number of Dutch American Christian Reformed students" (Lee
and Rice 1990, 83).

Since the plan's introduction some tension has surfaced whether
Calvin's efforts are to become a multiractial community or, as the plan
says, a multicultural community. The progress report written by the
Academic Affairs Division in the summer of 1989 says in the first three
years, the comprehensive Plan has taught us a "few lessons." One lesson
was that ”multicultural is not the consequence of just adding minority
persons. Tb become multicultural requires transforming the

institution." One minority administrator wonders whether "this

101
institution is looking for members who look different but who talk,
think, pray, and dress as the majority do? Or is multiculturalism the
ultimate goal?“ A faculty member in a March 1990 article in the Chim§§_
suggests that "forcing the Calvin community to become more multicultural
is an admirable goal, but I have a problem with importing minorities to
acconplish this goal.“ later in tie article he adds “Calvin nnust
determine just which needs and wants it is trying to satisfy - without
referring to race, color or sex - do it realistically and do it
soon . . .'

Today President Diekema feels the community gives initiatives
related to the comprehensive Plan "moderate priority." “Becoming a
multicultural campus is important to the faculty . . . but I think they
would put opportunities for research higher; they would certainly put
enhancing broad based liberal arts as higher than multiculturalism.” He
does not feel that looking from the outside ”you could describe Calvin
as having all out total institutional commitment.“ The Provost
describes faculty as 'pesshmistically supportive.“ They believe we
ought to do it, but can't."

Three of the key advocates of the plan, two who are black members
of the commnnity, are very concerned about the future of the
initiative. One said the plan has ”outlived its usefulness." Another
said it is a "document of the past," and the other campus leader said he
felt a "sense of stagnation, a sense that the thrust, the momentum.that
originally was there in the creation of the plan and initial
implementation, that it is lost"

T'wo other minority nmenmbers of the comnunity expressed skepticisnm.

One feels there is an "apathetic majority that nobody has been able to

102
influence in a substantial way. You've got to realize that for busy
people, especially in the majority, these kinds of issues are on the
periphery.“ The others did not think ”people really understand what it
means to be multicultural here; they are satisfied with the culture that

is present."

An Enrollment Managenment Organization

Although Calvin employs an aggressive recruitment program.and is
very conscious of its enrollment future, no formal organization
described as enrollment management is present. TWO of the key
components, admissions and financial aid, are included in the
Advancement Division which also includes development, college relations
and alumni relations. The Advancement Division is the nucleus of
enrollment planning but the division does not take responsibility for
retention.

The Vice President for college Advancement keeps all enrollment
data and makes short and long range enrollment projections. Since both
admissions and financial aid are in his division, he becomes an
important link often convening meetings with staff from these offices to
discuss strategy and mutual concerns. These two functions do interact
frequently, but no formal linkage exists other than through the
division.

In total, Calvin's enrollment management approach is focused on
student recruitment and its supportive counterpart, financial aid.

There is little or no communication between admissions and student

103
affairs staff that might be construed as retention or enrollment
nmanagement planning or programming. T're college did sponsor a day long
retention meeting for selected administration and faculty in July,
1989. The meeting was jointly planned by the Vice President for Student
Affairs, the Registrar and the Director of Admissions Development.

Tie admissions policy is described as moderately selective. Sone
faculty even refer to the policy as open admission. In his orientation
remarks for new faculty, Nicholas Wbltersdorff notes that “the college
is extrenely egalitarian . . . this same egalitarianisnm operates in
admissions policy. Some applicants are indeed denied admission because
they show no promise of success. But promise of success is the
criterion for admission. T'ne college has never ainmed at exclusivity; it
has aimed to serve a broad range of young persons interested in, and
capable of, Christian learning at the college level" (Wbltersdorff 1989,
34). The policy is meant to allow'Calvin to serve Christian Reformed
constituents, but has not been altered since the enrollment became more
denominationally diverse in the 1970's and 1980's.

According to the college catalog ”applicants with a high school
average of C+ to B- (2.5) or higher in their college preparatory
courses, whose ACT’composite, English and Mathematics are 17 or higher
or whose SATeverbal is above 370 and the SAT-Mathematics is above 390
are normally given regular admission" (Calvin College Catalogue 1990-
1991, 19). Over the past several years the average high school grade
point average of freshman has held steady at about 3.1 and average ACT
composite also fluctuates only between a low of 22.3 and 22.8. Fewer
students take the SAT test for entrance and the SATnaverage remains

relatively steady at around a 500 verbal and 550 Math. About 35 percent

104
of the freshmen class enters Calvin with a 3.5 to 4.0 grade point
average.

Any applicant falling below regular admission guidelines is brought
to tie Committee on Admissions. T'ne committee is chaired by the
Director of Admissions. Other mennbers include the Registrar, Director
of the Academic Support Program, a member of the Student Affairs
Division and two faculty members. The committee examines the academic
credentials of the applicant and determines the type of admission. If
the applicant is neither given regular admission nor denied, he or she
is likely given conditional admission. Conditional admission requires
the student to limit course registration during the first semester, and
participate in the Academic Support Program (ASP).

ASP focuses on both developmental and remedial needs of students.
The program is staffed by six professionally trained staff who work
individually with each conditionally admitted student or students
referred by the faculty. Conditionally admitted students are required
to take a study skills course and a special basic English or math course
depending on the students deficiencies. Tutors are also available at no
cost to the student.

Since 1970 when the college decided to expand beyond a primarily
denominational student base, the recruitment program has grown. Today
the admissions staff numbers eight full-time and two part-time
professional staff. Their annual ”Action Plan" is marketing oriented
and divides the markets into two basic groups: Christian Reformed and
other-than-Christian Reformed students. The annual enrollment goals are
set by senior administration who track demographic trends in the

Christian Reformed Church and ”feeder" Christian high schools.

105

The recruitment effort is extensive and could be categorized as an
aggressive effort. The admissions staff visits almost two hundred high
schools in the Uhited States and Canada, but focuses most of its
attention on Michigan and the Chicago area. An ambitious schedule of on
campus events for prospective students and their parents is also
planned. Annually the Admissions Office works with about 12,000 senior
high school prospects and is able to track their progress toward
admission through a computerized data base. Each summer an ”Admitted
Student mply Form“ is sent as a research instrument to deternmine where
applicants plan to enroll who are not intending to enroll at Calvin, and
what were the college choice factors affecting their decision.

Annually, Calvin dispenses over $15 million in various forms of
financial aid. There are three professional financial aid staff
involved in a program the director describes as ”not aggressive by any
means." The financial aid staff do participate in the recruitment
effort of the college through presentations on financial aid
opportunities at almost every on-campus admissions office event, through
a series of January presentations off-campus at Grand Rapids area
”feeder" Christian high schools and nationally in major Christian
Reformed constituent regions.

There seems to be good communication between the admission and
financial aid staffs. The Director of Admissions Development made a
presentation during the financial aid staff retreat, and in the spring
of 1990, the two staffs:met together often to discuss how to communicate
financial aid awards and how to expand scholarship opportunities.

Since Calvin College does not perceive it has a retention problem,

it is not an institutional priority. Periodic meetings are held to

106
discuss comparative registration data, but there is no retention
strategy. The Student Affairs Division has what they describe as an "ad
hoc program" for student retention. The college does not conduct exit
interviews but does get Resident Directors to list the students in their
residence halls who they feel are planning to leave Calvin. The
Registrar's Office also gives each Resident Director a list of students
who were eligible but failed to register for the next semester. The
Resident Director is expected to talk to each of these students and
inquire as to their reasons for leaving Calvin. As appropriate, the
student is referred to the Financial Aid Office, an academic department
or another area of student services. The system is described as "using
the existing organization to form a network that hopefully catches
students before they leave for reasons that can be addressed."

The college does engage in annual institutional research through
participation in the American Council on Education survey of freshmen.
Two research projects, one in 1980 and another in 1986, examined the
differences in student response tonCalvin based on their denominational

differences.

An Organization for Developing a Black Student Enrollment

The comprehensive Plan did not specify black students as the
primary target for programming, however, this group is the major focus
of institutional effort. In spite of significant attempts at
encouraging black students to attend Calvin and black scholars to join

the faculty, the results since 1986 are only moderately encouraging.

107

Table 16
'Total and Freshmen Enroll-entnof All
Students and Black Students at
calvinanllege 1986-1989

 

 

1986 1987 1988 1989
Tbtal (head count) 4197 4359 4505 4325
Tbtal Black 27 38 46 42
Tbtal New Freshmen 1022 1149 1127 992
Tbtal Black Freshmen NA NA 13 11

 

Source: Fall Report of the Calvin College Registrar.

Today Calvin employs three full-time black faculty, although one
announced he would be leaving at the end of the 1989-90 academic year.
There are seven black support staff and three black administrators. The
Director of Academic Multicultural Affairs, who is responsible for
minority faculty hiring, reports that from 1987 to 1939 his office made
one hundred contacts with minority faculty prospects and arranged
twenty-five campus visits. For 1987 and 1988 these efforts were
coordinated by an Ethnic Minority Faculty Recruiter who was a faculty
member given one course per semester released time. From 1986-1989, 12
percent of tenure track appointments were to ethnic minority faculty,
although some of these faculty have since left Calvin.

Structurally, efforts toward developing diversity at Calvin are
diffuse. This is by intent and represents the thinking of the task
force developing the comprehensive Plan. The task force envisioned a
campus that owned the vision and individually, departmentally or
2divisionally initiated programmatic responses to meet the goals of the
plan. While some feel the faculty standing committee (Multicultural
Affairs committee) fills a coordinating role, members of the committee

see their role differently. One committee member said the "mandate is

108
too big,“ and another commented that the ”presence of the committee is
not felt. The expectation is that we be a watchdog but there isn't
enough time."

There is an undercurrent of expectation regarding leadership that
emnerges in conversations with administration. One director said he
felt “no sense of accountability toward goals of the comprehensive
plan.“ He looked “to upperlevel administration for leadership in
something like that. It's an institutional commitment and that's where
I would expect the leadership to come frame" Another black member of
the staff noted "the plan is without a leader. The President is
supportive but isn't directing the plan." The President however, views
leadership differently. ”I guess fromnday one (after the comprehensive
Plan was approved) my involvement has been basically that of trying to
stimulate the college community and particularly the faculty to take
initiatives. That's just a part of my administrative style and I judged
from tie beginning that this had to be a program that was much more
broadly based than the office of the President. I judged that
particularly given all the dynamics that go on in this community, that
to make this a one-person show would guarantee its defeat." Another
senior administrator said regarding leadership, "we always need someone
to be our conscience. we need a few people to keep the issues before
us."

The college does, as one black faculty member noted, fput its money
where its mouth is." The Entrada program received a start up grant of
about $60,000 in 1987 from.the Michigan Department of Education Office
of Minority Equity, but the college had to pick up nearly $40,000 of the

cost in each of the next two years. Calvin added two directors to

109
facilitate multicultural student and academic affairs, and for 1989,
approximately $70,000 in Multicultural Scholarships and Opportunity
Grants was budgeted. Regarding institutional budgeting, the Provost
noted that “there is uncertainty about the priority in terms of how'much
budget ought to go to that . . . Leadership can be executed in budget
decisions . . . I don't think the cuts have been made there." Most
recently, the college included $3 million for multicultural development
in its next capital campaign.

Calvin has a plethora of activities regarding developing
diversity. A black member of the community, however, felt "most efforts
have been biased in two directions: first, biased in the formal,
programmatic direction; and second, biased toward bringing minorities on
campus and not really Changing the white majority. There have been very
few efforts to deal with ethnocentrism here on campus.” This same
perspective was shared by others whose perspective was described earlier
in the case study as a struggle between becoming multiracial as opposed
to multicultural.

Probably the area of activity that receives the most attention and
also is the most controversial is faculty recruitment and hiring. As
noted earlier in this chapter, the college adopted an affirmative action
policy and hired released time faculty to implement its interest in
developing more ethnic diversity in the faculty. The response by
departments where the responsibility for recruitment lies, has been
mixed. The current Director of Multicultural Affairs whose job
description includes faculty recruitment feels "he really can't knock
them (the faculty) when you consider 12 percent of the faculty hired on

a tenure track are people of color." The Chairman of one department

110
described how ”our department keeps a file of minority candidates but
are limited externally by the pool of candidates. Members of our
department have ownership and affirm the plan. They feel its policy."
This same department was singled out by one of the faculty working on
hiring minority faculty "as one of the worst foot-draggers on campus."

While one of the issues in faculty recruitment is finding
candidates, the central issue at Calvin are the two college requirements
for being a tenured faculty member. First, Article V’of the
constitution of Calvin.College states "all others connected with the
teaching staff shall be members in good standing of the Christian
Reformed Church.” The document describing tenure says that ”exceptions
to this stipulation may be made by the Board of Trustees upon
recommendation by the President." Second, the tenure rules state ”that,
as an endorsement of the Christian philosophy which forms the basis of
education at Calvin College, a teacher shall promote Christian education
on all levels. This means, among other things, that he will concern
himself with the issues and problems confronting Christian education,
that he will be willing to provide leadership where his special
competence warrants, and that if he has children, he will normally send
them to the Christian schools."

Lee and Rice note that "since these two policies are still intact
at Calvin, one could easily argue that the Comprehensive Plan may be
able to increase ethnic-minority representation, but it cannot bring
about real ethnic and cultural plurality until some policy alterations
are made. If these policies are not changed, then Calvin's attempts at
multiculturalism could be interpreted as a part of an ideology that

maintains and protects the status quo” (Lee and Rice 1990, 82-83). The

lll
Provost feels ”we could convince the Christian Reformed Church that we
can be a denominational college without having all faculty be
members. . . . It's going to be more difficult to maintain our Reformed
focus.“

The student recruitment effort is described by many on campus as
aggressive, yet there are only twenty-three black freshmen applicants
for the fall 1990 class. Less than fifteen black freshman enrolled in
either 1988 or 1989. Of the thirteen black freshmen enrolling in 1989,
seven were admitted conditionally. Two of the thirteen withdrew during
the academic year and one was academically disnmissed at the end of the
year.

In fall, 1989, the Admissions Office formed a minority recruitment
team that includes several black staff, including the multicultural
admissions counselor. The team reviews recruitment strategies and
assists in implementing programs. However, the assistant director
responsible for the team notes "it's easy to lose focus. The plan
requires strong leadership and time." He says "the team approach was a
beginning to discuss minority issues and concerns on campus between
offices and divisions. Unfortunately, this task force concept has not
caught on elsewhere."

The action plan guiding recruitment of black students gives
priority to visits to urban high schools in Michigan and Chicago, visits
tunblack churches and intense, personal follow-up with prospects,
including home visits. Calvin purchases the names of black ACT test
takers, who according to their self reported grade point average and ACT
score meet Calvin's regular admission standards. Letters and brochures

sent to black prospects are the same as those sent to majority

112
prospects. Other than a few pictures, the message of diversity is very
low key in recruitment publications.

One of the most successful programs on campus that was developed
with a student recruitment objective is the Entrada program.for high
school students. Beginning in 1987 with twenty minority students, the
progranm now selects thirty ethnic minority students from an even larger
pool of applicants. Students live on campus for six weeks in the
summer, work in campus offices and study high school courses similar to
those they will take the following academic year. The college offers a
$500 scholarship to Calvin for each year of participation. The program
gets very high marks from students and their parents, but it is too
early to determine its recruitment value.

In 1988, Calvin added Multicultural Scholarships to its list of
financial aid opportunities. Students need a 3.0.grade point average to
qualify for the $900 scholarship. In 1989, a total of thirty-six
students qualified. In addition there are several named scholarships
designated for ethnic minority students. In an effort to reduce the
loan burden for students whose family contribution is zero, Calvin
introduced the Opportunity Grant Program. It has modest benefits for
black students since only seven students qualified in 1989 for a total
of $9,000. The objective was to reduce annual student loans from the
$3,000 to $1,700.

There is a family income difference between white and black Calvin
students. Approximately 60 percent of white students qualify for need
based aid as compared to 75 percent of black students. Table 17

illustrates this difference.

113

Table 17
Family Income for Dependent Students
Applying for Financial.Aidnto
calvinmellege 1989-90

 

 

 

Income Range Black White
0-$ll,999 8% 3.9%
$12,000 - $35,999 44% 39.3%
$36,000 - $59,999 40% 46.2%
$60,000 + 8% 10.6%

 

Source: Calvin College Financial Aid Office.

In 1988 and 1989 the Admissions Office researched black applicants
to Calvin and noted that while the overall yield of applicants to
matriculants was about 60 percent, the yield for black applicants was
about 40 percent. The conclusion drawn from the experience of both
years was that the best academically of the applicants did not
matriculate. The most frequent reasons given were the location of the
college and college cost.

Calvin graduated only twelve black students in the five classes
from 1985-89. Alttough no data are available, one administrator felt
this was about 18 percent of those who enrolled in Calvin who were
eligible to graduate during those years. This same administrator called
retention of black students ”horrible” and data collection ”jumbled."

The college took steps to improve this scenario during the 1989-90
academic year. Using a $26,000 grant from the state of Michigan, the
Director of Multicultural Student Development began to sift through data
to determine patterns of attrition. The preliminary conclusion is that
attrition is not strongly correlated with academic ability, but is a
factor of black students' inability to integrate into the campus

environment.

114

In addition to data collection, the Academic Support Program in
cooperation with the Director of Multicultural Student Developnnent
developed a faculty mentor programm Seven of 35 minority students
participated. Most met their mentor once or twice per semester,
although tie goal was six meetings during the sennester. Improving on
this beginning, a group mentoring program was developed for spring
semester. Those invited were ethnic minority students on academic
probation with 1.5-2.0 Calvin grade point averages. Fifteen students
were invited and twelve accepted. The group met once a week and went on
an overnight retreat. Reviews of the group mentoring program.are more
positive than the faculty mentoring program.

Fall 1990 orientation also will introduce activities directed at
black students and their parents. New students and their parents will
be invited tcncome one day early at Calvin's expense to prepare for the
challenge of being a black student at a predominantly white
institution. During the orientation everyone will view the
comprehensive Plan video.

Activities directed at black students living in the residence halls
are very limited. One resident director said black students feel "their
social life is cheated.” No affirmative action program exists to
recruit black students to resident assistant position. The result is
no black resident assistants (RaA.) in the residence halls over the past
five years. The Vice President for Student Affairs said "we've sort of
alloved the typical system to work. R.A. candidates filtered to the
top, and then you select. Minority students don't filter to the top
very easily.”

The student organization for ethnic minority students, Harambe

115
Jahard, was disbanded in fall of 1989. One black student described how
she felt. “When I read the headline in Chimps, 'H.J. gets a decent
burial,‘ I cried. Onr office was taken and that was the last straw.
Tie staff wasn't there when we needed them." T'ne Dean of Student Life
reflected on the life of Harambe Jahard. “The white students are caught
in tension between assimilation and integration of black students . . .
white students experienced enornnous frustration in knowing how to deal
with black students. So we went through a period when Haranmbe Jahard was
the thing, but many white students felt put off, unwelcome to the
organization . . . I sense that chapter is behind us, and the general
spirit is we want to work with one another, recognizing that we're from
different olltures, but let's minimize separateness and try to celebrate
what we have in comnon."

Calvin has a long list of lectures and cultural events to celebrate
ethnic diversity. T'ne cornerstone of these efforts is the Multicultural
Lectureship which is a year long lectureship given to an ethnic minority
person. None of the lecturers have been African-American although black
South African activist Allan Boesak was the first multicultural
lecturer. Examples of other 1989-90 events include the Music
Departnent's gospel night with neighboring black churches, a traveling
troupe from Western Michigan University with a rendition of the
”Sojourner Truth" nmnsical. The Multicultural Affairs Committee hosted
four ethnic minority lecturers for one week visits to campus. Two of
the lecturers were Black Annericans, one was Native Annerican, and one
Hispanic Annerican. Several chapels and lectures during the January
Series were led by black students and guests. The year long
nmllticultural lecturer for 1989-90 had as his topic "Science and

Racisnm. "

116

A.faculty'member who is supportive of the comprehensive Plan
initiative and involved in activities associated with it says "black
students find it more difficult to exist on campus than other ethnic
groups.‘ One black administrator felt that part of the difficulty of
black students' adjustment to Calvin College resulted from ”a certain
degree of idealism” they have enrolling in a Christian institution.
"They get here and are disappointed because they don't find true
Christianity. They find people here are just like the people they left
behind. There's an attitude that they expect the faculty to be open
minded and welcoming, understanding, compassionate and accepting . . .
It's a rude awakening for students and disappointment and discouragement
set in.“

The faculty is described alternately as "wanting to do the right
thing“ or an ”apathetic majority.” One administrator bemoaned the fact
that faculty must be sensitized at Calvin to teaching and advising
minority students. ”Overall the faculty want to know where they're
missing the mark, and they will respond when they find out.“ However he
says “there's a paternal instinct around here that says 'we want to help
the poor black kids,‘ and this can lead to black students getting
academic difficulty they can not recover from." A black student
described her feelings regarding paternalism at Calvin. She senses
“they're lowering standards for me. It only makes me want to prove I
can do it.“ As an example, she described an incident with a
professor. "He handed back my paper and said ‘I'm proud of you. This
is good work for you.‘ I opened the paper and saw he had given me a C-
. He always wanted to talk about my social life, but I didn't want to

talk about that. He's naive more than anything." Another black student

117
said ”Calvin won't give us a kick in the behind when we need it. They
don't dare . . . I can always give a sob story and get the extension I
need.“

A.b1ack faculty member described the paternalism in his
department. 'I jump on their cases (black students) because they're not
doing the work . . . It's a matter of taking into account what they've
done, not excusing it . . .' The Director of the Academic Support
Program.says his faculty colleagues ”want to do the right thing“ but he
notes, they often mistake the needs of black students. For example, he
described an upsetting situation a black student related to him. "The
situation they dislike even more is, going in for advising on an
academic issue. They're struggling in a course and the white prof will
say, 'how's your social life. I know it must be tough' I can't stand
it. Let me (black student) worry about that. I made the appointment to
talk about academic issues."

Adapting to Calvin for black students has what some describe as a
"double whammy.” They must adapt to a predominantly white institution,
but since most are not from the Christian Reformed Church, they must
also adapt to a new religious environment. A staff member in the
Student Affairs Division said in answer to a question regarding black
student attrition, "sometimes I have the impression that it may not be
so much the blackness as the culture of black students; the way in which
they express themselves emotionally and religiously runs into resistance

here."

118

An Organizational Culture

The Calvin College of today cannot be understood apart from its
historic roots. Wolterstorff reflects on tie earlier years of Calvin
College. “Though from the beginnings of tie college there were always
some wto saw Christian higher education mainly in defensive term, as
designed to protect students from the corrosive acids of Merican
secular and religious culture, the majority saw it in positive term, as
designed to equip and energize students to engage in redemptive activity
within that society. Yet for a long time both parties saw the college
as 'our school for our children." That particular branch of the
Reformed tradition which is the Christian Refornned Church saw itself as
enbattled and called to do battle; it wanted the college to train its
own young members for this engagement. Thus there was no effort to
solicit students outside the Christian Refornmed Church; the faculty was
drawn almost exclusively from the Christian Refornned Church and indeed
from Calvin College graduates; and the college did not bother to
establish relationships with other Christian colleges” (Wolterstorff
1989, 29-30) .

While Wolterstorff says "the inward-looking character of the
college has been shattered,” the college continues to be an ethnocentric
and denominational institution. In his 1988 study of 547 Calvin
stndents, Lee found ”most students do not see themselves as ethnic" and
the "majority of Calvin's students do not see themselves as they are
perceived by outsiders." As an example of how outsiders see Calvin
students he notes that the Grand Rapids Chanmber of Comnerce brochures

refers to them as ”mainly Dutch" (Lee and Rice 190, 72) . Another ethnic

119
minority professor described the adjustment to the Calvin community.
"Most of the people are of Dutch ethnic heritage. And that's not bad,
in and of itself, but when you combine that with a sort of religious
distinction; you have this sort of 'double particularism' if you will.
th only is the main group different in terms of ethnicity, but it's
different in terms of religion and so it's a doubly difficult
situation.“

A.member of the Student Affairs Division, having just described
Calvin's attempts at ”bridging the gap between the white middle class
community and the black community" says “a negative side of Calvin is we
have a subculture of our own. And those of us who were born and reared
in the CRC don't fully see that or understand it. There is a kind of
ethos among us, a kind of subculture and when soneone comes into that
culture from another culture that may be radically different, it's going
to be difficult for that person to break in . . . we are simply who we
are; this is our personality, our spirit, our background, and you don't
shake that overnight nor am.I sure that we ought.to shake it." One
senior administrator talked about ”the comfort of a Closed system which
resulted from a commitment to a sort theological purity. We've had our
own school systems because we want our children educated in a certain
way . . . that reinforced being a closed system. . . There's a lot of
exclusivity in how we have lived out our mission and that works against
.inclusiveness.'

Describing another college with strong religious affiliations, a
faculty member noted the difference with Calvin. "There are a lot of
gaps in their (other college) ideological system which allows more

people to sort of break in to the cultural parameters of that kind of

120
school. Here (Calvin) you've got so that the ethnic markers and the
religious markers make it double hard for people. If you get past the
religions marker, you have the ethnic marker . . . Calvin is a nnuch more
oonplicated place and a much more difficult place to promote cultural
pluralism.“

Calvin is changing in its student and faculty makeup, and its view
toward the future. In the fall 1989 enrollment 65 percent of the
student body was affiliated with the Christian Reformed Church compared
with over 90 percent in 1970. Although they must still belong to the
Christian Reformed Church, many more faculty cone from other
denominational roots and are not Calvin alumni. The President presented
the Board of Trustees with a document entitled "Multiplying the Talents”
which outlines governance and advisory changes to incorporate more
diversity into institutional life. However, these changes and the
differing character of Calvin leads to a mood of ”considerable anxiety
among older faculty,“ according to Wblterstorff. He equates the
institutional position as one of “entering adulthood” and asks the
challenging question, “how can we preserve the identity of the tradition
amid these radical changes of personnel?" (Wblterstorff 1989, 47-49).

The issue of institutional change then becomes critical at Calvin
College, particularly as it relates to issues flowing out of the
comprehensive Plan. Since Calvin's population does not perceive itself
as members of an ethnic group, ”although they have expressed support for
the vision behind the comprehensive Plan, they might not be prepared or
willing to act differently. That is, since their ethnic and religious
characteristics are the norm in the college and they are not aware of

their own ethnicity, any substantive Changes are going to be perceived

121
as a threat," says Lee. He adds, “ethnic folklore, nmnlticultural
lecturers, and even increased representation is acceptable. But, the
dialogues and conpromises necessary to bring about real plurality are
viewed as a challenge, a threat to the college's identity and unity“
(Lee and Rice 1990, 76-77). A black lecturer, Dr. William Pannell,
Associate Professor of Evangelism at Fuller T'teological Seminary, in a
speech on campus in March, 1990, affirnned this perspective. “Success at
Calvin“ to said, “is associated with the degree to which the majority
comes to grips with who they are, not just how many of us (Black
Anmericans) there are. The traditional must get converted.”

The faculty play a key role in institutional change, since the
perception of leadership does not locate principle power of the
institution in the President nor senior administrators. This “laid back
servant-oriented leadership”. as one administrator described it,
positions ”administrators as facilitators rather than change makers or
innovators. If change is to happen, it would happen by nmeans of
administrators assisting faculty." The President's concept of this
office as needing "to stimulate the faculty to take initiatives"
supports this perspective.

In spite of 28.7 percent of full-time Calvin faculty participating
in an American Council on Education institutional survey saying they
thought "multicultural education” was the most inmportant area for
development at Calvin College in the next two years” (other choices:
off-canmpus programns, graduate programs, hoors progranms, inter-
disciplinary study and teaching), most interviewed felt the faculty as a
whole did not own the need to change as outlined by the Comprehensive

Plan. As one department chair put it, ”The Comprehensive Plan is an

122

exercise in sociology not education. I have some real conncerns about
nmlltiolltural education. You lose your identity.“ One campus leader
and faculty member sees irony in this desire to change to nneet what he
sees as tte college's leadership responsibility to increasing ethnic
diversity in the Christian Reformed Church. 'We say that the college to
provide leadership to a diverse church must diversify, but when we try
to diversify we say that those who are different from us must become
like us." The standards such as denominational nmembership for faculty

he describes as 'honogenizing standards, not diversified standards."

mPauw University

The History and Mission

DePauw University was founded by frontier Methodists in 1837 as
Indiana Asbury University. The original name came from the first Bishop
of the Methodist Episcopal Church, Francis Asbury. Although founded by
Methodists, the original charter calls the institution to an ecunmenical
future when it states that the University was "forever to be conducted
on the most liberal principles, accessible to all religious
denominations, and designed for the benefit of our Citizens in general."

During tie 1870s, the University struggled financially and was
rescued by a $600,000 contribution from Washington C. DePauw and his
family. In 1884 to recognize this generosity, trustees authorized the
institution's nanne changed to DePauw University. The DePauw fanmily had

a special interest in music and established the School of Music in that

123
same year. A.School of Nursing was added in 1955 and today DePauw
University is composed of these two schools and the Asbury College of
Liberal Arts.

In 1919, Edward Rector, a patent attorney from Chicago played a
crucial role in DePauw's history when he established a foundation in his
name with a $2.5 million gift. This gift allowed DePauw'to offer a full
tuition scholarship to every valedictorian and salutatorian in
Indiana. DePauw'University first admitted women in 1867, but by the
early 19008 the University was having difficulty enrolling enough men.
consequently, for many years the Rector Scholarship was only given to
men.

Today DePauw University is a nationally recognized liberal arts
college. The university marked its 150th anniversary in 1987, and as an
indication of its stature and strength, DePauw successfully completed a
$121 million sesquicentennial campaign two years ahead of schedule. The
fall 1989 enrollment of just over 2400 is only 18 percent Methodist and
in fact, Roman Catholics make up a slightly higher percentage of the
total. The university is located in Greencastle, Indiana, a town of
9000 that includes the college community which the catalogue describes
as “the county cultural and government center."

One faculty member said his stereotype of DePauw before joining the
staff was "a rich kid's school - white, preppy frat school." While this
stereotype is not entirely inaccurate, since approximately 80 percent of
upperclass students are members of fraternities and sororities and only
36 percent of the students receive need based financial aid, DePauw is
intentionally working to bring diversity to its community.

The concluding paragraph of the faculty approved ”Statement of

124

Purpose and Aims" summarizes the educational objectives at DePauw
University. "DePauw seeks to encourage in it students the capacity to
ask hard and basic questions about the world, themselves and their
commitments; to elicit a serious interest and a delight in ideas and
books and works of art; to provide the intellectual setting for those
who enter its community to become wise and humane persons; and to
prepare them.for a lifetime of service to the wider human community."

An important characteristic of DePauw's past is its foundation as a
Methodist institution and its development to what one administrator
pointed out is "a church-related college with a small c." Robert G.
Bottoms current President discussed this development in his inaugural
address in October, 1986. ”In 1904, the DePauw catalogue stated that
the Bible was the unquestioned authority on moral issues. By the 19403,
the catalogue simply stated that DePauw had a close relationship with
the Methodist Church. In the 19505, the term used was that DePauw was a
church-related college, and we expressed our church relatedness with a
religious emphasis week - a week which we set aside one time a year to
renew our historic connections with the Christian faith . . . By the
19803 instead of any reference to the United Methodist Church, the
Bible, or church-relatedness, we simply stated that we emphasize the
JUdeo-Christian tradition. we no longer taught a course in Christian
evidences, but our introductory courses encompassed all of world
religions" (see Appendix F, 6).

The particular objective to this research is to examine attempts to
develop a Black student enrollment at DePauw. It was of interest to
know more about black students at DePauw before 1986. There are

approximately 150 black alumni. DePauw proudly refers to them as a

125
small but ”very distinguished and successful" group. Vernon Jordan
(1957), former head of the Urban league, and Dr. Percy L. Julian (1920),
scientist and inventor of synthetic cortisone, are mentioned most
often. The DePauw Science and Math Center is named after Dr. Julian.
DePauw'publishes a list of the professions of minority graduates to
underscore their accomplishments.

In DePauw: A Pictorial History, the authors recall incidents that

 

describe the past experiences of DePauw's black students. In the early
19305 DePauw held its first junior prom. “Interestingly enough, the
handful of black males at DePauw*held their own annual prom.in these
years at the Elms, a popular off campus restaurant, inviting wonen from
Indianapolis and elsewhere as dancing partners" (Philips and Baughman
1987, 124). In the 19405 and 19505 black students were permitted to
live on campus. "The well-established Men's Hall Association assigned
black males, who had formerly lived out in town, to rooms in Longden
Hall in 1948. Black women, however, had to wait until 1955 to live in
university residence halls” (Philip and, Baughman 1987, 149). Dr. Percy
L. Julian, possibly the most prominent black DePauw graduate was ”the
last appointed to a position as research assistant in lieu of a
professorship which the trustees were not yet ready to grant to a black
candidate, no matter how highly qualified" (Philips and Baughman 1987,
121).

In 1967 the university initiated a Black Studies Program. The
first director of the program, Svend E. Holsoe, established an African
anthropological museum. The African Studies program was dropped in the
late 19705 and resurrected in 1989.

126

An Initiative to Enroll Black Students

Althongh DePauw's history gives some evidence of the need to
develop awareness of tie Black American experience; until 1986, this was
a low educational priority. Tb illustrate the perspective of the past,
an administrator describes why black alumni respond cautiously to
initiatives by the University. "A number of them were bitter about
their DePauw experience because it was so benign, so unaware; if not
decades ago outright racist like so much of society. They were not
allowed to go into sone places in town."

In 1985 President Richard Rasser announced he would leave DePauw
and the Board of Trustees appointed the Vice President for Developnent
for the past eight years, Robert G. Bottoms as the eighteenth
President. Although there's little evidence that the Board of Trustees
intended this to be the case, President Bottoms inmnediately announced
develcpnent of a larger black student enrollment as one of the three
issues that would receive highest priority.

In his inaugural address, President Bottoms described the
denmographic realities of a country and a world rapidly becoming
ethnically diverse. “It's a bit disarming, and we wonder if we are
prepared for this phenonenon. The issue I am raising is not one of
survival - DePauw most certainly will survive. The question I raise is
one of significance." Continuing with his lesson in dennographics, Dr.
Bottoms boldly pointed out that the ”picture is not too complimentary"
for DePauw. "DePauw has the highest percentage of white students of any
of the Great Lakes Association Consortium. Of the nineteen private

liberal arts colleges in Indiana as listed in a September (1986) issue

127
of the Chronicles of Higher Education, DePauw ranks seventeenth, having
twenty percent fewer minorities in our student population than we had
five years ago. we need to force ourselves to reflect on what this
means" (see Appendix F, 4).

He concluded by challenging the DePauw community to consider its
future. “Can we be content in this time to continue our gradual
'movement toward an all-white student body? Tb be educationally relevant
and viable in the world community we have to courageously and seriously
explore the issue of diversity in the student body, in the faculty and
in the curriculum? (see Appendix F, 5). ‘With this startling challenge,
DePauw entered a new era that some said was "unnatural" and represented
a “radical change.“

President Bottoms invested time in this new initiative and quickly
demonstrated that he intended to lead the institution toward change. He
appointed a member of the faculty as his assistant with approximately
one third of her time spent as she says, "looking for leaks and giving
the ideas structure." Beginning immediately in the 1986-87 academic
year, DePauw developed new recruitment and financial aid strategies and
the President personally recruited faculty advisors for black students.

Probably the most controversial initiative of this period was the
appointnent of four-time Olympic gold medal winner Wilma Rudolph as
wonmen's track coach. Rudolph was based in Indianapolis and involved in
planning for the Pan American Games to be held there in the summer of
1987. While this bold effort by Bottoms at achieving quick recognition
is viewed by many faculty and administration as a mistake (Rudolph was
fired after two years), it is recalled as a demonstration of

Presidential courage and will.

128

Two years after he began as President in his opening convocation in
the fall of 1988, Bottoms publicly renewed his desire for diversity and
reviewed institutional progress. "DePauw's program has made remarkable
progress in a short tinme. Today, we have nnore minorities on our campus
than we've had in recent history, perhaps ever. We have nnore minorities
on the faculty and staff than in the past. We have created a support
system which speaks to our commitnent not only to recruit minority
students but to graduate minority students into significant leadership
positions in our society. . . . Yet our real test is not whether or not
we can attract minority students. We have proven in a short time, that
we can. A far nnore important issue is whether or not we learn to use
tie new environment to learn how to live together as equals. We must
come to understand one another without denying either our whiteness or

our blackness. . ."

An Organization for Enrollment Managenent

Interestingly the term enrollment management is not used in
organizational Charts or in position titles at DePauw. At first glance,
the institutional structure seem very traditional, lacking a carefully
considered holistic strategy for enrollment mnannagenent. However, this
is not tie case. In fact Donald Hossler used DePauw as a nmodel of
enrollment managenent in his book, Creating Effective Enrollment

Management System (Hossler 1986) . Assistant Vice President and

 

Director of Admissions gives a description of DePauw's strategy that is

basically still in place in 1990.

129

DePauw employs a loose 1y coupled approach that requires good
comnunication between elements of enrollment management such as the
Admissions, Financial Aid, Registrar's and Student Affairs Offices, but
does rot organizationally link all of these units in one enrollment
management division or committee. However, there are important and
regular linkages that characterize the organization. A more complete
description of these linkages is given later in the section, “An
Organization for Developing a Black Student Enrollment."

The DePauw recruitment strategy is guided by a comprehensive data
system. 'Ihis system of information management requires that a
corprehensive file is kept on each prospect (those inquiring but rot, yet
applying), and matricmlant. The system allows the admissions staff to
track the actions of any prospect and matriculant, and to develop target
responses to the needs of individuals or larger segments. The system
allows DePauw to identify segments from within the total group such as
prospects from a geographic area or particular high school and develop
an irndividualized comnunications strategy. With the cotprehensive data
system to manage the inquiries, DePauw expanded its mailing list from
just over 5000 students in 1978 to almost 21,000 in 1985. Most of these
prospects are generated through contacts with students whose names are
purchased through the College Board's Student Search Service.

With the dramatic increase in inquiries and application during the
mid 1980s, DePauw saw an opportunity to reposition itself from being a
moderately selective to a selective admissions institution. To
accomplish this imnage change, publications were changed in appearance
and content to be similar to other selective colleges. Flmds from new

endowments were earmarked to improve scholarship and financial aid

130
packages, and the academic and intellectual life of the campus was
examined.

DePauw employs a wide range of recruitment strategies. The
institution makes use of alumni, particularly in hosting regional
receptions for prospects. Student ambassadors telephone prospects and
host them for overnight visits; and studentsparent days on campus give
families opportunity to evaluate the campus together.

Retention of students takes on an important role. The cornerstone
of DePauw's retention program is the more selective admissions policy.
DePauw found that students with better academic qualifications are more
likely to persist until graduation. The research with the prospect
group revealed that cost was a significant concern. In fact, ”year in
and year out the top concern is the cost of a DePauw education” (Hbssler
1986, 118). Supporting DePauw's strategy to raise the level of
applicant qualification and to answer the cost concern is an upgraded
financial aid program. This is an immediate result of the successful
$121 million sesquicentennial campaign. Better packages of financial aid
with Loans taking on a smaller portion of student awards, and as
mentioned earlier, scholarships to the academically best were increased.

The Director of Admissions, Registrar and Dean of Students formed a
Retention Committee. They detenmined an exit interview with students
leaving DePauw before graduation was needed to isolate problem areas
within the institution related to attrition. An early warning system
was put in place consisting of mid-semester grades for freshmen, contact
with students not pre-registering for the next semester and follow up
with students requesting transcripts be sent to other institutions.

DePauw also uses a peer counseling program in the residence halls and

fraternity and sorority system.

131

Two other factors contributing to DePauw's retention program are a
significantly upgraded career and placement program, and what are called
writing, quantitative reasoning, and self expression centers. These
centers are in place to assist students in meeting tie academic
graduation requirement in these three areas of learning.

Bomever, The Director of Admissions sums up the achievements in
developing these enrollment management strategies, ”there is a bottom
line to all that has been accomplished in the last decade. It really
comes down to irndividual people who have had the freedom to implement

their ideas” (Hossler 1986, 123).

An Organization for Developing a Black Student Enrollment

With the successful enrollment management strategies briefly
outlined above and a mandate from a new President, DePauw began a new
era of enrollment management in the fall of 1986. The institution set a

four year enrollment goal of 100 black students.

Table 18
Tbtal and Freslmn Enrollnent
for All Students and Black Students
at DePauw University: 1986-1989

 

 

1986 1987i, 1988 1989
Total (head count) 2387 2418 2486 2429
Tbtal Black 23 41 58 105
Total Freshmen 677 718 739 658
Tbtal Black Freshmen 6 28 32 51

 

Source: DePauw University Registrar's Office

Table 18 reveals that DePauw met its enrollment goals. In 1986 black

132
students represented less than 1 percent of all freshmen and in 1989
this had grown to 7.6 percent.

Nb»doubt, the effort to develop a black student enrollment
benefited from tie strong enrollment management organization that was in
place by the fall of 1986. The holistic approach utilized, although
loosely formulated, meant that the new challenge would also be
undertaken from a holistic - campus wide perspective. Structurally, the
Director of Admissions reports directly to the President as an Assistant
Vice President. Since the President was providing the leadership for
the black enrollment initiative, this provided an important link. The
Financial Aid Office reports to the Director of Admissions. The
Director of New Student Financial Aid joins the Associate Director of
Admissions and the Director as an informal planning team for initiatives
related to black students. Since cost was a crucial enrollment issue,
this structurally meant that the Financial Aid Office would be
integrally involved in making plans to overcome this barrier.

While the Retention committee described earlier continues to meet
as needed, retention for black students is addressed in a disjointed yet
effective manner. When asked about a retention program, staff said "we
really don't have a program," but would go on to describe a group or
individual involved in an important retention activity. The Associate
Dean of the university is responsible for reviewing mid-semester grades
and responding to students with academic needs. The Associate Dean also
finds tutors for students. He feels "the key to our retention is that
we weed out applicants." The Assistant Dean of Students also informally
works with residence hall staff, faculty and the Associate Dean of the

University to respond to needs developing from students' personal and

133
campus social life. Both the Associate Dean of the University and the
Assistant Dean of Students are black and former members of the faculty.

Interestingly, the Gospel Choir is referred to as a retention
strategy, not intentionally but because it gives black students
opportunity for involvement and to affirm their culture within the
community. Another unusual campus group to deal with retention of black
students is the recently formed Black Faculty and Staff Support Group.
All eleven black faculty and staff join this group formed to support
each other, students, and to act as a unified voice to the DePauw
community should the need arise. Each member of the support group
agreed to be a mentor and friend to twelve black students. While some
members take this more seriously than others, it is a significant
network of support for students. People conveyed many stories of the
"little things” as they called them, that black staff do for students,
things such as taking students on shopping trips to Indianapolis.

The recruitment strategy is planned primarily by the Director and
Associate Director of Admissions. The Associate Director was recruited
to DePauw because of his successful record in recruiting black students
and his broad associations with the black community. Since DePauw has
no natural black constituency other than alumni, one early task was to
develop a plan to ensure enough inquiries to meet enrollment goals.
DePauw's strategy focuses on developing relationships with high schools
with black enrollments, expanding the referral network within and beyond
the alumni, and purchase of nearly 5000 names of black high school
juniors from.Ccllege Board's Student Search Service. The Associate
Director has many contacts with black fraternities and sororities and

often attends national black conferences such as the NAACP. The yield

134

or funnel effect of black applicants, admits and enrollees is given in

 

 

Table 19.
.Thble 19
Yield'of‘Black Applicants to
DePauHVUniversity: 1986-1989
1986 1987' 1988 1985‘
Applicants 17 65 129 159
Admits 10 43 78 119
Enrollees 6 28 30 50

 

Source: DePauw‘University Admissions Office

In the early 19805, DePauw successfully repositioned itself as a
more selective university. Institutionally DePauw resolved not to
conpromise this image to achieve black enrollment goals. DePauw offers
minimal academic support services. As one faculty member put it, ”if
you're admitted you're expected to make it." Administrators proudly
note that in the fall of 1989, the class rank of majority students was
the eightybfirst percentile and the eightyvfifth for minority
students. Similarly, the mean combined SAT score for majority students
was 1157 and 1060 for minority students. Black students mean combined
SAT was 1017.

Two cases illustrate the selective nature of the admissions process
for black students. A female applicant with a class rank of 43 out of
480 and a combined SAT of 920 was denied "because her writing samples
weren't good enough.‘ A.male with 990 combined SAT'scores from.a
Connecticut private high school was denied primarily because he was the
first black applicant from.that high school and DePauw wanted to

communicate a more selective position to the high school.

135

Decisions regarding black applicants are made by the Director and
Associate Director of Admissions. While the Director speaks of balance
in the process, the Associate Director admits to some frustration that
the institution doesn't take more risks in admitting black freshman. He
feels the policy is ”too generic." ”If DePauw wants to develop a
relationship with predominantly black feeder high schools, it has to
take a chance on some people.“

Earlier an administrator was quoted as saying the key to the
strategies of DePauw's enrollment management system is people. With
regard to the actual personal link between the University and black
prospects, this is certainly true. The Associate Director of Admissions
is the coordinator of mirority admissions and is highly regarded on
campus as one of the key components in the recruitment program. He sees
his role as one of "nurturing” prospects in their decision making. In
fact, he often calls admits every two to three weeks during the April-
June period. The Director of Admissions rotes that ”parents trust
him." A measure of the Associate Director's commitment is his
willingness to keep in touch with black students once they arrive on
campus. An example of this is a telephone conversation I observed
between him and a female freshman. She wondered where she could have
her hair cared for in Greencastle. He pleasantly offered to provide
transportation to the student and her friends.

The message used to communicate the benefits of DePauw University
is one of achievement and economic success. The Associate Director of
Admissions noted that DePauw has a very low student loan default rate.
Be comnnicates this to prospects since it's an indicator of the

positive economic position of alumni. One black administrator said he

136
tells black students that ”they're learning new what's going to help
them.in the future, maybe even more than white students because most of
the companies you're going to go into, you're going to be dealing with
your white counterparts. So it's a situation where you learn to deal
with them, what makes them.tick, the parties they like and you know how
they communicate.“ One communication piece used to demonstrate success
of black DePauw ameni is a brochure giving the profession of each black
alumnus.

Since cost is a major barrier to overcome in enrolling black
students, DePauw instituted an aggressive program of financial aid. The
Black Student Leadership Award (BSLA) program offers twenty-five $5000
awards to black freshmen. These awards are not need based and are
renewable. Consequently it is possible for the University to award up
to $500,000 per year. The program is funded by the general budget and
is not endowed. Additional grant dollars are given if there is
financial need. BSLA recipients do not incur student loans while at
DePauw. 4A.2.0 grade point average is required to maintain awards after
the initial year.

DePauw also hosts receptions for prospects and their parents in
various metropolitan areas of the country. (Only fourteen of fifty
black freshmen in 1989 were from Indiana.) Also, the University
sponsors bus trips to campus from places as distant as Atlanta to
introduce prospects to DePauw.

Recruitment publications are developed professionally and reflect
the selective image that DePauw wishes to project. The viewbook which
is sent to most prospects is the most comprehensive presentation of the

University. The viewbook visually conveys the multicultural dimension

137
of the campus and includes several pictures of black students and
staff. copy highlights the goal of the university and notes that
"DePauw'believes that the first step is to recognize and appreciate
cultural diversity. . .' In a full page, the viewbook tells the story
of a black student's friendship with a white student. ”He's one of my
best friends and someone I sometimes can't agree with.“ Two pages are
devoted to describing a white New York City alumnus' effort to encourage
two black New‘work students to enroll at DePauw. They enrolled and he
continues to keep in contact with them.

Since 1986, DePauw has undertaken several strategies to develop the
supportive nature of the community. In the fall of 1989 DePauw
reinstated the Black Studies Program. While only a small number of
black students enroll in courses, the program conveys an interest in
their culture. In addition, DePauw added five black faculty, and the
Affirmative Action committee requires departments to demonstrate that an
attempt was made to include minorities in their pool of faculty
candidates. The former chairman of this committee noted that they
”didn't have to crack down. People put forth the effort.“

Eighty percent of DePauw upperclass students belong to fraternities
and sororities. Few black students pledge the predominantly white
fraternities and sororities and the division poses a threat to campus
unity. As one black staff member put it, "not to be in Greek life at
DePauw means your existence is marginal - now add being black." In the
fall of 1988 a black freshman pledged a fraternity which had a twelve
year tradition of hosting a fall "Ghetto Party.“ The fraternity asked
students to come to the party looking like black ghetto residents and

many white students came dressed as negative stereotypical blacks. The

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black freshman was offended, and along with a small group of black and
white students, displayed his offense at the following day's homecoming
football game.

A march past the fraternity arnd sorority louses was organized for
that night and ”hundreds of students, faculty and staff" attended. The
display of unity and the subsequent cancellation of future "Ghetto
Parties" gives the campus an important symbol of racial unity to draw
upon. DePauw also built a rew freshman residence hall thereby
committing to a student development program for all freshman outside of
the Greek system. After the Ghetto Party all Greek systems and
residence halls were required to have racial awareness sessions. A
series of similar sessions was offered for all non-faculty during the
1989-90 academic year. The Assistant Dean of Students who conducted the
sessions called them "highly successful." She also works with Resident
Assistants during their orientation and is hoping to expand these
awareness sessions to all freshmen in fall 1990. A team of five DePauw
staff including three faculty are atternding a training session at MIT to
prepare. Trips such as these are funded by a $250,000 Joyce Foundation
grant specifically made to support DePauw's effort to build diversity.

Black students formed an Afro-Amer ican Association of Students
(AAAS) arnd have an AAAS Boise which becotes a "port in a storm" for
them. Forty black students are in the Gospel Choir which one
administrator says ”saved us this year" (89—90) because these forty
students “feel connected to each other." Attempts are also being made
by black students to form a black fraternity and sorority. No national
charters have been granted but the students are optimistic.

DePauw attempts to enrich the community with frequent multicultural

139
lectures and events. The chaplain is "deliberate in bringing minorities
into chapel. If I know someone is scheduled I also send a note to black
students.” The annual Percy Ju1ian Lecture of the Chemistry Department
featured the President of Clark Atlanta university, an historically
black college. Leontine Thrpeau Current Kelly, first black woman bishop
in the United Methodist Church and John Jacob Oliver Sr., publisher of
the oldest black-oriented newspaper chain in U.S. distribution both
received honorary degrees in 1989. ‘William Raspberry, syndicated
columnist with the washington Post and Henry Louis Gates Jr., Editor of
The Nbrton Anthology of Afro-American Literature spoke on campus in

1989. Poet Gwendolyn Brooks also visited campus in 1989.

An Organizational CUlture

How does a history of ”benign neglect“ with few black alumni and
with a limited and scattered black constituency produce so much change
in so little time? One professor said its "a revolution from the
top." However it is characterized, no one seems to doubt that the
changes toward diversity are driven by the Presidential initiative
announced during Dr. Bottoms inaugural address.

The President downplays his involvement and says "he only
contributes to setting the tone and talking about it all the time.”
However, the community sees it differently. Here are a representative
sampling of comments. ”This initiative came from.the top, it has to
come from the top and filter down." ”The President is the

difference.” "How are you going to keep bringing people in unless the

140
people care at the top, and that's what makes a difference here." The
North Central Accreditation team in its exit interview said to the
President that “not everyone here is as committed to this thing as you
are, but robody doubts the institution's commitment."

President Bottoms came to the Presidency after eight years as Vice
President of Development and after an erormously successful $121 million
capital campaign. By his on admission, he was the choice of the Board
of Trustees and began his tenure with a wealth of good will and trust.
The President took an active role in adding nine black staff and
fawlty, two black trustees, three black members of the Board of
Visitors and others on the Alumni Board and Parents' Council.

Today the black staff support the goals of DePauw and most express
genuine excitement about its future as a mnlticultural institution.
Three black staff members stated they would enroll their children in
DePauw as one said, "in a minute." Although there is concern expressed
about whether change is institutionalized, most believe the
multicultural nature will continue after President Bottoms. Mast of the
black staff feel integrated into the comunity and not peripheral to its
life. One long time black member of the community said he felt ”black
faculty arnd staff are totally integrated. They're spread out on the
campus, not grouped in a department, socialize with people they work
with and spernd time with colleagues that is not forced." Another voiced
his opinion more strongly. ”We are active in this comnunity, regardless
of whether people want that or not, we're going to be. I think that's
because of the quality of people here." President Bottoms believes
"that's probably the strongest part of our program. We've done that

(integrated) better than sone other things. They're integrated, not

appendages . "

141

Faculty remain solidly supportive but generally uninvolved in
changes. Given a national climate that encourages more awareness in
higher education, "it's the popular thing to do" as one faculty member
put it. The Vice President for Academic Affairs indicated that ”faculty
support these changes.” The faculty member who served as the Assistant
to the President during the first two years of the initiative recalls
that faculty were ”very supportive.“

A faculty member who had ”six black students in class and all are
not doing well" noted a critical tension on campus. In spite of the
performance, he had "no feeling that standards are being bent.“ In fact
he spoke of his personal responsibility to assist these students. "What
good does it do when the college brings them in and I flunk them?"
DePauw values its improving academic position highly. To some trustees
and faculty, the initiative to bring diversity may threaten this
position. However, these "nay sayers" remain quietly observant. The
community is aware of the academic credentials of black students and
takes pride in the fact that they do not have ”a second track system.“
Another faculty member pointed out that if "our attrition is low, there
will be progress." Maintaining a black student enrollment that meets
DePauw's academic standards is a critical factor in future success.

White students are bolder, and often are more harsh in their public
statements of suspicion. One black student told me "students are always
asking about lowering standards.” Another black student expressed her
insecurity when she said "sometimes I think they cater to us too
much." Her friend quickly countered that "we need support systems no
survive." In a similar way, white students ask how the substantial

commitment of dollars to black students and other initiatives impacts

142
them. The President calls this a ”white backlash,” and acknowledges
concern expressed by "the middle class wto wonder why they're doing all
these special things, but nobody's doing anything for me.“

Many on campus also point to the development of "a critical mass"
of black students as a critical factor. One hundred and ten black
students enrolled in the fall of 1989. ”Black girls now have a choice”
said one black administrator. There are enough black students on campus
now ”that their needs for friendship are met. They don't have to
associate with students they really are not comfortable with.”

In three years DePauw'moved from.an almost all white campus with
only twentybnine black students to a relatively diverse campus with 110
black students. Today members of the comunity struggle with sore of
the tension and conflict that comes with such rapid and historic change,
but most within the community affirm these changes and speak about them
with pride.

In meeting to prepare for an interview team from.the Cable News
Network (CNN) that was visiting campus to learn more about DePauw's
efforts to enroll black students, a team of nine faculty and
administrators brainstormed about reasons for their success. They
listed in order: Presidential leadership, a strong financial commitment
and good financial aid awards, a broad base of black students beyond the
twenty-five BSLA students, the immergence of a black Greek program
representing a sense of integration rather than assimilation, the growth
of black staff from.two to eleven and courses offered in the curriculum.

It is not as simple as the list implies but no doubt, there is a
legitimate reason for CNN to investigate DePauw University as a

developing model in private liberal arts education.

(IHEHEELFUUR.

SUMMARIWOE'THBICBSB STUDIES

Enrollmtllonagemntasmlnstimtionalm

Since enrollment management was the lens used to examine
institutional enrollment planning, a review of the broad parameters of
enrollment management at each institution is in order. Interestingly,
the term enrollment management is only used by Anderson University to
describe institutional structure. Anderson employs an Enrollment
Management Cabinet to oversee enrollment planning.

Each of the three case study institutions employs quite different
approaches to enrollment management. Anderson University is moving
toward a tightly coupled enrollment management approach. With the
appointment of an EnnEollment Management Cabinet that includes all of the
offices involved in recruitment, financial aid, student development and
academic services, the college took a major step toward .
centralization. One of the first initiatives was to set "student mix
goals" regarding denominational and racial mix as well as retention.
The implications of a centralized approach have not been fully
_ recognized at the programming level and implementation remains sonewhat
fragmented. For example, admissions and financial aid come together
because both report to the Dean of Academic Support Services, but these
offices have little to do with student services and ongoing programming

that might contribute to retention.

143

144

Calvin College locates most of its enrollment management activities
within the Advancement Division. Advancement is led by a Vice President
and includes admissions, financial aid, alumni and college relations and
development. Linkage of admissions and financial aid occurs ‘at the
initiative of the Vice President or by either of the offices.
Admissions and financial aid plan independent of one another and come
together to address common problems. The Advancement Division links
with other areas of the college involved in enrollment management only
through ad hoc committee assignments or at the senior administration
level. As such, Calvin could be described as a loosely coupled
institution in enrollment management. The Registrar keeps general
retention data and provides information should administrators in
advancement or student affairs request it. Since the college does rot
perceive an immediate retention problem, the effort is described as an
ad hoc program. Institutional research is not done regularly, but does
guide recruitment efforts, and student affairs staff in maintaining
balanced programming for both Christian Reformed and other-than
Christian Reformed students.

DePauw University was featured in Donald Hossler's book Creating

Effective Enrollment Management Systems (Hossler 1986) as one case study

 

to consider when institutions contemplate initiating a system of their
own. DePauw's system is rot tightly organized; often linkages between
functions are informal. Admissions and financial aid report to a single
Assistant Vice President who reports to the President. Functions
related to retention such as orientation, career planning and residence
hall programming are loosely linked with admissions activities through

ad hoc committees or occasional meetings called to problem solve.

145
Although the admissions office uses a sophisticated data management
system, data for monitoring retention is general in character and gives
little direction to future programming. As DePauw administrators
described it, they "do not have a retention program.“ Research done in
the mid 1980s gave the institution a clear sense of its position among
competitors and led to repositioning DePauw as a more selective

institution.

Enrollment.uenagement to Developtaialack Student Enrollment

Returning to Hossler's metaphor of the lens, the question is how
well did these institutions consider enrollment management activities
through the eyes of black students. Is their approach sensitive to
black student needs, and does it attract the attention of prospective
students? By looking at the elements of an enrollment management
approach, it is possible to gain a clearer perspective on these

questions.

Strategic Planning

Ecundational to good enrollment management is strategic planning.
The three case study institutions differed in their approach. Anderson
University does not have an institutional plan guiding efforts to bring
diversity to the campus. The institutional efforts are guided by three

primary sources. First, the President publicly stated the need to

146
change to a more multicultural community and appointed a study committee
to evaluate Anderson's current position. This committee on Racial
Inclusiveness is the second guide to how and why Anderson ought to
change. Finally the Enrollment Management Cabinet set student mix goals
to guide admission and retention efforts. The student.mix goals stated
that Anderson wished to “increase the minority student population by 10
percent“ and “ensure a 50 to 55 percent representation from.the Church
of God.“

Underlying these efforts is an almost urgent sense of
responsibility to the Church of God. This responsibility to the church
is often referred to as a "servant" role. Since the Church of God is
nearly 18 percent black, this urgency spills over into institutional
plans for developing a black student enrollment. The Church of God has
strong black leadership and elected four black members to the Anderson
University Board of Trustees. One senior administrator and long-time
church observer says "the church is in a rush to integrate."

There are serious complications to Anderson's efforts to increase
black representation on campus. The initiatives recommended by the
committee on Racial Inclusiveness become part of a complex agenda for
the new President appointed in spring, 1990 (see Appendix D). What
institutional priority will he assign to the recommendations?
FUrthermore, the Anderson University faculty and staff, while broadly
owning the need to be a more multicultural institution seem apprehensive
about such change. The faculty are described by many as supportive but
indifferent. In addition, the institutional willingness to budget to
support initiatives is yet to be challenged since financial aid support,
student development programs and recruitment efforts could be described

as modest.

147

Calvin College took the most integrated approach to strategic
planning by mandating a Presidentially appointed task force of alumni,
board, faculty, and students to develop a comprehensive plan for
institutional change. The plan was approved in concept by the faculty
and board, and has been a part of institutional life since 1986 (see
Appendix E). The four themes underlying the plan evidence its character
and the desires of the task force. They felt the "quality of education
will be greatly improved if the college attains diversity. . .' The
task force put force behind their desire for an improved quality of
education by stating that comprehensive (versus ”piece meal") change was
"mandatory;' and could best be achieved if ”authority and
responsibility“ be assigned. The plan includes goals for ethnic
minority enrollment and faculty development into the 1990's.

In 1990, Calvin struggles with the realism of the plan's goals and
some speculate about the costs necessary to meet these goals. Many
campus leaders feel the momentum is gone from.the initiative following a
period of institutional change during the first years after the
comprehensive Plan was adopted. The institution has 'plateaued,‘ they
say, and the plan is ”ignored by most." Looking back, it appears the
task force in recommending a transition from the intensity and focus of
a task force to the complexity of institutional life, misjudged
ownership of the plans goals by faculty and administration. The task
force felt faculty, through normal onrr iculum development and faculty
appointment procedures, would recruit ethnic minority faculty candidates
and develop curricular revision. Administrators would recruit the
necessary students and provide a climate that was equally supportive for

ethnic minority and majority students.

148

The underlying themes of mandatory change and accountability seem
to have been lost in the attempts to institutionalize the plan too
quickly. Heavy responsibility to monitor the progress resides with the
Multicultural Affairs Committee which has a diverse marndate making them
as one member describes it “too busy to perform a watchdog role."
leadership for initiatives related to the plan is diffuse and centers
around irndividuals wto have personal goals related to institutional
change and a strong vested interest in the plan's success. Calvin's
more democratic institutional onlture, giving primary leadership to
faculty and putting administrators in a "facilitator-servant oriented"
role leads to questions of leadership for the plan. Faculty are
described as an "apathetic majority“ and since the administration
implements the priorities established by the faculty there is gap
between the faculty and the initiative to bring diversity. A mnajor
question left unanswered is what did the faculty expect institutionally
when it gave in-concept erndorsement to the Comprehensive Plan in 1986?

In spite of its willingness to budget to support initiatives, and
in spite of early institutional changes such as appointment of two
administrators to focus on multicultural issues and development of a
college preparatory program (Entrada); today the Conprehensive Plan is a
”moderate priority" according to the President. Administrators at the
college seem to be waiting for the faculty to resurrect the
Comprehensive Plan and give it high priority. Those interested in the
plan's success are concerned this may not happen because the issue of
multicultural change at Calvin appears secondary to broader issues of
change at the college.

At DePauw University, the vision for the initiative to bring

149
diversity to the institution came directly from the President. There
appears to be little perception of need to become a diverse
multicultural campus until a new President was appointed in fall,
1986. In his inaugural address, the President said “to be educationally
relevant and viable in the world community we have to courageously and
seriously explore the issue of diversity in the student body, in the
faculty and in the curriculum,” and he announced this as one of three
institutional priorities (see Appendix F).

Planning since 1986 has been carefully done but is ad hoc at DePauw
focusing on specific issues such as the relationship of cost to student
enrollment or the challenge of recruiting more black faculty. DePauw's
implementation focuses back to the vision outlined by the President, but
does not follow a comprehensively conceived strategic plan.

DePauw moved quickly into action, taking steps designed to bring
internal change (e.g. developing a cadre of faculty advisors for black
students and setting a black student enrollment goal of 100 in four
years) and external visibility (e.g. recruiting‘Wilma Rudolph as track
coach). The President remained at the center of activity to demonstrate

his interest.

Summaer of Strategic Plannng

 

l. The issue of accountability to institutional goals is not
clearly accounted for at any of the colleges. However, since
the President directs efforts toward diversity at DePauw,
members of the community appear to be more accountable for their

actions.

150

2. None of the institutions anticipated the effort needed to bring
about institutional change. Calvin's plan speaks to the
obligatory nature of change, but the plan failed to take this
into account in suggesting a transition strategy from.a task
force approach to an institution-wide approach. Both Anderson
and DePauw initiated efforts somewhat abruptly without a great
deal of prior planning, although it could be said that DePauw
initiated actions in many different areas of institutional life.

3. Evidence from.the case study institutions indicates giving the
initiative a high priority is critical. The North Central
Accreditation team said of the DePauw comnunity, "to one doubts
your commitment." Today members of the DePauw community know
bringing diversity is an institutional priority. The
institutional priority given efforts toward diversity is modest
at Calvin. Senior administrators seem indecisive as to the
place of goals or initiatives associated with the strategic
plan. At Anderson the strong sense of service gives strength to
an otherwise modest institutional commitment. The college
recognizes the Church of God is 18 percent black, and it's own
viability as an institution is associated with its ability to

more closely associate with the Church of God.

Admissions Standards

Before engaging in a discussion of recruitment and retention

programs, it may be helpful to understand the position each institution

151
takes in regard to admission of students.

Anderson University recently adopted a recommendation from the
Enrollment Management Cabinet "to deny admissions to students who have
both, graduated from.the low quartile of their high school class, and
having SAT scores of 700 and below. This policy would not apply to
students affiliated with the Church of God, having minority standing, or
if dependents of Anderson university alumni.“ This policy statement
flows out of the institution's commitment to a closer association with
the Church of God. The University does have an academic support program
(Alpha) for students who matriculate with academic need.

The faculty, while vigorously supporting a stronger relationship to
the Clnurch of God, is more cautious in describing the students who
academically match up with Anderson University. consequently, there are
undercurrents of concern about the relationship of the service theme
articulated by the university, and admissions standards. Interestingly,
some black students expressed concern over the more liberal admissions
standards and wondered whether the university was prepared to serve
students with varying academic preparation. They also speculated about
what serving a broad range of black students communicated regarding
institutional academic quality.

Calvin College publicizes what some describe as a more open
admissions policy. The policy allows approximately 10 percent of the
freshmen class to enroll on a conditional basis. The conditions of
their enrollment require participation in the Academic Support Program,
a program which Calvin strongly supports. The faculty, while
questioning how many students the college can support conditionally,

does support this more open, egalitarian admissions policy.

152
Historically, this more open policy is associated with Calvin's desire
to serve a wide range of students from the Christian Reformed Church.

DePauw‘University, although characterized as a moderately selective
institution, moved in tie mid 19803 toward becoming a more selective
institution. The relationship between the more selective admissions
standards and initiatives toward diversity may be the single most
important factor in understanding why De Pauw is experiencing an
increased black student enrollment. Clearly the faculty expectation is
to teach students who do not require remedial or significant academic
support. To the degree that there is congruence between the academic
ability of new black students and the academic expectations of DePauw
University, there will be faculty support. One faculty member put it
this way, ”If attrition stays low there will be progress.”

Consequently, there is no well developed academic support program
at DePauw. As one faculty member put it, students must "be able to make
it on their own." The academic profile of entering white and black
students reveals little difference in high school grade point averages
or SAT scores of white and black freshmen. The faculty see this
congruence between new black freshmen and DePauw's standards as the

important indicator of institutional success.

SUmmary of Admissions Standards

1. Faculty support of the institutional admissions policy and the
attendant need for supportive academic services is important for

institutional success in achieving enrollment goals.

153

2. Congruence between the initiative of the college and academic
standards gives reruitment efforts more likelihood of
succeeding. This is evidenced partionlarly in the environment
at DePauw University as a more Selective institution.

3. Keeping data on the progress of students admitted under varying
circumstances would assist institutional efforts. None of the
case study institutions had good data on the relationship of
entering students' academic qualifications and performance in
college.

4. It appears from the experience of the case study institutions
that keeping faculty aware of the relationship between academic
standards and performance will encourage their support for
enrollment initiatives. Such information might include data on
institutional success in retaining students with marginal
academic preparation. Openness is likely to lead to a greater

degree of congruence between students arnd standards.

Recruitment and Financial Aid

Often recruitment and financial aid efforts are viewed as the
cornerstone of an institution's effort to bring diversity. However, the
more rolistic enrollment management approach involving a broad range of
institutional functions lists recruitment and financial aid as Only
parts of a successful enrollment effort.

Anderson University employs a modest, but very targeted recruitment

program. The University does not employ a full-time minority admissions

154
counselor and alumni are not actively involved in promotional efforts to
black prospects. However, the University has identified Churches of God
and other churches with predominantly black members in adjacent states
for visits by representatives from the University. The Church of God
represents a natural student market and the University is aware of this
potential. Financial aid given to support efforts to bring diversity is
modest, but increasing. There is recognition of the competitive nature
within the marketplace and the need to enhance the financial aid
budget. The budget for 1989-90 was $20,000 but this figure will more
than double to $50,000 in 1990-91. The result of these efforts is a
growing enrollment of black students to Anderson university.

Calvin College employs what many outside the admissions office feel
is an aggressive recruitment effort to black students. However, the
number of black freshmen matriculants in fall 1989 and the number of
black freshmen applicants for fall 1990 decreased over the previous year
(see Table 16). Calvin employs a minority admissions counselor and has
developed an internal mirority recruitment team in an attempt to involve
other black staff in recruitment efforts. Black alumni are not
involved, and black students play a modest role in student
recruitment. Calvin has no natural black constituency; in fact, the
black comnunity in Western Michigan might consider Calvin a Dutch ethnic
enclave. Bridge building to black leaders, particularly church leaders,
takes on an increasing level of importance, although the College has
attempted few bridge building activities to pastors or high school
counselors.

The College seems willing to budget to support enrollment

initiatives. The Entrada precollege program requires a substantial

155
budget allocation as does the Multicultural Scholarship Program. In
addition, the College has cultivated several endowed scholarships for
ethnic minority students. In spite of institutional efforts, Calvin has
failed to create erough interest in the College to meet its enrollment
goals.

While Anderson and Calvin might be characterized as having modest
or cautious approaches to recruitment and financial aid, DePauw
University is quite the contrary. DePauw recruited a reputable black
admission staff member to develop their program. The institution
developed a message of achievement and economic success to black
prospects and reinforces this message in personal communication and
through a publication listing the current position of every black
alumni. In addition, the AdmisSions Office publishes a "Black Alumni
Newsletter“ as a means of highlighting campus development for black
alumni and moving them toward endorsement of the university.

The key to DePauw's recruitment effort is the establishment of the
Black Leadership Award (BLA) program. BLA represents most of the almmost
$1 million annual budget in financial aid for black students. DePauw,
through research, recognized cost as the single most prevalent barrier

to enrollment and has developed a program to offset the concern.

Summary of recruitment and Financial Aid

1. DePauw was not afraid to take affirmative action with regard to
solving the issue of their higher costs in relation to black

student enrollment goals. This stands out as a decisive factor

156
in their black enrollment success. Calvin and Anderson seem
more concerned with equity.

2. DePauw's success in communicating with prospective black
students would indicate a message of hope will increase their
interest. Haw will they benefit from.an education on a
particular campus? DePauw's message of achievement supported by
the list of professions of black alumni is an example of such a
communication effort.

3. The experience of the case study institutions reinforces the
need to develop a black constituency to support enrollment
goals. Anderson university has the most enviable position being
affiliated with the Church of God. Beginning with a clear
understanding of how they are perceived, Calvin and DePauw must
identify, nurture and build bridges with the black community.

4. The literature and the efforts of the case study institutions
support the need for skilled black admissions professionals who
nurture relationships with black prospects and build trust with

parents.

Retention

Colleges utilizing an enrollment management approach, while
aggressive and focused in recruitment strategies, often are vague and
unsystematic in their retention strategies. Retention programs require
good data collection to intelligently implement the necessary array of
tasks. The case study colleges are less focused on retention strategies

and are inclined to describe efforts as ”ad hoc" or "scattered."

157

Arnderson University resembles Calvin College in its approach to
retention. Arnderson's Enrollment Manageent Cabinet set a goal "to
increase the current retention figure by 1 percent through 1993-94," but
tre strategies to implement this goal are not clearly delineated. The
Alpha academic support program and the Director of Basic Advising are
positive forces in retention of black students, but the Director of
Minority and International Student Services feels most black students
leave Arnderson “more because of social-psychological reasons than
academic reasons."

The urgency to establish a broad retention program for black
students to include faculty and student services staff is not evident.
Soe faculty and administrators, primarily black members, identify a
more comprehensive support network as crucial to the integrity of the
University's enrollment goals. In 1989-90 a "Countdown Committee" was
established as an all-campus retention committee. This committee may
provide focus depending on whether it chooses to collect and analyze
aggregate or segmented retention data.

One person krowledgeable of retention data for black students at
Calvin College described them as ”horrible." Administrators responsible
for retention data believe Calvin "does rot have a retention problem,"
however complete data on ethnic minority students was only recently
tabulated. From these statistics it is estimated that Calvin graduated
just 18 percent of black enrollees from 1985-1989.

Calvin, in 1989-90 implemented a system of identifying high risk
ethnic minority students. Through a grant from the State of Michigan
Office of Mirority Equity, the Director of Multicultural Student

Development formulated a five-year history of ethnic minority student

158
retention, and initiated faculty mentoring and group mentoring
programs. T're group mentoring program, led by the Director of
Mmlticultural Student Developent and the Director of the Academic
Support Program was evaluated by students arnd staff as more likely to
achieve the goals of academic support and retention. Beyond these
efforts, there are mo retention strategies directed at ethnic minority
students.

At DePauw University, an administrator who collects some retention
data says "the University's retention program is its more selective
admission standards.“ Faculty seem willing to support diversity in the
student body as long as students meet the academic demands of the
University without substantial academic support. The- data on black
student retention indicates most black students are retained, but the
University can only speomlate why black students do leave.

The key to DePauw's retention is the congruence of the academic
ability of black matriculants arnd the University's academic standards;
as well as the solid support network of black faculty and staff. Not
only have these staff members organized in a Black Faculty arnd Staff
Association, they also have each agreed to mentor twelve black
students. The black staff are committed to the University's goals and
are daily mnaking informal, unstructured contacts with black students to
assist in their integration into campus life. These "little things
staff do” as they describe them, are crucial to building the confidence
of individual black students to meet the challenge of prospering in a
predominantly white campus.

Not to be minimized in DePauw's retention strategy is the

University's aggressive financial aid program. Since 75 percent of

159

black students qualify for need-based aid, the university's renewable

Black Student Award program and nearly $1 million in annual aid work to

diminish financial concern as a reason for leaving.

ammmary of Retention

1. Good data gives programs focus. This is never more evident than

5.

in retention. The case study institutions were only beginning
efforts at data collection and there is little evidence of
retention programming based on research data.

Solving retention problems is complex and requires more than
identification as an institutional priority. Although there was
little evidence of such activity at the case study institutions
willingness to do research and to develop strategies based on
identification of problem areas are important to institutional
success.

An informed faculty and staff committed to the goal of
multiculturalism and diversity can assist retention informally
by establishing a community expectation regarding interactions
with black students. In each of the case study institutions,
the faculty were not active participants in initiatives. Their
support varied from apathy to modest support.

If the institutional mission calls for more open admissions,
retention becomes a more difficult, but more critical part of
enrollment management.

The integrity of institutional enrollment goals hinge on a
comprehensive view of retention. A revolving door (Cbpe and

Hannah 1975) for black students promotes "they're not ready for

160
our campus" thinking. The concern for the ”revolving door” was

very apparent at each case study institution.

Student Life

While rot typically perceived as part of enrollment manageent, the
attempts by institutions to provide a nurturing community for all
students is a crucial element in a healthy enrollment future. Black
students' experiences on predomirnantly white campuses such as the case
study institutions are complex. Since the case study focused on the
broader range of enrollment manageent strategies, the study does not
allow for an in-depth analysis of student response to the campus, but
gives an overview of each institution's attempts at programming directed
toward black student or multicultural goals.

Anderson University has rot linked its enrollment goals to bring
diversity, with student life programming. The leadership in student
life programming is committed to change in student affairs, consequently
there is the possibility of linkage. However, there is not an
institutionally shared perspective on what strategies are required to
make Arnderson a compatible environment for black students. The
perspective of black faculty and staff for building a multicultural
community is viewed with some suspicion and a sense of indifference by
the majority of the community.

The University does have a Minority Student Union, but a relatively
small number of black students are active participants. "Social clubs"

provide opportunity for forming friendships arnd providing entertainment

161
for majority students, but few black students are involved. There is
growing interest on the part of student services staff for providing
leadership to the community as it moves toward becoming more diverse.
Six black resident assistants were selected for fall, 1990 in what is
described as an affirmative action step.

Calvin College seems to be ambivalent about a perspective to guide
programming for black students. Having only a smell black student
population may add to the ambivalence since questions on use of
resources also enter in. The lack of advocacy for the needs of black
students is a result of this ambivalence. The net result is a student
development program that foomses almmost exclusively on the needs of the
majority student population. One administrator illustrated student
ambivalence in his description of white students' perspective of
interactions with black students. "I think the white students at Calvin
College are caught in tension between the two perspectives (i.e.
integration or assimilation). The white student is not quite sure which
way he or she should respond. . .“

The College provides several lectures, concerts and chapels
focusing on black culture or multicultural issues. waever, the small
number of black students and the dominance of the majority culture make
integration into campus life difficult for black students. The College
has one black resident director and no black resident assistants. '
Further complicating the life of black students is the lack of an
organization focusing on multicultural or more narrow black student
interests. Harambe Jahard, such an organization for many years, was
disbanded in 1989.

DePauw University faces a major challenge in building an integrated

162
campus community because of the difference in socio-economic status of
black and white students, and the strong role fraternities and
sororities play on campus. Their history is one of homogeneous
membership in Greek organizations at DePauw. Early in the developent
of their initiative to bring diversity, the university publicly had to
confront the issue of relating institutional goals of diversity with the
homogeneity of the Greek system. The "Ghetto Party“ incident forced the
President and other campus leaders to publicly show disapproval of the
Greek system, and at the same time this gave opportunity to publicly
support university efforts to be multicultural. From.that fall date in
1988 until the present, a campus dialogue goes on about why black
students are by in large not interested in joining existing Greek
organizations. Black students are also planning to introduce a black
fraternity and sorority. DePauw also made a decision to attempt to
actively manage the culture of the university by building a new freshman
dorm and requiring all freshmen to live in campus housing.

Several campus actions have given black students reason to feel
recognized. The university encouraged formation of the Association of
African American Students (AAAS) and provided an AAAS Hbuse for student
use as a social center. Another action was the appointment of black
administrators in mainstream.rather than minority track positions such
as campus chaplain, librarian and financial aid administrator. Less
visible, but nevertheless important, are the attempts by the Director of
Minority Affairs to work within the Greek system to develop cross
cultural awareness. Today the black staff feel the University may have
developed a sufficiently large ”critical mass of black students so as

not to be ignored, and to allow dating and choices of friendships to

develop."

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Summary of Student Life

 

Enrollment goals that include the desire for diversity require a
strong and informed response by student services staff. ‘No case
study institution integrated black student enrollment goals into
their mainstream student services planning, although DePauw
focused more closely on student services than the others.

Most ethnic minority student activities are peripheral within
the institutional framework. This adds to black students
feeling marginalized on campus. The Harambe Jahard club at
Calvin is an example of a peripheral activity as is the MSU
program at Anderson.

In a small predominantly white college, ethnicity, church-
relatedness or traditional practices may add to the complexity
of bringing environmental change. It is no surprise for Calvin
College to struggle the most with issues of diversity given its
long denominational and ethnic history.

Ongoing dialogue with black students and openness to their
concerns is an important ingredient to creating a supportive
environment. Interesting ventures into dialogue are occuring

between black students and white fraternity leaders at DePauw.

‘Different forums at Calvin and Anderson provided dialogue, but

this perspective of listening to black students is not
institutionalized at any of the case study institutions.
Institutions would be aided in their efforts if white student
services staff owned the goals for diversity, and interacted

with black students to understand their feelings of

164
alienation. (Most student services programming at the case study
institutions emanate from.minority program.staff. Other staff
may be supportive but often are uninformed in the area of race

relations.

Characteristics of Organizational.culture Related
to Developgent.of a Black Student Ennollment

"To understand and appreciate the distinctive aspects of a college
or university, examine its culture. . . culture is revealed by examining
artifacts like products (e.g. policies) and processes (e.g. decision
making) and the values and assumptions on which products and processes
are based” (Kuh, Whitt 1988, 97). Although this study is not primarily
of campus culture, it is a recognition that to ignore cultural
characteristics is to have an incomplete understanding of institutional
behavior. The research did not include a cultural audit, but did
include interview and observational methodology to solicit input which
might give clues to motivations for various institutional behaviors.

The researcher wanted to gain an insight into the campus ethos fostering
or impeding development of a black student enrollment.

Richardson in his ongoing research of ten campuses examining
institutional attempts to bring diversity, says success for
predominantly white institutions is associated with an institution's
willingness annd ability to ”manage culture." In fact you can determine
just how far an institution has progressed in this process by "examining

the interventions" engaged in by an institution. They become "visible

165
evidence of organizational culture” (Richardson 1989b, 15). A.brief
description follows; first, of the campus ethos of each case study
institution; second, a description of the ”interventions" each college

attempted.

Mission and History

Understanding the history and mission of an institution is an
important starting point in an examination of institutional culture.
Since the research focused on efforts to develop a black student
enrollment, the description of institutional history will highlight
events that give insight into current institutional prioritization and
decision making.

The history of Anderson university gives significant clues to why
developent of a black student enrollment is an institutional
priority. Today the Church of God is approximately 18 percent black and
Anderson desires to strengthen its association to the church and the
black segment of the church. The servant metaphor as described in the
chapter three Anderson University case study is often used to describe
this relationship. Neither Anderson, nor the Church of God are
ethnically based populations, but as the President describes it, "are
eclectic, broadly American." Today the "rush to integrate within the
Church of God" as a senior administrator says, comports well with
Anderson's institutional priorities.

Calvin College is owned and operated by the Christian Reformed

Church. Its relationship to the church is the closest of the case study

166
institutions. The denominational history originates in the Netherlands,
and today Calvin College is not only predominately white but
predominately Dutch. Until 1970 over 90 percent of all students were
associated with the Christian Reformed Church. In 1989, that percentage
remained high at 65 percent. The translated Dutch phrase “our school
for our children" often is used to describe Calvin College until 1970
and is not entirely inaccurate today.

The biblical foundation for the mission of Calvin College evolved
from the theological ideas of Abraham Kuyper, a Dutch philosopher-
theologian. Kuyper felt Christians were to c1aim.'every square inch of
the cosmos for Christ" (Wblterstorff 1989, 10). The ethnicity of the
Calvin community and a theology calling the College to prepare students
to deal with issues of injustice create a tension. Changing the highly
valued ethnic-denominational character of Calvin comes slowly and after
much struggle, yet the institution continues to feel compelled by its
theological base to consider such institutional change.

While both Calvin and Anderson are intimately associated with
church denominations which in varying ways contribute to campus
developments toward multiculturalism and diversity, DePauw University is
broadly ecumenical. Its charter states ”forever to be conducted on the
most liberal principles, accessible to all religious denominations . .
.' The mission of DePauw is one associated with a strong commitment to
the liberal arts and results in as one faculty member put it, 'a history
of support for social issues.” This broad ecumenicism and liberal arts-
based support for social issues of multiculturalism and diversity help
to understand why there is broad faculty acceptance of campus

initiatives.

167

Cammpus Values and Multiculturalism

A brief analysis of campus values related to multiculturalism and
diversity. offers further insight into institutional behavior. At
Anderson University, tne descriptive term most often used is
”inclusiveness." The Committee on Racial Inclusiveness wrote a bold
critique of campus environment and policy making (see Appendix D).
Inclusiveness at Anderson is not valued enough by members of the
community to create a multicultural ethos. There is suspicion and
concern about the character of the University should the committee's
recommendation becoe policy. However, innclusiveness is a worthy goal
when associated with Anderson's relationship to the Church of God.
Service to the church is a firm institutional priority, and when efforts
to bring ”inclusiveness" to bear on camnpus are associated with this
relationship, the response is likely to be more supportive.

Calvin College values, even prizes, educational excellence; yet
seenms comfortable with an admissions policy offering a Calvin education
to a range of academically prepared students. In statements made in
explanation of this policy, the point is made that part of the rationale
for such a policy is the desire of the College to enroll ethnic minority
students. The mission of Calvin College calls attention to the desire
"to prepare students to be Christians in contemporary society." The
mission gives evidence of the College's desire to address contemporary
issues and teach students to transform culture. However, the
institution also cherishes its denominational and Ditch ethnic
heritage. These conflicting values lead to ambivalence and

indecision. Hence, some staff nembers' feel the College is willing to

168
becoe multiracial, but unwilling to becoe mmlticultural.

DePauw University affirms its liberal educational values. The
institution desires that graduates are "prepared for a lifetime of
service to the wider human community“ (DePauw University Catalog 1989-
90, 8). Consequently even without an institutional initiative to bring
diversity, DePauw adopted a Black Studies Programmin 1967. It seemed an
appropriate project during an era of activism and fit with the intent
“to prepare students for service.“ DePauw also relishes it academic
reputation and in fact, took the opportunity to strengthen its academic
reputation in the 19805 by increasing admissions standards. Efforts to
bring diversity and multiculturalism.cannot compromise the institutional
standards of quality and expect to'be acceptable to faculty in

particular.

Faculty

As a group, faculty at each of three case study institutions are
more or less disinterested spectators to institutional efforts to become
more diverse. There is occasional involvement by faculty who desire
institutional change, but in general this activism is limited to only a
few. This fits with Richardson's description of colleges and
universities being ”composed structurally of guild-like groupings of
professionals whose allegiances are first to their discipline. (At best;
the administrative priorities of the institutions where they are
employed are distant second" (Richardson 1989b, 1).

Black faculty and staff are likely to be more concerned with campus

169
priorities and policy making toward diversity. At both Calvin and
Anderson where progress is less obvious, black faculty were impatient
and disappointed in their respective institutions. They questioned
institutional decisions and felt on the periphery of community life.
Black faculty and staff at DePauw felt quite different. They most often
were supportive, even enthusiastic, (”I'd send my kid here in a minute")
about DePauw's initiatives. Most take an active role in encouraging
black students and feel integrated into community life. Most felt
integrated into community life.

At Anderson, the faculty are the least involved of the case study
institutions. They seemed to play no discernable role nor offered any
organized resistance. The Calvin College faculty are hesitant when
becoming diverse and multicultural is related to changing requirements
for tenure. The faculty seem to support the status quo regarding the
two tenure requirements of church membership and support for Christian
education on all levels. The President describes the faculty as giving
”moderate priority" to initiatives related to the Comprehensive Plan. A
black student felt "the faculty want to do the right thing but don't
know how." The faculty at DePauw in general offer ”little resistance"
as one administrator put it. One member of the humanities faculty said
he judged that the faculty felt supporting initiatives toward diversity

"was the thing to do."

Leadership

At each of the case study institutions there are quite different

perspectives on leadership. In each case study institution the

170
perspective on leadership employed fits long held institutional values
regarding organization. Leadership at Anderson university is more
centralized, with the faculty less involved in policy making and senior
administration and the President playing key roles. The President felt
the tradition of leadership at Anderson gave him.a ”broad latitude" in
decision making. The President gave most of the enrollment planning
responsibility to the Enrollment Planning Cabinet. All of the senior
administration sit on the cabinet as do several middle level
administrators such as the Director of Admissions and Director of
Financial Aid. While not involved in decisions on day to day
initiatives, the President of the Board is a prominent black Church of
God leader, and with four other black Board members, ensures leadership
from.the Board. The desire of the majority of the Board is to see more
black students at Anderson University.

Leadership at Calvin College regarding the Comprehensive Plan
initiatives is diffuse, partially located with the faculty Multicultural
Affairs Committee and with administrators whose personal interests
encourage progress. Administrative leadership is the most obvious in
the Academic Affairs Division since the issue of faculty appointment is
central to much of Calvin's activity since 1986. The diffuse nature of
leadership contributes to a limited sense of accountability to the
comprehensive Plan.

This nmore diffuse form of leadership is not unnatural.
Wblterstorff, in remarks to new faculty described the college's
structure as having a "highly democratic character . . . FUndamental
issues of educational policy are decided by the faculty not by the

administration or board" (Wblterstorff 1989, 35). This view is repeated

171
by current administrators wlo say admninistrators are "facilitators" and
should have a “servant orientation" toward the faculty. The President
describes his role in Comprehensive Plan initiatives as "trying to
stimnlate the college community and particularly the faculty to take
initiatives. "

DePauw University moves even more toward a centralized,
Presidential leadership style in efforts to increase black student
enrollment. “The President and his leadership is the key" said one
senior adnministrator. This view is widely held and supported on
campus. The President announced the institutional priority toward
diversity at his inauguration, and with little debate from the faculty,
has personally shepherded the project along. This President enjoys a
firm trust from the Board since he led the spectacularly successful $121
million fund raising drive before coming on as what he describes as "the
person tie Board wanted." His leadership is seen in personal
involvement in strategy developent and in his frequent public comment
on the issue of mnlticulturalism at DePauw. The research did not
uncover pockets of resistance or resentment of this strong and
centralized form of leadership. In fact, there is a sense by many black
and white staff, if the President were to resign much of the initiative

would now be part of the institutional fabric.

Institutional Change

Linked to leadership is the issue of institutional change.

Richardson noted that institutions must be willing to ”manage culture"

172
if they wish to have progress toward becoming a multicultural
institution (Richardson 1989b, 15). This is most evident in examining
the case study institutions, although it must be noted, leadership is
not the only factor contributing to institutional change.

While being slow to change because of a more democratic style,
Calvin College is also resistant to change toward becoming diverse and
multicultural. Beginning in 1977 there have been five Presidentially
appointed committees to study and recommend a course of action. The
task force producing the comprehensive Plan was the last in this
series. The resistance to change is complicated to analyze, but is
associated with the high value placed on Calvin's history as an
ethnically oriented, church-related college. The tradition is
ethnocentric and cherished. Efforts to manage culture meet stiff
resistance because it means changing "who we are."

The more diffuse, democratic form.of governance at Calvin
contributes to reticence toward change. The faculty are largely
disinterested in the comprehensive Plan and not prone to hold
administrators accountable for lack of progress. Since the President
and other senior administration work within this faculty oriented
environment, Calvin may have reached an impasse on change toward
becoming a multicultural institution.

Institutional change is more likely to occur and has occurred at
Anderson and DePauw. Both institutions give more freedom to the
President and senior administration for policy making. At DePauw it is
unmistakable to note the relationship between change and the priorities
of the President. Anderson's situation is more tentative, particularly

with the inauguration of a new President in spring, 1990. However, the

173

commitment of Anderson University toward becoming more closely
associated with the Church of God is a thee for future institutional
developent which administration and faculty support. Since this
association seems to require institutional channge toward being a diverse
multiomltural institution, faculty even with reservations will likely
support initiatives.

DePauw has an institutional ethos that supports efforts to
change. "It's the thing to do.” Is it short term or a fad? Most
interviewed felt the changes were nmoving toward ownership by the

community and efforts to retard progress would meet strong resistance.

Summary of Observations on Organizational Culture

1. Institutional histories give clues to how institutions will
respond to efforts to be mmlticultural. Institutions would be
well served by studying their history and mission, and
accounting for it in strategic planning. Calvin would be a
beneficiary of such a study and attendant strategic responses.

2. Efforts to becoe more diverse and multicultural produce anxiety
among faculty and staff. Both DePauw and Anderson attempted
sensitizing workshops and found them helpful since community
members were anxious about institutional change.

3. Church relationships have an impact upon institutions' freedom
to act since the church typically controls the Board of
Trustees. From examining the case study institutions, it can be

noted that the relationship to a supporting church may or may

5.

174
not encourage institutional change. At DePauw relationships
with tie church are so weak, the relationship made no
difference. However at Calvin and Anderson, supporting
denominations play important roles.
Centralized leadership may be more effective in bringing
institutional channge toward mnlticulturalism than a broad based
faculty-oriented leadership. Faculty give priority to issues
related to their discipline and are less inclined to be involved
in broad institutional policy making. While this may not be
universally true, it is supported through research at the case
study institutions.
The literature and experiences at the case study institutions
encourage institutional leadership to take a strong public
advocacy position, and to encourage dialogue and debate within
the various sectors of the community. Good information and a
desire to share this information will reduce the likelihood of
misunderstanding and resistance.
Institutions benefit from public acknowledgment of tension
between long held values and efforts to be diverse and

multicultural.

. A planned approach to institutional change rather than an

accrual approach contributes to efforts toward multiculturalism
and diversity (see Hossler 1986, 59-61). The change required at
predominantly white institutions are so pervasive, any attempts
unaccompanied by good planning will likely lead to less than

coprehensive change toward multiculturalism.

175

8. Change can happen. As obvious as this might be, recollections
of early participants in efforts toward change at case study
institutions indicate many felt the task was insurmountable.

9. The influence of the Board of Trustees is subtle and distant but
its role is one of support of enrollment goals at successful
institutions.

10.Black faculty and staff desire a central role in strategic
planning and implementation. The institution will benefit to
the extent that an institution facilitates bringing them.into
the center of institutional planning. DePauw experienced actual
success in their efforts to give black faculty and staff a
central role. They now ownn and are committed to DePauw's

efforts.

Ewaluation.of Institutional Pmogress Using Richandsonfs
l!odel.of Institutional.Adaptation

Early in the case study at DePauw University, a senior
administrator said the university was engaged in many initiatives "to
penetrate the culture of the university." Careful examination of
institutional behavior determined that there is ample evidence this is
true. This consistent, intentional effort to progress is why DePauw is
the only case study institution evaluated as a Stage 2 institution in
Richardson's model (see Appendix B and Chapter One for a complete
description).

DePauw established increasing black enrollment as one of three

176
institutional priorities in 1986 and has consistently been willing to
provide resources, both human and financial, to ensure progress.
Evidence of finanncial commitment is seen in the nearly $1 million in
financial aid to black students, and since 1986 five black
administrators were added to the staff. Staff feel accountable to the
President for actions taken and progress made, and the President
continues to pmblicly give his support and encouragement for
institutional goals of diversity in the student body. There is an
obvious willingness to “manage culture“ and bring about institutional
change.

DePauw developed strong recruitment and financial aid programs,
while carefully considering the relationship of academic standards to
enrollment goals, all characteristics of a Stage 1 institution. They
are now working to better ”prepare the environment for a diverse student
body” (Richardson 1989b, 8). It is important to note the present tense
of these activities since the institution is only in the initial stages
of altering the campus environment. Certainly a clear advantage for
DePauw University in developing greater institutional awareness and
sensitivity is the presence of black staff within the institutional
hierarchy. These staff are, by in large, not involved in peripheral and
narrowly focused minority programs but participate in all campus
planning.

Eridence of Stage 2 progress is seen in mentoring of black students
by black staff, monitoring of academic progress of black students by the
Associate Dean of the University, cross cultural awareness discussions
in the fraternities and sororities as well as within the University

staff, developent of a new freshman dormitory to limit participation in

177
the Greek system to upperclassmen and prejudice awareness sessions in
freshman orientation.

Planning for all of these activities is the result of intuition and
not data, but the administrators making decisions are knowledgeable
regarding the coplexities of institutional change necessary to support
student diversity. Black staff play a crucial role in this planning.
More and better data and communication systems for such data will be
needed to evaluate the effectiveness of each activity.

The challenge for DePauw is to avoid becoming a separated
multiracial community, rather than an integrated multicultural
community. As the interest in black fraternities and sororities and the
influence of black students through AAAS grows, how will the University
bring about integration? Some campus leaders believe the university
must move aggressively to build an Hispanic student body. If DePauw
adopts shmilar enrollment goals for Hispanic students, it may become
even more complex to maintain progress toward improving the campus
environment for black students.

Anderson university with a long history of close relationship to
the Church of God, a church with a large black population, is only
beginning to ask the difficult questions of preparing their campus for
increasing numbers of black students. Anderson is in Stage 1, but has
the institutional will to progress beyond this into the strategies
required to be more adaptive to black students even though one senior
administrator questions the desire of the university. "The point at
which we are most vulnerable is how intentional we've been in
structuring goals in operational terms." This institutional will to

give diversity high priority is fostered by Anderson's desire to

178
establish even closer relationships to the Church of God.

(At this point in history, the University is most heavily invested
in building the recruitment and financial aid strategies as well as
providing academic support through Alpha and the Basic Advising
Office. Data on the academic performance of black students or the
students response to Anderson university is not available. Retention
initiatives that might better prepare the environment are an
institutional priority but have not been implemented.

Three challenges stand out in Anderson's quest for a larger black
student body. First, the transition to a new President requires a
refocusing of expectations toward progress. HOw strongly does the new
President believe a larger black student body is as an institutional
priority? Second, black faculty and staff and white faculty need to be
integrated into strategies toward becoming a multicultural and diverse
campus. Third, student services must play a more prominent role in
efforts to ”prepare the environment for student diversity" (Richardson
1989b, 8). Anderson university has a critical mass of black students
and the institution has a natural market in the Church of God to
expand. How will it develop as a multicultural institution? Many
questions remain unanswered.

Calvin College is the most complex of the three institutional
cultures; and therefore, the most difficult to evaluate with regard to
institutional progress. In fact, it may be fair to say, the institution
is not progressing and displays disinclination to change sufficiently to
become multicultural and diverse. Enrollment of black students has not
grown in the past two years, nor have additional black faculty joined

the staff. Several administrators interviewed felt the Comprehensive

179
Plan initiative has 'plateaued.” Calvin College clearly is a Stage 1
institution. The unanswered question is whether the institution has the
will to manage its complex, ethnic culture to progress beyond Stage 1.

Today Calvin has an active recruitment program, but has not
established identity with a black constituency. Bridge building to
urban high schools and black churches is needed to develop such a
constituency. The College has a modest, but growing commitnent to
provide financial aid to black students. The issue of academic
standards for black students is not widely debated. Now the institution
must move to prepare the environment "to be easier to negotiate” for
black students (Richardson 1989b, 8). At this point there are modest
efforts to improve orientation and academic advising, but they are
peripheral in nature and do not reflect a central institutional
priority.

Several characteristics of the Calvin community lead to a cautious
outlook for future institutional change toward being diverse and
multicultural. First, faculty remain disinterested. In an institution
where faculty are central to shaping institutional priorities, this is a
critical concern. Second, and related, is the diffuse nature of
leadership. 'Will the administration be encouraged to progress and also
be held accountable for their actions? Third, black staff are cautious
at best in their evaluation of possibilities for institutional change.
Many feel the dominance of the ethnic and denominational history of
Calvin will prevent change.

While Calvin does have activities characteristic of a Stage 2
institution such as a mentoring program and some orientation activities, the

institution is not progressing and must be categorized as in Stage 1.

180
Initiatives are most often isolated and not the result of centralized
planning or broad discussions. Nor is there~much communication between

functions involved in initiatives such as admissions, academic affairs

or student affairs.

CHHPTERLPIVE
lDESJIfiflKIIIII)EECUHHENDHTIUIS

Before discussing the enrollment management plans used by
predominantly white church-related colleges to develop a black student
enrollment - it is necessary to underscore a truism which lies at the
basis of individual and institutional action. Who we are determines
what we choose to do. Recognition of this truism stands out as a
critical first step in initiating institutional change toward developing
a black student enrollment.

This truism is basic, yet often ignored in individual and
institutional lives: When predominantly white institutions contemplate
becoming multicultural and diverse, they must consider who they are
(i.e. organizational culture) before determining what they must do
(organizational systems). The discussion of this research falls into
two categories: enrollment management systems and the importance of

organizational culture in developing a black student enrollment.

EhrollmentfiManagement

l. The literature presents standards for designing an enrollment
management system.(Hbssler, 1984, 1986, Kemerer, Baldridge and
Green, 1982). Hewever when these standards are applied to
designing an enrollment management approach to develop a black

student enrollment, two requirements are needed of those within the

182
institutions who will plan and execute programs: commitment to
develop a black student enrollment and knowledge of the unique
needs of black students. Since most administrators in
predominantly white colleges are also white, the need for strong
commitment to developing a black student enrollment is that much
more necessary. Failure to recognize the deep, sustained level of
commitment necessary to design, redesign and nurture either
recruitment or retention programs to their stated objectives is to
invite disillusionment and abandonment of the program.
Accompanying commitment, and a necessary corollary, is the will to
be a knowledgeable participant in the process. Those responsible
for recruitment and retention programming must be willing to
prepare themselves by researching the broad range of literature
available on the experience of black students selecting and
attending predominantly white colleges.
Institutions wishing to develop a black student enrollment should
develop a plan with realistic annual enrollment goals. These
enrollment goals must be understood as one of only a few important
institutional priorities (Richardson, 1989b). A necessary
characteristic of such a plan is an attendant, well articulated
system of accountability. Accountability is evident when
institutions value and expect changes in their enrollment.
The enrollment management systems may vary depending on
institutional structure and the enrollment position the institution
assumes at the outset of an initiative. Some institutions have
different issues upon which to focus and have further to progress

to bring about enrollment change.

183

Institutions must consider the comprehensive nature of an
organizational structure necessary to bring about an increase in
black student enrollment. Traditionally, recruitment is first as
an institutional strategy. Goals are set, and since responsibility
lies in the Admissions Office, some degree of accountability can be
assigned. Since retention is a much more diffuse organizational
activity, assignment of responsibility and accountability is more
difficult. Recruitment is not as simple to determine
responsibility as most believe, since new student enrollment goals
are dependent on a range of activities such as academic program
developent, financial aid disbursement and broad institutional
image. However, retention strategies involve the full range of
student services, academic advising, career planning, financial
aid, and institutional research (Hbssler 1984, 1986; Graff 1985,
1986; Kemerer, Baldridge and Green 1982).

In order to succeed in implementing a comprehensive approach,
institutions must ensure that organizational structures are
linked. This coupling of structures (weick, 1976) need not be as
centralized as a Committee for Enrollment Management, or exist
under the leadership of a Vice President for Enrollment Management;
but it must be sufficient. Certain linkages are more important
than others. For example, admissions and financial aid must work
closely together (Ihlanfeldt 1980). Another important linkage is
between academic support and admissions, since congruence of
admissions standards and institutional enrollment objectives is
important. Linkage is less apparent in those functions related to

retention. None of the case study institutions had satisfactorily

5.

184
answered the question of responsibility for retention of black
students. Retention programs are considered optional if one looks
at institutional response rather than institutional rhetoric. If
institutions do not identify problems leading to black student
attrition and respond to them, their early enrollment success based
on recruitment of new'students will dissolve.
If institutions are to recruit and retain black students, they must
develop the appropriate data to evaluate progress. Data is not
optional. It provides focus to efforts to bring about
institutional change. Since resources are limited, it becomes
imperative for programs to be as sensitive as possible to
identified institutional needs. well designed research answers
difficult questions and gives programmatic responses integrity of
design (Gratz and Salem, 1981).
Recruitment of new black students to a predominantly white
institution requires development of a market from which to
recruit. This nurturing or bridge building (Allen 1985; Oliver and
Brown, 1988) to an often skeptical audience must be intentional,
longterm.and it requires an openness to ideas from the new black
constituency. These black constituencies might be denominational
(The Church of God - Anderson University), an urban area
(Indianapolis, Atlanta - DePauw University), but in each case it
must be noted that the perception of the black constituency is
likely to be one of skepticism to efforts by a predominantly white
institution. Although there are many methods for bridge building,
use of prominent college staff (e.g. Anderson's President at Church
of God Youth conventions) or black admissions staff (DePauw) are

effective.

7.

185
The socio—ecoomic profile of black students enrolling at the case
study institutions parallels the experience of institutions
nationally. As a group, black students have greater financial need
than white students (Lee, Rotermund and Bertschman 1985; Lee 1988,
Mortensen 1988, 1990) . Higher cost private institutions such as
the case study institutions must solve the cost issue with black
students to expect sustained enrollments. DePauw University is an
example of a very aggressive approach to solving the cost issue.
There should be congruence between the admissions standards offered
black students and the institutional mission. If, for example, a
mmoderately selective institution snob as Anderson University lnas as
its mission to serve the Church of God and if to fulfill this
mission the University establishes higher black enrollment goals,
the University has more freedom to develop more open adnmissions
standards. However, DePauw University, with more selective
admissions standards would have less freedom in establishing
admissions standards for black students. De Pauw determined that
the best policy was to impose tie sane selective standards used for
all students. In each case, the admissions standards maintain the
integrity of the institutional mission. Failure to do so, will
result in institutional debate concerning the validity of

developing a black student enrollment as an institutional priority.

mganizational Onlture

Predominantly white institutions would be well served by thorough

consideration of the impact of an institution's history and present

186
organizational culture in developing a more diverse and
mmlticultural community. Kuh and Whitt (1989) suggest the need for
a cultural audit to determine the range of institutional values,
and their input on institutional planning. This assessment should
be an early step in the strategic planning process. DePauw
University recognized the value placed by faculty on strong
admissions standards for all applicants and thus avoided alienating
the faculty. Calvin might have benefited from.a more thorough
appraisal of the impact the institution's long history of ethnicity
would have on bringing institutional change.
The church-related character of an institution is an important
characteristic of the context within which change must take
place. In many cases (e.g. DePauw), the church-related history of
an institution plays no role in the process of change to a more
diverse institution. The links are historic and have no present .
institutional meaning. However, in church related institutions
such as Anderson University and Calvin College, the relationship is
integral to the process. The history of the church impacts the
institution's ability to develop relationships with the black
community both within and outside the church. The Dutch
ethnocentric character of the Christian Reformed Church and the
close association between the church and Calvin College contribute
negatively to relationship building. At Anderson, the 18 percent
black membership in the Church of God and the University's interest
in serving this population has a very positive impact on potential
for developing a black student enrollment.

Other issues such as faculty hiring and development of

187
admissions standards are often linked to expectations the church
places on the institution. A question left unanswered in this
research, but worthy of note, is whether DePauw's success is at all
related to the freedom of decision making it has as a church-
related institution with only historic ties to a church and not a
omrrent relationship of accountability. If only Calvin College and
DePauw University are copared this appears true, but Anderson
University is less enonmbered by its relationship to the Church of
God and may find the relationship encouraging rather than
restrictive.
Faculty are at the center of institutional life, yet their role in
developing a black student enrollment and a more multicultural
institution is peripheral in the case study institutions. This is
consistent with what Peterson et al. found in their case studies of
thirteen institutions (Peterson et a1. 1978) . Although at each
institution the faculty were characterized as not resistant to
efforts toward change, it also can be said that faculty play only a
limited role in canpus developents. With the exception of a small
number of strongly committed faculty, the majority of faculty are
described by colleagues and administrators at each case study
institution as soewhat disinterested and not particularly
knowledgeable with regard to the needs of black students. The
research seems to indicate the need for faculty support, but to
what extent remains a question. At Calvin College, with a more
democratic, faculty-oriented form of governance and with the
question of tenure as central in institutional debate about change,

the faculty must play a more active role. At DePauw University,

188
where the most change occurred, the faculty are primarily
observers, paying particular attention to the academic success of
black students.

Black faculty, however, have very specific expectations for
institutional progress. They observe institutional behavior
closely and have an evaluative perspective. Their long term
satisfaction as members of a predominantly white institution often
depends on the institution's willingness to work diligently toward
diversity. Black faculty at both Anderson University and Calvin
College, where progress is less observable, are more inclined to
display impatience. Black faculty at DePauw university were
evaluative, but supportive and more active participants in the
process.

In addition to awareness of an institution's history and culture,
leadership at a predominantly white institution is a critical
component in efforts to manage culture toward becoming a more
multicultural environment. In fact, those involved with DePauw
University's experience would say leadership of the President is
the key to their progress. Hewever, DePauw's strong centralized
approach to leadership is not suitable to every institution.
Institutions must take into account their organizational culture
when assessing a leadership mechanism to provide focus to
initiatives. Calvin college, for example, must find a leadership
methodology in a culture that gives strong influence to faculty and
places administrators in a facilitative role. Both the experience
of Richardson (1989) in his ten case study institutions and the

research conducted on these three institutions would caution

5.

189
institutions wishing to becoe more mmlticultural not to depend too
heavily on faculty leadership.

There are two qualities of institutional leadership and change
toward multiculturalism that warrant mention here. First,
leadership must be active in efforts to manage culture. Second,
leadership must require accountability. If the leadership
component is not strong enough to require accountability, it will
seriously erode institutional efforts.

Finally, there seenmns to be a minimum level of leadership
required of the President based on the experience of the case study
institutions. The President mmst give public support to
initiatives and remind the institution and its constituency of
commitments. The President also should nurture the internal
process so as to ensure progress and a degree of institutional
accountability.

A.p1anned approach to institutional change versus an accrual
approach (Hossler 1986; Gratz and Salem 1988) is recommended for
predominantly white institutions wishing to develop a black student
enrollment. A planned approach ensures a more comprehensive
institutional involvement. It is more likely also to ensure that
the institution will give efforts higher institutional priority.
The need for linkage and leadership also come as a result of a
planned institutional response in comparison to the more subversive
accrual model. .

A subtle resistance to initiatives was present at all three
institutions. This resistance might take the form of faculty

indifference, individual skepticism, or institutional

190
marginalization of programs. An institution engaged in a planned
effort toward change is better prepared to strategize a reSponse to
such resistance.
The tension between becoming a diverse population, often referred
to as becoming multiracial, and becoming not only diverse but also
multicultural, occurred at all three campuses. Advocates of a
“multiracial approach represented a resistance to broad
institutional change. Their desire was for black students or
faculty to assimilate with dominant cultural patterns at each
institution. Typically this struggle was quietly going on at each
point where black members were joining the community (i.e. clubs,
residence halls, the faculty) but was not acknowledged by the
institution. This lack of acceptance and affirmation becomes a
source of disappointment and anger among black students and
staff. They expect their contributions to institutional life to be
valued. Public dialogue on this critical dimension of

institutional culture is needed.

l.

191
'Reconnendationsiflor‘Rurther‘Research

The moletof the President in Institutiona1.Change toward

Diversity. The case studies presented three quite different
presidential perspectives on developing a black student

enrollment. The President with the most involved role regarding
this initiative appears to be the most successful in bringing about
institutional change. The literature speaks to the need for support
from the President. However, there is a need to examine various
Presidential leadership styles in relation to developing a
multicultural campus environment and to determine whether there are
consistent patterns of leadership which result in institutional
change toward multiculturalism.and diversity.

Amuulticultural.versusluultiracial.Perspective Toward Institutional
Change. Most institutions interested in developing a more diverse .
student body have a narrow multiracial perspective on change, but
students expect an adaptive multicultural perspective.
Institutional ambivalence at four-year predominantly white small
private colleges needs further study to clarify the transitional
stages this type of institution moves through toward becoming truly
diverse or multicultural. Richardson (1989) is already doing more
important work in this area.

Faculty‘Role in Institutional.Change Toward.Multiculturalisn.

Little research exists in the past ten years on this topic. ~Since
faculty play a central role in institutional behavior, it is crucial
that higher education understand faculty patterns of support and
resistance to institutional change toward multiculturalism.

Recruit-ant Practices Directed at Black Student Audiences. While
much is written about this topic, most articles are anecdotal and
based on a single experience. Little extensive research has been
conducted on, for example, the role of the black admissions staff
member, or the relationship of a college admissions office to
parents of black prospects.

APPENDICES

APPENDIX A
INDICATORS OF SMGES IN
ADAP'HXTION OF OIEANIZATICNAL
CIILTURE TO QUALIFY AND ACCESS IENSIONS

192

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APPENDIX B
A WDEL OF INSI'I'IUTIG‘IAL
ADAPI‘ATIW '10 STUDENT DIVEEI'IY

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APPENDIX C
INSTI'IUTIONAL WON STEAM

194

Institutiml mum Strategy

 

 

Nature or fielationsnip of Organimd Programs
for Blacks to Similar Nm—Mimritv Programs

 

Interracial Attitudes Integrated Separated
Mutual Acceptance Bully Integrated Pluralistic
or Trust Calamity

Disinterest or Iaissez Paire Isolationist
tolerance miscriminatim

Mutual Rejection aireaucratic Racist

or Mistrust Paternalisn Bureaucracy

 

Fully Integrated Ccmmmitv: There is nutual acceptance or trust and programs
for blacks are fully integrated into the institution's regular progra.
(This was an early ideal but not one observed at any of the 13 institutions.)

Laissez Paire tlomiiscrimination: here is metal disinterest or tolerance.
and program for blacks are fully integrated with regular structures. (This
pattern appeared in institutions that mintained that they neither
discriminated against nor gave special attention to any group. The pattern
was observed most often in attenpts by white faculty to offer Black Studies as
a mltidisciplinary program without a departmntal base.)

mreaucratic Paternalisn: mere is actual distrust and program for blacks
are fully integrated with regular programs. While blacks occasionally
reported this reepmse strategy for their instibitims, it was met frequntly
observed in student attairs offices which ran support services for all
students through the sane structure.)

Pluralistic: 'Ihere is mutual acceptance and separate organizatimal units for
black programs. (The best esauples had developed reasmably effective
coordinatim between the minority and minority units. This pattern was
observedinsanoftheinstibitimsinthewpportiveservicesandinblack
studies programs.)

Isolatimist: there is animal disinterest or tolerance and separate
organizational. structures for black programs. (his pattern seemd to fit
student organizations in many of the institutims. Beagles also were toms!
in supportive services and black studies programs where the black faculty and
staff had few relatimships with regular faculty and start.)

Racist aireaucrg: There is Initial rejection and separate organizational
units for black programs. Mile this pattern was reported, there was low
consensus at these institutions about this pattern. Sale early supportive
service programs with activist or separatist ideologies were met
representative of this pattern.)

Source: Petersm. Marvin w.. Ibbert '1'. Blackburn. Zelda F. Gannon.

Carlos H. Area. Ibselle W. Davenport. Jams R. Mingle. 1978. Black Students
on White Cannises: me Impacts on Increased Black mrollmnts. Ann Arbor:
The Institution for Social Research. University of Michigan. Table lS-3, 305.

APPENDIX D
COMITI‘EE ON RPCIAL IMHSIVENESS
REPORT '10 1113 PRESIDENT
ANDERSCN UNIVEEITY
mm 1989

195

COMMITTEE ON RACIAL INCLUSIVENESS
REPORT TO THE PRESIDENT
ANDERSON UNIVERSITY
OCTOBER 1989

A Committee on Racial Inclusiveness of Anderson University was named by
Presidenr Robert Nicholson during summer 1988. The first meeting of the commitme was
held on July 26. 1988.

Thefollowingpetsonswerenamdtotheoommiuee:

I-LL. Baker Juanita Leonard Janet Newbold
Daryl Pridley Douglas Linville Rudy Pyle, Jr.
Jerry Grubbs Larry Maddox Edith Steans
Kmen Hardnett James Morehead Jimmy Terry
Jase Hendrix Jean Masthead

The assignment given to the committee by the President was "to consider and
recommend those policies. actions and directions which would assist Anderson University
in becoming a place where inclusiveness and pluralism are affirmed." In written
correspondence to the entire Anderson University community, President Nicholson stated:
”It is my expectation that all persons on this campus will encourage and be cpen to
membmsofthisgroupumeyseekmmakencialindusivemssamafitymtheAndmson
University campus.”

The committee met a total of fifteen times. Jerry Grubbs. Vice President for
Student Life and Human Resom'ces. served as convenor of the group. Meetings were
characteriaedbyopennessandsharing. Thegronpwasdeeplycommittedtothetaskand
showedahighlevelofenergyincarryingouttheassignmt

Earlymeedngswemchancterizedbygeneraldiscussimmdbninsumungabout
campus awareness of issues related to racial inclusiveness. The connnittee also gave its
support to Jean Morphead. Director of Minority and Inmational Student Services. in her
educationalefforts. She scheduled. stafiedandconducmdtlueeceatingAcuonforRacial
Equality (CARE) Workshops during the 1988-89 academic year. (Nate: For summary of
theCAREWorkshops. seegreenpagesincludedinthisreponnombook.)

One major undertaking was the development of a bibhomhy and the compilation
ofreading materials on the whim ofracism and racial inclusiveness. The committee was
given a reading packet consisting of some twenry-five articles from a variety of sources.
Through commitme work and as a resource for a special chapel session. a document was
created entitled: ”Celebration and Thanksgiving for Our Life Together." As part of its
commitment to education of the conununity, many articles were sent to targeted individuals
for their reading.

Through a special five hundred dollar grant from Wilson Library, a bibliography
was developed to enrich the university library holdings in the areas of racism. racial
inclusiveness and cultural diversity. Jean Morehead. Nancy Fischer, Jan Newbold and
Jerry Grubbs participamd in the research. develOprmnt and ordering of these resources.

196

Page2

The major research task of the commima was to gather data that would enable the
committee to understand racial attitudes and the racial climate on the Anderson University
campus. The method chosen to gather data was the personal interview. Initially, eight-
seven persons were identified as having pouential input to the comma. Subsequently,

f-rfty four persons were interviewed They represented the following groups within the
commuruty:

l. Admissions
2. Anderson University Student Association
3. Athletics
4. Department Chairs
5. Financial Aid
6. International Studem Association
7. Minority Student Union
8 . Personnel Services
9. President
10. Representative Student Group
11. Resident Directors
12. Undergraduate School Deans

Eachinterviewwascarefullyracorded. Asummaryofthadatais foundinthe
yellow pages of the report norabook. The commima acknowledges at least one weakness
in its data base. Alumni of Anderson University were nor included in the interview
process.

Uponcompletionoftheresearchphasaofthecomme'swork.asetofissuesand
recommendations was developed. These are clustered under eight categories:

Admissions
Financial Aid
Faculty/Stag Personnel Policies
Crur'nmlum
garden Life
tudent Academic Support
Athletics
General

”Newswwr

The following are respectfufly submitted for careful consideration:

I. ADMISSIONS
A. Issue

Recruinnent. admission and retention of qualified minority students
should be given high priority at Anderson University.

197

Emmett

Indiehteranneinoonvarsationwithminmitysmdentsandadmissions
personnelandtluoughthepersonalexperiencaofconnnimemembers,it
wasdeterminedthatastrongneedexiststogivefocusedcrcativeand
energindanendontothespeeializedtaskofniinoritysmdemreermmrent
adrnissionandrctention.

CW

1.

10.

ll.

Immediataattentionmustbegiventoinercesingminoritystaffinthe

. Non-minority staffmust be provimd regular and specialind training

thatwouldpreparethemtowmkwithminotiryparsonswhoare
potenrialsrudents.

. A written statement. outlining strategies for recruiting, admitting and

mminingmimntysnrdmmshouldbedevelopedbyanappmpriate
cross- seetionofcampuspersons.

. Therenaedstobeafoeusedandeoopetativeeffott(admissions,

alumni. Church relations. are.) to identify and nurture relationships
with key minority pastors and congregations.

. Groups representing Anderson University (music. drama. athletic,

etc.)nmstrefleetintheirraeialledmiceompositionaninstinnional
cmnmitmenttoculnn'alandracialdivetsity.

The Anderson University application ftr adrnissiou should have a
placatodesignataracialorigin.

. Admissionsmamials(bmchures.viewbook.videotlpe&etc.)

shouldprovidehighvisibilityofminaitysmdentsincluding
mrimrialsabouttheminorityexperianeeonthiscampus.

. ‘l'heEruollmentManagementCabinetmustincltalaminotity

persons.

. AeooperativeprogramfocusshouldbedevelopedbytheAlunmi

andAdmissionsOfficastocultivateandntnnrreblackalumni.

Given the cultural bias of standardimd test scores. additional criteria
should be used during the admissions process with minority
students.

National recruiting su'ategies must be developed which are reflec-
tive of the cultural diversity of the Church of God in the United
States (i. a. Korean, Chinese, Hispanic. Black. Arabic. Native
American. etc. ).

Page 4

II.

198

12. Dminginmrviewstherewasanapparentptevailingopinionthar

minorities "typically" come to the university experience unprepared.
A waymusrbe formdtodispelthismythandtoidantify andreeruit
Black. Hispanic. Asian. Native American. Arabic persons who have
excellent backgrounds for pursuing a university education but who
maynorhavedemonstramdthispotanrialonculnn-allybiased
ennanoa examinatimts.

13. Admissions staff must develop a program planned to focus on the

non-traditional (other than typical 18-22 year old persons) Student
population giving particular attention to minorities in the process.

FINANCIAL AID

A.lsaus

Although nor universallymminoritypersonstendtobring with them into
thauniversityexperienoeahigherleveloffinaneialneed.

KW

Nadonalstadsdcsfromavarietyofsotncesindicatediatnunontypersons
experience a higherleval of unemployment, a lowarthan average level of
income andparticipate generally atalower level than non-minority parsonsin
the economic resources of this country. Historically, minority persons have
enmedhighereducationonlyraoentlyandthusdonothavethesuppmt
baseofseveral generationsofunivarsityeducatedfamilymembars.

CW

1.

Spedficsuategiesshouldbedevelopeuwithfirllpartieiparionof
minmityparsons)toraisedesignaredscholarshipfundsforminority

Additionalminmitypersmrsshmrldbaaddedtothadevelopmentstaffto

provide speeificleadership indrecultivationandmctmngofminmity
student scholarships.

. Educationalprogramsshmrldbedevelopadoncarnpusandinkey

settings across the country to assist minmity persons in the admissions
and financial aid process.

The financial aid office of Anderson University must hire minority
parsonsintheirstafl‘andalsopresentstaffmustbeprovided
develOpment opportunities in the area of cultural differences.

. Sincethepresentsuucnrreandpracticaofpublic education greatly

favors nonominmity students. the practice of making spacial financial

Page 5

III.

199

awardstOparsonsintheupperIO‘hoftheirclassisbyitsnanne
discriminatory against minority students. Anderson University must
find ways to identify minmity students with strong academic pctential
andto awardfinaneial aidonanon-discriminatmy basis.

6. Thereisagreatneedtoincreaseinformation flowbetweenthe university
and minority students who are patential recipients of scholarship funds.
Financialaidwm'kshopsoncampusandinkey locations across the
country should be conducted by the Financial Aid stafi‘.

7. More effective and intentional processes should be devised to support
minoritysnidentsintheireffortstopmieipateintheCollegeWork
Study and Anderson University Employment opportunities.

8. Agoalshouldbesettoincreaseminorityscholarshipaidaminimumof
10%eachyearinmdertokeapupwiththeinstinrtionalgoalofa10%
peryeerincreaseinminorityeruollment.

9. Additionalfinaneialaiddollarsmustbealloeamdtoassistintheretendon
ofminoritysnrdents.

FACULTY/STAFF PERSONNEL POLICIES
A. Issue

Anderson University does not currently reflect in its faculty/Staff a percen-
tage of minmityparsons either comparable to the percentage within soeietyin
generalortorhaChurch ofGodinparticular. Thispresentsamajorproblem
for the recruitment. admission and retention of minority students. and is also
anindicadonofamincalweaknessinaninsdmdonwhichstamitscomnumiem
toeulnnaldivetsity.

Faculty/stafi‘members tendnotto bewell-preparedtodealwiththeissues of
racism. racial understanding andcultural diversity. The reasons forthis are not
always clear. However, it does appear that faculty/stafl‘ experiences and
educational backgrormds generally reflect the predominant white culture.

.Xalirlatinn

The numbers are revealing. Anderson University has a clear lack of
minority presence among the faculty and stafi. Several faculty members and a
handful of staff constitute the total number of minorities on the faculty/staff. In
the literature. it is also projecred that identifying, recruiting and hiring minority
persons will become even more difficult in the years ahead. Also. the Com-
mime found the su'ucturc. curriculum and program of Anderson University to
be reflective of the dominate white culture in society in general and the campus
in particular. Finally, there seems to be a lack of awareness on the part of
Deans and Other Professionals in regard to the variety of somces from which
to recruit qualified minority faculty and staff persons.

Page6

200

CW

1.

A concerted effort must be made to develop a personnel resource "pool"

of minority faculty and stafl’persons who have porenrial for employment
atAnderson University. Contact with black alumni and directreeruiting on
campuses of predominantly black universities are strongly encouraged.

. Continuededucadonaleffortsmustbemadatodealwiditheissueofracism

and racial inclusiveness with present faculty and staffpersons.

. Although administratms of Anderson University suggest a present policy

of non-discrirrunation in hiring practices. it is recommended that a snong
"affirmative action" stance be taken with intentional and active recruitment
ofminority facultyandstaffbasedonprecise goals andwithappropriate
accountability fm achieving these goals.

New strucnrres. eturicula and programs which reflect a sensitivity to racial
inclusiveness should be developed and implernantcd.

. Anderson University should develop and implement a program to

idendfypouentialminmityfacultyandstaffpersonsandto providesupport
(financialandorhmwdse)mdiemasdreypmsueadvanoeprepmdonindteir
wocauonalaree.

A faculty exchange program should be implemented that would connect

Anderson University with some of the strong historically black colleges in
the United States.

. A workshop forDeans andotherprofessionals who have responsibility for

recruitingoffaeultyandstaffshouldbaeonductedforthepmmeof
expandingtheirawarenessofthemanysommsfromwhichtodraw
porentialminmitycandidates.

. Raeialandeuluualsensitivityrrurstbecomeanevaluative criterion when

evaluating efi‘eetiveness of fmulty and staff persons.

IV. CURRICULUM
A. Imus

Aspresendyoomeivedutdsntrennedthe undergraduatactmiculumof

Anderson University shows no evidence of being either sensitive or responsive
to the basic issue of racial and cultural inclusiveness. The governance. design.
structure. and management of the present curriculum has been and presently is
veswd in the control of a "white" faculty and administrative structure.

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201 -

KW

‘I'hesimplefactofdieabsenceofminmitypersonswithinthafacultyis
raveafingevidenoeofdielackofamrcialperspecdveindiemtalcmnculum
process. The norimable lack of academic courses andprograms dealing with
racial andcultural inclusiveness is also revealing as is the lackof support forthe
establishment of such programs. The committee did nova several elective
coursesinsoeiologydibmalartsseufinarsandcommunicadonsdealingwirh

mummy.

ThethreeSchoolDeansrepmmdpositiveefim'ts byfacultyto "infusethe
curriculum with cultural issues." However. this perspective was nor supported
by Deparnnant Chairs who openly stamd their support of such infusion but
admimd not much was presently being done by faculty in their departments.
DepartrrientChairs alsoexpressedanmdforassistanoeinthe identificationand
recruitment of minority faculty members.

A variety of sources researched by the commime point strongly to the
importance and indeed necessity for higher education instinrtions to develop
special programs and curricula offerings which deal with the concerns of
racism and cultural inclusiveness. Cultural infusion of the curriculum and tOtal
institutional ethos must become a high primity.

.Resnmmenrlatiuns

1. Ihegoalofracialandculunalinclusivenessmustbeahighpriorityinthe
academicprogramandcuniculumreviewprocess.

2. Consideration should be given to the inclusion of .a basic liberal arts require-
memwiththeprimarypmposetoprovidaoppormnityforsmdentstounder-
standandexpetienoeracialandeulnnalpluralisms.

3. Atthedeparnnental 1eve1.allcmrrsessyllabi.textbooksandotherresources
shmrldbeteviewedtoasoertainwaystoinfusethectu'riculumwithdie
issues and concerns of cultural inclusiveness.

4. Minmitypartieipationoneommimesandtaskfmceswypresentfacultyor
externalconsultants)mustbeinstnedtluoughouttheprogramand
curriculumreviewprocess.

5 . Faculty development opportunities should be provimd with the specific
focus of assisting faculty to be more effective in the classroom with
students who come from a wide variety of cultural backgrounds.

202

Page8

v. STUDENT LIFE
A. lame

AndersonUniversityis notviewedby manyas an idealplaca forminority
and international students. The snail number of faculty and stafi coupled with
thasmallpereentagaofminorityandinternationalsnrdentsmitigate againsta
wholesome and supportive environment for these persons. At present. there are
notsufficientsupportservices forminorityandinmrnational students.

3.13m

TheCommittce waspardcularly influencedby significantreadings tn the
areaofminoritystudentsupport. ltbecameapparentthatwhileAnderson
University has for a number of years stafi’ed an office of minority student
affairs.theone smfi-personofi'icecannmbeexpeemdtoservethewiderange
of needs expressed by minority and international students. There was also no
evidence of strong budget commitment to enable the develop-set and imple-

mentadonofsmdentsuppmtservicespardeuladyfoeuscdaroundthenmdsof
minoritystudents.

Dmingdieinmrviewsitwasclearlydemonstramdthatthereisaganaral
lackofawarenessbyfacultyandstaffoftheuniqueneadswhichminorityand
internationalsnrdentsbtingtOtheeducationalscene. Thereappearstobesome
hammsuppmtappmpriamanocadmofmsomcesmspaakmdiesemue
n .

CW

1. Careftdauendonneedstobegiventoinmeasingtheprescnoeandvisibility
ofnnnlgtuysuuientkadmsmsmdemgovmunentreddcmehansclubs,
chaps etc.

2. Residencahallroomassignmentsandprogrammingnmstbereflecdvaof
theinsdmdonaleommimtemtoeulnnaldiversityandracialinelusiveness.

3. Developmentofeross-culntral sensitivityandskillsmustbeahighpriority
inmientationanduainingofResidentAssistantsandResidantDirecmrs.

4. Socialclubs andorganizationsmustpractica an ”opendom'policy"

regarding the inclusion ofall students regardless ofrace, crud or
co or.

5 . A mentoring program (using peer and faculty/stafi' mentms) should be
developedtoprovidepersonalandacademic supporttominority students.
Sue‘hcaproalgroamcouldbaimplementedto includeawidespectrurnof
stu nts

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VI.

203

6. Suongandeffectiverole models (mrnorrtyspeakers musicians,
aeademicians.artists. etc.)shouldbeinvimdtocampusfmchapelsessions
andspaciallectureships.

7. Stumnt-oriented made: which celebrate culnnal diversity should be a
high primity when planning campus activities.

8. ‘I‘hejudicialcodemustbereviewedtoinsurethatpersonswhocommit
actsofraeismmareinvolvedinincidentswhichareraciallymotivamdare
dealt with swiftly (with due process) and severely.

9. The Department ofStudent Life should review carefully the specific needs
of international students particularly when making meisions about residence
hall living requirements.

10. AplanmustbedevelopedbytheDepmmentomedantIer torecruit and
place racial minmitias as Resident Directors and Resident Assistants in
residence halls.

STUDENT ACADEMIC SUPPORT
A. Issue

Minmityandinternational students bringwiththemtoArulersonUniversity
uniqueandspecificnmdsintarmsofacademicsuppm't. Suchstudentsrepmta
lack bath of sensitivity and cross-cultural sldlls widtin the faculty when it comes

todealingwithdteminclassroominsmrcdmalexpmienmsandasadvisms/
mentors.

8.1mm

Asstatedtabovesmdentsrepmtedsonnconeetntothecommimeabotudie
lackofsensitivitytotheirpardcularneeds. Thecommitteealsobecarmaware
duoughreseerchofdiecmrentlitmannedtatinsdmwhouemosteffecdve
inratendmtofminmitystudmtsaredtosewhoprovidespecialimdacadamic

supportpmgramsandwhoassistfacultyandstafftobccomemmeeffcedvein
worlringwithstudants.

QRmnrnmsndatinns

l. Ateamofpersonsresponsibleforacademicsuppmtservicesshouldvisit
several predominantly black institutimrs to explme effective ways to
program academic support services at Anderson University.

2. A data base on minority students should be developed which would provide
assistance in understanding the key factms at Anderson University which
seem to predict successful persiStenoe to graduation.

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204

3 . The staff and resources of the Kissinger Learning Center should be

expandedandmade more available (requiredfor some) toall Anderson
University students.

4. TheEm'ollmentManagementCabinatshouldtakedirecdontoinsmedtat
dierecntitmentandadmissionofminority studentsisdonefromapoolof
academically eligible and porentially (with appropriate support) successful
students. '

5. ‘l‘heacadamicadvisingprocesswithsmdentsmustbemmepardcularimdto
insmediattheuniqmneedsandconcernsofminmitystudentsare
consideredinthecounselingandschedulebuilding process.

6. Peer counseling and tutoring programs should be developed which provide
minority students anoppmatnitytoassisttheirpeersin the achievementof
their educational goals and objectives.

7. Opportunities shouldbesmrcntredwherefacultyandstafimembarscan
sharefacetofacewithminmitypersonsabouttheiracademicneedsand
concerns.

VII. ATHLETICS
A. Issue

The philosophy of intercollegiate athletics at Anderson University is, in the
judgment of the committee. a sound one. Basically, athletics are seen as
intagralandaccountable tothe academicPhysicalEducationDepamnent The
main issue is the attractiveness of athletic program to minmity students given
dreabsenceofscholarslupaidinamledcsandthecompeddvamssofdtemarket
in recruiting minmity student athletes.

.Yalldatinn

In terms of numbers almte, it is evident that Anderson University does not
attract a high percentage of minmity athletes. It has also been noted that a
rather high percentage of minority athletes are also students admitted through
the alpha program Persons who do athletic recruiting reported difficulty
contacting minmity students given limited travel budgets. They also repmmd
a lack of coordination of recruiting efforts between the Athletic Department and
Admissions Deparurtent. There are no black coaches.

CW

1. In athletic recruiting efforts, the emphasis at Anderson University should
always be on admitting the Mug-athlete.

2. A goal to increase the number of scholar-athletes should be set and the

necessary staff and financial resources allocated to achieve the goal

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205

. Focusedattention should be given to the identification. recruitment and

funding of minority scholar-athletes.

. Innnediateattenuonshouldbegivenmthelackofnnnaitypresenceinthe

Physical Educau'on Deparmient and on Coaching Staffs.

. Ageneralrecruiting snategyfu'minorityathletes shouldbedeveloped

joindy bythe Athletic DeparumntandAdmissions Departmentwith
extensive input by past and present minority student athletes.

. Opportunities should be provided for student athletes and coaches to

participateineducationalopporninitieeonsubjects suchasracism.racial
inclusiveness. diversity, culnnal pluralism and communication across
cultural barriers.

VIII. GENERAL

Ihefoflowingarereconnnendadmsofageneralnannewhichthecommiuee
believesshouldbegivencarefulconsideration.

1.

Aclearinsdmdmalpoficyonracialinclusiveneesshouldbedevelopedwith
appropfiatestatementsofinmleranceofactsofracismanddiscriminam
practices and suggested disciplinaryprocess should such occur. This policy
statementshouldbeincludedinthefacultyandthestaffhandboolts.

. Ihecommitteesensesasncngtn'gencytobuildbridgesofunderstanding

withthc" 'oflll' C ty,Il'

W

Themanyhourswehave sharedtogetherhaveservedmclarifyandsuengthena
vision for Anderson University. We envision Anderson University becoming a genuine
multi-cultural Christian academic community. We long for this vision to be captured by
Tmswes. Administrators. Faculty, Staff. Students and the wider Church community. We
believe we have the porential to reflect in our community a biblical mandate of unity and
openness and to be a place where all persons can celebrate God's creative love and their
own special and unique createdness.

We further affirm our belief that a multi-culnn'al community is distinctly better than
a homogeneous community. We challenge Anderson University to be on the cutting edge
of change and in preparing persons to live in a global world. We challenge Anderson
University to lead the Church in becoming what God is calling her to become for all

206

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W

ThefinalrecommendationisinregardtothefuuueoftheCommitteeonRacial
Inclusiveness. The Commime has worked well together and. we believe. accomplished
thetaskassignedtoitbythePresident.

It seems appropriate now that the committee be reconstituted with a broader
assignment of cultural understanding. Perhaps the newly constituwd committee could be
named "Committee on Culnrral Understanding."

Such a commime could be a "subcommittee" of the Human Resources Committee.
Its primary task would be to facilitate the development of policies and programs which help
Anderson University achieve its goal of cultural diversity. Its membership should be

expanded to include a wide diversity ofpersons from among the smdents. staff. faculty and
administration.

Commitme on Racial Inclusiveness
October 1989

APPENDIX B
THE COIPREHENSIVE PLAN
CALVIN COLLEGE
DECEMBER, 1985

207

THE COMPREHENSIVE PLAN

manure-strands!“

December, 198:
Calvin College

208

COIPEZEZISIVB FLA! POE IITZGRAIING

HO!!! AIZRICAH ZIEIIC 31303122 P238038 AND THEIR IXIZBISIS

INTO EVERY FACE? OF CALVIX'S IISTITUTIOEAL LI?!

ccarznra;
I. Sumner?
II. Vision for the Future

III.

A
B.
C.
D

Current Policies

Ins-es underlying the Plan

Critical Areas
raculty and Start: Recruitnent. Retention and Ccnnunity Life
Students: Recruitnent. Retention and Student Lite

the Broader Christian Connunity
Curriculun

For each or these critical areas the plan will consider

1. Goals
2. Strategies for Coal Attainnent

replications for Administrative Personnel and Structure

A. Structure
a. rising

Appendices

209

I. SUHHARY

the need for Calvin College to become a genuinely multicultural
Christian academic community has been recognized by the Board of
trustees. the Administration and the Faculty of the college. the
comprehensive plan here presented plots out a course that will make
Calvin College the multicultural community here enrisioned.

Pour critical areas in need of focused-attention are identified in
the plan: (1) Faculty and Staff - the recruitment‘and retention of
ethnic minority persons and the development of multicultural
community: (2) Student Life - the recruitment and retention of
ethnic minority students and the development of multicultural
student community: (3) the Broader Christian Community: and (4)
Curriculum. In each of these areas an account of what the college
has done in the past is given. goals for the college are set. and
strategies for goal achievement are recommended.

roar themes underlie all the goals and.the strategies contained in
this plan. First. academic excellence at Calvin will be maintainedt
and more likely improved. for a multicultural educational community
is better than a homogeneous one. Second. change at Calvin is
mandatory. something we must do soon and with great resolve. third.
the change must be comprehensive. reaching into all facets of
Calvin's institutional life. fourth. to ensure success the plan is
careful to assign. where appropriate. authority and.respcnsibility
to specific individuals. divisions. departments or committees.

tecnlty and.Sta::. In this area the goals are (1) that by’the year
acct-ca fifteen percent of both faculty and.staff will be comprised
of ethnic minority persons. and.(2) that faculty and staff will live
and work together in a multicultural Christian community.
Recruitment of faculty will be primarily the burden of the various
academic departments. but they will be assisted in their efforts by
the Director of Academic hulticultural Affairs who will make special
efforts at ethnic minority recruitment. and.whc will also promote
faculty emchanges and graduate fellowships for promising ethnic
minority graduate students. Administration.and staff recruitment
and retention will be the primary responsibility of the various
college divisions. but they will be assisted by a personnel manager
in charge of various recruitment and retention programs. the
development of multicultural community will be guided by the
hulticultural Affairs Committee. which will encourage community
building activities wherever appropriate.

Student Life. the goals in this section are (1) that by the year
zoos-ca fifteen percent of the student body will be comprised of
ethnic minority students. (2) that retention figures for ethnic

minority students will not differ from those of the whole student

- 210

body. and (a) that students of all ethnic origins will live and
Study together in Christian community. Success it this area
requires that the Admissions Development Office strengthen
recruitment efforts. that the Student Affairs Division work to
improve multicultural community living in cn-campus housing. and
that the Multicultural Affairs Committee encourage and ensure
positive cross-cultural communication in various student arenas.
Success here also requires the appointment of a Director of Student
hulticultural Development to the Student Affairs Division. this
director will advise ethnic minority students and will generally
work to foster an environment in which cross-cultural community is
celebrated.

the Broader Christian Community. the goals here are (1) that Calvir
will be seen as a credible witness of the culturally diverse
character of the Kingdom of God. and (2) that Calvin will build
bridges of communication and cooperation with ethnic minority
communities. the hulticultural Affairs Committee will be charged
with developing and recommending strategies for Calvin‘s leadership
in this area. In additions because the Board of trustees is one
link Calvin has to the broader Christian community. we recommend
that the Board evaluate and define its role in the development of
multicultural community both at Calvin and.in the broader -
community.

Curriculum. Our goal for the development of the curriculum is that
Calvin graduates will know and appreciate cultures other than those
dominant in North America and western Europe. and that they will be
be prepared to interact effectively with people from cultures other
than their own. the primary strategy is for the college to
establish a distribution requirement which will ensure that all
students complete a minimum number of courses which provide
significant exposure to cultures other than those dominant in north
America and vestern Europe. the academic administration is charged
with encouraging departments and individual faculty to develop or
improve such courses.

this is a comprehensive plan. It attempts to address issues of
importance in all significant areas of Calvin College‘s
institutional life. Still. not all issues are addressed in the same
degree of detail. Some of the plan (e.g. faculty recruitment
strategies) is well advanced while other parts (e.g. strategies for
leadership in the broader Christian community) are in early stages
of development. In the coming years this plan will serve to guide
change at Calvin. It is meant to be a beginning. the final goal
will be achieved only when such plans are no longer necessary.

211

II. VISION P08 TE! FUTURE

the need for Calvin College to become a genuinely multicultural
Christian academic community has been recognized by the Board of
trustees. the Administration and the Paculty of the college.

this recognition is underscored by several efforts in the last
fifteen or twenty years to increase the presence of ethnic
minority faculty and students as well as to orient the curriculum
to issues of ethnic minority interest. the comprehensive plan
here presented takes account of past successes and failures in
these areas and plots out a course that will make Calvin College
the multicultural community here envisioned.

the vision is of a Christian community that celebrates cultural
diversity and is shaped by the biblical vision of the kingdom of
God. a kingdom formed ”...frcm.every tribe and language and
people and nation“ (Revelation 5:9.10). we envision a kingdom
community in which cultural diversity is seen as normal: a
Christian “family" that transcends ethnic. cultural. racial and
class boundaries: a communion of saints in which “each member
should consider it his duty to use his gifts readily and
cheerfully for the service and enrichment of the other members'
(Lord's Day 21 of the Heidelberg Catechism): a community in which
Reformed Christians from all of these groups see Calvin as their
college. It is the biblical vision of.Pentecost rather than the
vision of babel.

As an institution under the Lordship of Christ. Calvin College
has a prophetic role to play in bearing witness to that kingdom.
Central to this prophetic role is the content and orientation of
our teaching. here importantly. however. the reality of the
kingdom must also be portrayed by the make-up of the educational
community. and by the quality of relationships in that community.
As long as Calvin remains a one-race. one-culture institution in
which the few ethnic minority persons present are isolated by our
insensitivity. we present a distorted or. at best. incomplete
portrait of the kingdom of God. If we at Calvin assent to the
contemporary confession an_ggzid_aglnngg_3n_§gd and 'ccmmit
ourselves to seeking and expressing the unity of all who follow
Jesus“ and become 'human family together - male and female. red.
yellow. black. white or brown. young. or old' (Paragraphs 47.16).
then Calvin College. with resurrection power and anticipatory
radiance. will faithfully reflect God's kingdom on earth.

Calvin College is currently far from realizing this vision. In
practical terms. we in the Calvin College community must
recognize that ethnic minority faculty and ethnic minority

212

students do not feel comfortable here. Among the consequences of
this are that the quality of the education of all Calvin students
is diminished. the Christian liberal arts education about which
we feel so strongly becomes more difficult for ethnic minority
Christians to obtain. and.the potential for ethnic minority
.leadership development is diminished. the time for Calvin to
change has.ccme. this plan is meant to be a beginning. the
final goal will be achieved only when such plans are no longer

necessary. '

a.

III. CURRRIT POLICIES GR RIRRIC HIRORIIY AFFAIRS

there are four major areas to be considered in this plan: facultY
and staff recruitment. retention. and community life: student
recruitment and student life: the broader Christian community:
and curriculum. In some of these areas. especially faculty
recruitment and student recruitment. there are policies already
in place. the Professional Status Committee. the Priorities
'Committee and the Administration have passed and endorsed a
number of policies aimed at recruiting ethnic minority faculty.
these policies have created additional full-time positions as
well as special ”visiting faculty" positions for ethnic minority
faculty in all departments. they have encouraged faculty
exchanges°with ethnic minority faculty from other colleges. they
have created graduate fellowships for ethnic minority students
contemplating attending graduate school. they have also. among
other things. endorsed a process by which ethnic minority faculty
prospects are contacted and invited to campus to discuss mutual
interest in faculty appointment. these policy statements are
included in their entirety in appendix A.~ the Admissions
Development office has engaged in a variety of efforts to recruit
ethnic minority students. one of which is the ongoing work of a
Minority Admissions Counselor. and the faculty has recently
approved the development of an academic achievement program for
ethnic minority high school students who show significant
evidence of academic potential (in appendix 3).

In the areas of student life and curriculum development there are
fewer official policy statements. It has been recommended by
various bodies that the Student Affairs Division consider the
needs of ethnic minority students. ,Student life for ethnic
minorities is currently enhanced by the Harambe Jahard student
organization. In addition. to help ethnic minority students
adjust to life on Calvin’s campus. the administration has
recently approved a new half-time position (in Student Affairs
Division) for advising ethnic minority students. With regard to
curricular matters a minority concerns committee in 1978

(I.

213

recommended that 'departments give more serious attention to the
history. culture. literature. and general contributions of racial
minorities . but efforts in this area are spotty. the Academic
Support Program has been helpful in assisting students from
academically disadvantaged backgrounds. which often includes
ethnic minority students. but the program is not designed

ically to assist ethnic minority students. there have been
efforts to include ethnic minority concerns in all these areas.
but it is generally recognized that the approach has been
piecemeal and.that success has been elusive.

IV. IRRIRS URDRRLIIRG TEE PLAN

A Anadslis_£xnlllnhds= Past committee reports have emphasized
the need for Calvin to maintain its standards of academic
excellence. the comprehensive plan continues in this tradition
and even anticipates that the academic environment will improve.
For if the task of the college is the training of students for
living the Christian life in contemporary society. a more
excellent education occurs in a culturally diverse environment
than in one which is ethnically. racially. and culturally
homogeneous. If the educational environment at Calvin achieves
diversity in these areas. then the quality of education will be
greatly improved. Students will not only be learning to live:
they will also be living what they learn. All students benefit
from such an environment. for it more closely reflects the
society in which they will live out their Christian lives.

3. Chan¢l_aa_ha3dator2= the Calvin community has recognized the
all-college” need for a genuinely multicultural community. tat
the advisory recommendations from past committees have made
little impact. partly because the commitment to a multicultural
college education is more ideal than real. lacy would like the
campus to develop in this way. but the community has not shown
the drive and.initiative necessary to make it happen. the task
Porce believes it is time to assert that the integration of
ethnic minority persons and ethnic minority concerns into every
facet of Calvin's life is not something Just to talk about or
Justlto hope for. but something we must do soon and with great
reso vs.

C Connzlhlhlitl_£hangs= Efforts in the past to increase ethnic
minority presence at Calvin have shown limited success. in
because of the piecemeal approach to the problem. It is the
belief of the task Porce that Calvin will not be successful in
this venture unless change is comprehensive. If. for example.
ethnic minority students are successfully recruited. but there
are no ethnic minority faculty to whom they can relate. and

”I

214

student life has not developed enough to support the incoming
ethnic minority students. then the effort will fail. the plan
must therefore cover all aspects of ethnic minority life at
Calvin College. Accordingly. we will present proposals for
implementation in the areas of faculty recruitment. retention and
community life. student recruitment and student life. the broader
Christian community. and curriculumt but all of these specific
areas fit together into a unified package. If one of them is
neglected while others are implemented. the success of the whole
plan will be Jeopardized.

D W: 0110 of PM fail-1328 Of PMIt
recommendations on ethnic minority concerns has been lack of
clear assessment of authority and responsibility. It has not
always been clear. for example. who was responsible for
increasing the presence of ethnic minority faculty members. In
order to avOid presenting a list of toothless recommendations.
the plan carefully tries to assign authority and responsibility
so that it does not evaporate into a general recognition that we
all will try to do something about this. Sometimes we will
propose that authority and responsibility reside with certain
administrative offices (e. g. academic administration. admissions.
business office). sometimes with specific faculty committees

(e. g. Professional Status Committee or Educational Policy
Committee). sometimes with Student Affairs Division and sometimes
with the lulticultural Affairs Committee. After studying the
successes and failures of the past we are convinced that
authority and responsibilitym Mbe clearly and.carefully
assigned.

215

V. CRIIICAL ARRAS

A .e O 4- 7“.

1) Goals

In 1979 the Professional Status Committee. in response to
recommendations made in 1973 by an ad hoo committee on minority
concerns. passed four motions (document 01 in appendix A)
designed to increase the presence of North American ethnic
minority persons on the faculty. At the time there were high
hopes that this action would bring the anticipated results. In
1985. however. it is clear to us that this approach has failed.
while the need for ethnic minority faculty has in no way been
diminished. their presence in 1985 is still minimal.

It is the consensus of the task Porce that the faculty. the core
of an educational institution. must lead.the way for change.
Ethnic minority students will not be attracted to Calvin. they
will not stay at Calvin. and the ourriculum.will not change
unless the composition of the faculty changes. It is also the
consensus of the task Porce that. for progress to be made. Calvin
must set for itself concrete goals in this area. to tie into the
college's five-year review and.planning time-frame. we look first
to 1993 and.then beyond to 2003. It is our goal that

- by reso-ea there will be twenty full-time.
ethnic minority taoulty*msahers teaching at
Calvint ten of whom:will.be im.temmre—traok
positions.

- by zoos-ca tiftesm percent of tenure-track
positions I111 h. held.by ethnic minority
persons (about 30 faculty members).

Because not all who are appointed will stay at Calvin. we
anticipate that to reach these goals Calvin must appoint. on
ags§age. five new ethnic minority faculty per year through

a - a.

there are several reasons for these goals. Perhaps most important
is the fact that in 1988 roughly as of the Christian Reformed
Church is made up of ethnic minority members. Ethnic minority

216

(D

membership is also growing at a rate of about 10% per year. which
is faster than the growth rate of the denomination as a whole.
this mirrors a trend also evident in the population at large.
Demographers expect that in only fifteen years ethnic minority
people will comprise about one third of the national population.
By the year 2000; some 40% of High School graduates will be ethnic
minority persons. If Calvin is to serve effectively the
educational needs of its constituency. it must appoint faculty who
can relate to and respond to the needs of ethnic minority
students. A second reason is that enough ethnic minority facult
must be appointed so that individuals do not feel isolated. A
critical mass of ethnic minority faculty must develop if
individuals are to survive here. A third reason is that. as a
Christian educational institution. Calvin s role is to call the
broader Christian community to service for our Lord. Calvin
should be in the forefront of Christian leadership development for
ethnic minority communities. and it needs role models for ethnic
minority students who will become society's leaders. Finally.
because the faculty make up the core of the educational
institution. and because a multicultural educational environment
is better than a homogeneous one. the faculty must be on the
forefront of change.

2) Strategies

In 1979 the policy approach depended largely on the good will and
creative recruitment strategies of the various departments at
Calvin. Some departments. however. have been unwilling to
consider ethnic minority candidates for appointment. and others
have shown no initiative in recruitment of ethnic minorit
candidates. It is our Judgment that the 1979 approach failed in
large measure because of the lack of full commitment of the
acuity.

Any successful strategy must continue to rely on good will. but
experience shows that this is not enough. the strategy must
ensure success: it must not only encourage change. it must not
accept lack of change.

huch cf the burden of recruitment and hiring new falls on
departments. It is crucial. therefore. to institute a process by
which departments recruit and recommend for appointment ethnic
minori .y candidates. the academic administration annually
requires ”State of the Department‘ reports. including five year
plans for each department.

-]§_:3ggllgnd that State of Department reports
and accompanying five year plans include a

the academic administration must make it clear to the departments
that no Caucasian will be appointed if it Judges the department
to have been lax on ethnic minority recruitment efforts.

the commitment of the department in these efforts is fundamental.
within the department. the chairpersons. while not being as

rong as in other academic institutions. are nonetheless
influential in recruitment and hiring decisions. therefore. to
improve commitment at the department level.

le_:engl|-nd,that one of the criteria for
' to the position of department chair

Beyond individual department planning it is also important that
the Professional Status Committee stand.behind these efforts.

ppoimtmsnt

amd.tbe:departmsnt to which.tbat.Chmcasian.is to
be appointed.prsssnt evidence of a significant
effort to meet ethnic minority'reoruitmsnt and.

hiring goals.

Such evidence would normally be written statements which outline
the department's plan for recruiting ethnic minority faculty
members and.which present rationale for failing to meet the goals
of the plan. If the Professional Status Committee Judges the
effort to have been less than a good faith effort. it should
refrain from.recommending the candidate for appointment.

the strategies above place the burden of effort on the individual
departments. the following strategies are intended to facilitate
the work of the departments by increasing the size of the pool of
available candidates to each department. If the goals are to be
achieved. it is necessary to ensure that strategies are pursued
faithfully and sufficiently. therefore.

le_:snnmmsnd.tbe establishment of an
administrator/faculty'position entitled

218

Director of Academic lulticultural.hffairs.
mumrmorioav. thispersonwould
direct the summer achievement program.(see
appendixLB). promote and oversee ethnic minority
faculty recruitment. faculty exchanges and
minority graduatetetudsnt fellowships (see
document 92 of appendixzc for Job description).

In these efforts the Director of Academic Multicultural Affairs
will be administering policies that have already been approved”
the college. the Professional Status Committee. or the
Educational Policy Committee. the summer academic achievement
program has been approved both by the Educational Policy
Committee and the full faculty. the Professional Status
Committee has adopted procedures by which prospective ethnic
minority candidates are located and presented to the departments
for consideration (see documents .3 and t4 in appendix A). the
faculty has also approved the promotion of faculty exchanges with
ethnic minority professors in other academic institutions.
Finally. the faculty has approved the general strategy of
graduate student fellowships for qualified ethnic minority
students. Proposed procedures for implementing these fellowships
hate been sent by the task Force to the Professional Status
Committee for consideration (see document to of appendix A).

So far the retention of ethnic minority faculty has not been
addressed. much of this issue is handled in the next section on
developing the faculty and staff community. but at least some
policy issues must be dealt with here. Experience shows two
college policies that have caused problems for ethnic minority
faculty are the required membership in the Christian Reformed
Church and.the required attendance of faculty children at
Christian schools.

!-_:nnn||-nd.that the lulticultural Affairs
Committee review and suggest revision of such
policies ehere appropriate. and that it review
and.euggest revision of any college policy ehich
may hare negative effects on ethnic minority
persons.

b. Adll:lfli:h§lfl3.hnfl_fiiazz
1. Goals
the integration of ethnic minority persons into administration

and staff positions is also vital for the creation of a genuinely
multicultural educational institution. It is an area in which

219

Calvin has realized some progress. In the Pall of 1985 there are
five ethnic minority staff personnel (about 55 of all staff) and
one ethnic minority administrative person (about 2% of all
administrative personnel). Such. however. remains to be done.
both in recruitment and in retention of qualified ethnic minority
personnel. It is our goal that

- By'lsfla fifteen percent of administrative
positions and.fiftees percent of staff positions
will be held.by ethnic minority persons.

-xightyperosntofethnicmincritypersonnelwi.ll'
stay at Calvin for at least tee years.

the rationale for these goals is similar to that for faculty
recruitment and retention. First. ethnic minority representation
in both the Christian Reformed Church and the broader community
is large and growing. Second. a critical mass of ethnic minority
people rust be present in all areas of Calvin's lif . for this
will help other ethnic minority personnel feel comfortable. it
will provide role models for Calvin students and.the broader
Calvin cos-unity. and it will enhance the sulticultural character
of the whole campus environment.

2. Strategies

Currently at Calvin there are four major divisions: Academic
Affairs. Business and.tinance. College Adtanoement. and.Student
Affairs. Under current practice the president appoints the vice
president in each of these divisions. sometimes under the
advisement of search committees. Each of these divisions then
establishes its own pattern of recruitment and.hiring. often with
immediate supervisors making most of the hiring decisions.

the task force sees no reason to alter this basic structure. but
does find need for revising the operation of the structure. Zach
‘ division currently submits annual reports to the president of the
college which are based. in part. on five year plans for the
division. the five year plans are developed by presidential task
forces on which divisional personnel are well represented. to
encourage hiring of ethnic minority persons.

- ls_:noollsndt first. that the require
planning task forces to include in the five year
plane a prominent section.on ethnic minority
recruitment and hiring and. second. that these

be updated and revised annually in each
division‘s annual report to the president.

220

the success of these two recommendations depends largely on
commitment of administrative and supervisory personnel within
each division. therefore.

.- !._zggnlllnd.thst tee criteria.for hiring new
vice presidents amd.cther supervisory personnel
be. first. a commitment to the development of a

consider appointing ethnic minority persons to
the positions of dirisional vice presidents.

In addition to the five year plans. the periodic updates and
reports. and the basic commitment. personnel assistance to
divisional decisionmakers must be provided. therefore. in
recognition of the probability that Calvin will soon hire a
personnel manager.

— 1e_:ggnlmsnd.that. in.addition to his/her other
duties. the personnel manager also be charged
eith developing and.overseeing the following
areas:

a. Recruitment procedures for ethnic
minority persons.

b. training and developnent workshops for
administrative personnel in charge of
recruitment. hiring. and employee
relations.

o. Orientation seminars for all new employees
on working in a multicultural setting.

d. ln-service workshops and seminars to
sensitize all staff employees to the
demands of a multicultural community.

e. Procedures for placement of ethnic minority
employees into appropriate departments.

f. Support systems for ethnic minority
employees.

g. Apprenticeship program for tr
promising. but currently underskilled.
ethnic minority persons.

221

2- DdInln3l28_Ihd_EiQELIE—and_§£h£:_flnlnnnl33
a. Goals

the development of a genuinely multicultural college community
requires more than just hiring ethnic minority faculty and staff.
It also requires the creation of an environment in which people
from diverse cultures can flourish. this is easier said than
done. however. for living and working in a multicultural setting
is difficult for culturally bound.pecple. It will probably not
happen unless we work hard to make it happen.

to develop such a community it is necessary that faculty and
staff already here lead.the way. this means. first of all.

- that faculty and.staff must commit themselves to

the all-campus need.cf creating a genuinely
multicultural college cos-unity.

without such commitment the entire plan is doomed to failure.

Beyond this basic commitment. faculty and staff must develop the
ability to live in. work in. and.appreciate ethnic diversity.

Part of this involves the education of students and part involves
community living with all the members of the Calvin family. 'e
therefore envision.

- that.faculty'end.staff will reoognineICslvin.ae
a genuinely'sulticultural community.

- that all faculty will be equipped for effective
of students to live the Christian

preparation
life im.contemporary. multicultural society;
b. Strategies

there are a variety of strategies through which these broad.goals
could be achieved. to increase commitment to the all campus need.

ls_zlonllsnd.that the.lulticultural Affairs

Such activities will include administrative efforts to schedule
sessions on multicultural concerns in faculty meetings. fall

222

faculty conferences. and spring faculty'board conferences. the
academic administration will also be encouraged to meet w th
departments and discuss the implications for-them of the all
campus need. Within administration and staff. the h ticultural
Affairs Committee will encourage and.assist the personnel manager
to carry out the tasks outlined in the previous section.

the goal of building the community so that ethnic diversity is
both accepted and celebrated will be pursued through a number of
strategies promoted by the lultrcultural Affairs Committee.
Important to community building are on-campus ethnic celebrations
and involvement of faculty and staff in off-campus. city-wide
ethnic celebrations. the student and faculty cafeterias. for
example. could periodically serve ethnic food. the Committee will
also encourage faculty to attend worship services at local ethnic
minority churches. and it will encourage informal social inter-
action between faculty members of different cultural backgrounds.

the third goal will likewise encompass a range of activity. If
faculty are to equip students. then they themselves must be
sensitive to the concerns of ethnic minority persons. to achieve
this. the Multicultural Affairs Committee will encourage the deans
and provost to attend seminars and.conferences on the
administration of a multicultural college. It will encourage the
academic administration to develop and organize mandatory
orientation seminars for new and current faculty. the Committee
will also encourage the academic administration to promote faculty
exchanges with ethnic minority faculty members from other schools.
to plan more contact between the faculty and the multicultural
lecturer. to promote faculty attendance at conferences on
multiethnic issues or where scholars of many ethnic backgrounds
will attend” and to consider requiring departments to hold one
seminar per year on multicultural issues. Finally. the Committee
will search out and promote other areas of potential faculty
development. for example. involvement in the summer academic
achievement program or the scheduling of appropriate speakers for
the interim lecture series.

223

g s:nd'n: y a I:
- e

As in the critical area of faculty and.staff. in student life
there are also two major areas in need of development. First.
there is recruitment and retention of ethnic minority students.
In the past small numbers of ethnic minority students have
attended Calvin. but too often they express dissatisfaction with
the Calvin environment'and drop out. though some students have
left for ostensibly academic reasons amd.cthers have left for
social reasons. many times academic and social factors are
intertwined.

the second critical area is the development of general Student
community. Becoming a genuinely multicultural institution means
more than maintaining a certain quota of ethnic minority Students.
Cross-cultural awareness and communication must flourish among all
cultural groups. For the Calvin community to become the Christian
family that transcends ethnic. cultural. racial and class
boundaries. students must also learn to celebrate tural
diversity.

1. Rscrnitmsnt_and_nstsntinn
a. Goals

Many of the same reasons offered in support of the goals for
faculty. administration. and.staff recruitment and.retention apply
here as well: Ethnic minority membership in the Christian
Reformed Church is already 5! and growing: national population
trends show a tremendous rise in ethnic minority population: in
order for ethnic minority students to adJust to Calvin. a criti
mass of ethnic minority students must develop: and Calvin needs to
take leadership in the training and.development of leaders of
ethnic minority Christian communities. In addition. we must
remember that all Calvin students will benefit. for a liberal arts
education is better for all students if it takes place in a
multicultural environment. For ethnic minority student
recruitment and retention our goals are that

- by ices-ea ten.peroent of Calvin/s student body
will be comprised of ethnic minority students.
By zoos-ca fifteeu.peroent cf the student body
will be comprised of ethnic minority'students.

- retention figures for ethnic minority'students

will not be significantly different from those
of the entire student body.

224

b. Strategies

In the long run. of course. the best strategy for recruitment of
ethnic minority students is to foster an educational and social
environment at Calvin which is.truly multicultural. Active.
short-term efforts at recruitment must necessarily be backed up
by progress in developing this environment. Short-term efforts
at recruitment. however. must still be significant. for the
Admissions Development Office must continue to bring Calvin to
the attention of prospective ethnic minority students.

It is important to note that the Admissions Development offic
has been actively involved in the recruitment of ethnic minority
students. the task Force is grateful for their efforts and
encourages them to continue their work at recruitment. In order
to ensure thAt ficient efforts are made in this area

!n_rnnommsnd that the Admissions Development
office submit for approval a five year ethnic
minority recruitment plan.both.tc the vice-

of the College Advancement Division
and.to the lulticultural Affairs Committee.
this plan is to be revieeed.anmually and revised

as necessary.

Recruitment efforts will include visiting high schools where the
concentration of ethnic minority students is high. tracking
ethnic minority students who are Christian Reformed or who at
some point attend a Christian school. and developing programs
such as the summer academic achievement program which is designed
to help prepare ethnic minority high school students for a
college education at Calvin (see plan for program in appendix 3).

Experience at Calvin has shown that active recruitment must be
reinforced with efforts to retain ethnic minority students once
they are here. A crucial element in the retention of these
students is the development of support systems which help them
adjust to the Calvin environment. these students need such
things as special orientation assistance. assistance from
upperclass ethnic minority students. advice in academic. career
and personal areas. etc. At the heart of these support systems
should be one person specifically charged with developing.
directing. and overseeing them. therefore.

- !I_:nndllsnd the establishment of a teelve month
administrative faculty position entitled
'Director of Student Iulticultural Development'
(see document 01 of Appendix C for job

225 -

description. Iota that this pcsition.also
requires development amd.cversight of the
multicultural character cfm mentire student
community)

One of the most important areas of student life is living
conditions in on-campus housing. Problems in multicultural
relationships more often develop in the dormitory than in the
classroom. Several things should be done to improve living
conditions in the residence halls. First. the resident directors
and.the resident assistants should be sensitive to the issues
surrounding multicultural on-campus living. therefore.

]._:ggnlllnd.thst the Student Affairs Division
make commitment to the development of
multicultural community a condition of
employment in both resident director and.
resident assistant positions.

ll.239flllllfl.the$ the Student Aifliri Division
make experience with.ethnic minority people a
conditiou.of employment for the position of
resident director.

lg_:gnn||end.that thezannuml.orientation
sessions for resident directors and.resident
assistants include prominent emphasis on issues
of importance in.multiculturel.living;

!I_rnoollsnd.that the Student Affairs Division
make a major effort to recruit and
ethnic minority persons to the positions of
resident director“ resident assistant. (this
effort would.normally be spelled out in.the
ethnic minority recruitment and.hiring plans

of each.majcr division in.the
college. as discussed.in Administration and
Staff recruitment on pp. ll-lh.)

potential faculty candidates.

In addition. the multicultural Affairs Committee will monitor the
success of these policies and. where appropriate. suggest
revision. the Committee will also oversee other areas which

226

relate to retention of ethnic minority students. Ror example. it
will encourage and help plan ethnic worship opportunities on
campus. review college publications to ensure that ethnic
minority concerns are given sufficient attention (e. g. the 22:33.
:heCaialog. theStndentizandbnok. andtheW
finnklai) and consider -any. other areas. which might improve
retention of ethnic minority students.

2.fi e ‘I v-

a. Goals

.-e strategies directly preceding are aimed at specific needs of
ethnic minority students. While it is important to address these
needs. building the multicultural community. which is for the
good of all students. requires more. Calvin’s broad goal is to
become a community whichm its very nature is multicultural. It
is our goal

- that all students. from both majority and
minority groups. vill recognise Calvin.as a
genuinely multicultural community.

b. Strategies
to achieve this goal.

!a_rncnmaand.that the lulticulturml.Affairs
Committee ensure that activities occur on campus
which promote positive cross-cultural
comnunication among members of all ethnic groups

on the campus.

In carrying out this mandate. the Committee will consider
promoting activities such as the following:

- ethnically oriented worship services. led by ethnic
minority ministers.

- a standing student senate committee on multicultural
awareness.

- ethnic choirs.

- cn-campus ethnic celebrations.

- student retreats focusing on cross-cultural
understanding.

— reading clinics or 'teach-ins‘ during which the whole
campus focuses on cross—cultural issues.

- theme years which celebrate multicultural life and
expressions.

- ethnic artistic expression both in the student body and in
the artwork around the campus.

- chapel services which focus on multicultural themes.

227

c '5 fl and a A e‘ -.e

1. Goals

Calvin College is. of course. more than just an educational
institution for undergraduates. It also enjoys a major
leadership role within the Christian Reformed.Church and within
the broader Christian community. If the Christian Church is to
recognize and.mcdel the culturally diverse character of God's
Kingdom. institutions of higher Christian education. such as
Calvin College. must be on the cutting edge of change and
development. Not only must such institutions change within. but
they must lead other elements of the Christian community to
change as well.

Primary constituencies in need of immediate attention include the
Christian Reformed Church. Calvin College alumni. and the
Christian ethnic minority communities most closely associAted
with Calvin (e.g. Black and.hispanic communities in Chicago and
Grand Rapids. the Asian communit in California and the Native
American community in New hexico . As the official college of
the Christian Reformed Church in charge of leadership
development. the college must increase the avareness of and
commitment to a celebration of cultural diversity within the
Church. It must also work to develop such a commitment in its
alumni. for these are the community leaders who have already
graduated from Calvin.

In order for Calvin to carry out such leadership. it must
generate internal success in developing a genuinely
multi-cultural educational community. It must also build bridges
to constituent ethnic minority communities. Calvin's integrity
will be in question if it attempts to build a multicultural
institution without the involvement of the ethnic minority
communities which are in close proximity to Calvin. More
importantly. we at Calvin need the active involvement of the
ethnic minority community to help create the multicultural
community here envisioned. In addressing the needs of these
three communities. it is our goal that

- within.the next decade Calvin will be recognized
by the broader (multicultural) christian

culturally diverse character of the of
God and.as a.leader in the development of this

228

minority communities of vestern lichigan that
will allow for mutually beneficial interaction
and genuine cooperation.

2. Strategies

the hulticultural Affairs Committee will be charged with the
responsibility of developing and recommending strategies for
Calvin a leadership in this area. Examples of such strategies
include increasing adult and continuing education possessing
multicultural themes. encouraging current faculty to consider
multicultural issues in their church speaking engagements.
infusing the Sumnerfest program with multicultural themes.
helping alumni groups to become more involved in ethnic minority
communities and with ethnic minority students. and perhaps even
developing satellite schools offering extension courses in select
ethnic minority communities.

to improve Calvin’s mutual relationship with ethnic minority
communities. the multicultural Affairs Committee will seek. among
other things. to monitor the multicultural development of the
college. encourage faculty and staff to worship in local churches
with significant multiethnic representation. promote the
consideration of ethnic minority community service in faculty
evaluation for feappointment and tenure. facilitate the
involvement of ethnic minority people in appropriate campus
activities. develop official ties with ethnic minority
professional organizations. and encourage campus discussion of
social issues of special interest to ethnic minority communities
(e.g. immigration laws. apartheid. affirmative action).

In addition to these activities of the multicultural Affairs
Committee. it is also important for the Board of trustees to play
its part. the board of trustees could. for example. consider
ways to increase the representation of ethnic minority persons on
the Board or establish a standing Board of trustees committee
(with representatives from ethnic minority communities) concerned
with multicultural affairs. In order to encourage an active role
by the Board of trustees.

l._:ggg-I-nd the Dosrd.cf trustees actively
evaluate and.define its role in the development
of multicultural community both at Calvin
College and in the broader Christian.commnnity.

229

D. inemlna
1. Goals

In order to achieve the college's mission of 'training students
to live the life of faith in contemporary society." a society
which is ethnically diverse. it is our general goal that

- students graduating from Calvin.will know and.

Graduating students from all cultures will.be

to interact effectively with people
from cultures other than their cum.

2. Strategies '

While pursuit of this broad goal involves the entire college
experience. much of this purpose must be achieved through
appropriate curriculum content. the task Porce recognizes that
the college currently offers a number of courses which provide
significant exposure to ethnic minority or third world cultures.
and.is heartened by the efforts of many professors to include
material in their courses on these cultures. nevertheless. it is
our belief that many of Calvin's students are 'underexposed.‘ In
order to ensure significant exposure to these cultures.

courses which provide significant exposure to
cultures other than.those dominant in.lcrth.
America and leetern.3urope.

It is expected that these courses would frequently be already
existing core courses. so we do not anticipate this to increase
the number of core courses required. In order reputably to carry
out this strategy. which must necessarily be approved by the
Educational Policy Committee and the entire faculty.

!n_racomaann.that the Provost appoint. as part
of the next five year planning process. a
committee charged with the following tasks:

1. to define what constitutes 'signifioant
exposure' to a culture.

230

2. to delineate which cultures are to be
included in the “ethnic minority‘ and
”third world“ categories.

3. to review the present curriculum to
determine which courses currently meet
these qualifications.

4. to develop a proposal for a
distribution requirement of a set
number of approved courses in
multicultural studies to be completed
by all students who graduate from
Calvin.

Due to the paucity of expertise at Calvin in multicultural
curriculum matters. the task Porce strongly encourages this
committee to consult with experts in cross-cultural and ethnic
minority studies.

In addition to working toward this policy. it is also important
to create an environment in which course development along these
lines is encouraged and.facilitated. At Calvin course proposals
typically originate with the faculty. so the faculty must be
encouraged to develop them. to facilitate such course
development.

ln_zecc||-nd.that the Provost require
departments. in.the normal five year curriculum

appropriate. to include consideration of
multicultural content and/or pedagogy for
students of culturally diverse backgrounds.

231

]§_:3gg.|-|fl.thst the academic adlinistrstian

faculty workshops to assist current
faculty in developing courses and pedagogy which
are sensitive to ethnic minority or third.Icrld
cultures.

!a_rscomaand.that the acadenic administration
provide incentives for faculty members who wish
to develop or revise courses which would be more
inclusive of the target cultures. Such
incentives would.inolude specifically designated
funds for faculty'develcpment seminars. and.fcr
interim.leavee for course research and.

development.

Beyond the improvement of existing courses and the development of
new courses. othe college should also increase the availabili y of
major. minor. and supplementary concentrations in area studies
programs (a. g. Latin American Studies. North American Ethnic
Minority Studies). Proposals for such programs generally arise
from the faculty but are contingent on student interest. It is
likely. therefore. that pressure for such programs will increase
as ethnic minority representation on the faculty and in the
student body increases. nevertheless. there-is already pressure
for a Latin American Studies concentration. and.there may well be
interest among current faculty to develop such programs.
therefore.

ls_rsnnmmsnd.that theuaoademic administration
take leadership in.the development of area

administration provide incentives for faculty
members who wish to work.on tha‘developmentu
such.conoentraticns.

In order to develop area studies concentrations. it is imperative
that departments cooperate with each other. for such
concentrations are interdisciplinary in character. In addition
to the above recommendation. therefore.

!s_rsonllsnd.that the academic administration
encourage interdepartmental cooperation in the
Wopment of area studies concentration

232

VI. EXPLICATIONS FOR ADMINISTRATIVE PERSONNEL AND STRU -. 3

A-comprehensive plan. such as this-one. runs the risk of being a
wallflower unless care is taken to ensure its implementation. To
this end the plan must clearly assign responsibility for certain
areas and authority to act to achieve the stated goals. In
general. it is expected that the college community will together
share the responsibility for developing the college into'a
genuinely multicultural educational community. It is also
essential. however. to assign specific areas to specific
individuals or groups.

For this reason we have recommended the establishment of two
full—time administrator/faculty positions and.the active
involvement of the anticipated personnel manager.

the first full—time administrator/faculty position is the
Director of Academic Multicultural Affairs. in charge of
administrating the ethnic minority graduate student fellowship
program. the faculty exchange program. the recruitment of ethnic
minority faculty members. and the summer program for academic
achievement of ethnic minority students (see document #2 of
Appendix c for Job description).

The second full-time administrator/faculty position is the
Director of hinority Student Development. this person will be a
member of the Student Affairs Division and.will be responsible
for advising ethnic minority students and.fcr working to build
the character of the multicultural student community (see
document 01 of Appendix c for Job description).

As stated in the earlier section on the recruitment and retention
of administration.and.staff. the personnel manager will be in the
Business and.finanoe Divisicnnand.will be charged. in part. with
recruiting ethnic minority employees and with building the
multicultural character of the administration and staff work
environment (see partial Job description in section on
Administration and Staff: Recruitment and Retention. p.13).

In order better to implement the entire comprehensive plan. it is
also necessary to establish a permanent faculty committee
specifically charged with ensuring the development of the
multicultural environment at Calvin College. therefore.

ln_:nnsllsnd.the establishment and.appcintment
of a committee entitled.'!he lulticultural

233

Affairs Committee.‘ with the mandate as spelled
out in document is of Appendix.C.

B. :imint

Although the above plan for implementation is recommended to be
in place by Fall 1987. the school year 1986-87 is seen as a
transition year. During that year we envision that only one
administrator/faculty position will be appointed. that the
Minority Concerns Task rorce as now constituted will continue to
function. and that an academic administrator and a faculty member
will be given released time to promote and administer ethnic
minority graduate fellowships. faculty exchanges. and ethnic
minority faculty recruitment.

During the transition year the administrator/faculty appointee
will direct all facets of the Summer Academic Achievement '
program. advise ethnic minority students during the school year.
and work to build multicultural community on the campus (see
document #4 in appendix C for a Job description of this one year
transitional position). Depending on the special skills of this
person. he/she would move. in the Fall of 1967. into one of the
two administrator/faculty positions described above.

In order to continue with the administration of graduate student
fellowships. faculty exchanges and faculty recruitment. an -
academic administrator and.a faculty member (with 2/7 reduced
teaching load) will continue to promote and coordinate these
areas. In the Fall of 1987. these areas will become the special
responsibility of the Director of Academic Multicultural
Affairs.

Until the Fall of 1967. when the Multicultural Affairs Committee
is expected to succeed the Task.Pcrce and.take up its work. the
Minority Concerns Task force will continue to function and will
assume the mandate of the committee. It will continue to develop
more detailed strategies of implementation and will oversee and
follow through on the recommendations contained herein.

' 234

Appendix A: :51

1979-80 - #5

PIOPZSSIONAI. STATUS CW
ms.
‘Ihursday, October ll, 1979 - 8:30 a.m.

I. Opening

Vice President John Vandan Berg convened the meeting at 8:30 a.m. and
then gave the opening prayer.

II. Roll Call
All members were present except A. Diekema.
III. Minutes
the minutes of the October 5, 1979 meeting were approved.

IV. anemic-ants

None.

V. Cc-Inicatias

VI. Old Business

At the October t meeting President Diekema asked the subco-ittae on minority
staffing to refer-niece the taco-andations put forth in its memorandum
dated October 6, 1979. the subco-ittae reported that it had complied with
the request and thus a series of four motions were made.

A motion was made and supported advising the administration to inform the
collage unity that all individuals and deparmaents are to engage in

a serious and continuing search for minority faculty haters. irrespective
of present department staffing requirements, and that if qualified

minority candidates are presented to the administration and the Professional
Status Co-ittae, they will be given full consideration for regular faculty
appointments. The count“ passed the motion.

A motion was made and supported mandating the Professional Status Committee
to inform each department that. whenever an individual is recomanded for
any type of appointment to the college faculty, it will be asked to report
to the President and the Dean of the Faculty what procedures were followed
to actively recruit minority persons. The co-ittee passed this motion.

A motion was made and supported stating that the Professional Status Conittee
encourage faculty exchanges as one means of prancing the presence of minority

235

P.S.C. Minutes -2- October ll. L979

faculty members on the Calvin campus. The cuittee passed this motion.
A motion was made and supported encouraging the administration to consider
the support. financial and other. of minority students in graduate school
as a means of training persons for potential appointment to the Calvin
faculty. The co-ittee passed the cries.

VII. New Business
Postponed.

VIII. Adjournment

Vice President Vanden Berg adjourned the meeting at 10:00 a.n.

Robert Belt
Secretary

236

Appendix A: ~12

MlNORlTY CONCERNS
Professional gtatus mince

TheMinorityConcsmsMonitoring Committeeremested theProfessional Status
Committeeto reviewprogreaon the fourminority staffing motions it adoptedan
October II, l979,partic.ilarly thsthird md fourth motiom,and toconsider additional
atdaltcmtlwqaprodhstowcdflhsumcdvizqtoincreaseflnprssmceof
minority fawltymembers at Calvin. '

ln resporue to this rem the Professional Status Committee, on October I8, I98!»
approved the following reconunndatlonst

l. Thatall depa-tmmtsbeinformedoftheestablislsnmtbytheOfficeofthe
Provost of a set mmbc of Visiting Professorships begiming with the academic
yecl985-86 to be filled only by malified minority persons, and that the
departmmtsbeinstructedtobsginthesswch immediatelyandtomake
Wmmmmawifiedcmdidatemnttwwishto

2. ThattheMulflailtu'alLectureshipCommitteebersqnstsdtomdceevcy
effort to seuseaqnlified Minority candidate from within North America for

mpointmmtostheMultlcultwal Lscturerin l986-87orassoonaspossible
thereafter:

3. Thatinafliflmtofluuedsscdtmethodsmsdtolocatemnlifledminority
pcsorn fir fatality mpointment (e.g. sendinga college representative to block
«gelled corrfereltces, advertising, SCORR referrals), the Provost shall poll
all cornistui-ofCRCWmandthoseof relatedchwchqwith .

MWipfornun-ofmyminoritypermwithatleastams
degree in a college-related discipline or prof-ions and

It. That a set nutter of m. fellowships beestablishsd immediately for
malified. minority persomwhocecollege groan- or in their sale yet,
plmtomag-adnnteprogrunleoduigtoaterminaldsgreqmdaewilliflg
tocomrnittl‘ismselvestooneyecofteodtingatCalvin foreveryyea'of
spoortmndthatthePtovostremestalldepcrtmentchamnmto invite
nominationsof qualified minoritystudents from theirdepartment focultymd to
recorrlnmdtothePSbenolaterttmDecernbcl,l981l.

The PSC will remind the faulty that the éove approach. and the existing minority
recruitmmt policy mply to all qualified minority persons, specifically those of
minority groups represented in the CRC — Hispmic North Americans, Block North
Americans, NOT.” NOT?" mm Asia! North American, whom the college has
a recognized obligation to serve with leadership training.

Therecomnmdotionsaboveare intended,notasubstitutes forthosemotions
adopted in I979, but as additional, perhaps more effective, means by which the
college faulty cm carry out its resolve to recruit minority faculty members. The
central claim supporting the October I979 faculty resolution was ”that there exists
at all-college need which can best be satisfied by the presence of faculty who are
from minority races in North America." To that end, the recommendation above
will rmsw and strengthen our resolve.

TO:
FROM:
DATE:
RE:

237

MEMUtiAiVUCM
Professional Stems Committee
9.. Rice
February 14, l9”
Recommendation adopted by Minority Concerns Task Force January 23, 1985

The task torce recommends to the Protessional Status Committee that it approve the
lollowing steps tor immediate implementation in moving toward a greater presence at
minority persons in tawny appointments for 1983-86:

1.

2.

m

l.
2.
3.

“.

RR/dvp

A tile oi prospective minority candidates tor faculty appointment shall be
preparedandmaintained. Thistilewillcomistotpcrsonswho,according-to
the academic administration in consultation with department chairmen, appear
to have academic qualifications for a fatality appointment at Calvin College,
are evangelical Christians, and are North American minority persons. Names
at candidates may be added by sending them to Academic Dean 9.. Rice.

The SCORR advisers to the Minority Concerns Task Force, 3. White and

w. Ipema, or an appropriate representative at the college, shall make contact
witnthosepersonswhosemmesareinthe lileabovetoinquireoi their
interest in being considered for possible appointment.

The president shall make a follow-up contact, preterably in person or by
telephone, with those prospective andidates who express further interest. He
shall explain to the candidate Calvin‘s institutional commitment to, and
programs tor, achieving a greater presence at minority persons in lacuny
appointments and shall iniorm the candidate at the next steps in the
appointment process.

lnthecaseoieverycandldatewhoexpreaesdeiiniteinterestinbeing
comidered for an appointment, an academic dean shall convey the name at the
candidateandthecandidate‘sdossiertotheappropriatedepertment
chairman. Uniess,besedanthedofler,thereiscicerreesonnotto, the
diairmanshchontactdtecandidatewithintwoweekstordtepurposeoi
arranging the campus, recruitment visit. Alter the visit, the chairman shall

intormtheacademicdsanotthedepartment‘sdecisionregardingthe
candidate.

inthecaseoieverycandidatewhodoesnotexpreadetinite interesgbutis
interestedinlatowing more abouttl‘tecollege,theprovostshall takethe
inddatiwinnuldngenengemenutoracampusfisitbydmcandidumwho
maybeasksdtogiveapressntationtotheiaatltyandlorsomeothercollege

Thecollegehasresolvedto meetanall-collegensedfor increasing the
prescrceot minority faculty.

Messingmunritypmflmwimlnduhantyisciticaliormg
minoritypresenawithinotherpartsoithecollege.

A file at prospective minority candidates, already assembled. contains several
mmee, some at whom have been contacted and expect a follow—up.

implementation oi the above steps should begin immediately in order for them
to merge with the currently ongoing «ointment/appointment process to fill
iaaiity positions declared open (or 1985-86.

Approved by the PSC on February in, 1983

l.

238

e “ t. ’.
appena-x a. =-

MINORITY FACULTY RECRUITMENT PROCESS

File of Prospects for Minority Faculty Recruitment

A.

D.

Efforts to compile a list of minority prospects will involve tapping a variety of
sauces: SCORR, resource persons, advertisements, unsolicited resumes, church
surveys, department chairmen, faculty, etc.

information about prospects should be sent to Dean R. Rice.

SCORR advisers, J. White and W. ipema, will work toward getting minimum
information for each minority prospect.

To begin the formal procea of recruitment, the following minimum information
about a prospect is needed:

1. North American minority category
2. Academic credentials (degree and area of study)
3. Church or denomination membership

The Formal Process of Recruitment

A.

B.

D.

C.

Anacademdeanandadeoartmentchalrmandecidewhemertopursuethe
minority prospect, based on the Gallium um; information available at the time.

umededsionisggtommeprapecummaletterexpreaingmetact
shouldbewritten to thepersonbytheacademicdeanardeoartment chairman,
ifapproprlate.

lfthedecisionistomtheacademicdeaninformsthegmiden tthatthe
departmentwishestopursuetheprospect.

The miden tcontacts the prospect l) to explain Calvin‘s commitment to, and

for, achieving greater presence of minority persons in the famity and
2) to intern: at the next steps in the recruitment process.

The dentinformstheecademicdeanthathehasmadethecontectand
informshimt oftheoutcomeendanynewinformationabouttheprospect.

The academic dean contacts the deoernnent chairman and indicates that within
twoweeltsthechairmenshallcontacttheprospecttoarrange thecampus.
reauitment visit.

If. after the Vim. the Mel—1t, is ready to recommend appointment, the
regular appointment process is followed.

if, after the visit, the department is 93 ready to recommend appointment (or
the prospect is not ready to consider an appointment), it decides whether to
continue or terminate the ptirsuit. The department chairman conveys the
decision with rationale to the academic dean. A decision to continue the
pursuit should be accompanied with the department‘s plan for doing so.

239

ill. Appointment

A.

B.

Endnote:

2127/ 8:

Whenever a prospect enters the regular appointment procea, he or she becomes
a candidate for appointment.

I! gmmflmm m. prospect indicates an mm in
becoming a serials candidate for appointment, he or she should be asked to

submit the following information and the regular appointment process should be
followed.

1.

An official transcript of the candidate‘s mdergraduete record
An official transcript of the candidate's graduate record

Three letters of recommendation: from persons qualified to evaluate the
candidate‘s aademic and professional ability

Letters of recommendation from the candidate's pastor or someone else
qualified to evaluate the candidate‘s spiritual and personal qualifications
for a position at Calvin College

Evaluations (by striderm, if possible) of the candidate‘s performance or
potential as a teadter

Thlsdocumentisutderstoodtobecompatlblewithandanaccurate
interpretation of the steps for moving toward a greater presence of
minority persons in :aculty appointments for 1985-86 approved by the
Professional Statm Committee on February 14, 198:.

240
Appendix A:

MERCHANDUM

TO: Professional Status Committee

PROIls Minority Concerns Task Force

DATE: September 2.9, 1981

RE Recommendation for implementing minority graduate fellowships

in October 198‘, the Professional Status Committee adopted the following
recommendation, along with three others:

That a set number of graduate fellowships be established
immediately for qualified, minority persons who are college
graduates or in their senior year, plan to enter a graduate
program leading to a terminal degree, and are willing to commit
themselves to one year of teaching at Calvin for every year of
support,arndthattheProvostrequastalldepartmentchairmernto
invite nominations of qualified minority students from their
department facultyandtorecommeldtothePSbenolater
than December 1,1984.

Thestatedpnrposaoftherecommendationuwastoincreasednepresenceof minority
faality members at Calvin. Resources were allocated for several graduste fellowslnips
for USS-8‘. On March 13, 1981, Provost DeVos requested names of qualified minority
studentsvlaa memo todepartment chairmen. Only five chairmen responded: five names
were submitted by the April 15 due «to. Penn- additional names came from other
sourees, but no fellowships were granted for 1983-86. One thing is certain, however:
tinere are qn-llfied minority andidates interested in a graduate fellowship program
which would lead to joining the family at Calvin. The lateness in the academic year and
the lack of implementing pmcednnres partly account for our failure to grant fellowships
for 1983-86.

inughtofdnepestyur'seapeienceundconvbncedofdnevalueofnndnaprognm for
recruiting minority facilty members, the Minority Concerns Task Force recommends
that the PSC contirane the minority graduate fellowship program for an indeterminate
period of time. it also recommends the approval of the following steps to implement the
program of graduau fellowships for minority snidents.

l. Afiieofprospectlveandldates forminoritygrachnu fellowshipsslnallbe
and maintained. This file will consist of persons who, according to the
academic administration in connaiintion with department chairmen, appear to
show promiseas teachers andscholars,are evangelical Christians,andare
North Ameican minority persons. Names of candidates may be added by
sending them to Academic Dean R. Rice.

2. The SCORR advisers to the Minority Concerns Task Force, 1. White (or his
replacement) arnd W. lpema, or an appropriate representative of the college,
shallmakecontactwlththosepersonswhosenamesare inthe fileaboveand
encotirage them to apply for a minority gradiiate fellowship.

3. Applicants shall be screened and interviewed by the PSC, the academic
administration, and appropriate departments. Upon recommendation of
departments. the PSC shall make the final selections. The PSC shall also decide
anunually upon fellowship renewals.

3.

241

Recipients of these fellowships shall be required either to spend one year
teaching at Calvin for each year a fellowship is received or to reimburse Calvin
in the umulative amount of the money received plus an interest charge. The
interest charge shall be determined by the interest rate charged on guaranteed
studentloensintheyeereachfellowshlpisgrantsd.

if the recipient does not make sufficient progress toward a degree which would
qnnufyherforateadnhngpositionatCaiviMnormanyamaste‘sdegreeinan
approved discipline), she shall be required to reimburse Calvin as described
aboveinltem M. Ladtofsufficientprogresswouldnormallybedeterminedby
discontinuation of the gradate program before obtaining a degree. A maximum
of four years will be allowed to complete a master‘s program arnd seven years
for a doctor‘s program.

11. upon satisfactory completion of graduate work, a fellowship recipient is not
offered a faulty positiorn at Calvin, she shall be absolved of any debt to Calvin.

Fellowships shall be up to the amount of $5,000 per academic year (with
appropriate adjustments to be made by the PSC as demanded over time). and
shall be considered anranally. For each recipient, their shall be a limit of two
fellowships for a master‘s degree and four for a doctor‘s degree. Final
notification to recipients is to be made by February 15 of each year, but the
actual disbursement of the fellowship is contingent an acceptance in an
approved graduate program.

8. Up to 523,000 (depending on the availability of good andidates) shall be
appropriatedanmllyforthlspurposefromthegenaralhmd.

9. Slnouldrepeymentbereqndreddtslnallbeproceaedthrough thefinancialaid
office.

RATIONALE

l. The college has resolved to meet an all-college need for lrncreasing the presence
of minority faulty.

2. Enconnglngpmmislngmbnoritysnndentstopnmgradmteworkshonnd

increase the pool of minority candidams fe fatality positions.

flnsprogramdnonudbeedmhnlsteredbydneecademlcedmunlstrationanddne
PSCbeunasitsultlnutegoaiistouncreasemunorityrepresentatienondne
faulty.

CivendnunceuhntyofdnefuhmfldnregardtofaadtypositlonsanflableJt
wouldbeunwise for Calvin to maltea flrmcommltmenton future appointment
tothefaultyatthetlmethefellowshlpisgranted.

I.

ii.

242

Appendix 5

A PROPOSAL FOR AN ACADEMIC ACHIEVEMENT PROGRAM
FOR MINORITY HIGH SCHOOL STUDENTS

B dtothis Proposal

During the 1970s, Calvin College offered two programs that were designed to
support the academic needs of high scinool student who were college bound but
unprepared academically. Upward Bound was a program cosponsored by Calvin
College and the federal government. Ell Lumpkins served as the director. This
program recruited minority high sd'nool student to participate in a year round
program of academic preparation for college. Student attended weekly meetings
from September to June and a six week academic program eacin summer. Unlike
Upward Bound, the Summer Developmental Program (SOP) was not established for
minority student alone but was a program required of academically unprepared
student being considered for admission to Calvin. Attendance in the SDP was a
condition of admission and required of student whom the Committee on
Admissions felt needed extra academic help before the freshman year. Although

there were minority student enrolled in SDP, enrollment was primarily from white
student.

in May 1978, the Committee on Minority Concerns, in their report to President
Diekema, recommended that a new program, whicin would incorporate
dnaracteristics of both Upward Bound and the SDP, be initiated at Calvin. No plans
or proposals resulted from this recommendation. The Task Force on Minority
Concerns wishes to build on the desire by Calvin College to increase its enrollment
of academically prepared minority student.

flneprimarygoalofdneproposedprogramistoincreasedneprobabilityof
graduating from Calvin College for minority student. To illustrate the frustration
of the past, we point to the study of 133 black Americans who attended Calvin
from 1968-1983. Only twenty-seven graduated, while 79 student discontinued and
29 were academically dismissed. (Seventeen were currently enrolled at the time of
the report.) Examination of the high school records of these student revealed that
only a small munber were academically prepared for Calvin College.

Student selected for the proposed program will have demonstrated academic
success and be motivated toward academic achievement. High risk student will
not be selected. The. program will be designed to attract talented etlnnic minority
high school students. The Upward Bound programs at Grand Rapids Junior College
and Grand Valley State programs were scrutinized as models. As will the proposed
Calvin program, the Upward Bound programs carefully seleCt students, require
participation in rigorous academic courses, and maintain regular contact with
student tfroughout the year. The Calvin program, however, will require more
evidence of academic potential than Upward Bound. We do not feel that the Calvin
program could support high risk student. it will also require that student have
clearly designated mentors with a commitment to keeping contact with them
during the academic year.

Prom Goals
A. To build a core of highly qualified minority student at Calvin College.

B. To increase the probability of graduation from Calvin College for
minority student.

C. To assist all participant in. achieving their academic potential.

243

111. mm Descrgg’ tion

A.

D.

P.

The program is designed for minority student who have completed ninth.
tenth. or eleventh grades. Student would normally begin the program after
ninth or tenth grades and return for at least one or two summers.

Student would be selected based on their academic potential, motivation to
snmeedaademicallyanddneirabilitytoadiusttpasixweekon-campus
experience. Interviews, academic records and recommendations from sponsors
would be considered in the selection process.

Eadtstudenthdhaveasponsormundlvldmlororgenizatlontosharethe
costundprovideencmuagementlandamentodateadnnpastonorcoumelor

who agrees to make regular contact with the student from September through
June.)

The focusof tlne program wouldbeasixweelton-campuseducational
experience. Student would enroll in an English, a math, and a
sociology/religion course. Each discipline would be divided into three levels

geeredtostrengthenskillsforthestudentinpreparatien forthesubsequent
school year.

Thecollegewouldprovideeadnsmdentwithanon-campttiobduring thesix
weekenmmerprogram.

Prom Septennber-Juneeadnstudentwouldagreetebeincontactwith his/her
mentor weekly, biweekly, or monthly, depending on the need. The mentor‘s
recommendationwouldberequiredfor reappllcationtothenextyear‘s program.

Thsprogramwouldbedesigned for ”student,distributedover the three
grade levels. However, it could be implemented in stages, beginning with

lS-ZO pre-tenth graders, and adding a new grade level each year. Student
couldenterbefore tendnebeforeelevendngradebutnormally not before

twelfthgrade. Thosewhocompletethreesunmerscouldbeencouraged to
takeacourseatCalvininthesummerafte thhgrade.

Stafffordwhnnprogramwouldincludeabirector,fouteadnetandfive
tutor/counselors. The staff would, in addition to aidkng student academically,
phnsoclahalltu'alandrellgious event forthegroun. Student would liveon
camisSunday evening througln Fridayevening. Localfamilleswouldhdopt“
astudentfortheweekend,orthestudentwouldgohome.

Eadnstudentoonnletbngalldlreeyeersofdneprogramenocatfunywould
receiveaSlJOOscholarshlptoCalvanollege,ifheorsheenrolls.
SdnolarshlpsofSJOOorSlOOOwillbeawardedsnndentwhoattendedonlyene
ortwoyeersrespectively.

M W

A.Structure

l. Gleam-Therogramwouldbetheresponsibilityofanadhocfaculty
committee whidn would include the Director of the Academic Support
Program, the Director of Admissions Development, the Minority
Admissions Counselor, a member of the English Department and of the
Mathematics and Computer Science Department, one or two minority
student, and an urban pastor (preferably a minority person). The

244 '

Director of the program would be a member of the committee and
responsible for exporting the program in the summer. in consultation with
tlne committee, he or sine would recommend appointment of teachers to
the Dean for Academic Administration, hire tutors/counselors, select
student, promote and implement the program.

2. Badnstudentenrolledintheprogram willneedasponsoranda mentor.
Sponsors could be individuals. civic, or social organizations, but it is hoped
tlnat in most cases sponsors will be churdnes. Sponsors will provide
encouragement to student and assist student with their program
expenses. Mentors will agree to meet regularly (weekly, biweekly or
mondnly) with student to monitor their academic progress, help them
solve problems, and serve as liaison with the Program Director

B. Stag
1. Director - (See job description)

2. ' Teachers - if the program has 50 student, it will require four teachers.
Every attempt should be made to hire master hign school teaches or
Calvunteadningfaailtywhoareeither membersofanethnic minorityor
have successful experience in teaching minority student.

3. Tutor/Counselors - Five airrent Calvin College mdat would serve as
alter/counselors. Tlnese student should be highly skilled in cross cultural
communication,aswellasgood student whoan teach others. As many
as possible should be minority student.

C. Currig.n_lngn

Themiculumwouldgbearemedialenefiutwefldbedesignedtofocnn
aheadonskillsneedsdlntheupcomingschoolyear. Thus,theEnglishand
math levelswouldcorrespondtotypical lO-lZ gradehlghschool curricula. it
isdifflcultto specify tl'necontent more thanthis, wltlnout first consulting some
prespectivesponsorsastotheirstudent‘sneeds. Thebeststudentshouldbe

encouraged to follow college prep programs which would meet the
requirement for waiver of core courses.

l. English-Levels l-lllwoulddevotemostof theirattentiontogrammarand
writlngskllls.

2. Math - Algebra and geometry with emphasis on problem-solving skills,
insult, and enrichment. _

3. Sociology/Religion-Thegoalofthlscourse wouldbeto developcross
asltural awareness in relationship to Christ's command to love one
another. Emphasisonthecrossculturalskillsnecessary tobeprepared
for college would be emphasized in level an.

In. Study Skills - Student have various needs in terms of study skills, time

management, etc. Study skills would be given focused attention in each
class, with application by tlne student tutors.

D. Cost to Student and M and Scholarship Amount

1. Tuition per student for each year of participation would be $500. It is
assimed that a portion of the tuition cost will be picked up by the

24S

student‘s sponsor. However; ‘Ei‘le student would be required to pay a
minimum of $100 from his or her own savings. Earnings from the on-
ampusparttime iobcouldbeusedforstudentwhodonothaveany
““383.

2. SCORR would offer grant of $100-200 to churches desiring to sponsor a
studeu but not having adequt financial resources.

3. Student coupleting level in in all three subject areas would receive a
scholarship to Calvin College eqnnl to the amount of tuition paid into the
program (i.e., $300 scholarship for student finishing one year, $1000
scholarship 1C finishing two years, and Sim to finishing three years).

E. SeMon of Student

Thefocusoftheprogram ismyemedial. Becausetheamountofcontactis
limited between Septennber and June, the ability of the program to aid
student is limited. Student selected to fine program should have
demonstrated good academic ability and potential and have a strong
motivation to succeed academically.

l. The Director select student participant, in consultation with the faculty
committee.

2. Studentandtheir parentishre interviewed priortoacceptance.
3. Recommendationsfromtwoteachersandapastorarerequired.

4. Eaci'nstudentneedstoi'naveasponsorandamentor. Thementormustbe
approvedbytheDlrecterandhaveagreedtomeetthestudentregularly.

3. For ninth and tenth grade applicants, less objective academic data will be
available. Consequently, the decision by the Director will be more

subjective.

6. Studentwishingtoentertheprogramattheeleventhgradelevelare
remiiredtohavetaltenastrongcollegepreparatorycurriculum. AZJ
GPAinacademiccoursesergoodsceresenentrancetestwouldbe
essential. .

7. Studentwishlngtocontitaneintheprogramwillneedtopresentthe
Director with arecommendatien from their mentor and their hign school
aademicrecordfprthecurrentyear.11neDirectordecidesifthe
programcancontinanetosntportthestudent.

am

flneDirectrofdneprognmanddneAdmissiemOfficewouldberespensibie
for promotion. A vigorous promotloml ampaign to minority churches, both
CRC and non CRC, is necessary. Churches invited to participate should

reaive a personal visit from the Director of the program or the minority
admissions counselor.

G. Briggs to enrollment at Calvin

Beausegoalof the program is to encourage minorityhigh schoolstudent to
enroll at Calvin, careful consideration is needed for designing activities and

246

structures that provide such encouragement. A list of activities and structures
of encouragement follows:

1.

2.

3.

7.

The program is hosted on Calvin's campus. Student will live and
participate in activities on campus.

Studentarerequiredtohavesponsors. Mostsponsorswiilhavean
association with Calvin College and encourage student to enroll at
Calvin.

TheDlrectorwiilbeaCalvinstaffmemberandthetutor/cpunselprs will
be cirrent Calvin student. Teachers will be either Calvin facilty,
alumni. or supporters of the institution.

Strong student an work to waive core requirement by completing high
school courses whicln meet exemption standards.

Scholarships are offered to successful participant who enroll at Calvin.

The sociology/religion course will deal directly, during level m, with
issues related to enrollment at Calvin.

The on-campus jobs will integrate the participant into the mainstream of
the ample.

Rationale for a Pre-coll e m for Minori Student

1.

2.

3.

3.

Calvin's mission includes providing leadership in the educational
community as it grapples with difficllt social and pedagogin issues.

Thefacultymadeacommitmentln itresolutiohof 1970 to becomes
moreracially diverse community.

The college has previously deemed it appropriate to involve itself in pre-
college programs, remely Upward Bound and the Summer Developmental
Thecollegeaisoailowshighschoolsmdenttobeduaily
ewoiieds througn ASP Calvin student an register for "pre-collegeI '
courses in gramnnar and mathematics. Thus, there is precedent for the
College‘s involvement with him school student and course materials.

OureneriencewiththeSunmerDevelopmentalPrpgramendwith
minority student entering the Academic Support Program indicates that
these structure have provided too little, too late, in the way of academic
development. lnordertowithstandthe'tnitureshock'of enroiiingina
predominantly white institution, minority student must come to Calvhn

withasolid foundationofacadsmlcskilisandastrongsupportnetwork to
susta'sntheirmotivation.

Recognizing tlnat the educationnal systems from which many minority

student come do not always provide appropriate support and
development, we propose that Calvin College joins hands with the

multicultural churches to strengthen the college preparatory programs
their student follow.

I.

J.

247

Job Description for Director of High School Academic Achievement Program

1.

3.

4.

General Descriptions As a membe- of the ad hoc faculty committee, the
Director shall organize, promote and supervise the High School Academic
Achievement Program for minority student.

Specific Reasonsibilltles

a. To assist the remortible faailty committee in promoting the program
to hign schools, danrdnss, civic organizations, and individuals, in
coope'ation with Admissions Development

b. Todirectall facetof theprogram during it summeroperation

Toselectstudenttotheprogram,inconsultation with the
responsible faculty committee

d. To hire and supervise a stff of teachers and tutor/counselors, in
consiltation with the responsible faallty committee

e. To maintaincontactwithsponsorsandmentorsofstudentinthe
program

i. To work with the responsible faculty committee in planning a
cnirriallum

Minimumllequn’ements TheDirectormustbeamemberofaned'nnic
minmity and be enable snpervlsor with orgenizatioml abilities. A
master‘sdegree'manappropriate fieldlsrequired.

Workload: Half-timeduringtheacadsmicyearandfulltimeduingthe
summer

Resource implications

1.

2.

3.

Tuition generated from program student and tlneir sponsors will not cover
totlprogramcost. Asmmingtwentystudentinthefirstyeernevenue
wouidcoverappretimatsly ZJSofthe totaldirectcost,estimatedtobe
$02.0”. 'lthin three years, althougn more student would generate more
reveane (30 student would contribute $25,000 toward program cost),
sdnoiarenlps awarded tlnose completing the program would begin increasing
mtdkectcosttdnecouegeestitnatedtoreadnsnOOObydnemird
yer.

PlveCalvbnsnldentwouldhaveeunmerenploymentandgainvaltnbie
eapeiencs.

Development Office and outide funds, for example fotnndation grant, will
beusedteoffset netdirectcostto thecollege.

Km

kndnednirdyearofdneprognnutheresponsible facultycommitteeshall
«hate the program and snlnmit a report wltln recommendations for
continuation and/or modification to the Office of the Provost.

248

Appendix C: r’

JOB DESCRIPTION
For period to begin 911/87

gm of Student Multicultural Development

general Descriptions To fostersnenvbonrrnenthnwhichaeoss-arlturalcpmmunity is
celebrated. o serve as an adviser to Calvin College ethnic minority student. To serve
asalinkwiththeCalvinCoilegeconstituentandwith the Western Mlchiganetlnnic
minority communities.

5 c R ilitles
l. Advise arnd counsel'ethnic minority student.

2. Work in conjunction with the Dean of Student Life to provide an orientation program
for incoming ethrnic minority student.

3. Ernconirage and support etl'rnic mirnority organintlons on ‘ampus.

a. WekwidndnShndentAffaksDivtlontoaddreaavuietyofsmdentcencensnich
ass

a) ampus attitudes

b) housing arrangement

c) placemem/career needs '
d) Student Senate activities—elm etc.

3. WerkwldndneDeanofMenandDesnofWementodevelopastfftainhgprogram
feresidentdkectesendresidsntatttntwmdnaddresseskeyisnnsregedlng
the development of multicultural community.

6. WerkwidntheChapelCommitteeunddneKnoilcrestWorshipCommitteeto
incorporatethecontributions of edunicmlnoritycultures into these worsinip services.

7. Work wltin community leaders. multitaltural dsrdnes, et al., to provide a link for
CalvlnColiegewiththeethnlcminoritycomnunitles.

8. Develop programs for student, faulty, and staff whidn will foster positive cross-
cultural communication.

9. Bea member of the Student Life Committee.

l0. Carry out any additlernal assigrnnnent as given by the Vice President for Student

MW

M.A. degree in counseling or a related field
An ethnic minority person

A commitment to the Christian faith

Skills in counseling and admbnistratiern

This is an eleven month administrative faculty position. The Director of Student
Multicultural Development is a member of the Student Affairs Divisiorn.

Revised lZIZOIU

B.

Min

1.
2.
3.

4.

249 '

Appendix C: #2

JOB DESCRIPTION
For period to begin 9/1/87

gm; of Academic Multicultural Affl'

Ceneal en

Under an academic clean, the Director b to be the admirnistrative officer responsible
feenacademicaffairsprogranudesignedtoeuuncednemulticilmraland
multiracialcharacterofthecollege,especiaily ofthe halityendstudentbody.
Withtheacadsmicdeen,dneDlrectorwillberespetibleforguidingthe
implementatiorn of the cpnnprelnernsive plan for integrating North American
mirnoritiesarnd their interest into every fautof thecollege‘s institntional life.

Sfl' c Rmibillties

l. Advise the aademic affairs division in the irnplennentation of the
comprehensive plan

2. Serveesamembe-oftheMuiticulturalAffairsCommittse

3. Serve as the admirnistrator respensibis for the Multicultural Lectureship
programandserveesamember ofthe Multicultural Lectureship Committee

in. Serveesdirectorof the Academic Adnievement Program ft' Ethnic Minority
HighSchoolStudent

3. Opedlrttdneconege'seffortbnedunicminorityfaeutyree-uitmentand
his“!!!

6. Coordinate and promote the graduate fellowship program for ethnic minority'
student

7. Coordirnats and promote faculty exchanges whlcln will increase etlnnic minority
representatien in the college faeilty

8. Acceptodnerrespenslbiiitiesasntybeatignedbydnedneacademicdeanend

ement
An ethnic minority person
M.A. degree in en amropriat field
A commitment to the Christian faith

Skills in administratiorn, teadning, and cross-coltural communication

This is an eleven montln administrative position. The appointment will have faculty
status.

Revised 12120185

250

A - ‘-

Appendix .: s;
TEE HULIICULTURAL AFFAIRS COHHIETEE

3536513

while it is essential to recognize that the college as a whole is
primarily responsible for developing and maintaining
multicultural community. the Multicultural Affairs Committee
shall function as the designated.agent of the college in the
development and maintenance of a genuinely multicultural
educational community. It shall reviev. develop. articulate.
promote. monitor and evaluate policies and procedures at all
levels of college life in order to ensure that Calvin becomes and
remains an educational community in which cultural diversity is
celebrated. The primary mode of operation of the committee shall
he to advise and work with Standing committees. divisions. and
personnel throughout the college to ensure that multicultural
concerns are addressed.

to carry out this mandate the connittee shall he charged with.
but not limited to. the following duties:

1. Oversee. monitor and evaluate ethnic minority faculty
recruitment guidelines and irplementaticn of these

guidelines.

2. Oversee. sonitor and evaluate five-year divisional

plans (and annual updates) for recruitment and hiring of
ethnic minority personnel.

3. Oversee. monitor and evaluate five year plans (and annual
updates) of the Admissions Development Office for ethnic
, minority student recruitment.

4. Promote campus activities (among faculty. administration.
staff and.students) vhich enhance cross-cultural
communication and multicultural community living.

3. Oversee. monitor and.svaluate the efforts of the college to
retain ethnic minority students.

6. Develop and.promote strategies for improving multicultural
leadership in the broader Christian community.

7. Oversee. monitor and.evaluate curriculum and curricular.
.change to ensure that it equips students to interact
effectively vith people from cultures other than their ovn.

a.- Rsviev any college policy vhich may have negative effects on
ethnic minority persons.

251

9. Recommend policy changes in all the above areas.

Cflflinlliznn

eleven members:

DuecuwcuJunmhuncuhdchusalAnhhs

Director of Student Multicultural Development

an academic Dean

four teaching faculty members. one to serve as chairperson
a local ethnic minority pastor

either the Dean of hen or the Dean of women

two students -

252

Appendix 3: =—
308 DESCRIPTION
For period of i/ 1/86 to 9/ 1187

Qirector of the Academic Achievement Prggram/
Ethnic Minorgz‘ Stuoent Adviser

General Descrm ionn

Underadesignatedacademicdeanandasamembcofanadhocadvisory faculty
committee, the Director/Adviser shall organise. promote, and supervise the Academic
Achievement Program for Ethnic Minority High School Students. Under a designated
dean of the Student Affairs Division, and as a member of that division, the
Director/Adviser shall merit with the division to addrea a variety of student concerns
andserveasadviswtoCalvinColiegeetitnic minmitystudents.

S 'icR ilities
l. AsDirectoroftheAcademicAchievementProgranuhisorherdutiesshallbeto:

a. Serveasavoting memberof andreportperiodiolly to the ad hoc _advisory
faculty committee

in. Promotetheprogramtohighschools,churches,civic organizations. and
individnmls, in cooperation with Admissions Development

c. Directallfacetsoftheprogram

d. Recruitandselectsnndentsfortheprogram

e. inreandnnpcvbeastaffofteadnrsunduntor/cmioriincmnundonvith
thefaafltycommittee

f. Mabtahcontactvithsponsorsandmentorscfsmndentsintheprogram
g. Voritvithtinfaaiitycommittselnplamingaamrimhnm
2. AstineEtinnicMinorityStudentAdvisor,hisorherdstiesshalibetot
a. Adviseandconsnaeietilnicmlnoritystudents
b. Workinooninsnctionvithdnebemnof Student Lifetoprovideanorientation
programforinoomingetisnicminoritystudents

c. Work with the Student Affairs Division to address a variety of student concerns
suchass

l) cam attitudes

2) homing arrangements

3) placement/career needs

'5) Student Senate activities - chips, etc.

d. Work with community leaders, multicultural churches, et. al., to provide a link
fa Calvin College with the ethnic minority communities

Min um R ments

M.A. degree in an appropriate field

An ethnic minority person

A commitment to the Chrhtian faith ‘
Skills in counseling and administration

Work Load, Priority. and Status

This is an eleven month administrative position. An appointee with all requirements
above can qnmllfy fa faulty status. Although the work load should be approximately
equally divided between the academic achievement program and work in the Student

Affairs Division. priority will be given to the academic achievement program to ensure
that it gets sufficient attention.

Revised 12120!”

“MM”

JohnBsrrege

253

MINORITY CONCERNS TASK FORCE

1983-86 MEMBERS
Albert Brevton - William ipema
SCORR Adviser
Pamela Jackson
Student
Marin Ouiles
Student Affairs Stud-nt
Evelyn Dlephou- Rodgc Rice
Academic Support Program Acmbmic Affairs
David Sieplinga
Admissions Development Urban Pastor
Marvin Vander Val
Admissions Development Enginscing
Thomas i-ioeitsema Julius Vigh
Board of Trustees
Roland l-ioiubcgen Join 'orst
Economics 4: Bnmhness Music
FORMER MEMBERS
James Whit
Sociology
Samuel Kim
Student
SPECIAL CONTRIBUTOR

Brenda Tankson-Eimore
SCORR

254

 

INAUGURATION ADDRESS

by
PRESIDENT ROBERT G. BOTTOMS
DEPAUW UNIVERSITY
AT A DINNER FOR THE UNIVERSITY’S FACULTY
October 16, i 986

One could hardly say enough about the strength of DePauw University today. In this our
Sesquicentennial year. we are completing the most nicestsful fund-raising campaign any private
liberal arts college in this country has ever attempted. Current gifts and commitments to
our Sesquicentennial Campaign toral in excess of $109 million.

Alumni support in the past two decades has enabled us to erect the Performing Arts Center.
the Julian Science and Mathematics Center. the Lilly Physical Education and Recreation
Center: to restore East College: to renovate Asbury Hall: and current plans call for a renova-
tion of Harrison Hall. Certainly we have facilities which enable us to support the most
ambitious academic programs.

However. it is our people in the person of an increasingly skilled student body and a richly
competent faculty which will continue to sustain us in the future.

With all these strengths a new president of DePauw faces several questions: What do we
lack! What keeps DePauw from claiming its rightful place as one of the premiere undergraduate
institutions in the country? What outstanding opportunities are afforded us as we address
the challenges in American culture?

Letmereviewwhatlhavealreadyraisedforthefacultyasaconcern. Thequestionrevolves
around the issue of whether or nOt DePauw is reflecnve of the society which we seek to
serve. I am talking about the issue of diversity. _

The facrs are these. The Hispanic segment of the United States population is the fastest
growing part of America. Asians constitute the second fastest growing population segment.
blacks third. and finally, the Caucasians consist of the fourth fastest growing segment of
our population. The largat twenty-four school systems in the United States today have what
demographers call “a minority majority." Twentyseven percent of the high school students
in America today are. in fact. minorities} '

By the year 2010. one out of every three Amerimns will either be black. Hispanic or Asian.
MexicanvAmerican women today average bearing 2.9 children per person; black women.
2.4 per person. Caucasian women are reproducing at a rate of 1.7 children per person and
demographcrs inform us that it takes an average of 2.1 children per woman just to stay even
in sustaining one‘s population. (It might also be nored that in the so—called “baby boom"
American women were reproducing approximately 2.9 children per person.)2

So what are we to make of all this? One of the things Harold Hodgkinson points out in
a paper called “Diversity Is our Middle Name." is that institutions in the heartland. like
Indiana. are obviously much less affected by these demographic trends than those people
in California and New York. Texas. Florida. and Michigan. Yet perhaps the most important
implication for us is that the nation in which our students will live will be more ethnically
diverse than it has ever been. and we have to wonder if campus culture can reflecr just what
this diversity means.

Hodgkinson contends that there are still colleges in the country (although certainly nOt
DePauw) where Spanish language and literature are perceived to be second rate and the
outstanding students are steered to the more established programs in German and French.

3

255

 

We have to wonder if one of the challenges before us is nor to allow our curriculum to begin
to show a parity for the new cultural links to South America and Asia.’ How will DePauw
be relevant to the young people growing up in this diverse culture! Many contemporary
students are more familiar. Hodgkinson says. with European culture than with life in the
Bronx or Chicago’s south side. It's a bit disarming. and we wonder if we are prepared for
this phenomenon.

The issue I am raising is nOt one of survival-DePauw most certainly will survive. The
question I raise is one of significance. The welfare of our nation and the concept of justice
borh demand that DePauw cannor be irrelevant to one—third of our population.

Given these current population trends. one has to wonder how DePauw is performing
vis-awis premiere liberal arts institutions in the Midwest. Quite frankly. the picrure is not
too complimentary. DePauw has the highest percentage of white students of any of the Great
lakesCollepAssociationconsortium. Ofthenineteenprimliberalartscollegesinlndiana
as listed in a September issue of The Chronicle of Higher Education. DePauw ranks seven-
teenth. having twenry percent fewer minorities in our student population than we had five
years ago. We need to force ourselves to reflecr on what this means. What. for example. does
it mean to graduate our students today with little or no exposure to people or cultures that
are different? Do our students know and understand the current roles of Latin America.
Asia. and Africa?

Frank E Wong, Vice President for Academic Affairs at Beloit College in Wisconsin. wrate
in Liberal Encoder: in the Spring of 1985 pointing out that we live in a world and a time
where cultures are in constant contaCt and conflict with one anather. He states. “We are
allpilgrinuonajourneytoseektruth. butwearealsoallirmnigmntsinanewand norvery
familiarlandwherethesignpostsofthepastmaynotbethesignpostsofthepresentor
the future!"

Dr. Wong notes that in higher education today we are experiencing a “back to basics
movement. indicating that we in higher education have perhaps lost our traditional anchors.’
The public has accepted this argument. Secretary of Education Bennett has pointed out
that we must first learn to know ourselves and only then can we face the world in cono
fidence. But there is a problem with such thinking. While we may live in the midst of a
“return to basics philosophy.” the world has changed. It is no longer the Western dominated
world with which we had learned to deal. Given the emergence of the Eastern and Latin
American nations. can the true pilgrim today be content with a journey through western
classics alone? Would not our perspective on enduring issues be more universal if we included
in our core programs not only classics of the western traditions but other traditions as well?

As Americans. we are familiar with the phenomenon which makes it easy for us to leave
the rest of the world behind us. We are concerned with what affects us locally. our
neighborhood. the cities in which we live. the local community. Yet we are entering an era
in which the world has experienced a major departure from the Euro-centered world of the
late 19th century.‘

Dr. Wong reminds us of a recent folk ballad in which a young man depicts his girl friend
as wearing jeans made in France. shoes made in Spain. driving a car made in Japan. and
he laments at least she was made in the U.S.A.

An indication of how small and interrelated the world community has become is the fact
that only a couple of weeks ago I sat with a planning group of people in Greencastle. Indiana.
to help formulate a plan to bring Japanese industry to Greencastle. Successful strategies had
already been developed in such small Midwestern town as Columbus. Indiana. and Rushville.
Indiana. Who would have prediCted such conversations twenty years ago?

As Frank Wong suggests. we truly have become bath pilgrims and immigrants. Too long.
perhaps. we have been “intellecrual tourists and sightseers.” We have traveled through foreign
cultures but chose not to engage them.’

it

256

 

We have to wonder if such an experience adequately prepares our students to live in the
ethnically diverse world in which they will find themselves. Dare we net explore a program
of visiting professors to expose our students to the best of thinking of other cultures? in
our leCtureship program. do we not want to expose our students to the in-depth thinking
mpresmmdbyawoddforeiganmmcastlelGiventhepresemworldsimadon.isitadequate
for us to allow our international education program to continue sending our students primarily
to France. Frieburg. Athens. and London! Can we be content in this time to continue our
gradual movement toward an all white student body? To be educationally relevant and viable
in the world community we have to courageously and seriously explore the issue of diversity
in the student body. in the faculty. and in the curriculum.

II.

Ifwe have an opportunity in exploring the diversity issue. we have no lass opportunity
inaddreasingourselvestothestatusofscienceeducationinAmerica.

John Schafer. the current presidenr of Research Corporation. reminded all the presidents
oftheso-called“Oberlin ConferenceColleges”thateventhougl-ithe UnitedStateshasdouble
the population of Japan. we are producing half as many scientists. Last year. of the 1.100
Ph.D.'s produced in physics in this country, one-half were foreign born and sought to return
to their home countries. In less than three years the same fate will face us in chemistry.

National Merit Scholars have long been the source of scientists for our country. In 1975.
three percent of all the National Merit Scholars sought a major in science education. Last
year. less than one percent of the National Merit Scholars sought a career in science educao
tion. and this percentage was declining. In the last ten years alone. undergraduate science
majors at all universities and colleges in this country have declined 33 percent. One-twentieth
of the students in our colleges and universities major in science today whereas in the late
1960's. one-tenth of the students majored in the sciences.

Even the best research universities are affected. The National Academy of Science has
chosen the twenry public and private universities with the most notable programs in science
education in the country. It has studied those twenty institutions and discovered that last
year they conferred fourteen percent fewer degrees than they did in 1980.

What does all this mean? How will it affect us at DePauw! What are the opportunities?
You will remember that in the 1960’s and 70’s. enrollments were high in colleges and signifi-
cant numbers of faculty were added. But these people will begin retiring in the early to mid
1990's. By the mid 1990's. the number of Ph.Dfs will fall off rapidly due to the “baby bust.”
In short. we are nor producing enough scientists in this country to meet our needs. The
Oberlin study points out that some liberal arts colleges should be positioned well to
reemphasize what we have done well for years. and that’s help with the undergraduate pro-
duction of peOple interested in science, people who will go on to earn their Ph.DIs. The
Oberlin Conference showed that graduata of the Oberlin Conference colleges go on to earn
doCtorates in a significantly higher percentage than do the graduates of either Ivy League
schools or the top meaty rated research universities. Last year. the University of Illinois.
formpmducedmomPhDIsinchaninwthantheydidunduguduatemajomin
chemistry.

The primary distinction the Oberlin Conference pointed out was that personalized
instruction-the kind of instruction we profess at DePauw-by senior faculty with their
widespread involvement in the lives of students through research projecrs has caused these
colleges to produce an extraordinarily high percentage of this country’s scientists.

So what might we think about this? It seems to me it’s something we need to examine
carefully. Science education has a strong tradition here. Currently. there is a national con-
cern about science education throughout the country. DePauw should be in the position
to be on the vanguard of the developments that will produce more professional scientists
in this country.

5

257

 

III.

I want to raise a third opportunity for DePauw or. perhaps if not an opportunity. a third
set of questions. I refer to the issue of moral reflection in our community.

The churchorelated liberal arts college represents a tradition where education and values
have traditionally co-exisred. We need to ask ourselves if current graduates of DePauw are
incultamd with a set of values that will serve beyond the DePauw experience. Do our graduates
leave with a sense of divine discontent about injustice in this world? Are they graduated
with a coherent frame of reference. a value system if you plase. that will serve as a basis
for future decisions and acrionsl

l have been much impressed with DePauw Emeritus Professor Clif Phillips’ comments about
the history of DePauw and how secularization has affected the institution. In 1904. the DePauw
catalogue stated that the Bible was the unquestioned authority on moral issues. By the 1940's.
the catalogue simply stated that DePauw had a close relationship with the Methodist Church.
In the 1950’s. the term used was that DePauw was a “churchcrelated” college. and we expressed
our church relatedness with a religious emphasis week—a week which we set aside one time
a year ,to renew our historic connections with the Christian faith.

In the 1960's. the Chaplain's Office was created. Earlier. I am told. the President had been
the Chaplain.

By the 1980’s. instead of any reference to the United Methodist Church. the Bible. or
church-relatedness. we simply stated that we emphasized the JudeoChristian tradition. We
no longer taught a course in Christian evidences. but our introductory courses encompassed
all of world religions.

This experience is nor peculiar to DePauw. and it is M one we should lament. In faCt.
perhaps we should celebrate our movement away from some of the narrow sect-type think.
ing that permeates many of today's so-called Christian institutions. However. we must wonder
if we have given up the concept of moral reflection at a time when students need direction
most of all?

The knowledge traditionally taken for granted as being provided by the home. school.
and church is rarely in evidence today. Students arrive at DePauw as freshmen knowing
little about the facts and ideas that comprise much of our repertoire of basic value informao
tion.- Our students no longer know about the major prophets. the minor prophets. the
teachings of Jesus. the content of the Koran. not to mention the basic tenets of Judaism.
Nor do they remember the experiences of Vietnam or Watergate. and their memories of
John F. Kennedy are non-existent.

Let me be very clear. I do nOt think that colleges should impose values on students. Nor
am I proposing that we return to our roots and agree on all the values we are to “pass on.”
However I do raise the issue of whether our students should nOt be familiar with the tradi-
tions out of which value questions are raised. Should our students nOt critically examine
how values are formed and how they become operative in a society?

Wk need again to inform our students that values are more than matters of personal taste
or private intuition. We are reaching a time when private liberal arts colleges can no longer
negleathevaluequestionssocentralmournadition. Considersomeoftheissuesourstudents
will have to face in their lifetime.

Now that medical technology has enabled transplants to become a reality. who will pay
the extravagant medical costs of heart transplants. kidney transplants. dialysis. etc. etc? Who
will answer the question raised in the June 9 issue of The Wall Street Journal concerning
when life-support systems should be withhele What about abortion these days? After all
the debate. has this become simply a private issue!

Since thebestofmedicalcarecannot befundedfortheentirecitiaenry. what levelofmedieal
care should be guaranteed to everyone? Are there classes of people. by class or education.
who shall be denied the best of medical care? If the public cannor afford technology for
all. who gets it? Only the rich?

6

258

 

Need we not also reflect on genetic engineering! Dare we argue that we have enough basic
knowledge of science to even discuss the implications of genetic engineering?

Have we divorced ourselves from the discussion of values in society to the point that Robert
Bellah’s argument is correct when he says. “The University is no longer the place for the
training of leadership in public service in a free society. The University as presently organized
isn’tsetuptoengageinpublicdialoguethatwouldprwidemoralleadershiporevenencourage
it." Dare we not provide moral leadership? Dare we nOt encourage the public dialogue sur-
rounding the issues I have raised?

In the preamble to the Carleton College catalogue you’ll find the words that Carleton
mWemndandwddrumnnbifiwuweflaaadumcemdkncflDanmatDePauw
do .7 '

IV.

Diversity. science education. moral reflection—three issues which are in keeping with the
traditionsofthisgreatUniversity. Butfaailtyshareoneenormousproblem—time. The Faculty
Development Committee has been in discussions with the University Priorities Committee
for over one year trying to allocate time in a more efficient manner. The faculty has spoken
and we have heard that the way to make improvements in the intelleCtual life of our como
munity hinges around a larger and more encompassing faculty development program than
we have ever experienced at this University. We need to follow the examples of orher premiere
institutions in this regard. Brown University, for example. upon becoming concerned about
the lack of diversity in its curriculum and in its student body. offered incentive grants to
faculty for the creation of courses which dealt with multi-ethnic and non-Western cultural
diversity. Special support was given to interested members of the faculty to rework existing
courses to include more culturally diverse materials. Special support was also used to increase
the number of departmental courses which focused on the experience and heritage of the
various minority groups so rapidly growing in American society.’

Such a faculty development program is imperative for DePauw. We want to- become an
institution more national and international in scope. but we also have come to realize this
is nor a public relations task. It is a faculty development task. The faculty needs more time
forreleasefromclassestopursueresearchandcoursedevelopment. Weneedtoconsider
hnpkmaiudonofincennvewudsfornawlanddieposnbfliwofmacdwmmrueudr
program.

We are at an interesting poinr in the institution’s history. We are completing the largest
campaigneverattemptedbyaliberalartscollege.Ourfacultywillprovethatasresources
aremadeinaeasingly availabletousweareindeedagatheringofinsightful mindswanting
to better prepare our students for living in the world community. The possibilities are
enormous.

IntheMay14issueofT7IeNew16rltTimes.dierewasadescnptionoftheCommittee
on Interpretation that grew up at Bryn Mawr College. It began simply as a gathering of
faculty across disciplinary lines which met to discuss common educational interests. “These
meetings began to chip away at a rather narrow departmental system.” said Stephen Levine.
Art Historian. “a new intellectual atmosphere resulted.”

The evaluation of the Bush Program for Faculty Development at liberal arts colleges in
the Midwest contained the following insight: “In a small liberal arts college it is surprising
to hear faculty remarking about knowing so little about what other faculty are doing and
of Mt enjoying the relationship with colleagues outside the department?"

David Porter began a summer seminar in 1982 at Carleton College which had as its goal
the simple task of becoming aware of what Other faculty were doing. Twelve to fifteen faculty
met together from many disciplines and simply examined the introductory courses that were
being taught on the Carleton campus. Porter was quoted as saying. “It was one of the most
effective curricular and faculty development strategies ever begun at Carleton.”"

7

259

 

Such phenomena can come into being at DePauw. In the last week. I have had discussions
with Professor Sedlack of the English Department who spoke in convocation about a moral
perspecnve on abortion: with Lisa Wichser. an economics professor who is teaching Chinese
as a halfounit course in the evening; and Shanker Sherry. another economics professor who
began his efforts to learn the Japanese language at Indiana University this summer. The
resources and the creativity among us are great. We need to emulate and further enhance
the finest faculty development programs in higher education. Then we can sustain ourselves
as the'first-rate faculty we know we are.

In his book American Professors: A National Resource Imperilal. Howard Bowen speaks out:
“The situation today is much like the Sputnik era of thirty years ago-it is underfunded
at a time when the educational needs of the nation are enormous.”‘2

As a result of the Sesquicentennial Campaign we have the resources to add new faculty
to our community. However. before we rush into dividing up these faculty additions among
the various departments. let us take care to first examine the needs of the people already
in our community. We have a start. With the resources available through the generous
endowment established by John and Janice Fisher. and with the institutional funds already
being expended on faculty development. we have the ambitious beginnings of a faculty
development program longed for at only the most distinguished institutions. We have the
opportunity to fund what Bowen calls “invbetween research.” research that may not be earth
shattering in terms of new discoveries coming forth from Greencastle. Indiana. but research
that is valuable. nor only on its face as an important contribution to a field but is also a
vehicle to keep abreast and to continue throughout our lives to be learned men and women
and share in the joy of discovery."

V.

Finally. this evening. I want to conclude my address to you with anorher set of questions.
We will definitely answer these questions in the next few years:

0 Are we ready to become the institution we have the potential to be?

0 Are we ready to expose our students. our faculty. and our curriculum to the diversity

demanded by the world community?

0 Are we willing to dedicate ourselves to science education and remain one of the forty-

seven Oberlin Conference Colleges which have had such an impact on science education

in this country?

0 Are we willing to take again the challenge ofthe DePauw tradition and assist our students

in becoming morally sensitive and keenly aware of the issues of justice. honesty. peace?

If we answer these questions in the affirmative. we do face some problems. Our creativity
will be challenged. It will be. for some of us. a lor of trouble. There will be no time for petti-
ness. for narrow departmentalism. for inward quarreling. and we will have no time to treat
each other in any manner other than with civility and respect. Yet if we choose to capitalize
on our opportunities. the rewards are tremendous.

Wearenowpoisedtotakeourplace amongAmeriea’sfinestcolleges. Wemustworktogether
toward that end—n0t by clinging to the past. but by innovatively moving to the forefront
of undergraduate education. .

This is an exciting time. From our faculty and administration. we say to the Trustees—for
your leadership in the Sesquicentennial campaign which is providing us resources to dream
our dreams and implement our visions. we offer a sincere thank you.

And finally. from the administration and the Trustees to the faculty—we thank you for
maintaining the high scholarly standards of this institution. and for continuing to challenge
our students as alumni have been challenged for generations.

As for myself. I need to thank bOth the Trustees and the faculty for the high privilege
of working with you. Thank you.

260

 

Footnotes

. Harold L Hodgkinson. Higher Edam: Diversity Is Our Middle Name (Washington: The National Institute

of Independent Colleges and Universities. 1986) p. 9.

.Ibid.

3. Ibid. p. 12.

.‘s

m

«toy»

. Frank F. Wong. “Pilgrims and Immigrants: Liberal Learning in Today's World." Liberal Eduastim. 71. No.

2 (1985). p. 98.
Ibid.

. Ibid..p.104.
.'Ibid.. p. l08.
. PsulDesruheaux.“FoundaoomueAskedtoHelpTrainsndEmapNewLeadas."mChflnd¢0f

Higher Bdrm. 32. No. 9 (30 April. l986l. p. 19.

.TheVinnmCommmMmUfiandM“RepmthimLifiudE&monuM"

George Street Journal. 11. No. 17 (12 May. 1986). p. 7.

. KmnahEEbksndWilbarJ.McKeuhk.WUWEmeFaodqW

(San Franc-co: Josey-Bass Publishers. 1985). p. 124.

.lbid.. p. 99.
. HdeBowmandlkafichumnAmfiofemrANMRmWMYmbOxford

University Press. 1986). p. 287

. Ibrd.. p. 285

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