Let’s face it: Many more colleges and universities are having conversations about campus climate specific to diversity, equity and safety than in years past. There has been a palpable rise in awareness about extreme ideologies and a growing apprehension about the forthcoming presidential election season, one that will be fueled by topics like xenophobia, racism, sexism, ableism and other phobias and -isms.
In response, college leaders have begun to realize that assessing their campus climate and culture for diversity is paramount. Tied to discussions on campus climate are efforts to promote equity and success for students from minoritized populations, with the growing recognition that a healthy climate produces conditions that allow for students to learn, develop and succeed.
Said differently, a crappy climate does not enhance the likelihood that students from diverse backgrounds will enroll, achieve and graduate. Further, poor climate can constrain the level of interactions that help all members of the campus to not merely feel safe, but productive and successful. This extends to faculty and staff at all ranks within our organizations.
Too often left out of the litany of surveys, interviews and town halls designed to learn about campus climate – and, ultimately, the decision-making process – are the people who have the true on-the-ground understanding of what is really taking place.
Certainly, the first group to engage are students, then the usual suspects: faculty, staff and administration. But too often forgotten are those who have intimate, day-to-day knowledge of the inner workings and health of the organization. They are the custodians, food service employees and groundskeepers who are engaged in more invisible work within our organizations. These individuals are key to any meaningful, intentional and honest assessment of what is really occurring on our campuses. Period.
In prior research with my colleague, Dr. Frank Harris III, we found these three groups are absolutely central to conversations on student success. Namely, because they serve as the primary educators (yes, “educators”) that provide validation for low-income, nontraditional and students of color who often do not receive these messages of support from their own faculty or administrators. In fact, we have routinely found that faculty members will avoid interactions with students of color – particularly men of color – outside of the classroom due to implicit biases. Therefore the relationships that students have are often with people who authentically care about them – custodians, food service workers, groundskeepers – who also often look like and are like them.
That is key. Such employees within our organizations often come from the same communities as students of color and are often people of color themselves, whereas students’ faculty members overwhelmingly are not. While the voices of these key groups are needed in conversations on student success. so, too, are they needed for discussions of campus climate. And here is why.
