Overall Rating Silver
Overall Score 47.15
Liaison Elenore Breslow
Submission Date Nov. 24, 2020

STARS v2.2

Brock University
PA-7: Support for Underrepresented Groups

Status Score Responsible Party
Complete 1.92 / 3.00 Leela Madhava Rau
Director, Human Rights & Equity
Office of Human Rights & Equity Services
"---" indicates that no data was submitted for this field

Does the institution have a publicly posted non-discrimination statement? :
Yes

The non-discrimination statement, including the website URL where the policy is publicly accessible:

Brock University is committed to building and maintaining a diverse and inclusive community where our students, staff, faculty, course participants, volunteers and visitors can work and learn in an environment that respects the dignity and worth of members of the Brock community. Brock University has a published Respectful Work and Learning Environment Policy, Sexual Assault and Harassment Policy, and Accessibility Policy.

The purpose of the Respectful Work and Learning Environment policy is to:
- Develop and support a work and learning culture that values diversity and inclusion, fosters respect, and does not tolerate prejudice, discrimination, harassment and/or bullying;
- Outline rights, responsibilities and types of behaviour which fall within the scope of this policy;
- Make provision for support services, including training and awareness initiatives, to promote a respectful work and learning environment; and
- Outline procedures for handling and resolving complaints when this policy is breached by discrimination, harassment and/or bullying.

The purpose of the Sexual Assault and Harassment policy is to:
- Promote a safe and inclusive environment that is free of Sexual Violence;
- Provide Survivors with a procedure to report incidents of Sexual Violence to the University;
- Create a decision-making process that meets the requirements of procedural fairness and holds those who have committed Sexual Violence accountable; and,
- Meet legal requirements under the Ministry of Training, Colleges and Universities Act, the Ontario Human Rights Code, the Occupational Health

The purpose of the Accessibility policy is to:
Outline the commitment of Brock University (the “University”) in promoting accessibility, equal participation and inclusion as an inherent right of persons with disabilities by implementing the requirements of the Accessibility for Ontarians with Disabilities Act, S.O. 2005, c. 11 (“AODA”) and its regulations: Integrated Accessibility Standards, O. Reg. 191/11(“IASR”).

https://brocku.ca/policies/wp-content/uploads/sites/94/Respectful-Work-and-Learning-Environment-Policy.pdf

https://brocku.ca/human-rights/wp-content/uploads/sites/55/Brock-Sexual-Assault-and-Harassment-Policy.pdf

https://brocku.ca/policies/wp-content/uploads/sites/94/Accessibility-Policy.pdf


Does the institution have a discrimination response protocol or committee (sometimes called a bias response team)?:
Yes

A brief description of the institution’s discrimination response protocol or team:

Brock University has a team dedicated to human rights and equity that is provided through the Office of Human Rights & Equity Services (OHRES). The OHRES is a resource for all Brock community members, including students, staff, and faculty. Contact with the office is a confidential service. OHRES provides information and advice on a wide range of issues relating to harassment and discrimination. The University has a variety of policies, procedures and codes of conduct that prohibit Brock community members from harassing, bullying, or discriminating against others. The OHRES staff works with individuals to decide on an approach to resolution that works best for a given situation, often making use of alternative dispute resolution techniques that allow the parties to rebuild their relationship in a more positive, respectful way.


Does the institution have programs specifically designed to recruit students from underrepresented groups?:
Yes

Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:
Yes

Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:
No

A brief description of the institution’s programs to recruit students, academic staff, and/or non-academic staff from underrepresented groups:

Students:

Domestic undergraduate recruitment has supported activities such as: Ability and Empowerment Day, 100 Strong Foundation, and other such initiatives. The inaugural Ability Empowerment Day includes a series of workshops and activities for high school students experiencing disability to discover opportunities in post-secondary education. In 2019, more than 40 students from high schools across Ontario attended Brock’s Ability Empowerment Day. Participants were treated to mini-workshops from various academic departments and services, lunch in Market Hall, a mock lecture where they practiced note-taking, participated in a Mirror Theatre activity and met with a representative from Student Accessibility Services.

The 100 Strong Foundation aims to support young black men to reach beyond their circumstances. In 2018, on Nelson Mandela Day, around 80 youths from the Toronto-based 100 Strong Foundation’s summer program visited Brock. The students were greeted by Brock University President Gervan Fearon, the first and only black president of a Canadian University. Students from the Strong Academy who came to Brock, spent the day visiting science labs, attended a mock Social Science lecture, completed a workout in the Brock Sports High Performance Centre, participated in the High Ropes team building activity, travelled to the St. Catharines Museum to discover the rich legacy of Niagara’s African-Canadians as a part of the “North Star” exhibit, and stayed overnight in the University residences. The Strong Academy is a summer program that works to instill the value of education in boys aged 11 to 14 through traditional schooling and experiential learning opportunities.

Academic Staff:

Brock University’s Canadian Research Chair – Equity, Diversity, and Inclusion Plan demonstrates Brock’s shared commitment to achieving great equity, diversity, and inclusion (EDI). Following the provisions of the Employment Equity Act, a central consideration within the Canada Research Chairs Program is the need to engage in proactive employment practices that are barrier-free, accommodate difference, address under-representation, and correct the conditions of disadvantage in employment experienced by members of particular demographic groups. The federally designated employment equity-seeking groups are women, persons with disability, Indigenous peoples, and members of visible minorities. Through the Collective Agreement Between Brock University and the Brock University Faculty Association (referenced as the BUFA Collective Agreement), Brock also recognizes lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons as a designated employment equity seeking group.

Brock is committed to EDI-informed practices and policies, both with the research enterprise and broadly throughout the university. As part of this commitment, President and Vice Chancellor Dr. Gervan Fearon has signed the Dimensions Charter. Brock University is actively committed to diversity and the principles of employment equity and invites applications from all interested candidates. Women, Aboriginal peoples, members of visible minorities, people with disabilities, and lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons are encouraged to apply and to voluntarily self-identify as a member of a designated group as part of their application. Candidates who wish to be considered as a member of one or more designated groups should fill out the self-identification questions include in the questionnaire at the time of application.

Brock University and the Brock University Faculty Association (BUFA) have a Collective Agreement and Article 20 of the Agreement addresses Employment Equity. Whereby it is acknowledged that Brock University and BUFU agree to the principle of employment equity and agree to work towards increasing the proportion of women, Aboriginal peoples, persons with disabilities, members of visible minorities, and lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons at the University. Please see the link to the Collective Agreement below for exact wording and further detail of this Agreement.


Does the institution have mentoring, counseling, peer support, academic support, or other programs designed specifically to support students from underrepresented groups on campus?:
Yes

Does the institution have mentoring, counseling, peer support or other programs designed specifically to support academic staff from underrepresented groups on campus?:
Yes

Does the institution have mentoring, counseling, peer support or other programs to support non-academic staff from underrepresented groups on campus?:
Yes

A brief description of the institution’s programs designed specifically to support students, academic staff, and/or non-academic staff from underrepresented groups:

Students:

Brock University has implemented many different services and programs to meet the increasing mental health needs of our constantly changing student population. Brock offers free counselling services and several on-campus mental health resources including those for international, aboriginal and students with disabilities. Brock offers peer support programs through the HRE, the Peer 2 Peer Support Drop-in program provides a safe space that offers support, resources, or just someone to talk to. There are also resources available for students who have been impacted by sexual violence and may begin by contacting Brock’s Sexual Violence Support and Education Coordinator, additionally there are racial injustice resources including the HRE Sexual Trauma and Self-Care resource page, Resources for Black Healing Support, and Aboriginal Student Services.

Brock Pride is the official Brock University club devoted to creating a safe, social environment for students of diverse gender and sexual identities. They offer a welcoming atmosphere which provides an opportunity for students of the pride community (gay, lesbian, bisexual, transgender, two-spirited, intersex, queer, questioning or otherwise associated) and their allies to create support networks and gain guidance in maintaining healthy relationships, coming out, and other issues relevant to having a queer identity.

Academic Staff:

The Women and Leadership initiative aims to discuss the current situation for women in leadership roles at Brock, to consider ways to support women in formal and informal leadership positions and encourage the next generation of potential women leaders.

Academic Staff and Non-Academic Staff:

Brock has undertaken a mentoring program through which individuals may make a request for a specific mentor, particularly to address issues that may arise for members of marginalized communities.

Brock is beginning a process to develop affinity groups for members of marginalized communities. Some are specific to creating changes for that community, such as the 2SLGBTQ+ Group, Decolonization Working Committee, Anti-Ableism and Mental Health Group, Indigenous Faculty and Staff group, Black Faculty and Staff Group. In addition, Brock has supported the creation of a group of white employees working on their own white supremacy.


Does the institution have training and development programs, teaching fellowships and/or other programs that specifically aim to support and prepare students from underrepresented groups for careers as faculty members?:
No

A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:

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Does the institution produce a publicly accessible inventory of gender-neutral bathrooms on campus?:
Yes

Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Yes

Website URL where information about the institution’s support for underrepresented groups is available:
Additional documentation to support the submission:

The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.