|Submission Date||March 6, 2020|
California State University, Stanislaus
PA-7: Support for Underrepresented Groups
Capital Planning & Facilities Management
Does the institution have a publicly posted non-discrimination statement? :
The non-discrimination statement, including the website URL where the policy is publicly accessible:
The California State University (CSU) is committed to maintaining an inclusive community that values diversity and fosters tolerance and mutual respect. We embrace and encourage our community differences in Age, Disability (physical and mental), Gender (or sex), Gender Identity (including transgender), Gender Expression, Genetic Information, Marital Status, Medical Condition, Nationality, Race or Ethnicity (including color or ancestry), Religion (or Religious Creed), Sexual Orientation, and Veteran or Military Status, and other characteristics that make our community unique.2 All Students have the right to participate fully in CSU programs and activities free from Discrimination, Harassment, and Retaliation. The CSU prohibits Harassment of any kind, including Sexual Harassment, as well as Sexual Misconduct, Dating and Domestic Violence, and Stalking. Such misconduct violates University policy and may also violate state or federal law. Website: https://calstate.policystat.com/policy/6742744/latest/
Does the institution have a discrimination response protocol or committee (sometimes called a bias response team)?:
A brief description of the institution’s discrimination response protocol or team:
The mission of the StanCares Team is to promote a safe and productive learning, living and working environment by addressing the needs of students through coordination and assessment of information and developing a supportive plan. The StanCares Team reviews reports to assess available information about whether a student, campus community member, group or situation poses a threat, and determines a course of action to support the campus community member and intervene before behavior escalates. The StanCares Team receives reports from departments across campus and from the community about concerns regarding the wellbeing and behavior of campus community members. The team tailors their response to each report by providing specific guidance, resources and referrals to students, staff and faculty. The StanCares Team provides follow-up and support to campus community members. The StanCares Team is coordinated jointly by and submits recommendations to the Vice President for Student Affairs and the Vice President of Faculty Affairs and Human Resources.
Does the institution have programs specifically designed to recruit students from underrepresented groups?:
Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:
Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:
A brief description of the institution’s programs to recruit students, academic staff, and/or non-academic staff from underrepresented groups:
Does the institution have mentoring, counseling, peer support, academic support, or other programs designed specifically to support students from underrepresented groups on campus?:
Does the institution have mentoring, counseling, peer support or other programs designed specifically to support academic staff from underrepresented groups on campus?:
Does the institution have mentoring, counseling, peer support or other programs to support non-academic staff from underrepresented groups on campus?:
A brief description of the institution’s programs designed specifically to support students, academic staff, and/or non-academic staff from underrepresented groups:
Student Support Services (SSS) is one of eight TRIO programs, a federally funded and authorized program under the U.S. Higher Education Act of 1965. The goal of Student Support Services is to increase college retention and graduation rates of its participants and to help students make the transition from one level of higher education to the next. Programming offers a variety of academic support and retention services which foster academic development, increase understanding of college requirements, and motivate student to complete post-secondary education. Two-thirds of participants served by SSS must come from low-income, first generation families. SSS participants may also receive grant aid (additional eligibility criteria applies).
The Educational Opportunity Program (EOP) is an admission-based program that increases access, academic excellence, and retention of California's historically underserved low income, first generation college students. The EOP program is a crucial part of the overall mission of the university. EOP provides an array of support services including Summer Bridge, Promise Scholars, and developmental academic advising. These programs and services encourage students to make conscious connections between the acquisition of skills and their application to academic, social and professional lives. The Summer Bridge Program (SBP) is designed to assist new students make the transition from high school to University studies, and is offered by invitation only to selected EOP applicants. The Promise Scholars Program connects admitted students from diverse foster care settings with academic advisors to provide a seamless transition into postsecondary education. The program Lead works with a network of campus resources to provide a supportive approach to whole student wellness. This ensures that students from foster care are identified and receive the support they need to be successful.
The mission of the LGBTQ+ Mentorship Program is to assist students in developing positive sexualities and gender identities and expressions by connecting LGBTQ+ students with LGBTQ+ faculty and staff mentors. The goals of this program are: 1. To foster mentoring relationships between LGBTQ+ students and LGBTQ+ faculty and staff; 2. To offer support, guidance, and resources to meet the diverse needs of the LGBTQ+ student population at Stanislaus State and the surrounding communities; 3. To connect students to the diverse lives of LGBTQ+ students, faculty, and staff throughout Stanislaus State and surrounding communities; and 4. To provide LGBTQ+ faculty, staff, and students an opportunity to help students develop outside of the classroom and other formal Stanislaus State venues.
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?:
A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:
The McNair Scholars Program is designed to further the academic development of students by providing support services, activities, and experiences that help them complete their undergraduate degrees, enroll in a graduate program, and have the knowledge, skills, and background preparation that are required to successfully complete a graduate/doctoral program. Applicants must be income eligible based on taxable income and a first-generation college student (a student whose parent(s) or guardian(s) did not receive a baccalaureate degree) or a member of a group underrepresented in graduate education (Black, Hispanic, American Indian, Alaskan Native, Native Hawaiian and Pacific Islander).
McNair Scholars also become members of the University Honors Program and are able to leverage the benefits of the program including the opportunity to design, publish, and present their research in the University Honors Program Journal and the annual Capstone Conference. Scholars receive research support and guidance through enrollment in a research course sequence.
Does the institution produce a publicly accessible inventory of gender-neutral bathrooms on campus?:
Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
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.