Overall Rating Gold
Overall Score 79.77
Liaison Josh Lasky
Submission Date April 4, 2023

STARS v2.2

George Washington University
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Keely Walston
Asst. to VP Office of Diversity and Inclusion
Office of Diversity and Inclusion
"---" indicates that no data was submitted for this field

Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
The Provost established the Diversity Program Review Team (DPRT) to conduct a campus diversity, equity, and inclusion program review and producing a final report rooted in data and scholarship. That review will also include a fresh look and analysis of the benefits of student diversity at GW and its contributions to the educational environment. The review process will be a collaborative, university-wide, and transparent initiative to determine progress made and areas of opportunity, and to propose long-term ways to address structural issues impacting members of our community. The DPRT’s work will be grounded in campus climate research and scholarship, and an anti-racist and intersectional framework that uplifts all voices and experiences, while critically examining our policies, practices, and procedures. In Fall 2022, the DPRT designed a climate survey to gather information about the current university climate related to diversity, equity, and inclusion for students, faculty, and staff. Though the climate in a community is ever-changing, the survey will enable the Diversity Program Review Team to understand in real time the experiences of members of our community. Community participation in this process is critical and will inform the recommendations and actions GW takes going forward to improve the university climate.

Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:

Does the assessment process address student outcomes related to diversity, equity and success?:

Does the assessment process address employee outcomes related to diversity and equity?:

A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
The Office of Survey Research aggregated and analyzed the data from the results and created a report for the Diversity Program Review Team, the provost, the president, and the Board of Trustees. The results of the survey, supplemented with other information-gathering that includes focus groups, individual interviews, and more, will be used to inform the diversity action plan for leadership.

Overall, the results of the survey indicate several areas of strength and opportunities for improvement in increasing diversity, equity, and inclusion; decreasing undermining experiences and negative treatment; and promoting a university culture that is positively impactful and encourages community-building for individual sense of belonging. There are also specific strengths and areas of improvement for each of the following primary role groups: undergraduate students, graduate students, staff, and faculty.

Areas of Strength
- A majority of respondents found a community at GW where they felt they belonged.
- Findings suggest there is a culture of mutual support among GW community members.
- Students, faculty, and staff are personally invested in the diversity of the GW community.
- GW community members highlight exemplary diversity, equity, and inclusion programming on campus in their written comments.

Opportunities for Improvement
- Half of respondents have experienced negative treatment. Community members who have minoritized identities experience it more, specifically targeted toward their identity, via different behaviors, in different locations, and from different people.
- Financial and economic issues were a concern for most students, faculty, and staff, and this was worse for minoritized individuals.
- Respondents had relatively low agreement on the adequacy of the university’s emphasis on diversity.
- In their written comments, members of the GW community have concrete suggestions for improvement of the climate.

Are the results of the most recent structured diversity and equity assessment shared with the campus community?:

A brief description of how the assessment results are shared with the campus community:
Results will be shared publicly with the GW community only for groups large enough to preclude individual identification.

Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:

The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support the submission:

Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.