| Overall Rating | Silver |
|---|---|
| Overall Score | 59.67 |
| Liaison | Luc Surprenant |
| Submission Date | Dec. 23, 2022 |
Université de Montréal
PA-7: Support for Underrepresented Groups
| Status | Score | Responsible Party |
|---|---|---|
|
1.83 / 3.00 |
Dimitri
Girier Senior Advisor Equity, Diversity and Inclusion Human Ressources |
"---"
indicates that no data was submitted for this field
Non-discrimination statement
Yes
The non-discrimination statement, including the website URL where the policy is publicly accessible:
The following statement is in the Politique sur les droits des étudiantes et étudiants de l’Université de Montréal (policy on the right of students of Université de Montréal):
“Students have the right to equality in treatment by the University. That right cannot be restrained by discrimination based on race, skin color, ethnic origins or nationality, civil state, religion, political opinion, language, sex/gender, sexual orientation, pregnancy, age, social situation, sickness, disability.”
“No one may harass students on the grounds enumerate in the first paragraph”
https://secretariatgeneral.umontreal.ca/public/secretariatgeneral/documents/doc_officiels/reglements/enseignement/regl20_9-politique-droits-etudiantes-etudiants-universite-de-montreal.pdf
Moreover, the policy against harassment lists the four fundamental principles that must be respected:
1- Right to a healthy environment
“Every person has the right to study or work in an environment exempt from any form of harassment.”
2- Obligation of mutual respect
“Each person must be considered equal in value and dignity therefore each own to each other mutual respect” (Commission des droits de la personne du Québec: Orientation face au harcèlement en milieu de travail, 1987)
3- Priority to prevention
Harassment prevention constitutes a priority in the present policy. The means for prevention must consider the specific needs of the different members of the University community.
4- Equity and reparation
Dealing with harassment situations rests on equity and compensation for damages principles.
https://secretariatgeneral.umontreal.ca/public/secretariatgeneral/documents/doc_officiels/reglements/administration/adm10_16-politique-contre-harcelement.pdf
“Students have the right to equality in treatment by the University. That right cannot be restrained by discrimination based on race, skin color, ethnic origins or nationality, civil state, religion, political opinion, language, sex/gender, sexual orientation, pregnancy, age, social situation, sickness, disability.”
“No one may harass students on the grounds enumerate in the first paragraph”
https://secretariatgeneral.umontreal.ca/public/secretariatgeneral/documents/doc_officiels/reglements/enseignement/regl20_9-politique-droits-etudiantes-etudiants-universite-de-montreal.pdf
Moreover, the policy against harassment lists the four fundamental principles that must be respected:
1- Right to a healthy environment
“Every person has the right to study or work in an environment exempt from any form of harassment.”
2- Obligation of mutual respect
“Each person must be considered equal in value and dignity therefore each own to each other mutual respect” (Commission des droits de la personne du Québec: Orientation face au harcèlement en milieu de travail, 1987)
3- Priority to prevention
Harassment prevention constitutes a priority in the present policy. The means for prevention must consider the specific needs of the different members of the University community.
4- Equity and reparation
Dealing with harassment situations rests on equity and compensation for damages principles.
https://secretariatgeneral.umontreal.ca/public/secretariatgeneral/documents/doc_officiels/reglements/administration/adm10_16-politique-contre-harcelement.pdf
Bias response team
Yes
A brief description of the institution’s discrimination response protocol or team:
The Respect for Persons Office for the prevention of and fight against harassment, discrimination, racism and sexual violence (or Bureau du respect de la personne pour la prévention et la lutte contre le harcèlement, la discrimination, le racisme et les violences à caractère sexuel) is responsible for prevention and intervention regarding harassment. It provides the following services :
- information and confidential advice to people who consider they face harassment in the context of their studies or work at the University, as well as managers informed of a harassment situation in their unit;
- Meeting, with the consent of the victims who communicte with the BIMH, with the persons involved in order to find an acceptable agreement and intervene in their environment (mediation, training, crisis intervention);
- delivery of formal complaints;
- organization and participation in outreach activities, training sessions, and outreach.
Moreover, there is an ombudsman whose “mission is to ensure a fair and equitable treatment by the University administration for all experiences of each member of the University community.” In that sense, the ombudsman must:
- advises members of the academic community.
- processes requests for assistance or receives complaints from members who, after exhausting domestic remedies at their disposal, consider themselves victims of errors, injustices, inequity or discrimination by the university administration.
- works to improve academic practices of justice and equity.
- reports annually on its activities to the University Council.
- When domestic remedies have been exhausted without success, the Ombudsman may conduct an investigation.
- When a complaint is well-founded, it intervenes with the persons responsible and makes recommendations.
- When it comes to the conclusion that the complaint is unfounded, it informs the person and closes its file.
Report of 2017-2018 :
https://ombudsman.umontreal.ca/fileadmin/ombudsman/Documents/RA_ombudsman_2017-2018.pdf
- information and confidential advice to people who consider they face harassment in the context of their studies or work at the University, as well as managers informed of a harassment situation in their unit;
- Meeting, with the consent of the victims who communicte with the BIMH, with the persons involved in order to find an acceptable agreement and intervene in their environment (mediation, training, crisis intervention);
- delivery of formal complaints;
- organization and participation in outreach activities, training sessions, and outreach.
Moreover, there is an ombudsman whose “mission is to ensure a fair and equitable treatment by the University administration for all experiences of each member of the University community.” In that sense, the ombudsman must:
- advises members of the academic community.
- processes requests for assistance or receives complaints from members who, after exhausting domestic remedies at their disposal, consider themselves victims of errors, injustices, inequity or discrimination by the university administration.
- works to improve academic practices of justice and equity.
- reports annually on its activities to the University Council.
- When domestic remedies have been exhausted without success, the Ombudsman may conduct an investigation.
- When a complaint is well-founded, it intervenes with the persons responsible and makes recommendations.
- When it comes to the conclusion that the complaint is unfounded, it informs the person and closes its file.
Report of 2017-2018 :
https://ombudsman.umontreal.ca/fileadmin/ombudsman/Documents/RA_ombudsman_2017-2018.pdf
Recruitment programs
Yes
Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:
No
Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:
No
If yes to any of the above, provide:
Students
Launched in 2000, Project SEUR ( Educational, University and Research Awareness) encourages high school and college students to stay in school by allowing them to explore different educational and career opportunities. It focuses primarily on disadvantaged and/or multi-ethnic urban areas and newcomers, and aims to enhance the ethnic, cultural and socio-economic diversity of future cohorts of university students.
This institutional project, sponsored by the Université de Montréal, has several components (2019-2020 projects):
- Access Medicine
- Health Sciences
- School perseverance
- Conferences and specialized meetings
- Immersion Stays
- 1,000 sciences
- Douance
- Heading for the university
http://seur.qc.ca/
Goal 1 of the EDI plan is to recruit more students from underrepresented groups.
GOAL 1
Identify and address barriers to equitable access to higher
education affecting students from underrepresented groups at the University or in certain disciplines
1.1 To better understand the student population already attending the Université de Montréal
1.2 To identify the various causes of under-representation of certain groups
1.3 Increase the presence of under-represented groups among applicants and applicants and address various barriers to their admission
Launched in 2000, Project SEUR ( Educational, University and Research Awareness) encourages high school and college students to stay in school by allowing them to explore different educational and career opportunities. It focuses primarily on disadvantaged and/or multi-ethnic urban areas and newcomers, and aims to enhance the ethnic, cultural and socio-economic diversity of future cohorts of university students.
This institutional project, sponsored by the Université de Montréal, has several components (2019-2020 projects):
- Access Medicine
- Health Sciences
- School perseverance
- Conferences and specialized meetings
- Immersion Stays
- 1,000 sciences
- Douance
- Heading for the university
http://seur.qc.ca/
Goal 1 of the EDI plan is to recruit more students from underrepresented groups.
GOAL 1
Identify and address barriers to equitable access to higher
education affecting students from underrepresented groups at the University or in certain disciplines
1.1 To better understand the student population already attending the Université de Montréal
1.2 To identify the various causes of under-representation of certain groups
1.3 Increase the presence of under-represented groups among applicants and applicants and address various barriers to their admission
Mentoring, counseling and support programs
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
Goal 2 of the EDI Action Plan is to ensure better retention of students from underrepresented groups.
Goal 2
Support the retention and success of students with academic, personal, or social vulnerabilities
2.1 Increase knowledge of the academic success profile and educational experience of vulnerable or under-represented groups
2.2 Increase the responsiveness of services that support success to the needs of diverse students
2.3 Support the inclusion of diversity in the educational relationship and in classroom and in classroom activities
The University's Student Life Services has developed several programs over the past years to support the student experience and improve retention. Some services are targeted to students from underrepresented groups, including a First Peoples Student Center as well as an International Student Office.
Scholarships for students with disabilities
Scholarships for students with disabilities provide financial support for students who may have to make considerable efforts to overcome their medical condition. In 2021, a total of 22 scholarships of $2,000 per semester were awarded for a total of $44,000. Applications for the scholarships were accepted in more than 95% of the cases.
The University's EDI Action Plan includes several initiatives aimed at recruitment, integration, and onboarding, specifically in Goals 4, 5, and 6.
The University provides training and support resources to all staff to enable them to be supported when needed.
As an example, for First Peoples, the KWE-KWE committee provides a cultural safety net that allows First Peoples employees and students to be supported through challenges encountered in their journey at the University.
Although a formal committee is not formed, similar support is provided for students and employees with disabilities. This support, clearly identified and known to many, allows for, among other things, accommodation requests and the necessary accompaniment for a healthy pursuit of education and employment.
In addition, the Respect for Persons Office is mandated to raise awareness among all members of our institution about the risks of harassment, sexual violence and discrimination. To this end, it organizes awareness and training campaigns and supports the members of our community when problematic situations arise.
Finally, our benefits program includes an employee and family assistance program that includes psychological and career support.
For a more detailed overview of what is offered to our employees, please consult the following document (pages 21, 50, 74, 86, 95 and 134): https://1drv.ms/b/s!AiEjnXJXtLq9ixl7YL7P1pkvg45C?e=QO7Bsr
Goal 2 of the EDI Action Plan is to ensure better retention of students from underrepresented groups.
Goal 2
Support the retention and success of students with academic, personal, or social vulnerabilities
2.1 Increase knowledge of the academic success profile and educational experience of vulnerable or under-represented groups
2.2 Increase the responsiveness of services that support success to the needs of diverse students
2.3 Support the inclusion of diversity in the educational relationship and in classroom and in classroom activities
The University's Student Life Services has developed several programs over the past years to support the student experience and improve retention. Some services are targeted to students from underrepresented groups, including a First Peoples Student Center as well as an International Student Office.
Scholarships for students with disabilities
Scholarships for students with disabilities provide financial support for students who may have to make considerable efforts to overcome their medical condition. In 2021, a total of 22 scholarships of $2,000 per semester were awarded for a total of $44,000. Applications for the scholarships were accepted in more than 95% of the cases.
The University's EDI Action Plan includes several initiatives aimed at recruitment, integration, and onboarding, specifically in Goals 4, 5, and 6.
The University provides training and support resources to all staff to enable them to be supported when needed.
As an example, for First Peoples, the KWE-KWE committee provides a cultural safety net that allows First Peoples employees and students to be supported through challenges encountered in their journey at the University.
Although a formal committee is not formed, similar support is provided for students and employees with disabilities. This support, clearly identified and known to many, allows for, among other things, accommodation requests and the necessary accompaniment for a healthy pursuit of education and employment.
In addition, the Respect for Persons Office is mandated to raise awareness among all members of our institution about the risks of harassment, sexual violence and discrimination. To this end, it organizes awareness and training campaigns and supports the members of our community when problematic situations arise.
Finally, our benefits program includes an employee and family assistance program that includes psychological and career support.
For a more detailed overview of what is offered to our employees, please consult the following document (pages 21, 50, 74, 86, 95 and 134): https://1drv.ms/b/s!AiEjnXJXtLq9ixl7YL7P1pkvg45C?e=QO7Bsr
Support for future academic staff
No
A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:
In our action plans, and more specifically in objectives 1, 2 and 7, many of the initiatives are aimed at recruiting, integrating, and supporting our student community.
A student support team offers, according to certain criteria, scholarships to national and international students, as well as punctual help in case of temporary difficulties.
Academic employees
The University's EDI Action Plan includes several initiatives aimed at recruitment, integration, and onboarding, specifically in Goals 4, 5, and 6.
Also, it should be noted that an academic leadership development program is in place to support our managers in maintaining an inclusive work environment for our faculty.
Finally, a study is currently underway to better understand the specific support needs of our faculty. The report that is expected to be submitted in the coming months will propose recommendations that will address the challenges faced by all academic staff and particularly those who are underrepresented.
A student support team offers, according to certain criteria, scholarships to national and international students, as well as punctual help in case of temporary difficulties.
Academic employees
The University's EDI Action Plan includes several initiatives aimed at recruitment, integration, and onboarding, specifically in Goals 4, 5, and 6.
Also, it should be noted that an academic leadership development program is in place to support our managers in maintaining an inclusive work environment for our faculty.
Finally, a study is currently underway to better understand the specific support needs of our faculty. The report that is expected to be submitted in the coming months will propose recommendations that will address the challenges faced by all academic staff and particularly those who are underrepresented.
Optional Fields
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:
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Data source(s) and notes about the submission:
On the campus plan, select Services and "Toilettes non genrées" (gender-neutral bathrooms)
Web page dedicated to EDI: https://www.umontreal.ca/diversite/
Web page dedicated to First Peoples: https://www.umontreal.ca/premierspeuples/
Web page dedicated to EDI: https://www.umontreal.ca/diversite/
Web page dedicated to First Peoples: https://www.umontreal.ca/premierspeuples/
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.