|Submission Date||June 29, 2018|
PA-6: Support for Underrepresented Groups
|3.00 / 3.00||
Education & Outreach Manager
Yale Office of Sustainability
Does the institution have a publicly posted non-discrimination statement? :
The non-discrimination statement, including the website URL where the policy is publicly accessible:
Yale University is committed to basing judgments concerning the admission, education, and employment of individuals upon their qualifications and abilities and affirmatively seeks to attract to its faculty, staff, and student body qualified persons of diverse backgrounds.
Does the institution have a discrimination response protocol or committee (sometimes called a bias response team) to respond to and support those who have experienced or witnessed a bias incident, act of discrimination or hate crime?:
A brief description of the institution’s discrimination response protocol or team (including examples of actions taken during the previous three years):
Any student, employee, or applicant for programs or employment at Yale who is concerned about affirmative action, equal opportunity, sexual harassment, racial harassment, or fairness in admissions or employment at Yale, either in a general sense or with respect to his or her own situation, is encouraged to contact the Office for Equal Opportunity Programs. Talking about a problem with a member of the Office is not a part of any formal grievance procedure. However, the Director can investigate a situation and help to resolve it informally. The Office also informs individuals about the availability of the University’s grievance procedures for students and employees. In cases where the individual is not within a group of persons to which a formal grievance procedure applies, the Office will review a complaint. All inquiries are treated in a confidential manner.
In addition to a discrimination and harassment resources website and app, Yale College, the Graduate School of Arts and Sciences, and our professional schools all have dedicated point-persons, called dean’s designees, to whom students may express their concerns about any form of discrimination and harassment.
Faculty, staff, and students have been disciplined in various ways. People have been suspended, terminated, required to abide by no-contact orders, etc.
Does the institution have programs specifically designed to recruit students from underrepresented groups?:
Does the institution have programs specifically designed to recruit staff from underrepresented groups?:
Does the institution have programs specifically designed to recruit faculty from underrepresented groups?:
A brief description of the institution’s programs to recruit students, staff and/or faculty from underrepresented groups:
STUDENTS: The Office for Graduate Student Development and Diversity is committed to building and maintaining a supportive Yale community where students from diverse backgrounds and experiences are supported in their professional, social, and intellectual goals and pursuits. Retention efforts to underrepresented groups include: Recruitment Trips, Graduate School Fairs and Conferences, B. Establishing Partnerships with Historically Black Colleges and Universities, Hispanic-Serving Institutions, and Native Hawaiian and Pacific Islander Serving Institutions, National Consortium and Special Interest Groups Involvement, Yale Campus Visits for traditionally underrepresented minority groups, "Diversity Recruitment Days", and Pipeline Programs for undergraduate students.
STAFF: The initiatives have been taken by the HR staffing team;
o Partner with the Yale affinity groups to promote job opportunities and assist with recruitment
o Have a presence at job fairs, whose primary audience includes underrepresented populations (i.e. Veterans)
o Formulation of a Disability affinity group to assist with recruitment of persons with disabilities
o Solicit speaking engagement opportunities to promote job opportunities at Yale University
o Create partnerships with local and national organizations that support underrepresented groups (NAACP, National Society of Hispanic MBA’s, National Black Social Workers, Veteran Associations, etc.)
o Creation of a Speakers Bureau – staff willing to go to schools, churches, conferences, meetings to discuss job opportunities at Yale
The provost's faculty development fund provides matching funds (a supplement of up to half the salary for three years) to support the appointment of faculty targets of opportunity who would enrich diversity or contribute on another dimension of strategic importance to the university.
FACULTY:The provost's faculty development fund provides matching funds (a supplement of up to half the salary for three years) to support the appointment of faculty targets of opportunity who would enrich diversity or contribute on another dimension of strategic importance to the university.
Does the institution have mentoring, counseling, peer support, academic support, or other programs to support students from underrepresented groups on campus?:
Does the institution have mentoring, counseling, peer support or other programs to support staff from underrepresented groups on campus?:
Does the institution have mentoring, counseling, peer support or other programs to support faculty from underrepresented groups on campus?:
A brief description of the institution’s programs to support students, staff and/or faculty from underrepresented groups:
Yale provides a number of groups on campus to support diversity including Cultural Centers, Chaplain's Office, LGBTQ Resources, Yale Women's Center, Yale Veterans, ROTC at Yale, International Students & Scholars, Yale World Fellows, Office for Grad Student Development & Diversity, Minority Student Coordinators, and more.
Yale's Affinity Groups are open to all employees and provide support and representation to underrepresented groups.
The Faculty Development & Diversity team in the Office of the Provost is responsible for initiatives to enhance faculty excellence and diversity throughout all of Yale’s schools, and is the central faculty affairs resource, supporting faculty-related strategic planning, policy development, data analysis, programs and events, and leadership development across Yale.
The Yale Women Faculty Forum (WFF) was established in 2001 during Yale’s Tercentennial year to highlight the importance of women faculty at the University and foster gender equity through policy initiatives, research, and innovative programs.
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 Edward A. Bouchet Fellowship Program is named in honor of Yale’s first African-American graduate and the first African-American in the United States to earn a PhD. The Bouchet Fellowship is designed to increase the number of minority students and others with a demonstrated commitment to eradicating racial disparities, who will pursue PhDs and subsequent careers in academia.
The Mellon Mays Undergraduate Fellowship Program is named after Dr. Benjamin E. Mays, educator, college president, and civil rights activist and underwritten by a grant from the Andrew W. Mellon Foundation. This competitive program is designed to increase the number of minority students and others with a demonstrated commitment to eradicating racial disparities, who will purse PhDs and subsequent careers in academia in selected core fields in the Arts and Sciences. Applicants must be U.S. citizens or permanent resident aliens.
Yale's Center for Teaching and Learning offers pedagogy training for graduate students that takes diversity and inclusion as central tenets of good teaching, and promotes those values among all graduate student teachers. For all graduate students, the CTL offers a suite of workshops to prepare them for teaching. These total about 100 workshops per year and encompass a wide range of topics, from Delivering a Lecture, to Active Learning, to Inclusive Teaching. We also offer the Certificate in College Teaching Preparation (CCTP), a certificate that requires about 50 hours of teacher training (including taking workshops, being observed teaching, preparing a syllabus, and joining a learning community) and culminates in a notation on the graduate student's transcript. For details, please navigate to this page: https://ctl.yale.edu/teaching/professional-development/certificate-college-teaching-preparation. This support for teaching is available to all graduate students, including those from underrepresented groups.
We do, though, offer particular topics in these workshops that highlight issues of special concern to underrepresented groups. Here are some examples: "Gender and Teaching," "Teaching First-Generation and Nontraditional Students," "The Fundamentals of Inclusive Teaching," and "Inclusive Assessment." Although these workshops focus on how to manage diversity and inclusion among undergraduate students, some of the graduate student participants in the workshops may identify with one or more of the underrepresented categories (being a URM or First-Gen graduate student, for example), and these workshops address the complex question of how such a graduate student teacher might be a role model for students from underrepresented groups.
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?:
The website URL where information about the programs or initiatives 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.