| Overall Rating | Gold |
|---|---|
| Overall Score | 71.21 |
| Liaison | Lisa Noriega |
| Submission Date | June 29, 2022 |
Yale University
PA-5: Diversity and Equity Coordination
| Status | Score | Responsible Party |
|---|---|---|
|
1.56 / 2.00 |
Amber
Garrard Associate Director Yale Office of Sustainability |
Does the institution have a diversity and equity committee, office, and/or officer tasked by the administration or governing body to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights?:
Does the committee, office and/or officer focus on students, employees, or both?:
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
In a coordinated effort across the university, each school and administrative division has developed a five-year action plan to support and enhance diversity, equity, inclusion (DEI), and belonging. Plans give specific attention to the experiences of staff, faculty, alumni, and students, especially people of color. This planning process is one of a set of commitments announced by President Salovey in October 2020 as part of a new phase of Belonging at Yale, led by Kimberly Goff-Crews, secretary and vice president for university life.
Schools and administrative divisions focused their plans on six priority areas, informed by the September 2020 recommendations of the President’s Committee on Diversity, Inclusion, and Belonging. In the first year of implementation, all units will offer professional development, education, and training in areas relevant to DEI and belonging.
The action plans reflect each school’s or division’s culture and context, based on self-assessments and existing efforts. Plans focus on six areas: scholarship, research, practice, and teaching; the diversity of the Yale community; equitable processes, procedures, and responses; professional and personal development of inclusive practice; acknowledgment, recognition, and respect; and communication, transparency, and accountability. Planning in these shared areas across all schools and administrative divisions will provide opportunities for collaboration, alignment, and the advancement of university-wide priorities.
Schools and administrative divisions developed the plans in an inclusive manner, involving Yale community members from many backgrounds who hold a variety of perspectives and play a wide range of roles at the university.
Planning is coordinated by the Office of the Secretary and Vice President for University Life, in close collaboration with the Office of the Provost, schools, and administrative divisions. Dr. Gary Desir, vice provost for faculty development and diversity, leads support for schools and academic units.
Estimated proportion of students that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Estimated proportion of academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Estimated proportion of non-academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
A brief description of the institution’s cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Resources on Anti-racism are available for public access on the Belonging at Yale website:
https://belong.yale.edu/resources/resources-antiracism
Department action plans outline efforts to provide education and training as part of their specific goals. In the first year of implementation, all units must professional development, education, and training in areas relevant to DEI and belonging.
https://belong.yale.edu/yale-academic-divisional-infographic-posters
Website URL where information about the institution’s diversity and equity office or trainings 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.