Abstract

This case study provides a model for small academic institutions, including articulation of a mission-related vision statement that defines and explains diversity aspirations in terms of both justice and educational purposes. This model is implemented through creation of an organizational structure for regularly monitoring progress toward those aspirations and using that information to reinforce and/or re-shape policies and practices that reflect the institutional vision. Earlham College is a Quaker learning community that operates through a participatory governance process involving both consensus decision-making and widespread consultation. In 2002, a Diversity Aspirations Vision Statement was crafted, defining the goals of diversity as incorporating traditionally underrepresented groups in the life of the college, not only for reasons of justice but also as an essential foundation for effective liberal education for the 21st century. The educational rationale for emphasizes inclusivity – in addition to race, ethnicity, gender, sexual orientation and socio-economic status, it includes political, religious, cultural, recreational interest and other forms of diversity. A key to effective pursuit of this vision is a Diversity Progress Committee, with a charge to collect data to assess ongoing progress toward the goals of the vision statement and to use those data to formulate recommendations for all college units regarding steps needed to achieve further progress. The implementation and ongoing work of this model has served to heighten community consciousness of diversity, to build support for Earlham’s diversity aspirations and to provide a means of continuing education of all community members about diversity. An important feature of this model is the periodic assessment of the effectiveness of this institutional structure, allowing for its further refinement.