Stanford University has failed to address issues of
faculty/administrative diversity and curricular, extracurricular,
and residential life equity. The
Who’s Teaching Us Coalition
is calling on the university to implement our demands and thereby
commit itself to the affirmation of marginalized communities. A
summary of the demands can be found below; the
complete demands
are attached to this email.


Please join us this
Friday, April 1
at
12:30pm
in
Black House
to learn more about the campaign and how to get involved. Our work
is strong, our coalition is growing, and we welcome your
presence!


In Solidarity,

Jonathan Fisk
on behalf of the Who’s Teaching Us Coalition
______

Demands:

Faculty/Administrative and Student Diversity

WE DEMAND the hiring of at least 10 additional tenure-track ethnic
studies professors and a commitment to the retention of these
professors, prioritizing underrepresented groups within the ethnic
studies programs. In addition, every department affiliated with
both Comparative Studies in Race and Ethnicity and African and
African American Studies must fill at least one faculty vacancy
using their Faculty Development Initiative funds by June
2017.

WE DEMAND the development of a recurring and comprehensive identity
and cultural humility training to be instated as a requirement for
all faculty in all departments by September 21st, 2017.

WE DEMAND that the next appointment to the positions of president
and provost of the University break both the legacy of white
leadership and cisgender male leadership. The appointment process
must be a transparent collaboration with current students
representative of campus demographics. The appointees must have
demonstrated commitments to diversifying academia and addressing
systemic inequality.

WE DEMAND that the Acts of Intolerance protocol be reworked to
provide a dedicated, responsive platform for reporting and tracking
microaggressions from faculty. In order for the reporting process
to be successful, it must be transparent, widely publicized, and
include the option for confidentiality. Departments must use these
reports in faculty evaluations.

WE DEMAND all departments publicly release disaggregated tenure
data, in particular separating international professors from
American professors, differentiating ethnicities of professors
within the Asian American Pacific Islander diaspora, and including
data on gender non-conforming faculty and staff.

WE DEMAND the fulfilment of the Stanford BSU demand of 1968 for at
minimum “proportional representation of minority group members” in
both the undergraduate and graduate student bodies.

WE DEMAND that the departments outside of the School of Humanities
and Sciences double their quantities of faculty of color,
specifically hiring Black, Latinx, Indigenous, and Southeast Asian
faculty.

University Curriculum

WE DEMAND the departmentalization of the Comparative Studies in
Race Ethnicity, African and African American Studies, and Feminist,
Gender, and Sexuality Studies programs; a guarantee of security for
their funding; and the expansion of all of their
programs.

WE DEMAND the expansion of the Asian American Studies program to
equally prioritize the voices of South Asian, Southeast Asian, and
Pacific Islander students and issues, as well as the
Chicana/o-Latina/o Studies program to equally prioritize the voices
of diasporic Latinx students and issues.

WE DEMAND that the Engaging Diversity requirement be reformed so
that it only includes classes that address diversity as it relates
to issues of power, privilege, and systems of oppression and so
that students will be required to take two Engaging Diversity
classes instead of one. One of these classes must be on diversity
in the major.

WE DEMAND that humanities majors require double the current number
of required classes on works by people of color and non-Western
subject matter.

WE DEMAND the formation of a working group to reevaluate and reform
Structured Liberal Education (SLE) to oversee student selection
process, hiring and faculty retention, outreach, curriculum, and
pedagogy. The members of this committee will be determined by WTU
in dialogue with the SLE administration, and their time should be
compensated by the University. During this process, SLE will not
count towards the Engaging Diversity requirement.

WE DEMAND alternative Integrated Learning Environments (ILE)
humanities and writing programs be developed that center social
justice and anti-oppression scholarship, with an emphasis on works
by people of color and PoC frameworks.  We demand that these
programs receive the same level of funding as SLE.

Residential Life

WE DEMAND that all Residential Education staff be required to
complete comprehensive identity and cultural humility
training.

WE DEMAND that pay for Ethnic Theme Associates be increased to
match that of Residential Assistants by the start of the 2016-2017
academic year. This will recognize the importance of their work in
planning programming and facilitating conversations around issues
of identity, as well as the other work they do -- far beyond their
job description -- to ensure the well-being of communities in
ethnic theme dorms.

WE DEMAND a cooperative theme house for sophomore, junior, and
senior students of color to bring together communities of color on
campus, and to serve their social, cultural, and educational
needs.

Extracurricular Diversity Programs

WE DEMAND that additional staff be hired to each community centers
as needed (need to be determined by each center) and that community
center funding be doubled, as peer institutions like Yale have
done, by June 2017; as a benchmark on the way to this figure,
funding should be restored to pre-2008 budget cut levels, adjusted
for inflation, by June 2016.

WE DEMAND that the Haas Center for Public Service diversify its
staff and reform its partnerships with off-campus communities of
color so that all programs are initiated by and prioritize these
communities, not Stanford.

WE DEMAND that Bing Overseas Studies Program (BOSP) open at least 5
additional programs in non-Western countries within 5 years, and
commit to continue diversifying its study abroad options to reach
regional equity in programs offered. All programs should include
community-engaged learning components, and offer comprehensive
identity and cultural humility training. All programs should also
provide adequate support and mental health resources that are
sensitive to students' experiences of race, gender, sexuality,
class, and religion while abroad.

Divestment From Violence Against Black & Brown
People

WE DEMAND that the University divest from all prisons, including
private prisons, as the University of California and Columbia
University have done, and invest the newly-released funds in Black,
Brown, Indigenous, poor, and undocumented communities, which have
been unjustly and disproportionately targeted for
incarceration.

WE DEMAND that the University divest from Wells Fargo &
Company—a bank that has perpetuated prison privatization and the
disproportionate and unjust incarceration of Black, Brown,
Indigenous, poor, and undocumented people—and invest the
newly-released funds in impacted communities.

Timeline

WE DEMAND that the implementing bodies conduct transparent and
honest monthly meetings with WTU and Students of Color Coalition
(SOCC) to hold the Administration accountable to the fulfillment of
each and every demand.

WE DEMAND that University employees who elect to assist WTU and
similar activist student groups face no repercussions from the
University for doing so.

WE DEMAND adequate staffing and funding to achieve all of the
aforementioned demands.

WE DEMAND that the Administration immediately accept the
aforementioned demands and that a statement of acceptance, a
timetable of implementation for each demand, and an administrative
point person for each demand, be presented to WTU at 3 PM on Friday
April 8th, in open forum at the Native American Cultural
Center.