During the comment period for the initial working draft of Pathways to Diversity and Inclusion: An Action Plan for Brown University (shared with the Brown community on November 19, 2015), there were 62 submissions, edits, comments, etc. in the category of inclusion (see the Proposals Received section below listing the input). Appendix D of the final DIAP summarizes how the University addressed this input in the final revisions to the DIAP.

Closely related to the question of inclusiveness, feedback/comments in this category focused on how we define diversity, and the important implications of this definition on the growth and funding plans outlined in the DIAP.

There was tension between calls for a broad vs. narrow definition of diversity as it relates to terms like “HUG” (Historically Underrepresented Groups), “students of color,” and “minority.” There were numerous requests to disaggregate current data on Asians, minority staff, and Black Americans vs. Black Africans.

Proposals Received: Defining Diversity

  • Include all Asian American faculty as “HUG” within the Humanities, Social Sciences, and Arts.
  • Make disaggregated data regarding race, ethnicity, and nationality publicly available along with other student demographic information.
  • Officially acknowledge South West Asian and North African (SWANA) students as a historically underrepresented racial/ethnic group in all future university demographic surveys.
  • Disaggregate data in the Asian/Asian American and Pacific Islander category to address the underrepresentation of Hmong, Southeast Asian, and Pacific Islander students.
  • Disaggregate the category of Asian American faculty and publish collected data in order to address underrepresentation of South and Southeast Asian faculty across all disciplines.
  • Include age as a category of discrimination.
  • Include Middle Eastern/Arab students in the category of students of color, and include “Arab American” as a category when collecting demographic data.
  • Expand definition of HUG to include first-generation and low-income students, regardless of race, ethnicity, or background.
  • Gather data on race and ethnicity of post-doctoral scholars.
  • Include religion in the definition of diversity.
  • Include Narragansett, Wampanoag, Cape Verdean, Portuguese/Azorean, and Cambodian community members in HUG definition.
  • Include veteran status in definition of diversity.
  • Include disability status in definition of diversity.