In the months since the U.S. Supreme Court admissions ruling overturning affirmative action, many institutions of higher learning have continued to support positions meant to address campus challenges regarding diversity, equity, inclusion, and accessibility (DEIA) despite resistance.
This is not a new phenomenon.
Yet many of these crucial roles—which help colleges and universities move toward greater acknowledgement of history and action against racism, sexism, homophobia, and ableism—can sometimes feel like an afterthought.
While there has been some undeniable progress, as a first-time DEIA college administrator, Black woman, and faculty member in the Music department, like others serving in dual roles, I experience frustration in having to navigate being a colleague and an administrator encountering both my and others' experiences of racism and bias.
In my administrative role, I have faced stepping into a newly created role with a job description that was quite broad, and the standing committee had not been formally tasked by administration with more specificity on college goals.
This led to challenges in knowing where to begin.
I am not alone.
Reports show the rise and fall of DEIA-related roles across the country, and many have resigned due to lack of infrastructural support. Jamica Love, Virginia Military Institute's first chief diversity officer, and Dr. Avina Ross, who served as a prevention curriculum assessment manager and an associate director at Princeton University are two recent examples.
A recent survey by the National Association of Diversity Officers in Higher Education found that most diversity officers are Black women—and without the right support, too many are being set up to fail.
In some cases, such positions are restructured while others are terminated due to legislative changes. In Texas, DEI programs will shut down in January 2024. These shifts have already created further tension and left Black women feeling unsupported.
The case of Kathleen McElroy, professor of journalism at the University of Texas—who was hired to launch the journalism program at Texas A&M only to be sabotaged by officials—is another example of an overall problem with navigating racism in higher education and having one's credentials questioned.
If the leadership and administration of colleges and universities are serious about creating and fostering these new roles, they need to listen to and support the DEIA leaders and administrators they've tasked with helping to create a safer, fairer, and more inclusive experience for students, faculty, and staff.
Without institutional leaders including deans, presidents, board members, funders, staff and administrators, intentional advocacy as well as awareness of the need for financial resources, initiatives cannot move forward.
The individual in this position must have institutional support. How will the new diversity officer be integrated into the department's current infrastructure?
It is necessary to consider ensuring that team members, faculty, and students are notified of the new role in order to collaborate and share thoughts on building an equitable culture. Think about how conversations can take place on a regular basis.
Steps such as creating a standing DEIA committee, holding regular meetings, and setting goals that are backed by administrative support must be taken. Have a consistent time to meet and an agenda. Take the temperature of the department through surveys and follow up with connections. Action matters.
For the best results, there must be a clear job description and reporting line, posted and widely shared within the institution and beyond, as well as a working list of short and long-term goals. Leaders need to be transparent about where the institution sees the DEIA office in five years, and outline specific goals and projected outcomes. This vision must support institutional memory of work others have previously done.
It is important to state the goal is not for this person to be a "savior," who immediately ends all racism, sexism, homophobia, but to help facilitate dialogue and initiatives for meaningful change. Despite the push back many receive about whether racism exists, it does, and it is urgent to move past the lack of acknowledgement from many who are resistant.
There are parallels between DEIA administrative work and classical music—both involve taking the road less traveled, finding ways to increase representation, and carving out space to engage in dialogue about difficult topics.
It is critical to foster opportunities for continuous dialogue and trust-building through symposia, informal dialogue, and regular check-ins with faculty, staff, and students of color.
Similar to Faculty Women of Color in the Academy Conference and Arts Administrators of Color, there must be more ways for institutions to create and build long-term support for artists who are consistently doing this work despite challenges.
The path to inclusion can be messy, and mistakes happen.
It is essential for all stakeholders from top leadership to students and staff to learn together and work toward action.
Rochelle Sennet is an associate dean of diversity, equity, and inclusion, and associate professor of piano at University of Illinois Urbana-Champaign. She is a voting member of the Recording Academy and a Public Voices Fellow with The OpEd Project.
The views expressed in this article are the writer's own.
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