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, Chair of the Wellesley College Board of Trustees H. Kim Bottomly, President of Wellesley College Andrew Shennan, Provost and Dean of the College Debra DeMeis, Dean of Students Jennifer Desjarlais, Dean of Admission and Financial Aid Ben Hammond, Vice President for Finance and Administration Cameran Mason, Vice President for Resources and Public Affairs Robbin Chapman, Associate Provost and Academic Director of Diversity and Inclusion Richard French, Dean of Academic Affairs Kathryn Lynch, Dean of Faculty Affairs We, the Concerned Asian, Black, Latin@, Native, DifferentlyAbled, FirstGeneration and LGBTQidentified students at Wellesley College “seek to eradicate systems of oppression as they affect marginalized communities on this campus. These systemswhich include racism, classism, sexism, heterosexism, and ableismare deployed at [Wellesley] and beyond as forms of institutional violence. We demand that [Wellesley] challenge these systems by redistributing power and resources in a way that is radically equitable. Dialogue and resistance are both legitimate and necessary ways of disturbing the status quo and forcing parties to deal with the roots of the issues.”1 The institutional violence that exists at Wellesley is manifested via the lack of academic equality, the lack of resources and support for students and faculty of color, and the lack of academic disciplines that speak about the histories of marginalized and oppressed groups in our society. Institutionalized oppression exists at Wellesley and is manifested by the inadequate financial and institutional resources and support for students, particularly students of color and other marginalized communities. This lack of resources and support from Wellesley directly contradicts the pledged values and mission that Wellesley publicly states on its website and official publications. This inconsistent and false representation on the part of the college will no longer be tolerated. The diversity that Wellesley claims to value is not systemically present in the curriculum, student demographics, and support systems. The very students who are expected to possess pragmatic leadership to enact positive social change in the real world have not acquired the necessary education in understanding social constructs and systems of oppression such as race, class, gender, and sexuality. Through the motto “Women Who Will,” Wellesley presents itself as an institution that encourages students to act as agents to empower their communities and enact positive transformation in the real world. But, as of now “Women Who Will” only pertains to the outside world, not within the Wellesley bubble. If Wellesley claims to produce educated graduates who become world leaders, the change must begin here.
“The Plan for Dartmouth’s Freedom Budget: Items for Transformative Justice at Dartmouth ." Dartmouth Students, 02 24 2014. Web. 1 Apr. 2014. <http://www.dartblog.com/Dartmouth_Freedom_Budget_Plan.pdf>
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By withholding financial and institutional support for a diverse student body and lacking vital Ethnic Studies and Latin@ studies curriculum, Wellesley is in fact perpetuating institutional oppression and racism. It has done so in the act of using students as diversity statistics to promote itself as an inclusive institution, while providing underfunded resources, parttime advisors, and deficient support for marginalized students who live and work in an intensely rigorous academic environment. Being recognized as one of the most diverse colleges in the United States is meaningless if Wellesley does not truly act in manners that support its diverse student body.2 According to its website, “Wellesley’s fullengagement academic philosophy extends to the running of the College itself. The student voice is central to decisionmaking here.”3 As central decisionmakers, we have outlined the various demands that highlight the institutional flaws, including those demands from the WAAMSLAM movement in 2001 which have been overdue for more than 10 years. WHAT IS WAAMSLAM? “WAAMSLAM started as a small group of Asian/Asian American students [who] organized over 200 fellow students to protest the denial of tenure to Professor Elena Creef, a decision that hurt the development of an Asian American Studies curriculum at Wellesley, and other issues that had frustrated students for years. The demands presented at Senate included: an improved curriculum that included Korean language, South Asian Studies, and Asian American Studies offerings, an increase in hours for the Advisor to Students of Asian descent from parttime to full time, and a space on campus that could accommodate all 13 Asian/Asian American student organizations.”4These efforts proved the strength of student organizing to demand equality and greater potential in our educational experience. We are continuing the WAAMSLAM movement as Wellesley Academic Action MovementSiblings Leading Action for Multiculturalism. As students who commend the incredible achievements of WAAMSLAM, we also recognize the failure on the part of the administration to meet the full demands of WAAMSLAM. As students who aim to highlight the institutional flaws of Wellesley, we present our list of demands with an explanation of what our demands are. This List of Grievances below outlines the specific demands, presented by we, the Asian, Black, Latin@, Native, DifferentlyAbled, FirstGeneration, and LGBTQidentified students at Wellesley and must be met to correct the injustice and the systems of oppression that exist at Wellesley and in our society.
“Campus Ethnic Diversity National Liberal Arts Colleges.”U.S. NEWS. N.p.. Web. 1 Apr. 2014. <http://colleges.usnews.rankingsandreviews.com/bestcolleges/rankings/nationalliberalartscolleges/campusethni cdiversity >. 3 Trustees of Wellesley College. About. Wellesley College. Web. 1 Apr. 2014. http://www.wellesley.edu/about 4 Wordpress. WAAMSLAM Oral History Project. Web. 1 Apr. 2014. http://waamslam.wordpress.com/history/
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THE DEMANDS OF WAAMSLAM II I. II. III. IV. V. VI. VII. VIII. IX. X. REIMAGINE THE ACADEMY TO INCLUDE ETHNIC STUDIES & LATIN@ STUDIES PHYSICAL MULTICULTURAL SPACE: LATIN@ HOUSE AND ASIAN AMERICAN HOUSE COMMITMENT TO INCREASING DIVERSITY IN STUDENT BODY ADMISSIONS AND FINANCIAL AID COMMITMENT TO MEETING THE NEEDS OF STUDENTS WITH DISABILITIES COMMITMENT TO MEETING THE NEEDS OF LGBTQ STUDENTS COMMITMENT TO DIVERSITY TRAINING OF FACULTY, STAFF, CAMPUS POLICE, AND ADMINISTRATION COMMITMENT TO DIVERSIFY FACULTY THROUGH HIRING AND RETAINMENT OF FACULTY OF COLOR COMMITMENT TO CHALLENGING AND ERADICATING SOCIOECONOMIC INEQUITY AT WELLESLEY COLLEGE COMMITMENT TO SUPPORT THE DINING HALL WORKERS AND CUSTODIAL STAFF DIVESTMENT FROM FOSSIL FUELS
I. REIMAGINE THE ACADEMY Wellesley is severely lacking from its curriculum two fields of study that are necessary and highly relevant: Latin@ Studies and Ethnic Studies. Wellesley’s lively academic community places a high value on rigorous, probing inquiry and creative, crossdisciplinary thinking.”5 Our immediate demands are fourfold: ● A. Implement an Ethnic Studies Interdepartmental Major ○ What is Ethnic Studies? Ethnic Studies is established as an interdisciplinary field that focuses on “the specific experiences of African Americans, Asian Americans, Chican@s and Latin@s, Native Americans and other racialized peoples in the U.S. and on the lessons of comparative ethnoracial studies for generalizing about American society, history, and about the contemporary global order.” [Department of Ethnic Studies, U.C. Berkeley]. Ethnic Studies is framed in the context of minorities in the United States because of their history in the U.S. and the unique process of racialization that they experience. Additionally, a comparative framework is what is largely lacking in Wellesley’s curriculum. We are also welcoming transnational courses, namely from area studies, to recognize the influence of indigeneity, diaspora, and migration on the creation of group identities and power dynamics to fully understand the racialized experience in the United States.
Trustees of Wellesley College. About. Wellesley College. Web. 1 Apr. 2014. http://www.wellesley.edu/about
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Ethnic Studies majors “pursue knowledge vital for a critical understanding of contemporary society and for social changes to improve the lives and communities of racial minorities. Ethnic Studies majors also prepare themselves for advanced graduate study in either academic or professional fields” (U.C. Berkeley).6 There are currently about 50 departmental/interdepartmental majors at Wellesley. Of each of these, 10 departments have at least one course related to the study of race and ethnicity each year.7 Yet, it is not possible to take many of these Ethnic Studies courses because of the specific requirements and limitations within each department’s major requirements. Furthermore, working within any of the established majors at Wellesley cannot provide the same comparative framework and context that a specific Ethnic Studies Program will allow. We need a comprehensive program. However, although there are a lot of courses dedicated to Ethnic Studies, there are two things greatly lacking: 1. An Introduction to Ethnic Studies Course There are many courses about specific minority groups. However, there is not one course that offers a framework that brings all the experiences into conversation. In order to have a strong foundation for any major, there needs to be an introductory course for interested students, especially in their first year, to be able to delve into this field. 2. A 300level Seminar in Ethnic Studies This Ethnic Studies Seminar will be on a rotating topic. Topics can include Social Science Methods in Ethnic studies, Humanities Methods in Ethnic Studies, Women of Color in the U.S., Critical Race Theory and etc. In order to do this we need you to: Hire TWO tenuretrack professors in Ethnic Studies who specialize in Ethnic Studies. One professor will teach introduction to Ethnic Studies and another course in Ethnic Studies related to their research specialization. The other professor will teach their seminar and another course in their research specialization. ● B. Implement a 5unit Latin@ Studies minor housed under American Studies ○ What is Latin@ Studies? Latin@ Studies is an academic discipline which studies the experiences of Latin@s in the United States by developing and supporting research on the history and contemporary sociocultural, historical, political, artistic, and economic conditions of Latin@s. (Adapted from UC Santa Barbara & UC Berkeley)
College of Letters & Science. Department of Ethnic Studies. University of California, Berkeley. Web. 1 Apr. 2014. http://ethnicstudies.berkeley.edu/undergrad/index.php 7 As noted in the course descriptions offered on the Wellesley College course browser, the ten departments are: Women and Gender Studies, Education, History, American Studies, Africana, Anthropology, English, Political Science, Sociology, Theater. https://courses.wellesley.edu/
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The five unit interdisciplinary minor will be grounded in studying U.S. Latin@s through an ethnic, racial, geographic, gender, class and sexuality academic lens. The minor will allow for nonEurocentric scholars and works that focus on Latin@s in the U.S. more accessible to all students. Therefore, Latin@ Studies does not belong in Latin American Studies because Latino@ Studies is the study of Latin@s in the US. It is vital for the success of the program that the minor be housed under American Studies. Just as you would not place Asian American Studies under East Asian Studies, Latin@ Studies does not belong under Latin American Studies. Hire ONE tenuretrack professor in Latin@ Studies There is AMST 151 Intro the Asian American Experience, AFR 105 Intro to the Black Experience, AFR 206 African American History, and HIST 253 Intro to Native American History. Yet, there is no Intro to the Latin@ Experience and there is only one professor on this campus trained in the discipline of Latin@ Studies. The need for a new hire to teach an intro course is an evident and integral aspect of building a strong minor. Latin@s are the fastest growing population in America. By 2050, they will account for over ⅓ of the Americanborn population8. Wellesley needs an academic curriculum that no longer ignores the evergrowing demographics in America. Furthermore, Wellesley is the only one of the Seven Sisters Colleges that does not have a Latin@ Studies Program9. ● C. Create an Ethnic Studies Department The U.S. Census Bureau (2012) projects that by 2060 all minorities will comprise 57 percent of the nation’s population, an increase from the 37 percent now. Issues of race are critical now more than ever and will be in the forefront of conversations in future generations to come. An Ethnic Studies department that critically explores race is needed now and will catch Wellesley up with competing institutions and be a leader among its peer institutions. ● D. Strict Enforcement of the Multicultural Requirement The multicultural requirement is a vital part of Wellesley’s education. To be successful in a world of many cultures, one must have competency in multicultural issues. However, currently the multicultural requirement is not strictly enforced. Students can easily petition for exemption from this requirement. In order to eradicate this, the following demands must be met: 1. The multicultural requirement must be mandatory and exemptions will not be allowed. 2. There will be a firm list of classes which meet the requirement and students will not be allowed to justify other classes. 3. These classes must be from a variety of departments, including the sciences.
U.S. Department of Commerce. United States Census Bureau. Web. 1 Apr. 2014. https://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb13ff19.html 9 Bryn Mawr College, Mount Holyoke College, Smith College, and Vassar College all have an established, institutionalized program for the studies of Latin@s in the US. Barnard College has ready access to such program at Columbia University. Information offered on the individual college websites.
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4. These classes must explore a variety of issues substantially including but not limited to analysis of racism, sexism, classism, ableism, heterosexism, cissexism, nationalism, legal status of residency, and religion. II. LARGER PHYSICAL MULTICULTURAL SPACE Aside from not having an inclusive academic space for students, Wellesley severely lacks a physical space where students of color can create a supportive and safe environment that reflects the resources our college claims to extend to our communities. The assumption that the current “Intercultural Education Lounge” in Billings is sufficient to accommodate almost 45% of the student body is frankly absurd. A room the size of an academic classroom cannot house almost half of our student population. Moreover, students need to schedule meetings to use the space. Students cannot be expected to make Wellesley a “home” when there is no physical space that fosters social and intellectual growth and community development between underrepresented students. Wellesley College must immediately grant students adequate multicultural spaces. It will not be acceptable to divide existing resources amongst cultural organizations. WAAMSLAM’s demands for multicultural space in 2001 were not met, and instead all student organizations were granted one locker space in the campus center. The college’s current multicultural storage space is the old Cafe Hoop, shared between 16 student organizations and student advisors, and, at one point, replete with asbestos and dust. This type of storage provides a damaging environment for our cultural items, for example, Cielito Lindo’s costumes have developed mold. The damage to our items reflects the little regard that the college has for our student communities. Therefore, the 2025 planning committee must incorporate plans for the building of permanent facilities including but not limited to: ● A. A physical space, specifically a house that is comparable to society houses, for Latin@ students that is permanent and exclusive to these members of the community. This space would be crucial for community gatherings, storage, and the preservation of institutional memory. ● B. A physical space, specifically a house that is comparable to society houses, for Asian American students that is permanent and exclusive to these members of the community. This space would be crucial for community gatherings, storage, and the preservation of institutional memory.
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III. COMMITMENT TO INCREASING DIVERSITY IN STUDENT BODY ADMISSIONS AND FINANCIAL AID ● A. Wellesley needs to make it a priority to increase admissions for students of color to a population with at least 10% Black Students, 10% Latin@ Students, and 3% Native American Students. A specific outreach program that focuses on increasing admission rates for these groups should be implemented to ensure that these targets are actively being pursued. The minute population of students of color at Wellesley does not reflect the diversity Wellesley advertises. For example, we have not had a Native American Student population of at least 1.2% since 2002 and currently Native American Student representation on campus is 0.0% The detrimental academic effects on underrepresented minority students are real and documented. Study after study shows that when campuses lack sufficient diversity, underrepresented minority students are especially susceptible to psychological influences that can impair academic performance. One of these psychological influences is a feeling of distinctiveness or unbelonging. A member of an underrepresented minority group is more conscious of their minority identity and the negative stereotypes that are associated with that status. In the educational setting, this feeling of distinctiveness creates the risk that a student will conform to negative academic stereotypes. There are large differences in the likelihood of graduating on time for Black and Latin@ students relative to white students. Interventions to reduce stereotype threat and improve the racial atmosphere on campus go a long way towards reducing—and in some cases eliminating—disparities between racial/ethnic groups in college outcomes. These issues are extremely prevalent at Wellesley College, and the administration needs to make this an urgent priority. Entire communities at Wellesley are not experiencing a safe academic environment that is conducive to success10. ● B. Wellesley College must clearly outline its policy for admitting undocumented students and committing itself to providing full, needblind financial aid for undocumented students. Wellesley must consider undocumented students as domestic students, rather than international students, when considering their financial aid package. ● C. Greater financial assistance and recruitment of international students of various socioeconomic backgrounds The current allotment of financial aid funds for international students limits the socioeconomic diversity of prospective students. Wellesley must commit itself to increasing the current financial aid allotment for international students in order to provide aid to international students from lowsocioeconomic backgrounds. Wellesley College should actively recruit international
Fischer, M. J. (2010). A longitudinal examination of the role of stereotype threat and racial climate on college outcomes for minorities at elite institutions. Social Psychology Of Education, 13(1), 1940. doi:10.1007/s1121800991053
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students from historically underrepresented regions, such as Latin America, the Caribbean, and the continent of Africa, as well as include students from various socioeconomic backgrounds. To place this into context, zero (0) students from Latin America were admitted into the Class of 2017. Domestically, Wellesley must actively reach out to students in high schools within underrepresented regions. ● D. There cannot be an Expected Student Contribution for students whose families make less than $80,000 a year11. As of now, every Wellesley student is expected to contribute $1,950 towards their tuition, regardless of how much financial aid they are awarded12. For many students, this cost entails a great burden and while some students are given full financial aid, they are still expected to contribute a significant amount towards costs. If Wellesley is committed to meeting 100% of student need, they cannot expect students whose families make less than $80,000 a year to pay an Expected Student Contribution. IV. COMMITMENT TO MEETING THE NEEDS OF STUDENTS WITH DISABILITIES According to Disability Services, over 300 Wellesley students were registered as students with disabilities with the Disability Services Office in the 20122013 academic school year. There are undoubtedly many more students at Wellesley who are not currently registered or in the arduous, timeconsuming, and nontransparent process of registering with Disability Services. Students with disabilities at Wellesley are not provided with adequate support or advocacy, severely limiting their ability to reach their full potential as Wellesley students and as community members. Students with mental illnesses and “invisible disabilities” are not given the same consideration as those with more apparent disabilities. Furthermore, professors and administrative actors are not adequately trained in how to interact with or provide accommodations for students with disabilities. As such, we make the following demands for change: ● A. A transparent search for a fulltime advisor to students with disabilities This position would entail disability accommodation coordination and communication with medical professionals for documented support of the disability, special support for students who are undergoing the process of diagnosis, and influence in student life and programming to make all parts of the student experience accessible. ● B. Physical accessibility within and around Wellesley: We need to include consideration of physical accessibility in all Wellesley 2025 projects, with an understanding that the best access for people with disabilities is the same access as that for currently ablebodied students. A permanent meeting place set aside exclusively for students with disabilities that can be private to protect confidentiality must be a part of the Wellesley Renovations. This space would be crucial for community gatherings, storage, and the preservation of institutional memory. Expanded transportation to assist students in getting to
Trustees of Darthmouth College. Financial Aid. Darthmouth College. Web. 1 Apr. 2014. http://www.dartmouth.edu/~finaid/ 12 Trustees of Wellesley College. Demonstrated Need & Award Calculation. Wellesley College. Web. 1 Apr. 2014. http://www.wellesley.edu/admission/finaid/understanding/needawardcalculation
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medical appointments in the MetroWest area and in accessing all areas of campus is necessary for students’ success at Wellesley. A list of accessible spaces should be publicly recommended to faculty and staff for holding events. ● C. Disability Training for Faculty and Deans This would entail training in the needs of students with disabilities for all faculty and deans, competency in disability issues for all Stone Center staff, and a constant understanding that the needs of a student may change rapidly due to the unpredictable nature of many disabilities and chronic illnesses. V. COMMITMENT TO MEETING THE NEEDS OF LGBTQ STUDENTS LGBTQ students make up over 20% of the student population, yet we do not have a fulltime advisor nor access to a permanent, exclusive safe space to gather. As such, we demand: ● A. A transparent search for a fulltime advisor to LGBTQidentified students. This search must include the active input of students, and the advisor must be able to relate to students’ identities and possess a competent understanding of complex queer identities. We desperately need increased support for LGBTQidentified students, particularly LGBTQidentified students of color. ● B. A designated physical space exclusively for LGBTQidentified students to use permanently This space would be crucial for community gatherings, storage, and the preservation of institutional memory. We need a space that can be closed and private to protect student confidentiality. ● C. Public clarification of the current admission requirements for trans women We need continuing evaluation on all levels of the College in order to change and evolve to meet the needs of trans* students. We believe that the administration should commit to publicly opening Wellesley College to trans women. VI. COMMITMENT TO DIVERSITY TRAINING OF FACULTY, STAFF, CAMPUS POLICE, AND ADMINISTRATION Apart from having an inclusive equal admission opportunity or nondiscrimination statement, Wellesley needs to communicate these policies to all of their employees. The college must attend to both the quality of the campus racial climate and the actual interactions among diverse students, faculty, and staff. At an educational institution, it is important to educate the people who interact with students on bias and discrimination against individuals from racial, ethnic, (dis)Ability, gender identity or expression, class, and/or sexual orientation groups who have been categorized or marginalized in some way. In order to promote inclusiveness, antidiscrimination training, diversity awareness training, cultural awareness training, diversity management/leadership training, diversity knowledge/skillsbased training, or dimensionspecific workshops need to happen regularly and proactively at Wellesley.
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Training must be required for: 1. Faculty 2. Stone Center and Health Services Staff 3. Campus Police 4. Administrative Staff 5. Deans and Senior Staff 6. Financial Aid Staff 7. Student Life and Residence Life Staff (Both staff and student leaders) Additionally, training must be provided to students during Student Orientation Week to raise awareness about the community that is being welcomed to campus. This training will cover the above issues as well as include a full explanation of privilege and its institutional effects. This workshop will be modeled after the Alcohol and Drug Policy training that is mandatory, at least two hours long, and held in small groups such as the residence halls. In addition to promoting inclusion, respect, acceptance, and appreciation of diversity such training will also optimally develop the potential, capacity, and talent of all members of Wellesley College. VII. COMMITMENT TO DIVERSIFY FACULTY THROUGH HIRING AND RETAINMENT OF FACULTY OF COLOR Unfortunately, the faculty of color at Wellesley remains small and Wellesley's diversity must extend to faculty. There must be a long term commitment to diversify the faculty, closely reflecting the student body. Additionally, the position of "Academic Director of Diversity and Inclusion" was specifically created to help recruit and retain faculty of color. This is a highly valuable position to this institution and must be included in the process when hiring faculty of color and creating support networks and resources to retain faculty of color. VIII. COMMITMENT TO CHALLENGING AND ERADICATING SOCIOECONOMIC INEQUITY AT WELLESLEY COLLEGE As a prestigious institution of higher education, Wellesley College has the power and responsibility to set an example to society through the practices we adopt as an institution. Unfortunately, class inequality is not only a fact of life at our college, but actively reinforced through the institution’s policies. Wellesley College does not compensate their Residential Advisors, House Presidents, or College Government for their work, effectively limiting many student leaders’ options and opportunities. ● Compensation in the form of wages and/or a waived room and board fee for all members of residential life and the College Government Cabinet.
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The Student Leadership Stipend that won the $11,000 for the student initiatives ballot has provided marginal compensation for student residential life staff and College Government Cabinet and shows that students have a strong belief that residential life and College Government Cabinet should be compensated. However, the college should be responsible for compensating students, not the student initiative ballot. Additionally, the Student Leadership Stipend is divided between 5060 students on financial aid which is approximately $200 a year per student. IX. COMMITMENT TO SUPPORT THE DINING HALL WORKERS AND CUSTODIAL STAFF Additionally, many college employees do not earn a fair or “living” wage for their work and are given limited benefits. The union workers are at risk of facing resistance from the administration to renew their contract, a contract that required a profound struggle by both faculty and students, as well as union members, to achieve. The workers face a similar struggle to secure fair wages and health benefits every few years. The college would not operate without our workers, many of which are the lowest paid employees on this campus. The Wellesley workers union should not have to struggle every two years against this institution’s socioeconomic inequality to receive a fair contract. Regarding the institution’s economic policies, we demand: ● An undisputed renewal of the union contract that students and faculty came together last year to fight for. The college also needs to make certain workers rights consistent across negotiation periods so that workers can feel safe in the security of necessary employment benefits. This should include no changes in medical benefits and payequity among union employees. Without the workers and their contributions in feeding the students and working with them, the college would not function. It’s painfully obvious that our role as students and your role as the administrators are to make sure they they receive justice. X. DIVESTMENT FROM FOSSIL FUELS Expanding on the previous calls for Wellesley College to divest, we request to: ● A. Immediately freeze any new investments in fossil fuels. ● B. Divest all direct holdings in the largest 200 publicly traded fossil fuel companies within the next 2 years. ● C. This divestment should be reviewed once a year for 5 years to evaluate the impact on returns by a committee of students, faculty, administrators and board members while we continue to work towards full divestment from all fossil fuels. There is no neutral ground. Our current endowment already bolsters environmental destruction
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and social injustice through its support of the fossil fuel industry. These companies are responsible not only for exacerbating global climate change, but for creating and perpetuating environmental injustice and racism. They run on systems of oppression that disproportionately affect the poor, women, children, and people of color. By rejecting divestment, the Board of Trustees has decided to continue contributing to and benefiting from such oppression, effectively valuing certain people’s lives over others. In the same way, Wellesley is valuing the histories, cultures, and academic education of certain groups over others by excluding the Latin@ Studies minor and Ethnic Studies major from its curriculum. The Wellesley community and our global community deserves more than our complacency. Wellesley can do better than that. Our college was built on the belief that education could empower disenfranchised groups, such as women, to make a positive difference in the world. Our addiction to fossil fuels, the denial of fundamental human rights in the broader community, and the denial of equal academic representation here at Wellesley all present the opportunity to act on our vision of empowering marginalized groups. They call for transformative change. XI. CONCLUSION Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. Paulo Freire We refuse to conform to a system that is broken and inadequate. We will not accept any excuses from the administration nor will we tolerate any further implied threats that would disproportionately affect targeted groups of students (i.e. cutbacks on financial aid, redistribution of current cultural spaces, etc.) We demand that the claims of student prioritization and diversity be cemented through the implementation of the actions previously outlined. Anything short of this would perpetuate institutionalized oppression. If we want to be an academic institution of unparalleled quality, we cannot compromise our standards for equity, justice, academic rigor, and fair representation. We are asking the administration to take the IMMEDIATE NEXT STEPS: by Tuesday, April 22, 2014. Each addressee to sign the attached contract and email them separately to firstname.lastname@example.org Write a response clearly outlining your commitments and send it to The Wellesley News and email@example.com Release said response to the Wellesley community via the College Announcements space on MyWellesley and on the www.wellesley.edu front page Schedule a meeting with students from WAAMSLAM II by the week of April 21. Should the administration fail to commit to these demands, we, the Concerned Asian, Black, Latin@, Native, DifferentlyAbled, FirstGeneration and LGBTQidentified students at
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Wellesley College pledge to take escalating physical actions. We are prepared to continue to do whatever is necessary to ensure a better future for our community and institution. Sincerely, The Concerned Asian, Black, Latin@, Native, DifferentlyAbled, FirstGeneration and LGBTQidentified students of WAAMSLAM II.
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CONTRACT I pledge to immediately work towards meeting the Demands of WAAMSLAM II listed below for Transformative Justice and Transformative Education at Wellesley College. I. REIMAGINE THE ACADEMY TO INCLUDE ETHNIC STUDIES & LATIN@ STUDIES II. PHYSICAL MULTICULTURAL SPACE: LATIN@ HOUSE AND ASIAN AMERICAN HOUSE III. COMMITMENT TO INCREASING DIVERSITY IN STUDENT BODY ADMISSIONS AND FINANCIAL AID IV. COMMITMENT TO MEETING THE NEEDS OF STUDENTS WITH DISABILITIES V. COMMITMENT TO MEETING THE NEEDS OF LGBTQ STUDENTS VI. COMMITMENT TO DIVERSITY TRAINING OF FACULTY, STAFF, CAMPUS POLICE, AND ADMINISTRATION VII. COMMITMENT TO DIVERSIFY FACULTY THROUGH HIRING AND RETAINMENT OF FACULTY OF COLOR VIII. COMMITMENT TO CHALLENGING AND ERADICATING SOCIOECONOMIC INEQUITY AT WELLESLEY COLLEGE IX. COMMITMENT TO SUPPORT THE DINING HALL WORKERS AND CUSTODIAL STAFF X. DIVESTMENT FROM FOSSIL FUELS Anything short of these demands is perpetuating institutional oppression. _________________________ Laura Daignault Gates, Chair of the Wellesley College Board of Trustees _________________________ H. Kim Bottomly, President of Wellesley College _________________________ Andrew Shennan, Provost and Dean of the College _________________________ Debra DeMeis, Dean of Students _________________________ Jennifer Desjarlais, Dean of Admission and Financial Aid _________________________ Ben Hammond, Vice President for Finance and Administration _________________________ Cameran Mason, Vice President for Resources and Public Affairs
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_________________________ Robbin Chapman, Associate Provost and Academic Director of Diversity and Inclusion _________________________ Richard French, Dean of Academic Affairs _________________________ Kathryn Lynch, Dean of Faculty Affairs
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