UpDate - Vol. 12, No. 13, Page 6
December 3, 1992
Campus challenge: Promote inter-group understanding
The following remarks were delivered Nov. 2 to the Faculty Senate
by Vice Provost Margaret L. Andersen.
During the semester, I have had many conversations with faculty,
students and staff members about the subjects of racism,
anti-Semitism, homophobia and sexism-important concerns that our
campus faces. I have been struck by the need for the faculty and
administrators to provide opportunities for education and community
discussion on the complex and difficult issues which we and other
universities face.
I think we are in agreement that we cannot and must not prevent
an open exchange of ideas. We must have an environment which is
tolerant of diverse viewpoints, while also encouraging critical
inquiry and analysis of controversial issues. At the same time,
however, we must recognize that some ideas are offensive to some
groups, offensive not only to those who are the victims of racism,
sexism, homophobia, anti-Semitism or other forms of group hatred, but
offensive to all of us, who, regardless of our specific identities,
want to work, live and learn in an inclusive, fair and caring
institution. We must be sensitive to the hurt and conflict which some
ideas and actions provoke and must, at the same time, promote an
atmosphere which encourages, not silences, discussion on difficult
subjects.
This creates unique challenges for the faculty since we must work
to create a climate which discourages group divisiveness and
"either/or" thinking and which encourages inter-group understanding.
Social science research on inter-group relations has consistently
found over the years that there are specific conditions which promote
positive inter-group/interracial relations. We can use the findings of
this research in thinking about structuring classrooms and other
organizations for positive ends. They are that positive inter-group
relations are most likely to develop when people of similar status
work together toward a common goal over a relatively long period of
time in a relatively intimate setting with institutional support. I
use these principles in the classroom to promote positive relations
between students and urge you to consider them in your own work for
the institution.
Also, if groups of students (whether African American, Latino,
white, gay, Jewish, men or women) do not see themselves, their culture
and their history reflected in what they learn in the University, then
conditions are ripe for extremist thinkers to get students' attention
and for inflammatory and damaging views to flourish. In his recent
speech on campus, Leonard Jeffries appealed to African American
students' feelings of alienation, promoting their desire for
recognition and inclusion, but, it was at the expense of Jewish
students and faculty. To me, this event underscores the need for more
inclusion of the cultures, history, and experiences of African
Americas, women, Jewish and Latino peoples throughout the curriculum.
But, I see in the campus-wide discussion that has taken place
during the semester the opportunity for education. I am moved by the
compelling need to do what we do best-educate people. For example, I
teach the sociology of race relations and find that students in this
course often do not know what anti-Semitism, racism, sexism and
homophobia are. And I am also struck in this course and in discussions
with faculty around the country by people's fears of discussing
racism.
If we do not talk about, speak about, teach about, write about
these subjects, then we cannot expect students to learn about them. As
a faculty, we must create the climate and learning context in which
students can learn about these subjects.
With these things in mind, the provost's office is planning to
take the initiative on a number of educational efforts on the subjects
of racism and anti-Semitism: first, to hold a panel discussion soon on
the subject of anti-Semitism and racism. I urge you to participate.
Second, we will be hosting Delaware Dialogues again this spring.
Rather than holding a dialogue with speakers from polarized points of
view, we hope to create a format which promotes dialogue and
discussion since we see the purpose of Delaware Dialogues as providing
a forum for discussion and learning about controversial current
issues. We will be working with the Honors Program to coordinate this
series.
Finally, I will be working with a faculty committee to consider
implementation of a University course for Fall 1993, University Forum,
in which our own faculty speak to critical issues facing the
University. "Freedom of Expression" strikes me as a good beginning
theme.
The idea is to have a course available to students on a
one-credit basis with participation encouraged (like the Research on
Women, Research on Racism series, which the Women's Studies Program,
in cooperation with the Black American Studies Program and other
departments has been sponsoring for over 15 years). This will create
an institutional mechanism for discussion of issues which concern us
all.
Meanwhile, I urge the senate to think of additional ways the
campus can grapple with these questions. In your deliberations about
University ideals, I hope you will set the tone for a campus which is
tolerant, welcoming and caring of all its students, faculty and
employees. I welcome your suggestions on this subject and look forward
to your leadership in helping to make the campus hospitable to all.