Would you be a valuable employee at Bowling Green State University?
Before you answer that, consider what you offer — in the way of “diversity.”
As reported by The Washington Free Beacon, the Ohio college may soon view applicants through the lens of their “diversity and inclusion” score.
Such was learned, purportedly, via emails obtained by the outlet.
In April, school president Rodney Rogers told faculty he’ll be piloting a diversity and inclusion process for those applying for a job over the next year.
Hopefuls will be docked points for failing to share personal experiences related to diversity and inclusion.
Or, as Rodney allegedly expressed, by “not addressing their own positionality” concerning diversity and inclusion.
Within the new hiring system, committees will choose which question(s) among five upon which to rate the individual.
Scoring will adhere to a five-point diversity and inclusion metric.
Per the plan, a perfect score will result from the applicant demonstrating a “clear knowledge of, experience with, and interest in dimensions of diversity that result from different identities.”
For anyone wanting to stink it up in the assessment, they can fail to “discuss identity.”
Another way: Tell the committee they’ve “had little experience with these issues.”
According to the emails, the new diversity assessment is a “key component” of Bowling Green’s Diversity and Belonging Comprehensive Strategy and Plan.
If you’d love to peruse a bunch of numbers on race, sex, religion, and sexual preference, get your pie-chart kicks by clicking on the above link.
The guide also champions “equity”:
In order to advance the work of the 2019 Diversity and Inclusion Task Force, the Diversity and Belonging Council reevaluated the recommended definitions of diversity, belonging, equity, and inclusion. Sessions were held on both campuses, as well as online, for members of the BGSU and broader community to provide feedback on the terms. It is the recommendation of the Council that these definitions be implemented university-wide to create a common language and understanding of these concepts and terms. Language is powerful. Many of the terms we use today are situated within an evolving historical narrative that continues to impact how each of us navigates the world.
Belonging, it says, is “an ongoing process of finding and creating connections. It is about the extent to which students, faculty, and staff feel valued, respected, included, and empowered. When people belong, they experience being affirmed by the campus community, inclusive of the people, physical spaces, and organizational structures within that community.”
Those who evidently won’t belong or be included: potential hires who don’t fare well in the diversity and inclusion application process.
Bowling Green, it seems, is trying to woke up.
Hence, the launch of “BGSU Allies.”
From the official website:
BGSU ALLIES is a three-year, $984,484 project funded by the National Science Foundation’s ADVANCE program, which seeks to develop and disseminate systemic approaches to increase gender equity for faculty in academic STEM careers.
“Why BGSU ALLIES”?
Data from institutional records, surveys, and interviews reveal three key equity problems:
- Women and faculty of color are underrepresented in STEM faculty applicant pools and hires.
- Women and faculty of color are not promoted to full professor or leadership positions at an equitable rate.
- Women and faculty of color experience implicit and explicit gender and racial biases, both individually and in their intersection.
BGSU Allies offers workshops and online training modules in addition to a library of “antiracism” materials. One document with “antiracism” resources for white families touts The New York Times’ controversial 1619 Project, works from “anti-racism” scholar Ibram X. Kendi, as well as a list of “resources for white parents to raise anti-racist children.”
As made clear in the Diversity and Belonging Comprehensive Strategy and Plan, the school wants everyone to feel affirmed:
As a public university for the public good, it is our responsibility to ensure that each student, faculty, staff, and community member has the ability to participate without barriers and to feel affirmed.
One possible exception: the barrier of a diversity and inclusion test.
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