Diversity and Inclusion

 UPDATED: JULY 2021

 Overview: Diversity is about properly representing people from all dimensions of society and identities. The dimensions include, but are not limited to, Black, Indigenous, and People of Color (BIPOC), First-Generation and Low-Income (FGLI), Lesbian, Gay, Bisexual, and Transgender (LGBT), as well as gender, age, physical abilities, and religious and political beliefs. Universities need more diversity severally in Science, Technology, Engineering, and Mathematics (STEM) fields. Considering that STEM is rapidly evolving and becoming an integral part of almost every discipline, we must systematically and promptly ensure adequate representation of every identity. There needs to be more than just the representation of everyone, i.e., admitting or recruiting people of all identities alone. Active participation, specifically inclusion, is crucial, particularly in decision-making and providing adequate support. Universities can ensure these things by creating accommodative policies, providing resources, and working toward each student's success. I have and will actively participate in these processes.

    Background: While attending Syracuse University, one of the pioneers in educating women, veterans, and people of color, I realized that the culture of discrimination, oppression, and exclusion is a global phenomenon. In India, it's mostly based on caste, gender, religion, and economic conditions. In the United States, it extends, but is not limited to, the country of origin, race, and sexual orientation. I was extremely fortunate to have shared a house with four people: a privileged Indian man, a Latino woman, a financially poor white American man, and an extremely rich Puerto Rican gay man. The intense late-night discussions with all of my wonderful housemates enlightened me on sexuality, race, mixed race, and LGBTQ issues, helped me understand the concerns, broadened my views, and made me an active advocate for people belonging to these identities.

      Activities: For the past one and half years at Haverford College, I have been actively advocating for issues of BIPOC, FGLI, international students, and visiting faculty members. The pandemic closed borders, and the draconian policies of USCIS have left BIPOC, FGLI, international students, student workers, and faculty members in a much more difficult situation than their peers [1]. I reviewed the policies and reached out to administrators and leaders of various universities to identify the most effective ways to mitigate the uncertainties and pain caused by the overall situation. Specifically, I investigated how we can make our classes hybrid so that students are not forced to fly back to their home countries. Additionally, I collaborated with my colleagues to arrange for the employment of domestic and international students as teaching and research assistants, allowing them to work remotely and receive compensation. I actively assessed the need to support visiting faculty members at Haverford College and talked with the President and Provost of Haverford College. Major concerns include an extended stay in faculty housing, the use of unspent funds, the creation of a mutual fund, access to resources, visa and health insurance, and the appointment process without pay. Additionally, I contributed to editing the department's Diversity document. Additionally, I conducted numerous teach-ins on Social Justice and Computing. Moreover, I collected student feedback on creating a more inclusive and welcoming environment for BIPOC and FGLI students. 

Before attending Haverford, while serving as the elected president of the Syracuse University Graduate Student Organization, I focused on promoting diversity and inclusion for all types of graduate students and assistants [2]. Specifically, I worked with the Chancellor, Vice-Chancellor, Dean of Graduate Students, and Chief Human Resource Officer to initiate a childcare subsidy for graduate students. The administration agreed to explore the possibility of building more childcare centers to provide adequate support to graduate students who are parents [3]. Stipend and health insurance were other major concerns for graduate students from low socioeconomic backgrounds, first-generation students, and those with family planning responsibilities. My persistent and data-driven advocacy convinced the University Administration to increase graduate students' stipends and explore more affordable and effective healthcare alternatives for graduate student employees [4]. I also worked with the University Senate Committee on Student Life and Policy Advisory Committee to revise three policies. Anti-harassment, Computing and Electronic Communication, and Campus Posting [5,6]. These policies were adversely impacting social justice advocacy groups, international students, and students who were facing sexual harassment or relationship violence on campus. A consistent push from my office helped establish an Ombuds office [7]. Besides, the GSO Senate passed a resolution calling the university administration to declare Syracuse University a Sanctuary campus [8]. Additionally, my office worked with the administration to make arrangements (creating new policies) for international students to complete their degrees in the case of deportation or arrest due to the blanket travel ban posed by the US administration.  

Additionally, I contributed to editing the department's Diversity document. Additionally, I conducted numerous teach-ins on Social Justice and Computing. Moreover, I collected student feedback on creating a more inclusive and welcoming environment for BIPOC and FGLI students. 

Additionally, I contributed to editing the department's Diversity document. Additionally, I conducted numerous teach-ins on Social Justice and Computing. Moreover, I collected student feedback on creating a more inclusive and welcoming environment for BIPOC and FGLI students. 

Additionally, I contributed to editing the department's Diversity document. Additionally, I conducted numerous teach-ins on Social Justice and Computing. Moreover, I collected student feedback on creating a more inclusive and welcoming environment for BIPOC and FGLI students. 

     Moreover, as an Advocacy Board Chair of the National Association of Graduate-Professional Students (NAGPS) for 2018, I wrote letters to the State Department. I visited several US representatives and senators' offices to make provisions allowing international students to re-validate their student visa (F1) within the US. I also worked with the Social Justice Advocate, a member of the Advocacy Board of NAGPS, on including Historically Black Colleges and Universities in NAGPS. Moreover, I have been making consistent efforts to support the education of underprivileged children by participating in fundraising for iSaksham [9] and the Nanhi Kali Syracuse Chapter [10]. Every year, I donate and fundraise for iSaksham to support their mission, which is to educate 5 million poor children, train 50,000 youths to be community tutors, and equip half a million youths with skills in various vocational trades by 2025. As the Director of Finance for the Nanhi Kali executive board 2015-16, I helped raise about $5000 (three times compared to the previous best). The $5000 allowed about 70 girl children to attend one year of middle school in India. Before these, after my office hours, I taught underprivileged students from 2010 to 2012 in Bhilai, Chhattisgarh. 

Plan: My experiences, roles, and active advocacy efforts toward diversity and inclusion have prepared me to deliver my duties as a faculty member in an increasingly diverse university atmosphere. I am committed to the university's tremendous efforts towards diversity and inclusion. My specific plan includes:

1. Help the department recruit bright students, faculty members, and staff of diverse backgrounds.

2. Work with or help establish chapters of engineering and science diversity organizations such as BIPOC, FGLI, Great Minds in STEM (GMiS), MAES: Latinos in Science and Engineering, National Society of Black Engineers (NSBE), SACNAS: Advancing Chicanos/Hispanics Native Americans in Science, Society of Hispanic Professional Engineers (SHPE) and Society of Women Engineers (SWE) to create future diversity and inclusion leaders.

3. Work with the existing faculty and staff members who have championed diversity and inclusion to use or establish platforms that consistently support disadvantaged students.

4. Help the department identify people who could be the next generation champion.

5. Engage local community members and children from local schools by organizing cultural and technical festivals.

Thanks for taking the time to read. 

References

1. College Made Them Feel Equal. The Virus Exposed How Unequal Their Lives Are. - The New York Times (nytimes.com) 

2. http://gradorg.syr.edu/senate/e-board-16-17/, Graduate Student Organization 2016-17.

3. https://news.syr.edu/2017/04/university-to-offer-child-care-subsidy-for-graduate-students/. Syracuse.com 2017.

4. https://news.syr.edu/blog/2017/05/25/benefits-advisory-council-explores-plan-design-and-benefits-offerings/  2017.

5. http://dailyorange.com/2017/05/university-senate-still-seeking-final-recommendations-on-revised-free-speech-policy/  2017.

6. Syracuse University’s free speech policies are open for public comment - The Daily Orange  2016.

7. Explaining Syracuse University's Graduate Student Organization and its initiatives - The Daily Orange   2016.

8. http://gradorg.syr.edu/wp-content/uploads/2016/12/17.05-Senate-Resolution-Calling-for-the-Declaration-of-Syracuse-University-as-a-Sanctuary-Campus.pdf   2016.

9. http://www.i-saksham.org/ . Education 2018.

10. https://ischool.syr.edu/about/student-organizations/nanhikali/ . Unprivileged Girls Education 2015.