Living in Harmony Community Grants 1999

Queensland

University of the Sunshine Coast (Sippy Downs)

Diversities in Universities Project

$60,000 Awarded

Aims

This project, now completed, aimed to:

identify the extent and nature of racism in selected regional and rural universities
through selected universities in rural and regional Australia, examine ways to promote a more harmonious university environment which prepares graduates for a culturally diverse society
identify the impact of lack of harmony on students, staff and the universities
address monocultural education methods which are insensitive to students of Indigenous and non-English speaking background, especially in courses in human services areas such as teacher education, social/welfare work and health education
develop strategies and activities to promote harmony in diversity
work toward creating organisational change so that the long term benefits of the project can be maintained

Activities

The project:

developed promotional materials to create awareness of diversity issues within the universities
undertook an extensive literature search on:

issues of racism and community relations in the context of the higher education sector
equity statements and other policies of the universities

conducted surveys, interviews and focus groups with nearly 450 staff, students and other relevant stakeholders at:

University of the Sunshine Coast
Charles Sturt University (Wagga Wagga campus, NSW)
James Cook University (Cairns and Townsville campuses)
Central Queensland University (Rockhampton)

as follow-up to the surveys etc, undertook activities including:

awareness workshops for staff
establishment of student support networks
curriculum initiatives to incorporate diversity into some teaching
development of policies on issues such as:

examination procedures
racial discrimination

presentation of issues to University and student bodies

through considerable media coverage (eg in the education supplement of the Australian) drew the attention of the LIH program and the USC project to universities around Australia, and thus expanded networks
evaluated the impact of outcomes via individual feedback from staff and students and especially in regard to peoples’ (new) wilingness to discuss issues

Outcomes

The project:

produced the Diversity in Universities Project report which identified issues arising from interviews/questionnaires at the four universities, including:

widespread discrimination and prejudice based on cultural difference towards both Indigenous students and those of diverse backgrounds
discrimination from both students and staff
little awareness by perpetrators of the effects of discrimination and tendencies to play down the discrimination as only joking, unimportant, or just a thing of the moment
lack of appreciation of the importance of including culturally diverse concepts and perspectives in the curriculum
general issues of Access and Equity

identified that racism existed:

by staff towards students and vice versa
between staff
between students
in universities’ policies and practices

identified as among the impacts of lack of harmony:

problems with learning, inability to perform in examinations or other assessments
low self esteem in staff or students
isolation, frustration, anger, unsuccessful attempts to fit in, withdrawal or non-participation in university life, conflict within student body or university
lack of resources and support for issues relating to racism
lack of understanding about different perspectives
linkages between racism and the rural environment

developed strategies and activities to promote harmony including:

multicultural activities on campus, creating visibility for non-Anglo students
staff training workshops
policy initiatives
student support and mentoring
forums for voicing student concerns
an overall survey by the Student Guild (USC) in addition to the project interviews and focus groups

undertook work towards creating organisational change including:

policy changes in a number of areas such as racial harassment, Teaching & Learning and examination policy
ongoing linkages across universities to support each other
appointment of people with cross-cultural expertise to university committees and boards
staff training on diversity
establishment of student support networks through the Student Guild
employment of Indigenous support officer

specifically, produced extra changes at USC including:

"Vision for Diversity" to be included in the University Strategic Plan
learning support for students from diverse backgrounds
multicultural activities in key university events such as Open Day
introduction in some areas of subjects which relate to diversity (such as the "Culture Vultures" cross-cultural unit)
appointment of appropriate staff within the University such as Indigenous support officer, student counselling support and peer support
development of networks for students with diverse backgrounds, particularly through the Student Guild

attracted additional resources for extended projects including:

support from Central Queensland University to enable the running of cross-cultural workshops and other cross-cultural activity
grant from USC to pilot curriculum development and develop a best practice guide
grant from State government to run community relations forums
project with Maroochy Shire on diversity in the shire

Findings from the USC project:

There needs to be a constant presence and visibility of diversity within the University environment.
It is essential to engage people of diverse cultural backgrounds in issues which impact on them so that they do not feel disempowered and isolated.
It is better to integrate diversity issues into broader university issues so that they are non-threatening to staff and other students and safe forums for discussion are created.
It is important to create spaces within university environments for people of diverse backgrounds to be heard.
Diversity can be appealing to management of universities if the economic dimensions and benefits of diversity can be used.
Racism needs to be appropriately named when it occurs, and confronted publicly.
Often there is rhetoric in terms of diversity but little action and few resources.
People sensitive to diversity need to ensure that the resource issues are put on the agenda so that concrete outcomes can be achieved.
Diversity needs to be reflected in material for all students and not just be something that affects those of culturally diverse backgrounds - it needs to be couched in terms of "graduates for a global world".
Attitudinal change takes a long time to be achieved and short projects cannot be effective in bringing about fundamental changes, especially in situations where other resources cannot be secured beyond the funding period.
Rural and regional communities are isolated and lack infrastructure and resources to tackle issues relating to racism. It is necessary for universities to undertake joint activities with agencies (government, community and industry) outside the University community.