[586] in Discussion of MIT-community interests
Re: "diversity" and GIRs
daemon@ATHENA.MIT.EDU (Aisha D Stroman)
Wed May 9 11:52:47 2001
Message-Id: <200105091552.LAA11281@m12-182-4.mit.edu>
To: "Jimmy_B,MajMoola,MechWarrior,etc._Chien-ta Wu" <jimmbswu@MIT.EDU>
cc: mit-talk@MIT.EDU, adstrom@MIT.EDU
In-Reply-To: Your message of "Wed, 09 May 2001 09:25:10 EDT."
<200105091325.JAA01710@MECHWARRIOR.MIT.EDU>
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Date: Wed, 09 May 2001 11:52:30 -0400
From: Aisha D Stroman <adstrom@MIT.EDU>
That actually sounds good, since you are making sure that students do one of
those things through their advisor, so that it is a requirement. One point
though, I would argue that understanding the people you are leading by having
an appreciation for diversity is just as important as making decisions and
taking responsibilities, and that in your list, (2) is just as important, if
not a part of, (1).
Aisha
>> You make a good point that the current HASS requirements does not really
>> accomplish the mission of fostering an appreciation for diversity among MIT
>> students. [It's not really its mission, though.] However, a required class
* on
>> different cultures runs up against a different goal of the MIT education.
>>
>> MIT's educational mission, in brief, is to educate leaders of society in sci
*ence
>> and technology of the next generation. To educate leaders, there are at lea
*st
>> two goals that need to be accomplished: 1.) fostering leadership qualities a
*nd
>> 2.) fostering an appreciation for diversity. (2) is a subset of (1), and (1
*) is
>> much more important than (2).
>>
>> A very important leadership attribute is how to make decisions and take
>> responsibilities. Therefore, to foster leadership qualities among MIT stude
*nts,
>> it is *crucial* that they be empowered to make choices in all areas of their
>> life, residential, social, and academic.
>>
>> A required cultural class takes away some of the choices a student has in ho
*w to
>> conduct his education, forcing him to do what other people tell him to do.
>> Therefore, he is more likely to become apathetic with his own MIT education,
>> less likely to show up for lectures, hand in psets, etc. That is not what w
*e
>> want him to do. We want this future leader of society to actively take char
*ge
>> of his own MIT education, actively involved in his own learning process.
>>
>> We are already losing a wonderful leadership development opportunity in the
>> residence system (ppl are losing choices). It is vitally important that we
*do
>> not take away more choices in their educational triad.
>>
>> Therefore, to foster an appreciation of diversity, I propose the following
>> general Cultural Diversity (CD) requirement:
>>
>> -The purpose of the requirement is for the MIT undergraduate to learn more a
*bout
>> human cultures *alien* to him, such that he will have a chance/opportunity t
*o
>> develop an appreciation for diversity.
>>
>> -To satisfy this requirement, the undergraduate has the following options: 1
*.)
>> Take Clarence Williams's culture diversity class, 2.) Take a culture/languag
*e
>> class alien to him, eg., a generic Caucasian to take a Hahvahd class on the
>> aborigines of Maylaysia, 3.) Attend a leadership training seminar like
>> Leadershape (which has diversity classes), 4.) Participate in the activities
* of
>> a cultural group alien to him, eg., a Black-American helps plan the activiti
*es
>> of the EuroClub, or 5.) through a program developed by the student, in
>> consultation with his advisor and the CUP, eg, an Asian-American who has liv
*ed
>> all his life in an affluent, predominantly white suburb can choose to live i
*n
>> Chocolate City for one year and participate in their social activities, or
>> alternatively, a student with sufficient appreciation of diversity can attem
*pt
>> to demonstrate to his advisor and CUP that he has sufficient appreciation of
>> diversity/knowledge of alien human cultures.
>>
>> [Having multiple options allows for leadership development opportunities, an
*d
>> lessens impact on his academic program.]
>>
>> -This requirement can be satisfied in combination with HASS requirements, eg
*,
>> option (2) can be a HASS-D/HASS class, or can apply for HASS credit, as
>> appropriate.
>>
>> -The student's undergraduate advisor or his departmental undergraduate offic
*er
>> will certify that the student has *satisfactorily* completed the CD requirem
*ent.
>> If the undergraduate advisor or the undergraduate officer rules that the stu
*dent
>> has not completed the requirement, the student can petition CUP for
>> certification of completion of the CD requirement.
>>
>> [Having a human, instead of a specific paragraph on a page, to certify
>> completion ensures that the spirit of the requirement is not violated, and
>> having an escape clause is always good.]
>>
>> -CUP will examine the CD requirement and program every four years to ensure
*that
>> the program is still relevant to the requirement, and that the requirement i
*s
>> not placing an undue burden on the undergraduate education.
>>
>> So that was that,
>>
>> B, crackpot and defender of the status quo
>>
>> ps: Good thing Hahvahd induhviduals failed miserably in their demand for "li
*ving
>> wage"
>>
>> >http://www.cnn.com/2001/US/05/09/harvard.protest.ap/index.html
>>
>> >May 9, 2001
>> >Web posted at: 2:33 AM EDT (0633 GMT)
>> >
>> >
>> >BOSTON (AP) -- Harvard University students ended a three-week sit-in to
>> >demand a minimum "living wage" for all Harvard workers Tuesday after
>> >reaching an agreement with the administration.
>> >
>> >The students, who had the support of organized labor and members of the
>> >Massachusetts congressional delegation, wanted the university to pay all
>> >its employees at least $10.25 an hour, the same minimum wage paid by the
>> >city of Cambridge. The students had refused to leave Massachusetts Hall
>> >since April 18.
>> >
>> >The settlement includes the creation of a 20-member committee that will
>> >make recommendations on the university's policies and employment practices
>> >for lower-paid workers.
>> >
>> >As two dozen protesters left the administration building students waiting
>> >outside handed them long-stemmed red roses. About 300 people rallied on
>> >Harvard Yard, with student leaders calling the settlement a victory.
>> >
>> >"For some time now, Harvard's dignity has been in question ... and by
>> >affiliation, my dignity and all of our dignity was in question," said Greg
>> >Halpern, one of the students who occupied the administration building.
>> >
>> >Harvard President Neil Rudenstine said the committee will meet at least
>> >once before the end of commencement week in early June and begin more
>> >extensive deliberations once the fall term begins.
>> >
>> >"As a socially responsible institution, Harvard is committed to employment
>> >practices that reflect a humane and principled concern for the well-being
>> >of all individuals who work here," Rudenstine said in a prepared statement.
>>
>>
>> -----------
>> http://www.mit.edu/~jimmbswu "Who Dares, Wins."
>> --UK SAS
>> "It is good that war is so terrible,
>> else we should grow too fond of it."
>> --R. E. Lee
Aisha Stroman
MIT
Computer Science and Engineering
------------------------------------
It's not our responsibility to prove to people who we are.
Our job and responsibility is to "be."
What you do is proof of who you are; manifestation is realization.
People have a right to think whatever they choose to think.
Just because they think it does not make it right.
--Iyanla Vanzant
