There is evidence that Millersville University has made considerable progress in creating within its campus community an atmosphere in which equity, fairness, and inclusiveness prevail and in which diversity and multiculturalism are welcomed and celebrated. We have taken and are continuing to take numerous initiatives toward promoting these values. Much has been accomplished, but the information presented in this chapter suggests that these initiatives need to be continued and expanded.

Strengths

• Many students express satisfaction with Millersville's climate for diversity and inclusiveness.
• The status of underrepresented and protected groups at Millersville has improved during the 1990s. Compared to its State System peers, Millersville does a good job attracting and retaining students and employees of color as well as women. Significant increases have occurred in the number of senior administrators who are women.
• The needs of a diverse community are being addressed through extensive diversity/inclusiveness training of over 500 members of the University community; a broad, viable force of organizations, programs and speakers that foster a climate promoting and celebrating diversity; and ongoing assessments of the community's perceptions of issues germane to equity, fairness, and inclusiveness.
• International students are bringing new perspectives to the University. The number of international students has increased, and more activities are being offered to them.
• Our new minors in Women's Studies and African-American Studies and other courses with multicultural emphases are advancing our learning environment, and our planned minor in Latino Studies will further expand learning opportunities. The Women's Center, through its programming and outreach activities, and the International Students program, through its direct contributions to multiculturalism, have also had a positive impact on Millersville's learning environment.
• A strong emphasis is placed on diversity, equity, and fairness in hiring, promoting and retaining personnel.
• Sexual harassment prevention training and mediation services are actively promoted.
• Faculty and female staff members are generally satisfied with their workplace environment (male staff members were not surveyed).

Areas of Concern

• Students need to develop more sensitivity and tolerance, not only toward persons of color but also toward gays and lesbians. They need to develop greater acceptance of Millersville's ongoing efforts to increase diversity. More students need to participate in diversity training programs.
• Graduate students do not feel included in campus life and feel graduate education deserves more emphasis and visibility. They see the student activity fee yielding few benefits.
• While many employees have participated in diversity/inclusiveness training programs, there are little data on their perceptions of equity, fairness, and inclusiveness on campus.
• Some female staff members are dissatisfied with their working conditions, feeling they and their job's importance are not recognized and respected.

Recommendations

• Continue to strengthen the efforts described in other chapters to improve the recruitment, retention, and graduation of Latino and African-American students and the recruitment and retention of faculty and staff of color.

Suggestions

• Place a greater emphasis on the participation of both undergraduate and graduate students in programs or courses that develop sensitivity and tolerance and encourage the acceptance of people of all races, backgrounds, and lifestyles.
• Publish a graduate student handbook.
• Survey the workplace satisfaction of all employees and their attitudes toward diverse populations.
• Continue to aim to empower support staff to solve problems and create appropriate solutions for constituents at the point of contact in a professional, respectful manner. Provide mechanisms to recognize them as valuable members of the University community. Include them in governance and decision-making processes and events that bring them into contact with administrators, faculty, and students.
• Insert in both the Student Handbook and the forthcoming graduate handbook a chart locating campus resources, similar to that developed for veterans.