LAST SPRING, the idea of diversity education surfaced as one of several possible ways to expose students to differences among people within the University community and society at large. Unfortunately, due partially to inaccurate reporting by the news media, misconceptions about a possible diversity training program have flared and spread like wildfire.
Some of the misconceptions stem from the May 30 Board of Visitors meeting, after which The Cavalier Daily reported that the Board approved a diversity course that would be made a mandatory diversity course. That was never the case. In a broad action, the Board approved the University's budget, and within that budget was an addendum item for several diversity initiatives.
Among them was an online diversity education program. The Board neither determined how such programming would be delivered nor whether it would be mandatory.
A central component of any great university education is learning how differences in belief, identity, culture and race can both bring us together and drive us apart; therefore, it is true that our intent is to expose all of our students to diversity programming during their student experience. My office has been studying an online program as a possible avenue for diversity education. Will one program be required? It is being considered. Will several programs and opportunities be available? That has always been a given. Will in-person discussion groups be a part of the options? Absolutely.
One appeal of an online program is that it would be available to large numbers of students and that they would have flexibility in completing it. We want as many students as possible to participate, and we envision that the material will serve as a common foundation for additional programming and discussion. A chance to expose all of our students to the University's history and to examine that history through many lenses can provide a foundation for a rich discussion. To judge this program even before the content is developed seems premature.
As for the purpose of any diversity program, the goal will never be indoctrination of one set of beliefs or a single school of thought. We are not in the business of being "thought police," especially at the University of Virginia, where free expression is one of our founding ideals and where Thomas Jefferson's words often guide our actions: "For here we are not afraid to follow truth wherever it may lead, nor to tolerate any error so long as reason is left free to combat it."
Free expression allows diversity to thrive. I respect the right of every member of this community to develop, hold and advocate whatever belief system he or she sees fit, including when that system is very different from my own. I also believe it is critical to educate all students on the different ways in which stereotyping can affect others, sometimes hurting them deeply. Historically, real or perceived differences have become the basis for exclusion or harassment of certain groups. Do we assume all fraternity men drink to inebriation? Do we pass an African-American man on a dark street and clutch our wallet? Do we hear a thick Southern accent and think racist? Do we silently deride women who choose to operate a backhoe as a career? Educating students on diversity is not about forcing people to change their minds. It is about providing insight into the multiplicity of ways that others may view and react to the same world.
Thinking people question. Part of that questioning involves listening to others, hearing viewpoints unlike our own and learning how to question assumptions and ad hoc judgments. It is often not easy. We are still human, and compartmentalizing our emotions from our intellect is virtually impossible. As we focus on understanding both our differences and our common ground, my hope is that we start listening to one another more intently. It is not necessary to shut down our emotions or opinions, but I hope we can become better adept at not judging before we listen with a full presence to what others have to say -- and likewise, we can enjoy that same respect and presence from others when it's our turn to express ourselves.
Honor, integrity and trust are an important part of this picture. Game-playing, name-calling and subversive tactics do nothing to foster mutual respect or to build a community of trust. Conversely, when trust exists, dialogue can occur. Our increasingly complex world demands that we open our minds to different perspectives and understand that our actions occur against a backdrop of historical events and cultural practices that have caused pain to groups that are perceived as different. By building trust, seeking to avoid harming others, striving for a genuine mutual respect, acting honorably and letting intellect guide our thoughts and deeds, we honor the core values of this institution.
(Patricia M. Lampkin is the University Vice President for Student Affairs.)
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