Latino/a Student Goals

Introduction
Representatives of Latino/a student groups submitted goals to President Snyder on April 27, 2016. Please note that this website is a community resource, intended to increase transparency and promote campus dialogue. The content is a work-in-progress. Your feedback is welcome

For more information, detailed reports on inclusive excellence efforts from colleges and divisions are available under Data and Reports.

Click on each item below to see the detailed goal and description of progress that has been made toward that goal to date.

Updated January 2018

  • Goal 1

    We request that the university require anti-racism and anti-bias workshops for all its faculty, staff, and students.

    • We challenge the university to openly express its intolerance of race- and bias-related incidents in its public relations and outreach documents, such as the parent and student campus tours and orientation, and must declare itself as a sanctuary to undocumented students and other marginalized communities on its campus.

    Progress Summary

    Updated January 2018

    Implicit Bias Initiative: The five-year initiative, which launched in October 2016, remains an important focus for the Office of the Vice President for Intercultural Affairs. 

    Implicit Bias Training For LMU Faculty and Staff: Dr. Adam Fingerhut and Dr. Nora Murphy of the Psychological Department have led workshops on implicit bias for faculty since Fall 2016 with a total of 56 faculty participants. They will continue to facilitate four workshops per semester during the next three academic years. The second President’s Leadership Development Retreat on Mitigating Implicit Bias will take place on Friday, March 16, 2018. 

    Human Resources and the Office the Vice President for Intercultural Affairs will lead monthly workshops on implicit bias for LMU staff. Implicit bias staff workshops will continue for three years.

    Implicit Bias Training for Students: Student Affairs and the Office of Intercultural Affairs will lead workshops for student organizations, including a workshop to 65 executive board members of LMU’s Service Organizations in January 2018. Workshops for student organizations will include Greek fraternities and sororities as well as ASLMU.  In Fall 2018, all incoming freshmen will participate in implicit bias workshops as part of first-year orientation and will continue for subsequent orientation sessions. 

    Enrollment Management Implicit Bias Training: The Enrollment Management leadership team arranged for the Kirwan Institute for the Study of Race and Ethnicity to conduct implicit bias mitigation training for the entire division in 2017. This training was delivered to more than 80 staff.

    Bellarmine College of Liberal Arts - Leadership Retreat on Diversity: The BCLA Leadership Retreat in January 2018 addressed the theme of “Engaging Diversity: Curriculum and Pedagogy, Student Resilience, and Faculty Hiring.” The retreat included a faculty panel on diversity, pedagogical challenges and opportunities, and student resilience.

    Intercultural Facilitators: Student Affairs continues to hire and train a cadre of students through the Intercultural Facilitators program. These students help to engage students in conversation about race, ethnicity and culture.

    Student Psychological Services trains new fellows each year on diversity and cultural competence. Staff received professional development training on Implicit Bias in Dec. 2017.

    LMU Cares (Campus Awareness Resource Education Services): During the 2016-2017 academic year, LMU CARES added an additional workshop for all incoming first-year and transfer students called Courageous Conversations. All incoming (fall and spring semesters) first-year and transfer students are required to participate in LMU CARES Courageous Conversations cultural competency training by the sixth week of the semester. 98.29% of the Fall 2017 incoming students received training.

    Intercultural Training: During the 2016-2017 school year, Student Affairs provided Intercultural Training sessions to the entire division, as a component of its offerings for staff development. This training is now mandatory for all Student Affairs staff and will continue to be offered twice a year. A second component of this training is in development.

  • Goal 2

    Upon the resignation of Provost Hellige, we respectfully ask that the university require the incoming provost be well-versed and trained on interconnected topics that address border, racial, and bias issues, along with issues of gender and sexuality.

    • The incoming provost must be an individual who understands the needs and concerns of underrepresented communities, both on and off LMU's campus.

    • This must be written into the job description to ensure that the pool of applicants meet all of the aforementioned requirements.

    • The previously mentioned concerned individuals, among other student leaders, will meet with the incoming provost to ensure that certain changes are implemented. This includes integration of an Upper Division Ethnic Studies requirement and the hiring of more faculty of color to represent the student body population.

    Progress Summary

    Updated January 2018

    On March 9, 2017, University President Timothy Law Snyder, Ph.D., announced the selection of Thomas Poon, Ph.D., as the university’s next executive vice president and provost. 

    Vice President of Intercultural Affairs Abbie Robinson-Armstrong, Ph.D., and Ernesto Colin, Ph.D., current president of the Latino/a Faculty Association, were appointed to the search committee for the new provost to ensure that diversity-related issues are included in the committee’s considerations. There were also on-campus forums with faculty, staff and students to address concerns about the selection of the new provost.

  • Goal 3

    We adjure the university to become a Hispanic Serving Institution (HSI) by increasing its Hispanic-identifying student enrollment 1% each year to reach the necessary enrollment of 25% Hispanic students by the year 2020.

    • An HSI Committee, composed of appointed faculty and staff members, must be formed to devise a coherent way for the university to reach HSI status, privileging underprivileged students and underserved communities.

    • Increasing the Hispanic student body by 1% each year requires the additional enrollment of 60 Hispanic students per year. In four years, that number would total an enrollment of 240 more Hispanic students, which would put LMU at 1,540 Hispanic-identifying students (25% of the LMU student body population).

    • Loyola Marymount University must ensure that local Latina/o students from underserved populations have the same opportunity to be enrolled and be able to continue their education at LMU by increasing need-based scholarship opportunities. This can be achieved through working closely with Admissions to ensure the proper enrollment of these students.

    • LMU could also diversify its student population by increasing the number of Social Justice Scholarships provided. Increasing from five scholarship recipients per year to seven will allow two more undocumented students to have the opportunity to attend LMU. Since the Deferred Action for Childhood Arrival (DACA) allows students to be able to receive Cal Grants and state aid, the required funds to award these scholarships will reduce the financial burden to the university. The Marymount Sisters have already begun working on raising funds to sponsor another Social Justice Scholar, and we must follow in the path of our Sisters.

    • Once HSI status is obtained, we suggest that the university take a percentage of the funds awarded, due to its HSI status, be allocated to provide resources to other underrepresented communities. These communities are comprised by but are not limited to Latina/o, Black, Asian, LGBTQ+, and undocumented students. There is a need of resources to support underrepresented minority groups to ensure that these students are well-equipped to meet the demands of higher education, which will allow them continuation and success in the university.

    Progress Summary

    Updated January 2018

    Enrollment Management: As part of a strategic emphasis on outreach to historically underrepresented populations, Enrollment Management has devoted additional resources to increase the number and proportion of racial/ethnic minority students enrolled at LMU by maintaining and cultivating strategic partnerships and programs, including:

    • a partnership with Raise.me, a nonprofit organization that connects first-generation and low-income students with colleges and universities
    • the LMU Pathway Program, which allows students at partner community colleges to take approved courses and gain access to resources to experience LMU campus life with the goal of enrolling at LMU at the end of the program
    • Guaranteed Transfer Admission Agreements with a number of community college partner institutions
    • Pre-College Summer Programs, which brings diverse and talented middle and high school students to LMU’s campus to participate in academic programs and social activities
    • continued efforts in reaching out to primarily first-generation and Latina/o students in the Los Angeles area

    Visit Data & Reports to view a detailed report of Enrollment Management efforts.

    The Office of Undergraduate Research and Creative Experience (OUR) offers administrative, financial, and advising support and opportunities for LMU undergraduate students to engage in faculty-mentored research or creative projects through programs, events, workshops, and a community of undergraduate scholars. OUR operates three major programs: the Undergraduate Research Opportunities Program (UROP), the Summer Undergraduate Research Program (SURP), and the Undergraduate Research Symposium (URS). In order to ensure that OUR programs and opportunities are accessible to all LMU students, OUR offers financial support for participation in UROP and SURP.

    Visit Data & Reports to view a detailed report of OUR efforts (within Undergraduate Education).

    On December 14, 2017, The Education Trust released A Look at Latino Student Success, its latest report examining graduation rates for Latino students and the completion gap between Latino and White students at four-year public and private nonprofit colleges and universities. It identified LMU as a top-performing institution when compared with similar colleges enrolling similar students.

    In December 2017, President Tim Snyder joined the Presidents’ Alliance on Higher Education and immigration, an alliance of American college and university leaders dedicated to increasing public understanding of how immigration policies and practices impact their students, campuses and communities, and support policies that create a welcoming environment for immigrant, undocumented and international students on our campuses.