Build a diverse community and a culture of inclusion
Cultural and cross-national competency is essential for students and faculty to function in a diverse and increasingly interdependent world. As noted in the BGSU Academic Plan, the challenge for BGSU is to enhance the ways in which our students and faculty experience and engage in domestic and international diversity issues and to enhance the opportunities to build mutually beneficial relationships with cultural others.
The percentage of main campus undergraduate students of color and Firelands students of color has increased while the percentage of main campus graduate students of color has remained largely constant. The overall university percentage of students of color has increased since 1999.
The percentage of undergraduate students age 25 and older at main campus and at Firelands College has increased over the past three years.
The percentage of main campus “first generation” students (defined as neither parent having a bachelor’s degree or higher) has decreased throughout the years.
The distribution of main campus undergraduate students by parents’ income level has fluctuated over the past five years.
Main campus one-year freshmen retention rates and six-year graduation rates have varied across years across racial and ethnic groups. The small size of some groups (e.g., American Indian students, international students) amplifies percentage changes.
The percentage of females among full-time faculty has increased over the last several years.
The percentages of persons of color among full-time faculty and classified staff has increased while the percentage of person of color among administrative staff has varied over the years.
The number of enrollments in foreign language courses has fluctuated over time.
The number of main campus undergraduates participating in the University’s education abroad program has decreased in the last two years; this number represents between 1% and 2% of main campus undergraduates.
The National Survey of Student Engagement results reveal that the percentage of main campus undergraduates who report having serious conversations with students of a different race or ethnicity than their own has generally increased for BGSU freshmen and seniors.
The NSSE results also indicate that the percentage of main campus freshmen and seniors who report having serious conversations with students who differ from them in terms of religious beliefs, political opinions, or personal values has increased since 2005.
The NSSE asks respondents to indicate the extent to which they believe that BGSU emphasizes encouraging contact among students from different economic, social, and racial or ethnic backgrounds . The percentage of BGSU students who agree that this is the case has decreased between 2007 and 2009 and is now lower than that of peer universities in 2009.
Although the majority of respondents to the UCLA HERI Faculty Survey agreed or strongly agreed that faculty of color are treated fairly at BGSU , there was a significant difference in the results between faculty of color and Caucasian faculty.
Although the majority of respondents to the UCLA HERI Faculty Survey disagreed or strongly disagreed with the statement “ there is a lot of racial conflict here ,” there was a significant difference in the results between faculty of color and Caucasian faculty.
Although the majority of respondents to the UCLA HERI Faculty Survey agreed or strongly agreed that women faculty are treated fairly at BGSU , there was a significant difference by gender in the results.
Achievements and Improvement Initiatives
The BGSU Diversity Plan and the Diversity Leadership Team have been established in order to assist the University in fostering an environment that reflects and celebrates diversity, promotes cultural compatibility, encourages inclusion, embraces healthy interdependence, and promises to all members a learning community free of discrimination and harassment.
More than twenty classes are available to allow students to satisfy the general education requirement for cultural diversity in the United States and their academic year combined enrollments have exceeded 4,000 each year since 1994-95.
Approximately 50 classes are available that allow students to satisfy the international perspectives requirement of the general education program.
The BGSU Women's Center serves as a gathering place, a resource center, and a meeting space, provides volunteer and internship opportunities, and keeps the community informed and educated regarding women’s issues. The Transformation Project, which provides specialized and comprehensive support and educational services related to sexual assault, domestic/intimate partner violence, and stalking, is funded through the US Department of Justice, and housed at the Women’s Center.
The BGSU Career Center has established a Multicultural Career Institute. The Institute is a two-day employment skills development conference targeted to sophomore and junior students of diverse ethnic and cultural backgrounds. MCI has received the National Association of Colleges and Employers Award of Excellence in Educational Programming.
The Academic Investment in Math and Science program, a pre-college experience, provides mentoring and scholarships for women and students of color who are pursuing bachelor's degrees in mathematics, computer science, or the natural sciences
The undergraduate International Studies Program was completely revised, as an outcome of program review. A revised curriculum will prepare students for graduate or professional work in the international arena.
At the graduate level, students can obtain a Master of Music in Ethnomusicology or a Ph.D. through American Culture Studies in a track named Ethnicity, Gender, and Social Identity; M.A. degrees in French, German, and Spanish each require a full year of study abroad.
The Center for International Programs provides support to academic programs to help them recruit and admit highly qualified international students .
BGSU provides education abroad opportunities to students through structured programs with the following institutions/areas: Southern Cross University in Lismore Australia, the University of Graz in Austria, the University of Salzburg in Austria, Cotonou in the Republic of Benin, Shandong University in the People's Republic of China, Xi'an Foreign Languages University in the People's Republic of China, Nantes Atlantique School of Management in France, Tours in France, Ouagadougou in Burkina-Faso, several German universities in cooperation with the Federation of German American Clubs, the Dagbe Cultural Institute and Arts Center in Kopeyia Ghana, Bali in Indonesia, the Studio Art Centers International in Florence Italy, Kamatsu Japan in cooperation with Tokai Rubber Industries Inc., Nanzan University in Japan, Saitama University in Japan, Yonsei University in South Korea, Autonomous University in Guadalajara Mexico, St. Petersburg University in Russia, Alcalá de Henares in Spain, University of Brighton in England, University of East Anglia in Norwich England, Keele University in Staffordshire England and Hanoi University of Education in Vietnam .
The BGSU Office of Multicultural Affairs provides academic, personal, social and cultural support to culturally diverse students. Social and cultural programs are designed with the purpose of educating the campus at large about ethnic diversity issues, LGBT issues, and religious diversity. The office sponsors lectures, conferences, and a variety of cultural celebrations that address cultural diversity in a global society.
Bowling Green State University has joined a consortium of 15 Ohio universities and state agencies committed to increasing the number of minority students earning bachelor 's degrees in science, technology, engineering and mathematics.
The University hosts the annual Latino Issues Conference.
BGSU serves as the site for the annual Native American Unity Council Speakers' Forum and Pow Wow.
The University has established numerous initiatives to facilitate the understanding of the Middle East. A recent activity involved collaboration between BGSU Journalism and Interpersonal Communication faculty and their colleagues in Tunisia, utilizing a $100,000 grant from the U.S. Department of State.