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We, the undersigned members of the UCR community, come together to address significant concerns regarding our university. Over the years, a number of groups have taken action to call attention to these issues, such as ‘Enriching Diversity at the Liberal Arts and Sciences - UCR Diversity Report’ in 2018 (Appendix A) and the Anti-racism Collective at UCR list of demands in 2020 (Appendix B). We recognize that some efforts have been made to improve our university. However, the desired changes have not been sufficiently implemented, and some necessary improvements have been overlooked. As dedicated members of this community, we firmly believe in the power of collective action to effect meaningful transformation. Therefore, we present this open letter outlining our demands for a more inclusive, equitable, and supportive academic environment at UCR. Our demands encompass critical areas that require immediate attention and action. We seek reform in the following areas: 

We have four key demands for UCR. Firstly, we request the adaptation of attendance policies and the utilization of existing resources to ensure inclusivity and accessibility for all students. Secondly, we urge the re-evaluation and decolonization of the curriculum to foster education that embraces diversity, critically questions privilege, and promotes justice. Thirdly, we call for the establishment of a more effective, accountable, and representative Equality Diversity and Inclusion committee. Lastly, we emphasize the need to enhance the accessibility and quality of mental health services for UCR students. 

 

Attendance Policy 

The Goal: To adapt attendance policies and use current resources to be more inclusive and accessible.

The current absence policies discriminate against people with disabilities, chronic illnesses, and mental health issues and against those who menstruate. They also push students to overdo themselves to meet basic requirements despite this risking their physical and psychological well-being. Thus, the UCR attendance policy will be changed to be more lenient and accessible for all students in a non-discriminatory regulation.

• Absence policies will be terminated.
• A record can be kept on attendance to support students in staying on track and checking in on them to offer support; however, absences will not affect students' grades or will be involved in their stay at the University.
• All the classrooms are currently set up with equipment to record the classes; this equipment should enable students to access education even when unable to attend classes physically and continue their studies.  

 

Re-evaluation and decolonization of the current curriculum to be more diverse in general

The Goal: To educate while embracing diversity, critically questioning privilege issues, and acting for justice.

Decolonization of the curriculum refers to the undoing of colonial practices, where different approaches are taught for students to become more aware, respectful, and sensitive to different cultures. Furthermore, decolonization practices inherently involve addressing the dominant Western mindset that promotes practices of supremacy based on factors such as gender, race, class, sexuality, and ethnicity, among others. It also refers to the confrontation and the challenging of colonial practices that have influenced education. Moreover, it must reject a one-size-fits-all education approach to validate student experiences, foster their strengths, and educate holistically beyond the academic intellect. The essential part of decolonizing the curriculum is continual reflection, where the university reflects on the curriculum, power dynamics, structure, and any action undertaken on students' behalf. 

There are various steps to be taken to decolonize an institution. They are briefly mentioned here; however, Appendix C provides a more thorough explanation for each. 

• Teachers should be required to re-evaluate their curricula based on guidelines provided by the EDI. These guidelines should include, but not be limited to, the following:
  • Professors diversify each course reading list and recommend textbooks to be more inclusive, thus addressing issues of representation of those who have been made invisible.
  • Lessons include correct attribution of discoveries to their founders, who tend to be members of marginalized groups rather than the famous and falsely credited privileged individuals.
  • Professors teach about the "overarching white worldview" (Feagin), which has resulted from centuries of colonialism and imperialism, thus impacting the existing curriculum.
• The course of academic writing provides the perfect space to thematize issues concerning social injustice, as the course is mandatory for all students. The readings assigned will address issues of race, gender, sexuality, class, religion, and climate justice. Furthermore, students will be actively encouraged to write essays on issues like these and present them to the class.

 

Equity Diversity and Inclusion (EDI) committee 

The Goal: To establish a more effective, accountable, and representative EDI committee.

The EDI committee was established to advise, offer support, diversify the curriculum, improve the study environment, and stimulate the involvement of employees and students. However, these goals require more specificity, measurability, achievability, and timelines to provide a strong framework for the EDI committee to create meaningful change. This is due to disorganization, lack of personnel, and funding scarcity, thus, disappointing students, leading to the following demands.

• First, UCR will implement an election system for selecting EDI committee student representatives to ensure diverse representation and inclusive decision-making processes.
• Secondly, the committee will enhance institutional accountability by revealing more precise roles and mission statements. Additionally, providing regular updates on the progress and goals related to diversifying the curriculum will foster a sense of accountability and demonstrate UCR's commitment. Moreover, there will be an apparent effort to explore a less hierarchical structure through student collaboration. Involving students and staff in generating ideas and strategies to improve diversity and inclusion on campus will contribute to a more comprehensive and effective approach.
• Thirdly, the EDI committee will support professors in re-evaluating and decolonizing their curricula.
• Lastly, the committee will hold regular workshops on diversity and inclusion to provide the university community with practical tools, resources, and knowledge.

 

Partnership with Mental Health Services

The Goal: To increase the accessibility, and quality of mental health services for UCR students.

UCR must provide better mental health services to support its students, especially as the waiting lists for psychological care are too long (Inspectie Gezondheidszorg en Jeugd, Ministerie VWS). The mental health services at UCR are currently inadequate to support the student body's diverse needs. Based on student experiences, the current counseling team is insufficient and unequipped to deal with some issues. These, for example, include issues regarding race-based discrimination, sexual assault aftercare, (severe) eating disorders, or (severe) self-harm. 

• The university will collaborate with UU for students to access the student psychologists of UU. Students seeking help from one of the psychologists pay 25€ for an intake interview. Consequently, they have five (online) sessions free of charge. Should it be necessary, the psychologist helps with referrals to mental health specialists outside the university.  
• A direct point of contact to Emergis, the local mental health service, will be arranged. It is essential for students to easily be able to reach an English-speaking professional who is aware of the UCR international community and the issues they face.

 

We emphasize that these demands stem from our commitment to fostering a more inclusive and supportive academic environment at UCR. By addressing these concerns, we can create a transformative educational experience that respects diversity, challenges oppressive systems, and promotes every community member's well-being. We urge the administration, faculty, staff, and students to join forces in advocating for these necessary changes. 

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Works Cited 

“Decolonisation.” Cambridge Dictionary, dictionary.cambridge.org/dictionary/english/decolonisation.  

Feagin, Joe. “Systemic Racism and Its White Racial Frame .” Mental Health America, 2020, www.mhanational.org/sites/default/files/Systemic%20Racism%20and%20White%20Racial%20Frame%20(1).pdf  

Menon, B.R.K. The missing colours of chemistry. Nat. Chem. 13, 101–106 (2021). https://doi-org.proxy.library.uu.nl/10.1038/s41557-020-00632-8

Ministerie van Volksgezondheid, W. en S. (2018, May 31). Toezicht op aanpak wachttijden geestelijke gezondheidszorg (ggz) - Geestelijke gezondheidszorg - Inspectie Gezondheidszorg en Jeugd. Www.igj.nl​ https://www.igj.nl/zorgsectoren/geestelijke-gezondheidszorg/wachtijden-in-de-ggz