The HECB Gender Equity Report assesses institutional compliance with TitleIX, which prohibits discrimination on the basis of gender in education programs receiving federal funds. At two-year intervals the Center prepares an assessment of the progress made in nine key areas including: access to higher education, athletics, career education, student employment, learning environment, math and science, sexual harassement/sexual assault, counseling services, parenting students.

Washington State University Gender Equity Report

November 1999

Washington State University
Division of Human Relations and Diversity

Submitted by:
Women's Resource Center
Wilson Hall, Room 8
Pullman, WA 99164-4005

Background

During the 1989 session, the Washington State Legislature passed three bills related to gender equity in higher education. The bills were designed to encourage institutions to renew their active commitment to removing barriers to gender equity. Each educational institution was required to produce a self-study and plan. The self study was used to identify a baseline set of data for measuring institutional progress over time. The purpose of the plan was to identify goals and strategies to address any areas of disparity identified by the self-study.

Ten major areas of the institution were assessed: the nondiscrimination statement; complaint procedure; academic programs and admissions; counseling and use of appraisal and counseling materials; student materials; student employment; financial aid; recreational activities; other student services (health services, childcare, all campus facilities not covered in other sections); sexual harassment, sexual assault, abuse and rape; and intercollegiate athletics.

The collection of information for the self-study was begun during the spring of 1990, based on data from the 1988-1989 academic year. Information from the self-study was utilized to prepare the 1990 Washington State University Gender Equity Plan.

The 1990 Washington State University Gender Equity Plan

The 1990 Washington State University Gender Equity Plan included the following goals:

• Pursue the equitable representation of wormen at the undergraduate and graduate levels.
• Provide more information on the gap between the numbers of women graduate students who apply and those who enroll.
• Provide more information on need based scholarships.
• Continue progress in intercollegiate athletics.
• Continue monitoring the overall effects made by WSU in the advancement of women.
• Provide for better data collection

Subsequent progress reports were prepared in 1992 and 1994. In either its initial plan or follow-up reports, Washington State University identified four gender equity focus areas: academic programs and services; financial aid; intercollegiate athletics; and data collection and reporting.

The purpose of this report is to:

This report is organized in relationship to the four focus areas. The most recent data available in a given area are provided.

Gender Equity Focus Areas

Pursue the equitable representation of women at the undergraduate and graduate levels.

Provide more information on the gap between the numbers of women graduate students who apply and those who will enroll.

ACTION TAKEN:

Undergraduate Students

• College of Engineering and Architecture (16 of 17 majors)
  Chemical Engineering
  Civil Engineering
  Construction Management
  Computer Engineering
  Computer Science
  Electrical Engineering
  Engineering, General
  Engineering Management
  Engineering Science
  Environmental Engineering
  Material Science and Engineering
  Mechanical Engineering
  Pre-Architecture
  Pre-Construction Management
  Pre-Engineering
  Manufacturing Engineering

  College of Business and Economics (1 of 3 majors)
  Economics

  College of Education (1 of 5 majors)
  Sport Management

  College of Sciences (4 of 17 majors)
  General Mathematics
  General Physical Science
  Geology
  Physics
• The Office of Institutional Research participates in the University of Oklahoma Consortium for Student Retention Data Exchange. This is an on-going longitudinal study on retention and graduation rates of undergraduate students. The Washington State University student populace is analyzed by gender and ethnicity. Retention and graduation rates are based on six-year cumulative data.
• Washington State University undergraduate women students have higher retention rates than WSU undergraduate men students. Women students are also graduating within four years more often than men students. 33.5% of women students graduate within four years, as compared to 20.9% of men students.
• The number of women awarded bachelors degrees increased between 1995 and 1999. In 1994-1995, women were awarded 49.1% of the bachelors degrees. This compares to 1998-1999, when women were awarded 52.2% of the bachelors degrees.
• Recruitment and retention programs for undergraduate students have been developed at the college and department levels. Programs aimed specifically at women's entry and success, have been established in areas in which women have traditionally been underrepresented. Examples of the range of recruitment and retention programs available include:
  
  The Math, Science and Engineering Residence Hall Project, established in the fall of 1993, is a model for a learning community. Tutor-assisted study tables, faculty mentoring, and programs related to women in the sciences are featured in this hall. Due to student demand, the program was expanded to two residence halls in the fall of 1995. The committee on Women in Math, Science, and Engineering coordinates the project and is now collecting data on program effectiveness.

  The Bridge Program for Women in Engineering and Architecture is an orientation program, which provides information, peer and faculty mentoring and support services for women in this traditionally male dominated field. The College of Engineering and Architecture has also established the Women in Engineering Program and supports national professional organizations such as the Society of Women Engineers.

  WSU Spokane and WSU Tri-Cities continue to support and sponsor the Mathematics, Engineering, Science Achievement (MESA) program that targets middle and high school students and young women of color for careers in mathematics, engineering and science.

  The College of Business and Economics provides an annual operating budget to the CBE Office of Recruitment and Retention to assist with the recruitment and retention efforts for women and culturally diverse undergraduate business students. The CBE Recruitment and Retention Office developed the Business Leaders of Tomorrow program. The program targets female and ethnic minority high school juniors and seniors who are interested in pursuing degrees in Business Administration, Hotel and Restaurant Administration, and Economics.

  The College of Nursing/ICNE has established a Native American Recruitment and Retention Program. The Native American Advisory Board, whose members are representatives of the region's eight Plateau Tribes, advise the program. A component of the program is the Native American High School Summer Nursing Institute.

  The school of Music and Theatre Arts within the College of Liberal Arts, has emplemented Program Success for new undergraduate women students of color.

  The recruitment staff within the Office of Multicultural Student Services addresses gender balance in all programs and activities coordinated by the Office. This includes on-campus visitations and off-campus recruitment programs.

• The Women's Resource Center provides programs and services that support the retention of women students. The Coalition for Women Students, which is advised and supported by the WRC staff includes the Association of Pacific and Asian Women, Black Women's Caucus, Mujeres Unidas, Native American Women's Association, YWCA of WSU, Women's Transit, and Women in Math, Science and Engineering.
• The Office of Student Affairs is in the process of conducting an assessment of the mentoring programs being offered on campus. The results of this assessment will serve as a foundation for a proposal regarding mentoring programs. Future plans in the Office of Student Affairs include initiating a meeting for academic and student services departments to share current mentoring program information, developing a "How to Start a Mentoring Program" handbook, and working with departments on developing mentoring programs. The following are examples of department mentoring programs:
  
  A three-tier Mentoring Program for all scholarship recipients has been initiated in the College of Business and Economics. The program includes first year incoming freshmen and currently enrolled sophomores who have indicated business as their major, declared business majors, and faculty.

  Entering D.V.M. students in the College of Veterinary Medicine are assigned big sister peer mentors to assist in their transition to the D.V.M. program and to provide a support system in adjusting to the academic and social environment.

  Counseling Services has implemented a nationally recognized peer mentor program for student-athletes that provides peer mentors of the same gender and a wide range of racial and ethnic identities.

  The Women in Math, Science and Engineering Program within the College of Sciences provides a focal point for mentoring, meeting, and meaningful discussion. The program has recently received a grant from the National Science Foundation.
• Institutionally, WSU has implementedd a number of mechanisms to assess progress in the recruitment and retention area. These include:
  
  The President's Commission on the Status of Women established a sub-committee, the Student Recruitment and Retention Data Sub Committee, to develop a means of coordinating data gathering on issues related to the recruitment and retention of women students.

  In their unit reviews, colleges are now required by the Provost to outline their recruitment and retention diversity goals for evaluative purposes. The definition of diversity specifically identifies women as one of the elements for which colleges must plan.

  Studies and surveys by individual colleges on the recruitment and retention of women have heightened awareness of the issue and brought about the development of programs focused specifically on women.

  The Women and Technology committee, convened by the Provost, identified issues and provided recommendations specific to undergraduate women and learning through technology.

Graduate Students

• Training programs funded by the Department of Education targeting Native American students in Speech and Hearing Sciences and underrepresented students in Physics. Additional extramural funding for underrepresented students has been obtained in Biotechnology initiatives and in the Pharmacology/Toxicology graduate program.

  Linkages with historically Black colleges and universities.

  Coordination with the National Physical Science Consortium for Minorities and Women, Inc., Project 1000, American Indian Research Opportunities, Florida A & M Graduate Feeder Scholar Program, Western Name Exchange, and the Latino and Native American Name Exchange (LANA).

  Direct recruitment efforts performed by the Graduate School staff at graduate forums, annual meetings and recruitment fairs.
• The Graduate School has conducted one survey on campus climate and is monitoring the recruitment and retention activities of departments through the graduate program review process.
  During the 1994-1995 academic year, women graduate students were surveyed regarding their experiences at WSU. Responses were received from 371 women representing all colleges and campuses. Although areas of concern were identified, the results indicate that the climate for graduate education is generally positive.

  The majority of the respondents found few problems with academic experiences in course work and research. Academic concerns identified included the following: quality of teaching in required courses, availability of library materials, quality of advising, availability of suitable mentors, opportunity to attend professional conferences, and availability of funds for research.

  In regard to personal issues, the women tended to respond favorably to the questions regarding availability of housing, financial aid, quality of health/medical services, and safety on campus. Finances, finding employment for spouse/partner, and availability and affordability of child care surfaced as concerns for women graduate students. Understanding and sensitivity to gender and diversity concerns among faculty and administrative staff could also be improved.

B. Financial Aid
1990 RECOMMENDATION:

Provide more information on need-based scholarships.

ACTION TAKEN:

• William and Ruth Anderson Graduate Fellowship to increase minority graduate enrollment in the College of Business and Economics.

  Rod Church Memorial Graduate Fellowship to increase minority enrollment in the College of Business and Economics.

  Coalition for Women Students Scholarship targeting three undergraduates and one graduate/professional student.
• Services for seeking extramural funding are available to graduate students through the Office of Grant and Research Development.
• The Graduate School will continue to communicate scholarship information to women through regular channels including the Graduate School Quarterly and the Graduate Women Forum.

C. Intercollegiate Athletics
1990 RECOMMENDATION:

Continue progress in intercollegiate athletics.

ACTION TAKEN:

• After carefully examining the unit's performance over the last decade, the commitment to Equity Sub-committee of the Certification Self-Study determined that the WSU Intercollegiate Athletic Program should be commended for its efforts to adhere to the letter and spirit of previous court decisions. The Subcommittee concluded, "that in the last ten years, the department's progress has been steady and impressive, reaching the point where equity has been achieved in participation rates and great progress has been made in moving towards equity in expenditures for scholarships and direct support."

  The Sub-committee further observed "that the achievement of gender equity appears to be an over-riding priority for the department in its major decision-making. This is evidenced in decisions regarding funding, the development of practice schedules, the use of facilities including training facilities, the purchase of equipment and the development of department policies."
• The Gender Equity Committee, which was established in 1983, provides the department with the opportunity to keep the unit focused on improving the climate for women. Primary responsibilities include monitoring the progress of gender equity within the department and making recommendations for improvements. Recommendations were generated from the Committee on an annual basis in the early years of its operation. Fewer items have surfaced recently. In response to a lack of issues, the members of the Committee agreed to meet on an "as needed" basis. The President's Commission on the Status of Women has requested that a member of the Committee and/or the Athletic Department have a representative on the Commission.
• In addition to the Gender Equity Committee, other channels have been opened to enhance the climate and improve communication. The Student Athlete Advisory Board meets regularly. A sports psychologist is available to discuss issues on an individual or team basis. Exit interviews are conducted as student athletes complete their programs.
• Improvements have been made in the athletic facilities for women's sports. Bleachers with 1000 seats have been added to the lower soccer field. The drainage and irrigation systems have been improved and new fencing and landscaping have been added to the south side of the soccer field. Outdoor tennis courts have been rebuilt and new fence has been added. Crew docks have been rebuilt for launching and coaching needs.
• The planning and redesign for Bohler Gym was completed. Construction began in 1995 and has been completed in 2000. This renovation has enlarged the area for student support services and it added individual locker rooms for women's tennis, a training room and equipment and storage space.
• All coeducational institutions of higher education that participate in any federal student financial aid program and have intercollegiate athletic programs must provide information information concerning their programs under the Equity in Athletics disclosure act of 1994. This act and accompanying Federal regulations require that information, based on the previous reporting year, be available for inspection by students, prospective, and the public by October 15 of each year.

D. Data Collection and Reporting
1990 RECOMMENDATIONS:

Continue monitoring the overall effects made by WSU in the advancement of women.

Provide for better data collection.

ACTION TAKEN:

OTHER AREAS OF PROGRESS

ACTION TAKEN:

B. Sexual Harassment/Sexual Assault
ACTION TAKEN:

Sexual Harassment

Sexual Assault

• Women's Transit: The Women's Resource Center coordinates the Women's Transit Program which provides free, safe transportation to women who would otherwise have to walk alone after dark. The donation of three new vehicles has enabled this program to greatly increase its effectiveness in providing safe transportation to women students.

  Escort Services: Escort services provided by volunteers in various living groups on campus reflect student concern about safety issues.

  Walk in the Dark: ASWSU, University Safety and Physical Plant officials have established a regular assessment and maintenance program for addressing environmental safety issues such as lighting and landscaping.

  Blue light emergency phones have been installed through out campus.

C. Student Organizations

ACTION TAKEN:

D. Child Care

ACTION TAKEN:

• Child Care Resource and Referral, located in the Office of Student Affairs, regularly monitors the child care supply and demand information for Whitman County. Responsibilities include recruiting and training child care providers, and working with community organizations to determine gaps in service. Parents using the service receive free information on choosing childcare and assistance in locating possible subsidy programs.

E. Counseling Services

ACTION TAKEN:

• Counseling Services staff receives on-going training on issues of concern to women students, including issues specific to lesbian and bisexual women as well as transgendered people.

1999 Gender Equity Recommendations

Based upon a review of the action taken and available data, gender equity recommendations are proposed in two focus areas: academic programs and admissions; and data collection and reporting.

A. Academic Programs and Admissions

B. Data Collection and Reporting