LaTanya N. Buck
Director, Center for Diversity and Inclusion
Washington University in St. Louis
Born: St. Louis, MO
High School:
Vashon High School
College & Degree(s):
University of Central Missouri
BS, Public Relations
MS, College Student Personnel Administration
Saint Louis University
PhD, Higher Education Administration
Consortium of Higher Education Professionals for Inclusion & Equity (St. Louis, MO)
Delta Sigma Theta Sorority, Inc.
How does Wash U and the Center for Diversity and Inclusion measure and quantify success in campus diversity?
In the Center for Diversity and Inclusion, specifically, we measure the success of student diversity efforts and support by assessing students’ engagement and knowledge-gain in our signature programs, through follow-up and support provided in our bias protocol system, and by evaluating our services. Additionally, we track the number of students who frequent the Center, utilize the space, resources and services, and connect with our staff. We work strategically to foster and increase relationships with units, initiatives, organizations, and individuals whose work is aligned to the mission of the Center and that will enhance the student experience. The Center’s success is quantified by all of these, and we have experienced growth and increase in each area. As a new department, it is critical for us to assess the campus culture and climate, the needs of students, and student learning so that there is purpose and intentionality in all that we do. The Center for Diversity and Inclusion will administer a climate survey this spring to assess the current climate and perceptions of the campus environment as it relates to diversity, inclusion, diversity, bias, and discrimination. Our goal is to use this information to better inform programs, processes, services, and support mechanisms for students.
How do you foster critical conversations around race and diversity without placing the burden of teaching on the minority students?
I believe that critical conversations, particularly around race, must be framed in such a way that provides for productive exchange for all students who are engaged. This means establishing ground rules at the onset and clearly setting the expectation that minority students are not the “teachers” of the dialogical experience and that whiteness is a thing. Therefore, everyone knows that they have stake and a place in the conversation, however uncomfortable it may be. I stress the importance of students learning from each other in conversation, but also finding additional avenues and resources from which to learn about race and racism. I think in race-centric conversations the direction tends to flow toward minority student identity; it becomes a very one-sided experience where students of color often leave conversations feeling depleted and not as equally engaged. It is important in these conversations to acknowledge and address white race identity and its relation to structural, institutional, and individual racism. To have a critical conversation about race, white students must be willing to engage fully. The Center for Diversity and Inclusion is currently piloting a student intergroup dialogue program; the initial pilot focuses specifically on race, and our program facilitators are extensively trained to address the aforementioned dynamics.
You’re a member of the American Association of Blacks in Higher Education and the National Association of Diversity Officers in Higher Education. Nationally, how does Wash U compare with its peer elite institutions when it comes to diversity?
The University has worked hard to meet the national averages among private, elite institutions in student and faculty diversity, and our goal and next steps are to become a national leader. The Commission on Diversity and Inclusion is working diligently to address diversity-related action items that will propel the institution forward in its future efforts.
