Inclusivity in the Classroom Financial measures alone do not make a comprehensive solution towards academic accessibility. We need to address the problem of why countless majors and programs at Stanford have largely homogenous student make-ups. Underrepresented and marginalized communities are often disproportionately neglected and silenced despite the immense cultural wealth that they hold from their communities of color. It is vital that Stanford has culturally competent and responsive academic instruction to combat the danger and shock of cultural mismatch.
Recent discussion around grading policies at Stanford has highlighted the disparities many students are currently facing at home and while at Stanford. These include financial burdens within their families, balancing school and work, and medical concerns. Faculty not recognizing the chronic stress and anxiety from these circumstances has added to the severity of these student barriers. In order to address these concerns, student input and faculty buy-in is essential in academic policies that enable students to feel holistically supported in the classroom.
Additionally, students should not feel limited in their educational opportunities. We realize that academic barriers for students of color and FLI students are often heightened in STEM classrooms. As a FLI student studying electrical engineering, Martin has worked tirelessly with faculty to make Stanford’s electrical engineering department and the engineering core more accessible to students who are passionate about STEM but do not come from a professional background. We will continue to expand programs that bridge the gap of academic inequity, along with facilitating discussion with faculty with the help of activist organizations like FLIP.
Who’s Teaching Us We believe that Stanford should continue to strive towards a more diverse teaching team in all departments. The background of faculty and staff should represent the diversity of the student population. This applies not only to professors and lecturers, but also TAs and CAs for courses. As we have seen this quarter with academic accommodations due to COVID-19, having a diverse TA team enables the classroom to be more proactive towards possible student issues, and more accommodating to students overall.
Course Fees As a Senator, Martin has not only been an outspoken advocate for eliminating course fees, but has worked with administration and students to draft a plan in order to reduce and eliminate course fees in key departments and classes on campus. Through this process, Martin has learned how to create meaningful, measured change with administration, along with ensuring conversations are student focused when students are affected by policy making.
Extracurricular Accessibility This ASSU plays a unique role in bridging VSOs and community organizations and the student body. While the Undergraduate Senate and Graduate Student Council handle the financial aspects, we believe that Exec can also support extracurricular accessibility. Stanford has countless opportunities, but many students, especially from under-resourced communities, are unaware of how to get involved on campus. Martin’s individual Senator project last year was to help solve this problem through the creation of a student activities directory (stanfordstudentactivities.com). Like Carta, the website includes key information around the involvement, environment, and commitment required for each of Stanford’s organizations. As Exec, we will continue Martin’s work to increase extracurricular accessibility on campus, especially for community centers and organizations.
In promoting extracurricular accessibility, Jennalei has served as the Senate representative in the VSO Working Group this year. In the beginning of fall quarter, many different student organizations were unfairly suspended due to arbitrary policies of the Office of Student Engagement (previously Student Activities and Leadership). Organizations, including but not limited to, the Stanford Martial Arts Program, the Stanford Archery Program, and Stanford Aerobics and Yoga, were completely or partially suspended. OSE’s decision inherently destroyed the ability for these VSOs to thrive. Furthermore, VSOs are usually the main sources for a sense of community and belonging, and when they are not allowed to function, there is also a harmful effect on the mental health of students.
In the VSO Working Group, Jennalei has included recommendations urging for the elimination of dues to encourage equity in extracurricular opportunities, for students to have the power to make financial decisions that best benefit their organizations, and for the inclusion of non-student participation (if the student organization so chooses) that supports the ability for VSOs to function and thrive. She has also worked on having comprehensive interim policies, and she will continue to follow through and hold the university accountable for implementing these recommendations.