One of the LAUC Cultural Diversity Committee's charges this
year was to
"Review the 'Many Voices [of Diversity]' report for the possible
need to
create a new report that addresses gay and lesbian diversity within
the
University" and to "...make recommendations on the issues
that should be
included in the new report..."
Members of the LAUC Cultural Diversity Committee felt that
they did not
have adequate gay and lesbian representation and asked Gary Peete,
LAUC
President to establish an ad hoc committee whose members "are
more
familiar with the pertinent issues." The Ad Hoc Committee
to Review the
Many Voices Report received its charge on April 2, 1996 and was
asked to
"...review the 'Many Voices' report and either create a new,
separate,
report that addresses more fully gay and lesbian diversity issues
within
the University, or, if you feel that it is more appropriate, suggest
wording changes to the current [Many Voices] report that would
address
such issues."
Ad Hoc Committee name change
Early on in the ad hoc committee's email discussions it was
suggested that
the name of the committee should better reflect the committee's
charge. At
the suggestion of the chair the name "Ad Hoc Committee to
Review the 'Many
Voices Report' with Regards to Sexual Orientation Issues"
came forward
and was officially adopted by the group at its May 3rd meeting
at UCOP.
The committee felt that not only did the new name better fit the
charge
but also fits in well with the proposed wording changes to UC's
anti
-discrimination policy which states that
"The University of California prohibits discrimination
against or
harassment of any person employed by or seeking employment
with the University on the basis of race, color, national origin,
religion, sex, physical or mental disability, medical condition
(cancer-related), ancestry, marital status, or age, or within
the
limits imposed by law or University policy, sexual orientation
[emphasis added], citizenship, or status as a Vietnam-era veteran
or special disabled veteran."
Write-up and format of the report
The group acknowledges and appreciates the hard work that went
into the
creation of the well-thought out Many Voices Report. We have come
to the
conclusion that we not try to rewrite the Many Voices Report but
to create
a new report that could be looked at as an addendum and parallel
to the
format of the Many Voices Report. The committee chair will write
the
report with the assistance of one of the other committee members
which
will then be brought to the entire committee for comment and revision.
Many of the issues addressed in the Many Voices Report are
racial/ethnic
diversity issues while the issue of diversity as a whole should
be far
more inclusive. The "Principles of Community" adopted
by UC Davis
(Appendix A) and UC San Francisco (Appendix B) which reject all
forms of
discrimination, including those based on race, ethnicity, gender,
age,
disability, sexual orientation, and religious or political beliefs
are
good examples of inclusiveness. The committee strongly feels that
many of
the recommendations of the Many Voices Report that deal with "cultural
diversity" ("...that which pertains to the condition,
expressions and
experiences of four historically under-represented groups. Under
federal
regulations these are: Asian Americans/Pacific Is lander, Latinos,
African
Americans, and Native Americans/American Indians." taken
from page iv of
the Many Voices of Diversity (1992)) could easily be applied to
what can
be termed "social diversity" (issues dealing with such
things as age,
gender or sexual orientation). Therefore, within the context of
the
committee's recommendations the concept of diversity should be
thought of
as broadly as possible except in those instances where sexual
orientation
issues are particularly called out. In addition, the Many Voices
Report
addresses many affirmative action issues that, while extremely
important,
are not relevant to the discussion of sexual orientation issues
by this
committee (e.g., under-representation in the workforce).
While discussing the issues and making recommendations, there
was a
realization that the term "sexual orientation" could
be somewhat limiting.
In fact, we expect new terminology and definitions to be developed
which
better define the issues we are concerned about and not to be
limited to
the term "sexual orientation." So, for the purposes
of this report, the
recommendations put forth by the committee that deal with sexual
orientation issues should be looked at as encompassing bisexual,
gay,
lesbian, transgender and transsexual issues.
The committee hopes to raise the consciousness level of our
colleagues
concerning the variety of sexual orientation issues. We need to
acknowledge and accept each other for who we are knowing that
we can work
together even with our differences. The committee reaffirms that
one's
sexual orientation is a personal issue with which all library
staff must
be made sensitive. We should all have the freedom to be able to
share our
family joys and sorrows to enrich the workplace regardless of
our sexual
orientation.
Although this report is written under the auspices of LAUC,
it should be
looked at as not only addressing LAUC members, but also all library
staff
and the UC community at-large, regardless of sexual or gender
orientation.
We look at the report as potentially having national impact in
broadening
the concept of diversity to include not only cultural but social
diversity
as well.
Reviewing the Many Voices Report
The committee looked at the recommendations put forth from
the "Many
Voices Report" to see if a broader definition of diversity
could apply to
those recommendations. In addition, the committee has made additional
recommendations that seem pertinent to the topic, but were not
covered by
the original report.
Recommendation #1: The name of the LAUC Committee on Cultural
Diversity
should be changed to the LAUC Committee on Diversity so as to
include
issues dealing with both cultural and social diversity (including
sexual
orientation) in the broadest sense. This is would also leave open
the option
of forming ad hoc or sub-committees, such as this one, or special
taskforces (e.g., affirmative action) when needed.
Recommendation #2: LAUC develop its own "Principles of
Community"
statement with similar ideals as those expressed by UCD and UCSF
(Appendices A & B).
Recommendation #3: Proactively promote UC's proposed non-discrimination
policy which would encourage the recruitment of a diverse pool
of
applicants as well as act as a retention tool for current UC employees.
Recommendation #4: Encourage UC to adopt domestic partner benefits
which
would encourage the recruitment of a diverse pool of applicants
as well as
act as a retention tool for current UC employees.
Recommendation #5: Provide sensitivity training for all library
employees
(including student assistants), which includes training in understanding
cultural and social diversity as it pertains to every day duties
and
responsibilities.
Recommendation #6: Provide training for reference, bibliographic
instruction and outreach librarians so they understand and value
social
diversity and incorporate examples from different social groups
(e.g. gays
& lesbians) into their bibliographic instruction and reference
practices.
Recommendation #7: Encourage library schools to develop and
diversify
courses on how to provide collections and services to socially
diverse
groups.
Recommendation #8: Broaden the LAUC Cultural Diversity Committee's
annual
report to include analyses of reports and initiatives on both
cultural and
social diversity generated by LAUC, the LAUC Divisions, UCOP,
and/or
academic institutions as appropriate.
Recommendation #9: Ensure that core collections of materials
that deal
with sexual orientation issues are maintained, as appropriate,
at each
campus and that each campus evaluate and assess its holdings of
these
materials. Campuses with a lesbian-gay-bisexual sexual research
component can
share resources, especially expensive ones, on lesbian-gay-bisexual
studies with campuses that don't have such programs.
In order to develop the whole student, particularly on the
undergraduate
level, basic collections in any discipline are important. Campuses
should
maintain a core collection of materials dealing with sexual orientation.
This is especially important considering many students begin dealing
with
sexual orientation issues in their college years. Campuses with
major
curricular and/or research efforts in Lesbian, Gay and Bisexual
Studies
should maintain far more extensive collections in these areas
and should e
establish close working relationships with each other as well
as with
various campus organizations to ensure that the library collection
is
meeting the needs of all students. This cooperation should also
extend to
public libraries and other types of libraries with rich
lesbian-gay-bisexual collections, e.g., San Francisco Public Library's
Lesbian-Gay-Bisexual Center. Furthermore, each campus should do
an
in-depth assessment of its collections in order to determine the
strengths
and weaknesses of its holdings. One useful evaluative tool for
such a
project would be Cal Gough's and Ellen Greenblatt's book Gay and
Lesbian
Library Service.
Recommendation #10: Ensure that all those involved in collection
development on each campus are aware of and trained to recognize
materials
that pertain to sexual orientation issues and to coordinate these
collection development decision-making processes across the disciplines
and among the libraries of individual campuses.
Materials dealing with sexual orientation issues are frequently
published
in limited numbers and are often not offered by mainstream publishers.
As
a result, they often fail to appear in standard bibliographies
or approval
plans. Collection Development Officers need to work closely with
approval plan vendors to make sure more of these items are provided
in a
timely fashion and work with bibliographers/subject specialists
to make
sure small press catalogs, newsletters and magazines are perused
to find
these materials. All those involved in collection development
need to
cooperate to build a cohesive policy governing the acquisitions
of these
materials.
Recommendation #11: Provide training for library employees
in the
acquisition, cataloging, handling, processing and preservation
of
materials dealing with sexual orientation issues.
Because materials dealing with sexual orientation issues often
disappear
during processing and handling, it is important for the library
staff to
keep a careful watch over these materials. Preservation officers
should
consult with bibliographers/selector as to the placement of materials
in
the collections as well as alert them when titles are found to
be
"missing" or otherwise defaced or mutilated.
Recommendation #12: Encourage appropriate preservation projects
for
materials dealing with sexual orientation issues.
Many of these materials are in the form of tabloids, newsletters,
"zines",
ephemera, etc. that are difficult to preserve in a traditional
fashion.
One library might be designated as the collection and preservation
point
for some of these materials ( possibly one of the Southern UC
libraries as
there already is a significant collection at San Francisco Public
Library).
Recommendation #13: Those individuals who are involved with
collection
development set up WWW pages with links to resources that deal
with sexual
orientation issues when appropriate. Encourage a systemwide coordinated
website that can be pointed to that includes a list of electronic
journals (e.g. Visibilities) and other pertinent resources that
could be
linked to the LAUC homepage (e.g. under "UC Programs and
Projects").
There is an ever-increasing reliance upon electronic resources
to
complement the print collections in UC libraries. As is the case
with
print materials, those involved with collection development need
to
evaluate electronic resources that deal with sexual orientation
issues as
they relate to the curriculum. To avoid duplication of effort
a systemwide
coordinated website should be developed to readily access these
electronic
resources. One means of collaborative collecting websites could
be via UC
Rivers Riverside's INFOMINE project.
Recommendation #14 Ensure electronic and physical access to
materials
dealing with sexual orientation issues by removing as many barriers
as
possible while at the same time balancing the need to protect
materials in
the collection.
Librarians need to respect the privacy of the patrons gaining
access to
materials in the library. Unfortunately, materials dealing with
sexual
orientation issues are often targets of theft and vandalism leaving
the
librarian in a dilemma as to where to place the materials. Materials
may
get less use if patrons feel uncomfortable about having someone
acting as
an intermediary between them and the materials; on the other hand
libraries can not afford to constantly replace materials that
are
repeatedly stolen or mutilated. A balance must be developed that
addresses
these two concerns.
Censorship of electronic materials is an ongoing controversy
(e.g., the
Communications Decency Act of 1996). There is the possibility
that some
electronic materials containing gay, lesbian, bisexual and transgendered
materials might be considered indecent by the courts. The University
should do everything in its power to fight this type of censorship
and
encourage free and unrestricted access to information.
Recommendation #15: Actively lobby for further changes in LC
subject
headings to facilitate identification of materials that deal with
sexual
orientation issues. UC libraries should participate in such projects
as
the OCLC Fiction Project to enhance access s to these materials.
In
addition, lobby for changes in the MeSH headings and tree structures
to
better distinguish between sexual behavior and social identity.
LCSH has done a fairly good job in cataloging materials that
deal with
sexual orientation issues but they need to keep up with new terminology
such as "transgender" or "cross-dressing."
In addition, fiction still
seems to be a problem. With the OCLC Fiction on Project, some
libraries are
routinely adding subject headings to fiction, such as Lesbians-Fiction
or
Gay men-Fiction. The MeSH headings for sexual orientation materials
are
underneath the broad MeSH heading F1-Behavior and Behavior Mechanisms.
Going f further down in the tree structure one finds Homosexuality
somewhere between Extramarital Relations and Prostitution. Where
some
medical conditions in the bisexual-gay-lesbian community might
be caused
by sexual behavior, many are not (e.g. breast cancer in lesbians).
We find
that to solely classify an individual by her/his sexual behavior
is both
offensive and an impediment to accessing useful information. We
promote
the creation of appropriate subject headings under the I1-Social
Science
MeSH tree structure.
Recommendation #16: Analyze coverage of periodicals that deal
with sexual
orientation issues in the MELVYL databases. Advise DLA to urge
vendors to
increase the scope of journal coverage and indexing as appropriate.
Identify and recommend additional databases that better cover
this
material. Work with the Computer Files Committee and the MELVYL
User
Services Group to identify future databases and to enhance the
scope of
existing ones.
Of the titles indexed in MAGS few deal specifically with sexual
orientation issues: The Advocate, Gay Community News (Boston),
Journal of
Gay & Lesbian Psychotherapy, The Journal of Homosexuality
and Lambda Book
Report. The much smaller Alternative Press Index indexes other
titles
such as GLK, Lesbian Contradiction and Rfd. and the Women's Studies
Index
(or CD) indexes Lesbian Ethics, Sinister Wisdom, and Ten Percent.
IAC
should be encouraged to add to the MAGS database more titles that
deal
with sexual orientation issues.
Recommendation #17: Identify librarians who have expertise
in subject
areas that deal with sexual orientation issues.
Most campuses have some kind of research program in Lesbian,
Gay and
Bisexual Studies while others have at least a peripheral interest
in gay &
lesbian issues. It is desirable to have a librarian on staff with
the
appropriate subject expertise to collect in this area as well
as be able
to train other bibliographers/ selectors to collect materials
with this
perspective in mind . We need to promote training of current staff
to
upgrade their abilities to a minimal level of competence with
resources
that deal with sexual orientation issues, rather than having to
rely
exclusively on a "subject specialist."
Recommendation #18: Develop outreach and PR programs to campus
bisexual-gay-lesbian -transgender -transsexual communities.
Work with the local campus associations and resource centers
to promote
reference and bibliographic instruction services.
Recommendation #19: Create pathfinders, handouts and user guides
which
allow easier (non-mediated) access to materials that deal with
sexual
orientation issues.
Some patrons may be reluctant to ask for assistance when looking
for
information on sexual orientation issues. The creation of these
"guides"
might help alleviate problems as well as be a good starting point
for
someone who needs assistance in this area when the librarian is
not
available. These guides could also be constructed to provide "crossover"
search strategies, e.g., "History of Chicana lesbians"
might be a valuable
handout for both Lesbian, Gay and Bisexual Studies as well as
Chicana
Studies.
Recommendation #20: Develop general and course-related bibliographic
instruction programs to support the emerging discipline of Lesbian,
Gay
and Bisexual Studies.
As has been developed in other emerging disciplines such as
Ethnic
Studies, Gender Studies & Women's Studies, it is important
to provide
general bibliographic instruction for courses that deal with sexual
orientation issues. Demographics
Recommendation #21: Conduct a LAUC sponsored survey of recruitment
&
retention issues relating to bisexual, gay, lesbian, transgender
and
transsexual librarians.
UC has yet to formally adopt a domestic partnership benefits
plan. A
structured survey would allow LAUC to determine if this is affecting
UC's
recruitment and retention of qualified librarians.
Recommendation #22: Provide displays and programs in the library
to
promote awareness of sexual orientation issues.
There are many issues that must be dealt with among the staff:
hidden
homophobia, discomfort or uncertainty of how to respond to gay
& lesbian
colleagues who are either "out" or "in the closet",
misinterpretation of
friendly exchanges as come-ons, need to bring all staff (including
students) up to a level where they aren't acting unprofessionally.
Recommendation #23: Educate & train library staff to be
aware of the
different cultural responses to sexuality.
As the demographics of UC's student population continues to
diversify it
is important to create a learning and social environment that
is sensitive
to different cultural perspectives, including sexual orientation
issues be
they from a bisexual/gay/lesbian n/transgender/transsexual person
of color
or from a particular cultural viewpoint.
Recommendation #24: Educate & train library staff to be
aware of the
discrimination issues dealt with by bisexual/gay/lesbian/transgender/
transsexual persons of color as well as lesbians in general.
Lesbians and gays of an ethnic/racial minority community are
often
confronted with discrimination from both the majority community
as well as
their own ethnic/racial communities. Lesbians, in particular,
must also
endure the double discrimination of being g a woman as well as
a lesbian. A
heightened awareness of these issues creates a more positive learning,
teaching and social environment.
There is a continuing need to define what we mean when we talk
about
"diversity." While the issues of cultural diversity
have been a little
more developed, the issues of social diversity still need much
more
discussion. What we have attempted above is to take a look at
one piece of
this social diversity, the one dealing with sexual orientation.
The
recommendations listed are a mere outline of the issues. Priorities
need
to be set. Each recommendation needs to be further explored and
developed
into a working model which can then be put into practice. Looking
at the
entire picture the task can seem somewhat daunting. But working
with CDC
on collections issues, HOPS, HOS and HOTS with Access, Reference
&
Instruction issues, and with the current LAUC Committee on Cultural
Diversity for General Recommendations, Demographics and Awareness
issues,
these recommendations can become reality.
October 15, 1996
====================================================================
Appendix A
University of California, Davis "Principles of Community"
The University of California, Davis, is first and foremost
an institution
of learning and teaching, committed to serving the needs of society.
Our
campus community reflects and is a part of a society comprising
all races,
creeds, and social circumstances. The successful conduct of the
University's affairs requires that every member of the university
community acknowledge and practice the following basic principles:
We affirm the dignity inherent in all of us, and we strive
to maintain a
climate of justice marked by respect for each other. We acknowledge
that
our society carries within it historical and deep-rooted misunderstandings
and biases, and therefore we will endeavor to foster mutual understanding
among the many parts of our whole.
We affirm the right of freedom of expression within our community
and also
confirm our commitment to the highest standards of civility and
decency
towards all. We recognize the right of every individual to think
and speak
as dictated by personal belief, to express any idea, and to disagree
with
or counter another's point of view, limited only by University
regulations
governing time, place, and manner. We promote open expression
of our
individuality and our diversity within the bounds of courtesy,
sensitivity
, and respect.
We confront and reject all manifestations of discrimination,
including
those based on race, ethnicity, gender, age, disability, sexual
orientation, religious or political beliefs, status within or
outside of
the university, or any of the other differences among people which
have
been excuses for misunderstanding, dissension, or hatred. We recognize
and
cherish the richness contributed to our lives by our diversity.
We take
pride in our various achievements, and we celebrate our differences.
We recognize that each of us has an obligation to the community
of which
we have chosen to be a part. We sill strive to build a true community
of
spirit and purpose based on mutual respect and caring.
April 20, 1990
============================================================================
Appendix B
Principles of Community for UCSF
The San Francisco campus of the University of California is
dedicated to
learning and teaching in the health sciences. As a graduate and
professional school campus, UCSF serves society through four primary
missions: teaching, research, patient care and public service.
Faculty,
staff and students on the UCSF campus are a composite of many
races,
creeds and social affiliations. To achieve campus goals, individuals
must
work collaboratively with mutual respect and with forbearance.
Several principles of community life are established to guide
individual
and group actions on the campus. Adherence to these principles
is
essential to ensure the integrity of the University and to achieve
campus
goals. UCSF faculty, staff and students are asked to acknowledge
these
basic principles of community life.
We affirm that members of the campus community are valued for
their
individual qualities and members are encouraged to apply their
unique
talents in creative and collaborative work.
We recognize, value and affirm that social diversity contributes
richness
to the University community and enhances the quality of campus
life for
individuals and groups. We take pride in our various achievements
and we
celebrate our differences.
We affirm the dignity and individual rights of each person
and we strive
to maintain a climate of social justice and mutual respect. We
acknowledge
that our society is rich in diversity and therefore we endeavor
to foster
mutual understanding and tolerance among individuals and groups.
We affirm the right of freedom of expression within the UCSF
community and
also affirm commitment to the highest standards of civility and
decency
toward all persons. We are committed to creating and maintaining
a
community where persons who participate in University activities
can work
together in an atmosphere free of all forms of abusive or demeaning
communication.
We affirm the individual right of public expression within
the bounds of
courtesy, sensitivity and respect. We recognize the right of every
individual to think and speak as dictated by personal belief,
to express
individual ideas, and to state differences with other points of
view,
limited only by University requirements regarding time, place
and manner.
We reject acts of discrimination, including those based on
race,
ethnicity, gender, age, disability, sexual orientation, and religious
or
political beliefs.
We recognize that UCSF is devoted to public service and we
encourage
members of the campus community to participate in public service
activities in their own communities and recognize their public
service
efforts in off-campus community settings.
We affirm that each member of the campus community if expected
to work in
accordance with these principles and to make individual efforts
to enhance
the quality of campus life for all.
Librarians Association of the University of California