Five Steps Towards Partnering with Higher Education to solve Systemic Racism

Link to Video and Audio at the bottom

When we think of racism, we often think of it on an individual level: insults being thrown on the streets, violent threats, or people being shunned from venues. This is commonly what we picture racism to look like, but institutional and systemic racism is often left unchecked, being far more subtle.

In the realm of higher education, Greg Hanifee shares that issues such as the wealth gap between white students and black or brown students, inclusivity for faculty and students, and even career paths for students are affected by systemic racism. As the Associate Dean of Degree Programs and Operations for the Kellogg School of Management, Greg Hanifee joins us to discuss what being an ally against systemic racism means in the academic world, what it means in relationships, in influencing the futures of many students, and as a person trying to do better by society.

WHAT IT MEANS TO BE AN ALLY

How do you become an ally? How are you sure that what you are doing is genuine allyship? It is now not enough to simply say that you are supportive of a particular cause. People are becoming more critical of the actions that people actually take in order to assert allyship.

Greg says that allyship begins with an internal reflection and asking yourself, “what do I need to do to take action?” Greg’s first answer was that as a leader at an institution, he influences the lives of many students and that his voice matters.

“So what do I need to do, not just to talk but also to show action? How do I convene the right conversations? So I think, for me, it’s been a process of understanding what is my responsibility to make change happen? I think we’re learning there are different places on the spectrum of being an ally, and there’s a space for everybody along that spectrum. But I also had to think about personally, ‘What does it mean for me? What do I need to do?’”

UNDERSTANDING INSTITUTIONAL RACISM

In dealing with institutional racism, we often need to start by examining the biases that have developed over years of practice in various industries and fields. Greg shares that the educational sector, in particular higher education, is no exception.

Some of the challenges that people of color have encountered in higher education are related to the wealth gap: black or brown students often incur more financial debt, receive less financial support from parents or family, and are unable to afford tutors or review classes for exams. These are a few of the root problems that Greg, as an ally, addresses in his environment.

“When we start to talk about systemic challenges in higher education, it actually starts with kids coming out of high school, going into college, to begin with, and what they’re already burdened with, in order to move forward. So, we’ve got to think differently about how we change the equation much earlier in the process, is sort of what I’m talking about, from a systemic perspective, and how do we create it?”

FROM MOMENT TO MOVEMENT

In creating change, Greg encourages school leaders to ensure their learning environments are conducive to representing diversity. This means diversity and representation in the student body, and in the faculty and staff as well. Another way to pave the way to change is to help create a more inclusive future, by carefully considering which companies their students are commonly hired by, and make a choice on whether or not a partnership should be explored.

“Our graduates are going to go out and be the great, extraordinary, empathetic leaders that we want them to be. They’ve got to have environments that they’re going to thrive in and feel comfortable in. You’ve got to create a house where people feel valued, where they feel that they’re there with their whole worth, and if you can do that, then other potential students are going to be attracted to it. That’s what every institution should strive for.”

Beyond current students, alumni are also included in the conversation. Greg says that as an institution of higher learning, Kellogg wants alumni to teach them and hold the school accountable for measures that are put together.

A PLACE OF TRUST

“Why don’t we start with the premise that I trust you? Instead of the old phrase, ‘You have to earn my trust,’ walk in the door, and I trust you.”

Greg says that, particularly in terms of systemic racism, things change for the better when we come from a place of trust rather than distrust. This basis of trust assumes that intentions are positive and progressive, and encourages accountability and transparency.

“Transparency is paramount, but everybody has to start with the fact that there’s a trust-based system because the metrics and the targets have to be built from everybody working together and understanding all the implications of what that metric means. I’m not saying it’s better or worse, or harder or easier, but universities have many different stakeholders. So we’ve got to start from a basis of trust, build transparency around what we’re going to measure, measure it, be accountable for it, be ready to say “Were we right? Were we wrong? Did we get it right? Did we not get it right?” Adapt and continue to move on.”

SUMMARY

In summary, Greg Hanifee gives us the following key thoughts on the role of higher education in the fight against systemic racism:

• Understand the school’s impact and influence within the ecosystem. From here, use it as a “call to action.”
• The school’s network should be tapped into to work with leaders, develop the right relationships, and continue the discourse and conversations around systemic racism.
• Moments of empathy must then be translated into movement or action.
• Schools and institutions of higher learning need to “practice what they preach” and use their influence to help cultivate the right environment for inclusivity to flourish.
• Start with a few ideas that might be low hanging fruit such as removing barriers and creating unfettered access, along with driving towards income sharing agreements.