Latino/a Student Goals
Representatives of Latino/a student groups submitted goals to President Snyder in April 2016. Please note that this website is a community resource, intended to increase transparency and promote campus dialogue. The content is under development and a work-in-progress. Your feedback is welcome

Click the Goals below for additional information.

  • Goal 1

    We demand that the university, along with faculty and Student Affairs, require antiracism and antibias workshops for all faculty, staff, and students.

    • Currently, Loyola Marymount University has workshops such as LMU CARES, which address issues of sexual and interpersonal misconduct. We demand that the university require these antiracism and antibias workshops in the same manner that it requires all of its student and faculty body to attend LMU CARES workshops. As a result, antibias and antiracism workshops can be offered during First Year, International, and Transfer orientations, as well as teacher training orientations. These workshops should be facilitated by trained individuals outside of LMU’s campus.
    • The university must openly express its intolerance of race- and bias-related incidents in its Public Relations and outreach documents, such as the Parent and Student campus tours and orientation, and must declare itself as a sanctuary to undocumented students and other marginalized communities on its campus.

    Progress

    Diversity Training for Faculty, Staff and Students

    • The Implicit Bias Program: The university has implemented implicit bias training for all LMU faculty, staff and students. Implicit bias training has also been added to the LMU CARES program with an inclusion-respect-community component. In addition, LMU CARES’ Courageous Conversations Training, mandatory for all incoming students, now includes ethnic, cultural, religious, and LGBTQ+ topics. The goals of this initiative are to create greater awareness of implicit biases; de-bias perceptions; promote perspective-talking, and improve campus racial climate for all campus constituents.
    • Intercultural Training: Student Affairs is working with Human Resources to re-establish the Intercultural training sessions as part of the area's offerings for staff development. Once the training is in place, Student Affairs will require the training for all new employees in the Division.
    • Intercultural Facilitators: Student Affairs continues to hire and train a cadre of students through the Intercultural Facilitators program. These students help to engage students in conversation about race, ethnicity and culture.
  • Goal 2

    Upon the resignation of Provost Hellige, we demand that the university require the incoming Provost to be well-versed and trained on interconnected topics that address border, racial, and bias issues, along with issues of gender and sexuality.

    1. The incoming Provost must be an individual who understands the needs and concerns of underrepresented communities, both on and off Loyola Marymount University’s campus. 
    2. This must be written into the job description to ensure that the pool of applicants meet all of the aforementioned requirements. 
    3. The previously mentioned concerned individuals, among other student leaders, will meet with the incoming Provost to ensure that certain changes are implemented. This includes the integration of an Upper Division Ethnic Studies requirement and the hiring of more faculty of color to represent the student body population.

    Progress

    Vice President of Intercultural Affairs Abbie Robinson-Armstrong, Ph.D., and Ernesto Colin, Ph.D., current president of the Latino/a Faculty Association, were appointed to the search committee for the new provost to ensure that diversity-related issues are included in the committee’s considerations. There will also be on campus forums with faculty, staff and students to address concerns about the selection of the new provost.

  • Goal 3

    We demand that the university become a Hispanic Serving Institution (HSI) by increasing its Hispanic-identifying student enrollment 1% each year to reach the necessary enrollment of 25% Hispanic students by the year 2020.

    1. An HSI Committee, composed of appointed faculty and staff members, must be formed to devise a coherent way for the university to reach HSI status, privileging underprivileged students and underserved communities.
    2. Increasing the Hispanic student body by 1% each year requires the additional enrollment of 60 Hispanic students per year. In four years, that number would total an enrollment of 240 more Hispanic students, which would put LMU at 1,540 Hispanicidentifying students (25% of the LMU Student body population).
    3. Loyola Marymount University must ensure that local Latina/o students from underserved populations have the same opportunity to be enrolled and be able to continue their education at LMU by increasing need-based scholarship opportunities. This can be achieved through working closely with Admissions to ensure the proper enrollment of these students.
    4. LMU could also diversify its student population by increasing the number of Social Justice Scholarships provided. Increasing from five scholarship recipients per year to seven will allow two more undocumented students to have the opportunity to attend LMU. Since the Deferred Action for Childhood Arrival (DACA) allows students to be able to receive Cal Grants and state aid, the required funds to award these scholarships will reduce the financial burden to the university. The Marymount Sisters have already begun working on raising funds to sponsor another Social Justice Scholar, and we must follow in the path of our Sisters.
    5. Once HSI status is obtained, the university must ensure that a percentage of the funds awarded, due to its HSI status, be allocated to provide resources to other underrepresented communities. These communities are comprised but are not limited to Latina/o, Black, Asian, LGBTQ+, and undocumented students. There is a need of resources to support underrepresented minority groups to ensure that these students are wellequipped to meet the demands of higher education, which will allow them continuation and success in the university.

    Progress

    • LMU Financial Aid partners with the African American Alumni Association and the Latino Alumni Association to offer renewable scholarships to incoming students. LMU matches each $1 provided by the Alumni Association with $2 from the Financial Aid budget, and funds 100% of scholarships that exceed planned levels, to maximize the reach and effectiveness of these opportunities.
    • LMU is a raise.me College Partner; through the raise.me platform, many underrepresented and low-income students across the nation earn “micro-scholarships” for academic, co-curricular, and service achievements, which are then awarded by the College Partner to admitted raise.me students. LMU also matches each micro-scholarship on a dollar-for-dollar basis to encourage students to take advantage of innovative scholarship programs like raise.me.
    • Beginning in Fall 2016, LMU Enrollment Management began piloting several new outreach and recruitment initiatives for underrepresented and low-income students. These include:
      • Laptop and textbook/supplies vouchers totaling $60,000 for a population of Pell-eligible underrepresented students with the most significant financial need.
      • $50,000 in initial support for High Impact Practices Grants to underrepresented students; these grants make available critical opportunities – including internships, conference travel, preparation for graduate school, and career exploration – that might not otherwise be accessible for these students.
      • More than $35,000 in scholarship support for underrepresented high school students to attend LMU’s two-week, residential Summer Pre-College Program experiences.