Council of University of Wisconsin Libraries

CUWL Diversity Task Force

FINAL REPORT to Council of University of Wisconsin Libraries
November 11-12, 2005
UW-River Falls

Submitted by: CUWL Diversity Task Force

CUWL representatives:
Anita Evans (Chair), Director, UW-La Crosse
Bob Rose, Director, UW-Eau Claire
Felix Unaeze, Director, UW-Superior

CUWL Library Staff and other Representatives: 

Sandra Guthrie, Human Resources, UW-Madison
Twyla McGhee, Senior Advisor, School of Information Studies, UW-Milwaukee
Michelle Harrell Washington, Multicultural Librarian, UW-Milwaukee



In November, 2004, the Council of University of Wisconsin Libraries appointed a Diversity Task Force “to investigate and recommend ways in which to recruit and retain racial and ethnic minority librarian, classified staff, and student employees in the UW System libraries.” The Task Force derived from the University of Wisconsin Libraries Strategic Directions for 2003-2005 which states:

With a focus on Plan 2008, explore ways to diversity staff (e.g., by establishing cooperative programs or internships with schools of library and information science). CUWL will establish a working group to explore diversification opportunities and make recommendations for policies and implementation.


In order to carry out its charge, the Task Force did extensive background research that included: conducting a survey of UW libraries to assess their current state of employee diversity; consulting experts in the field; and looking at successful – and in some cases, not so successful – efforts or initiatives to increase diversity at other universities. Task Force members also attended relevant diversity-related programs at the ACRL Conference in Minneapolis and the ALA Annual Conference in Chicago and monitored listservs that focus on diversity issues. Task force members also met with faculty from the library and information schools at UW-Madison and UW-Milwaukee to gather information and ideas on the schools’ role in helping to diversify the profession. From those discussions and the information gathered by various means, the Task Force then began to develop a recommended plan of action for CUWL to consider. That plan includes specific recommendations as well as the development of a web site to serve as a resource to more successfully recruit and retain minorities for positions at all staff levels.


As part of its research gathering component, the Task Force met via teleconference with Tracie D. Hall, Director of ALA’s Office for Diversity. She provided considerable background information on the current state of diversity among libraries generally. The data she presented to the Task Force illustrates the challenges we will face in the coming years as we attempt to make our staffs more representative of the U.S. population as a whole. Just a few of the statistics Ms. Hall presented demonstrate the scope of the problem. Between 1990 and 2000, the total number of U.S. librarians decreased by 5.3%. However, the numbers of ethnic librarians decreased significantly among all racial and ethnic groups, save one – Hispanics, and the number of librarians in that group increased only 3%. The number of Black (not Hispanic) librarians decreased by a full 26.6%, the number of American Indian/Alaska Native librarians decreased by 22.5%, and the number of Asian/Pacific Islander librarians decreased by 10%. See Appendix C. for the complete detail of Ms. Hall’s report provided in The Necessary Measure.

The UW Libraries Staff Diversity Survey conducted by the Task Force revealed a fairly non-diverse staff across the UW System. There were very few minority librarians or staff, although both Madison and Milwaukee have done better in this regard than most of the comprehensive or college campuses. Minority student employees were generally also small in number. It was obvious from the survey, however, that many of the libraries had made efforts to diversify their respective staffs and they reported ideas that might be incorporated by other libraries in their planning efforts. A summary of the survey is included in this report; a complete copy of the survey results appears in Appendix B.

In addition to the information gathering noted above, the Task Force also met with Vicki Washington, Interim Assistant Vice President for Academic Diversity and Development, to discuss specific UW programs that might be utilized by the UW libraries to promote diversity. However, it was clear from those discussions that her office is focused much more precisely on student diversity and that it does not have sufficient staffing or financial resources to provide much direct assistance to the UW libraries. Following the meeting, Vicki Washington’s office staff forwarded suggested resources on retention and recruitment, many of which have been included in the prototype diversity web site and list of additional resources.

Effective Practices – and Obstacles to Success

The task force has attempted to identify effective practices for diversifying staffs—or encouraging such diversification. Those practices are reflected in the suggested recommendations put forward as part of this report. However, it is important to be aware of potential obstacles to diversity when attempting to implement the recommendations. Historically, librarians have had, as have staff in most institutions, a tendency to hire those like themselves. Perceived fit has sometimes been interpreted (however unconsciously) to include issues of race and ethnicity. Minority applicants for many positions may be held to a different standard. Because the climate to hire well-qualified minority applicants is so competitive, it may be difficult for libraries to act quickly enough or to pay enough to attract and retain them. As a corollary, times of budgetary constraints may lessen the commitment to diversify—in many cases, libraries wish to hire experienced librarians, regardless of ethnicity, to spend as little time as possible in training them.

Closures of library schools, in particular that of Clark Atlanta University, mean that there will be fewer new librarians from underrepresented groups in the pipeline, for at least the short term. Also, the percentage of multicultural students enrolled in UW institutions has not increased over a 10 year period (see Appendix D.). Prospective members of the profession may find it less attractive as a career option—or even a dying career—if those already in the profession do not articulate in words, actions, and personal presentation how dynamic a profession it actually is. Further, bureaucratic obstacles may exist that prevent the implementation of new or innovative programs specifically designed to increase diversity.

Preliminary Conclusions

Positive things are occurring in Wisconsin to promote diversity, including a grant-funded program at the UWM School of Information Studies to recruit and educate students of diverse backgrounds as information professionals in cataloging, indexing, metadata and other related fields. See $1 Million Grant to Help Bring Diversity to Library Professionals for additional information on that program. Three Spectrum Scholars currently are enrolled in UW Madison and Milwaukee library/information science graduate programs and individual libraries in the System have been at least moderately successfully in diversifying their staffs.

While some progress has been made, however, any successful effort to recruit and retain minority librarians and other staff and student employees will probably require a multi-pronged—and multi-year—plan of action. Efforts to increase diversity in UW libraries may take place at both the system and campus levels. Those efforts might range from individual libraries working to ensure their libraries are perceived as welcoming places to work as well as to study, to active recruitment of librarians and other staff, even when no specific positions are available, to working with local students of color at the collegiate or even pre-collegiate level to consider librarianship as a career. As Vicki Washington noted in her meeting with the task force, in order to diversify successfully, you need “time, commitment, and resources.” A listing of specific recommendations that UW libraries might consider to diversify their staffs as well as recommendations for specific CUWL actions is included as part of this report following the Survey Summary and Diversity Web Site Prototype.


Survey Summary

The Diversity Task Force was charged with designing a survey that would take a snapshot of the diversity composition of UW Libraries’ staff and solicit information on diversity best practices. The survey was distributed to CUWL in late March with a return date of April 21, 2005. All comprehensive and PhD institutions and 10 of the colleges returned surveys. The survey instrument and data are presented in Appendix B.

The numeric data from question 1 indicated that: 

Of the 217 Librarian FTE in UW-Madison General Library, there are 11 people of color representing all survey racial/ethnic classifications. For UW-Milwaukee, there are 4.1 FTE librarians of color out of 51.16 FTE librarians where all but American Indian/Alaskan Native/Aleut are represented. Beyond Madison and Milwaukee, 4 of the comprehensive institutions and one of the colleges have at least one librarian of color. 

Five of the 128 classified staff at Madison are people of color and a higher percentage, 6 FTE of the 39.8 FTE classified staff at Milwaukee are people of color. Only 2 of the comprehensive institutions have classified staff of color, and none of the colleges do. 

Of the 99 FTE students working at Madison (corresponding to about 525 students), 110 are people of color. Twelve of the 138 students working at Milwaukee are people of color. All but two of the comprehensive campuses institutions have students of color working in the library. Across the reporting college libraries, of the 6.23 FTE student workers, there are 0.68 FTE students of color. Several comprehensive campuses noted that are considerable fluctuations from year to year. One reported that the minority student numbers were lower now than in the past, and one indicated that a senior aide is Native American.

One comprehensive institution noted that permanent staff were asked to self identify diversity status.

The open responses from questions 2 – 7 revealed the following:

Question 2. Successful Diversity Programs

Campuses engaged in targeted recruitment which entailed using ethnic library group mailing lists; advertising in minority newspapers; and making contact with minority librarians who had previously worked at the institution and who may know of other people of color who would apply. Job ads included language that flagged the institution’s commitment to diversity beyond the usual AAO boilerplate language. Strategies for hiring students of color, or potential students, included: minority internships; working closely with multicultural student offices to identify student worker candidates; and working with the Community Action Program to provide summer employment for at risk students from underrepresented groups.

Question 3. Diversity Programs No Longer Being Implemented

A plan to attend a national Black Librarians conference was not implemented due to lack of funds. Campus legal requirements sometimes hampered “Librarian-in-Residence” programs where recruitment language restricts candidates to underrepresented groups. A reference intern program for students of color was discontinued because of the level of staff time involved and the high attrition rate of students.

Question 4. Proposed Diversity Web Site Elements

▪ Serve as a clearinghouse function for examples of initiatives and diversity programming at other libraries which could be replicated

▪ Recruitment resources & tips (for example, the ARL Diversity Program MLS Resume Service)

▪ Conferences related to underrepresented groups

▪ Diversity Listservs, including those for effective recruitment

▪ Key web sites such as IDEAL (Institute for Diversity Education and Leadership) and University of Michigan

▪ Ideas from questionnaire

Question 5. Barriers to Staff Diversification

▪ Location/geography: small city; rural

▪ The tendency of people to want to hire people “like themselves” 

▪ The desire to hire experienced people, especially in times of reduced staffing and budget cuts, so the hiring requirements are more restrictive

▪ Organizational climate

▪ Lack of staff turnover and few open positions

▪ Low student wages compared with other campus units

▪ Budget cuts & retrenchment which turn people’s attention away from diversity issues

▪ Not knowing the most effective strategies to build diverse pools

▪ Recruiting processes are not nimble enough (and people are uncomfortable with “leapfrogging” steps): the competitive edge is lost

▪ Regional populations are not diverse

▪ The number of MLS students in the pipeline

▪ Low starting salaries and limited opportunities for advancement

▪ Homogenous staffs which may discourage applicants

Question 6. Cultural programming in Libraries to encourage library use by underrepresented groups

▪ Exhibits, planned by the library, library archives, student groups, etc., related to various ethnic heritage celebrations (e.g. Black History Month) and diversity topics (ethnic authors). See comprehensive list from Univ. of Milwaukee and other examples in survey. 

▪ Co-sponsorship of diverse scholars with academic department (“Minority Scholar in Residence” program) or programs with other diversity campus offices

▪ Showcasing diversity collections in IMC, new books shelves, employing virtual displays and featuring these in the library newsletter

▪ Friends programs featuring diversity topics

▪ BI sessions for multicultural offices and other diversity units on campus and booths at campus diversity fairs

▪ Co-sponsorship of some programs with Community outreach programs like National History Day reaching underrepresented student groups

▪ Permanently displayed artwork by Native American, Hmong and other groups, ALA posters featuring people of color, and photos/bio information of minority heroes

▪ Catalog searches designed to generate a list of diversity books

▪ Building collection depth in diversity areas with Library Endowment funding

▪ Outreach and mentoring programs for students of color

▪ Library tours for K-12 students from schools with high minority enrollments

▪ Building archival collections of historical materials from underrepresented groups in region (e.g. Latino or LGBT communities)

▪ Providing office space for student, faculty diversity groups or institutes

▪ Leisure reading language collections (e.g. Spanish), newspapers and periodicals of interest to students and faculty of color; involvement of student groups and faculty of color in building these collections

Question 7. Ideas for System-wide initiatives to enhance staff diversity

▪ Exchanges programs between libraries

▪ More programming at WLA and WAAL conferences and workshops on diversity recruitment

▪ Internships and scholarships

▪ Continued development of diversity and international titles in the Shared Electronic Collection


Diversity Web Site Prototype

The Diversity Task Force was charged with “Developing a prototype CUWL website on diversity, hiring and retention that would include a “clearinghouse” of ideas and tips on ways to increase diversity.” The Task Force focused on the requisite categories and content of such a web site which is outlined below. 


CUWL Diversity Task Force (DTF)

Welcome to our site. Please click on the links below to learn more about the DTF and the various resources on diversity in libraries. Thank you for visiting our virtual space. Please send any suggestions or comments to: ???

Task Force Background

List of Members
Survey Results
Final Report

UW System Resources

Plan 2008
Design for Diversity
Office of Academic Diversity and Development Best Practices
Multicultural Center for Educational Excellence
Office of Policy Analysis and Research
Office of Professional and Instructional Development

Resources from the ALA Office for Diversity

Versed Diversity Bulletin
Spectrum Scholarships
Planning for Diversity
Recruitment for Diversity
Consulting and Training Services
The Necessary Measure

Program Resources and Best Practices

U of TN Libraries Diversity Committee
Diversity Librarians Network
ACRL Racial & Ethnic Diversity Committee
ARL Diversity Program
Ohio Library Council Diversity Awareness and Resources Committee


Spectrum Scholar Mentoring Program
Mellon Librarian Recruitment Program
ARL Initiative to Recruit a Diverse Workforce
Diversity Librarians Network Mentoring
Pre-College Program Directory
Recruitment Tips from the DTF

Funding Resources

LAMA Cultural Diversity Grant
Previous Winners
ALA Diversity Research Grants
Mellon Foundation Scholarships
Spectrum Scholarships
WLA Diversity Scholarship

Residencies and Internships

Research Library Residency & Internship Programs
Post-Master’s Residencies

Statistics and Research

ALISE Statistics Report
Diversity: Building a Strategic Future
Racial and Ethnic Diversity Among Librarians: A Status Report
Rating Library & Institutional Priorities in Managing Diversity

Listservs and Discussion Groups

Diversity Librarians Network Discussion Board
University of MI Library Diversity Committee Listserv
Diversity Interest Network & Exchange (DINE)

Diversity Climate/Assessment

Diversity Climate Surveys: Worth the Effort
ProMosaic™ II - The Diversity/Inclusion Assessment Tool
University of Maryland Libraries Diversity Assessment
University of Tennessee Libraries Diversity Climate Assessment

Professional Development/Conferences

Joint Conference of Librarians of Color
ALA Midwinter Conference
ALA Annual Conference
Institute for Diversity Education and Leadership

ALA Resources

American Indian Library Association
Asian/Pacific American Librarians Association
Black Caucus of ALA
Chinese American Librarians Association
ALA Key Action Areas
Office for Literacy and Outreach Services (OLOS)



The CUWL Diversity Task Force recommends that CUWL

▪ Increase awareness of the CUWL commitment to diversity by widely sharing this document.

▪ Establish and maintain a CUWL diversity web site based upon the prototype presented in this report.

▪ Enhance library environments to reflect inclusiveness and appreciation for all by conducting a diversity/inclusion assessment (for example ProMosaic™ II identified by the ALA Office for Diversity) that results in strategies to address perceived obstacles to those enhanced environments.

▪ Become more engaged with pipeline issues, both increasing the number of diversity students who choose library science programs and/or engaging the interest of diversity students already enrolled in the UW System: in that regard,

Each year, CUWL Executive Committee should determine the Spectrum Scholarship students who are enrolled in MLIS programs in the state and, at a minimum, send a letter encouraging them to think about employment at UW institutions. 

▪ Sponsor a one-day program for UW librarians and staff on diversity for summer 2006 to include Tracie D. Hall, Director, ALA Office for Diversity.

▪ Encourage WLA to reach out to diversity librarians and staff by creating a roundtable or interest group, sponsor a Spectrum scholarship, increase funding for the WLA Diversity Scholarship, etc.

▪ Partner whenever possible with professional organizations that support underrepresented groups such as the ALA Diversity Office, the Black Caucus of the American Library Association, Inc. (BCALA), and REFORMA.

▪ Identify funding to send a CUWL librarian to the Joint Conference of Librarians of Color in October 11-15, 2006, in Dallas, Texas with the requirement that this individual will prepare a report for CUWL, focusing on recruitment and retention.

▪ In 3-5 years, survey the member libraries again to assess progress made toward diversity representation.


Recommendations for UW Libraries

Strategies to improve diversity recruitment and retention within UW Libraries:

▪ Build into recruitment procedural documents a reference to the CUWL diversity web site

▪ For job ads, use language which reflects institutional values of diversity (example from UW River Falls: The University is committed to creating an educational community which enhances student awareness and appreciation of diverse ethnicities and cultures and which actively supports tolerance, civility and respect for the rights and sensibilities of each person without regard to economic status, ethnic background, political views, sexual orientation, or other personal characteristics or beliefs. Awareness of and sensitivity to diverse ethnic and cultural heritages are especially sought in applicants.)

▪ In defining position requirements, consider carefully requirements which shrink pools (for example, professional experience limited to academic libraries; number of years of experience)

▪ Conduct intensive exit interviews with librarians of color and other underrepresented groups who resign from UW librarian positions

▪ When possible, define jobs in such a way as to encourage a diverse pool to apply (for example, avoid using language that implies the library is looking for someone who will fit in and be “just like us”)

▪ Involve people of color or other underrepresented librarians or campus faculty in the interview process whether or not the individual is serving on the search and screen committee

▪ Advertise on Diversity Listservs, journals, magazines, and newsletters identified on the CUWL diversity website

▪ Conduct national rather than regional or internal searches

▪ Make personal contacts with individuals from underrepresented groups to build pools

▪ Identify formal and/or informal mentoring for new hires from underrepresented groups within the library and on campus

Strategies to enhance the library environment to reflect inclusiveness and appreciation for racial/ethnic/cultural diversity and underrepresented groups:

▪ Add multicultural artwork and build in regular cycles for library displays celebrating multiculturalism and highlighting diversity issues such as cultural intolerance (for ideas, see Association of American College and Universities DiversityWeb and Diversity Central

▪ Use images and language on the Library web site and examples in library instruction programs that demonstrate an appreciation for diversity

▪ Sponsor authors and lecturers from underrepresented groups

▪ Showcase your diversity collections (for example, have a separate new book section; design catalog searches to generate lists of diversity materials)

▪ Regularly hold training sessions for library staff involving diversity campus personnel leading discussions on campus climate topics

▪ Encourage staff members to become Spectrum Scholar mentors

▪ Identify a librarian on staff with multicultural/diversity responsibility

▪ Attend multicultural events on campus

▪ Serve on campus diversity committees

▪ Hire student workers from underrepresented groups

▪ Establish diversity internships or domestic or international exchange programs

▪ Actively seek input and suggestions from students of color, and where appropriate, incorporate them when developing or modifying library services, policies and procedures

Outreach strategies to encourage more underrepresented groups to consider librarianship:

▪ When possible, encourage librarians to attend conferences and meetings where diversity issues are discussed

▪ Develop close working relationships with career services offices/multicultural offices on campus. Participate in outreach events sponsored by these offices at area high schools such as working with students on how to apply to colleges and participate in campus career fairs, issuing special invitations to campus minority student groups to attend sessions on librarianship as a career

▪ Create special linkages with underrepresented groups within the community by utilizing such agencies as the Community Action Program (low income) to hire students during the summer from underrepresented groups

▪ Create a job shadow program, issuing special invitations to students of color to participate


Suggested Additional Resources

Center for the Integration of Research, Teaching and Learning, UW-Madison (2005). Diversity Institute. Retrieved September 30, 2005 from

Diversity Librarians Network. Retrieved September 30, 2005 from

Good, J. M. (2000). A promising prospect for minority retention: students becoming peer mentors. Journal of Negro Education, 69(4), 375-383.

Hankins, R., Saunders, M., & Situ, P. (2003). Diversity initiatives vs. residency programs: Agents of change. C&RL News, 64(5). Retrieved September 30, 2005 from

Jones, D. (2000). Demographic shifts call for cross-cultural competence in library professionals. Leading Ideas: Issues and Trends in Diversity, Leadership and Career Development. 12, January 2000. Retrieved September 30, 2005 from

Jones-Quartey, T. S. (1993). The academic library’s role in the effort to improve ethnic minority retention. The Educational Forum, 57, 277-282.

Love, J. (2001). The assessment of diversity initiatives in academic libraries. Journal of Library Administration, 34(1/2), 73-104.

Mallinckrodt, B., & Sedlacek, W. (1987). Student retention and use of campus facilities by race. NASPA Journal, 24(3), 28-32.

Martin, R. (1994). Libraries and the changing face of academia: Responses to growing multicultural populations. Metuchen, N.J.: Scarecrow Press.

Metoyer, C. A. (2000). Missing links in reaching culturally diverse students in academic libraries. Journal of Academic Librarianship, 26(3), 157-159.

Reese, G. L., & Hawkins E. L. (1999). Stop talking, start doing!: Attracting people of color to the library profession. Chicago: American Libraries Association, Chicago.

Roe, D., & Moody, D. (1999). The Librarian as Mediator: A Significant Change in the Educational Role of Librarians. Retrieved September 30, 2005 from

Sotello, C. & Turner, V. (2002). Diversifying the Faculty: A Guidebook for Search Committees. Washington, DC: Association of American Colleges and Universities.

St. Lifer, E., & Nelson, C. (1997). Unequal Opportunities: Race Does Matter. Library Journal, 122(18), 42-46.

Whitmire, E. (1997). The Campus Environment for African-American and White Students: Impact on Academic Library Experiences. Retrieved 30 September, 2005 from

University of Wisconsin System (Producer). (2001). New levels of excellence: Faculty recruiting for the 21st Century. (Available from UW Extension: Equal Opportunity and Diversity Programs from



Appendix A. CUWL Diversity Task Force Charge

The University of Wisconsin System
Learning and Information Technology
1554 Van Hise Hall, 1220 Linden Drive
Madison, Wisconsin 53706-1557
(608) 265-3095 Fax: (608) 265-3175

November 30, 2004

To: CUWL Diversity Task Force:

CUWL representatives:
Anita Evans (Chair), Director, UW-La Crosse
Bob Rose, Director, UW-Eau Claire
Felix Unaeze, Director, UW-Superior

CUWL Library Staff and other Representatives: 
Sandra Guthrie, Human Resources, UW-Madison
Michelle Harrell Washington, Multicultural Librarian, UW-Milwaukee
Twyla McGhee, Senior Advisor, School of Information Studies, UW-Milwaukee

From: Ed Meachen, Associate Vice President, Office of Learning & Information Technology
Leanne Hansen, 2004/05 Chair, Council of UW Libraries (CUWL); Director, UW-Green Bay, Cofrin Library 

RE: CUWL Diversity Task Force

Historically the libraries of the UW System have been underrepresented by minority librarians, classified staff and student employees. The University of Wisconsin Libraries STRATEGIC DIRECTIONS FOR 2003-2005 identifies the following action step to advance diversity: 

With a focus on Plan 2008, explore ways to diversify staff (e.g. by establishing cooperative programs or internships with schools of library and information science). CUWL will establish a working group to explore diversification opportunities and make recommendations for policies and implementation.

This Task Force is charged with investigating and recommending ways in which to recruit and retain racial and ethnic minority librarians, classified staff, and student employees in UW System libraries by:

1. Conducting a survey to determine the state of diversity among staffs at UW libraries.

2. Identifying successful programs at other universities for A. attracting and retaining minority staff, and B. diversifying staff by other means beyond permanent hires. Recommend programs to implement at UW System libraries (e.g. internships in cooperation with schools of library and information science, job exchanges, encouraging and/or sponsoring local library staff or students for professional positions, etc.). 

3. Developing a prototype CUWL website on diversity, hiring and retention that would include a “clearinghouse” of ideas and tips on ways to increase diversity.

A preliminary report from the Task Force is requested at the spring CUWL meeting on May 6-7 in and a final report at the 2005 fall meeting. 

In conclusion, we thank you for your willingness to serve on the Task Force. 

Cc (electronic distribution): 

Cora B. Marrett, Senior Vice President for Academic Affairs

Lorie Docken, Senior Library Consultant/IT Planning, OLIT

Paul Moriarty, Senior Library Consultant, OLIT



Appendix B. UW Libraries Staff Diversity Survey

Question 1. Please provide numbers of minority librarians and staff.

    Eau Claire Green Bay La Crosse Madison General Milwaukee Oshkosh Parkside Platteville River Falls Stevens Point Stout Superior Whitewater
Colleges  (See campuses next page)

Total FTE

12.75 9.7 11 217 51.16   10 7.5 7.75 15 9.75 5 11.5  (9.5 responded)




0 0 0 11 (not FTE) 4.1 0 0 0 0 2 1 1 2




      2 1             1    


      1           1     1




      4 1.5         1     1  


      4 1.6           1      

Classified Staff

Total FTE

18.32 5.2 12.75 128 39.8   5 15 10.5 15.8 13.18 5.38 13.0 (9.0 responded)




0 0 0 5 (not FTE) 6 0 0 0 0 0.5 1 0 0




      2 4                  


                  0.5 1      


      1 2                  




Total FTE

10.64 8 9.23 99 138 (spring) 6 3.5 11.5 (44) 8.5 12 10.95 5.78 11 (total 50 students)




.75 (4) 0 1.03 (6) 110 (not FTE) 12 0.4 0.5 0.25 (1) 0 1.3 <1.0 13 0.75




    0.23 (1) 15 2   0.5 0.25 (1)         0.2  


      1               2 0.25  


.75 (4)   0.8 (5) 84 7 0.2       1.3 <1.0 11 0.3




      10 3 0.2                

See comments on next page

    Number of students in parentheses. We have a Senior Aide who is part Stockbridge Indian. She has been with us for almost two years. Number of students in parentheses. Breakdown is not given as FTE count but rather as individual count regardless of percentage appointment. Student and classified staff numbers only reflect General Library System figures, do not include other campus libraries. Approximately 525 students are employed in the GLS. Students numbers are actual students employed Spring Semester This is my best estimate. Obviously, this can change year to year. Although diversity is very important at UW-Parkside (we have the most diverse student body among the UW campuses), we have struggled to attract and retain minority library staff. For years we had an average of 1-2 persons of color on our staff, but we are at rock bottom now and are concerned. Last fall we offered an academic librarian position to a minority, but that person turned us down and decided to stay at his current institution. We don ' t think that money was a problem - our Provost certainly would have provided additional funding if we had gotten that far. Our minority student staff level fluctuates quite a bit and is less of a concern. In the recent past we were up to around 50% and even more, and we fully expect to increase minority student staffing in the near future. Number of students in parentheses. Our employment of students of color seems to vary greatly by year.  There are some years when we have had 3 or 4 students of color.  At this present time, we have none.  None None Note:  I reported ' individual ' minority students. My administrative team considers it difficult to tell whether a staff is Hispanic or American Indian, thus we develop a survey and ask all staff and student assistants to participate but it is voluntary. The resulted numbers are from those who responded.

MTH - The Wausau Community has a large Southeast Asian population and I hire many SE Asian students-plus have been awarded local grants for first time employment of SE Asians. Through the Intructional Technology student program sponsored by System I have hired a total of 5 students - 2 were SE Asian.                 

WAK - This is only my first year as Drivector at UW-Waukesha and we have an interest in working with our Campus Multicultural Student Advisor to increase the number of minority students working in the Library in 2005-06.



FDL= Fond du Lac

FOX= Fox Valley



MTH= Marathon

RLN= Richland Center

WAK= Waukesha

WSH= Washington County

    Eau Claire Green Bay La Crosse Madison General Milwaukee Oshkosh Parkside Platteville   Stevens Point Stout Superior Whitewater  


Appendix B. UW Libraries Staff Diversity Survey, cont.

Survey Instrument and Questions 2-7. 

UW Libraries Staff Diversity Survey

The CUWL Diversity Task Force was charged with “investigating and recommending ways in which to recruit and retain racial and ethnic minority librarians, classified staff, and student employees in UW System libraries.” One of the tasks in this process is surveying UW Libraries on the state of staff diversity. This survey has been designed by the Task Force to get a snapshot of diversity among librarians, support staff, and students and to determine best practices across UW Libraries. In addition, the Task Force welcomes ideas on what resources could be offered on a System-wide basis to further library workforce diversity. 

Please send completed survey to: Anita Evans ( by April 21.

1. Please provide numbers of minority librarians and staff.

Total FTE: ______
Minority (People of Color) FTE: Total ______
African American/Black ______
American Indian/Alaskan Native/Aleut ______
Asian/Pacific Islander ______
Hispanic/Chicano/Latino ______

Classified Staff
Total FTE: ______
Minority (People of Color) FTE: Total ______
African American/Black ______
American Indian/Alaskan Native/Aleut ______
Asian/Pacific Islander ______
Hispanic/Chicano/Latino ______

Total FTE:
Minority (People of Color) FTE: Total ______
African American/Black ______
American Indian/Alaskan Native/Aleut ______
Asian/Pacific Islander ______
Hispanic/Chicano/Latino ______


*For larger campuses this figure may be difficult to determine. Please provide your best estimate.

2. Do you have in place successful diversity programs (e.g. internships, residencies, recruitment/retention procedures, partnerships/linkages with community programs)? Please describe. Also, tell us about other programs you may be aware of at other libraries beyond the UW System or good/innovative examples from your home university or college instituted in other campus units.

EAU CLAIRE= At a previous institution, one of the techniques we employed to encourage additional minority applicants for positions we had vacant was to purchase the mailing lists from all the ethnic librarian groups we could identify. We then sent each such member a letter hand-signed by the director encouraging them to apply if interested or asking them to encourage other interested applicants. We also included in that mailing a general recruitment brochure created by the university and copies of the position announcements for the two positions we had vacant at that time. The hope was that this approach would help to identify the university library as a place interested in diversifying its staff and that if the letter recipients were not interested in this search that perhaps they might be interested in future positions that would open up. In other words, we were hoping to raise the consciousness of the library’s name among the letter recipients. We did have a significantly higher number of minority applicants in the pool than was previously the norm, not only for those searches but for other subsequent searches. It’s impossible to say, however, that there was a direct cause and effect relationship.

GREEN BAY= Library: Nothing formal, although in the past we have had a few minority interns as part of their academic program

Campus: Student Services – annual visit to Messmer High School in Milwaukee for those minority students to practice filling out college applications and having admittance interviews; we also plug UWGB; two of us from library staff participated this year.

Diversity Circles, a Brown County project to improve relations among the county’s diverse population. The program runs for 4 weeks and registrants meet to discuss issues of importance. One of the groups met on campus and was sponsored by campus’ Outreach department. Brings people to campus to make them comfortable here.

Phuture Phoenix – an annual program to bring 5th graders of diverse backgrounds to campus for a day to see what college is about; they attend some classes and do some shadowing.

Upward Bound and RCMS programs that target minority high school students in particular from Green Bay and Milwaukee (federal programs that other campuses most likely also have).

Chancellor's Council on Diversity: "The Council serves as the formal link between UW-Green Bay and Northeastern Wisconsin's communities of color. The Council is dedicated to assisting the University in efforts to define and achieve the University's commitments to diversity." [from the Chancellor's web site] This year a librarian has been named to serve on the Council.

LA CROSSE= We do not have a formal diversity program in place, but do act on various opportunities to diversify the workplace. For example, a librarian who had headed an embassy library in India volunteered in Murphy for several months in 2004 and cataloged items in the Oral History collection. Another librarian from China on an exchange program at UW-L, coordinated through the International Education office, and a librarian from Japan taking languages classes, job shadowed several librarians during the course of a semester. We also have made it a goal to hire more students of color, particularly in visible public services positions.

A new group on campus is the Multicultural Faculty and Staff Organization (MUFASO). The formation of MUFASO stemmed from “the identified need for increased formal and informal representation and support for multicultural faculty and staff and those interested in diversity.” These kinds of campus groups aid in retention. 

A librarian has served for several years on the university’s Joint Minority Affairs Committee which reports to the Chancellor.

A few years ago there was an opportunity to locate the Research Center for Cultural Diversity & Community Renewal in the Library. Having the Center in the Library is a tangible way of demonstrating our support for diversity and brings diverse staffing, and students associated with the Center, into the library facility.

MADISON GENERAL= We do not have any formal diversity programs in place. We do work with the Community Action Program to provide summer employment for students considered at risk, many of whom are from underrepresented groups. We do not have a formal internship program in place although we have just hired a research intern who is African American with the specific project of developing and implementing outreach programs to the community, both internal and external. 

Formal residency programs do exist at Minnesota, SUNY-Buffalo, Illinois and Tennessee.

MILWAUKEE= The UWM Libraries has a Library Advisory Committee on Diversity (LACD). This committee sponsors several initiatives which include a Welcome Desk, Diversity @ your library® programming, participation in Search & Screen Committees. We also make arrangements for training sessions and workshops. On the UWM campus – there is a Center for Instructional and Professional Development (CIPD) we have recently made arrangements with the Assistant Director, Connie Schroeder to present her ‘Dialogues in Diversity’ Workshop on learning styles for our instructional staff.

The UWM campus has extensive programs and resources available: the Department of Multicultural Affairs, the Department of Equity and Diversity, Sociocultural Programming in the Union, the LGBT and Women’s Resource Centers, the Roberto Hernandez Center, the Cultures & Communities Program, the LINKS Peer Mentoring Program, the MyDev Employee Development Program, the specialized Advising Departments – American Indian Student Advising, Asian American Student Advising, African American Student Advising are just some examples.

Additionally, at UW-Milwaukee, the IDEAL – Institute for Diversity Education and Leadership is an excellent, excellent program for training and education. The IDEAL website is:

OSHKOSH= Not really. I am working on starting a librarian exchange program going with the Atlanta University Center (some traditionally black colleges). We are still in the talking stage.

PARKSIDE= We always include minority students on our search and screen committees for librarian positions. Even though we haven’t been successful lately in hiring minority librarians, the student committee members have always done their part (attending meetings, helping to decide on procedures, reading applications, participating in interviews, evaluating candidates) and have reported that they learned a lot about how to write a resume, do an interview, and get a professional job. We make a point of sending job ads to minority newspapers (Milwaukee Courier, News from Indian Country, Madison Times Weekly, Spanish Journal, Insider News), and in the past have also contacted our former librarians of color who have taken jobs elsewhere and may know of interested individuals. As far as we know, these efforts have yielded few, if any, applicants


RIVER FALLS= We have a close working relationship with our campus Multicultural Services Advisor. We inform her of all library student vacancies, in an effort to recruit more students of color.

Our campus recruitment policy requires that all our applicants for faculty and academic staff positions submit, with their application, a “statement of experience, including ability to contribute to the enhancement of student awareness and appreciation of diverse cultures.” While this doesn’t directly help us hire a more diverse workforce, it at least allows us to hire faculty and staff who are able to articulate a commitment to diversity.

We do have a library internship program designed to recruit interested students into librarianship. However, this program is not designed specifically for students of color. We offer a paid internship to any student who is interested in pursuing librarianship as a career (they spend about four hours in each of our library departments to learn more about the workings of department.) We’ve had three students complete this internship, and all three have become librarians. I plan on advertising this internship opportunity more broadly on campus. For example, our McNair Scholars Program, which grooms students for graduate study, has a number of students of color participating in the program. We plan on advertising our library internship program to this group next year.

STEVENS POINT= a) Diversity is part of the normal UWSP recruitment procedures: “The University of Wisconsin-Stevens Point is an Equal Opportunity, Affirmative Action Employer. Women, minorities, Vietnam era veterans, disabled veterans and individuals with disabilities are encouraged to apply.”

b) Volunteer programs.

c) Upward Bound for student employment. 

d) A UW-Madison School of Library and Information Studies minority graduate student served a 100-hour internship in the UWSP University Library in the spring semester of 2005.


SUPERIOR= Not within the Library


BARRON= No Answer
MARINETTE= No we do not have any special diversity programs in place. Any professional position that has been open has been advertised in national library publications and has had the UW System statement that people from minority groups are encouraged to apply.
MARATHON= Marathon has a Multi-Cultural Resource Center.
WAUKESHA= No, however we have worked recently with a local social service agency serving minorities in Waukesha to provide them with de-selected library books.

3. If you had programs to diversify staff that are no longer being implemented, why were these programs discontinued? (What were the lessons learned and what would you do differently?)

EAU CLAIRE= We have had no such programs.

GREEN BAY= Our former Chancellor was interested in having me attend the national Black Librarians annual conference, but funding was lacking. Finding funding to attend is the major obstacle, but the goal was to let minority librarians know about Green Bay.


MADISON GENERAL= We did have a position identified as Librarian-in-Residence. There were some issues associated with recruitment that created some additional pressure for the individual hired. We have hired two research interns although they are no longer identified as Librarian-in-Residence. Given the campus restrictions on recruitment language that prevents our restricting a position to strictly individuals from underrepresented groups, we are taking a much more individualized approach to the Research Intern program rather than a broad recruitment approach. 

MILWAUKEE= The UWM campus had previously required each unit to write an Affirminative Action Report annually. After these reports were submitted, the campus would then compile a campus-wide report that contained extensive data on utilization and underutilization of all positions. This information was helpful in identifying the positions that were underutilized in terms of minority representation. Professional Librarian positions are consistently well represented by females, but very underrepresented by males and minority populations. The civil service positions have better representation, although still not reflective of the metro Milwaukee community at large.


PARKSIDE= Years ago, UW-Parkside had a reference intern program. Minority students were hired and trained to assistant reference librarians at the reference desk, especially with our instruction workbook questions. It was hoped that some of these students would become interested in library work as a career. It was also hoped that UWP students would feel more comfortable approaching the reference desk to ask for help. The program ended after approximately four years, as it was quite difficult to attract students who were interested in that type of work. It required constant effort on the part of the staff to find and train new students, and eventually there was staff burn-out. The students we employed were positive about the program, but each student only lasted a semester or two, and then went on to other things. Still, it might be worth trying again. 


RIVER FALLS= Not applicable.



SUPERIOR= There was no program in place to attract diversification coupled with lack of funds to this. The University has just begun to identify avenues to diversity.


BARRON= No Answer
MARATHON= No response

4. The Diversity Task Force is identifying elements to be featured in a new UW Libraries diversity website which would assist libraries in hiring and retaining a diversified workforce. Do you have recommendations for inclusion?

EAU CLAIRE= Links to website that provide information about initiatives at other libraries. Examples of diversity programming that might be replicated. Links to ethnic minority organizations and information about advertising on their websites or other publications

GREEN BAY= 1. Have it serve a clearinghouse function with announcements of pertinent programs, publications, and listservs
2. advertise appropriate conferences, such as the Black Librarians conference, the Chinese American Librarians conference, etc.

LA CROSSE= Recruitment information & tips.


MILWAUKEE= Again IDEAL – the Institute for Diversity Education and Leadership – is a great resource – the website has links to many additional resources and information on their workshops and programs.

OSHKOSH= No Answer

PARKSIDE= Just the ideas noted in this questionnaire.

PLATTEVILLE= We need formal internships, co-ops or work experiences relationships with institutions that have a diverse graduation pool.

RIVER FALLS= Provide information about resources that can be used to recruit librarians of color, such as the ARL Diversity Program MLS Resume Service

On my campus, we are required to send printed vacancy announcements to several hundred institutions that have a large number of minority students, faculty and staff. In this age of electronic communication, I can’t help but feel that these printed notices never make it into the hands of librarians or library school students of color that would qualify for our positions. I think it would be useful if the UW Libraries diversity website would include information about how we could reach these institutions to advertise our positions electronically. We use our professional listseves to advertise our positions, but it would be nice if someone would organize a set of recommended listserves that are available that would help us reach a more diverse audience.

STEVENS POINT= Some staff have recommended photos highlighting diversity staff, but this is controversial.

STOUT= No Answer

SUPERIOR= Please check out what they have at the University of Michigan-Ann Arbor. They have interesting programs.


BARRON= No Answer
MARATHON= No response
WAUKESHA= Good minority-oriented sources (preferably online) for posting open Librarian positions.

5. What barriers can you identify to diversifying your staff?

EAU CLAIRE= I think a major barrier is location, even though we are relatively close to a major metropolitan area. There is a very small minority community in the area so it does not appear to be as welcoming an area to which to relocate as might be preferred by some potential applicants. In some respects, this is a greater problem for retention than recruitment per se.

I also think there is a [possibly subconscious] barrier in terms of staff attitudes, in that staff typically tend to prefer to want to hire those who are “like themselves,” or that they perceive will fit into the library culture more easily. The small size of staff can be a barrier in and of itself and tend to reinforce that notion. For example, if there was a librarian who was a speaker of English as a second language I suspect there would be concerns about that person’s ability to quickly fulfill the position responsibilities, especially if the position involves instruction. Also because of increasing job pressures associated with implementing new programs at a time of budget reductions and position losses, I think some libraries and some librarians are less likely to want to hire lesser experienced individuals (and this is an issue nationwide).

GREEN BAY= 1. Place – small city that does not have a large minority population to act as support Or stores and services that minorities look for

2. Climate

3. Lack of staff turnover to bring in new people – also usually entry level so the salary level isn’t very attractive

4. City of Green Bay isn’t known to be overly welcoming to newcomers in general

5. for Student Staff: 1) our international students’ English skills can make them difficult to understand and most of our students are hired for public desks so need to be fluent in English 2) we hire only work study students at a lower wage than is available other places on campus; the student s of diversity who have work study can choose better-paying campus jobs 

LA CROSSE= One barrier is the current climate of retrenchment where many across campus perceive that we have larger issues to worry about. In times of budget cuts, I think various diversity efforts falter. 

We have not been well informed about effective ways to recruit. We have used a number of strategies, but these have not yielded diverse pools. 

The area and student population is not diverse. The city does not have some of the amenities various people of color may expect.

MADISON GENERAL= The biggest barrier I see is the system we have created for a perceived fair and open recruitment. The process has become entrenched, is slow, not nimble, and creates the perception that anytime you wish to shorten or leapfrog steps, the individual hired is somehow viewed as “less suitable” because they haven’t gone through the entire process. In the meantime, we lose any competitive edge we may have had. Desirable candidates are hired away before we even get a chance to interview them. Trying to change a system that is not necessarily viewed as broken is complicated. People are required to step outside of the defined box and many people are not prepared to do that. 

MILWAUKEE= The number of minorities attending graduate school and earning MLS/MLIS degrees is a factor, especially in the Midwest. The educational requirement – the MLS degree – is a deterrent to many – especially considering the starting salary for librarians and opportunities for advancement, promotions and salary increases. In addition, diversifying the staff is a complicated process. Organizational change on a large scale needs to occur before any library can begin to diversify the staff. 

OSHKOSH= No Answer

PARKSIDE= Our current permanent staff composition (no diversity) sends the wrong message.

PLATTEVILLE= Higher salaries.

RIVER FALLS= The same barriers that our campus experiences—lack of diverse applicants, little in the community that attracts or allows us to retain diverse students or employees, although we have had success in recent years in attracting more students of color

STEVENS POINT= a) The community/region is not diverse.

b) For students, hiring is often predetermined by financial aid status, work study, etc. We attempt to hire a “varied” student work force, but diversity is not at a target.

STOUT= We do not have a diverse community so it is difficult to attract minorities. We had a good chance to hire a librarian married to a minority had chose to go elsewhere because he felt he would have had to live in the twin cities or Eau Claire.

SUPERIOR= Geography is not in our favor.

WHITEWATER= When the availability is not there. 

BARABOO= Limited diversity in population of area served.
BARRON= No Answer
FOX VALLEY= Very small, stable staff with little turnover, region is mostly Caucasian, though that is changing.
MANITOWAC= Limited pool of minorities in the local area and campus.
MARINETTE= The small size of the campus and the remoteness of the location
RICHLAND CENTER= Can only hire work study students, it is possible that the international students here either do not qualify for work study or they do not know abut it. Also, the population of the area is not very diverse.
WAUKESHA= Very small staff and relatively low turnover.

6. What types of programming (cultural, exhibits, etc.) has your library implemented to encourage people from diverse backgrounds on your campus to use your library?

EAU CLAIRE= We have had various exhibits related to such topics as Black History Month and Native Americans, etc. Recently, we provided space for a Black History Month exhibit to continue to be exhibited past its original one-day display in the student center.

Several years ago, we co-sponsored a “Minority Scholar in Residence.” The university has a program to bring in minority scholars for a week to give presentations and to meet with classes. We co-sponsored a scholar with the English Department. Our sponsorship provided the opportunity for additional public presentations and those programs did attract both minority faculty and students I’d not seen in the library before.

GREEN BAY= 1. Bulletin Board highlighting diversity and library materials that speak to diversity; posters included

2. a special reading collection in the IMC that features story books about diversity and/or by minority authors

3. Friends of the Cofrin Library featuring African dancers

4. National History Day which has a good percentage of participants who are of minority backgrounds

5. Informal BI sessions at the Intercultural Center each semester

6. Feature themes of diversity in our library public display cases

7. Friends of the Cofrin Library partnered with the International Center to present a program on “Have Tastebuds Will Travel”

8. Have a booth at the campus’ Intercultural Fair

LA CROSSE= The library has made a concerted effort to add artwork representative of different cultures. Two prominent pieces are a Hmong Quilt (story cloth) which hangs just inside the entrance and a crayon & chalk work, “Night Bowl,” by Truman Lowe, a distinguished Alumni of UW-La Crosse and Ho-Chunk artist and sculptor which hangs in the Reference area. Exhibits in the display cases have featured on “Black History Month,” and Latin American Literature. ALA posters with people of color are displayed in the Circulation area.

The new book shelves have a demarcated area for diversity books. The collection development librarian collaborated with a faculty member on a virtual display of “Notable Books by Hispanic Authors” ( This is one of the items which can be found on the “Diversity titles” web page, a link off of the library’s home page. Another diversity link is to a catalog search for diversity materials (see the link for the search parameters:

The collection of Latino/Latina materials has been bolstered by funding from the Murphy Library Endowment.

MADISON GENERAL= We have done some partnerships in the past with academic departments regarding instruction, occasional displays. We have co-sponsored some meetings (Native American and an African scholars program come to mind).

MILWAUKEE= The Multicultural Studies Librarian does extensive outreach to the student service offices and mentoring programs for students of color and disadvantaged students. Working with the Outreach Librarian, this position provides library tours and instruction for students in the Pre-College Programs (i.e. GEAR UP, Urban Teacher World). Library orientation sessions are conducted each summer for the McNair Research Opportunity Program by the Multicultural Studies Librarian. This librarian also collaborates with the UWM Libraries Exhibits Committee to install exhibits of library resources in conjunction with various ethnic heritage celebrations on campus. The Multicultural Studies Librarian is the permanent chair of the UWM Libraries Advisory Committee on Diversity, and is a member of a campus committee that focuses on recruitment and retention of students of color, disadvantaged students, and campus climate for students, faculty and staff. These venues are used to promote the UWM Libraries resources to the campus community on an ongoing basis.

The Outreach Librarian coordinates a program that provides Library tours and instruction sessions for k-12 students from the Milwaukee area schools, many of whom are minority students. By working closely with area teachers and school librarians, the Outreach Librarian helps the students develop useful research skills, Furthermore, the program provides the visiting students with a glimpse of campus life, often for the first time.

The UWM Libraries Archives' diversity efforts fall primarily into the areas of acquisitions and outreach. The Archives actively solicits the personal papers of individuals and the records of organizations from underdocumented populations in the metro Milwaukee area. Since 2003, both the Archives and Special Collections have worked with the Milwaukee LGBT History Project to identify, locate, and acquire records pertaining to the city's lesbian, gay, bisexual, and transgender community. This joint effort has resulted in numerous acquisitions that are already supporting teaching and research on campus. In June 2004, the Archives featured items from recent acquisitions at PrideFest. The Archives' program has also been promoted at the board meetings of many local LGBT groups. Recently, the Archives has reached out to the Latino community by providing content for a Web site on Milwaukee Latino community history, and is currently processing a collection of Latino civil rights photographs. The Archives is also beginning to reach out to the urban American Indian community.

Among the holdings in the UWM Libraries Special Collections are specific areas of collecting that support diverse social, cultural, and ethnic studies. These include:

Native American Literature Collection

Irish Literature Collection

Jewish Studies Collection

Lesbian, Gay, Bisexual, & Transgender Studies

Women's Studies

History of American Nursing Collection (which can be considered as a subset of Women's Studies)

Morris Fromkin Memorial Collection on American Social Justice (which incorporates a wide range of diversity issues, to numerous to list)

Additionally, in all of the other collecting areas, the Special Collections Librarian is very mindful to develop those collections in ways that the reflect diversity issues that form a part of that particular collecting area. For example, many, if not all, of the specific diversity issues that are the focus of the collections noted above, will also be found in, say, the UWM Book Arts Collection (especially), UWM Authors Collection, the aviation collection, the **comic book collection, the civil war collection, etc.

Special Collections exhibits are reflective of our collections and the clientele served. Therefore many focus specifically on diversity topics. The most recent examples are the small exhibits on Jewish illumination for the David Moss visit; on Jewish studies resources for the Aaron Lansky visit; and the "Women Without Borders" display that was done for Women's History Month. Here is a selected list of other relevant exhibits produced over the years:

"Resources in African-American and Women's Studies at the Golda Meir Library," February-May, 1995.
"‘Ye Scots Wha Wish Auld Scotland Well:' Scots Life and Culture," November 1995-January 1996.
"Special Collections Resources in American Indian Studies," May-August 1995.
"Researching the History of Homosexuality," September-November 1995.
"UWM Women Authors," March-May 1995, 1996, and 1997.
"Women's Studies in the Fromkin Memorial Collection: Recent Acquisitions," September 1995
"Illustrations of Biblical Text," produced at Temple Emanu-El, Milwaukee, January-March 1996
"Native Voices: American Indian Literature at the Golda Meir Library," 1996
"A Vision of Yeats," 1996.
"Jewish Studies Material at the Golda Meir Library," April-July 1997.
"Recent Acquisitions in African-American Studies," February-March 1997.
"Recent Acquisitions in Women's Studies," March-April 1997.
"Recent Acquisitions in American Indian Literature," April-June 1997.
"AMOS OZ: Writing the Israeli Paradox," December 1997 and November 1999.
"A Spanish-American War: Centennial War & Response," September-October, 1998; December 1998-February 1999.
"The Works of Yaël Dayan," October 1998.
"A Gathering of Voices: Four Milwaukee Writers," Summer 1999.
"A GOETHE CELEBRATION: The 250th Anniversary of Johann Wolfgang von Goethe's Birth," Summer 1999.
"Nuestro Milwaukee" (a traveling exhibit from the United Community Center), Fall 1999
"Women of Spirit: Susan Firer and Diane Glancy," Fall 1999.
"Jewish History and Culture: Exploring Resources in the Golda Meir Library," February-May 2000.
"Jewish Writers of Latin America," Hefter Conference Center, April 18-30, 2001.
“From the Book of Kells to Seamus Heaney,” Irish Night for Literacy, Memorial Hall, Racine, Wis., March 12 & 13, 2004.
“Selections from the George Brumder Collection,” July-September 2004.
“The UWM Native American Literature Collection at the UWM Libraries,” for the Spirit event on Milwaukee’s lakefront, August-September 2004.
“James Joyce’s Ulysses: Censorship, Reception, Transmission,” November-December 2004.
“Selections from the Irish Literature Collection in Special Collections,” November-December 2004.

Over the years Special Collections has produced numerous lectures and programs that focus specifically on cultural and ethnic diversity issues: African-American, Polish-American, Latinos and Latin American, Jewish, Irish, and women. Special Collections has produced presentations for Carter Woodson Week for the past three years. Among other ongoing series, The Scholar and The Library Speaker Series always has a diverse slate of presenters, and the monthly Great Books Roundtable Discussions always include a balance of Western, non-Western, African-American, Latin-American, and women's literature.

Max Yela, the head of Special Collections, is a second-generation Latino. He was the recipient of an HEA Title IIB Minority Fellowship 1984-85 to pursue his graduate studies, and was the second fellow in the University of Delaware post-graduate Minority Residency Program, 1985-86. He is a member of the UWM Latino Council, and has been involved in racial and ethnic diversity issues throughout his 20-year professional career.

OSHKOSH= No Answer

PARKSIDE= Every year our Black and Hispanic fraternities and sororities put exhibits in the display cases in the library’s main lobby. 

The library provides office space for four student groups: the Black Student Union, the International Club, Omega Delta Phi (Hispanic fraternity), and the InterVarsity Christian Fellowship.

The library has a very nice lounge off the main lobby (leather sofas, overstuffed chairs, etc.); reading material in that room includes publications such as Ebony, Jet, People (in Spanish) and a nice collection of current Spanish language fiction (e.g. Fronterizas by R. Fernandez, Houston, 2001.)

We’ve implemented a feature making our Ebsco databases searchable in a multitude of languages.

PLATTEVILLE= We do rotate displays in the library that have different ethnic, cultural or gender-related themes. We also highlight these in our newsletter.

RIVER FALLS= We have an active Exhibits and Presentations Committee. One of the things that this committee does is acquire artwork for the library. Nearly all of the artwork that we have acquired displays a diversity theme. Among our pieces are a Hmong story cloth, a carving from Ghana, a Hopi pot, two paintings displaying Native American Scenes, a temple gate, and a painting by a local, well-known African American painter. You can view these pieces at Many visitors to our library comment on the outstanding job we’ve done bringing beauty as well as a commitment to diversity into our library.

We sponsor at least one presentation per year. Many of our invited presenters have been authors and artists of color. For example, this past semester, Peter Razor read from and discussed his book “While the Locust Slept.” Peter is an enrolled member of the Fond du Lac band of Ojibwe (I wish all students on our campus could have met this wonderful man who was able to speak eloquently and without hate about the racist, abusive treatment he endured—and overcame-- in a state orphanage and foster homes in the 1920s and 30s.) You can see much diversity in our past speakers at

We consider it part of our mission to continue with these efforts to support our campus diversity initiatives.

STEVENS POINT= a) The Menominee Clans Project (, a permanent cultural exhibit celebrating the Menominee Culture and the Native American Celebration permanent exhibit are both housed in the lobby of the University Library.

b) Each building on campus, including the Library, displays various photos of diversity role models. The Diversity Photo Collection project (, composed of photos and biographical information about 117 minority heroes chosen by students, is sponsored by the UWSP Office of Equity and Affirmative Action.

c) The University Library maintains a Web site of diversity resources (

d) The library has dedicated a wall in the Reference Department to mount a permanent exhibit of a series of high-quality reproductions of 13 paintings of historic Menominee Indians, in cooperation with the Menominee Clans Project. The paintings are from the Smithsonian American Art Museum and many represent the work of artist, ethnologist, and showman George Catlin.

e) The Library mounts various changing exhibits and events, celebrating such things as Women’s History Month (, 30 Years of Title IX (, etc.


SUPERIOR= The Library promotes exhibits during February for Black History Month. We also promote exhibits during Woman’s Month and Hispanic Month.

WHITEWATER= Below are some recent exhibits related to diversity:

Feb. 2005: "Black History Month: Celebrating African-American Heritage."

Nov. 2004: "Native American Culture" and "Women in the Military"

Jan./Feb. 2004: "Native American Authors"

Also last fall the International Studies Program used the large display case for an exhibit on study abroad.

And the Childrens Literature class displays sometimes have diversity to them, e.g., in fall 2003 one was on "Celebrate Holidays Around the World."

There was also the exhibit of materials from someone on Buffalo soldiers.

BARABOO= No Answer
BARRON= No Answer
MANITOWAC= No response
MARINETTE= We have a large size international program on campus and have many international special events on campus. The library has special exhibits and displays in the library display case at least twice each year on promoting various ethnic groups and their cultures and also featuring Native American and Blacks and their contributions i.e., the history of the Negro baseball league, foreign language week, history of the Native Americans in the Great Lake regions, etc.
MARATHON= Many SE Asian displays. Many Black History Month displays. Many women’s issues displays. Texas Humanities Council display on the History of Transportation to Mexico and Central America promoting tourism.
RICHLAND CENTER= Several exhibits featuring different cultures. Programs in the library e.g. “Many Tongues” featuring literature and music.
WAUKESHA= As part of the Plan 2008 for UW-Waukesha, we have successfully built up our various collections in the (broad) area of ethnic studies and plan to continue this trend. We’re also working with the student Diversity Club to improve our collections of foreign language newspapers and news magazines.
WASHINGTON COUNTY= Foreign Film Series, Book discussion series, some Spanish periodicals, Monthly (sometimes multicultural and ethnic) themed displays.

7. Do you have ideas of UW System-wide resources (affordable!) and initiatives which could be provided to enhance staff diversity in your library?

EAU CLAIRE= One idea I’d like to see explored would be the possibility of job exchanges between librarians at different locations although, depending on how that was set up, it could be fairly expensive.

GREEN BAY= More programming at WLA and WAAL conferences. Exchange programs between our libraries.

LA CROSSE= CUWL could sponsor a workshop on diversity recruitment.



OSHKOSH= No Answer

PARKSIDE= We’d welcome help!


RIVER FALLS= This survey has prompted me to look at the various diversity web sites that libraries and professional library organizations have put together. This little bit of searching makes me realize that there is more available to help with this issue than I’ve known about. I could use some training! This prompts me to suggest that the Diversity Task Force should pull together a training session, perhaps for the next WAAL conference J

STEVENS POINT= Internships, scholarships, etc.

STOUT= It might be nice if we could get some exchange programs or cooperative arrangements with predominantly minority schools.



BARABOO= No Answer
BARRON= No Answer
MANITOWAC= No response
MARATHON= No response
WAUKESHA= From a collection standpoint , having access to Ethnic Newswatch within the UW Colleges is a real asset to students working in many different fields. On an international front, I’d love to see CUWL Collection Development Committee look into electronic resources such as World News Connection (the online edition of the old Foreign Broadcasting Information Service).

Other comments or suggestions for the Task Force?

LA CROSSE= We have tried to stay attuned to Diversity initiatives on campus. Librarians have had a consistent presence on the UW-L Joint Minority Affairs Committee in recent years.

SUPERIOR= The Task Force should make use of the abundant resources of ALA (American Library Association) Office of Diversity and all other resources available.

WHITEWATER= Because my administrative team questioned how one defines “Hispanics”, I asked Ref staff to check Census definition. Below is what my head of Ref provided me:

"People of Hispanic origin may be of any race and should answer the question on race by marking one or more race categories shown on the questionnaire, including White, Black or African American, American Indian or Alaska Native, Asian, Native Hawaiian or Other Pacific Islander, and Some Other Race. Hispanics are asked to indicate their origin in the question on Hispanic origin, not in the question on race, because in the federal statistical system ethnic origin is considered to be a separate concept from race.

By January 1, 2003, all current surveys must comply with the 1997 revisions to the Office of Management and Budget's standards for data on race and ethnicity, which establish a minimum of five categories for race: American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, and White. Respondents will be able to select one or more of these racial categories. The minimum categories for ethnicity will be Hispanic or Latino and Not Hispanic or Latino. Tabulations of the racial categories will be shown as long as they meet agency standards for data quality and confidentiality protection. For most surveys, however, tables will show data at most for the White, Black, and Asian populations."


BARABOO= I have been on the job just under 2 months and not had the opportunity to assess staff diversity or programs on our campus.

WAUKESHA= Please share your findings!

Survey completed by:

Name: Bob Rose 
UW institution: UW-Eau Claire
Phone number: 715-836-4827
Email address:

Name: Leanne Hansen
UW institution: UW-Green Bay
Phone number: 920-465-2537
Email address:

Name: Anita Evans
UW institution: UW-La Crosse
Phone number: 608-787-8900
Email address:

Name: Sandra Guthrie
UW institution: Madison – General Library System
Phone number: 608-262-8190
Email address:

Name: Maureen Powless
UW institution: UW-Milwaukee
Phone number: 414.229.6201
Email address:

Pat Wilkinson

Name: Barbara Baruth 
UW institution: UW-Parkside
Phone number: (262) 595-2167
Email address:

Name: John Krogman 
UW institution: UW-Platteville
Phone number: 608-342-1688
Email address:

Name: Valerie Malzacher
UW institution: UW-River Falls
Phone number: 715-425-3224
Email address:

Name: Arne Arneson 
UW institution: UWSP
Phone number: 715-346-4193
Email address:

Name: Philip Schwarz 
UW institution: UW-Stout
Phone number: 715-232-1272
Email address:

Name: Julie Bracket and Felix Unaeze 
UW institution: UW-Superior
Phone number: 715-394-8346
Email address:

Name: Joyce Huang
UW institution: UW-Whitewater
Phone number: 262-472-5516
Email address:


BARABOO= Name: Marcia Thomas 
UW institution: UW-Baraboo
Phone number: 608-356-8351 ext249 
Email address:


Name: Todd Mountjoy
UW institution: UW-Fond du Lac
Phone number: 920-929-3617
Email address: 
Date survey completed: 4/20/05

Name: April Kain-Breese
UW institution: UW-Fox Valley
Phone number: 920-832-2675
Email address:

Name: Tom Prein
UW institution: UW-Manitowoc
Phone number: 920-683-4718
Email address:

Name: Connie Scofield 
UW institution: UW-Marinette
Phone number: 715-735-4306
Email address:

Name: Judy M Palmateer
UW institution:
Phone number: 
Email address: 

Name: Anne Grunow/ James Gollata
UW institution: UW-Richland
Phone number: 608-647-6186 ext. 293
Email address: 

Name: Scott Silet
UW institution: UW-Waukesha
Phone number: 262-521-5471
Email address:

Name: Marc Boucher
UW institution: UW-Washington County
Phone number: 262-335-5214
Email Address:

Thank you for your participation.

Diversity Task Force:

Anita Evans, Director, UW-La Crosse 
Sandra Guthrie, Human Resources, UW-Madison
Michelle Harrell Washington, Multicultural Librarian, UW-Milwaukee
Twyla McGhee, Senior Advisor, School of Information Studies, UW-Milwaukee
Bob Rose, Director, UW-Eau Claire
Felix Unaeze, Director, UW-Superior


Appendix C. Tracie D. Hall’s PowerPoint Presentation to the CUWL Diversity Task Force:  The Necessary Measure

screen shot, The Necessary Measure


Appendix D. UW System Fact Book 2004 – 2005. Data on Multicultural Student Enrollment.

Multicultural Student Headcount Enrollments, 10 Year History, UW System Fact Book image

Multicultural Student Headcount Undergraduate Enrollment, Fall 2003 According to Sex, UW System Fact Book image