Editor’s note:This is the second installment of a four-part series examining the quality of life for African-American students at SIUC. Previous installments can be viewed on the Internet at www.dailyegyptian.com

Although a recent survey reported that some African-American students want more African-American faculty on campus, they may not effectively utilize the African-American faculty already are on campus, says SIUC’s affirmative action officer.

Seymour Bryson, executive assistant to the chancellor and affirmative action officer, analyzed the survey and said African-American students, like other students, should enter a classroom feeling comfortable with the professor and interact with the professor as well.

Bryson supervised “A Survey of African-American Life at SIUC, by Jesse J. Brennan, Edgardo R. Pimentel and John Hetherington of the Psychology Department, to find the underlying perceptions of African-

American students toward the racial climate involving financial aid, academic programs and faculty and classroom behavior.

In the study, completed in October 1997, 30 percent of 211 African-American students reported being treated indifferently by non-African-American faculty. The presence of African-American faculty ranked as the No. 2 concern in the study with financial aid ranking No. 1 among the needs and concerns of African-American students.

On a four-part scale ranging from not important to very important, 57.3 percent reported that the presence of African-American faculty is very important, and 54.4 percent reported that the presence of African-American administrators is very important. The presence of additional African-

American staff was ranked very important for student needs by 49.2 percent.

Bryson said the numbers clearly generalize the African-American population on campus.

“You have to look at the group response, but you have to look at the individual response as well,” he said. “This is not what all black students feel.”

But Bryson said judging from the results, students are suggesting that the presence of African-American faculty is relevant to their education. Students may achieve success if they have interaction with a professor who understands them.

However, Bryson said there are numerous African-American faculty, but students do not take advantage of them. Interaction with faculty can make students’ college experience more positive, he said.

African-Americans constitute 13.4 of SIUC’s faculty and 13.7 of students. Bryson said SIUC did not hire its first African-American faculty member until 1961, and the push to hire African-American faculty began about 1968. Bryson could not provide specific figures for the percentage of African-American faculty since the 1960s.

Bryson said students have different characteristics such as their individual background, which alters their perspective on faculty. Not every African-American student feels the same way.

“We’re at the point where you have to look at each individual, Bryson said. Some students may be exposed to this structure for the first time. The faculty may have to take the time to get to know the person. When planning for black students, faculty need to be appreciative and sensitive to individual differences.”

Some individual differences include how students progress with academics as well as their personal interests.

Harvey Welch, vice chancellor for Student Affairs, said the responsibility not only lies within the faculty but the students who feel a need for change as well. Students should make an extra effort to interact with their professors. Not all professors will be interested in a student that they only know as a “number.”

“This is a two-way street,” he said. “Professors need to reach out to them and not be intimidated. Every time I talk with a student I tell them, ‘You are capable of obtaining success in the academic programs here. You’re not going to do that by sitting in the back (of the classroom). Sit up front and look that professor in the eye. If you do those things, that creates interest in you. Students must interact with the professor to learn more.”

Rob McNeal, a senior in biological sciences from St. Charles, said in order to feel comfortable in a classroom setting, a student has to take the initiative to get to know the professor.

He said he has never experienced being treated differently by faculty. Perhaps, it is difficult for a professor to give equal attention to hundreds of students, he said.

“I think it’s to the student’s advantage to get to know their teachers, so they can put a face with a name,” McNeal said. “Then they’ll know you’re a serious student.

“If you have a problem with the teacher, you should go talk to them. If you don’t, you’re not accomplishing anything. A lot of professors are willing to help if you go talk to them.”

Clester Fisher, a junior in cinema and photography from Decatur, said he has listened to many students complain about mistreatment by faculty. Although he has never experienced mistreatment, he still maintains positive

relationships with his professors.

“It’s very important to know all the black faculty on campus, just to know their whole perspective on things,” Fisher said. “I try to go into the teacher’s office a couple times just to talk.”

Brian Clardy, a Black American Studies lecturer, said he is more than willing to help students and wants to see more students staying after class and visiting his office, but he cannot take on the task alone.

“That’s why we need more African-Americans on this staff in all fields,” Clardy said. “I think students would feel better if they come into the classroom and see someone that looks like them. We learn from each other.

“Most of the time I end up seeing students when they’re failing, they need a letter of recommendation and sometime to elaborate on class discussion. I prefer to have an increase in those (class discussion) visits.”

The Rev. Joseph Brown, director of Black American Studies, said that when he arrived at SIUC last fall, he was concerned about the lack of African-American faculty. Because there are only a few African-American

faculty, they have a lot of weight placed on their shoulders.

they are not recognized for this added responsibility.

“The teaching responsibilities are significant in themselves. The counseling and advisements overwhelm most of the black professionals. It does not seem like enough attention is paid to this problem.”

John Jackson, vice chancellor for Academic Affairs and Provost, said the Black American Studies program is the support system for African-American students. Given the amount of support by the program, he said other faculty should do the same.

“I think [BAS support of African-American students is] an extra burden for them,” Jackson said. “It’s an additional thing we ask them to do, but having said that, it’ s important for all faculty. It’s a crucial part of mentoring. Not all faculty provide it. Some faculty are available to students, and some hide out from students.”

Welch also encourages faculty to get involved with African-American students more often to make them aware of their presence.

“Faculty probably need to attend as much of the activities that the students are in,” he said. “We have to make ourselves available to students around the clock so students can always get in touch with us.

Harold Bardo, director of Medical Education, makes it priority to talk to each of the 80 students in the Medprep program. Students progress well in a welcoming atmosphere.

“The fact that students don’t know all the African-American faculty means that they are getting by,” Bardo said. “It’s critically important that they see African-Americans in the classroom. And it’s important for other ethnic groups as well.

“[Medprep faculty] directly intervene with the students’ progress. We sit down and talk with them about what the points are for what they need and how we can help them. It makes a difference.”

Chancellor Donald Beggs finds that there may be an abundance of isolated students at SIUC. He said no matter the race of the students and faculty, there will always be some confusion among the two.

By looking at the pattern of the responses, Beggs said that most students appreciate the faculty on campus.

“When dealing with humans, there’s going to be some friction,” he said. “We have an overwhelming number of faculty that want their doors to be open no matter the race or gender. It’ s important for us to recognize commonalties and differences. And it’s important to have diversity in our faculty and our students. Our goal is to minimize the isolation of students.”

Beggs said it is common for students to feel more comfortable with someone from their hometown, culture, race or gender. He said the concern is not only an African-American problem. It is a matter of communication.

“I’ll always remember when I was a dean. I had a female student who felt uncomfortable talking to me about a sexual harassment problem. She talked to a female administrator instead.

When a student is dealing with a problem, they feel comfortable talking to someone who can understand the problem or relate to the problem. I don’t want to isolate it as an African-American concern only.