wintson.p65 Managing Diversity in Liberal Arts College Libraries 205 205 Managing Diversity in Liberal Arts College Libraries Mark D. Winston and Haipeng Li Mark D. Winston is an Assistant Professor in the School of Communication, Information and LibraryStudies at Rutgers University; e-mail: mwinston@scils.rutgers.edu. Haipeng Li is a Reference Librarian in Oberlin College Library; e-mail: haipeng.li@oberlin.edu. Although fostering diversity has been identified as a priority in librarianship, the evidence suggests that the majority of the programs related to diversity in academic libraries have been implemented in large, research university libraries. In this study of the liberal arts college li- braries in the United States, data were gathered with regard to pro- grams related to diversity awareness, staffing, information services, and library collections. Although the level of diversity-related activities in lib- eral arts college libraries has not been overwhelming, the evidence sug- gests that activities and programs related to diversity have been under- taken in some instances. In addition, the support of college administra- tors appears to be particularly important in encouraging these activities. any in the academic library profession are well aware of the importance of increasing diversity in the workplace. Academic libraries throughout the coun- try are sponsoring diversity initiatives and programs that are designed specifi- cally to achieve that end. A review of the library literature shows that a great deal of scholarship has been done on the di- versity programs implemented in aca- demic libraries. Generally, these pro- grams focus on recruitment and retention of members of underrepresented groups, increasing diversity awareness in the workplace, building multicultural collec- tions, and designing and providing li- brary services for users from diverse cul- tural backgrounds. With regard to recruitment, an increasing number of resi- dency programs designed to enhance the recruitment of minority librarians have been implemented in the past ten or fif- teen years at institutions including Cornell University, Iowa State University, Ohio State University, the University of Michigan, and Yale University, among others.1 These programs are designed to provide recent graduates of color from library and information science (LIS) pro- grams with entry-level positions in order to equip them with the necessary experi- ence to advance professionally in aca- demic and research libraries. Based on the research conducted by Julie Brewer, resi- dency programs seem to be effective tools for attracting minorities and other new library professionals, and they benefit both the individuals hired for residency positions and the academic institutions that host these programs.2 Also noteworthy is another minority recruitment effort, the Peer Information Counseling Programs, designed to attract 206 College & Research Libraries May 2000 students of color to the library profession. These programs are geared toward un- dergraduate students of color who are hired to provide basic reference services for their peers and to perform related functions in order to ensure the best use of the library and to provide role models for other students of color. As such, these programs provide the opportunity to ex- pose minority undergraduate students to reference service, an aspect of academic and research library information services that usually is not open to them, and thus to provide a mechanism for encouraging their interest in the profession. Research conducted by Mark Winston and Karen Downing shows that five institutions cur- rently host Peer Information Counseling Programs, including the Cleveland State University, the University of Michigan, the University of Arizona, Valdosta State University, and the University of Oregon.3 In relation to the issue of awareness, diversity training and cultural sensitiv- ity training have been considered in the literature with regard to efforts to sup- port goals including those related to awareness and services to diverse stu- dent populations. In addition, a number of libraries have undertaken diversity cli- mate surveys. For example, David Day, a psychology professor, facilitated a di- versity climate survey within the Penn- sylvania State University Library system. In considering issues such as demo- graphic composition and changes in staff, how diversity is defined within the organization, and administrative sup- port for diversity, he was able to show how such a survey can be a useful tool in uncovering hidden problems among staff members from different back- grounds. In addition, he showed that the results of a climate assessment can be used to lead to future changes and im- provements.4 Although efforts to promote diversity are taking place, a review of the literature indicates that diversity initiatives and programs in small liberal arts college li- braries are basically nonexistent. The majority of diversity programs and ini- tiatives have been undertaken at large research university libraries. Indeed, nearly all the academic libraries that cur- rently host minority residency programs are research institutions with extensive graduate programs.5 For example, the re- search library system at the Ohio State University, with an enrollment of more than 54,000 students, of which more than 10,000 are graduate students, has hosted a minority residency program for several years.6 Another example is the University of Michigan Library, which was one of the first institutions in the country to under- take diversity initiatives and programs in areas such as minority recruitment and retention and bibliographic instruction.7 In �Diversity in the Library: What Could Happen at the Institutional Level,� Haipeng Li discussed the need for, and relative lack of, diversity programs and initiatives in liberal arts college libraries and the efforts at Oberlin College to implement diversity programs in a liberal arts college library environment.8 All academic libraries may face many of the same challenges and have similar opportunities. Certainly, small college li- braries are being forced to cope with new demands and technological develop- ments at the same time that large institu- tions are struggling to adapt.9 However, according to Robert D. Stueart, �Today�s libraries in liberal arts institutions are by their very nature in a state of overload, both in terms of information and in de- mand from the environment.�10 Gener- ally, large academic research libraries pos- sess financial or personnel resources that small college libraries lack.11 Because the role of the academic library in liberal arts institutions remains central to their in- structional mission and teaching func- tions, the challenge for the liberal arts Although efforts to promote diver-sity are taking place, a review of theliterature indicates that diversityinitiatives and programs in smallliberal arts college libraries arebasically nonexistent. Managing Diversity in Liberal Arts College Libraries 207 college libraries is to build collections and provide services conducive to the chang- ing needs of their institutions, most of which are not publicly funded. Moreover, the need exists to deal with issues related to diversity in the unique small college library environment. With limited resources and con- strained budgets, increasing expectations and pressures, the college library must find ways to address diversity issues and reflect these changes in collections, ser- vices, and staffing. Thus, this article pre- sents the results of a research study re- lated to diversity in liberal arts college li- braries in the United States. Its primary focus is to identify diversity-related pro- grams, activities, and priorities in U.S. lib- eral arts colleges, with a special empha- sis on the following areas: staffing, work- place environment, collections, and ser- vices. Methodology To gather data for this study, survey meth- odology was used, with a direct mailing of questionnaires to liberal arts college library directors. The survey instrument used in this study was adapted from one used in an earlier study of research librar- ies and was designed to address issues of diversity awareness, staffing, information services, and collections. In 1997, the Association of Research Libraries (ARL) conducted a study of aca- demic and research university libraries called Affirmative Action in ARL Librar- ies.12 The ARL study focused on issues of staffing, including recruitment, statistical measures of staff composition, and reten- tion, and supplemented ARL SPEC Kit #163, Affirmative Action Policies and Practices in ARL Libraries, compiled in 1990. The study was based on feedback to a survey sent to one hundred and twenty ARL member libraries, of which a hundred and eight were academic li- braries. Results of the survey indicated that in many instances, libraries had not nominally distinguished between an af- firmative action policy and a diversity program. The results of the ARL study also indicated that, with regard to issues of recruitment and retention, most of the libraries surveyed (65%) �regularly col- lect affirmative action statistics.�13 Nearly all of the research library respondents (95%) reported that there is a campus af- firmative action officer in their institu- tion.14 In terms of recruitment, twenty- eight of the forty-three respondents re- ported that they try to identify candidates from protected classes through targeted mailings and invitation letters when po- sitions are open, compared to twelve in- stitutions that reported no specific efforts to ensure that members of protected groups are included in candidate pools.15 Although the survey results showed an increase in awareness of the need for com- mitment to future development of affir- mative action policies and programs, the researchers conclude that libraries may go through a transformation process of �tar- geting selected groups that have been le- gally excluded from social, educational, and professional opportunities, towards diversity, which celebrates the unique and valuable contributions of every member of society.�16 Upon obtaining permission from ARL to use the questionnaire for this study, the authors modified it for the population of liberal arts college libraries and expanded it to include more discussion of diversity awareness and library and information services and library collection develop- ment and assessment. Specifically, partici- pants were asked about the existence of a library diversity committee and a library or college diversity or affirmative action officer, as well as about training for library search committees with regard to diver- sity issues. General approaches to increas- ing awareness of diversity, such as diver- sity workshops and climate surveys, were considered, as were staffing issues related to documenting minority representation in staff composition, recruitment and re- tention strategies, library services for di- verse student populations, and assess- ment and development activities de- signed to evaluate and diversify collec- tions. 208 College & Research Libraries May 2000 To identify members of the target popu- lation for this study, the Carnegie Foun- dation for the Advancement of Teaching classifications were used to identify all of the institutions designated as Baccalaure- ate (Liberal Arts) Colleges I.17 One hun- dred sixty-six institutions were so identi- fied. Because several of the potential par- ticipants are consortial institutions and share the same directors, the number of mailings was reduced to 159 single insti- tutions. The American Library Directory was used to identify the current library direc- tors and the mailing addresses of the li- braries at these colleges; and then ques- tionnaires, with cover letters and stamped, self-addressed return envelopes, were mailed to each of the directors in Decem- ber 1998. A follow-up mailing was sent in February 1999 to those who did not re- spond initially. In total, 115 institutions replied, reflecting an overall rate of return of 72 percent. Three re- spondents returned the ques- tionnaires with notes but did not complete the questionnaires, or replied via e-mail. Specifically, 112 usable questionnaires were returned, reflecting a rate of re- turn of 70 percent. The findings of this study and the future research that is needed in this area reflect an analysis of data based on responses from liberal arts college library directors, who were asked about staffing, diversity awareness, ser- vices, and collections. Staffing, Recruitment, and Hiring It is interesting to note the types of recruit- ment activities that are undertaken to fill positions in liberal arts college libraries. As table 1 shows, more than 85 percent of the respondents have made efforts to at- tract a diverse pool of candidates for open professional positions. Fewer have under- taken such efforts with regard to support staff positions (71.2%) and student em- ployee positions (55.9%). As seen in table 2, the most widely used approaches in attempting to iden- tify minority candidates for open profes- sional positions include posting job an- TABLE 1 Efforts to Attract a Diverse Pool of Applicants No. of % of Libraries Total Professional positions 96 86.5 Support staff positions 79 71.2 Student employee positions 62 55.9 TABLE 2 Recruitment Activities Activity No. of % of Libraries Total Position postings in national publications 84 75.7 Mailing postings to LIS program deans 66 59.5 Position postings in minority publications 47 42.3 Position postings on minority listservs 45 40.5 Targeted mailings to potential applicants 34 30.6 Contacting specific minority organizations 27 24.3 Establishing contacts at professional/scholarly conferences 24 21.6 Seeking recommendations from prominent members of underrepresented populations 19 17.1 Using directories of ethnic professionals 9 8.1 Maintaining a database of potential candidates 6 5.4 Managing Diversity in Liberal Arts College Libraries 209 TABLE 3 Retention Efforts No. of % of Libraries Total Connecting new minority hires with others on campus/in community 15 13.5 Sensitivity training for other library staff 6 5.4 Mentoring program for minority librarians 4 3.6 Obtaining/using feedback from minority librarians who leave 3 2.7 Salary adjustments/counteroffers for minority librarians 2 1.8 No program 57 51.4 No minority librarians 41 36.9 nouncements in national publications (75.7%), mailing job announcements to deans of library schools (59.5%), and post- ing job announcements in minority pub- lications (42.3%) or on listservs with sub- stantial numbers of minority participants (40.5%). In terms of implementing target-of-op- portunity programs for underrepresented populations, only 6.3 percent of the librar- ies have used such programs often in the past. In addition, 10.8 percent have rarely used them, compared to 73 percent that have never used them, as reported by the directors. With regard to other related is- sues of recruitment and hiring, the direc- tors were asked whether library search committees are trained in issues of diver- sity. Slightly less than half (45%) indicated that such training is provided. Of those library search committees that do receive training in issues of diversity, nearly two- thirds reported that it is the college per- sonnel or affirmative action officer who provides the training. In addition, library personnel or affirmative action officers provide this training for eight of the in- stitutions (16.3% of those that provide such training). Library and campus per- sonnel officers work together to provide the training in four of the libraries. Other responses indicated that trainers include the dean of the college, the library direc- tor, the human resources office, and a campus committee, as well as training in the form of instructions from the institu- tion, each of these instances occurring in one institution. Statistics on the demographic compo- sition of the library staff are compiled in 43.2 percent of the responding institu- tions. In general, such statistics are com- piled by either an administrative officer in the library such as the director or as- sistant director (46.8% of those that com- pile them), the campus affirmative action officer (40.4%), both of these individuals (10.6%), or the library�s human resources or personnel officer (2.1%). In addition to considering the issue of recruitment, the respondents were asked about their efforts related to the retention of minority librarians. It should be noted that more than half of the respondents (51.4%) indicated that they undertake no specific efforts in this regard (table 3). In fact, more than a third (36.9%) employ no minority librarians at present. The most widely used approach relates to connect- ing newly hired minority librarians with other minority faculty and staff on the campus, as reported by 13.5 percent of the directors. Approximately five percent re- ported the use of sensitivity training for librarians and staff to assist with reten- tion. However, less than four percent in- dicated the use of each of a number of other approaches, such as mentoring pro- grams for minority librarians, salary ad- justments or counteroffers for minority 210 College & Research Libraries May 2000 TABLE 4 Evaluation of Minority Representation Method of Evaluation No. of % of Libraries Total Comparisons with other campus units 17 15.3 Comparisons with peer institutions� libraries 12 10.8 Setting and meeting goals 6 5.4 Comparisons with census data 4 3.6 No program 74 66.7 TABLE 5 Effort to Increase Awareness of Diversity Activity No. of % of Libraries Total Diversity/sensitivity training workshops (in library) 20 18.0 Professional development funding 16 14.4 Diversity/sensitivity training workshops (on campus) 14 12.6 Campus discussions/staff discussions 9 8.1 Diversity climate surveys in library 4 3.6 Hiring outside consultants to advise 2 1.8 librarians, or obtaining feedback from minority librarians when they leave the institution. None of the respondents in- dicated the use of any other retention ef- forts related to minority librarians. The respondents also were asked about methods they might use to measure and evaluate the extent of minority represen- tation on the staff of librarians. Less than one-third undertake such comparisons, with the largest percentage (15.3% of to- tal respondents) comparing the library with other campus units in terms of mi- nority employment. Slightly more than ten percent make comparisons with peer libraries, and less than four percent com- pare library statistics with census data. Finally, 5.4 percent evaluate success on the basis of setting and meeting goals related to representation. Diversity Awareness Efforts to increase awareness of diversity issues have been undertaken in slightly more than half of the libraries (table 5). Such efforts include diversity or sensitiv- ity training workshops in slightly more than a third of the libraries that have implemented awareness programs and the availability of staff funding to partici- pate in professional development or other educational opportunities related to di- versity in just over one-quarter of the li- braries. However, only seven percent of those who have undertaken such pro- grams have conducted diversity climate surveys in the library. Moreover, less than four percent have hired outside consult- ants to advise the library on issues of di- versity. Other activities have included participation in college-run diversity awareness and training or cultural sensi- tivity workshops and staff discussions of issues of diversity, among others. Generally, a very small percentage of the libraries have a library diversity com- mittee (4.5%) or a library diversity or af- firmative action officer (3.6%). In contrast, Managing Diversity in Liberal Arts College Libraries 211 as might seem more appropriate based on the size of the libraries and colleges, a much larger percentage (72.1%) reported having a college diversity or affirmative action officer (table 6). Services to Specific Segments of the Student Population It should be noted that with regard to li- brary and information services, more than half the respondents indicated that their libraries offer and provide services to par- ticular segments of the student population. Specifically, 36 percent of the total provide services to minority students, as shown in table 7. That is, of the libraries that pro- vide services to specific segments of the student population, nearly two-thirds (64.5%) provide them to minority students. A larger percentage of the total (38.7%) pro- vide services to international students, compared to only 23.4 percent that provide them specifically to students with disabili- ties. �Other� student populations to which services are provided include gay and les- bian students (3.6% of the total) and first- generation college students (0.9%). The types of services provided, as iden- tified by the respondents, include refer- ence assistance (32.4%), computer/infor- mation technology assistance (28.8%), tu- toring services (6.3%), and orientation programs (14.4%). Library Collections More than three-quarters of the respon- dents� libraries have undertaken assess- ment of the library collections with regard to resources for or about diverse popula- tions (table 8). In addition, nearly two- thirds (63.1%) have undertaken activities to diversify their collections. In fact, more than half the libraries (57.7%) have se- cured funding to diversify their collec- tions. As shown in table 9, steps taken to do so have included the redirection of funding within the library budget (40.5%), the acquisition of new or addi- tional funding from the college (15.3%), and/or the procurement of grants, en- dowments, and donations to diversify the collections (23.4%). TABLE 6 Administrative Structure Committee or Position No. of % of Libraries Total Library diversity committee 5 4.5 Library diversity/affirmative action officer 4 3.6 College diversity/affirmative action officer 80 72.1 TABLE 7 Services to Segments of a Diverse Student Population Groups Targeted No. of % of Libraries Total International students 43 38.7 Minority students 40 36.0 Students with disabilities 26 23.4 Others 5 4.5 The presence of a college diversity/affirmative action officer was shownto correlate with significant differ-ences in terms of a number ofdiversity-related activities, in theareas of professional recruitment andservices to segments of a diversestudent population. 212 College & Research Libraries May 2000 Overall Evaluation To determine the level of impact that managerial activities and administrative structure have had on awareness, staff- ing, collections, and services, chi-squares were calculated for a number of items. Specifically, the existence of a diversity committee or diversity/affirmative action officer in the library was considered with regard to the level of difference in terms of the extent to which diversity-related ac- tivities have been undertaken. The pres- ence of a college diversity/affirmative action officer was evaluated in a similar fashion. The results indicate that there is no statistically significant relationship between the existence of one of these of- ficers or committees and another. In other words, the presence of one generally does not seem to correlate with the presence of another in an institution or library. It is interesting to note that there are no in- stances in which an organization has both a library diversity committee and a library diversity/affirmative action officer. How- ever, although eighty (72%) of the colleges have diversity/affirmative action officers, in the four cases in which a library has a diversity/affirmative action officer, there also is a college diversity/affirmative ac- tion officer. The presence of a college diversity/ affirmative action officer was shown to correlate with significant differences in terms of a number of diversity-related activities, in the areas of professional re- cruitment and services to segments of a diverse student population. First, the fact that there is a college administrator with responsibility in this area correlates with significant differences in terms of efforts to attract a diverse pool of candidates for open positions. With a chi-square of 0.025, the analysis of data indicates that in the seventy-eight institutions with a college diversity/affirmative action officer, the directors of seventy-two of their libraries (92.31% of the total) report recruitment efforts designed to increase the diversity in the applicant pool for professional po- sitions. In contrast, only 76.67 percent of the libraries without a college diversity officer have undertaken such recruitment efforts (table 10). Similar differences were not noted, however, in relation to support staff or student employee positions. In addition, the institutions with college di- versity officers reported that library search/selection positions are trained in diversity issues more often than is the case in institutions that do not have a college officer with those responsibilities. Al- TABLE 8 Diversification of Library Collections Activities No. of % of Libraries Total Collection assessment 84 75.7 Programs to diversify collection 70 63.1 Funding secured to diversify collection 64 57.7 TABLE 9 Sources of Funding for Diversification of Library Collections Funding Source No. of % of Libraries Libraries That Have Secured Funding Redirection of funding within library budget 45 40.5 New/additional funding from the college 17 15.3 New/additional funding from other source(s) 26 23.4 Managing Diversity in Liberal Arts College Libraries 213 though slightly more than half the librar- ies that are part of institutions with col- lege diversity/affirmative action officers provide training for search committees on issues of diversity, only 26 percent of the libraries without a college diversity officer provide such training, as represented by a chi-square of 0.021. In the area of main- taining statistics related to library staff composition, differences also were noted. The library directors of slightly less than half the institutions with college diversity officers reported that such statistics on staff composition are compiled, compared to less than 33 percent of the institutions without such a college administrative of- ficer. As represented by a chi-square of 0.077, the level of difference is approach- ing significance. Finally, the number of libraries that have implemented pro- grams designed to provide services to segments of a diverse student population differ significantly on the basis of the pres- ence of a college diversity officer. Whereas 61 percent of those libraries within insti- tutions with college diversity officers of- fer services to specific segments of the stu- dent population, only 40 percent of those within institutions without a college di- versity officer have implemented such programs, as represented by a statistically significant chi-square of 0.046. Having a library diversity committee has not led to a significant difference in any of the other categories of activity re- lated to diversity. The fact that the library has a diversity/affirmative action officer is correlated with a significant difference in the extent to which statistics related to library staff composition are compiled. With a chi-square of 0.020, it is noted that whereas only slightly more than 40 per- cent of the libraries without a library di- versity officer compile such data, all of the institutions that have a library diver- sity/affirmative officer do compile them. However, it is important to consider that only four of the institutions have such a position in the organization. Moreover, the fact that there is a library diversity/ affirmative action officer does not corre- late to a statistically significant degree with other, related activities, such as ef- forts to increase the awareness of diver- sity issues among library staff, attract a diverse pool of applicants for open posi- tions, train library search committees in diversity issues, offer target-of-opportu- nity programs, or implement library pro- grams designed to provide services to segments of a diverse student population. Summary A number of conclusions should be noted on the basis of the results and analysis of data in this study. Generally, the level of activities related to diversity among lib- eral arts college libraries is not over- whelming, in any categories of activity. Certainly, the presence of an officer of the college who has responsibility for is- sues of diversity and affirmative action, TABLE 10 Differences in Activity Reported, Based on the Presence of College Diversity Officers Activity College No College Chi-square Diversity Diversity Officer Officer Efforts to attract a diverse pool of applicants for professional positions 92.31% 76.67% 0.025 Search committees trained in issues of diversity 51.25% 26.70% 0.021 Compilation of staff composition statistics 48.75% 30.00% 0.077 Services to segments of diverse student population 61.25% 40.00% 0.046 214 College & Research Libraries May 2000 which might be read as institutional sup- port for such issues, does appear to lead to a greater level of activity related to di- versity in a number of areas. However, it does appear that this is not the case for all categories of activity, particularly those beyond the important areas of recruit- ment and staffing. The participants in the study were asked about the college and library diversity/affirmative action offic- ers and library diversity committees that were a part of their institutions and about the programs, activities, and services they have implemented. It does not seem that the presence of a library diversity/affir- mative action officer or committee has been correlated with a statistically signifi- cant level of difference in the activity re- lated to awareness, staffing, services, or collections. However, the directors were not asked, specifically, about the role of the college diversity officer in rewarding, encouraging, or requiring these activities. Thus, the results and the analysis have been reported on the basis of the presence of these committees and officers, the ac- tivities undertaken and reported, and the levels of significance in terms of differ- ence in the presence and level of activity. The specific activities of these officers and committees were only addressed on the basis of specific survey items, such as the provision of training for search commit- tees and the compilation of statistics re- lated to staff composition. Further study is needed with regard to other roles of these officers and committees in relation to goal setting, accountability, incentives, the provision of other types of guidance and assistance, and their representation of an institutional and administrative commitment to issues of diversity. With regard to the issue of professional recruitment, more than one-third of the li- braries employ no minority librarians at present and more than half have not un- dertaken efforts to retain minority librar- ians. It is clear that when the role of the college diversity/affirmative action officer is considered (as well as the role of minor- ity faculty and staff members who partici- pate in the widely used approach related to the retention of minority librarians), the presence and use of resources outside the library appear to be important to organi- zational efforts related to diversity. This reliance on external resources may be nec- essary due to the fact that internal resources may be limited. The rate of return for this study may indicate that a very small num- ber of respondents did not complete the questionnaire because they were con- cerned that their institutions� size and lim- ited resources make it difficult to under- take some of the activities suggested in the survey instrument.18 Although more than half the libraries have undertaken efforts to increase awareness of issues of diversity, only seven percent have employed climate surveys. Thus, further research related to organizational culture is likely to be im- portant for those libraries that have at- tempted to increase awareness as well as for those that have not. In conclusion, continuing exploration of issues related to diversity is needed as a part of the focus on issues of represen- tation and the development and provision of information services and access to col- lections. The goals related to diversity and equity are far more likely to be achieved when the issues are well defined and when we have a clearer understanding of the extent of underrepresentation and the factors that are likely to enhance our efforts. As this study addresses the issue of diversity in liberal arts college librar- ies, the issues with regard to an impor- tant segment of the academic library com- munity are being better defined and their goals more likely to be realized. Notes 1. Julie Brewer, �Post-Master�s Residency Programs: Enhancing the Development of New Professionals and Minority Recruitment in Academic and Research Libraries,� College & ResearchLibraries 58 (Nov. 1997): 528. Managing Diversity in Liberal Arts College Libraries 215 2. Ibid., 535.3. Mark Winston and Karen Downing, �Helping Students of Color Succeed: Implementing and Managing a Peer Information Counseling Program,� Leading Ideas 3 (July 1998): 4.4. Climate Survey at the Pennsylvania State University Libraries, Dec. 1998 [Online]. Avail- able from http://www.libraries.psu.edu/divers/conf/climate.htm.5. Brewer, �Post-Master�s Residency Programs,� 537. 6. The Ohio State University, Statistical Summary, Dec. 1999 [The Ohio State University homepage]. Available from http://www.osu.edu/units/ucomm/stuinfo.html#enroll. 7. The University of Michigan Library, �Point of Intersection: The University Library andthe Pluralistic Campus Community,� Information Reports & Bibliographies 19, no.3 (1990). 8. Haipeng Li, �Diversity in the Library: What Could Happen at the Institutional Level,�Journal of Library Administration 27 (1999): 146. 9. Terrence Mech, �Small College Library Directors of the Midwest,� Journal of AcademicLibrarianship 11 (Mar. 1985): 8. 10. Robert D. Stueart, �The Liberal Arts College Library: Paradox or Panacea,� College & Re-search Library News 51 (Nov. 1990): 529. 11. Mech, �Small College Library Directors of the Midwest,� 13.12. Joseph R. Diaz, Jennalyn Tellman, and DeEtta Jones, Affirmative Action in ARL Libraries, ARL Spec Kit #230 (Washington, D.C.: ARL Office of Leadership and Management Services, June1998). 13. Ibid., 1.14. Ibid., 7. 15. Ibid., 1�2.16. Ibid., 2. 17. The Carnegie Foundation for the Advancement of Teaching, Dec. 1998 [Online].18. In some instances, the respondents completed the survey instrument and provided com- ments in addition to the survey responses. In addition, a number of respondents made referenceto issues of fairness, etc., which are considered to be a part of all of their hiring processes and other activities.