A critical measure of the excellence of Canadian universities is how well they facilitate the full development of the talents of all Canadians. Canada is a pluralistic society made up of many diverse communities with differing, legitimate perspectives and concerns.

In the past, access to Canadian universities has been restricted for people from many sectors of Canadian society for historic reasons that have nothing to do with the inherent abilities of the members of these disadvantaged groups. Members of these equity- seeking communities are now challenging these historic patterns of exclusion.

It is imperative that effective equity accountability measures be developed to allow both governments and members of equity- seeking communities to determine the progress (or the lack thereof) made by Canadian universities toward the goals of accessibility, equality and non-discrimination. Some suggestions follow.

Remedies for Discrimination

Does the university have anti-discrimination policies with mechanisms to handle complaints of discrimination from students and staff? Do these procedures provide remedies for discrimination based on race, creed, colour, ancestry, citizenship, ethnic or national origin, sex, marital status, family relationship, sexual orientation, age, physical or mental disability or illness, clerical or lay status, language, place of residence, political or religious affiliation, belief or practice, personal or social life style or behaviour?

How many complaints of discrimination have been received under internal university anti-discrimination mechanisms and by the provincial Human Rights Commission with respect to this university for each year since 1970? What were the results of these complaints and what remedial action was taken if the complaints were upheld?

Employment Equity

What is the overall percentage representation of members of the various equity-seeking communities among academic and support staff and university administrators? What percentage increase/decrease has there been over the period since 1970? How does this percentage compare with national and provincial averages? What are the equivalent percentages for each department or other academic unit?

What percentage of academic units a) equal or exceed the availability data for qualified personnel from equity-seeking groups in their discipline, and b) have an action plan which conforms to equity employment guidelines developed by CAUT or provincial faculty associations for recruiting and appointing academics and support staff from equity-seeking groups? Does the university have an action plan for recruiting members of equity- seeking groups to senior administrative positions?

What are the results of a comparative analysis of salaries and benefits members of historically disadvantaged and historically advantaged groups (e.g. women and men) with similar levels of experience? What attempts have taken place since 1970 to rectify anomalies in the compensation of members of historically disadvantaged groups? When the results of these rectification attempts are measured have they been successful in achieving equal pay for work of equal value?

Do university policies for appointment, reappointment, tenure and promotion of academics, support staff and administrators specifically address the legitimacy of different career patterns?

What percentage of employees leaving the university during the past two years are members of equity-seeking groups? How does this departure rate compare with the proportion of each group in the total university population? Does the university have a system of exit interviews to determine why members of equity-seeking groups leave the university?

Has the university conducted surveys of its staff during the past two years to determine the views of members of historically disadvantaged groups with respect to the equity climate and working conditions? What were the results of these surveys?

Educational Equity

What is the overall percentage representation of members of the various equity-seeking communities among all undergraduate and graduate students attending the university? What percentage increase/decrease has there been over the period since 1970? What are the equivalent percentages for each academic unit? How do these percentages compare with national and provincial averages? What percentage of academic units equal or exceed the availability data for students from equity-seeking groups in their local community and for Canada as a whole?

What percentage of the university's budget is allocated to the recruitment of students from equity-seeking groups in fields where they have traditionally been under-represented?

What is the university's ranking with respect to its tuition fees, compared to all other universities in Canada? What is the total amount of financial support provided by the university to students in constant dollars for each year since 1970? What proportion of this assistance is allocated to students from equity- seeking groups?

How many specialized academic programs permit in-depth scholarly study of the experiences, needs and perspectives of members of equity-seeking groups (e.g. Women's Studies, Aboriginal Studies, Black Studies), and, at what level, i.e. undergraduate or graduate? What percentage is the budget of each such department of the average of all academic departmental budgets since the inception of the particular program? What is the equivalent percentage of the average of the five smallest academic departmental budgets? What percentage is support for all such programs of the total university budget for each year since 1970?

What percentage of a university's programs have been assessed at either the initial approval or academic review stages for inclusion of courses and portions of courses which address relevant realities and concerns of members of equity-seeking groups? What percentage of the assessments involved participation by scholars from historically excluded groups? Of the programs reviewed, what percentage of the programs had made reasonable efforts to offer curricula that were inclusive?

What percentage of the university's budget is allocated to a) faculty development programs which sensitize teachers to the reality and concerns of students from equity-seeking groups in the classroom; b) assisting faculty with the revision of courses and course materials to reflect relevant realities and perspectives of members of equity-seeking groups; and c) assisting academics to respond to the special needs of students with a disability (e.g. special equipment)?

Do student course evaluations contain specific questions on equity bias in course materials, class atmosphere and language? Has the university conducted any surveys during the past two years to determine the views of students from historically excluded groups with respect to the equity climate in specific programs and the university at large? What were the results of these surveys?

Libraries

What percentage of the university's library budget is allocated for titles exploring the realities and concerns of members of equity-seeking groups a) in all fields of study and practice, and b) in specialized fields such as Women's Studies, Black Studies, or Aboriginal Studies?

Support Services

What percentage of the university budget is allocated to support services for members of equity-seeking groups? Are there specialized offices, committees or advisors on campus that provide support to members of equity-seeking groups? Do these facilities and their personnel have secure and adequate funding?

What percentage of the university's budget has been allocated to child care for the period since 1970? Are there on-campus child care services with a) enough spaces for faculty, students and staff; b) extended and weekend hours; and c) subsidies for both students and staff in need? What fees are charged for the use of these facilities?

Jennifer Bankier is Chair of the CAUT Status of Women Committee.