Q&A | Sitting down with the new vice president of Diversity, Equity and Inclusion
Dr. Reginald Stewart discussed the impact of a senior Diversity, Equity and Inclusion position and how Chapman can promote an inclusive campus. DANIEL PEARSON, Staff Photographer
By the first day of Chapman University’s fall semester, Reginald Stewart, the inaugural vice president of Diversity, Equity and Inclusion (DEI), had already found a home on campus in his office in Hashinger 215. Cardboard boxes stuffed with personal belongings remain untouched, but whiteboards line the walls, littered with notes and questions about the campus climate.
This semester marks the first time a DEI staff member holds senior status at Chapman — alongside 10 other vice presidents — but the new position already has a considerable history. Last August, amid calls for Chapman to prioritize inclusion on campus, President Daniele Struppa began recruiting for a DEI vice president with the help of an advisory committee, a process that continued into July 2021.
The Panther sat down with Stewart in-person on August 30 to gain insight into his background and goals for Chapman’s future within his newly-constructed role.
Stewart's answers have been lightly edited for clarity and stylistic standards.
Q: Between the University of Nevada, Iowa State University and Chapman, you have a long history of involvement in DEI-related roles. What inspired you to go into this field?
A: I always say to people, “I think it chose me.” It wasn’t (a career path) that I graduated from high school with and said, “This is what I’m gonna do.” I actually went to college to be a professional saxophone player. I got a part-time job working at the Disability Programs and Resource Center at San Francisco State University, and I loved it. I stayed in it, and that got me on this path of equity and inclusion work.
Q: This is the first year that a DEI position will be part of Chapman’s senior staff. Why is that change essential right now, and what kind of impact will it have on Chapman’s community?
A: I would argue that the (push) for having a cabinet-level diversity and inclusion (role) has been for the better part of about 20 years. Some organizations were on the front end of that, some were in the middle, and then some were where Chapman is right now. What I have to do is recognize that Chapman made the change; it’s easy to say, “Well, why didn’t they do it five years ago, or 10?”
When reaching out to me, they took the time to find a seasoned person. They could’ve taken another alternative, and they could’ve gone for a less experienced and probably less expensive person to do the job. But, they knew where they wanted to go with the work, and I think now is an optimal time.
Q: When you first came to Chapman, what did you see as the university’s biggest strengths with DEI, and where is there still room for growth?
A: (Chapman has) people doing exemplary DEI work in addition to all of their other duties and responsibilities. When you see people are willing to pitch in to advance their organization, that (shows) how much they care about their university. Faculty research and write in this area — they know their stuff. (Chapman is) actually better positioned than I think the institution realizes.
Most modern campuses have a division or a unit of (DEI) that takes all of these elements and brings them into a very organized structure. Much like you have an organized central financial system or strategic communications system, DEI becomes another part of that functionality — you want it organized and structured with key personnel. That’s where I think the opportunity for growth is: order and structure.
Effectively, what you’re trying to do is build an organized approach to the work, so that everything is not pieced together. It’s really (about) recognizing that (DEI) in higher education is a skill.
Q: Having started your position in July, what steps have you already taken to ensure that Chapman’s campus is equitable and inclusive?
A: Many chief diversity officers have been (replaced) in their first few weeks on campus because they walk in presumptuously, and they start telling people what they should be doing. That’s really a bad proposition. I think (my) first few months on campus are about being authentic, engaging people and understanding where they’re at. The first month is getting people to get comfortable with me. “Here’s this guy from Iowa, randomly, here in California doing DEI work.” You’ve got to let that marinate a little bit before you start the process. So, it’s really (about) engaging people.
“Many chief diversity officers have been (replaced) in their first few weeks on campus because they walk in presumptuously, and they start telling people what they should be doing. That’s really a bad proposition. I think (my) first few months on campus are about being authentic, engaging people and understanding where they’re at.”
Q: What is your approach to taking in that information and learning about the Chapman community?
A: You’ll see different iterations of it. When I hear things, I write them up on (my whiteboards). The more times I hear them, the more times they resonate, because different people in the community are saying (their own) versions of the same thing. I make visual affirmations for myself that these (sentiments) are some of the things that I need to be thinking about.
I encourage everyone to reach out. We can do one-on-one meetings. I’m also offering, now that the students are back, (to go) to club or organization meetings. I think it’s just really (about) meeting folks (and seeing) where they’re at. And that’s going to manifest differently for different populations.You just go with the flow of what works best at the school that you’re at.
Q: How do you differentiate between measures that might contribute to the tokenization of underrepresented students and measures that make students feel genuinely heard?
A: That’s probably the most important question. I have a colleague at Iowa State University, and there’s a phrase that always resonated in our division. I think it’s completely appropriate for this question: “Nothing about us without us.”
I understand we have to be extremely mindful of where we’re positioning language and practical application of work to not appear (disingenuous). If we’re sitting in a room, and we’re talking about this proliferation of Asian American and Pacific Islander (AAPI) hate we’ve experienced since the pandemic started, but we don’t have anyone (from) the community represented, that’s when we stop immediately and say, “This conversation need not go any further until we can ensure that we have voices (from the community).”
Those voices aren’t tokens; those voices are representatives. Those voices are ambassadors. See, we use words like that: we’ll say someone’s an “ambassador” or a “representative,” but when they’re people of color, we’ll say “token.” I’m trying to get away from stigmatizing representation of one or two people as that of tokenism. They should be in the room. The goal is to ensure you’re consulting with the people whom you intend to support.
Q: This week, a white supremacist group posted a propaganda flyer on campus, which has occurred several times on campus. How do you think Chapman can further minimize the influence of hate groups on campus, besides just the removal of propaganda?
A: The purpose of (those posters) are to sow discord, to create disruption, (and) to a certain extent, to elicit an over-response in administration or create a dynamic where students get frustrated by the administration for not responding to the posters. Then, people just sit back and watch the chaos.
These posters are national. They happen every year. I think one of the more important things we can do as a campus is have a conversation — particularly with our incoming first-year students and (their) families — about (how) these are some of the things that happen when you have an open campus. The freedom you experience in visiting it is also going to court people who just want to create chaos. The posters are not necessarily a reflection of any sort of insidious population on campus. (Hate groups are) putting the posters up everywhere, but that doesn’t diminish the pain, the hurt and the concern. Those posters are going to absorb as much energy as you give it.
Q: On a more personal level, what impression has Chapman already made on you, and how would you define your mindset going into this school year?
A: Today (Aug. 30) is the first day I saw Chapman alive. It was cool to just go out toward central campus to watch the flow (of) students going by and (see). all of that possibility, optimism and energy. This is what college is all about.
I’m excited to now get to experience Chapman in its full bloom, because I’ve only had the snapshots of it in (a) sort of shut-down mode, and it’s a very different aesthetic than when all the students are here. I’m excited to actually engage more.
Q: We’re returning to campus after a year and a half with questions about diversity and equity in all aspects of life. What would you want to say to incoming Chapman students looking to contribute to the university’s mission of inclusivity?
A: The goal of DEI is to position our graduates with the flexibility to go wherever they want to go. You do that by introducing them to this broad cross-section of people from all over the world and (teaching them) how to develop relationships, rapport and appreciation for cultures and worldviews other than (their) own. The cool part about a university (is all the) information you didn’t get growing up but now you have access to.
You have to be a little bit naturally curious. (Also,) you have to be okay not being in command of the situation, because you’re going to walk into some spaces where you don’t know the norms and the expectations. That vulnerability helps you appreciate how other people are entering your space. If we can do that, we will have done right by you in this first year.