A collaboration between the Office of Diversity and Inclusion and Tehama Group Communications, the biannual Building Bridges newsletter portrays how CSU, Chico connects students through the power of diversity.
As the ramifications of the COVID-19 continue to play out, our Wildcat community continues to adapt. Though this spring semester is not the one we anticipated, it is one we are learning from. We must continue to embrace each day and make the best of the situations we find ourselves in. This newsletter celebrates the time we had together on campus, the amazing contributions and accomplishments of students, faculty and staff and the optimism that comes from embracing our differences and moving forward together.
By Emma Bumgarner
Cover Photo By Jason Halley
Tangible evidence isn’t traditionally found when boundaries around inclusion and diversity are bent, melded and broken. Standing four brick-laden stories high with a plethora of large, glossy windows and a breezeway in the middle, Chico State’s new Science Building is a physical space that encourages equitable access and opportunities for all. It was intentionally designed to boast inclusivity that reaches beyond LGBTQ+ and other styles of gender representation.
“The very first day we got together to talk about: what do we want in this building? It was really that we [wanted] it to be accessible, inviting and meaningful to every student who comes to the university now and in the next 50, 70, 80 years,” explained David Hassenzahl, dean of the College of Natural Sciences.
Part of this accessibility included the installation of gender inclusive restrooms and a lactation room, a step other CSU’s have already taken and one that Chico State recognizes as important. Briana Guerrero-Vega, program director of the Gender & Sexuality Equity Coalition, noted that the Rainbow Room in GSEC is one of the only other places on campus that has a designated space for lactation.
Guerrero-Vega defined gender-inclusive as a term that really just means everybody, despite identities and assumptions. For those unwilling to use the all-gender restrooms, there are also gendered restrooms inside the building.
"...In Europe and other places, gender inclusive restrooms are sort of normal," Hassenzahl said.
Equipped with various high-tech appliances and retrofitted to be more energy efficient than its predecessors, the new building also involves a reformed learning environment that Hassenzahl defines as, “studio learning.”
“I didn’t even think about how important a building could be to a campus… it’s really cool to see Chico State considering all [these] factors.”
-Briana Guerrero-Vega
Studio learning allows for small groups working at a table to project their work for the class to see. Professors and student assistants are able to float around from table to table rather than standing at the front of the class and lecturing for the duration
There are also large, open study areas for students to stick around between classes and work . Projectors and glass whiteboards are also provided in these spaces to facilitate community learning.
While the interior of the building offers a lot in terms of maximizing inclusivity, the outside of the new Science Building is just as important. Rachael McBride, director for the Office of Tribal Relations (Mechoopda and Maidu lands), explained that the outdoor space between the new Science Building and Meriam Library will be designated as the Bahapki space. For those unfamiliar, Bahapki was one of the last settlements in Chico that included members of the Mechoopda tribe, but also involved members of other tribes
“Mechoopda were the first people of this land; they were the first caretakers… it’s always important to acknowledge who was here before us,” McBride stated.
Any plants around the new Science Building native to Chico will be labeled with the common name, the scientific name, and the Mechoopda name. Inside and out, this building stands as a pillar of recognition for diverse identities and communities, and provides a unique space that caters to unify students, faculty and staff.
“I think [the new Science Building] can be an inspiration [for] considering this whole ecosystem of a community campus,” Guerrero-Vega envisioned.
Spring 2021
By Lexi Lynn
Cover Photo by Keith Luke on Unsplash
Graduating Engineering Student
Chico State is a campus committed to a culture of social justice, equity, diversity, and inclusion in which students, faculty, and staff feel empowered to thrive. Through the Chico State Office of Diversity and Inclusion, the University provides educational tools and resources to challenge and change the status quo and help students take knowledge about inclusion with them into their careers.
One graduating senior, Aileen Escobell, got her start at Chico State by way of the MESA Engineering Program. She is from the small town of El Centro, which is part of Imperial County, the southernmost part of California adjacent to the Mexico border. Originally born in Mexicali, Escobell came to the United States when she was in the third grade. As a senior in high school, she knew she wanted to pursue a college degree within the field of science, technology, engineering, and mathematics (STEM). After meeting recruiters from Chico State’s MESA engineering program, she had the opportunity to visit Chico.
“I got to meet a bunch of students, a lot of which were actually from the Imperial Valley, and some from my high school. Even though I was super far away, I felt like I was at home with people I could relate to,” Escobell said.
The MESA program at Chico State is part of the Chico STEM Connections Collaborative (CSC²). Its mission is to recruit and retain students in STEM majors, and provide services, guidance, and support to help facilitate academic success, specifically for Hispanic or first-generation students. After her visit, Escobell chose to earn her degree in civil engineering at Chico State, adding a second degree in applied mathematics soon after.
Throughout her five years at Chico State, Escobell has continued to be actively involved with the MESA program. She worked as a tutor and student assistant, but most notably as a recruiter working on behalf of MESA in her hometown.
“I get to talk to high school students and sort of pay it forward, the same way they recruited me,” said Escobell.
She credits much of her success, happiness, and positive experiences to her community of faculty and friends at MESA. After graduation, Escobell plans to earn a master’s degree in structural engineering, and began looking for a program closer to home. She is excited to share that she will attend UCLA in the fall. Once she has completed her degree, she plans to join the workforce at a structural engineering firm. With all of the opportunities she’s had with MESA, Escobell will advocate for diversity in her future workplace because of the personal connections you can make.
“Working with people from different cultures, you can relate by sharing what your experiences were, such as assimilating to a country that is not the country where you were born,” she said.
A Graduating Student-Athlete
Another student dedicated to diversity is graduating senior Malik Duffy. Originally from Sacramento, Duffy got his start at Chico State in 2016 on a basketball scholarship. For the past five years he has been part of the Chico State Wildcats.
Initially Duffy chose to major in kinesiology, but switched to Public Affairs after taking a public speaking course. For him, the Communication major offered more flexibility given the demands on him as a student athlete.
Chico State is a NCAA Division II school for basketball, which is the most competitive division. In 2016 the team won the NCAA Championship Tournament and became the West Region Champions. Unfortunately, it wasn’t a true win for Duffy. He spent his freshman year of basketball as a redshirt, meaning that even though he practiced and worked out with his team, he didn’t participate in any games. It wasn’t until his sophomore year that he actually received playing time.
This is usually done to prolong an athlete’s eligibility. It also helps acclimate the players to their new team environment while they navigate their first year in college. In 2020, Duffy and his team were on their way to winning another championship after qualifying again for the NCAA tournament. That was until the pandemic.
When the COVID-19 pandemic began, what would have been his last season playing was canceled. The athletes were offered an extended year, if they were not graduating. Luckily for Duffy, he plans to stay at Chico State to enroll in a master’s program, and will play his final season during his first year of graduate school.
“I’m fortunate and grateful to spend at least one more year here, especially to play basketball,” Duffy said.
Duffy hopes to earn his master’s degree in education, or sign with an agent who will help him find a basketball deal abroad. “My goal is to play professionally overseas. So it depends how well I do on this upcoming year,” he said.
After taking the class “Lesbian, Gay, Bisexual, Transgender, and Queer Issues and Identities” (MCGS 310) taught by Tray Robinson, director of the Office of Diversity and Inclusion, he decided to pursue a second minor in multicultural and gender studies.
“If I don’t get a chance to play overseas, or even after I’m done playing, I want to work with children as a career,” he said. “I talked to Tray about getting a minor in MCGS, and he thought it would be good to help me overall and open more doors for me.”
Whether it be teaching diversity issues to kids or helping people facing adversity in some way, Duffy believes his education in MCGS will be beneficial. “I’m not sure what particular job I want to do, but I thought if I get that minor it would give me more options.”
Duffy has stayed in touch with Robinson, and is currently working as an intern for the diversity office. He is responsible for a monthly newsletter targeted to student-athletes.
“The goal is to give student-athletes campus news and information in the sports world but from a diversity aspect,” explained Duffy.
For example, his first newsletter highlighted Layshia Clarendon, the first transgender WNBA player.
Reflecting on his time at Chico State, he says his entire experience has been unforgettable. “From the day I got recruited, I knew this was the place I wanted to be. It felt like a family already from the basketball team welcoming me. The faculty and staff have been super supportive of me being an athlete,” he said.
Graduating Senior and Vice President of the Native American Club
Graduating senior Daniel Meza knows firsthand the meaning of diversity. Meza is federally recognized as a member of the Native American Pit River Tribe indigenious to the area of Burney, located in the northeast corner of California. He is also part Wintu and part Yana, which are tribes from the same area. Although much of his family is in Burney, Meza was born and raised in Chico.
After transferring from Butte College in 2017, Meza is now in his final semester at Chico State. Majoring in liberal studies, he wants to become a teacher after graduation. He hopes to get a position teaching at Four Winds of Indian Education, which is a local nonprofit organization. Four Winds provides support to American Indians residing in Butte and Glenn Counties with its social services, health education, and academic careers.
Meza has also taken classes that count toward earning a minor in Native American studies, but is uncertain if he will finish before graduating. Meza has given educational presentations on a number of local tribes in many of his classes at Chico State.
“I use culturally relevant pedagogy to integrate culture and introduce others to my own,” says Meza. He also uses traditional Native objects to give a better understanding of each tribe’s history. Currently, Meza serves as vice president of the Native American club, part of the Office of Tribal Relations, which has been a huge support system for him. Even before he was elected to that role, Meza has been an active member of the club since he first came to Chico State.
“It’s basically a hub where people can hangout or come in and get snacks. Sometimes we have movies on, or we play different cultural games. It’s a lot of fun,” says Meza. “We also have computers where people can work and print without having to go into the library.”
You don’t have to be Native American to be a member of the club, as it is open to any student that wants to learn more about their culture. The club participates in many events and activities on campus. In the past, they’ve hosted the Chico State Pow Wow, a Native-style event with vendors all centered around their indigenous culture.
“We were looking into hosting another and then COVID hit,” said Meza. Since then, the club has been meeting virtually.
Following the pandemic and classes moving online, he’s had time to visit family back at their reservation. Much of Meza’s tribal land extends past Alturas where he’s recently made a few trips.
“Getting up to the land and being where my people are from, it’s a unique experience. I actually got a feeling I’d never experienced before. I felt like I belonged there,” he said.
During one of his trips, he was able to get up close to the buffalo that roam and graze the tribe’s land. “They’re massive, majestic creatures. It was daunting and exciting,” said Meza.
One day Meza would love to own a small house there to split his time, since he loves Chico and doesn’t think he could ever fully relocate.
Meza is now preparing to enroll in a credential program after graduating. Since he’s had such a positive experience during his time at Chico State, he plans to stay local and continue his education here.
He’s always strived to promote diversity in both his classes and club duties, and will continue doing so in his teaching career. “The most beneficial aspect of diversity is inclusion, because I know that when I’m recognized for my culture or who I am, it makes me feel seen,” described Meza.
“Don’t stoop yourself down. Be respectable and hold yourself to a high standard, even when you’re faced with near impossible challenges,” said Meza. He believes through education and communication, we can cultivate compassion and respect for all cultures.
During his spare time, he likes to create traditional Native American beading such as necklaces and earrings that he usually gifts.
Spring 2021
By Trenton Taylor
Cover Photo by Trenton Taylor
In the wake of social discontent and turmoil with law enforcement on a national level, Chico State continues the process of examining the policies and procedures of its own University Police Department (UPD).
Initiated by University President Gayle Hutchinson, a task force has been assembled with members who hold leadership positions on campus to take an in-depth look at the ways that UPD integrates itself with the campus community that it protects and serves. This task force began its examination process in October 2020 and is expected to compile its findings and recommendations in a report to send to President Hutchinson later this month.
“I was committed to selecting a diverse group of campus and community leaders in terms of ethnicity and gender, as well as the broad perspectives they represent across the campus and community,” said Hutchinson, “I value their experiences and their expertise.”
The task force and its committee were finalized in November 2020, beginning the process of examining how UPD could better cooperate with the campus community and fulfill the University’s mission and strategy.
Though work began in October, Hutchinson had been tinkering with the idea for some time already and knew it needed to be implemented.
“I began thinking about appointing a task force to examine University police policies and practices shortly after the killing of George Floyd and as the University was going through the process of selecting the next police chief,” Hutchinson said.
Although the final report will not be released until the end of May, the task force has already brought forth preliminary recommendations that its members think will improve the UPD climate on campus. In an updated message to the campus community, they highlighted a few of the key recommendations.
“Our goal is to provide an outline of areas which should be critically analyzed and engaged by our president and campus community,” the report states. “We expect this to be a continuous process of dialogue and improvement, persisting well into the future.”
The two preliminary recommendations according to the task force report are to:
Create a Police Accountability Board composed of campus stakeholders. This group would track progress on reforms, make recommendations for additional changes, review the use of force, and provide another level of transparency and accountability for UPD.
Engage campus partners such as the Departments of Social Work and Psychology and WellCat Counseling for crisis situation planning and response.
The task force hosted Zoom forums in April to get feedback from the campus community on what its members think campus safety should look like. The last of these Zoom forums on April 13 was interrupted by hate speech and inappropriate comments. The commitment to making space for diverse voices, and responding to hostility or tension in the process is an issue the task force is addressing.
Per a request from the task force, the report deadline, which was originally April 9, has been extended to May 25 to give members more time to examine UPD.
“This work is challenging and arduous, and I want the task force to have ample time to determine recommendations for improvement and write their report,” Hutchinson said. “I expect to receive the report on or before May 25. I will review it. Once faculty are back to work for the fall semester, I will begin a process of implementation.”
Future updates will be posted to the Presidential Communications page on the Chico State website as progress with the task force continues.
Spring 2021
By Trenton Tayor
Celebrating Diversity and Inclusion at Chico State—16th Annual CODI Awards
The Conversations on Diversity and Inclusion series is one of the many aspects of Chico State’s campus that lets students see how our group and individual identities influence one another. Each year in the spring semester, individuals committed to equity, diversity and inclusion are honored with Diversity & Inclusion Achievement Awards for their commitment to setting an example on campus. Listed below are the award descriptions and their recipients:
After Chico Award
Recipient: Mia Colacion
The After Chico Award recognizes that the proof of a good education is what you do with what you’ve learned. In this award, we honor a Chico alum’s outstanding contributions in the field of diversity activism, service, education, and/or celebration.
Behind the Scenes Award
Recipient: Jason Nice
Just as in a movie or in theatre, much of the diversity efforts are conducted and maintained behind the scenes, out of public view. This award honors the individual behind the scenes, working diligently and often without recognition to ensure that the show goes on seamlessly and successfully.
Lifetime Achievement Award
Recipient: Tray Robinson
Understanding diversity is the work of a lifetime and helping others to understand it is the work of an extraordinary lifetime. This award is presented to an individual who has brought the campus closer to its vision of inclusivity through her or his cumulative daily efforts to promote understanding and collaboration across lines of gender, race, culture, class, and sexuality.
Promising New Comer Award
Recipient: Shawn Bates
This award is presented to an individual whose fresh perspective and energy galvanize campus diversity work and facilitate new approaches to old problems. The award honors the newcomer’s vision and invites a sustained commitment to its realization.
Pulling us Together Award
Recipient: Laura Nice and the Book in Common Planning Team
This award is presented to the organizer(s) of an event that was noteworthy for drawing people together to take a bold step towards social change. The event may involve teaching the campus community eye-opening lessons about diversity issues, galvanizing a response to a particular social justice issue, or representing those who are often marginalized in U.S. society.
Taking it to the Classroom
Recipient: Felipe Restrepo
Individuals who address diversity issues in the classroom often must deal with sensitive and challenging subjects, resistant or apathetic students, and/or professional scrutiny. It is a daunting task that many choose not to address. The Taking It to the Classroom Award recognizes an outstanding faculty member who possesses the courage and creativity required to successfully engage diversity issues in the classroom.
Taking it to the Streets
Recipient: Juanita Mottley
This award highlights a group’s or individual’s timely response to an event or issue of local, national, or global significance. We particularly want to honor students, staff, or faculty who have provided direct service to communities or individuals impacted by the topic.
Teach-Back Award
Recipient:Malik Duffy
The Teach Back Award recognizes the fact that while students most often learn from their professors, they also teach their instructors and peers. With this award, we honor one of our students who has consistently been active either inside or outside of the classroom and contributed to diversity education on campus
Walk the Line Award
Recipient: Black Faculty and Staff Association
The Walk the Line Award recognizes that the work to achieve social justice is both demanding and risky. Risks include excessive scrutiny and burnout from juggling multiple roles (e.g., mentor, teacher, advocate). This award recognizes one who takes such risk without the protection of privilege and safety nets such as tenure or secure full-time employment
Spring 2021
