Office of Diversity and Equity > Policies, Committees and Reports > First State of the Campus Report

Source: U.S. Department of Census State Population Projections (www.census.gov/population/projections/state/stpjrace.txt)

Colorado economic projections. The Colorado economy is mirroring the shift toward a technology-based economy taking place in the U.S. economy. A 1998 American Electronics Association report ranked Colorado the third fastest growing state in terms of high tech job growth. Colorado added 30,296 high tech jobs between 1990 and 1996 (Keating 1998). The state added 16,000 new high-tech jobs in 1998. The state also has the largest number of high-tech workers per capita among the states, with 145,700 in 1998, or about 84 of every 1,000 people working in the industry. High-tech workers are also getting paid an average of $60,418, or 88 percent more than other private sector workers, who make an average of $32,210 (Beauprez, 2000). However, the maintenance of Colorado's high tech job creation requires a continual supply of skilled workers to fill these positions. As Colorado's population becomes more diverse, it becomes essential that CU-Boulder and other state institutions reach out to its under represented populations.

III. Current State of Diversity, University of Colorado at Boulder

Goal 1: Climate for Living and Learning

Several major interdivisional initiatives to improve the living, learning and working environment of the CU-Boulder campus, and to address the Boulder Campus Diversity Plan Goals are underway. These are summarized the first part of this section. A more extensive profile of activities addressing the Goals is provided in Section V of this document and is contained in the plans of units across campus. Campus-wide data for students, faculty and staff are presented in the second part of the section. This information is summarized from the CU-Boulder "Diversity Counts" website.

Office of Diversity and Equity (ODE). The need for coordination across and among diversity programs, the monitoring of diversity activities, and the need for budget advocacy had been raised on campus over the past 10 years. In March of 1999, the Office of Diversity and Equity was created to address these long-standing concerns. This office works to coordinate with programs across campus; advocates for diversity budget priorities; disseminates information on diversity programs and activities; interacts with the administration of each division to define and direct diversity efforts across campus; and, works with each of the Chancellor's Advisory Committees and with students, faculty and staff groups to bring forward concerns and recommendations The office also monitors diversity progress on campus. It is important to note that there have been many good programs on campus for many years. Their effectiveness has been limited by a variety of factors, including a lack of coordination and resources. The past year has seen an increase in units working together in more strategic groups and an increase in diversity related funding.

The Office of Diversity and Equity also coordinates a number of events, including the IMPART multicultural research awards and the Big 12 Faculty Fellowships, the Annual Campus Diversity Summit sponsored by the Chancellor's Advisory Committee on Minority Affairs, the Committee on Women's Annual Report and reception, the Equity and Excellence Banquet, Faculty of Color luncheons, etc.

One of the major activities of the ODE this year has been the development of the Leadership, Excellence, Achievement and Diversity (LEAD) Alliance for student recruitment and retention. The Alliance is described in greater detail below. Briefly, it is a standing group composed of representatives from the three "best practice" academic neighborhoods (Minority Arts and Sciences Program, Multicultural Engineering Program – formerly known as SEED, and McNeill Academic Program), Admissions, Financial Aid, CU-Boulder Foundation, Student Affairs, the Cultural Unity Center, and Institutional Relations. This alliance has facilitated recruitment efforts, coordinated scholarships for students of color and first generation students, and strengthened retention efforts on the campus.

A case statement and campus diversity "wish list" to be included in the campus fundraising campaign is also being developed. This has been an interdivisional effort with the LEAD Alliance members. The case statement will be coordinated with School and College giving and will provide possibilities for additional sources of funding for diversity across campus.

Building Community Campaign. As stated in the campaign's brochure, "The mission of the Building Community Campaign is to foster an environment that is welcoming, enriching, and inclusive of all members of the University of Colorado at Boulder. This will be done by sponsoring initiatives that lead to respect and success in individual and collective endeavors of an academic, personal, interpersonal, or professional nature." This is a key campus initiative spearheaded by the Division of Student Affairs but involving the ODE and each of the Divisions. A variety of activities and policy reviews have been conducted including the creation of the Bias Motivated Incident Response Team, Environmental Scanning presentations, the development of a student pledge and honor code, and the pilot program called the CU Experience designed to help incoming students develop the skills to adjust to campus life.

Building Community – the Chancellor's Advisory Committees. In the section entitled Campus Advisory Committee reports, three of the Chancellor's four Advisory Committees present their yearly update of campus activities in their area, with recommendations for improvement. The fourth committee, the Chancellor's Advisory Committee on Minority Affairs, works with the ODE on the issues related to student, faculty and staff of color reflected in this report. They also organize the yearly campus-wide Diversity Summit. Several other major committee contributions to the campus climate are highlighted below.

In Spring 2000, the Chancellor's Standing Committee on Gay, Lesbian and Bisexual Issues met with students on campus to hear directly from them about their experiences, concerns, hopes and perceptions of the campus climate. The GLBT Center has also moved to new and expanded space this year.

The Program Accessibility Committee on disability issues guided the use of the $360,000 allocated over the past two years to address physical accessibility issues on the campus. In addition, an assessment of technology related assessment issues has been completed by Disabilities Services, with recommendations that have been forwarded to the Associate Vice Chancellor for Technology.

The Chancellor's Committee on Women has worked tirelessly over the past three years with the Chancellor and university counsel to develop a strong policy and process to address sexual harassment complaints on campus. This past year the process has been streamlined, an investigator has been added to the staff, and the staff, faculty review panel has been expanded. This committee continues to work with the Sexual Harassment Office to monitor progress in this area.

Student Recruitment and Retention. Major recruitment and retention programs for students of color and first generation are described below. Some of these are best practices identified and extended in the past two years, some are new initiatives.

LEAD Alliance. Several best practices had been identified when the Boulder Campus Diversity Plan was written. Graduation and student survey data indicate that the Minority Arts and Sciences Program (MASP, College of Arts and Sciences) and the Multicultural Engineering Program (MEP, College of Engineering) offer the basic elements that produce effective, supportive academic communities. A need to extend such opportunities to students is vital, and the new McNeill academic neighborhood has been developed this year to expand those best practices. Resources have also been allocated to expand the original two programs. A coordination of admissions recruiting, financial aid processing and program connections were also identified as a critical need. To address these issues a group was formed–the LEAD Alliance. The LEAD Alliance coordinates program efforts for students of color and first generation students. It has extended the academic neighborhood concept, raised and distributed scholarship dollars and supported coordinated recruitment efforts. This year, 300 additional four-year participation scholarships have been awarded by the LEAD Alliance.

PreCollegiate High School Program. This program has a long history of success in supporting students of color and first generation student to enrollment in higher education. A long-standing problem in attracting PreCollegiate students to the CU-Boulder campus has been a lack of scholarships. In the past two years, $60,000 in additional continuing scholarship funding has been awarded to the PreCollegiate program. This funding has enabled the program to offer all of their graduates a four-year scholarship to CU-Boulder. Additional fundraising will continue.

PreCollegiate Middle School Program. In addition to the high school program enhancements, a major expansion of PreCollegiate has been implemented. In the past year funding was allocated on the campus to enable the creation of the PreCollegiate Middle School Program. In 1999-2000, 350 middle school students and their families participated in this new program. In 2000-2001 there are 400 students participating. Information on college planning, courses needed throughout their junior and senior high school years, financial aid, etc. are part of Saturday Academies and other activities attended by these youngsters and their families.

Multicultural Access and Community Affairs Team (MACA). The Multicultural Access and Community Affairs Team (MACA) had functioned effectively in Admissions for many years. For the last several years, reorganization and other issues had made it difficult for this effort to continue. With the new leadership in the Admissions Office the MACA Team is now once again working together to recruit students of color, first generation and other underrepresented students to the campus. Representatives from this team work with the LEAD Alliance (described above) to improve the recruitment of students and their transition into campus life.

High School Partnerships. High School Partnerships can be an important recruiting tool. Personal relationships with schools and communities are important in extending understanding and creating trust, particularly in communities of color. Two high school partnerships have been initiated by the Chancellor. These involve Montbello High School (73% African American) and North High School (84% Latino). In visits to the schools, the Chancellor has worked with the principals and staff to identify areas in which CU-Boulder can be of help. A plan has been developed with each school and put in place for the 2000-2001 school year. Class visits with presentations on preparing for college, career choices, and CU-Boulder as an employer will take place. A liaison from Admissions has been identified for each school and a student ambassador has been hired for each school. The student ambassadors will work with the Admissions liaison to bring information and connection to the school. Students hired for these positions are CU-Boulder students who are graduates of the respective high schools. In addition, groups of students from each of the high schools (150 Montbello, 400 North) will visit the campus, meet faculty and have lunch with students. LEAD Alliance four-year scholarships to create a cohort of 20 students per school have also been funded.

Faculty Initiatives. In addition to the Building Community activities that affect faculty directly, three additional initiatives are of note. The Faculty Teaching Excellence Program has a long history of providing support for teaching excellence on campus. It also provides opportunities for new faculty to connect with the campus community with monthly information and discussion sessions. For the first time, last year a senior faculty member of color was designated to work specifically with diversity recruitment, retention and other campus issues as a Faculty Teaching Excellence Diversity Scholar through the FTEP program. Funding for this position was received through the budget priorities presented by the Office of Diversity and Equity. Salary equity issues and preparation sessions for promotion and tenure are also being actively addressed by Faculty Affairs.

Staff Initiatives. Staff issues and concerns are a part of the Boulder Campus Diversity Plan. For staff, improving employee information and communication and increasing opportunities to develop leadership and other skills that can lead to advancement have been major areas of focus. The Human Resources department has taken several important steps to address these staff needs. It has reorganized and increased the number of leadership classes for all staff across campus. It has also begun staff English as a Second Language classes. In addition, more information is now available to all employees in terms of job openings on campus, translations of information for second language English speakers are available, and regular attendance at minority job fairs in the Denver metro area has been scheduled. Tracking of staff employment data by ethnicity and gender is also being streamlined by the Department of Equal Opportunity.

Expanding Communication. An important aspect of creating a strong sense of community is the dissemination of information on programs, initiatives and the stories of individuals working and succeeding all over campus. Over the past two years, Institutional Relations has worked to highlight diversity programs and activities in their reporting of stories, providing support and advice in publications and informational material, and providing exposure through press releases and articles in the Carillon, campus, metro area and national publications. Helping communities get information about programs is also important. A major effort in this direction is a new website of campus resources CU-4-K12. This website provides teachers, students and the general community access to the wide variety of research and informational resources on the CU Boulder campus, as well as providing links to national and international information.

Goal 2: Student Access and Opportunity

Total Enrollment: Over the past decade, the number of domestic students of color has grown from 9.9% of total CU-Boulder enrollments in 1988 (2,392 of 24,071 students) to 12.9% of total CU enrollments (3,414 of 26,318 students) (Chart 1). This is an increase of 1,022 students over the decade.

Each racial/ethnic group made some gains over the decade. Asian-Americans and Latinos made the most pronounced gains over the decade. The number of Asian-American students increased from 959 students in 1988 (3.9% of all students enrolled) to 1,382 students in 1999 (5.1% of the total). Similarly, the number of Latino students increased from 941 students in 1988 (3.9% of all students enrolled) to 1,367 students in 1999 (5.2% of all students enrolled).

While these increases represent significant gains, some racial/ethnic groups remain underrepresented relative to both the state and national average. Table 1 compares each of the major racial/ethic groups at CU-Boulder with the proportion of each ethnic/racial group in the state of Colorado. Asian-Americans are over-represented in relation to the state population. Statewide, Asian-Americans represented 2.4% of Colorado's population in 1998. That same year, Asian-Americans represented 5.4% of CU-Boulder's student body.

However, African-Americans and Latinos are under-represented when compared to the state's population. In 1998, African-Americans represented 4.2% of the state's population, but only 1.7% of the campus student body. Similarly, Latinos account for 14.5% of the state's population in 1998, but accounted for only 5.2% of the campus student population that same year. Native Americans are closer to parity, accounting for 0.9% of the state's population and 0.7% of CU at Boulder's student population in 1998.

Table 1: CU-Boulder Total Enrollment by Race/Ethnicity in 1998-1999 compared with state population

	CU-Boulder Campus wide		State of Colorado
	Number	Percent of Total	Number	Percent of Total
African Amer.	448	1.7%	135,995	4.2%
Hispanic/Latino	1,331	5.2%	577,516	14.5%
Amer. Indian	194	0.8%	36,740	0.9%
All Asian	1,382	5.4%	95,850	2.4%
White	21,929	82.5%	3,567,527	77.8%
Total	26,318	100.0%		100.0%,

Source: U.S. Department of the Census: Projected State Populations, by Sex, Race, and Hispanic Origin: 1995-2025 (www.census.gov/population/projections/state/stpjrace.txt)

Similar trends are evident when comparing CU-Boulder enrollment of students of color with similar enrollments for other Colorado 4-year public institutions. In 1997, students of color accounted for 4032 of the 28,209 students enrolled at the University of Colorado — Boulder (14.2% of all enrollments). This rate is above the rate for Colorado State University (CSU), the institution closest to it in size and admissions criterion. In 1997, students of color accounted for 2846 of 26,365 students enrolled at CSU (10.6% of total enrollment). CU-Boulder's students of color rate is slightly below the student of color enrollment rate at CU-Denver (20.7%) and CU-Colorado Springs (15.8%). CU-Boulder's student of color enrollment rate is slightly above the student of color enrollment rate at the University of Northern Colorado (14%).

Table 2: CU-System Total Enrollment by Race/Ethnicity in Fall 1997 compared with other Colorado Public Institutions

	University of Colorado at Denver		University of Colorado at Colorado Springs		University of Colorado at Boulder		Colorado State University		University of Northern Colorado
	Number	% of Total	Number	% of Total	Number	% of Total	Number	% of Total	Number	% of Total
African Amer.	504	3.6%	260	1.7%	558	1.9%	421	1.6%	288	2.4%
Hispanic/Latino	1211	8.7%	491	6.9%	1587	5.6%	1347	5.1%	843	7.1%
Amer. Indian	168	1.2%	65	0.9%	211	0.7%	324	1.2%	62	0.5%
All Asian	978	7.1%	327	4.6%	1676	6.0%	754	2.8%	472	3.9%
Total of Color	2861	20.7%	1143	16.1%	4032	14.2%	2846	10.6%	1665	14.0%
White	10040	72.9%	5962	81.9%	23058	81.7%	22727	86.2%	10035	84.6%
Total	13772	100.0%	7105	100.0%	28209	100.0%	26365	100.0%	11860	100.0%

Source: U.S. Department of Education: Integrated Postsecondary Education Data System Enrollment Data File, 1996-97. Foreign Students and Students who did not specify are not included in the tabulation

Compared to similar institutions, Colorado ranks somewhere in the middle in the recruitment of students of color. Table 3 highlights a comparison between CU-Boulder and members schools in the Association of American Universities (AAU). The AAU comprises the 61 leading doctorate-granting research institutions in the United States and Canada. In 1996, the University of Colorado at Boulder ranked 19th out of the 32 AAU public universities in the percentage of students of color enrolled. The University of California-Irvine had the highest percentage of students of color among the AAU institutions (60%), while the University of Nebraska had the lowest percentage (6%).

Table 3: Comparison of CU-Boulder to Association of American Universities Public Member Schools in 1996

AAU Institution	% Black	% Native American	% Asian American	% Latino	% Total of Color	Rank
University of California at Irvine	2%	0%	47%	11%	60%	1
University of California at Los Angeles	6%	1%	32%	14%	53%	2
University of California at Berkeley	5%	1%	33%	11%	50%	3
University of California at San Diego	2%	1%	32%	10%	45%	4
University of California at Davis	3%	1%	29%	10%	43%	5
University of Maryland	N/A	N/A	N/A	N/A	N/A	6
University of California at Santa Barbara	3%	1%	15%	12%	31%	7
Rutgers University	7%	0%	14%	7%	28%	8
University of Washington	3%	2%	19%	4%	28%	8
University of Texas at Austin	4%	0%	10%	13%	27%	10
University of Michigan	8%	1%	10%	4%	23%	11
University of Arizona	2%	2%	5%	12%	21%	12
University of Florida	6%	0%	6%	9%	21%	12
University of Illinois	6%	0%	10%	4%	20%	14
State University of New York at Buffalo	6%	1%	9%	3%	19%	15
University of Virginia	9%	0%	7%	2%	18%	16
University of North Carolina at Chapel Hill	10%	1%	5%	1%	17%	17
Michigan State University	8%	1%	4%	2%	15%	18
CU — Boulder	2%	1%	6%	5%	14%	19
Ohio State University	7%	0%	5%	2%	14%	19
University of Minnesota	3%	1%	7%	2%	13%	21
University of Pittsburgh	8%	0%	4%	1%	13%	21
University of Oregon	1%	1%	7%	3%	12%	23
Pennsylvania State University	3%	0%	5%	2%	10%	24
University of Kansas	3%	1%	3%	2%	9%	25
University of Wisconsin	2%	1%	4%	2%	9%	25
University of Missouri	6%	0%	2%	1%	9%	25
University of Indiana	4%	0%	3%	2%	9%	25
Purdue University	3%	0%	4%	2%	9%	25
University of Iowa	3%	0%	4%	2%	9%	25
Iowa State University	3%	0%	2%	2%	7%	31
University of Nebraska	2%	0%	2%	2%	6%	32

Source: U.S. Department of Education: Integrated Postsecondary Education Data System Completions Data File, 1996-97

Undergraduate Enrollment: Enrollment of undergraduate students of color in the colleges/schools increased markedly over the decade. In the fall of 1988, persons of color accounted for 2,108 of the 19,622 students enrolled in CU-Boulder (10.7%). This number increased to 2,904 out of 21,500 enrolled students (13.5%) in 1999. All groups of color increased in raw numbers from 1988 to 1999. The largest rate of increase came form Latino(a) students and Asian-American students. In 1988, Latino(a)s accounted for 808 of the 19,622 undergraduate students enrolled at CU Boulder (4.1%). By 1999, this number had increased to 1,157 of the 21,500 students in the colleges/schools (5.3%). Similarly, the number of undergraduate Asian American students in the colleges/schools increased from 877 (4.4%) in 1988 to 1,187 in 1999 (5.5%). Gains by African-American and Native American students were more modest. African American representation went from 338 students (1.7%) students in 1988 to 402 (1.8%) in 1999. Native-American undergraduate enrollment increased from 85 students (0.4%) to 158 students (0.7%) during the same period.

Graduate Enrollment: Enrollment of students of color in the graduate school has increased steadily throughout the decade. In 1988, only 284 of the 4449 graduate students enrolled were students of color (6.3%). This past year, students of color accounted for 10.5% of all graduate students at CU-Boulder. Students of color accounted for 510 of 4,818 graduate students in 1999. Latino(a) and Asian-American groups made the largest gains. Latino(a) enrollment went from 133 students in 1988 (2.9%) to 210 in 1999 (4.3%). Asian-American graduate student enrollment went from 82 students in 1988 (1.8%) to 195 students in 1999 (4.0%). Smaller raw number gains were made with respect to African-American (from 36 students in 1988 to 69 students in 1999). Native-American students made a very small gain during the decade (from 33 students in 1988 to 36 students in 1999).

Retention and Graduation: Retention and graduation rates for African-American and Latino students of color have increased over the last decade. Thirty two percent (32%) of entering African-American freshmen in years 1980 — 1988 earned a bachelor's degree after six years. By the 1993 entering class, that rate had increased to 46%, a 44% increase over that period. Similarly, 42% of Latino students entering in the years 1980-1988 earned bachelor's degrees after six years. That number increased to 47% of Latinos for the 1993 entering class. Graduation rates for white students have also increased from a 62% rate for the 1980-1988 entering classes to 67% for the 1993 entering class. The rates for Asian-American and Native-American students have remained steady over the decade.

Undergraduate Degrees: The campus made significant gains over the past decade in the number of students of color receiving undergraduate degrees. In 1989-1990, students of color earned 300 of the 4,078 undergraduate degrees awarded by the campus (7.3%). In 1998-1999, students of color earned 552 out of the 4,027 undergraduate degrees awarded by the college (13.7%), an 84% increase from 1990. All groups made significant gains over the decade. Asian-American and Latino students made the largest numerical gains. In 1990 Asian-American students earned 133 undergraduate degrees (3.2% of total). In 1999, Asian-American students earned 256 undergraduate degrees (6.3% of total). Similarly, the number of Latinos earning undergraduate degrees at CU-Boulder increased from 118 (2.8% of total) in 1990 to 214 degrees (5.3% of total). African-Americans and Native-Americans also made gains over the decade. In 1990, African-Americans earned 41 undergraduate degrees (1% of total). In 1999, African-American students earned 57 undergraduate degrees (1.4%) of the total. The number of Native-Americans earning undergraduate degrees increased from eight degrees in 1990 (0.1%) to 25 degrees in 1999 (0.6%).

Graduate Degrees: The Campus has seen a modest increase in the number of graduate degrees awarded over the decade. In FY 1990, students of color earned 74 of 1,307 graduate degrees (5.6% of total). In FY 1999, the number of students of color earning graduate degrees increased to 134 out of 1,506 (8.8% of total). By far, the largest gains were made by Asian-American students.

In 1990, Asian-American students earned 25 graduate degrees (1.9% of total). In 1999, 64 Asian-Americans earned graduate degrees at CU-Boulder (4.2% of total), a 256% increase from 1990. African-Americans and Native Americans made modest gains over the decade. African-Americans earned six graduate degrees from CU-Boulder in 1990 (0.4% of total) and 17 graduate degrees in 1999 (1.1%). Native-Americans earned four graduate degrees from CU-Boulder in 1990 (0.3% of total). In 1999, Native-Americans earned nine graduate degrees in 1999 (0.5%). Latinos made negligible gains over the decade. In 1990, Latino students earned 39 graduate degrees from CU-Boulder (2.9%). In 1999, Latinos earned 44 graduate degrees from CU-Boulder (2.9%).

Enrollment and Degrees by Gender: There were slightly more men than women enrolled in CU-Boulder in fall 1999. This past year, women accounted for 47.6% of all students enrolled at CU-Boulder. This was a slight increase from 1990, when women accounted for 45.5% of all CU students. The number of women earning undergraduate degrees at CU-Boulder also increased slightly from 49.3% in FY 1990 to 49.8% in 1999. Women have made more significant gains with respect to graduate enrollment and degrees. In 1988, women accounted for 1,813 of the 4,449 students enrolled in graduate programs at CU-Boulder (40.8%). By 1999, women represented 2,213 of the 4,818 graduate students at CU-Boulder (46%). Women have also gained a greater share of earned graduate degrees at CU Boulder. Women represented 37.4% of graduate degrees awarded at CU-Boulder in 1990. By 1999, women accounted for 42.8% of all graduate degrees earned.

Goal 3: Diverse Faculty and Staff

Faculty Recruitment and Retention — Faculty of Color: The Campus has made significant improvement in increasing the number of assistant professors of color. In 1990, faculty of color represented only 9% of all assistant professors hired by the Campus. By 1999, this number has increased to 25% of all assistant professors. The increases have been less pronounced at the associate and full professor levels. In 1990, faculty of color represented 10% of all associate professors. By 1999, 14% of all associate professors and 9% of all full professors were of color.


Faculty Recruitment and Retention — Women Faculty: The Campus has also made substantial gains in the number and proportion of women faculty hired. In 1990, women represented 37% of all assistant professor positions at CU-Boulder. By 1996, that number has risen to 46%. This past year, women accounted for 42% of assistant professors. Women also accounted for a greater percentage of associate professor and full professor positions at the end of the decade than at the beginning of the decade. In 1990, women accounted for 28% of all associate professor positions and 7% of all full professor positions on Campus. By 1999, this number had increased to 32% of all associate professor and 14% of all full professor positions.


Recruitment and Retention — Staff of Color:The Campus has increased the number of staff of color over the decade. The majority of staff of color are employed in the administrative classified staff sector. In 1990, staff of color represented 262 of the 1,973 administrative classified staff positions at CU-Boulder (13%). By 1999, staff of color represented 325 of the 1,858 of these staff positions (18%).

The greatest proportion of staff of color hired by CU Boulder is in the food service/ custodial sector. In 1999, 240 of the 355 food service/custodial workers on Campus were persons of color. Latinos make up the majority of the employees in this group. In 1999, Latinos represented 64% of the food service/ custodial workers of color employed by CU-Boulder (154 out of 240). Asian-Americans also represent 31% of all food service/ custodial staff of color (75 out of 240).

The number of professional staff (program directors, assistant directors, assistants to the dean) of color on Campus has increased from 50 out of 328 positions (15% of total) in 1990 to 73 out of 370 positions (20% of total). African-Americans represent the largest share among staff positions of color 31 of 73 (42% of total). Similarly, the number of officers has remained relatively stable throughout the decade. In 1990, people of color represented 18% of all officers (3 out of 17 positions). By 1999, students of color represented 15% of all officers (3 out of 20 positions).

Female Staff: The majority of female staff positions are found in the administrative (other) classified staff category. In 1999, women accounted for 1,150 of the 1,858 administrative classified staff positions at CU-Boulder (62% of total). This was a slight decrease from 1990, when women held 1,273 of 1,973 administrative classified staff positions (65% of total). The proportion of food service/custodial and professional exempt staff positions held by women grew to _ of all such positions by 1999. In 1990, women held 127 of 276 food service/custodial staff positions (46% of total). By 1999, women held 173 of 355 food service/custodial positions (49% of total). Similarly, the number of female professional exempt staff members increased from 149 out of 328 positions (45% of total) in 1990 to 186 out of 370 positions (50% of total) in 1999. Women accounted for 1/5 of officer positions on Campus in 1999 (4 out of 18 positions). This was close to 1990's percentage of 18% (3 out of 17 positions).