Post on 11-Feb-2016
description
transcript
CSA 597B: Social JusticeThe Pennsylvania State University
December 9, 2009
Maureen McMahonJoan Miller
Priscilla MorenoGregory Nolan
Jordan West
Issues
•Racism•Privilege•Communication•Conflict•University Value•Safety
Relevant TheoriesWhite Identity Development - Helms Phinney's Identity Development for Students
of Color Critical Race Theory Student Engagement
Theory - Chickering's Vectors
Salient VectorsDeveloping CompetenceManaging EmotionsDeveloping Mature RelationshipsEstablish IdentityDevelop Integrity
Interventions•Leadership Retreat•Commission for Racial/Ethnic Diversity•Open Forums•Campus Speakers•Incident Report Clarity•Clarity on Importance of MSRW•Informal Interactions
Leadership RetreatPotential Outcome
Discussion/Problem identification
Definition of diversity education for Elite University
Goals/objectives for developing cultural competencies
Unanticipated
Consequences
Blame; continuation of stereotyping
Further division
In order for multicultural education to be
successful, faculty, staff and administrators must
agree on a common language and define what multiculturalism means for their particular campus. There must also be some
agreement on what knowledge, skills, and
attitudes students should possess in order to be considered culturally
competent in a diverse environment.
(Howard-Hamilton, Richardson, & Shuford, 1998)
Commission for Racial/Ethnic Diversity
Potential OutcomesAssessment of campus
climate in areas of diversity
Development of a university wide plan for diversity education grounded in Elite’s philosophy and mission
Unanticipated
ConsequencesLoss of faculty
unwilling to accept change
Loss of financial support from disgruntled alumni/parents
Both the theory and findings indicate that individual students benefit when they are engaged with diverse peers;
however, as a society we have provided no template for interaction across
racial/ethnic groups andsuch interaction cannot be taken for granted in the college environment.
(Gurin, Dey, Hurtado & Gurin, 2002)
Becoming culturally competent is a journey that is fraughtwith detours and hazards; however, having a well drawn
and usable road map and recognizing the landmarks alongthe way will help make the journey a successful one.
(Talbot, 1996, p.31)
Open Forums/SpeakersPotential Outcomes
Shift in student attitude toward the benefits of a diverse climate
Improvement in moral identity development; perspective taking.
Unanticipated
Consequences
Elite times may begin to report positive news of underrepresented population
Increase in arguments and altercations
Colleges that diversify their student bodies and institute policies that foster
genuine interaction across race and ethnicity provide the first opportunity for many students to learn from peers
with different cultures, values and experiences.
Genuine interaction goes beyond mere contact and includes learning about
difference in background, experience, and perspectives, as well as, getting to
know one another individually.
(Gurin, Dey, Hurtado, & Gurin, 2002)
Incident Report ClarityPotential Outcomes
Increased support/vigilance from Campus Police
Less altercations/incidents of bias related crime
Unanticipated
Consequences
Increased incidence of bias related situations
Further concern expressed by faculty, parents and alumni
Clarity in Purpose of MSRWPotential Outcomes
Structural diversity
Benefits of a diverse
population for all students
Increased faculty
support
Unanticipated
Consequences
Ridicule from individuals opposed to recruitment
Continued lack of faculty commitment
Structural diversity is a necessary but insufficient condition for maximal
educational benefits; therefore, the theory that guides our study is based on
students’ actual engagement with diverse peers.
(Gurin, Dey, Hurtado & Gurin, 2002)
The presence of racially underrepresented students appears to contribute to the total institutional environment and particularly
to the education of white students. Increasing the numbers of students of
color on campus not only expands opportunities for students of color who
enroll, but also enhances the educational experiences of white students.
(Astin & Chang, 1997)
Opportunities to foster informal interaction/volunteerism
Potential Outcomes
Faculty and majority students experience dissonance/disequilibrium
Change in values/attitudes
of faculty and white students
Unanticipated
Consequences
Escalation in type of bias related incidents due to fear of change
When volunteer groups are diverse , the members tend to not only develop altruism, but human understanding and knowledge of other cultures. This kind of experiential learning can affect real
attitudinal changes for faculty, students and administrators. Each
group is provided a window of opportunity to develop new
appreciation and values for the other.
(Howard-Hamilton, Richardson & Shuford, 1998)
Recruitment and Retention of Underrepresented StudentsOverall pushback against using affirmative
actionStates that have banned affirmative action
California (1996)Texas (1996-97)Washington (1998)Florida (2000)Michigan (2006)Nebraska (2008)
Recruitment and Retention of Underrepresented StudentsWhat Elite University can do…
Recruitment:
Work with high school students
Ensure all-inclusive marketing materials
Provide funding for underrepresented students
Form partnerships with HBCUs
Have a minority presence on campus
Recruitment and Retention of Underrepresented StudentsWhat Elite University can do:
Retention:
Support advocacy units
Provide educational opportunities for
current students