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