TITLE OF PAPER



Films and Community Engagement for Multicultural Education

"Former title: Engaging Intelligent Dialogue on Sensitive Issues With Social Work Students."

Eun-Kyoung Othelia Lee

University of North Carolina Charlotte

Department of Social Work

SoTl Project Report

E-mail elee50@uncc.edu

Abstract

This observational study examined how the innovative use of films and community engagement created a forum for various audiences including the general public, adolescents, and graduate students. Three film festivals were held at large public university located in a New South city that has been undergoing dramatic demographic changes. The audience’s feedback via online forums and interactive panel discussions were analyzed to evaluate the efficacy of the featured film to create learning benefits about cross-cultural experiences.

Vicarious experiences through carefully selected films were found to be useful in multicultural education with three varied audiences. Findings indicate that films make a difficult topic safer by objectifying it, thereby removing some of the barriers to learning cultural competence.

In order to enhance cross-cultural understanding citywide, further opportunities for university- community partnerships should be developed to enhance higher education institutions, inspire colleagues, and engage campuses.

Note. This project is funded by Scholarship on Teaching and Learning and Chancelor’s Diversity Challenge Grant at UNC Charlotte.

1. Introduction

In the increasingly multicultural world of the 21st century, it is crucial that helping professionals understand the influence that race, age, ethnicity, religion, sexual orientation, and cultural dynamics have on both macro and micro relationships (Author, 2008). Enhancing students’ ability to identify ethical standards associated with diversity better prepares more culturally competent young professionals (Chang, 2001). Yet learning about diversity in social science disciplines poses challenges for students because of reactions such as fear, guilt, denial, and anger (Author, 2010b). Creating a classroom environment in which the educator initiates and welcomes open dialogue is essential to diversity and multicultural education (Worthington, Soth-McNett, & Moreno 2007).

The Association of American Colleges and Universities (2005) defines diversity as individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, ability, and cultural, political, religious, or other affiliations). This paper describes an innovative use of multimedia and community engagement at a public university in a vibrant New South city to increase diversity awareness. Particularly, the focal point is to describe how strategic community engagement created a forum for various audiences including the general public, adolescents, and graduate students at professional schools to reflect upon vicarious responses to film and discuss ideas about social problems.

1.1 Multicultural Education and Community Engagement

One component lacking in multicultural education today is the use of community engagement through the application of institutional resources (e.g., social capital, cultural capital, financial capital) to collaboratively address and solve civic challenges (Smith et al., 2005). Higher education institutions employ an array of methods for community engagement including collaborative community service, community-based participatory research, technical assistance, capacity building, and service learning (Gelmon, Seifer, Kauper-Brown, & Mikkelsen, 2005). Nationwide universities have utilized community engagement as an innovative approach to expand on the concept of discovery learning and rejuvenate the civic mission of higher education. Faculty and staff strengthen their scholarship through collaborative community-based research: Sstudents discover the value of pragmatic and service learning, and academic and civic leaders develop, mutually beneficial partnerships that unite the community and the university to improve both (Brukardt, Holland, Percy, & Zimpher, 2004).

The most popular types of university –community partnerships are curricular engagement and outreach. Curricular engagement occurs when faculty, students, and community engage in intentional, respectful, and mutually advantageous collaborations (Saltmarsh, 2010). Their interactions enhance community well being by addressing the community’s self-determined needs, augmenting students’ learning opportunities, and enhancing the scholarship of the entire community (Driscoll, 2005). Implementation of diversity initiatives in curriculum and in the classroom has led to sustainable organizational change and educational benefits at colleges and universities (Williams, 2007). Outreach focuses on the endowment of institutional resources for community use, to facilitate mutually beneficial outcomes for both the university and the community. Through community outreach, a higher education institution can create a diverse base of individuals who are able to leverage their cumulative resources to enhance the type and number of strategies the university is able to utilize to engage the surrounding community.

When surveyed, multicultural educators indicated that varied teaching methods, including the use of films were typically associated with a positive response by students (Reynolds, 2011). Common themes in contemporary films include social life and societal problems such as sexism, homophobia, ageism, classism, poverty, inequality, rivalry, and ethnic conflicts. While multicultural educators recognize the value of using film clips and guided discussions as to illustrate management concepts (Russell, 2009), the use of full-length films as a tool for teaching diversity have been under-utilized (Parker et al., 2006). Educators have found in their work with adult learners that guided discussions about the interpersonal interactions and experiences of film characters can lead to illuminating and educational discussions about diversity.

1.2 Exploring Diversity Film Festival

At a large state university located in the Southeast, the Graduate Social Work Association (GSWA) collaborated with a faculty member to obtain an internal grant and take on the challenging task of initiating dialogue on sensitive issues via the Exploring Diversity Film Festival (EDFF) and facilitated discussion, targeting both professional social workers and lay audience. One of the major goals of the EDFF was to develop relationships with the community by inviting the general public to view movies that appeal to a variety of individuals and by providing a forum through which to embrace other’s diversity and their own. Reaching out to the community not only increased campus and community awareness of diversity issues, but also allowed the EDFF to reach a broad spectrum of the community through inclusion of socioeconomically disadvantaged youths, professionals, and laypeople.

Grant funds were used to host three EDFF events designed to promote the value of diversity. The EDFF showed documentary and feature films that explored multiple diversity topics in order to create dialogue about a variety of sensitive issues. It was expected that by processing vicarious experiences that occurred when viewing the films, individuals would experience a positive model for coping with tensions and integrate that experience into their community interactions (Ross, Kumagai, Joiner, & Lypson, 2011).

2. Method

2.1 Target Audiences and Research Procedures

The three-film festival was held in the 2011-2012 academic year at large public university located in a New South city that has been undergoing dramatic demographic changes. As the only premier urban research institute in the region, the university has had high enrollments of African American and first generation college students in recent years with 36% of students self-identifying as first generation college students and 36% minority representation (V. Dickerson, personal communication, July 31, 2012). Each film event had a different target audience. The target audience for the film event Who is the Help? was the general public. The event was promoted to helping professionals, including students, alumni, and members of professional organizations such as National Association of Social Workers. A second event, the showing of the film Azur and Asmar: The Prince’s Quest, was targeted towards 70 youth from five Title I middle schools in the public school system where the university is located. The final film event, For the Bible Tells Me So, was targeted at social work students and professionals.

Endorsements for the festival were obtained from the Department of Social Work, the Multicultural Resource Center, and a non-profit community organization. Partnerships were formed with the Department of Counseling, the College of Education, the Dean’s Office of the College of Health and Human Services, the Office of Multicultural Academic Affairs, a Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ) Student Association, and a non-profit state organization spearheading the fight against the passing of an Amendment to the state constitution that would prohibit same sex partnerships.

3. Materials and Procedure

The audience was asked to complete a brief survey to provide feedback on the film topic, discussion, and event execution. Through pre/post-test evaluation and analysis of qualitative feedback, audience reactions to the film were assessed to determine the effectiveness of using a feature film and interactive discussion to enhance cross-cultural understanding and ability to find value in differences. The university’s Human Subjects Review Committee approved the research project. It was emphasized that participation in the survey and online discussion forum was voluntary. The importance of confidentiality was emphasized, and students were told that the results of the survey would have no impact on their grade for their courses. With panelists’ permission, the panel discussions were videotaped, and transcribed for qualitative analysis.

A large poster of a leaf-less tree was posted on the wall at each event. Participants were encouraged to create “leaves” to post on what was referred to as our “tree of thoughts”. The leaves consisted of individual thoughts, words, or phrases that described participants’ ideas about diversity. The tree of thoughts was used as a visual tool to begin to get audience members thinking about what diversity means, prior to and during the films.

In addition to the survey, panel discussion, and tree of thoughts, social work students were asked to respond and react to the film via an online discussion forum. Students posted their own reactions to the film on an online forum and were encouraged to read and respond to their classmates’ postings. The objective of the online forum was to use collaborative and vicarious responses to the film to encourage dialogue and raise awareness about unique cultural experiences.

4. Analysis

In the process of interpreting and analyzing the qualitative data, the researchers incorporated open coding derived from the grounded theory approach to examine the learning benefits reported by the general audience and social work students (Glaser & Strauss, 1967). While reading (and re-reading) the text line-by-line, categories were generated through the “emic” process with which experiences can be understood and captured from the individual’s point of view (Lincoln & Denzin, 2005.p. 12). The interpretation was driven by what emerged from the data, guiding the description of how the concepts of diversity were understood by the EDFF participants.

5. Results and Discussion

5.1 The Help for the General Public

The first EDFF event was a community viewing of the feature film, “The Help,” a story about race relations in America as seen through the lens of African-American maids and White employers in the 1960’s (Stockett, 2009; Columbus, Barnathan, & Taylor, 2011). The Help was selected due to its recent success at the box office and the extensive mainstream media response the film received. By choosing such a mainstream film, and marketing the event widely throughout the community, the authors were able to engage 188 community residents, including 26 social work students and an entire class from a local community college. The make-up of the audience allowed for maximum impact presenting the opportunity for increased diversity awareness across a broad spectrum of race/ethnicity, gender, age, and sexual orientation. Four panelists included a moderator (a White woman), an administrator (a White male dean), and two African-American custodial staff.

Eighty-nine EDFF participants who responded to the survey pre and post film recognized the importance of race/ethnicity, gender, sexual orientation, and class more after viewing the film. Participants reported feeling more comfortable about interacting with persons with a disability, older adults, immigrants, refugees, and people with different religious and spiritual views. More detailed findings have been reported elsewhere (Authors, under review).

Qualitative analysis of the transcripts of the interactive discussion and student responses to an online forum revealed a range of emotions (e.g., angry, hurt, appalled, disgusted, embarrassed, horrible, heart-broken, sad, disappointment, sympathy, empathy, appreciation, a sense of empowerment, guilt, grateful, thankful things have changed, etc.). Panelists and attendees said that past life experiences and history led them to feel angry and white participants particularly noted feeling ashamed.

Through the online forum, social work students began to educate each other about their own cultures and experiences with oppression. One student remarked, “The help are those who are mistreated and denied resources based on their race, ethnicity, sexual orientation, or career”. Another student said, “Until people talk about this, nothing will change”. Both students alluded to the fact that if a social work practitioner ignores the mistreatment and denial of resources experienced on a daily basis by the non-majority group, the therapeutic alliance is neither competent nor genuine. This facilitated their development of cultural competence through peer exchange of their own vicarious responses to the film. Using the film helped students understand some of the stressors that members of non-majority groups have to deal with on a daily basis. When discussed in the context of social work practice emphasizing the necessity of cultural competence, it assisted students in further understanding the impact of racism on establishing therapeutic alliances.

5.2 Azur and Asmar for Middle School Students

The second event took place during the daytime and was targeted towards 70 middle school students invited from two Title I schools in the county’s public school system. Title I schools are high poverty schools with students at risk of falling behind. To recruit middle school students, the authors collaborated with social workers employed at two Title I schools. Transportation, lunch, insurance, and an honorarium for substitute teachers were provided by the grant fund. The community panelists consisted of three faculty members specializing in middle school education and one female Master of Social Work (MSW) student.

The film featured was Azur and Asmar: The Prince’s Quest (Ocelot & Machuel, 2006), a computer-animated fable that centers around two men from the Middle Ages who grow up as brothers, suffer a separation, and learn to live as equals again. North African nanny Jénane raises her brown-eyed son, Asmar, and his blue-eyed friend, Azur, who comes from a line of aristocrat. During boyhood, Azur lives in a castle, but he continues to play with Asmar, until his father sends him away to study and dismisses Jénane. As an adult, Azur experiences prejudice for the first time when he ends up in a North African village where the residents view blue eyes as bad luck, so he keeps his eyes closed and begs for his supper. In the interim, Jénane and Asmar have become wealthy.

Azur and Asmar was selected for the students from the two Title I middle schools because the characters of the film experienced discrimination and stereotyping based on their race, ethnicity, and socio-economic status. As Title I schools typically consist of African-American and Latino students from socio-economically disadvantaged backgrounds, the authors posited that the experiences of stereotyping and discrimination experienced by the characters in the film might mirror those of the student participants. A teacher from the Title I school commented that the selection of this film is congruent with the school’s global curriculum.

The middle school audience was asked to talk about their emotional reactions to the film and to indicate which person in the film they identified with. The discussion was then broadened to ask students if they had been in similar situations as the characters in Azur and Asmar, such as not speaking out against racism, or being victims of discrimination. The panel discussion revealed that many students had experienced being on the receiving end of stereotyping associated with being African-American and Latino students from socio-economically disadvantaged neighborhoods.

One African-American female student said that people assumed that her school was filled with so much violence that it was necessary to “wear a bulletproof vest”. The student stated that in reality, “Our school is really not that bad”. An African-American male student shared that the stereotype of his school was that it was “dirty…. and full of animals” and that people assumed that he could not possibly be an honor roll student because of the way he dressed. The student said that he was an honor roll student, and an African-American female panelist remarked that she had recently visited the school and was impressed by its cleanliness.

All of these statements set the stage to for panelists to convey the message that stereotypes do not have to be self-fulfilling prophecies. One African-American panelist said that we are “imprisoned by the stereotypes placed upon us, but we also imprison ourselves by believing them. We are responsible for taking ourselves out of prison”. Another African-American male panelist reiterated, “Stereotypes don’t always match reality”. These important points laid the groundwork for the students to understand the importance of respecting diversity. By beginning to take a critical look at the way others viewed them, and the way stereotypes impacted their lives, they were able to begin to become empathetic about the experiences of others.

The panelists were able to utilize the experiences of the characters in the film to solicit personal experiences with discrimination and stereotyping from the students. By discussing discrimination and marginalization from a personal perspective the students were able to concede that ideas and attributes we associate with a specific race, gender, socio-economic status, or culture are often fallacies that consist of contempt prior to investigation. Through identifying and validating the untruth of cultural myths, the panelists were able to assist the students in dissolving perceived barriers placed upon them by society and recognize the limitless opportunities available to them despite their cultural background.

Two representatives from the University Transition and Opportunity Program, which is designed to facilitate underrepresented students’ transition from high school to college, concluded this event with presentations. Through a question and answer session, students discussed their interest in a college education. An African-American student raised the question: “I am more likely to go to X. high school [without a good reputation]…. Can I still go to college?” The subsequent discussion engaged the middle school students by emphasizing specific strategies to prepare for college.

5.3 For the Bible Tells Me So, for Social Work Students

The final event was a screening of the film, For the Bible Tells Me So. This documentary tells the story of five families who find out that their child is gay (Karslake, 2007). Through the experiences of these five very normal, very Christian, very American families, including those of former House Majority Leader Richard Gephardt and Episcopal Bishop Gene Robinson, the film explores how people of faith handle having a gay child. Informed by respected experts, the documentary explores the intersection of homosexuality, love, and religion and offers healing, clarity and understanding to anyone caught in the crosshairs of scripture and sexual identity.

For the community panel, the authors engaged local LGBTQ Centers, advocacy organizations, and a LGBTQ Student Association to recruit a spectrum of gay, lesbian, transgender, and heterosexual panelists. Through strategic selection of panelists, and through inclusive and comprehensive promotion, the authors were able to draw 60 audience members to the event which was diverse and representative of the community. This not only created relationships between the Department of Social Work, participants, and collaborators, but it also met the EDFF’s goal of providing campus and community members with an opportunity to reflect upon diversity and meaningful tools to integrate into classrooms, neighborhoods, agencies, and community interactions.

The timing of this event coincided with the heated debate about Amendment One, a legislatively referred constitutional amendment on the definition of marriage in the state (Equality North Carolina, 2012). This EDFF preceded by Episcopal Bishop Gene Robinson’s visit to the campus, hosted by the GSWA, to promote his “Love Free or Die” campaign and showcase the documentary of the same title (Itkoff & Alston, 2012). For the Bible Tells Me So was chosen for graduate social work students and professionals due to its timeliness with current state social issues as well as its taboo nature. While graduate social work students and professionals are tasked with working toward cultural competence, the areas of sexual orientation and religion are often taboo topics shied away from in the classroom, particularly in the South.

Analysis of the online discussion forum posts about the documentary revealed three main themes. The first point was complete surprise that individuals from the LGBTQ community would be religious and have strong faith. One student stated:

Until this panel and film event, I had not considered how it might feel to be a very religious person living in the LGBTQ community and how difficult it must be to gain support. It sounds like many people do not understand that someone who lives this lifestyle can also be extremely religious.

Another theme was gratitude for the opportunity to learn more about a population that many students had little interaction with and exposure to. One student said:

I have never met a transgendered individual and I am so happy that our class was fortunate enough to have that experience. I was moved by the panelist’s story because I was unaware of the issues that transgendered individuals experience on their journey.

A final theme was the usefulness of the panel in providing students with tools to prepare them to work with the LGBTQ population and be a heterosexual ally. One student remarked: “The panel was a great addition to the film. They were able to tell their stories and give advice on how we can be better social workers when handling diversity”. Another said: “Every time I attend an event or hear another story from a member of the LGBTQ community, I am gaining more cultural competence, to be a better social worker for all types of people, regardless of sexual orientation”. The students were able to use their vicarious responses to both the film and the panel to learn about the lived experiences of the LGBTQ population and enhance their cultural competence.

In sum, the stories of five families integrated the issues of sexual orientation and faith into a safe learning environment and spoke to the multi-faceted oppressions that often encounter individuals of faith who identify as lesbian, gay, bisexual, transgendered, queer, or questioning. Through the safe environment created by the panelists and the event coordinators, current and future social work practitioners indicated that the EDFF enabled them to learn about these taboo topics that are often minimized in diversity curriculum.

5.4 Discussions

Abstract TeIn this observational study, vicarious experiences through carefully selected films targeting three varied audience were found to be useful in multicultural education. Students’ comments reveal that films make a difficult topic safer by objectifying it, thereby removing some of the barriers to learn cultural competence. The Help brought to the discussion the difficult topics of racism, discrimination, power, and privilege that many people feel uncomfortable talking about, especially in a mixed racial group. Through discussion at the community event and online, the audience was able to relate intense emotions, particularly their feelings of anger and shame about racism experienced by African American community in the 1960’s. With regard to response to racism, Todd, Spainerman, & Aber (2010), in their study of White students reflecting on Whiteness, noted similar findings in which pre-existing awareness of White privilege was a significant predictor of White students’ emotional responses to racism.

Watching the films with others were powerful and emotional experiences that enabled audience members to feel more comfortable in discussing their personal biases in a learning community. In addition, the films helped to remove some of the barriers to learning cultural competence, such as a lack of awareness of prejudice, cultural assumptions, and the belief that people are more alike than different. At the LGBTQ event, consistent with findings by Dillon and colleagues (2004), most of the comments by the panelists and attendees could be categorized by response type with the most prevalent categories being: general socialization, preconceptions regarding sexual identity development, and reflection on and curiosity about becoming an effective LGBTQ ally. These comments indicate that participants recognized their heterosexual privilege and that socialization, preconceptions, and curiosity about being an ally can serve as major themes to inform future trainings on diversity.

In addition to the films, the community panel discussions played a critical role in multicultural education. It was important for minority youths to interact with faculty of color, and as noted above, the lived experiences of the transgender panelist helped to remove some bias perceived by social work students. Further, housekeeping staff currently employed by the university helped to educate participants on the experiences of African-American maids in the 1960s.

As discussed earlier, each film was strategically selected to target a specific audience. Carefully selected films can create a safe environment where audience members can feel more comfortable discussing these personal biases, which facilitates learning about the importance of difficult topics by showing other people grappling with them. The stories acted as a powerful stimulus for discussion of participants’ own experiences with “isms” and raised individual awareness regarding the power and privilege that they take for granted. Thus, the EDFF provided participants with the tools to initiate intelligent dialogue within their communities about several sensitive diversity-related topics of racism, classism, heterosexism, and faith.

This observational study focused on using full-length films as a tool for community engagement to address issues of diversity awareness, multicultural sensitivity, and cultural competency skill development. Particularly, our active outreach to include students from underrepresented groups served to accomplish the university’s goal of greater access for culturally diverse and low-income first generation students. Consistent with Bernado, Butcher, and Howard (2012), the university’s Plan for Campus Diversity, Access, and Inclusion is a comprehensive plan that seeks to address marginalization both within the campus and greater community through community engagement.

Institutional support via the Chancellor’s Diversity Challenge Fund has empowered students, staff, and faculty to create innovative plans to facilitate its larger mission. This unique strategy to engage potential future students is forward thinking in that it enabled leaders in higher education to transform the concept of diversity and marginalization into something that was both meaningful and personal for youths, while at the same time cultivating a diverse student base for future enrollment (Author, 2010a; Giroux, 1988). In order to enhance cross-cultural understanding citywide, further opportunities for university- community partnerships should be developed to enhance higher education institutions, inspire colleagues, and engage campuses.

Specific for the authors’ discipline of social work, the EDFF engaged students in discussions about how the topics of racism, discrimination, power, and privilege affect their future practice. Continued education and discussion about multicultural issues advance social workers’ ability to become culturally competent and address personal biases. The use of community engagement to create a collaborative learning environment for both professionals and students provides a context in which both can learn not only about the historic experience of other cultures, but also about current issues and the evolution of one’s own culture. The learning environment facilitated by the films and community panelists ensures that individual cultural competence is constantly evolving and will enable practitioners to better serve their clients.

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