DIVERSITY ISSUES IN HIGHER EDUCATION

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University of Florida Department of Educational Administration and Policy

DIVERSITY ISSUES IN HIGHER EDUCATION EDH 6046 Section 2060 1331 Norman Hall

Mondays, 1:55 p.m. ? 4:55 p.m. (periods 7-9)

Professor: Office: Office Hours: Phone: Email:

Mary Kay Carodine, Ph.D. 155 Tigert Hall, Office of the Vice President for Student Affairs By appointment 352-392-1265 marykay@ufl.edu

Course Description

To be an effective student affairs profession, one must have the knowledge, skills, experiences, and awareness to be considered multiculturally competent. It is important to note that the term multicultural includes racial/ethnic groups, sexual orientation, disability, religion, gender, adult learners, national origin, as well as socioeconomic status. Student affairs administrators, who are multiculturally competent or skilled, have many of the same characteristics as other human services professionals or counselors, which include the following attitudes, perceptions, or behaviors:

? They are aware of their own cultural heritage. ? They value and respect cultural differences. ? They are knowledgeable about the cultural background and history of ethnic minorities and other underrepresented

groups. ? They appreciate the life conditions and circumstances in which underrepresented groups find themselves. ? They have significant positive relationships with culturally diverse individuals. ? They are willing to share their resources for the well being of others. ? They take some measure of responsibility for the advancement of harmony between and among underrepresented

groups.

? They are willing to expand their circle of friends and significant others to include members of multiculturally diverse groups.

? They see themselves neither superior nor inferior to others. ? In addition to these attitudes and characteristics, culturally competent professionals examine the intersections of

identities, broader social systems, and policies and practices which differentially impact underrepresented people.

It should not be surprising that many student affairs administrators do not have these qualities for several reasons. First, most student affairs administrators come from homogeneous groups where there are limited opportunities for cross-cultural communication and interaction. Other student affairs administrators and graduates in preparation programs may have reached adulthood without having had significant personal relations with persons of color. In addition, student affairs administrators and graduates in preparation programs often do not develop culturally sensitive behaviors due to a lack of training and consciousness about multicultural issues that promote personal growth and development regarding cultural diversity. Like individuals in the society at large, such individuals are not fully prepared to function in a multicultural world nor are they prepared to provide effective services for culturally diverse students. For the reasons cited above, this course is designed to facilitate the development of culturally effective administrators/practitioners who are open to self-examination, are flexible, are knowledgeable about culturally and racially diverse persons, and are constantly seeking to promote crosscultural understanding. This will help practitioners educate all students as well as look at institutional and societal issues.

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Course Objectives

By the end of this course, your ability to complete the following tasks should be strengthened:

1. Become familiar with salient issues in multiculturalism and social justice in higher education.

2. Examine feelings, attitudes, and beliefs concerning the culturally different and underrepresented groups. 3. Challenge misconceptions about culturally different individuals and groups. 4. Identify and breakdown stereotypes which set limits on human potential. 5. Learn more effective ways to communicate across racial and cultural lines. 6. Understand identity development theory, student development theory, and their applications.

7. Facilitate the construction of cultural knowledge about racial and ethnic groups to increase sensitivity and to decrease misinterpretation. 8. Take advantage of opportunities to break down barriers and to build cross-cultural coalitions through cooperative group efforts. 9. Propose and implement action plans designed to initiate and build relationships with persons from culturally and racially diverse populations. 10. Understand the complexities and intersections/enmeshments of identities as well as social systems.

Textbooks

Harper, S. H. (Ed). (2008). Creating inclusive campus environments for cross-cultural learning and student engagement. Washington, D.C.: National Association of Student Personnel Administrators (NASPA), Inc.

Harper, S.H. & Quaye, S. J. (Eds.). (2009). Student engagement in higher education: Theoretical perspective and practical approaches for diverse populations. New York: Routledge.

Maurianne Adams, M., Blumenfeld, W.J., Castaneda, C., Hackman, H.W., Peters, M.L. & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. New York: Routledge.

Statement on Academic Honesty and Intellectual Integrity

"We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. All work submitted for credit by students at UF implies the following student pledge: ON MY HONOR, I HAVE NEITHER GIVEN NOR RECEIVED AID IN DOING THIS ASSIGNMENT."

Statement on Availability of Accommodations for Students with Disabilities

The University of Florida provides high-quality services to students with disabilities, and we encourage you to take advantage of them. Students with disabilities needing academic accommodations should 1) Register with and provide documentation to Disability Resources (392-8565), and 2) Bring a letter to the instructor from this office indicating that you need academic accommodations. Please do this as soon as possible, preferably within the first week of class.

Grading Procedures

Assignments 1. Action Plan 1 2. Action Plan 2 3. Group Project 3. Group Presentation 4. Final Paper

TOTAL

75 Points 75 Points 100 Point 50 Points 150 Points

450 Points

Grading Scale A = 93% + A- = 90%-92% B+ = 87% - 89% B = 83% - 86% B- = 80% - 82% C+ = 77% - 79% C = 73% - 76%

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Course Requirements

The success of this course depends heavily on classroom discussion and completion of the required readings. Therefore, you will be expected to think critically and interact actively with your colleagues during the duration of the course. Essentially, this means making a unique contribution to the advancement of multiculturalism in higher education through personal sharing and by providing information beyond that which is required in class. Your attendance and timeliness at every class is also expected. The course requirements are shown below.

1. Action Plan: Select and become involved in two multicultural experiences, called Action Plans, designed to help you gain knowledge, awareness, and skills in working with culturally diverse students. These should be intentional and deep.

Specific Guidelines for the Action Plan will be given in class.

An Action Plan proposal is a blueprint of goals, objectives, and activities to be achieved in the future. Activities or experiences you have achieved in the past are unacceptable. The intent of the Action Plan is to help you develop knowledge toward becoming a more culturally skilled student affairs practitioner.

The first step in multicultural action planning is the development of the Action Plan proposal. The proposal is designed to help you maximize your effort by thinking through and outlining your Action Plan prior to beginning the plan. Your Action Plan proposal (due January 27) should consist of the following components:

1. The overall goal for the Action Plan (a statement about personal learning goals).

2. Action Plan Phase One ? Observation/ Research/Reading a. proposal objective (specific outcome) b. proposed activity

3. Action Plan Phase Two ? Information Seeking / Participation a. proposed objective (specific outcome) b. proposed activity

4. Action Plan Phase Three ? Direct Participation/ Interview/ action research a. proposed objective (specific outcome) b. proposed activity

Plan 1 due February 17; Action Plan 2 due March 17.

ACTION PLAN PHASE ONE: OBSERVATION (learning from a safe distance)

The following are some suggested ideas: 1. Attend a lecture that focuses on ethnic minority issues and concerns. 2. Attend a movie that depicts cultural practices of an ethnic minority or religious group. 3. Attend a church service of a predominant ethnic minority group. 4. Attend a cultural event on campus. 5. Read a book or journal articles.

ACTION PLAN PHASE TWO: INFORMATION SEEKING (learning from a closer distance)

The following are some suggested ideas: 1. Arrange to meet with community leaders (e.g., ministers, politicians, teachers) from an ethnic community and try to determine their perceptions of the needs and concerns of the ethnic groups they represent.

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2. Interview several students who are religious minorities about their faith and their experiences in college. 3. Attend a cultural event on campus.

ACTION PLAN PHASE THREE: DIRECT PARTICIPATION (learning from the closest distance)

The following are some suggested ideas:

1. Conduct interviews with several members of a cultural group regarding your observations and readings and ask about their experiences. 2. Attend the programs of a cultural group and talk with the leaders about their goals for the events and the purpose of their groups as well as about the issues on campus.

CULMINATING EXPERIENCE

After you have completed your Action Plan, prepare a summary of your experience based on the following guidelines for each of the three experiences. Your paper should not exceed eight to ten (8-10) typewritten pages (double spaced, Times New Roman font style, 12-point font, 1" margins on all sides), excluding title page and references. In your paper, be sure to:

1. Identify and briefly describe each Action Plan experience. 2. Identify and briefly discuss your personal goals and objectives for each of the experiences. 3. Discuss your feelings or reactions. 4. Discuss how your Action Plan experience was supported or not supported by concepts found in the literature. 5. Discuss the experiences in terms of implications for multiculturalism in higher education and student affairs. 6. Discuss how your experience will affect your professional work in the future.

NOTICE: The best reports are those that show a clear linkage between the Action Plan experience and concepts presented in the student affairs literature on multiculturalism, diversity, and social justice. Be sure to critically analyze your experiences and not just report on them.

3. Group Project and Presentation: Develop and present a small group project designed to improve attitudes toward, improve communication with, increase knowledge of, answer questions about, and develop skills for, working with culturally and ethnically diverse populations. Each group will work with an office on campus to design a project that mutually meets the needs of each party. Groups are expected to meet regularly with the project supervisor to outline needs, timeline, learning objectives, and outcomes. The outcome of the project (ex. Retreat, staff training, etc.) will be evaluated along with a presentation. Each group will make a presentation focusing on their project and how it relates to diversity in higher education. This assignment will culminate in a 15-20 minute in-class presentation as well as the product/outcome for the office. The project supervisor will also evaluate the project. Due March 31.

4. FINAL PAPER ? For this paper, you will develop a diversity plan for the University of Florida. You should research how other institutions address and promote diversity on their campus as well as utilize the literature to develop a plan for the way the University of Florida should handle this topic. Be sure to include budget implications, student development theory, organization structures and the like. Details will be discussed in class. Due April 21, or April 28 as needed.

5 Tentative Class Schedule and Assignments

Date

After Class

Due

January 6

Overview and Discussion of Diversity, Multicultural Competence, Class Expectations Read Readings for Div. & Social Justice ? Conceptual Frameworks (p. 1) Complexity of Identity: "Who Am I?" (p. 6) Identities and Social Locations (p. 9) Conceptual Model of Multiple Dimensions of Identity (Jones article ? elearning site) Read Creating Inclusive Campus Environments ? Ch. 1 & 2 Read Student Engagement in Higher Education ? Ch. 1

January 13

Conceptual Frameworks; Complexity of Identity & Identity Development Intentionality in Diversity, Learning, and Engagement; Resistance Read Readings for Diversity and Social Justice - Social Construction of Difference (p. 15) Theoretical Foundations (p. 21) Conceptual Foundations (p. 26) Five Faces of Oppression (p. 35) Read Creating Inclusive Campus Environments ? Ch. 4

January 27

Social Construction of Difference, Privilege, Oppression Student development theory/ identity development Racial/Ethnic minorities on Predominantly White Campuses (PWIs) Read Understanding Resistance (scanned) Addressing Resistance (scanned) Joys of Unlearning Privilege (scanned) Read Readings for Diversity and Social Justice - Cycle of Socialization (p. 45) Cycle of Liberation (p. 618) Read Creating Inclusive Campus Environments ? Ch. 5 Read Student Engagement in Higher Education ? Ch. 9 & 10

Action Plan Proposal

February 3

Understanding Resistance and Privilege Engaging White Students on a Multicultural Campus Read Readings for Diversity and Social Justice- Racism Intro (p. 59) Defining Racism (p. 65) A Different Mirror (p. 68) Possessive Investment in Whiteness (p. 77) Critical Race Theory (scanned) Read Creating Inclusive Campus Environments ? Ch. 7 Read Student Engagement in Higher Education ? Ch. 8

Topic for Group Project

Race and Racism Inclusive Campus Activities and Student Organizations Read Readings for Diversity and Social Justice ? Classism Intro (p. 141) Class in America (p. 150) February 10 Race, wealth, and equality (p. 164) White Poverty (p. 199) The Invisible Ism (Jensen, article ? elearning site) Read Creating Inclusive Campus Environments ? Ch. 6

Read Student Engagement in Higher Education ? Ch. 11

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Race and Class/Classism February 17 Read Creating Inclusive Campus Environments ? Ch. 8

Read Student Engagement in Higher Education ? Ch. 13

Action Plan 1

Classism/ Social Class/ First generation students Read Readings for Diversity and Social Justice- Heterosexual Privilege (p. 391) Masculinity as Homophobia (p. 329) Becoming an Ally (p. 411) Sexism Intro (p. 317) February 24 "Night to His Day" (p. 323) Patriarchy, the System (p. 334) Heartbroken (p. 361) Transgender Oppression (p. 425) Read Creating Inclusive Campus Environments ? Ch. 9 Read Student Engagement in Higher Education ? Ch. 4 & 6

March 3 SPRING BREAK

March 10

Sexuality and Gender Read Readings for Diversity and Social Justice- Ableism Intro (p. 461) Social construction of disability (p. 481) Struggle for Freedom- Disability Rights Movement (p. 468) Universal Design (p. 478) Read Creating Inclusive Campus Environments ? Ch. 10 Read Student Engagement in Higher Education ? Ch. 3

March 17

Disabilities and Ableism

Action Plan 2 Due

Effect of Multiculturalism on Diversity Outcomes

Read Readings for Diversity & Social Justice- Religious oppression (p. 229)

Christian Privilege (p. 243)

Christian Privilege and Promotion of Secular... (p. 244)

Religious Oppression of Indian Americans (p. 250) Afraid of ourselves (elearning site) from 2nd edition

Read Creating Inclusive Campus Environments ? Ch. 11

Read Student Engagement in Higher Education ? Ch. 5

March 24

Religious Diversity, Multiple Identities & Enmeshment, Allyship and Activism Read Readings for Diversity and Social Justice Read Creating Inclusive Campus Environments ? Ch. 12

March 31

Group Presentations Case studies Read Readings for Diversity and Social Justice - Developing a Liberatory Consciousness (p. 601) Reflections on Liberation (p. 594) Allies (p. 627) Interrupting the Cycle of Oppression (elearning site ? from 2nd edition) Read Student Engagement in Higher Education ? Ch. 15

Group Project and Presentations

April 7

Moving forward: Allyship and Activism, Sustainable change/being a change agent Application of Multicultural Competence Creating the campus where you want to work Read Readings for Diversity and Social Justice - Social Struggle (p. 630)

April 14 April 21

Toward a New Vision ? Race, Class, and Gender (p. 604) What can we do? (p. 610) Systems, policies and application Tying it all together/wrap-up/Last class

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Final Paper

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