Programming
can move campuses from comfort zone toward healthy multicultural society
by Michael Nejman c/2002 (published in the September issue of the ACUI Bulletin)
In a personal interview (May
2002), Dr. James B. Boyer, recently retired Professor of Curriculum and American
Ethnic Studies at Kansas State University, states, “It’s not necessarily
where you are now, it’s where you are going. If we are not exposed to
diversity education, we will be undereducated
for now and the future.” Even if a person is in a homogenous environment now,
that will soon change. As students enter the job market—their boss, coworkers
and clients—could be from another country, speak English as a second language,
be a different race, be gay and/or disabled. Students more knowledgeable about
the people of our culturally diverse society, could be at a distinct advantage
in today’s workforce.
A literature review of the research on the impact of
campus diversity on American college students stated: “the literature suggests
that diversity initiatives positively affect both minority and majority students
on campus. Significantly, diversity
initiatives have an impact not only on student attitudes and feelings toward
inter-group relations on campus, but also on institutional satisfaction,
involvement, and academic growth” (Smith, 1997, “Executive Summary,” v)
As the demographics change on college campuses, it is
imperative that college unions and student activities centers include
multicultural programming and diversity education in their calendar of events,
with the ultimate goal of healthy campus climates.
Prejudice at
millennium’s end and a call for education
A poll, conducted in 2000 by Who’s Who Among American High School Students, indicated that of the 2,804 students (high-achieving, 16 to 18-year old students who have an “A” or “B” average and plan to attend college) surveyed, nearly 40 percent admitted being biased against gays and lesbians,15 percent admitted to being prejudiced against Hispanics-Latinos and 13 percent said they are prejudiced against African-Americans. Bias against these groups is virtually unchanged in the two years since the last survey in 1998. Year 2000 figures for bias against Asian-Americans (8 percent), Jews (5 percent), and Caucasians (4 percent) are an almost exact match with 1998(Annual Surveys and Special Reports, 2000).
With continued and persistent prejudice comes a call for diversity
education. One poll showed the public not only supports diversity education, but
feel it is a necessity in today’s society. The Daniel Yankelovich Group (DYG
Inc.), an independent polling firm, conducted a 1998 telephone survey of 2,011
registered voters, asking them about their attitude toward diversity education.
Sixty-nine percent of those Americans polled support courses and campus
activities that teach students about cultural diversity. Fifty-five percent said
that every college student should have to study different cultures in order to
graduate. The poll also found that 82 percent of Americans agreed that the
changing characteristics of the U.S. population “simply make diversity
education a necessity.” (Rolnick, 1998)
A campus programmer’s role in providing diversity
education
Everyone needs to be exposed to diversity education,
not only in a classroom setting, but outside of the classroom as well. How can
college union and student activities professionals program events that provide
opportunities for all campus community members to participate? The following 12
steps for multicultural programming success in a predominantly white environment
provide a practical guideline for college union and student activities
programming boards to consider:
We all have “comfort zones” and within them are
our friends, family and people with similar values and beliefs. It is safe and
secure to stay within one’s comfort zone. There are no challenges and no
reason to consider other perspectives. But the reality is if people always spend
time with others who share the same perspectives, they will always find the same
solutions to their programming problems. It is not until people reach out and
seek new, different perspectives that they will find new, creative and
innovative solutions to their programming concerns. As Stephen Covey (1989)
stresses in his book Seven Habits
of Highly Effective People, there is no one perfect being, therefore people
always need to hear other perspectives to see the widest variety of possible
solutions. If everyone in the group
shares the same perspective, then only one person needs to go to the table to
brainstorm ideas.
A programming board needs to reflect the diversity of its campus, and if
it does not, it needs to strive to include student leaders from various
ethnic/multicultural groups in its decision making. A common error is that
programming groups often showcase events they feel a target group will
appreciate, instead of including that target group in the decision-making.
Stepping outside of one’s comfort zone needs to be a constant activity
to lead to personal growth and development. Diversity education and personal
growth is a lot like physical fitness. The first time one goes to the gym, he or
she will not lose 10 pounds and become fit and trim; the individual needs to
have a continued commitment to the goals. Some days the person will not want to
step foot into a gym, and those are probably the times a workout is most needed.
With both physical fitness and diversity education, it is all up to the
individual; no one can do the work for him or her.
Diversity is not about the needs of one or another
group competing for scarce resources. It
is rather about purposeful and effective designs for supporting all students’
educational achievement. As such,
it is an integral component of the mission and purpose of the institution, and
essential to whether our institutions are or will be positioned to educate all
students for full participation in the economic, social, and civic domains of a
diverse society. (Smith, 1997, p. 50)
Programming needs to be inclusive of as many different groups as possible. When people hear the word “diversity,” they often think of only race and gender issues. But, diversity is about all the differences among individuals. Unfortunately, in the United States, people oppress others in several different ways. Just a few of the “isms” that plague society are: sexism (oppression based on gender); anti-Semitism (prejudice against Jews); religious oppression (bias against members of various religious groups); ageism (oppression based on being too old or young); fat oppression (overweight discrimination); heterosexism (oppression based on sexual orientation); and ableism (oppression of people based on their physical and/or mental disabilities).
College union and student activities programmers
should develop events to better educate campus members about the issues and
concerns of all of these target groups. And, they should be especially concerned
for those groups not represented on campus. Remember, it is not where we are
now; it is where we are going. A student might not be exposed to other cultures
now, but once he or she enters the workforce, he or she will inevitably be
exposed to new cultures.
Since multicultural programming should be supportive
of all students’ needs, its important that everyone feels welcome to
participate in the program or activity. Eddie
Howard Jr., director of student activities at Georgia State University said,
“If you want a successful multicultural event, provide an open, friendly,
welcoming environment.” It is important that promotional pieces for the event
emphasize that “everyone is invited!” Very
often, a person who is not a member of the target group might not realize he or
she can also participate in the program.
When introducing multicultural programming to a
campus, consider providing a free day-time event in a high-traffic area, and
have student “greeters” welcome people who are passing by to check out the
event. At Harper College, the Hispanic student club, Latinos Unidos, sponsored a
free noon-time Latin dance program last year, where club members demonstrated
how to dance the salsa, samba and meringue. The event took place in the Student
Center. If the music was not enough to attract someone’s attention, the
student greeters certainly did with their smiles and enthusiasm. Students will
have a more memorable experience if the program allows for their direct
participation. Look for cross-cultural experiences that appeal to more than one
group, such as Latin dance or step dancing (rhythmic stomping). Also, consider
making certain multicultural events annual endeavors to build an audience over
time.
Finally, incorporate multicultural activities into
orientation programs, so that new incoming students are exposed to diverse
cultures. Beginning the school year with such an experience stresses a
college’s commitment to diversity education.
One of the key theories to consider when
understanding the effects of diversity on a campus is Patricia Cross (1991)'
Three Stages of Institutional Development. This theory is simple to understand,
easy to remember, and it is a concise guide to the ultimate goal of a healthy
multicultural campus climate. These are the stages that institutions progress
through in the diversity process:
In the first stage, regardless of the racial mix on campus, a single culture will dominate. Many colleges are predominantly non-Hispanic white, Protestant or Roman Catholic, and middle-class. The values of the campus will reflect that culture.
In the second stage, some student groups splinter off from the mainstream. The campus begins to have ethnic and religiously-based clubs. For example, provided the population is large enough, a club might form for students with disabilities. If the campus climate is open enough, perhaps a gay/lesbian/bisexual organization will surface.
From this author’s observation, this stage tends to be highly
criticized, but it is a crucial transitional period. Many people see
"separatism" only in a negative light. They feel everyone is "an
American" or "human being" and "we should all work
together." Critics tend to see a hyphenated society (African-American,
American-Indian, Asian-American, etc.) and they project that, in the end, we
will all be “Fragmented-Americans.” Nothing could be further from the truth.
Using a “hyphen-American” label leads to inclusiveness and not the opposite.
Society is very diverse. But many times, when a U.S. citizen is asked to think
about “the all-American boy or girl next door,” they often visualize a
person who is blonde-haired, blue-eyed, white, heterosexual and Christian. In
reality, Americans are more than this stereotype. We are people of many skin
tones, hair colors, religious backgrounds, sexual orientations and abilities.
Using terms, like African-American or Asian-American reminds us of our
country’s rich diversity and how we all contribute to society. Students
congregating into separate groups are part of the process and allows for a
"comfort zone" where they can affiliate themselves with peers.
The third stage has the groups merging toward a common culture while maintaining their own identities, which in effect, is unity through diversity. In this stage, from a college union and student activities perspective, clubs and organizations work together on common goals through alliance building; cultural events and activities reflect the diversity of the campus and beyond; and students, staff and faculty are all involved in the continuing process of learning about new cultures (Nejman, 1995).
Our goal, as
college events programmers, is to help our campuses achieve this third stage and
ultimately, a healthy multicultural campus climate.
One of the best ways to develop a larger audience for
a multicultural program is through alliance building.
Getting a variety of student groups involved in the planning and
production process, can lead to more cross-campus support and attendance for the
program.
Webster (1999) defines an “ally” as “a person
who associates or cooperates with another; supporter.” On a college campus,
this relationship need not be so formal. An alliance can simply be a supportive
friendship. Here are some characteristics of an ally:
q
Listens
openly.
q
Pursues
self-education.
q
Educates
others.
q
Interrupts
prejudice.
q
Makes
friends with people who are outside of his or her “comfort zone.”
q
Has a
vision of a healthy multicultural society.
Alliance
building is the process of having two or more groups come together to either:
(a) work toward a common goal; or (b) support another group to work against
social injustice. In the first instance,
groups can combine their energy to support various on- and off-campus ventures.
For example, groups can work together on the following:
q
On-campus community project—Groups can increase participation with a blood
drive or student government election.
q
On-campus special event—Groups can hold an educational and/or fun program.
From an educational standpoint, groups can work on a presentation of the NAMES
Project AIDS Quilt to inform their community about HIV/AIDS issues and concerns.
Or, they can present the Clothesline Project to bring more attention to the
problem of abuse toward women. As for fun activities, groups can develop a
fashion show or talent contest and include two or more student groups.
q
On-campus learning opportunity—Groups can organize panel discussions or “brown
bag” lunches.
q
Off-campus volunteer/service learning project—Groups
can work together to provide tutoring at local grade schools or an environmental
clean-up project.
The
second way to develop alliance building is when student groups work together for
action against social injustice and in support of another group or groups. A
college’s student government, even though it could be made up of a
predominantly White, heterosexual, male membership, can take a stand against
social injustice directed at target groups (the student group can speak out
against racism, heterosexism, etc.). Or, target groups can become allies for
each other and work toward mutual support (for example, the Black Student Union
can cosponsor a GLBT Pride event, or the deaf student club can work together
with the students with learning disabilities to publicize a need for special
services in the college’s tutoring center).
When
it comes to action against social injustice, college union and student
activities professionals have two choices. They can do nothing and wonder why
the world never changes, or they can do something and begin to change the world.
As Moliere said, “It is not only what we do, but also what we do not do for
which we are accountable (Quoteworld.com,
1622-73).”
5.
Program events that allow direct feedback from target groups.
A student programming board could have a separate
multicultural chair who is responsible for acting as a liaison between the board
and various ethnic/religious groups on campus. The board could earmark funds for
co-sponsorship opportunities that would be coordinated by the multicultural
chair.
A programming group having limited membership can consider an advisory board made up of student leaders from the various groups on campus, or periodic club roundtables where student leaders can unite to discuss their concerns and issues, interact and set goals. Again, it is imperative to ask a target group for direction, guidance and assistance when planning an event.
A programming board needs to educate itself about the different cultures and subcultures on the campus and in the community. Does the campus have international students? How many different countries are represented? Are these students made to feel welcome on the campus? What religions are represented on campus? Are the school’s events inclusive of all groups? True allies will educate themselves about terminology, issues and concerns of the groups represented on the campus. Equally as important, it is important to be aware of groups not represented on campus. For example, the college union and student activities center should have a programming event about the American-Indian culture, even though no students on campus self-identify as an American-Indian.
In his book, What Matters in College? Four Critical Years Revisited, Alexander Astin (1993) concludes:
This
review once again underscores the tremendous potential that student involvement
has for enhancing most aspects of the undergraduate student's cognitive and
affective development. Learning, academic performance and retention are
positively associated with academic involvement, involvement with faculty and
involvement with student peer groups. (p.394)
Student involvement in cocurricular programs can enhance their cognitive and affective development and faculty members should be included in the process. Faculty involvement is a win-win situation where: (1) academic experts add credibility to your programs; (2) money can be saved by using on-campus experts as opposed to outside guest speakers; and (3) a built-in audience is guaranteed, if instructors render the program mandatory to their students. In many cases, a professor having one or two classes commit to attending a program could make the difference between the event being a success or failure.
Become aware of resident experts on campus by contacting department
chairs or deans, explaining your topic of interest, and seeking a
recommendation. Developing relationships with department chairs or deans early
in the school year will make it easier to react quickly to timely opportunities
for panel discussions or forums on hot news topics such as better understanding
of the on-going crisis in Israel or examining the stereotypes associated with
Muslims and Islam.
Also, keep in mind that faculty members can be excellent consultants for
recommending outside speakers as well.
It is crucial to move beyond simple ethnic food and music fests by adding an educational component to the program so students will learn to appreciate other cultures (Nejman, 1995).
In “An Introduction to Multicultural Education,” James A. Banks (1994)
stresses that:
College student activities budgets can sometimes be
rather limited, but this should not eliminate the opportunity to produce
multicultural events on a campus.
Here are a few no-cost/low-cost programming ideas:
q
Educational
sessions by faculty. On-campus experts can address current
multicultural/diversity topics or provide insightful programs on various
cultures.
q
Workshops
on sensitivity to diversity by counseling staff. A counseling staff with
appropriate training can provide interactive workshops to help student groups
deal with conflict, build alliances or develop an awareness of other cultures.
q
Panel
discussions with students and faculty members. Designate someone to "play
Oprah" and interview a panel of students and faculty members to examine
different perspectives on various diversity-related issues of the day.
q
Bulletin
board and tabletop displays. Displays can be a convenient resource for students
who choose to seek out more information about different groups, religions, and
/or cultures.
q
"Brown
Bag" lunch discussions are an informal way to orchestrate a discussion on a
multicultural topic. Have representatives of your diverse student clubs take
turns hosting such a lunch-time discussion to share information about their
group.
q
Community
outreach. Watch for local ethnic festivals and talk to the producers. Inquire if
they might be interested in cosponsoring an event on campus (provide the
facility and they provide the entertainment). Expenses can be shared, alliances
built and the program will be a symbolic goodwill gesture between the college
and the community.
q
Travel-type
programs provided by local travel agencies. Depending on campus policy about
for-profit ventures, this is an inexpensive way to provide exotic programming in
exchange for allowing a travel agency to distribute their business card to
participants. (Nejman, 1995).
9. Reach out to the off-campus community.
Reaching out to community groups is often a viable
solution to multicultural programming problems, especially when a particular
target group is not represented on campus. If you are unaware of community
groups or need assistance, plan a visit to your school’s community relations
department.
Also, check out local music and/or food festivals and
seek ways to cosponsor or tie into these programs. This is a great way to
promote goodwill to the community, on behalf of your campus, and to share
expenses for an event. One of the best multicultural events ever staged at
Harper College was the product of such a relationship. The local Chinese
community approached the college to rent the sports facility to stage a
traveling Chinese athletic program from Taiwan. The college offered to provide
the facility and the expertise of producing the event, if they provided the
entertainers and allowed students to attend at a reduced admission. Both parties
agreed and the event was a huge success. The Chinese consulate from Chicago
attended and presented a gift to the college president.
10. Seek help from professionals before problems arise.
Higher education in the United States is at a
historical juncture. In spite of
efforts to attend to diversity issues in faculty hiring, student recruitment and
retention, and the college curriculum, the prevailing campus climate is not
conducive to substantial conversations across race and other social-group
boundaries or to understand the bases for the tensions between groups that lead
to inter-group conflict. Students
often leave diversity discussions angry, defensive, and confused by the
inability of faculty, staff, and administrators to provide competent leadership
in these areas (Adams, 2000, p.488).
Professional facilitators and counselors are trained
in conflict resolution and should be included in any potentially provocative
program. Utilize your multicultural affairs department or counseling staff; or
consider bringing in professional workshop facilitators. Even if you have the
right intention, a poorly staged multicultural program, with inadequate
counseling support, can do more harm than good for the campus.
Consider starting the school year with a
multicultural retreat involving student leaders from various clubs and
organizations. Such retreats can be invaluable for allowing students not only to
get to know each other better, but to aid in building alliances and striving for
common goals.
It takes time to develop a successful multicultural program, especially
if it is a new concept on campus. Start out small with reasonable expectations
and attainable goals. Develop clear objectives and determine how a “successful
program” will be defined and measured. Will there be more interest in
quantitative or qualitative results? Once these questions are addressed, then
program events on days with little or no competition and establish sufficient
budgets to allow for growth. With multicultural programming, think
“long-term,” not “overnight,” when it comes to success.
How does a campus define the idea of a “healthy multicultural climate?” Bring students together with staff, faculty and administrators to discuss this concept in a town meeting setting. Involving students in this process is crucial for success. An old Japanese maxim states: “Tell me, I’ll forget. Show me, I’ll remember. Involve me, and I’ll be changed forever.”
Be a change agent, not a victim of change
In closing, effective multicultural programming and
diversity education involves the entire college community from the students all
the way to the top administrators. Everyone needs to take responsibility for
being a role model for social action and change. Every time people see social
injustice, they have a choice. They
can ignore it and later wonder why the world never changes, or they can take
action and begin to change the world.
To be successful, programming groups on a college
campus must: step out of their comfort zones; educate themselves about diversity
and its issues; build alliances with other groups on and off their campus; and
unite the groups toward a common goal: a healthy multicultural society.
References
Available: www.quoteworld.org/author.php?thetext=Jean%20Baptiste%20Polquelini%20Moliere.
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