Multicultural programming dilemma #2: Posters advertising the meetings for your school’s Gay, Lesbian and Bisexual Students Club were defaced with homophobic/heterosexist remarks such as: "No Queers Here!" and "Kill All Fags!" In national news, Matthew Shepard, a gay college student at the University of Wyoming, died after being tied to a wooden fence and pistol-whipped in an act of hate. What concerns are raised by these acts? How do these acts effect your campus climate? What kind of events can you program to educate and inform your student body?

Multicultural programming dilemma #3: A student group has invited Louis Farrakhan, the controversial leader of the Nation of Islam, to speak on campus. Heated debate has arisen since announcing that he will be on campus. Several student groups support the event, but others are protesting it. What additional programming can be done to bring these groups together to process their feelings and educate the campus?

With community college campuses becoming more diverse, the real-life programming dilemmas above are becoming more prevalent and important to address for the sake of a healthy campus climate. As the demographics change on a college campus, it is imperative that the programming board include multicultural programming and diversity education in its calendar of events. As James Boyer of Kansas State University states, "Its not necessarily where you are now, it’s where you are going. If we are not exposed to diversity education, we will be under-educated for now and the future."

Multicultural programming and diversity education benefits the entire campus, not just the target groups. In "An Introduction to Multicultural Education," author James A. Banks stresses three key reasons WHY diversity education is important:

1. The Aging of the Population. The number of people over 65 will double within the next 35 years. Baby-boomers are aging and there’s a significant increase in life expectancy. Back in 1940, a woman could only expect to live to the age of 65. As of 1994, a healthy female can now expect to live to see 79-years-of-age. Currently, according to Time magazine (Nov. 2, 1998), there are 66 million people worldwide who are 80 years-old or older. By 2050, that figure will climb to 370 million.

2. The Nation’s Economy is Becoming More Global. The world has become one big marketplace where what we buy or sell not only affects our country, but countries all around the world. Chances are, when a current college student enters the workforce, he or she will either: a) work in another country; b) work for a foreign-owned company; or, at the very least, c) work with people from other countries or ethnic backgrounds. It is inevitable that you will be exposed to other cultures different than your own. In fact, Philip Morris and Intel now operate in as many as 200 countries and in more than 100 languages.

3. The Changing Face of America. The Census Bureau predicts that by 2010, just eleven years from now, every racial ethnic group in our nation , EXCEPT non-Hispanic whites, will increase. As a group, non-Hispanic whites will actually decrease from 76% to 68% of the population.

Our country’s demographics are changing, and that change is being reflected in our communities and our college campuses; especially at community colleges. Diversity is not only measured by native-ethnic groups, but also by foreign students. In fact, a cover story last December for The Chronicle Of Higher Education (12/11/98) reported that: "2-year Colleges at Crest of Wave in U.S. Enrollment by Foreign Students." The story stated that: "two –year colleges enroll twice as many foreign students as they did a decade ago, today accounting for 15 per cent of all foreign enrollments in the United States. While foreign enrollment at all institutions grew by only 7 per sent from 1993 to 1997, at two-year colleges the increase was 20 per cent, according to the Institute of International Education."

Community college event programmers must take these changes into account when developing a calendar of events, or risk campus environments filled with oppression and prejudice. The movie "Pleasantville" is a fable-like tale which showed how a community, resistant to change, allows their fear to lead to oppression and prejudice. The community of Pleasantville is – literally - a black’n’white environment based on a 1950s television sit-com. Some of the people in the community, who are open to change become "colorized," and soon "No coloreds allowed" signs spring up around town; a new twist to an old reality.

Even though our nation has come a long way since the Civil Rights Movement of the Sixties, we still have a way to go. A recent poll by Public Agenda, published in Time magazine (Nov. 30, 1998), states that 70% of all Americans believe minorities get treated unfairly. Another poll, by Who’s Who Among American High School Students, indicates that of 3,100 students surveyed, 17% admitted to being prejudiced against African-Americans and Latinos, each up eight percentage points from last year. Also, almost half the students, 48 percent, admit they are prejudiced against gays, up 19 percentage points from last year’s survey.

On the positive side, one recent poll shows the public not only supports diversity education, but feel it’s a necessity in today’s society. The Daniel Yankelovich Group (DYG Inc.), an independent polling firm, conducted a telephone survey of 2,011 registered voters this past summer, asking them about their attitude toward diversity education. Sixty-nine per cent of those Americans polled support courses and campus activities that teach students about cultural diversity. The poll also found that 82% of Americans agreed that the changing characteristics of the American population "simply make diversity education a necessity" (Rolnick, 1998). Let’s take a look at how student programmers can best serve their campus community.

The following Ten Steps for Multicultural Programming Success are practical guidelines for a student programming board to consider:

ONE: STEP OUT OF YOUR COMFORT ZONE

We all have our "comfort zones" and within them are our friends, family, and people who think like we do. It’s safe and warm to stay within your comfort zone. There are no challenges, no reason to consider other perspectives. But the reality is: if you always spend time with people with the same perspective as your own, you will always find the same solutions to your programming problems. It’s not until you reach out and seek new, different perspectives that you will find new, creative and innovative solutions to your programming concerns. As Stephen Covey 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. Think about it: if you all share the same perspective, only one of you needs to go to the table to brainstorm ideas.

Make sure your programming board reflects the diversity of your campus, and if it doesn’t, strive to include student leaders from ethnic/multicultural groups in your decision-making. Don’t program what you think a particular target group will enjoy, ask that target group for direction.

TWO: EDUCATE YOURSELF ABOUT THE ISSUES AND TERMINOLOGY

Often, when people hear the word "diversity," they think of only race and gender issues. But, diversity is about differences among individuals; ALL differences. Unfortunately, in our society, there are lots of ways to oppress others. Just a few of the "isms" which plague our society are: sexism (oppression based on gender); ageism (oppression based on being too old or young); fat oppression (overweight discrimination); heterosexism (oppression based on sexual orientation); and ablebodyism (oppression of people based on their disabilities). As college activity programmers, students should develop events to better educate their campus 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’s not where we are now, it’s where we are going. A student might not be exposed to other cultures now, but once he or she enters the workforce, there will be an inevitable exposure to new cultures.

THREE: BE AWARE OF THE THREE STAGES OF DIVERSITY AND HOW THEY APPLY TO MULTICULTURAL PROGRAMMING

One of the key theories to consider when understanding the effects of diversity on a campus is Patricia Cross' Three Stages of Institutional Development (1991). This theory is simple to understand, easy to remember, and it is a concise guide to the ultimate goal of: unity through diversity. As the Romans use to say, "Sit simplex, Stulte" (Keep it simple, stupid). These are the stages institutions progress through in the diversity process:

Stage One: Single Dominant Culture

Stage Two: A Number of Separate Cultures Coexisting

Stage Three: The Separate Cultures Merge into a Common Culture, While Maintaining Their Own Identities.

In Stage One, regardless of the racial mix on campus, a single culture will dominate. Many community colleges are predominantly non-Hispanic white, Protestant or Roman Catholic, and middle-class; and the values of the campus will reflect that culture.

In Stage Two, some student groups splinter off from the mainstream. The campus begins to have ethnic and religiously-based clubs. Provided there is a large enough population, a club might form for students with disabilities. If the campus climate is open enough, perhaps a gay/lesbian/bisexual organization will surface.

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, etc.) and they project that, in the end, we will all be Fragmented-Americans.

Students congregating into separate groups is part of the process and allows for a "comfort zone" where they can affiliate themselves with peers.

The third, and final 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 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.

FOUR: BUILD ALLIANCES WITH OTHER STUDENT GROUPS

One of the best ways to insure success for a multicultural program is through alliance building. Webster’s dictionary defines an "ally" as "to enter into or unite in a formal relationship, as by a treaty. 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:

Listens openly;

Pursues self-education;

Educates others;

Interrupts prejudice;

Makes friends with people who are outside of his or her "comfort zone;" and

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. In the first instance, groups can combine their energy to support various on-and off-campus ventures. For example, groups can work together on an:

1. On-campus community project, like increasing participation in a blood drive or student government election.

2. On-campus special event, such as 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 a Blue Bow Project display to bring more attention to the problem of child abuse within the community. As for fun activities, groups can develop a fashion show or talent contest.

3. On-campus learning opportunity. Groups can organize panel discussions or "brown bag" lunches.

4. Off-campus volunteer/service learning project. Groups can work together, for instance, to provide tutoring at local grade schools or an environmental clean-up project.

The second way to develop alliance building is when groups support each other. The multicultural programming dilemmas at the beginning of this article can all be resolved if various campus groups unite and work together. By offering mutual support, clubs and organizations need never face a problematic situation alone.

FIVE: CO-SPONSOR EVENTS

If your student programming board has enough student interest, there could be a separate Multicultural Chair who is responsible for acting as a liaison between your board and various ethnic/religious groups on your campus. The board could earmark funds for co-sponsorship opportunities, which would be coordinated by the Multicultural Chair.

If you have limited membership, then 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. Designate a member from your programming board to sit in on these meetings and act as an advocate for co-sponsoring multicultural programming.

SIX: BUILD BRIDGES WITH YOUR FACULTY

In his book, What Matters in College? Four Critical Years Revisited, Alexander Astin 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."

Student involvement in co-curricular programs can enhance their cognitive and affective development and including faculty members in the process is only natural. 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 resources as opposed to outside guest speakers; and 3) a built-in audience is guaranteed, if instructors render the program mandatory to their students.

If you're not sure who are your resident experts, contact your school's department chairs or deans, explain your topic of interest, and seek a recommendation. If you develop relationships with your department chairs or deans early on, you can react quickly to timely opportunities for panel discussions or forums on hot news topics, like bilingual educational issues in California or global economic concerns (Nejman, 1995).

Also, keep in mind that faculty members can be excellent consultants for recommending speakers.

SEVEN: INCLUDE AN EDUCATIONAL COMPONANT IN YOUR PROGRAM

It's 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).

Dr. James Banks, in his book An Introduction to Multicultural Education, stresses that, "Multicultural education should help students to develop the knowledge, attitudes, and skills to participate in a democratic and free society...multicultural education promotes freedom, abilities, and skills to cross ethnic and cultural boundaries to participate in other cultures and groups." He gives an example: "We empower the Hispanic student to have the freedom to participate in African-American culture, and the Jewish student to participate in African-American culture - and vice versa. Multicultural education should enable (students) to reach beyond their own cultural boundaries (1994)."

EIGHT: BE CREATIVE: PROGRAMMING WITH A LIMITED BUDGET

Community college student activities budgets tend to be rather limited, but this shouldn't eliminate the opportunity to produce multicultural events on your campus.

Here are a few no-cost/low-cost programming ideas:

1. Educational sessions by your faculty. Ask the experts on your campus to address current hot multicultural/diversity topics or provide insightful programs on various cultures.

2. 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.

3. 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.

4. Displays. They worked in grade school and high school, why not in college? Displays are inexpensive and if someone passes one enough times, he/she is bound to retain some information.

5. "Brown Bag" lunch discussions. An informal way to orchestrate a discussion on a multicultural topic.

6. Community outreach. Watch for local ethnic festivals and talk to the producers. Inquire if they might be interested in co-sponsoring an event on your campus (you provide the facility and they provide the entertainment). Not only do you share expenses and build alliances, but it is an excellent goodwill gesture on behalf of your institution.

7. Travel-type programs provided by local travel agencies. Depending on your 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).

NINE: REACH OUT TO YOUR COMMUNITY

At the beginning of this article, the first scenario about religious/ethnic holidays could be resolved by talking to leaders from local churches and other places of worship. Reaching out to community groups is often a viable solution to 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 co-sponsor 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. Our local Chinese community approached the College to rent our sports facility to stage a travelling Chinese athletic program from Taiwan. We offered to provide the facility and the expertise of producing the event, if they provided the entertainers and allowed our 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 our college president (a wonderful photo opportunity which made the front pages of our local papers).

TEN: SEEK HELP FROM PROFESSIONALS BEFORE PROBLEMS ARISE

Diversity, as a topic, is emotionally-charged and value-laden, so you must be prepared for conflict. Without proper preparation, your event could become more of a "Jerry Springer" free-for-all than a civilized "Oprah" forum. What I mean by this is, if you watch the Jerry Springer talk show you’ve seen how he allows guests to say hateful things that infuriate the audience, but then he doesn’t always acknowledge or process what was said. Oprah, on the other hand, always addresses a hurtful or angry comment to diffuse the situation, thus helping audience members to better understand the situation. 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, bring 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 your campus.

PRACTICE MAKES PERFECT

Now, as an interactive exercise, take one of the scenarios at the beginning of this article, or use a situation on your own campus, and see what your student programming board comes up with. How would your board’s programming address the situation? What proactive programs can you establish to anticipate potential issues on your own campus? What steps can your group take to make sure other groups’ interests are represented?

In closing, effective multicultural programming and diversity education involves the whole college community. To be successful, student programming boards must: step out of their comfort zones; build alliances with other groups on and off their campus; and unite the groups toward a common goal: a healthy multicultural society. The late Cardinal Bernardin summed it up best when he said: "What unites us is more important than what divides us."

Astin, Alexander W., What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass Publishers, 1993.

Banks, James A., Introduction to Multicultural Education. MA: Allyn and Bacon, 1994.

Chickering, A., (ed.), The Modern American College. San Francisco: Jossey-Bass, 1981.

Covey, Stephen R., The 7 Habits of Highly Effective People. New York: Simon and Schuster, 1989.

Cross, Patricia, (May 1991) "Reflections, Predictions, and Paradigm Shifts," AAHE Bulletin, pp.19 -21.

Desruisseaux, Paul, (December 11, 1998) "2-Year Colleges at Crest of Wave in U.S. Enrollment by Foreign Students," Chronicle of Higher Education, pp. A66-A71.

Jefferson, Frederick, "Multicultural education: Diversity in organizations and programming," from Valuing Diversity on Campus: A Multicultural Approach (Cynthia Woolbright, ed.), Association of College Unions-International, Bloomington, Indiana, pg.63, 1989.

Nejman, Michael, Diversity, Student Activities and Their Roles in Community Colleges,. Columbia, SC: NACA Educational Foundation, 1995.

Nejman, Michael, (November 1996), "Multicultural Programming for Community Colleges: Strategies for Success," Programming magazine, pp. 60 –65.

Rolnick, Joshua, (October 7, 1998), "69% of Americans Favor Teaching of Cultural Diversity, Poll Finds," Chronicle of Higher Education; available on-line: http://chronicle.com/daily/98/10/98100703n.htm (available to subscribers only).

Sandora, Courtney, (November 1998), "Effective diversity programs utilize whole community," ACUI-Bulletin; pp. 13 – 17.

(originally published in Programming magazine, April 1999)