Reducing Prejudice and
Promoting Justice:
Can It Be Measured?
Evetth Gonzalez & Carol Lundberg
Azusa Pacific University
Session Overview
& Learning Objectives
Participants with leave with:
1
2
One model for assessing social
justice behaviors and the programs
designed to promote them
Programs and practices their
colleagues use for assessing
social justice learning
3
A link to a reference list with
sources and models for further
assessment needs
This session presents an assessment
of campus programs with goals of
reducing prejudice and promoting
justice. Based on Zúñiga’s (2005)
assessment model, the session
focuses on how one campus identified
experiences and involvements that
contribute effectively to social justice
outcomes in students. Participants
will work together to identify strategies
for similar assessment at their
campuses.
development
Reason, R.D., Roosa Millar, E. A., & Scales, T.C.
(2005). Toward a model of racial justice ally
development
For the first time in my life I was involved in the theater so for the
first time in my life I was surrounded by a very high percentage of
homosexual population . . . I was among a very small minority that
were straight, so it was just the way it was. And I met these
phenomenal people that were gay, and it just had never occurred to
me that what I had said before might have been, like “Oh, that’s so
gay,” that type of stuff became, “Oh, wow, this is somebody that I
care about, and they’re hurt by it.” I think it was almost an
unconscious thing. I just became more aware through the
experiences that I had. So that was one way. I think that probably
opened the door to my racial sensitivity, through sexual identity. . .
(Reason, Roosa Millar, & Scales, 2005, p. 540).
The development of social justice allies during
college: A phenomenological investigation
Broido, E. M (2000)
The thing that’s made the biggest
difference for me, and it’s the hardest thing
for so many people to do, particularly
people who are in an empowered position
in society, is to actually try to see [myself]
in somebody else’s shoes (Broido, 2000,
p.11).
The development of social justice allies during
college: A phenomenological investigation
Broido, E. M (2000)
It was tough at first—especially being younger, being a
freshman or sophomore, looking up to all the people. It’s
hard to yell at a senior, when I’m a freshman, who’s
making a racist comment. . . . I can tell them how I feel,
but it’s hard to feel empowered enough to do that. Not
even because of the age difference, just because of the
experience difference. If someone [has been] in college
for 4 years and here I’m this first-year student, it’s tough
to do. But now that I’m a little bit older it’s become easier
(Broido, 2000, p. 12).
Overview of Literature
1
Growing
Diversity and
the Importance
of Multicultural
Awareness
2
Racial/Cultural
Engagement
&
Multicultural
Competence
3
The Importance
of Multicultural
Centers & Their
Initiatives
“students’ awareness
and knowledge about
diversity issues and
motivation to participate
in activities that promote
racial understanding”
(Zúñiga et. al., 2005,
p.661)
Link to extended Literature Review available online
The Impact of Student Involvement With
Campus Diversity (2005)
Zúñiga, Williams, Berger
Abstract:
“This study examines whether college
students’ participation in diversity
related experiences instills motivation to
take actions for a diverse democracy.
Results suggest that interactions with
diverse peers, participation in diversityrelated courses, and activities inside
and outside residence halls inspire
students to challenge their own
prejudices and promote inclusion and
social justice.” (p. 660)
•
Grounded in literature and past
methods, namely Milem & Umbach
(2003) and Astin (1993).
•
Focused on residential community
at large, predominantly White,
public university.
•
Achieved over 50% of target
population
•
Conducted pre-testing
•
Instrument was specific to
institution and extensive
Multi Ethnic Programs at APU
Vision Statement: “seeks to cultivate a culture that values and embraces ethnic
diversity”
Mission Statement: The Office of Multi Ethnic Programs (MEP) holds as its primary
mission to support the university’s larger mission of God-honoring diversity. MEP
designs and implements a continuum of programs and services that promote
recruitment and retention, leadership development, and the pursuit of academic
success and graduation. MEP’s efforts expand cultural awareness and create an
open and inclusive environment for all students, faculty, and staff in order to promote
and model racial reconciliation, unity, and an appreciation of all cultures
Learning Outcomes: “ability to (1) engage in healthy interactions with others that
enhance their understanding and appreciation of personal and cultural differences
and (2) articulate why embracing God honoring diversity and reconciliation are
integral components of being a disciple of Christ,”
www.apu.edu/mep
Conceptual Framework
Effects of Student Participation in Multi Ethnic Programs Initiatives on
Action-Oriented Democratic Outcomes
Demographic
Characteristics
Race
Economic Status
Gender
College
Characteristics
Year in
School
Curricular
Involvement
Immersion
program (ex. LA
Term) participation
Diversity courses
taken
MEP Participation
Scholars
MEL Scholar
Telacu Scholar
Ethnic Organizations
Leader
Participant
MEP Leadership
MESA Co-leader
MEP Events
Participant/
Volunteer
Spectator
MEP Office Involvement
Regular student
patron
Outcomes
Motivation to
Reduce Own
Prejudices
Motivation to
Promote
Inclusion &
Social Justice
Participants
119 individuals after removal of missing/invalid data, 125 originally.
All current students (every grade level) ranging in age from 18-27
involved in some way with MEP.
MEL Scholars (n=27), Telacu Scholars (n=13), Ethnic Organization
members (n=65) including leaders (n=16) and participants (n=49);
past and present MESA Co-leaders (n=5), event participants
(n=85), event spectators (N=94), and students that are regularly in
the office (N=19).
73% female and 27% male. Nearly every ethnic categorization
except Native/Alaskan Native.
Action Oriented Objectives and Scales Used
Scale One: Motivation to Reduce Own
Prejudices
Scale Two: Motivation to Promote Inclusion
and Social Justice
•Participate in derogatory jokes
about others?
•Challenge others on racially/sexually
derogatory comments
•Take the initiative to learn
about other cultures?
•Recognize your own biases of
others?
•Use language that reinforces
negative stereotypes?
•Join an organization that promotes
cultural diversity
•Organize an educational program to
inform others about social issues
•Challenge others who make jokes that
are derogatory to any group
•Call newspaper or T.V. show
perpetuates or reinforces or write to
protest when a a bias or prejudice
•Make efforts to get to know individuals
from diverse backgrounds
•Get together with others to challenge
discrimination
Link to actual instrument available online
Group Discussion
Sharing Programs & Assessment Methods
Groups of 4 or 5
•Identify programs that reduce
prejudice and promote inclusion and
social justice
•How are these programs assessed?
•Share promising strategies
Results
Outcome 1: Motivation to Reduce Own Prejudices
Scale One – 4 items – not reliable (α = .309)
Blocked Hierarchal Regression produced 1 predictor –
Taking diversity/intercultural classes. (Beta = .057, p = .012,
Outcome 2: Motivation to Promote Inclusion & Social Justice
Scale Two – 7 items – reliable (α = .796)
Blocked Hierarchal Regression produces 5 predictors and 32% of
variance–
1.Black Women’s United member – (Beta = .491, p = .021)
2. Latin American Student Association member (Beta = .224, p = .044)
3. Diversity/Intercultural classes taken (Beta = .146, p = .000)
4. *Negative – Participation in MEP events (Beta = -.102, .032)
Outcome One: Motivation to Reduce Own Prejudices
Means based on MEP Involvements
3.9
3.8
3.7
3.6
3.5
3.4
3.3
3.2
3.1
Mesa Co- Student
Leader
MEL
Event
Event Ethnic Org Telacu
Scholar Spectator Participant
Scholar
MEL &
TELACU
Outcome Two: Motivation to Promote Inclusion and Social Justice
Means based on MEP Involvements
3.7
3.6
3.5
3.4
3.3
3.2
3.1
3
2.9
2.8
Event Ethnic Org Event
MEL
Spectator
Participant Scholar
Telacu
Scholar
Student Mesa Co- MEL &
Leader TELACU
Discussion and Recommendations
Changes Implemented
Importance of Diversity/Intercultural Classes
1
The only constant predictor noted in both scales was diversity/intercultural classes taken which supports
Zuniga’s research that when co-curricular and curricular diversity initiatives on campuses are combined,
they, “maximize the benefits of campus diversity by preparing graduates who will be more likely to take
responsibility for issues of inclusion and social justice in society,” (Zúñiga, et. al., 2005, p. 672)
Ethnic Organizations and Social Initiatives
2
Ethnic Organizations and specifically BWU & LASA were found to be major predictors of promoting
inclusion and social justice which supports much of the literature on the importance of Multicultural
centers and ethnic organizations. (Hurtado, et. al., 1998)
Changes Made to MEL Program
3
The fact that MEL scholars responded all across the board supports the recent decision to make the
scholarship more exclusive, to create a smaller cohort model, and to put more emphasis on justice and
service.
No cross-checking
on items in scales
Need for
longitudinal study
Missing rich
description of
qualitative aspect
Limitations
References
About the Office - Multi-Ethnic Programs (MEP) - Azusa Pacific University. (n.d.). A Top Christian
in southern California - Azusa Pacific University. Retrieved February 27, 2011, from
http://www.apu.edu/mep/about/
college
Astin, A. W. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.
Broido, E. M (2000). The development of social justice allies during college: A phenomenological investigation.
Journal of College Student Development,41(1), 3-18.
Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1998). Enhancing campus climates for racial/ethnic
diversity: Educational policy and practice. The Review of Higher Education, 21(3), 279-302.
Multi-Ethnic Programs (MEP) - Azusa Pacific University. (n.d.). A top Christian college in southern California Azusa Pacific University. Retrieved February 27, 2011, from http://www.apu.edu/mep/
Reason, R.D., Broido, E.M., Davis, T.L., & Evans, N.J. (2005). Developing social justice allies. In J.H. Schuh &
E.J. Whitt (Series Eds.), New Directions for Student Services, No. 110.
Reason, R.D., Roosa Millar, E. A., & Scales, T.C. (2005). Toward a
Journal of College Student Development, 46(5),530-546.
model of racial justice ally development.
Zúñiga, X., Williams, E. A., & Berger, J. B. (2005). Action-Oriented democratic outcomes: the impact of student.
Journal of College Student Development, 46(6), 660-678.
THANK YOU!
For complete list of materials visit NaspaSanDiego.weebly.com
Evetth Gonzalez
Evetth.Gonzalez@gmail.com
Carol Lundberg
CLundberg@apu.edu