CSA 597B: Social Justice
The Pennsylvania State University
December 9, 2009
Maureen McMahon
Joan Miller
Priscilla Moreno
Gregory Nolan
Jordan West
Issues
•Racism
•Privilege
•Communication
•Conflict
•University Value
•Safety
Relevant Theories
 White Identity Development - Helms
 Phinney's Identity Development for Students of Color
 Critical Race Theory
 Student Engagement
Theory - Chickering's Vectors
 Salient Vectors
 Developing Competence
 Managing Emotions
 Developing Mature Relationships
 Establish Identity
 Develop Integrity
Interventions
•Leadership Retreat
•Commission for
Racial/Ethnic Diversity
•Open Forums
•Campus Speakers
•Incident Report Clarity
•Clarity on Importance of
MSRW
•Informal Interactions
Leadership Retreat
Potential Outcome
 Discussion/Problem
identification
 Definition of diversity
education for Elite
University
 Goals/objectives for
developing cultural
competencies
Unanticipated
Consequences
 Blame; continuation of
stereotyping
 Further division
In order for multicultural education to be successful,
faculty, staff and administrators must agree on a
common language and define what multiculturalism
means for their particular campus. There must also be
some agreement on what knowledge, skills, and
attitudes students should possess in order to be
considered culturally competent in a diverse
environment.
(Howard-Hamilton, Richardson, & Shuford, 1998)
Commission for Racial/Ethnic Diversity
Potential Outcomes
 Assessment of campus
climate in areas of
diversity
 Development of a
university wide plan for
diversity education
grounded in Elite’s
philosophy and mission
Unanticipated
Consequences
 Loss of faculty
unwilling to accept
change
 Loss of financial support
from disgruntled
alumni/parents
Both the theory and findings indicate that
individual students benefit when they are engaged
with diverse peers; however, as a society we have
provided no template for interaction across
racial/ethnic groups and
such interaction cannot be taken for granted in the
college environment.
(Gurin, Dey, Hurtado & Gurin, 2002)
Becoming culturally competent is a journey that is fraught
with detours and hazards; however, having a well drawn
and usable road map and recognizing the landmarks along
the way will help make the journey a successful one.
(Talbot, 1996, p.31)
Open Forums/Speakers
Potential Outcomes
Unanticipated
Consequences
 Shift in student attitude
toward the benefits of a
diverse climate
 Improvement in moral
identity development;
perspective taking.
 Elite times may begin to
report positive news of
underrepresented
population
 Increase in arguments and
altercations
Colleges that diversify their student bodies and
institute policies that foster genuine interaction
across race and ethnicity provide the first
opportunity for many students to learn from
peers with different cultures, values and
experiences.
Genuine interaction goes beyond mere contact
and includes learning about difference in
background, experience, and perspectives, as well
as, getting to know one another individually.
(Gurin, Dey, Hurtado, & Gurin, 2002)
Incident Report Clarity
Potential Outcomes
Unanticipated
Consequences
 Increased
support/vigilance from
Campus Police
 Less altercations/incidents
of bias related crime
 Increased incidence of bias
related situations
 Further concern expressed
by faculty, parents and
alumni
Clarity in Purpose of MSRW
Potential Outcomes
 Structural diversity
Unanticipated
Consequences
 Ridicule from individuals
Benefits of a diverse
population for all students
opposed to recruitment
 Continued lack of faculty
 Increased faculty
support
commitment
Structural diversity is a necessary but insufficient
condition for maximal educational benefits; therefore, the
theory that guides our study is based on students’ actual
engagement with diverse peers.
(Gurin, Dey, Hurtado & Gurin, 2002)
The presence of racially underrepresented students
appears to contribute to the total institutional
environment and particularly to the education of white
students. Increasing the numbers of students of color on
campus not only expands opportunities for students of
color who enroll, but also enhances the educational
experiences of white students.
(Astin & Chang, 1997)
Opportunities to foster informal
interaction/volunteerism
Potential Outcomes
Unanticipated
Consequences
 Faculty and majority students
experience
dissonance/disequilibrium
 Change in values/attitudes
of faculty and white students
 Escalation in type of bias
related incidents due to
fear of change
When volunteer groups are diverse , the
members tend to not only develop altruism, but
human understanding and knowledge of other
cultures. This kind of experiential learning can
affect real attitudinal changes for faculty,
students and administrators. Each group is
provided a window of opportunity to develop
new appreciation and values for the other.
(Howard-Hamilton, Richardson & Shuford, 1998)
Recruitment and Retention of
Underrepresented Students
 Overall pushback against using affirmative action
 States that have banned affirmative action
 California (1996)
 Texas (1996-97)
 Washington (1998)
 Florida (2000)
 Michigan (2006)
 Nebraska (2008)
Recruitment and Retention of
Underrepresented Students
 What Elite University can do…
 Recruitment:
 Work
with high school students
 Ensure all-inclusive
 Provide
 Form
marketing materials
funding for underrepresented students
partnerships with HBCUs
 Have a
minority presence on campus
Recruitment and Retention of
Underrepresented Students
 What Elite University can do:
Retention:

Support advocacy units

Provide educational opportunities for current
students
Questions?