Division of Student Affairs Professional Program
February 17, 2008
Kim Becker, Ryan Hamachek* & Cari Urabe
Seattle University
McApple University
“Despite the increase in all types of technology,
little is known about how these technologies
impact student development”
(as cited in Llyod, Dean, & Cooper, 2007, p.483).
McApple University
Outcomes
Examine issues
of
discrimination,
harassment, and
prejudice in
relation to online
communication
McApple University
To raise
awareness
about supporting
student
development
through the use
of technology
Explore potential
uses of available
technologies in
student affairs
Overview
1. Online Discrimination & Harassment
2. Disability Services & Technologies
3. Mental Health in Relation to Online Use
4. Serving Non-traditional Students Virtually
5. User Compatibility
McApple University
With the increase of online social networks,
virtual classrooms, and access to information,
how are racism, sexism, homophobia, and
heterosexism impacting our students in ways
not previously possible and how should
student affairs professionals respond?
McApple University
Online Discrimination &
Harassment: The Issue
Online harassment is defined as repeat messages
that threatened, insulted, or harassed.
Considering this definition, Finn (2004) “found 10%
to 15% of students reported having experienced
online harassment either from strangers, an
acquaintance, or significant other” (p. 474).
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Discrimination on Social
Networking Sites
McApple University
Defining Facebook
Facebook is a social utility that connects people with
friends and others who work, study and live around
them. Students use Facebook to keep up with
friends, upload an unlimited number of photos, share
links and videos, and learn more about the people
they meet.
5M+ registered
users
Coverage of 45%
of US colleges
(representing 8M
students)
5.5B page/views a
month (230M
page/views a day)
McApple University
80% penetration
among students of
colleges that are
on the platform
Signing 20,000
new users a day
10th most visited
Internet site in the
US
Repeat usage:
daily 70%, weekly
85%, monthly
93%
From:http://blog.softtechvc.com/2005/10/the_facebook_un.html
Racism on Social Networks
Facebook users can create social groups to support and promote a
common interest, memorial or tribute, social cause, or viewpoint. This
common interest group is an example of xenophobia (or a fear of
foreigners or strangers) and oppression against individuals in America
who do not speak English.
McApple University
Sexism on Social Networks
These featured groups portray negative stereotypes and prejudices of
women.
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Heterosexism on Social
Networks
While groups can be discriminatory…
it’s important to acknowledge groups can serve as
positive support systems too.
McApple University
The Issue:
Racism on Social Networks
A group of white Louisiana college
students decided to dress in
blackface and reenact the Jena 6
assault. They posted a video clip
and photos on a Facebook album
called, “The Jena 6 on the River”
(Adams, 2007).
The video clip can still be seen on
this web site:
http://www.thesmokinggun.com/archi
ve/years/2007/1002071jena1.html
McApple University
The Issue: Homophobia & Heterosexism
For those who identify as a sexual minority, e-mail
harassment is more prevalent—Approximately 1/3 of
survey participants “who identified as GLBT reported
getting repeated e-mail from someone they did not
know, or barely knew, that threatened, insulted, or
harassed them” (Finn, 2004, p. 475)
McApple University
The Issue: Homophobia & Heterosexism
 Access to information on the internet has greatly
increased electronic resources for queer students
 www.hrc.org
 www.pflag.org
 www.tolerance.org
 Conversely it provides easy access to discriminatory
material and groups
 www.godhatesfags.com
McApple University
The Issue: Sexism
“Gender and harassment and invasions of women’s
on-line privacy by men has, in some cases, gone
beyond macho posturing and sexist language to
rating the looks of women who post photos on their
homepages…” (Machanic, 1998, p. 1).
McApple University
“If women, gays, ethnic minorities, or others
perceived as ‘different’ do not feel safe, they
will not interact fully in the on-line classroom,
and less learning will occur, not only for those
who do not feel safe, but for those who are
deprived of hearing the different perspectives
of those who are silenced”
(Machanic, 1998, p. 4).
McApple University
Online Discrimination &
Harassment: The Significance
Chilly Campus Climate
 An essential factor that influences learning and the
eventual outcomes of a student’s learning
experience is the campus environment (Hamrick,
Evans, & Schuh, 2002)
 When individuals use social networks and display a
form of harassment, there is a lack of respect,
powerlessness, bias, and/or discrimination towards
others that create a chilly climate. This results in
students feeling unsafe and not welcomed in these
environments
McApple University
Online Discrimination &
Harassment: The Significance
How will racism, heterosexism, homophobia, and sexism effect various
Student Affairs Departments?
 Residence Life: Racism and homophobia extend to Housing
Placements. Students may want to switch rooms before they even
meet their roommate(s) based on identifiers and pictures that can be
found online
 Judicial Affairs: Racist, sexist, and homophobic slurs and threats are
committed online from/towards students on campus
 Student Activities: Student Clubs and Organizations may have
inappropriate and offensive material on their web sites that they are
affiliated with
McApple University
Online Discrimination & Harassment:
The Role of Student Affairs
Fostering Student Learning
 There are students who say that they create groups
and/or post items on their Facebook account,
intending them to be innocuous jokes (Weintraub,
2006).
 Jokes are a form of harassment and can offend others,
not only those who are targeted.
 We need to educate students about INTENT vs.
IMPACT and help them to reflect and become critical
thinkers.
McApple University
Online Discrimination & Harassment:
The Role of Student Affairs
 Colleges should consider developing materials
and a protocol that includes information about
e-mail etiquette and online harassment.
 “Preparation, education and consensus about
proper behavior in cyberspace can provide a
structure for coming together in the online
learning environment in a way that preserves
both individual rights and personal safety”
(Machanic, 1998, p. 3).
 Institutional policies should be developed to treat
virtual harassment as real offenses.
McApple University
“Students with disabilities encounter
stereotypes and prejudices that are similar to
those faced by individuals from other
underrepresented groups”
(Junco & Salter, 2004, p. 264).
McApple University
Disability Services &
Technologies: The Issue
 There are new technologies that may potentially
increase the number and effectiveness of services
offered by offices of Disability Services
 Podcasts (recorded lectures, literature in audio format)
 Voice recognition software
 Equipped classrooms
 Many students are entering our institutions proficient
in the use of technology and often embrace its
inclusion in services
McApple University
Disability Services &
Technologies: The Significance
 Students with learning disabilities are entering higher
education at increased rates
 “Students with disabilities are less likely to complete
their degrees than students without disabilities” (as
cited in Junco & Salter, 2004, p. 264).
McApple University
Disability Services & Technologies:
The Role of Student Affairs
 Take advantage of available technologies
 Podcasting, online assessments, etc.
 Assess student wants and needs
 Read (2007) points out that if students aren’t
interested in using a given technology it isn’t a
productive use of institutional resources
McApple University
“Psychiatric disorders comprise the fastest
growing category of disability among college
students as evidenced by the increasing
numbers of students seeking mental health
services on campuses”
(as cited in Belch & Marshak, 2006, p. 465).
McApple University
Mental Health in Relation to Online Use:
The Issue
Is technology limiting face-toface student interaction, which
may lead to hidden and/or
missed signs of mental illness?
McApple University
Students using online social
networks and services, may be
better able to mask behaviors,
emotions, and attitudes that are
typical warning signs of a
student “at-risk.”
Mental Health in Relation to Online Use:
The Issue


“The Internet is a source of coping to escape from
problems of stressors…However, research also
suggests that stressful interactions with the Internet
itself may negate the benefits of social support received
online, regardless of the quality of the online
interactions” (as cited in Gemmill & Peterson, 2006, p.
282).
“Treuer and Belote (1997) discuss the concept of
‘cocooning’ where students may retreat to their
computers and isolate themselves from campus
activities. Another concern addresses the impact of
face-to-face communication verses virtual
communication” (Lloyd, Dean, & Cooper, 2007, p. 484).
McApple University
Mental Health in Relation to Online Use:
The Significance
“Chickering and Reisser (1993) provide a
psychosocial development model through
which college students progress in developing
an identity. One of the key components
includes developing interpersonal relationships
with peers. Technology provides and
opportunity for students to stay constantly
connected with one another, but how the
technology impacts peer relationship has not
been fully examined” (Lloyd, Dean, & Cooper,
2007, p. 485).
McApple University
Mental Health in Relation to Online Use:
The Role of Student Affairs
“Stress is a key issue affecting college students, and
student affairs professionals need to be aware of the
potential relationship between disruptions from
technology and perceived stress” (Gemmill & Peterson,
2006, p. 294).
 “As the Internet becomes a more integral component of
college life, student affairs professionals may need to
expend greater effort alerting students and faculty to the
potential difficulties that may arise from significant
Internet overuse, including personal difficulties and
interference with school-related work and assignments”
(Fortson, Scotti, Chen, Malone, Del Ben, 2007, p. 142).

McApple University
Non-Traditional Students:
The Issue
 Definition
 Students who are generally 25 years old or order and had
interrupted formal education either before or after finishing
secondary school
 Also includes later than usual initial enrollment, financial
independence, full-time employment, part-time attendance,
responsibility for dependents other than a spouse, being a
single parent, and high school equivalency by means other
than a diploma.
 The National Center for Education Statistics described nearly
three-quarters of beginning undergraduates as at least
minimally non-traditional.
From: http://education.stateuniversity.com/pages/2298/Nontraditional-Studentsin-Higher-Education.html
McApple University
Non-Traditional Students:
The Issue
Virtual Classrooms and Distance Education
 Non-traditional students bring important life experiences that
enhance in and out of classroom experiences, however “Many of
these folks [non-traditional students] have kids, work irregular hours,
or travel, which makes night school impossible” (Foster, 2004,
p.104). Therefore distance education is often an attractive option
 Distance Education: A field of education that focuses on the
pedagogy, technology, and instructional systems design that aim to
deliver education to students who are not physically "on site”
 Colleges across the country are in a race to develop "online classes"
where instruction is delivered across the Internet instead of the
classroom. (Dadahboy, 2001).
Definition for Distance Education from http://en.wikipedia.org/wiki/Distance_education
McApple University
Non-Traditional Students:
The Significance
 There is a disconnect with online learning when there is
not personal interaction. “Computer mediated interaction
does not contain valuable visual communication cues, in
contrast to face-to-face interaction. The loss of these
cues can lead to misunderstandings on many levels”
(Barratt, 2001).
 “Constructivist scholars argue vehemently that colleges
and universities that venture forth into online education
must be on guard against promoting technologies with
packaged information that are devoid of reality, reflection,
interaction, and decision making (Foster, 2004, p.109).
McApple University
Non-Traditional Students:
The Role of Student Affairs
Student Development Theory
• Human interaction such as interactions with faculty
and peers affect “students’ cognitive and affective
development” which are important outcomes of the
educational experience (Hamrick, Evans, & Schuh,
2002).
Can professionals within Higher Education provide distance
learners the vibrant, in-depth assortment of a traditional oncampus learning experiences?
McApple University
User Compatibility: The Issue
Proficiency
 There is an increasing dependence on technology.
However, there is also the growing gap of interest in and
understanding of technology between students and their
professors (Langdon, 2004, p.144).
 Unless we have staff and faculty that are proficient and
trained in the use of new technologies the university’s
forward growth is limited.
 Students are also entering at different levels of
proficiency given their level of access, based on age,
socio-economic status, race, and education.
McApple University
User Compatibility:
The Significance
 If faculty and staff are not proficient in the use of the
best technologies available, an institution may not be
conducive to current students’ needs and
expectations.
 If technology to enhance and aid in learning is not
provided, is the university really serving students in
the best way possible?
 If the university isn’t advancing around it’s
technological offerings, it will be more difficult to
recruit and retain a diverse student population.
McApple University
User Compatibility: The Role of
Student Affairs
 Institutions must analyze what is being done to
provide access to technologies to a variety of
students.
 Institutions should offer trainings for students, faculty,
and staff to maintain a campus population that
utilizes available resources.
 Technology is an expensive investment and
sustainable financial planning is essential if
significant advancement will be possible.
McApple University
Technology has radically changed how
the college delivers it’s programs and
services to students. This has the ability
to either help or hinder the
underrepresented students we serve.
McApple University
“As student affairs professionals work with
students, it is important to understand
students’ use of technology and the purposes
for which they use it…Despite the original
intent of technologies such as Facebook,
iPods, and instant messaging, higher
education professionals must consider how
they could utilize these technologies differently
to help students succeed with their academic
life, peer relationships, and healthy lifestyles”
(Lloyd, Dean, & Cooper, 2007, p. 492).
McApple University
References
Adams, D. (2007). Facebook, america’s racist photo gallery. Retrieved Februrary 15, 2008 from,
http://laist.com/2007/10/04/facebook_americ.php.
Barrat, W. (2001). Models for evaluating student affairs web site. Retrieved February 15, 2008,
from http://studentaffairs.com/ejournal/Spring_2001/will1.html
Belch, H. A. & Marshak, L. E. (2006). Critical incidents involving students with psychiatric
disabilities: The gap between state of the art and campus practice. NASPA Journal, 43(3),
464-482.
Dadhaboy, Z. (2001). Distance learning and a well rounded education: A dichotomy? Retrieved
February 15, 2008, from: http://studentaffairs.com/ejournal/Spring_2001/policy.html
The facebook unplugged at standford etl. (2005). Retrieved February 15, 2008, from:
http://blog.softtechvc.com/2005/10/the_facebook_un.html
Finn, J. (2004). A survey on online harassment at a university campus. Journal of Interpersonal
Violence, 19(4), 468-483.
Fortson, B. L., Scotti, J. R., Chen, Y., Malone, J., & Del Ben, K. S. (2007). Internet use, abuse,
and dependence among students at a Southeastern regional university. Journal of American
College Health, 56(2), 137-144.
Foster, L. The impact of education innovation on student freedom: The case of distance
education in higher education. In Ackerman, R., Werner, W., & Vaccaro, L (Eds.), Student
Freedom Revisited: Contemporary issues and perspectives (pp. 103-113).
Gemmill, E., & Peterson, M. (2006). Technology use among college students: Implications for
student affairs professionals. NASPA Journal, 43(2), 280-300.
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References
Hamrick,F, Evans, N, & Schuh, J. (2002). Foundations of student affairs practice: How
philosophy, theory, and research strengthen educational outcomes. San Francisco, CA:
Jossey-Bass.
Junco, R., & Salter, D. (2004). Improving the campus climate for students with disabilities
through the use of online training. NASPA Journal, 41(2), 263-276.
Langdon, E. Student governance and leadership. In Ackerman, R., Werner, W., & Vaccaro, L
(Eds.), Student Freedom Revisited: Contemporary issues and perspectives (pp. 135-149).
NASPA.
Lloyd, J. M., Dean, L. A., & Cooper, D. L. (2007). Students’ technology use and its effects on
peer relationships, academic involvement, and healthy lifestyles. NASPA Journal, 44(3), 481495.
Machanic, M. (1998). Gender and power issues in on-line learning environments. From 1st Int’l
Conference on the Social Impacts of Technology, St. Louis, MO.
Nontraditional students in higher education- types of nontraditional students in the united states,
support for nontradional leaders. Retrieved February 15, 2008, from
http://education.stateuniversity.com/pages/2298/Nontraditional-Students-in-HigherEducation.html
Student in black face ‘jena 6’ renactment. Retrieved February 15, 2008, from
http://www.thesmokinggun.com/archive/years/2007/1002071jena1.html
Weintraub, E. (2006). Facebook groups are jokes, not ‘evil.’ Retrieved February 15, 2008, from
http://media.www.dailytargum.com/media/storage/paper168/news/2006/03/22/Opinions/Face
book.Groups.Are.Jokes.Not.evil-1711724.shtml
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