For a complete description of a workshop, please click on the title below.
- Maintaining
Access to a Highly Selective Public Institution in a Post-Affirmative
Action Environment: The University of California Experience
- San
Francisco Bay Area: Race Relations Amidst Growing Immigration and Technological
Advancement
- Be
Careful What You Ask For: Creating a Genuinely Diverse Institution Will
Probably Require Changing the Landscape of Your School
- Positioning
Asian Americans: Between and Beyond Black and White
- The
Use of Powerful Non-Confrontational Methods in Race Relations Training
- Academy
and Community: A New Model for Social Justice Collaboration
- Being
an Ally as a Person With White Privilege: This is Not Just About Being
Friends
- Generating
a Culture of Evidence to Support Diversity Goals and Initiatives: Without
Assessment Results You are Defenseless
-
Teaching Methods to Enhance Motivation and
Learning Among Diverse Students
-
Global Multiculturalism: The Other Side of Diversity
-
Power and Politics in Organizational Life:
Concepts, Mindsets, and Skills for People of Color
-
Apples, Oreos, Nilla Wafers/Coconuts and Bananas:
Exploring Internalized Racism
-
Southeast Asian Americans: Revisiting the
Educational Issues
-
Latino Leadership Development in Higher
Education
-
Taking Responsibility for Our Own Success!
-
The Office of Tribal Service: A Modern-Day
Moccasin Telegraph
-
Bilingualism, Language Loss, and Language Revitalization:
Toward an Effective Language Policy in the United States
-
Claiming the Promise of Diversity in Our
Community Colleges: Key Supports, Challenges, and Promising Practices
for Students of Color and Immigrants
-
Beyond Stuffing Envelops: The McMurry Fellowship's
Innovative Approach to Workplace Experience and Community Building
-
Moving Your Diversity Dialogue From "Talk"
to "Action!"
-
Speak English-You're in America Now! An Asian
American Identity Paradigm
-
Authentic Relationships: Staying at the Table II
-
The Role of Faith, Spirituality and Vocational
Discernment in Higher Education
-
Multicultural Transformation and Evaluation:
(P.R.I.M.E.) Partners Reaching to Improve Multicultural Effectiveness
-
Adding Class to the Mix
-
Successful Diversity Recruitment for
Colleges and Universities
-
American Indian/Alaska Native Retention:
The Penn State American Indian Leadership Program Experience
-
New Models for White Male Leadership in a Culturally
Diverse World
-
Talking Truth: Standing at the Crossroads of
Ethnicity, Race, and Sexual Orientation
- Arabs
in America: Backlash, Stereotypes, and Beyond
- A
New Generation Speaks Out on Diversity-Their Style, Their Issues, Their
Century
- Personal
Narrative: Tapping the Voice Within You
- Model
Programs for Achieving Campus Diversity
- Bridging
the Gap: Summer Bridging Programs That Work for Native American Students
- New
Generation of Latinos Entering College: An Overview of First Generation
Latino/a Students at Predominantly White Institutions
- Prejudice
Reduction Workshop
- Teaching,
Research, Service-and Diversity: Developing and Implementing a University
Plan to Increase Faculty, Staff, and Student Diversity
- Men's Work: Gender, Race, and Sexism
Wednesday,
May 28 — 2:30-6:00 p.m.
The University of California is a unique institution: a multi campus public
research university known for the competitiveness of its admissions process,
and situated in one of the most diverse and complex states in the nation.
The University was challenged in the early 1990s to maintain broad access
to its most competitive campuses while demand for spaces skyrocketed.
The University's situation grew enormously more complex with the elimination
of all affirmative action programs, beginning with the admission of undergraduates
for the Fall of 1998. Over the past five years, UC has implemented a sweeping
series of reforms that redefine the nature of academic "merit"
as it is traditionally considered in the admission process. This has taken
the University directly into the California's most disadvantaged schools,
and has sparked major national debate on hot-button issues, like the use
of admissions tests. This session examines the complex demographic and
policy environment in which UC operates, the initiatives the University
has taken to fulfill its mission of access and excellence, and the specific
strategies that campuses such as UC Berkeley, UCLA, and UC Santa Barbara
have undertaken to select highly qualified students who also encompass
the state's broad diversity.
Dr. Michael T.
Brown, Vice-Chair, University of California Board of Admissions and
Relations with Schools; Professor of Education, former Chair of the Faculty
Committee on Admission and Enrollment, University of California-Santa
Barbara, California
Ms. Pamela L. Burnett, Director, Undergraduate Admissions, University
of California-Berkeley, California
Dr. Saul R. Geiser, Director, Research and Evaluation, Student
Academic Services, University of California Office of the President-Oakland,
California
Dr. Dennis J. Galligani, Associate Vice President, Student Academic
Services, University of California Office of the President-Oakland, California
Ms. Nina G. Robinson, Director of Policy and External Affairs,
Student Academic Services, University of California Office of the President-Oakland,
California
Dr. Vu T. Tran, Director, Undergraduate Admissions and Relations
with Schools, University of California-Los Angeles, California
San Francisco Bay area is one of the most racially diverse areas in the United States. It is also known for its technological advances, as the financial center of the West, and the gateway to Asia. What is more, it is also reputed to be among the most "liberal" areas in the U.S., and a place where many new ideas, both scientific and social, are given birth and nurtured. Professor Ling-chi Wang, for many years, has served as chair of the Ethnic Studies Department at the University of California, Berkeley-one of the largest and oldest departments of Ethnic Studies in existence. Dr. Ling-chi Wang, a longtime community activist, along with a panel of multiracial scholars will discuss the myths and the realities of the Bay area, its social, political and cultural dynamics, and how the area deals with issues of race relations, and access to higher education. The panel members will also discuss the impact of globalization on businesses, from the high-tech industry in the Silicon Valley to financial services and sweatshop industries.
Dr. L. Ling-chi Wang, Professor, Asian American Studies, Department of Ethnic Studies, University of California-Berkeley, California
Many schools talk about the need to "increase the diversity of the institution" or "recruit and retain 'minority' students and faculty" without understanding or committing to what is required to bring about such changes. Fully prepared to tinker with the ways things are done or enhance the curricular offerings by adding a few courses, schools are disappointed that long-term retention of faculty, staff, and students of color doesn't change dramatically. Participants in this session will look at what it might mean to really create a genuinely hospitable campus culture or to serve a diverse population of students. They will also gain tools to (1) identify what is necessary to meet the stated goals of the school, (2) assess where support and resistance lie to making dramatic changes, (3) begin the deconstruction and reconstruction of "the ways things are done," and (4) talk about how these changes are in the best interest of the institution.
Dr. Frances E. Kendall, Consultant in Organizational Change and Communication, Specializing in Issues of Diversity-Albany, California
Wednesday,
May 28 — 2:30-5:30 p.m.
This session provides an update on the state of Asian America in the 21st
Century. It offers a critical analysis of the relationship between Asian
Americans and white Americans, as well as with other Americans of color
(especially African Americans and Latinos/as) with whom they share the
urban space and the campuses of higher education. The sociology and political
economy of Asian America, its global, diasporic, and transnational characteristics,
and the shifting stereotypes-from "yellow peril" and "model
minority" to "sleazy fundraisers" and "dangerous spies"-will
be discussed. Both the theory and practices of racial identity formation
and racialization will be presented, all within the context of America's
continuing struggle with its national identity as both white and multicultural.
Dr. Evelyn Hu-DeHart, Professor of History, and Director, Center
for the Study of Race and Ethnicity in America, Brown University-Providence,
Rhode Island
This session will demonstrate how to avoid the pitfalls of confrontation and provide techniques that help people to increase their awareness of personal biases and beliefs about race. The session should benefit the instructors, trainers, administrators, and students who are interested in effectively addressing resistance in the classroom, in an organization, or in training. An awareness exercise is employed to help individuals gain insight into their beliefs and values toward several social groups. Participants learn two non-confrontational techniques, and will use them in helping each other to confront the personal biases uncovered in the exercise. The end result will be that participants learn how to avoid high levels of resistance in helping others critically think about personal reactions to differences.
Dr. Billy E. Vaughn, Associate Professor and Director, Culture and Human Behavior Program, Alliant International University-San Diego, California
Wednesday,
May 28 — 4:00-6:00 p.m.
Higher education institutions are often charged with neglecting to work
in any meaningful way with the different communities of color and class
that surround them. In 2001, the presidents, mayors, superintendents,
and CEOs from the University of Oregon; Lane Community College, Lane County
and its Transit District; the City of Eugene and its School District,
as well as its Water and Electric Board; the Bethel School District; the
City of Springfield and its School District signed a Memorandum of
Understanding (MOU), pledging to work together on issues of social
justice. In this session, members of the Diversity and Human Rights Consortium
will present their action planning process and the implementation strategies
that have resulted from this agreement. Consortium members will discuss
the challenges and successes of their ongoing work. This session will
introduce and discuss ways to adapt such a model in other educational
communities.
Ms. Remie Calahang, Multicultural Community Liaison, Bethel School
District-Eugene, Oregon
Dr. Cristine Clifford Cullinan, Training and Development Administrator,
Human Resources, University of Oregon-Eugene, Oregon
Ms. Mary Feldman, Human Rights Analyst and ADA Coordinator, City
of Eugene-Eugene, Oregon
Mr. Jim Garcia, Diversity Coordinator, Lane Community College-Eugene,
Oregon
Dr. Carla Gary, University Advocate and Director, Office of Multicultural
Affairs, University of Oregon-Eugene, Oregon
Mr. Craig L. Gibons, Risk Manager, City of Springfield-Springfield,
Oregon
Ms. Francisca Johnson, Human Rights Support System Program, City
of Eugene-Eugene, Oregon
Ms. Terry Leary, Multicultural Community Liaison, Springfield School
District-Springfield, Oregon
Ms. Marilyn Mays, Diversity Manager, City of Eugene-Eugene, Oregon
Ms. Bettie Sing Luke, Multicultural Trainer/Equity Specialist,
Eugene Public School-Eugene, Oregon
Mr. Jose Ortal, Director of Affirmative Action, Diversity, Equal
Opportunity, Lane Community College-Eugene, Oregon
Mr. Greg Rikhoff, Human Rights Program Manager, City of Eugene-Eugene,
Oregon
Ms. Adrian Rodriguez, Instructor and Lead Retention Counselor,
Lane Community College-Eugene, Oregon
Dr. Anselmo Villanueva, Equity Coordinator, Eugene Public Schools-Eugene,
Oregon
Ms. Rita Wallace-Ostrofsky, Education Services Coordinator, City
of Springfield-Springfield, Oregon
Ms. Tina Williams, Eugene Water and Electric Board-Eugene, Oregon
Ms. Laura Yergen, Diversity Analyst, Lane County Human Resources-Eugene,
Oregon
continuing 2:00-6:00 p.m.
Frequently, those of us who are white, and have a basic understanding of the privileges granted to us because of our skin color, are at a loss about how to use our privileges effectively as we work for social justice. One of the most important roles we can play is that of ally-supporting or standing with people of color on issues of race. This daylong session centers on how to be an ally if you are a person with privilege. We will focus on (1) understanding what it means for us to be allies in the context of institutional racism, (2) building ally relationships, (3) knowing which actions are supportive and which are not, (4) using your privilege to influence without being patronizing as racist, (5) understanding the difference between friendships and ally relationships, (6) distinguishing between strategies for being an ally to a person and an ally to an issue, and (7) identifying concrete strategies for working with other white people, as well as people of color, on the elimination of racism.
Dr. Frances E. Kendall, Consultant in Organizational Change and Communication, Specializing in Issues of Diversity-Albany, California
Our discussions about the presence and impact of diversity should run parallel to our campus discussions about measuring the effectiveness and quality of any program or initiative. Since diversity is often a "politically charged" concern that is not viewed objectively, there exists a greater need to support diversity efforts with systematic quantitative and qualitative evidence. Many tools and processes already exist that allow for effective assessment. Diversity efforts are often viewed as "soft" because we don't submit them to rigorous examination. This session will explore the development of an effective assessment plan for diversity. Concrete examples will be provided that utilize the language and process that reflects program improvement and outcomes-based assessment.
Dr. James A. Anderson, Vice Provost, Undergraduate Affairs, North Carolina State University-Raleigh, North Carolina
This session provides approaches to support the intrinsic motivation of diverse postsecondary student groups. Teaching methods will be modeled and practiced so that faculty can more effectively (1) create safe, inclusive, and respectful learning environments; (2) apply innovative teaching methods that cross disciplines and cultural groups; and (3) heighten self-determination and success among broad ranges of students. Presenters will provide handouts which include a lesson design template, sample lessons, strategies, and rubrics for effective implementation. This session will benefit faculty, curriculum planners, administrators, and staff developers seeking comprehensive and pedagogically sound approaches for teaching diverse student populations in ways that strengthen academic success.
Dr. Margery B.
Ginsberg, Educator, Independent Researcher, and Consultant-Boulder,
Colorado
Dr. Raymond J. Wlodkowski, Psychologist and Director, Center for
the Study of Accelerated Learning, Regis University-Denver, Colorado
This session will highlight perspectives on multiculturalism and social justice in a global educational environment, and illustrate what colleges and universities in the United States need to consider when claiming meaningful inclusion of international issues in policies, programing, and curricula. Presenters in this session are faculty, administrators, and student advisors whose countries of origin, and areas of study and research range across five continents. Each presenter is involved in raising questions, developing policy, advising students, and/or conducting research on how we define "multicultural" in a world of complex histories, cultures, attitude, and relationships.
Mr. Alberto M.
Albuquerque, International Advisor, Yamanashi Gakuin University-Yamanashi,
Japan
Mr. Lindsay Dunn, Assistant to the President for Diversity and
Community Relations, Gallaudet University-Washington, D.C.
Dr. Evelyn Hu-DeHart, Professor of History, and Director,
Center for the Study of Race and Ethnicity in America, Brown University-Providence,
Rhode Island
Dr. Janice Mitchell, Professor of German Linguistics and Intercultural/International
Education, Gallaudet University-Washington, D.C.
Dr. Kamakshi P. Murti, Professor and Chair, German Department,
Middlebury College-Middlebury, Vermont
Dr. Magid Shirzadegan, Associate Director, International Programs,
University of Oregon-Eugene, Oregon
People of Color
Power and politics are key dynamics in the organizational life of institutions of higher education. People of color are uniquely challenged to be comfortable and effective as they participate in numerous power relationships in their daily interactions on campus. Personal and cultural values are challenged, creating a range of frustrations, emotional conflict, and a sense of high risk. People of color are looking to understand "the game" and become major power players in it. This session will explore useful concepts, mindsets, and skills to enable people of color to participate more effectively in campus power relationships and assume increasing leadership positions.
Dr. Ronald Brown, President, Banks Brown Inc. (a management consulting firm which specializes in the development and implementation of comprehensive strategic diversity plans)-San Francisco, California
This participatory session examines issues of internalized racism across communities of color in the U.S. Information presented will highlight both the similarities and different nuances of the phenomenon of self-hatred. Participants will explore how internalized racism helps perpetuate racism and its impact on higher education environments (students, faculty and staff). While internalized racism is common, conversations with others who are effected by internalized racism are rare. The session offers attendees the opportunity to explore their personal experiences with internalized racism and the impact on racial identity; how socialization in a racist society supports self-hatred; and the differences between "code switching" and assimilation. Participants will also have an opportunity to gain a greater understanding of parallels between racial/ethnic groups (e.g., "reservations of the mind," "plantation mentality," etc.). The goal of this session is for participants to engage in honest conversation among communities of color.
Ms. Franci Taylor,
Adjunct Professor, Native American Studies, Montana State University-Bozeman,
Montana
Dr. Sharon J. Washington, Professor and Education Graduate Program
Director, Education Department, Springfield College-Springfield, Massachusetts
This session will focus on the current educational situation of Southeast Asian students. With the coming of age of the second generation and the changes in the family, what are the issues pertaining to the education process? From the achievements highlighted by earlier studies by Choy, Whitmore, and Kaplan, and those of Ima and Rumbaut, what are the changes and new challenges that face this new student population?
Dr. Chuong Chung,
Professor, Asian American Studies, San Francisco City College-San Francisco,
California
Dr. Hien Duc Do, Associate Professor, Social Sciences Department,
San Jose State University-San Jose, California
This session focuses on techniques and strategies for achieving professional advancement in higher education and is targeted toward Latino faculty, student services professionals, and administrators. Through interactive discussion we will explore how to use existing structures in the academic affairs and student services arenas to create opportunities to take on a leadership roles, peruse professional growth opportunities, and optimize one's visibility on campus. The session will also examine the inclusion of the community as a resource to assist in moving one's professional agenda forward. Concrete methods for understanding the political landscape, assessing individual assets, developing an action plan, and implementing a strategic professional advancement plan will be provided.
Dr. Diane Cordero
de Noriega, Vice President and Provost for Academic Affairs, California
State University-Monterey Bay, California
Dr. Lucha Ortega, Associate Vice President for Student Affairs,
California State University-Monterey Bay, California
Dr. Michael Ortiz, Vice President and Provost for Academic Affairs,
California State University-Fresno, California
Dr. Henry E. Villanueva, Associate Vice President for Academic
Programs and Learning Support, California State University-Monterey Bay,
California
Taking Responsibility for Our Own Success!
This powerful, humorous, insightful and thought provoking session takes a much needed "open and honest" look at issues impacting African American Students. The program will address: academic excellence, race-cultural pride, fraternities/sororities, "sell outs," unity, male-female relationships, discipline, respect for elders, and much, much more.
Mr. Steve Birdine, President/CEO, Affirmations In Action-Indianapolis, Indiana
The Office of Tribal Service (OTS) serves as an educational liaison between Montana State University, Montana's tribal colleges, and Indian communities. In addition to teaching, research, and outreach, this unique program has successfully provided a key linkage between and for constituents that have dealt with American Indians since 1987. The function and role of the OTS can be effectively replicated through a collaborative spirit, cultural-awareness and sensitivity; strategic communication, commitment, and leadership. This session will provide details of the OTS and show how it strengthens campus-based programs, and provides both benefit and opportunity for American Indian students.
Dr. Nate St. Pierre, Director, Office of Tribal Service, Montana State University-Bozeman, Montana
This interactive session will explore the variety of societal factors that result in the loss of the native languages by linguistic minorities in the United States. In light of this understanding, we will discuss how communities, states, and the country can undertake a serious conversation about whether we should strive to revitalize and maintain Bilingualism in minority communities and, if we should, whether, in fact, we can. The issues that will be examined in this session include historic and current language policies, the role of education in language maintenance and loss, and the influence of other important societal institutions. Additionally, the social-psychological and linguistic processes of loss will be analyzed. These sociolinguistic factors in loss will serve to guide the discussions about the value-laden question of the place of minority languages and the maintenance of minority language communities in U.S. society. The fundamental issue of the place of minority languages revolves around mono-culturalism versus pluralism. The presentation will rely in large part on analyses of Spanish-English bilingualism in the U.S.
Dr. Eduardo Hernández Chávez, Associate Professor, Department of Linguistics, and Director, Chicana/o Studies, University of New Mexico-Albuquerque, New Mexico
This interactive session focuses on the findings from a comprehensive, qualitative study conducted by the presenters while working at California Tomorrow, a non-profit organization which provides research, training and advocacy around diversity and equity issues in public education. The study involved students of color and immigrants, as well as faculty and staff at nine California community colleges. This study focused on better understanding the experiences, key supports, and systemic barriers these students encountered in college. Through multi-media presentation, presenters will provide data on success rates, discuss the main challenges and supports students described, and explore "promising practices" in teaching, counseling, support programs and campus leadership around diversity. Participants will have several opportunities to discuss the information, contribute their own insights, and prioritize "promising practices" they hope to implement on their own campuses.
Dr. Catherine
Thomas, Instructor, Family Life Department, Diablo Valley College-Pleasant
Hill, California
Dr. Blaze Woodlief, Director, ESL Programs, College of Marin-Kentfield,
California; and Project Director, California Tomorrow-Oakland, California
With the proliferation of programs and opportunities for students of color, the new question is what makes a given program unique. The larger and more compelling question is how do such programs provide for the unique needs of the students of color as they experience a non-diverse workplace. This session will examine the answers provided by a first-of-its-kind initiative approach: "The McMurry Fellowship for Diversity Enrichment." Presenters will share information on the structure of this innovative program and will discuss Experience Immersion, Community Building, Active Mentoring, and Professional Development and Employment. The session will provide the program's tools and techniques of active mentorship, community building, professional development, assessment, and analysis.
Mr. J. Lee Adams,
Regional Director, The McMurry Fellowship-Austin, Texas
Dr. Nelda Schultz, Senior Vice President, The Education Group-Dallas,
Texas
This powerful, humorous, insightful, interactive, and thought provoking session addresses the "diversity experience" on predominantly white campuses. We seek to share "common sense" methods for improving the quality of life and enhancing the overall collegiate experience for ALL students, staff, faculty, and administrators. This honest approach will challenge traditional thinking. Participants will leave with an action plan for improving their campus environment. This session should benefit those concerned about diversity issues, those who work with students of color, and those who seek to move from "talk" to "action."
Mr. Steve Birdine, President/CEO, Affirmations In Action-Indianapolis, Indiana
Friday,
May 30 — 8:30-11:30 a.m.
This session explores a seven-stage paradigm of Asian Pacific American
Identity as influenced by the dynamics of four key societal stressors:
peers, teachers and administrators, home, and mainstream norms, such as
the expectation that an authentic "American" should speak English
and forget their native language. These common elements effect an Asian
ethnic identity, as well as other influencing factors in this regard:
generation, age, size of APA community and citizenship status. These factors
influence the degree to which an APA may develop, maintain or diminish
the salience of culture in their lives. Presenters will share anecdotal
examples from their lives, representing differing ages, generations and
Asian ethnic groups. Understanding the range of stages promotes understanding
and tolerance of those in different stages of the paradigm, and demonstrates
the logic of why, "all Asians don't think alike." This session
should particularly benefit those who are exploring Asian ethnic identity,
counselors, teachers, those involved with anti-bias policies and curriculum,
and allies committed to reducing racism.
Mr. Jason Minh
Alt, Residence Coordinator and Coordinator, Human Intercultural Relations,
State University of New York-Purchase College-Purchase, New York
Ms. Bettie Sing Luke, Multicultural Trainer/Equity Specialist,
Eugene Public School-Eugene, Oregon
Friday,
May 30 — 8:30-11:30 a.m. and
continuing 2:30-6:30 p.m.
Building on NCORE 2002 session, this daylong session offers another opportunity
to participate in dialogues to examine what is required of authentic relationships
across race, and to consider the definitions for authentic relationships.
A desired outcome of the session is for participants to engage in honest
conversation on the impact of racism on authentic cross-race/ethnic relationships.
Part I — will provide space for three simultaneous small group discussions: people of color, multiracial/ethnic people, and white people. The focus of the discussions for people of color are the tensions and dynamics of relationships between communities of color, and the often accompanying horizontal hostilities born of competition for resources and misunderstanding of each other. The focus for the multiracial/ethnic group will be on internal conflicts of being from two or more racial/ethnic backgrounds. For many, this results in cultural misunderstandings and a complex navigation of horizontal hostilities between privilege and target or between multiple target identities. White people group will discuss the dynamics of white privilege and internalized superiority in their lives and their relationships with other white people as they work to dismantle racism.
Part II — will provide an opportunity for each of the small groups to share the teachings and lessons learned from the morning discussions. We will then explore what is personally necessary for authentic workplace and social cross-race/ethnic relationships.
This session will be especially beneficial for student affairs professionals, faculty, student leaders and administrators who are engaged in building greater understanding about the impact of racism on authentic cross-race/ethnic relationships and designing strategies to support greater authenticity.
Mr. Eugene Fujimoto,
Diversity Coordinator, DeAnza College-Cupertino, California
Dr. Frances E. Kendall, Consultant on Organizational Change and
Communication, Specializing in Issues of Diversity-Albany, California
Dr. Paul Kivel, Violence Prevention Educator and Writer, Todos
Institute-Oakland, California
Mr. Jeffrey A.S. Moniz, Doctoral Candidate, Gevirtz Graduate School
of Education, University of California-Santa Barbara, California
Dr. Paul Spickard, Professor, Asian American Studies, University
of California-Santa Barbara, California
Dr. Sharon J. Washington, Professor and Education Graduate Program
Director, Education Department, Springfield College-Springfield, Massachusetts
continuing 2:30-6:30 p.m.
Recent events in our nation and in the world have caused us to pause, and reflect upon the quality of our personal and professional lives. As we struggle individually and collectively to find our own sense of purpose and fulfillment, our examination has led to more reflection, contemplation and discernment. Students arriving on our campuses will also face this an increasingly complex world, where issues of personal faith, integrity and morality will determine the civility of their actions, and the enhancement of their lives. The morning session will define spirituality and religion, discuss common faiths and religious themes, share personal and spiritual journeys, and unveil the survey results of religious attitudes of students. The afternoon session will address vocational discernment. This session explores participants' answers to three major questions: (1) what brings you joy, (2) how do you and others perceive your strengths, and (3) how you will utilize your gifts and talents? Due to the highly interactive and reflective nature of this daylong session, space will be limited in order to provide attendees an opportunity to fully share their stories. This session is open to all, but is especially targeted to those who are interested in learning about the role that spirituality plays in the retention and graduation of AHANA students.
Dr. Donald Brown,
Director, Office of AHANA Student Programs, Boston College-Chestnut Hill,
Massachusetts
Mr. Larri Mazon, Director, Multicultural Relations, Fairfield University-Fairfield,
Connecticut
Ms. Mable Millner, Director, Multicultural Education, College of
Holy Cross-Worcester, Massachusetts
Ms. Penni Sweetenburg-Lee, Director of Development and Associate
Director, Career Center, California State University-Pomona, California
Multicultural Transformation and Evaluation: (P.R.I.M.E.) Partners Reaching to Improve Multicultural Effectiveness
continuing 2:30-5:30 p.m.
The P.R.I.M.E. training model has demonstrated its capacity to promote individual and institutional transformation. This model has emerged through a series of revisions based on assessment and evaluation, conducted by two university-based organizations. The training curriculum for the model is based on five major 'turning points': awareness, cultural immersion, impact of the "isms," cultural journey, and transition into action. The curriculum is designed in "portable" modular formats that have been successfully targeted to undergraduate and graduate students, human service, human resource, and management professionals, in universities, community organizations, and state governments. The session will review a summary of the curriculum's construction with an emphasis on the approaches and exercises used to stimulate "turning points." Training program evaluation and assessment tools that can be utilized to collect data, indicators, outcomes and results also will be reviewed and discussed. A section of this session will provide participants with an opportunity to address problems they have encountered in their own efforts with education and training.
Dr. Laurene Finley,
Board Member and Faculty, Multicultural Training and Research Institute,
School of Social Administration, Temple University-Philadelphia, Pennsylvania
Ms. Anita Pernell-Arnold, PEL Adjunct Faculty, Eckerd College-St.
Petersburg, Florida; Board Member and Faculty, Multicultural Training
and Research Institute, School of Social Administration, Temple University-Philadelphia,
Pennsylvania
continuing 2:30-5:00 p.m.
This daylong session is designed to explore the issues of socioeconomic class status, and how they overlap and intertwine with issues of color, ethnicity, and the social construction of race. Participants will engage in several exercises to explore these issues, and will discuss how to use the information on their own campuses. Part I will focus on the basic information about socioeconomic class, and class status in the United States. Part II will expand on the information from Part I to view class, and class status differences as they are associated with race, ethnicity, gender, education, and other factors. It will focus on demonstrating how our deep programming with regard to these issues provides the basis of both discrimination and exclusion in education, employment, and public policies. Participants will receive copies of the exercise designs, as well as a bibliography of references and resources.
Dr. Cristine Clifford Cullinan, Training and Development Administrator, Human Resources, University of Oregon-Eugene, Oregon
This interactive session will provide participants with strategies and tools designed to improve upon their effectiveness in identifying, recruiting and retaining minority candidates. The session will introduce participants to some of the unique challenges of minority recruiting, and how to address these challenges. Through a group analysis of the best practices of schools that are succeeding with their diversity recruitment efforts, participants will learn how to develop their own cost-effective diversity recruitment strategies. Participants also explore approaches for building senior management support, and how to align their minority staffing efforts with their school's diversity programs. The presenter will share information on minority organizations' most effective recruiting resources, and how to develop partnership with those organizations. The session will demonstrate how to use the Internet effectively to recruit minority faculty and staff. Each participant will receive "The Multicultural Advantage College & University Diversity Staffing Resource Guide," which contains listings of organizations, programs, web sites, books, and other resources that will assist them with their diversity recruitment and retention initiatives.
Ms. Tracey L. Minor, President, The Multicultural Advantage-Philadelphia, Pennsylvania
The American Indian Leadership Program (AILP) at Pennsylvania State University was established in 1970 to prepare American Indians and Alaska Natives to assume educational leadership positions at the local, tribal, state and national levels. The program has proven successful, and graduates are working in leadership positions around the country. The session will focus on the successful retention of graduate students at Penn State and other institutions. Leadership development will also be discussed. Participants will have opportunities to discuss and share experiences, and develop collective strategies for retention of American Indian/Alaska Natives.
Dr. John W. Tippeconnic (Comanche/Cherokee), Professor and Director, American Indian Leadership Program, Pennsylvania State University-University Park, Pennsylvania
New Models for White Male Leadership in a Culturally Diverse World
This session will explore the essential role of white males in the evolution of 21st century higher education. In order to address the evolving shift in demographics and increased diversity in their environments, white males and their colleagues need to better understand their white male culture, their own dimensions of diversity, and their evolving identities. This interactive session will explore creative ways that white males can generate new levels of personal understanding and develop effective models of leadership to assist in the transformation of American higher education.
Dr. Ronald Brown, President, Banks Brown Inc. (a management consulting firm which specializes in the development and implementation of comprehensive strategic diversity plans)-San Francisco, California
In this experiential session participants will explore the ways in which culture/ethnicity and sexual orientation affect our lives as educators, learners, and as people committed to social justice. Where are our personal edges on these issues? Where do we get scared? What can we do to become bold leaders in the discussion of race and sexual orientation? Through exercises, storytelling, deep listening and compassionate conversation, let's look at this intersection while supporting each other to make creative and practical change in our lives, schools, and communities.
Ms. Akaya Windwood, President, in common(a Multicultural Consultation Firm)-Oakland, California
This session will examine the evolving experience of Arab Americans in the aftermath of the September 11 tragedy: from racial profiling and other forms of discrimination to the effects of the backlash on identity of Arab Americans of all generations. Presenters will report on demographic data, historical struggles with prejudice and stereotypes, as well as clarification of religious, national origin identities and distinctions. Video presentation will highlight cultural challenges for Arabs and Muslims in American society. The session will conclude with an overview of issues affecting Arab Americans on campus, and research priorities in the emerging field of Arab American studies.
Dr. Fadwa El Guindi,
Professor of Anthropology, University of Southern California-Los Angeles,
California
Dr. Rosina Hassoun, Assistant Professor, Department of Anthropology,
Michigan State University- East Lansing, Michigan
Ms. Helen Hatab Samhan, Executive Director, Arab American Institute
Foundation-Washington, D.C.
A panel of undergraduate students will discuss diversity issues of Southern Arizona, and that of Pima Community College. Each student has participated in the Dean of Student Development's NCORE project, and was selected from many applicants for individual abilities and commitment, as well as the merits of extracurricular diversity efforts. Case studies and solutions will be presented on the following: racial identity; diversity issues at the community college; and creating interactive diversity programs for students, staff, faculty, and the community. Each panel member will provide data and insights from a once called "silent generation." They have each redefined the struggle of diversity and inclusion. The college administrators, student life workers, and student leaders will benefit from this session.
A Panel of Students
from Pima Community College
Ms. Anna Richards, Student Services Specialist, Pima Community
College-East Campus-Tucson, Arizona
Ms. Constance Strickland, Coordinator, Student Life/Cultural Activities,
Pima Community College-East Campus-Tucson, Arizona
By focusing on personal narrative, this session includes activities designed to tap into personal histories and experiences as resources for making art, as well as building confidence and achieving self-empowerment. Based upon the Fulbeck's extensive teaching experience with children, graduate students, "at-risk" teens, and recovering substance abusers, the presenter will emphasize the need for personal grounding and reliance upon one's own experiences for support in both the workplace and educational environments (particularly for members of underrepresented communities). Participants will create short narratives with emphasis on spoken word, humor, and risk.
Kip Fulbeck, Professor of Art and Asian American Studies, University of California-Santa Barbara, California
The National Campus Diversity Project (NCDP) will present preliminary research findings that examine programs promoting racial and ethnic diversity; and attracting, retaining and promoting the achievement of underrepresented students at 50 American postsecondary institutions. NCDP is expanding on current research, to offer institutions an opportunity to reflect on current practices and incorporate best practices inherent at all levels of college life-institutional commitment, pedagogy, student interaction, and program development-into their ongoing activities. The research supports scholarship that: (1) increasing diverse groups on campus is essential to improving campus climates; (2) diverse student bodies have positive impacts on cognitive development and critical thinking; and (3) diversity enhances classroom experiences by introducing broader varieties of experiences and perspectives. The goal of the sessions is to engage participants in a discussion about this research that seeks to identify model undergraduate campus diversity programs.
Mr. Richard Reddick,
Doctoral Student, Graduate School of Education, Research Assistant, National
Campus Diversity Project, Harvard University-Cambridge, Massachusetts
Mr. Frank A. Tuitt, Doctoral Candidate, Graduate School of Education,
Co-Chair, Harvard Educational Review, and Research Assistant, National
Campus Diversity Project, Harvard University-Cambridge, Massachusetts
This session is designed to help participants examine, and to create on campus summer bridging programs. A model with proven track records at Montana State University, Bozeman. These programs focus on the recruitment, retention, and matriculation of the middle, and high school aged Native American students through the higher education pipeline. The session will highlight culturally-based models that promote career goals in science, math, and the health sciences. Outlines for process of building partnerships between institutions of higher education, tribal groups, public schools, students, retention and recruitment practitioners, administrators, and policy makers will be presented.
Ms. Franci Taylor, Adjunct Professor, Native American Studies, Montana State University-Bozeman, Montana
This session is designed to develop, enhance and create interactions among administrators who work with first generation Latino/a students at predominantly white institutions. The session will highlight data collected from thirty, first-generation Latino/a students at public and private four-year predominantly white institutions. The first part of the session will examine academic, social and family concerns first generation Latino/a students face. The second part will discuss outcomes that foster a positive environment for first generation Latino/a students who are having a difficult time making the transition while in college. The third part will focus on creating a safe space where administrators/faculty can interact in an open dialogue and share experiences in working with first generation Latino/a students. Presenters will provide participants with strategies, tools, and programs that can be used to assist first generation students succeed on their campuses.
Ms. Anamaria Cobo
de Paci, Director, Center for Hispanic Excellence, University of Pennsylvania-Philadelphia,
Pennsylvania
Mr. Eduardo Sánchez, Assistant Director, Office of Minority
Affairs/Multicultural Center, Grand Valley State University-Allendale,
Michigan
continuing 2:00-5:00 p.m.
This daylong session is developed by the National Coalition Building Institute (NCBI), consists of a series of interactive activities that can empower individuals to build inclusive communities. Objectives include the recognition of misinformation that people have learned about various groups, and learning hands-on tools for dealing effectively with bigoted comments and behaviors. The morning session focuses on how we internalize stereotypes about ourselves, as well as about others. The afternoon session focuses on experiences that help us understand the effect of stereotypes on all of us, both as members of groups, and as individuals. The session ends with the demonstration and practice of a strategy for dealing with inappropriate behaviors. The philosophy underlying this workshop is based on the following elements: individual stories help change attitudes by personalizing discrimination; skills-training empowers people to combat discrimination; and discrimination can be based on a range of issues. This session is intended for both faculty and administrators.
Dr. A. M. Ulana
Klymyshyn, Director, Multicultural Education Center, Central Michigan
University-Mount Pleasant, Michigan
Ms. Lisa Tiger, Director, Native American Programs, Central Michigan
University-Mount Pleasant, Michigan
This session presents a comprehensive Diversity Plan that addressed four barriers to the creation of an academic and social environment from which faculty, students and staff from diverse groups derive equal benefits, and in which all feel equally "at home." In 1999-2000, the University of Louisville, College of Arts and Sciences implemented this plan which emphasizes on employee diversity; faculty satisfaction and retention; student diversity, retention and graduation; and programmatic diversity ( i.e., curriculum and racial climate). To date, implementation of the plan has produced the following outcomes: an increase of African American faculty and administrators; diversity and retention plans at the academic department level; on-going diversity education workshop series for faculty and staff; a cultural diversity core curriculum requirement; the creation of a student services unit in the college; administrative internships for faculty of color; and a special research fund for African American faculty. In February, 2002, the University President adopted the college plan as the model for the development of a comprehensive university diversity plan. The session will examine the development, major components, and implementation of the university plan.
Dr. J. Blaine Hudson, Associate Professor and Chair, Department
of Pan-African Studies; Associate Dean, College of Arts and Sciences,
University of Louisville-Louisville, Kentucky
Men's Work: Gender, Race, and Sexism
This session should particularly benefit those who are interested in learning more about their individual reactions and responses to the multiple layers of oppression inherent in racism and sexism. Presenters, a Euro?American and an African?American male will provide an opportunity for an in?depth exploration of how men can challenge, and heal the wounds of racism and sexism. The session presents theoretical foundations, which engage participants in dialogue, experiential activities, and reflection, allowing them to examine the pervasive effects of racism and sexism upon our lives, and the role power plays in its perpetuation. The session will also explore the ways men are harmed by sexism, and how understanding racism can lend clarity to understanding sexism. This session is intended to offer support to men, who want to become better allies, and individuals who work with men who want to do more effective work on building multicultural organizations.
Dr. Paul Kivel,
Violence Prevention Educator and Writer, Todos Institute-Oakland, California
Mr. Rodney S. Patterson, Doctoral Student, Education Administration,
Assistant to the Vice President, Student Affairs and Services, and Director,
Racial Ethnic Student Affairs, Michigan State University-East Lansing,
Michigan
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