Transcript Ethnic Diversity

Agenda
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Definition of terms
Activities
Data and Discussion
Resources and Philosophies
Social Justice Series and
Tunnel of Oppression
What is Diversity?
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Talbot (1996) defines diversity as “the structure
that includes the tangible presence of individuals
representing a variety of different attributes and
characteristics”
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Gurin (1999) in his interpretation of diversity
refers to “structural diversity” as the proportion
of individuals with a specific characteristic in an
environment.
What is Multiculturalism?
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Talbot (1996) defines multiculturalism as
“a state of being in which an individual
feels comfortable and communicates
effectively across social groups”
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Multiculturalism is developed through
knowledge, awareness, and skills
What is Social Justice?
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Broido (2000) conceptualizes social justice in terms that combine
both distributive and procedural justice toward a “goal of full and
equal participation for all groups, where resources are equitably
distributed and everyone is physically and psychologically safe”
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Both attitudes and actions benefit this goal
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The development of allies requires recognition of previously
unexamined privilege, power, and prejudice (Washington and Evans,
1991)
“Equality means everyone gets a pair of shoes,
Equity means everyone gets a pair of shoes that fit.”
-Vernon Wall
Social Justice
vs.
Diversity and Multiculturalism
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Social justice is distinct from yet related to diversity and
multiculturalism
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It is within diverse environments that multicultural skills
and social justice attitudes are challenged and refined.
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Milem (2003) stated that “supporting diversity in colleges
and universities is not only a matter of social justice but
also a matter of promoting educational excellence.”
Meet students where they are…
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Cognitive development must considered as
educators choose strategies that advance social
justice attitude development
– Many students will be dualistic (Perry) or absolute
knowers (Baxter Magolda).
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Social justice requires emotional effort as well
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Self-reflection and perspective taking furthers
students’ understanding of social justice issues
– Learning Partnership Model is great to use when
thinking about social justice programming
Social Justice Activities
Break & Social Justice Mix
Data on Diversity at Miami
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Most of the data relate to entering first year students and are from
the CIRP survey that is completed during the First Year Institute
before classes start.
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The data often compare Miami students to students at other highly
selective public institutions.
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The data are from previous entering cohorts. New data will be
available by November.
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Full reports are available on the websites of the Office for
Institutional Research and the Office of the Provost.
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In these slides, the term “ethnically diverse” refers to people of nonwhite racial or ethnic groups. This is the term used by the reports.
Student Backgrounds
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More Miami first year
students come from
“traditional” family
backgrounds (parents
married, father has
business career, mother is
full-time homemaker).
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About 68% of Miami students are from
Ohio and about 24% are from
neighboring states.
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Less than 1% of Miami’s
undergraduates are international
students.
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More Miami first year students attended
religious or private high schools than
their peers at other selective public
institutions.
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In recent years, the ratio between
female and male students has been
about 55% to 45%. This trend toward
increased representation of women is
similar to national trends.
Race and Ethnicity
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Over the past decade, ethnically diverse
enrollment in Miami’s first year class has
fluctuated between 7% and 10%. Nationally,
29% of undergraduates at public institutions are
ethnically diverse. In Ohio, 17% of all students in
higher education are ethnically diverse.
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Miami’s ethnically diverse students graduate at a
high rate, approximately 72% compared to
approximately 50% nationally. The overall
graduation rate for Miami is approximately 80%.
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The largest group of ethnically diverse students at
Miami is African Americans. About 100 to 130
African American students have been part of
recent first year cohorts.
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Ethnic diversity among Miami’s first year Honors
students tends to equal or exceed diversity in the
overall first year class.
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Ethnic diversity is relatively high among athletes
in football, track, basketball, tennis, and softball.
It is low among other athletes.
Social and Economic Status
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Approximately 9% to 17% of students in recent first year cohorts reported
that neither of their parents attended college.
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Based on FAFSA data, Financial Aid categorized 4% to 5% of students in
recent first year cohorts as “low income”.
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Over 85% of Miami students in the 2005 cohort expected their family to
pay for some or all of their education.
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Miami students are less likely to report intending to get a job to pay for
college expenses than students at other high-selectivity public institutions.
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Only 2% of Miami first year students report that English is NOT their native
language, compared to 12% at other selective public institutions.
Religion
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Compared to other selective public institutions, Miami has more Protestant and Roman
Catholic first year students.
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Fewer Miami first year students report Jewish, Buddhist, Hindu, or Islamic religious
preferences. Fewer Miami students report having no religious preference.
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About 79% of first year students report believing in God, which is similar to the average
of public institutions.
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Miami students report praying/meditating and attending religious services more often.
More Miami students report attending classes or workshops related to religion or
spirituality. Miami students also report questioning their beliefs more frequently.
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More Miami students rate “integrating spirituality into my life” as “essential or very
important”.
Attitudes and Beliefs
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About 21% of Miami first year students report intending
to join a social fraternity or sorority, compared to about
9% at other selective public institutions.
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Miami first year students are more likely to characterize
themselves as conservative than students at other
selective public institutions. However, some recent data
suggest a more even split between liberals and
conservatives among the general Miami student
population. This may mean that some Miami students
become more liberal during their time here.
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This conservatism is reflected in their attitudes on social
issues. There is a strong correlation between social
conservatism and religiousness. The number of hours a
first year student reports spending praying or meditating
each week is related to how conservative they are on
social issues.
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Miami students have had mixed high school experiences.
Entering Miami first year students are more likely to
report drinking alcohol, missing school because of illness,
and feeling overwhelmed in the past year than their
peers at other selective public institutions.
Disabilities
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The percentage of Miami first year students reporting
physical disabilities is similar to other selective public
institutions.
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More Miami students report learning disabilities (2.4%
to 1.7%).
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Overall, the Office of Disability Resources serves
about 4% of Miami undergraduates.
Faculty and Staff Diversity
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Our faculty is more ethnically
diverse than the student body;
about 15% of the faculty are
ethnically diverse. This percentage
is rising slowly as ethnically
diverse faculty have made up 15%
to 37% of new hires since 2001.
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About 47% of faculty are women.
This is compared to about 39%
nationally.
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The Division of Student Affairs is
between 10% and 20% ethnically
diverse. 75% of Student Affairs
staff are women.
Implications and Discussion
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What sort of picture do
these data paint for you?
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What do you expect when
working with Miami
students about issues
related to diversity?
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What do you expect when
talking about What is the
What with Miami students?
Now What?
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The purpose of the following slides is to
introduce University offices, resources, and
programs that relate to these issues.
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You can use this information when educating our
students. However, remember that these slides
are not comprehensive and other resources may
exist.
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More information on many of these resources
will be available throughout training.
Culture, Origins and Gender: Now What?
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Women’s Center
– Provides resources and in-hall programs
– Film festival
International Students and Study Abroad
Offices
 LGBTQ Issues:
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– GLBT Services
– GLEAM (Gay and Lesbian Employees at Miami)
– SPECTRUM (Miami’s student GLBTQ alliance; offers
programming, Awareness Week)
Race and Ethnicity: Now What?
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Center for Black Culture and Learning
– Meeting area, conference space, resource library
– Home to numerous clubs and organizations
– Publishes calendar of diversity-related events
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Office of Diversity Affairs
– Let’s Talk Dialogues
– Community Advocacy Alliance
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Center for American and World Cultures
– Academic unit that sponsors diversity programming
– Latin festival uptown during September
– Events, films and lectures throughout the year
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Office of Equity and Equal Opportunity
– Deals with all types of harassment and discrimination
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Miami Tribe Relations
– Partners in Learning initiative
– Sponsors trips to Oklahoma, scholarships for students of Miami ancestry
Social and Economic Status: Now What?
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Miami Access Initiative
– Major new initiative guarantees scholarship or grant
funds meeting the cost of tuition and fees to Ohio
residents with Adjusted Gross Income less than
$35,000.
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Service Learning
– Connects students with service opportunities
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Center for Community Engagement
– Connects students with nearby communities
– Education and activism programs in Over-the-Rhine, a
historically marginalized area of Cincinnati
Religion: Now What?
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Student Activities and Leadership
– Student organizations for all religious
preferences
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Interfaith Circle & Lights on Campus
– Organizations which deal with faith
exploration and interfaith dialogue
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Interfaith Calendar on ORL Website
Attitudes and Beliefs: Now What?
Greek Affairs Office
 Student Activities and Leadership
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– Student organizations for all political
preferences, in particular College Republicans,
College Democrats, College Libertarians
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Associated Student Government
– Source of leadership for Miami students.
Provides funding for most student
organizations.
Disabilities: Now What?
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Office of Disability Resources
– Campus Avenue Building, operates closely with the
Rinella Learning Center
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Office of Equity and Equal Opportunity
– Coordinates ADA and Rehabilitation Act compliance
Miami Univ. Disability Awareness Club
 Gaskill Hall Computer Lab
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– Houses a variety of adaptive technologies
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Housing, Dining, and Guest Services
– Provides accessible housing options
Why does Residence Life care
about diversity?
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ORL wants to provide comfortable, safe, and secure
environments. This means we need to meet the physical and safety
needs of all of our students.
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ORL wants to promote student development. An important part
of critical thinking and cross-cultural competence is understanding
the perspectives of people who are different from you. We want
students to move beyond dualism and absolute knowing.
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ORL wants to promote community. This means making
connections between all of our students.
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ORL values diversity. It is something on which we place intrinsic
value.
What does Residence Life do?
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Recruitment, Training, and Development
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In-Hall Initiatives and Crisis Management
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Social Justice Series
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Tunnel of Oppression
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Peer Advocacy Coalition
Social Justice Series
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Webpage: ORL Resources for Current Staff, then
Training, then Social Justice Series
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The Social Justice Committee addresses societal
inequities arising from issues of power, privilege
and oppression. We advocate a call to action
and will foster growth, encourage personal
reflection and inspire action among the Office of
Residence Life staff by sponsoring meaningful
activities, providing support to existing university
programs and promoting involvement in unique
on-campus events that focus on social justice.
Social Justice Series
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The goals of the committee are:
– Collaborate with all ORL staff members as well as campus and
community groups in the teaching and learning process
surrounding social justice issues
– Work with staff to advance their development along a continuum
to the point at which they are actively civically engaged
– Clearly communicate the mission, goals, strategies, and
requirements of the SJS Committee to all staff members
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You as advisory staff members will work with your
student staff members to achieve these goals.
Social Justice Series
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Student staff members must attend one SJS
event per semester, reflect on their experience
there, and then use that experience in their
work in the hall.
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Advisory staff members will hold their SSMs
accountable for fulfilling this requirement.
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A calendar of events is on the website and other
events can be approved by the committee with
adequate notice.
Tunnel of Oppression
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www.muohio.edu/tunnel
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The Tunnel of Oppression tries to raise awareness about
multicultural and diversity issues by giving people a chance to
experience oppression in a hands on way.
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Student organizations and staff groups volunteer to develop scenes
for the tunnel. BE THINKING ABOUT YOUR SCENE NOW! Integrate
it into your staff and community development models!
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Tentative dates: Feb. 25, 26, 27, 2008. Tentative location: Clawson
Hall basement.
Student Staff Training
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On the afternoon of Friday, August 10th, SSMs will participate in a
role-playing exercise that asks them to think about issues of
diversity.
All SSMs will meet in the MPR for an introduction.
SSMs will then rotate between 7 different advisory staff members.
The advisory staff will play roles and facilitate discussion. 3 sets of 7
scenes will be taking place at once.
Some advisory staff will accompany groups of SSMs and assist with
the facilitation of discussion. Before the first scenario, these staff
should take 5 minutes to talk about respect with their group and
reassure the RAs.
All SSMs will then come together in the MPR for a brief conclusion.
Further discussion with your staff should take place during in-hall
time.
Commitment Exercise