R Resisting the Resistance? i ti th R i t ? The Struggle with Diversity Mandates Anette Melvin, Julio C. Olivo II, & Leah E. Robinson Holmes Scholars The Ohio State University College of Education and Human Ecology College of Education and Human Ecology
The Ohio State University Holmes Scholars � Students at one of the leading public research and teaching institutions in the United States � Doctoral candidates within the College of Education and Human Ecology Human Ecology • School of Educational Policy and Leadership • School of Physical Activity and Educational • School of Physical Activity and Educational Services • School of Teaching and Learning g g
Our College’s View of Diversity 1. Opportunity for students to learn from diverse experiences p 2. Promotes personal growth and a healthy society 2. Promotes personal growth and a healthy society 3 Preparing students for citizenship while fostering 3. Preparing students for citizenship while fostering mutual respect and teamwork 4. Effectively developing and using the talents of all citizens
Our College’s Diversity Initiatives 1. To increase awareness and discussions of issues of equity and diversity that result in a comfortable, safe and inclusive environment 2 To reform and expand curriculum that promotes the 2. To reform and expand curriculum that promotes the inclusion of more diverse ideas and scholarship 3. To recruit and retain a greater number of minority faculty and students, in addition to graduating more minority students students
Issues and Concerns � Americans schools are becoming more diverse (Merrell, Ervin, & Gimpel, 2006; U.S. Census Bureau, 2004) Racial/ethnic minority groups make up 34.1% of the U.S. Racial/ethnic minority groups make up 34.1% of the U.S. • population along with language, disability, and other diversity identifiers. • While the faculty continues to remain mostly White male ( 2 1%) (72.1%) and White female (17.3%) (Torres, Howard-Hamilton & Cooper, d Whi f l (1 3%) 2003). � Diversity training in colleges of education occurs � Diversity training in colleges of education occurs through the initiation of policies ( Cockrell, Placier, Cockrell & Middleton, 1999) � Students often resist accepting and embracing diversity St d t ft i t ti d b i di it and multicultural education, especially when it is mandated (Baxter-Magolda, 1997; Howard, 1999)
Purpose of the Study � The purpose of this study is to identify effective ways to increase diversity acceptance for ALL students by asking participants to: 1. share their experiences with diversity share their experiences with diversity 1 2. explain the reasons for possible resistance 3. recommend an improvement plan recommend an improvement plan 3
Participants ( N = 15) Age 23 to 43 Sex 86% Female 14% Male Race/Ethnicity 40% European Americans 33% Latino Americans 27% African Americans Social Economic Status Social Economic Status 11% Lower Class 11% Lower Class 88% Middle Class 11% Upper Class Geographical Upbringing 12% Rural 44% Urban 44% Suburban Current Educational Level 54% Doctoral Candidates 33% Doctoral Students 33% Doctoral Students 13% Masters Students Schools within COEHE 44% PAES 44% P&L 12% T&L 12% T&L Career Goals 88% Professors 12% Director of Minority Affairs
Methodology � Qualitative Inquiry Design: • Audio-taped focus groups • Questionnaire � Selection of Participants: � Selection of Participants: • Selected through the “snowballing,” “networking” sampling process (Glesne, 2006) � Focus Group: • Three focus groups • Grouped according to specific identity • Five to six participants per focus group
Theoretical Framework � Critical Race Theory • To uncover race-neutral, and color blind ways To uncover race neutral, and color blind ways • Constructing and administering race-based appraisals in terms of laws, administrative policy, electoral politics • Political discourse [and education] in the USA (Denzin & Lincoln, 2003)
Thematic Questions To what extent are students aware of the diversity 1. initiatives implemented by the college? How have the college’s diversity initiatives influenced 2. students’ experiences and perceptions about diversity? students experiences and perceptions about diversity? Based on students experiences, what is the best or most Based on students’ experiences, what is the best or most 3 3. effective model for higher education to implement its diversity initiatives? Responses related to the thematic questions will be presented for each participating group. participating group.
Awareness of Diversity Initiatives African Americans � Limited exposure and awareness across college � Limited exposure and awareness across college � Limited course selection within COEHE � Welcoming events within the college W l i i hi h ll � Not a priority in the college
Awareness of Diversity Initiatives European Americans � Limited exposure and awareness across the � Limited exposure and awareness across the college (Surveys, GA orientation) � Priority within the college � Mandated institutional programs/events • “personal initiatives vs. college initiatives” � Li � Limited coursework it d k
Awareness of Diversity Initiatives Latino Americans � Limited awareness of the initiatives but perceived it in the � Limited awareness of the initiatives, but perceived it in the environment � Welcoming events within the college g g � More openness to diversity in other departments � Limited coursework (but varies by department and � Limited coursework (but varies by department and program)
Influences of Diversity Initiatives African Americans � Actively seek diversity but not due to diversity initiatives y y y � � Perceived resistance from “white males” � Diverse faculty but not present in all academic areas e se acu ty but ot p ese t a acade c a eas � � Initiatives are beneficial, but needs to “communicate the passion of the initiative”
Influences of Diversity Initiatives European Americans � Slightly influenced by diversity initiatives � Resistance toward racial diversity � Resistance toward racial diversity � Race is important, but there are other areas of diversity
Influences of Diversity Initiatives Latino Americans � Actively seek out diversity, but not due to diversity � Actively seek out diversity, but not due to diversity initiatives � Believe European American students feel bombarded by i issues of racial diversity f i l di it � Perceive faculty resistance � Initiatives have some impact and value but students � Initiatives have some impact and value but students should still seek out and expand
Models to Implement Diversity Initiatives African Americans � Faculty training y g � � Change the perception of the Office of Equity and Diversity � Departmentalize specific identities � More faculty mentoring
Models to Implement Diversity Initiatives European Americans � Recruitment of more diverse students � Develop and build relationships � Develop and build relationships � Courses should focus on self reflection and praxis, not a “false sense of mastery” false sense of mastery � Initiatives should be modeled by faculty
Models to Implement Diversity Initiatives Latino Americans � Recruit more diverse faculty � Faculty training � Graduate students should be recruited from the same university university � “White students and professors” need to be active in � White students and professors need to be active in embracing diversity
Emerging Themes Awareness of Diversity Influences of Diversity Models to Implement Initiatives Initiatives Diversity Initiatives - Limited exposure and Actively seek out diversity but - Faculty training (African - awareness across college (All awareness across college (All not due to diversity initiatives not due to diversity initiatives Americans/Latino Americans/Latino Groups) (African Americans & Latino Americans) Americans) - Limited coursework (All Initiatives should be - Groups) Groups) - Multiple perspectives on Multiple perspectives on modeled by the faculty modeled by the faculty resistance: (Latino Americans & European Americans) from white students (African - Welcoming events within the 1. Americans & Latino college (African Americans & Americans) Americans) Latino Americans) L ti A i ) - Recruitment of diverse: R it t f di from faculty (Latino 2. Faculty (Latino Americans) 1. Americans), - Comfort level in Ph.D. Students (Latino 2. resistance toward racial program regarding 3. Americans & European di ersit / hiteness diversity/whiteness discussions on diversity (race) Americans) (European Americans) (African Americans & Latino Americans) - Initiatives had an impact and value but still need to seek l b t till d t k out and expand (African Americans & Latino Americans)
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