two page presentation with 2 question .
ahqod_1g1
HurtadoEnhancingCampusClimateOwnPresenting.rtf.doc
ENHANCING CAMPUS CLIMATES FOR RACIAL/ETHNIC DIVERSITY
educational policy and practice
hurtado and milem and clayton-pederson and allen
1998
in The Review of Higher Education
____________________________________Purpose of paper to illustrate how research on issues related to campus racial climate can be used to enhance educational policy and practice.
Research can inform national policy and debates…………
An extensive multidisciplinary analysis of research literature on the sources and outcomes of campus racial climate>>>>>>>>>>>
what framework for understanding the race climate on campus.......to develop policies and practices
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author explanations for void in common praxis framework to understand climate>>>>>>
1. a laissez faire approach that people will and should work things out interactively ( See history and the bias , willful ignorance of this...) AND that it is wrong to intervene too closely
2. ambiguity that campuses have as agents of socialization.....influences of peers parents and personal contexts....so....how much should higher education resocialize....
Q - REFLECT society or consciously SHAPE society
3. policy initiatives addressing faculty have been cautious, hesitant...
4. situation exacerbated by neglect {Or excuse as the authors seem to be doing here..........................................................................................................)
state from the year...concerns about research and benefits of diversity, looking for evidence of outcomes of diversity
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must translate higher ed research into thoughtful policies................>>>>>>>>>>>>>>>>>>>
incorporating the goal of educating diverse students
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Framework for Understanding Campus Climate
array of cognitive and affective outcomes in educational attainment (achievement of various racial/ethnic groups)
About greater definition of 'intangible' climate________ 1. examine how students faculty and administrators
perceive campus climate
2. their experiences with campus diversity
3. their own attitudes and interactions with dif racial/ethnic
groups
______________________________________
OBSERVATIONS OF INSTITUTIONS AND INDIVIDUALS
most focus on increasing the numbers of racial/ethnic students
central to campus climate of diversity is concept that students are educated in distinct racial contexts CONTEXTS SHAPED BY EXTERNAL FORCES a. impact of govt policies programs and initiatives .....aid policies......fed policy aa.... court d ecisions.... how states provide differentiation within their systems
b. impact of sociohistorical forces on campus racial climate_______________________________________________________-sociohistoric forces are events or issues in larger society***************************nearly always originating outside campus that influence how people view racial diversity in society*******************************************************re TRUMP
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The Institutional Context has four dimensions
1. institutions historical legacy of inclusion and exclusion of various racial/ethnic groups
2. its structural diversity ie the numerical representation of various
3. the psychological climate
4. behavioral climate dimension
Historical vestiges of segregation impact ability to improve racial/ethnic enrollments....and the underrepresentation of specific groups contributes to stereotypical attitudes within the learning and work environment...................................................................
..............that affect the psych and behavioral climate
importance of these dynamics
Context history of inclusion or exclusion................<
historical vestiges of segregated schools and colleges continue to affect climate for diversity******************still today 2017____________________
examples are resistance to desegregation at old white schools
desegregation policies were designed to alter educational institutions composition
- Outcomes suggest those attending desegregated schools accept desegregation as adults
Too, have fewer racial stereotypes and less fear
Predominantly white institutions PWI hx of limited access and exclusion > historical legacy can determine climate and influence practices
School’s initial response to color affect success
School philosophy of education a factor, commitment to affirmative action, institutional intent for minority specific programs…..and….attention to the psychological climate
Higher ed has a long history of resistance to desegregation {Need for legal pressures…evidence of resistance and even hostility}
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Historically black colleges and universities HBCU and American Indian colleges AIC historic commitments
- HBCU more social psychological support, sense of community, satisfaction and greater likelihood students will persist to degree
=====================goals of desegregation must be specific, precise…PWI responses are a key……
Implications for Policy and Practice________________>
- Schools have to be clear @ their histories
Insure diversity becomes a central value
Show willingness to shed exclusion of the past
Influence of campus history may be embedded……..unwritten rules…..ex. frats at PWI’s and their location and influences -----note research supports increasing structural diversity…..1) skewed distribution of students shape social interaction….limit learning experiences…….2) underrepresented groups viewed as tokens that exaggerates group difs and distorts image fitting stereotypes ….3) school stance to increase the diversity is a high priority……..
Success of desegregation mixed………………………….(year pub….1998) – research from 1980’s in some refs
Suggests fed govt talking a passive role……., deferring to states AND capacity for most states to regulate colleges and universities has been limited…………..
Research 1995 HBCU and PWI are result of purposeful state imposed segregation (Southern Ed Foundation)
Suggest burden of desegregation not fall disproportionately on HCBU’s……..notes PWI’s can learn from HCBU’s
Research 1986 sufficient racial /ethnic enrollments can give impression campus hospitable -------------------------but restructuring of students enrollments can trigger conflict ….poss need for greater changes than envisioned……
SUGGESTING STUDENT CENTERED ENVIRONMENTS
Maximize cross racial interactions
Encourage ongoing discussion
So increase structural diversity but must consider other dimension……………………><><><><>
Improve campus climate for diversity:
- 1. Increase representation of colored on campus
2. Insure access to all
3. Admission policies and practices…and financial aid practices change to fit
4. Emphasis on standardized test scores and not enough evidence of previous achievements such as GPA and students drive --- want students with qualities valuable to the institution
Standardized tests may be an obstacle vis a vis Bakke for disadvantaged…….research (Astin, 1985) rec a “Disadvantagement Index”….derived from parental income, father’s ed level, and mother’s ed level
{Notes Financial aid generally does what it was designed to do} increases access…………
Psychological Dimension and impact
- Individual views of group relations
- Institution response to diversity
Perceptions of discrimination
Attitudes toward those from other racial/ethnic groups
Individual status as insider or outsider…..who you are and where you’re positioned effect your experience
White students less likely to perceive nuances
Perceptions of discrimination affect academic and social experience….can negatively affect academic and psychological adjustment….
Even students of color who graduate may feel alienation…….
Alienation and feelings of isolation+=+
Peer group effect
White faculty effect
Student per groups effect
-------- school leaders can strengthen psych climate by being deliberate agents of socialization {use…}
---- design and implement systematic ed programs comprehensive
--- identify and confront stereotypes and MYTHS
-----leaders do all possible to insure students perceive their school climate as fair and just SO institutions must have clearly stated policies and practices and procedures
-- regular and ongoing assessments of the campus climate for diversity********************+
Ethnic and student orgs must have enough staff and fundings
Improve mentoring……..<….
Faculty indifference problem->
Peer groups are critical<<<<<<<<<<<<<<<>>>>>>>>>>>
Behavioral Dimension of Campus Climate
Behavioral dimension consisting of reports of social interaction any effort must be comprehensive and long term……..
- Interaction between and among individuals from dif ethnic/racial groups
The nature of intergroup relations on campus
- 1992 research…contemporary view campus race relations poor, social interaction low and students are segregating themselves more than the end of the 1980’s
White students saw racial clustering as racial segregation while ethnics view I as cultural support<<<<<<<<
Absence of interracial contact influence student views of others
Whites who socialized with other, gad discussed issues or attended workshops more likely to value the goal of promoting racial understanding_________________________________
____________________________________also student retention and satisfaction when social etcetera……..
Wide range of beneficial practices / institutions can:
- Articulate to all the expectation that interracial dialogue and interaction are highly valued
Provide students with opportunities for cross racial interaction
Interaction should be structured so will be positive
PRACTICES
- Racial/ethnic diversity is part of course content
Cooperative learning activities inside and outside classroom
Faculty should consider modifying pedagogy
Should be opportunities for faculty student interaction in and out of class
Multicultural centers and orgs to enhance sense of identity
CONFLICT______________________
- Should not be viewed as destabilizing force in higher ed
Research suggest conflict as an essential component of meaningful communities
Suggest a capacity for relatedness and opportunity
Conflict can be a stimulus for creativity and community building
Dialogue groups can provide structure and a process
Campuses are complex social systems defined by relationships between the people, bureaucracy , arrangements of structure, institutional goals and values, traditions and large sociohistorical contexts
Institutional change can be made at levels of structure numbers reflecting society………attitude and behavioral characteristics
TWO SETS OF ISSUES
In improving campus climate-- 1. How diverse does he campus look when considering the success of efforts to improve campus racial climate 2. Do campus operations demonstrate that ethnic and racial diversity is an essential value?
