(785) NACADA

Transcription

1 Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS Phone: (785) Fax: (785) The Global Community for Academic Advising The contents of all material in this presentation are copyrighted by the National Academic Advising Association, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties. All rights are reserved by, and content may not be reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of, or as indicated below. Members of may download pages or other content for their own use, consistent with the mission and purpose of. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except with the prior written permission of, and with express attribution to. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. and National Academic Advising Association are service marks of the National Academic Advising Association. Working with Diverse Student Populations Blane Harding University of Nevada Reno Learning Outcomes Participants will: discuss identity issues and how to work best with them Learn more about their own cultural competencies and effectiveness discuss strategies for working with all types of student populations Social Justice Embodies essential principles of equity and access to all opportunities in society in accordance with democratic principles and respect for all persons and points of view.

2 MORE EFFECTIVE ADVOCATE A BETTER UNDERSTANDING OF DIVERSE POPULATIONS INCREASE IN CREDIBILITY, TRUST, AND EFFECTIVENESS STRENGTHENS RELATIONSHIP ABILITY TO INCREASE OUR OWN CULTURAL AWARENESS AND CULTURAL COMPETENCY DEVELOP A SUCCESSFUL WORKING RELATIONSHIP WITH INDIVIDUALS THAT FITS THEIR CULTURAL WORLD Mentoring Goals Develop the leadership qualities that can address the structural problems that continue to stand in the way of achieving greater educational, political, and social equality. Mentoring Goals Develop values and other personal qualities that will produce a new generation of citizens who are committed to creating a more just and equitable society and fully understand that character development and equity are not separate issues. Mentoring Goals Effective leaders can fully extend their cultural, political, social, educational, and economically installed power, privilege, and influence with those they lead in ways that do not disadvantage anyone. Results Recognize and promote recognition of inequities to empower individuals so that they can empower those around them.

3 Cultural Competence Cultural competence requires that organizations and indivuduals have a defined set of values and principles, and demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively crossculturally. Cultural competence is a developmental process that evolves over an extended period. Both individuals and organizations are at various levels of awareness, knowledge and skills along the cultural competence continuum. Competencies Informational Know Relational Do Conceptual Understand Diverse Student Challenges Their presence on campus is often scrutinized Their talents and abilities are doubted Cognitive mapping, managing resources, and reliance on family support Sense of attachment to the institution Academic, social, cultural, and personal-emotional adjustments Sense of Belonging Part of the campus community, member of the campus community, and had a sense of belonging to campus community. Scholars have found that students who have positive, race-related interactions and experiences feel a greater sense of belonging on campus. Early social experiences in college are better determinants of initial levels of sense of belonging than are demographic or academic experiences.

4 Sense of Belonging In Interactional Diversity and the Role of a Supportive Racial Climate the University of Maryland s Leah Kendra Cox found: In unhealthy climates, students both majority and minority are less likely to thrive academically or socially. She found that a supportive racial climate had more impact than any other factor on the strength of diversity on campus. Paulo Freire It is impossible to talk of respect for students, for the dignity that is in the process of coming to be, for the identities that are in the process of construction, without taking into consideration the conditions in which they are living and the importance of the knowledge derived from life experience, which they bring with them to school. I can in no way underestimate such knowledge. Or what is worse, ridicule it. High-Performing Institutions Bring students to campus early. Foster high levels of engagement and student involvement in campus activities and programs to personalize their experience. Offer well-developed first-year programs in which student participation is mandatory or high. Use early warning advising systems. Use mentors. Build community, promote engagement among low-income, first generation students. Help prepare students for successful lives after college. Involve family members. The more space we create for individuals to explore their identities the more identities will emerge from that space.

5 sex socio economic race Identity How you identify. An gender umbrella identity term used to describe the distinct set of characteristics spirituality by which a person is ethnicity recognized or known. sexuality ability urban/rural stereotype Guidelines for Culturally Responsive Interactions Consider cultural factors in interventions with students. Remember differences are just that. They are not necessarily deficiencies. Meet students where they are! Examine and evaluate your own cultural baggage. Consider your possible cultural privilege. Consider the level of cultural identity development and degree of acculturation of students. Avoid stereotypes and adopting a monolithic perspective. Consider the individual within a cultural context. Guidelines for Culturally Responsive Interactions Be willing to learn from culturally diverse students. Invite them to tell their story. Be advocates for culturally diverse students in helping them deal with the system. If necessary, be a systemic change agent. Establish good rapport with culturally diverse students. Adopt an interpersonal orientation. Consider differences in help-seeking attitudes and behaviors. IT S NOT THE FIGMENT OF THE PIGMENT BUT THE ENIGMA OF THE STIGMA

6 THANK YOU!!! References Cornett-DeVito, M. M., & Reeves, K. J. (1999). Preparing students for success in a multicultural world: Faculty advisement and intercultural communication. Journal, 19(1), Cunningham, L. (2003). Multicultural awareness. Clearinghouse of Academic Advising Resources. Retrieved from Gordon, V. N. (2002). Academic advising in interdisciplinary studies. In C. Haynes. (Ed.), Innovations in interdisciplinary teaching (pp ). Westport, USA: American Council on Education/Oryx Press. Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2005). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass. Levine, A., & Cureton, J. (1992). The quiet revolution: Eleven facts about multiculturalism and the curriculum. Change, 24(1), Pedersen, P. B., & Connerley, M. L. (2005). Leadership in a diverse and multicultural environment: Developing awareness, knowledge, and skills. Thousand Oaks, CA: Sage. Pope, R., Reynolds, A. L., & Mueller, J. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass. Reid, Landon D.; Radhakrishnan, Phanikiran, (2003). Race Matters: The Relation between Race and General Campus Climate. Cultural Diversity & Ethnic Minority Psychology, 9(3), Sue, D. W. (2001). Multidimensional facets of cultural competence. The Counseling Psychologist, 29(6), Sue, D. W., Bernier, J. E., Durran, A., Feinberg, L., Pedersen, P., Smith, E. J., & Vasquez-Nuttall, E. (1982). Position paper: Cross-cultural counseling competencies. The Counseling Psychologist, 10(2), Torres, Vasti; Howard-Hamilton, Mary F.; Cooper, Diane L. (2003). Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher Education. ASHE-ERIC Higher Education Report. Jossey-Bass Higher and Adult Education Series.