The Role of Student Affairs in Fostering Cultural Diversity in Higher Education

Jones, Andrew C.; Terrell, Melvin C.; Duggar, Margaret P.

doi:10.1080/00220973.1991.11072196

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…Participants described incidents of personal experiences with campus racial climate and those that included acts related to students. Rarely did participants have knowledge of how to address these occurrences despite SAPs’ roles supporting, advising, and mentoring students, planning diversity related events, and serving during the aftermath of racialized incidents (Council for the Advancement of Standards in Higher Education, 2015; Howard-Hamilton et al, 1998; Jones et al, 1991; Parnell, 2016; Smith, 2009). They leaned on other colleagues in student involvement or outside training with diversity and inclusion officer.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…SAPs, particularly those that work in student involvement offices, play unique roles in campus racial climate. SAPs promote and plan diversity-related events on college campuses and work with student leaders to increase co-curricular engagement for diverse populations (Howard-Hamilton et al, 1998; Jones et al, 1991). SAPs often advise, support, and mentor students as student organization advisors (Smith, 2009).…”

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confidence: 99%

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Student affairs professionals experiences with campus racial climate at predominantly white institutions.

Briscoe¹

2022

Journal of Diversity in Higher Education

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The purpose of this study is to examine Student Affairs Professionals' (SAPs') experiences with campus racial climate at predominantly white institutions (PWIs) including how SAPs make meaning of racialized incidents on campus. This study employed the multi-contextual model for diverse learning environments (MMDLE) and critical incident technique (CIT) as frameworks and used a multiple case study methodological approach analyzing 12 SAPs' experiences with campus racial climate using a constant comparative data analysis strategy. Findings from this study include how SAPs' overall experiences with campus racial climate encompass a "business as usual" mindset from campus constituents. Participants shared how the current political climate in relation to issues of race has shaped incidents on campus and dynamics regarding racialized incidents. As a result, SAPs often processed these occurrences with trusted peers and colleagues due to fear of retaliation. Participants, specifically those of Color, noted their challenges of balancing institutional racism, racial battle fatigue, and microaggressions while processing and making meaning of racialized incidents. In-depth implications and recommendations for practice are described to prepare and support SAPs in these vital roles on campus.

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Section: Findings and Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Student affairs professionals experiences with campus racial climate at predominantly white institutions.

Briscoe¹

2022

Journal of Diversity in Higher Education

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“…As this study shows, it takes dynamic and flexible leadership and an awareness of when to maximize this leadership and implement strategic efforts to create successful change in institutional values, policies, and procedures. Frequently, the role of faculty in conceptualizing and implementing institutional diversity plans is overlooked, despite the important relationships faculty maintains with students and administration (DiLorenzo & Heppner, 1994; Jones, Terrell, & Duggar, 1991; Lewis, 2010; Moses, 1994). The SJLC shows the important role of faculty in both instigating and supporting institutional diversity efforts through a community of critical interdisciplinary educators and serves as an example of how faculty and students can collectively challenge and shape institutional identity and generate movement from diversity as uncomplicated and celebratory to one that, if not pluralistic, is at least more inclusive and reflective of its members.…”

Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

Engaging student diversity through a Social Justice Learning Community.

Thompson¹,

Hardee²,

Lane³

2011

Journal of Diversity in Higher Education

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Liberal arts institutions are unique in their emphasis on learning and social environments that value diverse interpersonal and intergroup relationships. This case study examines the institutionalization of a faculty-initiated program-the Social Justice Learning Community (SJLC)-at an historically White liberal arts college for women that recently experienced significant change in the race, class, and sexual orientation of its student body. The SJLC served as a curricular response to the tensions surrounding diversity and as a tool for crafting an inclusive institutional identity through its use of a critical multicultural framework grounded in dialogue and social engagement and its strategy of linking institutional mission to programmatic goals to insure sustainability and viability within the institutional structure. We use a framework of phased institutionalization to explore how the SJLC changed and challenged institutional responses to and engagement of diversity on campus. The study poses the following research questions: (1) What were the structures and processes used by the SJLC to respond to student diversity? and (2) How has the implementation of these structures and processes influenced a phased institutionalization of the SJLC as an effective diversity initiative? Our work is supported with the insights of two study participants who served as founding members and as past directors for the SJLC and offers a model of how committed attention to diversity by faculty, staff, and students utilizing a critical multicultural framework as an organizing principle supports the building of a multicultural campus community.

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