trouble uploading

So I am having some trouble uploading my video...
I will do that as soon as I figure out how to make it into a movie!!!

IHEP- a DC adventure!

Our time at IHEP was very informative and interesting. During our time there we talked about many of the projects that the Institute is working on. One of the most interesting is the initiative with Wal*Mart. I am still very hesitant about the fact that Wal*Mart is funding this success initiative. The employee over this project said that Wal*Mart approached IHEP and the overall intent is attempting to revamp their image. That's neither here nor there I guess- I am just not a proponent of taking dirty money but I suppose in that point of view almost everything could be traced back to dirty money, but you can always try to do your best!

Enough of my rambling...I think the best aspect about our trip to the Institute for Higher Education was learning about the projects and research that is done to help advance MSI's... very enriching, especially because this semester I feel like we have been asking "What can we do?"- but IHEP IS doing... they are helping MSI's plan programs that increase retention of first-year generations students and help students to gain skills to graduate. I thought it was great hear what the different positions oversaw and all of the aspects that went into making the institute both functional and influential. The most important nugget of knowledge that I took away from our trip is the fact that there are people working towards a better influence for higher education. Sometimes it seems like, having to count on administration is like a promise unfulfilled. But it is reassuring to know that there are people and institutes out there campaigning for underrepresented populations.

Identity Negotiation

Well! Leave it to a researcher to take something as complicated as Identity and be able to put it into a theory! Actually, I have known about identity theory for some time- but when I learned about it, I "thought" I knew who I was, where I was going, what I would be doing....hmmm NOPE!

Anyway, on Thursday, April 14th during International Week at George Mason (OBVIOUSLY one of my favorite weeks!!!) We attended a session on identity negotiation. We started by doing an icebreaker (LOVE*) to talk with different people in the room. I must say, this was a tough* one- It had statements like

"(Name of person) grew up differently than I did and I learned (huge blank) from talking to this person"!

-and-
"(Name of person) has a different sexual orientation than I do and I learned (huge blank) from talking to this person".

-and-
"(Name of person) has a different religion than I do and I learned (huge blank) from talking to this person"

Now... I don't have to say that I am an open person and I ADORE* meeting new people.. but this was VERY difficult... another one was race. Walking up to someone and asking about one of their identities? It was sort of like the bingo icebreaker where once one spot is filled- then you have to fill up all of the others. I was able to fill in the race blank as well as the religion-which I would say were some of the easier ones. I did however, stay away from the sexual orientation blank. However, comfortable I am with talking to people and asking them questions- I am not about to go up to someone ask them if they have a different sexual orientation than me (ASSUMPTIONS) and then walk away if they don't and I had assumed that they did. Anyway- we then listened to the introduction of some panelists that talked about how they identified (American- Iranian- LGBTQ-Muslim etc.) and then we were put into groups to discuss an Identity Negotiation Strategy Matrix. This was mostly based on communication approaches and how some styles can have weaknesses. We were charged with finding the "best" one... so my group talked about it and had decided that we were going to say something different to create some devil's advocacy discussion. But then...

FIREDRILL!!!!

Which lasted until about 6:50pm.. so most of the session was over. But during the firedrill- our class stood together and chatter. It was a nice moment because we really all stood together and chatted about this class and classes we were taking in the fall- I realized that although we have had some of the deepest discussions that I have ever had and we did our cultural cajitas.... we still didn't know each other very well! So I think that overall from this session- I learned that you can have your own identity in mind...and you can feel comfortable around people and the thoughts that you have around yourself...but with different situations, that can always be altered, especially in a sudden way.

Class Consciousness Discussion: Intersections of Class and LGBTQ Identity

For Pride Week I attended the Thursday afternoon event on the intersections of the LGBTQ identity and class. I chose to go to this event because the topic was something that I had never thought about before. I have these days where I intend to only listen- as sometimes my mouth and thoughts run away with me- these days are my attempting to create my own filter. Eventually, I hope to espouse the quote "To listen well is as powerful a means of communication and influence as to talk well"-one day after many "listening" days. Anyway, when I entered I knew that I would not be doing any talking, no matter how many opinions that I had, so I sat on the floor and looked at the people around me. The room was completely filled, with a lot of women and a few men. At first, I thought that the discussion was being led by the Women and Gender Studies' director, Suzanne Scott. After a couple of minutes, I realized that the room appeared to consist of familiar supporters and friends of the two women that were the actual leaders of the discussion. As everyone threw in their comments about inequalities between the impoverished and the LGBTQ community. It was interesting to hear everyone's thoughts about the topic at hand, especially since I had not thought about it before.

The one aspect that I took away from this discussion is one of personal matters. As my partner and I have planned for the past couple of years, we are attempting to leave for the Peace Corps, together. This has always seemed natural to me- some people are surprised when they ask and I tell them about our goal, but the idea of going together is the best possible situation. However, when sitting amongst those who were recognizing social injustices, I realized I am plopped in the midst of one without even noticing.

-I am married to a man

-I want to join the Peace Corps

- Married couples are allowed to apply to join the Peace Corps together, when they have been married for a calender year.

But... under the law, a married couple consists of a man and a woman. Obviously, it hit me like a ton of bricks, as I hope it did you when you realize the same thing. I looked around the room taking notice that some of these people are giving their lives to helping this and other causes. They volunteer and work to end all kinds of repression but would be unable to volunteer abroad with their own partners in the Peace Corps. If two of those women were romantically involved and chose to serve their country in one of the best ways possible, unless by some crazy occurrence- it would be very unlikely that they would be placed together. I would consider the institution of marriage to be very flexible- poor, rich, middle-class, any person in those categories can marry. Short, fat, tall, skinny, black or white- all of those people can marry. Inside, outside, destination, small or big- it doesn't matter the way or how. But somehow, in our modern world that always seems to work towards helping one cause or another- there are still injustices that treat people as though they are inferior in some way- as if they are a lower class, and how that was being perpetuated just as women weren't allowed to vote and African-Americans weren't allowed to drink at the same water fountain. The very discussion that was happening right in front of me. Don't policy-makers realize, just as they did with the struggle to fight "Don't Ask, Don't Tell", that all of these oppressive acts are very similar? That by looking back into history, they are very much alike? One could argue right now, that yes, they do have similarities but are not relatable. And to that I would respond- obviously, you need a listening day too.

Op-ed: how can we help those populations?

In 2011, when young people are handed the question of what they will do with the rest of their life their answer is often influenced by the egalitarian belief that is held by society that every person should have access to a college education. This belief is meant to create opportunity and eventually a better nation for our future generations, the notion which is beneficial in nature is undermined when put into practice. The expectation of all populations receiving a higher education degree is short sighted, especially when considering the diversity of the country. Sure, if we had one sort of population making up our country, we would not only be boring but also able to achieve our dream. The reality is that we are a melting pot or as some people refer to it, a stew of many people from all walks of life. I believe that the stew representation is more of an accurate description of our country, in the pot exist the separate entities that make up the substance such as the meat, vegetables and broth. Despite the intention of staying isolated, the tastes of each of the entities flow together and eventually become a great soup that is hearty and filling. This concept of a delicious soup is what we intend for our country to be, equally represented and a continuous flow of influence from each of the groups. However this is difficult when higher education institutions with influence from the government, perpetuate the discrimination of classism, sexism and racism.

The idea of creating a society in which all people were educated would consist of a variety of institutions promoting a love of learning, creativity and personal development for all populations. However, to some underrepresented populations the campus climate may seem cold and unwelcoming. This appearance may manifest itself by the lack of cultures centers or developing student organizations where minorities are able to find a support group to help navigate through the obstacles. Without these systems of support in place, it is likely that many students will feel isolated or segregated making it difficult for them to learn and develop an affinity for the institution. The lack of resources for these populations of students are perpetuated by the institution in a variety of ways. Examples of this would be admissions practices as well as hiring processes. If faculty and staff are not representative of the student body regarding diversity then mentors and creators of diversity programming do not exist to help contribute to the development of a welcoming campus climate for the respective student populations.

The institutions are also influenced by the policies of the federal government. In the mid 1900’s, the egalitarian belief began to implement itself into society through the opportunities made available by the government. These financial opportunities such as grants, scholarships and work-study programs provided the necessary funding for students of minority populations to access higher education. These programs were slashed during the late 1900’s to create a silent revolution of the borrowing money for higher education to only have to pay thousands of dollars back that had accumulated high interest. This revolution negated the belief that education for all would create a better country. It created the perception that higher education would only benefit the individual. With the lack of support from the government and respective states, colleges and universities had to look for other resources to fund their endeavors. This fell on the weighted shoulders of students and their families. Research has found that only 4% of students can afford to pay for a private education. This, of course, does not address public institutions but it is known information that the gap of cost between private and public is slowly decreasing. The financial policies of the federal government and higher education institutions have made it difficult for many populations to receive a degree from a college or university.

Institutions of higher education along with the government need to look for a solution on how to implement change that will benefit all populations. The resolution is complicated but is necessary to create opportunities. The solution can consist of hiring a more diverse faculty and staff who will create areas of comfort for underrepresented populations. It can also consist of developing programs that will provide access; examples of these programs would be the Groups program at Indiana University or the Step Program at George Mason University for first generation students. These programs provide academic and social support who may be struggling with balancing their new roles as college students with their previous role at home. These programs may also include financial support which is often necessary. It is vital for colleges and universities to be reflective in their practices and goals. I hope that the research that has been done provides a strong base for progressive institutions to implement change within their structure. This is the important piece for higher education organizations. The transformation will not solely come from creating a more diverse student body or staff. It has to implement itself within the structure. By altering the structure, administrators can reflect the change from within to incorporate a more wholesome and diverse vision in all facets of the university.

The change does not have to come from above; it can also be created with individuals. When an adult can reach out to a younger student and mentor them through the barriers in their life, it can create a resounding impact on that young person. By providing advice and support, the student can navigate their life with blinders on towards their success. It is vital for those that have the means to reach out to those that might be struggling; it is the notion that can create a better opportunity for all. It is described best by Danny Thomas, “Success has nothing to do with what you gain in life or accomplish for yourself. It’s what you do for others”.

In all facets of education...

This week's readings elaborated on some of the topics that we have touched on before. The idea that minorities feel marginalized in every position of higher education is the new twist that has been thrown into the tornado of challenges that minorities often face. The student who is a person of color is forced throughout their education to not only learn the history of the minority but also in the way that the people of the majority want students to learn it. This is characterized by tests, stringent schedules and often times solely regurgitating the information. Both students and teachers tire of the same old agenda that has been created for them. For students, the rebellion is sometimes apathy, especially for the underrepresented. For teachers, as bell hooks reflects- " ...inflict pain on their own students, the pain that comes from doing what never was, or no longer is, their true work" (p. 15). These tired participants of the education system work tirelessly to create a lesser gap in their own achievement, but sadly there is no more representation of people of color in education than existed 30 or so years ago. There are many situations that perpetuate the institutional racism, all of these have been mentioned before including such things as admissions , experiencing an unwelcoming campus, and mostly a small number of mentors or guides to help others that are underrepresented. When applying these to the academia workforce, the percentages take a larger hit. It is a question that we must ask ourselves- how are we supposed to support all students in pursuing a profession in a world that has increasing globalization if the places of learning do not reflect what they will encounter in the workplace? It is an issue in a different vein when asking this question about minorities. These students must circumvent, at times, incredible odds to create a better situation for themselves and then realize that not only is the campus climate appear to be cold and unwelcoming but there exists little representation like themselves among faculty and staff.

On the other end of the spectrum, this weeks readings tap into the challenges that the small number of underrepresented people must face when pursuing a career in academia. The written narratives were focused on women, who must learn how to balance several worlds, in order to achieve her goals. Because of the small amount of representation among the field- women of color face the discrimination of being a woman while clashing with the pressure of being a minority. Several new barriers appear in these instances such as lack of mentors to encourage faculty towards the tenure process, segregation or isolation of being the token minority, and undervalued research. The research that is produced by these women is often scrutinized and held to the highest of expectations. This is especially heart breaking because these are exactly the studies that need to be published to help produce a social and institutional change for these minorities to participate fully in the creation and implementation of diverse curriculum. The social movement theory states that it is not just the presence of minorities that will change the face of institutions but rather a social movement change. Research that is often completed to create this social change is vital to the future of our institutions. It is important to recognize the difficulties that not only students are facing, but also the faculty members that are their mentors. Another important fact to mention is that often times, the faculty or staff members of color, are not only token to their fields but also to their students. With the lack of representation, professors are often overloaded with being a mentor and faculty advisor. bell hooks mentions this type of service as a reason for her love of teaching, the students that come in bright and eager to learn what she has to offer. But being overloaded is often another factor that contributes to burnout- all teachers and students experience the burnout that is shared among those in education. But it is vital to acknowledge that white men and women experience a burnout that is vastly different than the burnout of men and women of color. These realizations each week attempt to remind me to stay grounded with my head towards the future. Although, I know there is little that I am able to personally do about these situations- it is as a classmate mentioned a couple of weeks ago- it is what you are able to do with your position that creates a difference. I know that I should not only work for myself, towards my own goals and ambitions, but work towards continuing to educate myself on social justice so that I am in the position to create a significant difference.

Think Critically, Teach Critically, Act Critically....

Throughout my life, I have heard of people protesting against an injustice, but I have yet to experience a protest myself. Sadly, my only experiences with protests are the ones that I have seen on television shows, such as Boy Meets World or heard about e.g. from my sister who called me at 3 a.m. during my sophomore year of high school exclaiming that she was in had driven from Ohio to Washington D.C. to tape a condom to her chest to protest abstinence only education. As excited for her as I was, there was and still is a small part of me that seeks to find a platform where I can stand up to fight the injustices of the world. On another sad note, I am still looking for that platform. This forces me to wonder as I read the words of Robert Rhoads and Toby Jenkins- has apathy taken a hold of our generation?

In the Rhoads article on student protest and multicultural reform, the accounts of student activism and protest took place in the early to mid-1990's. It was a time that was described by Rhoads as "participatory democracy" where students had to wade through the muck of misunderstanding and forge a place on campus for the underrepresented populations. As one of my classmates pointed out, the time that the article was written was almost 20 years ago- yet we still seem to be struggling with the same issues : creating a multicultural curriculum, lack of commitment to minorities in higher education, and better enrollment practices. On the Penn State Black History timeline website the recent percentages still appear lackluster in the face of diversity : 5.52% of students, 2.85% of faculty and 2.68% of staff represent the African American population (http://www.blackhistory.psu.edu/). The students of the 90's protested these very same issues, that lack of representation of diversity, so why is our generation not rising up in revolt? Why aren't there protests or sit-ins proclaiming the stagnant inequality of our higher education policies and practices? Do we need a reason, a crisis of some sort, to stand up and say that situations are happening every day to perpetuate white- privilege?

In Harper and Hurtado, they write about the fear of some faculty members who identify as minorities not standing up for fear they might lose their jobs, as they watch the chance to fight the racism and segregation slip through their fingers. Toby Jenkins states that the solution to this might be to show "deep commitment and love- that it takes to challenge in an effort to change", this is possibly what our society is missing. The love and commitment- with blind love and lack of commitment to issues staring us in the face, what do we expect? How are we to devote our time and passions to issues that were not instilled in us. There are endless streams of excuses that come from White people, or the majority, about why the inequalities are still in existence. My argument is that I want to be taught how to make a change. I want to learn how to take the research that states that a university's campus climate is toxic and apply it to change the ancient policies and procedures. There exists no structure, venues or assistance where university leaders can teach students to lower their defenses and be open to potential cultural mistakes and after incorporating this vulnerability into situations- learn how to approach it as a learning opportunity and make an effort. This stands for all student affairs professionals, as well as myself, seek out the literature that forces you to examine the person in the mirror as well as the world at-large. This critical thought pushes against the pressure of conformity and in attempt to develop an understanding of why something should be changed. As Dr. Jenkins states it, it does not get better through "
rhetoric 
that 
makes 
us feel good,
but 
rather 
through 
action
 and 
calls 
to
 action
 that 
inspire 
us 
to do good". This rhetoric should be around teaching and developing students to be present and active in issues they are passionate aboutand also responding to the call of needing competent mentors to engage students of all backgrounds in self- examination, lifelong learning, and a dedication to multiculturalism. By creating a rhetoric around these issues, maybe it will spark the need for people to protest and act out on their love and commitment to a cause. Maybe this type of conversation is all we need to light the fire to create change?

So in efforts to make myself a little more organized and also to provide some sources to those that are reading (hint, hint: in case you want to read it yourselves) I am going to put a bibliography at the bottom of my blog. This will hopefully help when I return to my blog to write some of my final papers for the semester.

http://www.blackhistory.psu.edu/

Harper, S.R. and Hurtado, S. (2011) Nine themes in campus racial climates and implications for institutional tranformation. In Harper S.R. and Hurtado, S. Racial and Ethnic Diversity in Higher Education (pp. 204-214). Boston, MA: Pearson Learning Solutions.

Jenkins, T.S. (2010). Patriotism: A love story.

Rhoads, R.A. (1998). Student protest and multicultural reform: Making sense of campus unrest in the 1990s. Journal of Higher Education, 69(6), 621-646.

Pope, R. L. and Mueller, J.A. (2011). Multicultural competence. In J. J. Schuh, Student services: A handbook for the profession (pp. 337-352). San Francisco, CA: Jossey-Bass.