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.

Executive Brief: Low-Income Population

Low-Income Students

History

* 1944- G.I. Bill allowed men from a low socioeconomic status to receive a college degree for the first time

* 1954- Brown v. Board of Education mandated that public schools be open to those of all races

* (1958- National Defense Education Act increased federal funding for students in order to compete with the world

* 1950’s higher educational opportunities were focused on those students who showed promise

* 1960’s education was focused on equal opportunities for all

* 1964- National War on Poverty was declared to increase social welfare in areas such as health care and education

* 1965- Higher Education Act was implemented to help low income student with things such as the supplemental education opportunity grants, guaranteed student loans (GSL) and the work study program.

* 1972- Pell Grants were added to the available aid for students

* 1978- Middle Income Student Assistance Act provided aid to those students who did not fall in the lower socioeconomic status

* 1981- Omnibus Reconciliation Act reduced support for Pell Grants and restricted GSL

* 1991- Aid was reinforced again by expanding on GSL, Pell Grants and Work Study

* 1990s-today Retention is the focus of higher education systems while continue to work towards providing the financial means for those that are considered of lower income status

Challenges

* Lack of financial resources

* Lack of knowledge surrounding college environment

* High academic expectations (institutional and familial)

* Bureaucratic operations

* Lack of academic preparation

* Lack of family support

Aspects to Consider when working with these students

Statistics

* Those students that come from families with lower income are less likely to earn a bachelors degree (even if the academic preparedness is the same throughout)

* This demographic of students is more likely to be concentrated in a two year institution- there is a lack of support in four year institutions.

* There is a lack of knowledge about time management and finances

* Students from lower socioeconomic stats are less likely to be faced with a welcoming atmosphere on campus.

* Often managing between two cultures- one at home and one on campus

* When a student is compounded with being low income status, an ethnic minority along with being a first generation student they have a very difficult time adjusting and retention rates are low (first generation and low income are often coupled)

* Are less prepared academically with lower critical thinking skills, SAT scores and high school GPAs

Programs

* Admissions: become aware of the needs of the student before they arrive and are able to provide support throughout college life (such things as learning communities)

* Providing support to mitigate between home and campus culture, by also providing a more welcoming campus environment

* Structured first year programs have shown a high retention rate which includes pre-college prep, intrusive advising process throughout academic year, provide academic support services for classes, build cohesion among classmates and implement a strong message of success.

* Provide financial and emotional support

References

Baum, S. (1987). Financial Aid to Low-Income College Students: Its History and Prospects. Institute for Research on Poverty .

Berg, G. (2010). Low-Income Students and the Perpetuation of Inquality. Surrey, UK: Ashgate.

King, J. E. (1996). Attitudes and Experiences Associated with College Attendance among low-income students. College Board .

Thayer, P. (2000). Retention of Students from First Generation and Low Income Backgrounds. The Journal of Council for Opportunity in Education .

discourse "larger than language- more than words"

The importance of this weeks readings lie with the fact that it is creating awareness to the aspects that are needed to create a diverse, equal environment on college campuses. This awareness is referred to in our third chapter as discourse, which is created to have an affect on those students who are directly and indirectly involved in the conversation. Throughout the readings- there are several obstacles that may not be designed to prevent equality but definitely do not help to create equity within higher education. Some of these aspects are standardized testing- which are argued to be a significant obstacle for those who have been historically disadvantaged because of the way they are designed and who they were designed by, financial aid- although it has helped minority populations to afford the significant cost of attending college, the fewer opportunities for grants and work study are hindering the continuing growth, and finally the structure of higher education- where students from different backgrounds are expected to fit the bill in a system which was designed without minorities in mind. Dialogue around these aspects as well as many others can create an environment where students are forced to think outside of their comfort zones and push beyond what they previously knew. When this type of conversation is initiated, the hope is that new individual identities will be developed. It is vital for students in higher education to not only be exposed to different cultures inside the classroom- where the most desirable content would be composed to include assignments that would inspire students comprehensive education to confront and share thoughts about stereotypes and myths, but also to continue that learning when involved in extracurriculars. Diversity must be apart of the late night chats in residence halls, when planning a large scale program for campus or during an interaction between friends. The research that was presented in our readings provided evidence to show that these intentional opportunities for students can become a part of the environment and that it is essential to create an atmosphere that is fair and just for all students.

Although, as always, I feel enriched by the topic of the week, I am conflicted by the way I feel about how policy (especially that outside of the universities) is being created as well as the changes that institutions still have not made. Public policy is created by old, white men. Yes, there are those token minorities that people feel represent everyone, which in Chapter 15 describes tokenism contributing " to heightened visibility of the underrepresented groups, exaggeration of group differences, and the distortion of images to fit existing stereotypes" (p. 258). In politics the general public knows of these "token" people including: Hillary Clinton, Condoleeza Rice, Sonia Sotomayor, Barack Obama, Marco Rubio and Sarah Palin. I am not sure who your token person is, but I, myself, would prefer not to be fit in with the stereotypes surrounding Sarah Palin. These policy makers, most lawyers or businessmen, are not taught to read and analyze qualitative or quantitative research, which is often the precursor to effective change. The rhetoric that is involved in shaping so many aspects of our lives, invades education policy with little to no knowledge about what being in the field, either higher or secondary, might actually be like. The second point, has been mentioned before, that institutions specifically predominantly white institutions (PWI's) have an ugly history of limiting access to minorities. Because of this past, the policies and customs in a university evolve to benefit a group disproportionally. This is highly evident in the world of fraternities and sororities on campus. When an institution admits to these faux paus is when they can begin their journey by broadening access and starting with structural diversity. But this does not mean that the environment or curriculum is changed in a way that will benefit people from all walks of life. I understand that these situations might not ever be perfect, but the most important aspect of creating change is starting the discourse and being a part of the transformation.

Shock Factor

The perpetuated image of a black man- as told by bell hooks, Toby Jenkins and Anthony Keith- is one of plight and incessant struggle. While reading, it is hard to put myself, a female who is white, into the heavy shoes of male who is black. The struggles that have emerged through a historical conflict between human rights and oppression, seem surreal and unimaginable. To start with the historical context, where for over the first 200 years of the United States the rights of slaves diminished to almost nothing. Giving them the right to "breed", everything else was null and void. African-Americans were not even that, they could not be citizens, could not read or learn or even have the right to marry and raise their own children. This suffering has worked itself to freedom then desegregation but sitting less than 200 years later, we are faced with the fact that the African-American community have been "free" for less time than they were slaves. The notion of this, in itself, is shocking. These adverse and , as Dr. Jenkins refers to them, chaotic times persist the image of African-Americans in this modern day. Chaos is a strong word that can provoke a feeling of discomfort, this anguish describes the image and oppression of a Black man.

Nathan McCall refers to the adjustment of "freedom" as "adapting to insanity", the Black man is supposed to survive in a culture that continuously denies him the right to have hopes or dreams. Like my classmates, I was overwhelmed by the statistics represented in Dr. Toby Jenkins' article "Mr. Nigger: The Challenges of Educating African American Males in America, Journal of Black Studies" especially the statement that African American males make up 43% of the education community yet they are 65% of the suspensions, 80% of the expulsions and 45% of the dropouts. These alarming statistics coupled with negative stereotypes make it seem impossible for the African American male to succeed. These images, undoubtedly, produce the internalization of self-hatred which perpetuates the Black man's belief that opportunity's door has been slammed shut never to be pried open. In society, these images could have the possibility of fading with researchers and policy makers working towards a better tomorrow, but with every step the media pushes back with as much force if not more. The negative stereotype of Black men in "ghetto" urban areas while fighting to live on the streets leaves much to be desired. Anthony Keith provides insight to a way out of this categorization- love. Within the larger social context, the image is that Black males have failed, Anthony Keith suggests that there is a need for interconnectedness and love for African-Americans to survive and beat the odds that are stacked against them. He felt challenged to rise up and represent his gender and race, in that challenge he produces research on developing healthy relationships and consistency in life.

Although there is much more to be done, the first step has been taken. To promote important dialogue and awareness to issue that is as serious as this, is difficult when facing all of the challenges. But the more research that is completed which can create knowledge around why the plight of Black men and African-Americans, in general, is perpetuated the more that can be done to try to produce an effective plan for reducing hardship and creating opportunities.

Diversity Story

Culture is a topic that is very close to my heart, I believe that there is so much that can define a culture and the people that live within it. History has to be my favorite aspect of culture; it defines people in a way that is hard to articulate. To think about whom you are as a human and everything that goes along with that aspect and then it branches out further to a countries’ history, then a state or towns then finally to a family’s history. Learning where someone comes from can often be a hint or inspiration in where one can go. I approach learning about history with excitement, giddy with the opportunity to discover something new and how it might connect with today’s world. Understanding that culture is rich with history, it is often difficult to admit to myself that I feel culture-less in a sense. My family has not ever been ready to jump on my history bandwagon, the most information that I have been privy to, is about the recent history or drama that you find within a very extended family. Although, I am not one to oppose hearing about gossip, it leaves a lot to be desired when you are searching for depth or a story seething with interesting facts. So when I traveled abroad my senior year of college, the only idea that I held onto, was how excited and scared I was to go to Spain when I barely spoke a lick of Spanish. The first month in Spain was, needless to say, very difficult. I assumed that people would speak more English and that I would be able to, miraculously, express myself in Spanish one day. Of course, neither of these expectations held to be true, the rest of my time in Spain was spent attempting to portray myself in the best way possible. I realized that being American, or from the United States, came with its own set of expectations. I encountered many situations where it was assumed that I wanted to have a fun and exciting time with Spanish men or that I was wealthy because I was an American. Although, neither of these things was true, these are some of the stereotypes that come with being both from the United States and a study abroad student. This experience has shaped me in many different ways; it has showed me that my own history of being an American does not leave me culture-less, but rather, with a culture full of stereotypes both good and bad. It also showed me that learning a country’s history and culture through a native’s eyes can teach you lessons that you didn’t know were a part of the package.

My college experience was diverse in the way I approached what some deem to be one of the most important decisions of life. People from Indiana appear to go to the same higher education institutions; it is Indiana University or Purdue with a few people branching out to go to Ball State. I wanted something more exciting and Massachusetts seemed like a place that would be pretty thrilling. After, what I deemed the adventure chapter of my life, thus far, where I discovered my love of traveling and that out of state tuition was expensive, I decided to transfer from my small state school in Massachusetts back to Indiana University for my sophomore year. This decision impacted me greatly and I do not think I need to tell you of my disdain for the decision in the first place. I viewed my first school as a starting step to me and made me realize that I am a do-er. By this phrase I mean, there are some people who are able to observe others making a wrong decision and are able to avoid it or a good decision and they try to imitate it. I am more of a trial and error type person, I have to do it myself to know if it is right or wrong for me. Embracing this about myself, I jumped into many opportunities that being at large four-year institution offers, including being an RA and an Orientation Leader. These experiences shaped my life and are largely responsible for who I am today. These jobs, which were initially of financial necessity, became a way of life where it was possible to interact with dozens of different people every day; the challenge was to create opportunities to connect with those people. Having these experiences helped me to lay out an ambiguous road map for my life, one that hopefully would continue to use my passion and excitement for life to the best of my ability.

I distinctly remember a moment in college, at a time where the confusion of not having a specific identity was really plaguing me, I reached out to a person that I thought could help. Keep in mind that my undergraduate has five culture centers; this is a source of pride for the institution where it can offer different populations a place to call home. I asked my confidante, why there was not a white culture center, or even a woman’s culture center on campus. The response from this person made me sorry that I had ever even asked the question, that looking around campus should be a sufficient answer. The world at large is made up of those who look like me, who grew up with experiences comparable to my own. Although at the time, I felt put off, as though my question was not answered, but that moment has taught me to keep asking questions. It has encouraged me to look at the world through inquisitive eyes and to continue to delve into history lessons and to seek to find answers in other ways. I attempt to push out of my comfort zone more often to learn how to ask the right questions, I realize that I am able to identify with the different parts of my identity, being white, being a woman; these are the aspects that I am able to seek out for cultural experience of my own. As for the understanding of living in a predominantly white culture, there are still questions to be answered. I feel as though this experience was, at the time, a somewhat negative one, I realize now that it was a very necessary and positive moment.

Opening your mind when it comes to diversity is essential for a person to grow and learn. I value this statement and attempt to use this view to develop my own lens on the world. I hope to learn how to effectively share this message with colleagues and students. I also wish to learn as much as I can about different perspectives and the histories that surround them. I believe that the best way to do this is to expand your scope to be able to go into uncomfortable situations or awkward conversations, to search for answers that help you to grow as a person and try to understand another perspective. By participating in these learning experiences, I hope to view the world in a different and increasingly more accepting manner to help create an atmosphere of mutual respect.

Education is a form of equity that someone else cannot ever take back, it is a basic human right in the United States and it is vital for our country to uphold this view. Having diversity in a higher education setting enhances the variety of competitiveness that is within the workforce. By using the abilities of all citizens will help us to grow as a country, when people from different backgrounds and cultures bring their diverse ideas and talents to the table, there is more possibility for prosperity. Enriching and fostering diversity in a collegial setting helps to strengthen the community and educational experience. By being open to and learning from others whose backgrounds, beliefs and outlook on life is different we promote a type of environment that is built based upon mutual respect and whose members are judged on the quality of their character and not their differences. Lastly, a diverse educational setting provides personal growth, by challenging preconceived notions and misconceptions; it encourages critical thinking and problem solving skills. When someone is about to effectively communicate their view, they share their experiences to help create an increasingly complex and pluralistic society.

Is playing the neutral part- the right one?

If you are neutral in situations of injustice, you have chosen the side of the oppressor. If an elephant has its foot on the tail of a mouse and you say that you are neutral, the mouse will not appreciate your neutrality.

- Bishop Desmond Tutu

I was not sure how to originally start this post, so I searched and searched for a quote that might fit my feelings that seem to be bubbling over. Although the one above does not completely sum it up, it helps to describe some of the feelings that I am unable to name.

My critical reaction piece this week will mostly be on the guilt that I have for being indifferent to aspects of misogynistic pop culture that has been shoved in my face for most of my life .And as Abra Fortune Chernik said "Embracing mainstream culture without question". Like many people, I adore pop culture- fashion, music, television, movies, ESPECIALLY awards shows- you name it, I have an opinion about how much I love or hate it. But of course, these are all superficial reasons - "I didn't like her dress" or " "she's really pretty and she dresses so well!" Pouring through Cosmopolitan at first when I was fifteen, I as Abra puts it "learned womanhood through fashion magazines" without realizing the pressures that were being put on me from society. That is the strongest piece, the indifference to all of the weights that are put onto us, just from the headlines. The constant need to lose weight, to be a certain color (the right shade of tan), have the "right haircut" or the perfect dress for prom. From what sports we play to even what issues we care about- popular culture decides it all for us. Even the historical figures that we learn about. As I was reading "Selling Hot Pussy" by bell hooks, she named people who I had no idea existed, such as Sarah Bartmann and Josephine Baker. Aren't these woman supposed to be people who we learn about? Maybe the legacy of Sarah Bartmann was created by ugliness and hatred, but Josephine Baker was said to be one of the first African American woman to be in show business, attempting to break through any walls of racism and sexism, to share her talents of performing. But because of the barriers, she was not truly appreciated in the United States until the 1970's shortly before her death.

As I go through the articles, the guilt reaction transformed into a conflict of what do with this information. I can use it to inform my own life, to forage through more feminist literature, to develop an intelligent opinion about society truly affects other women as well as myself. But what does that do? As all of the articles ask, whether implicit or explicit, how do we overcome these societal pressures? How does a woman stand directly on the line of sexuality without being "a hunter" that disregards romance and treats her sexuality as merchandise but at the same time not falling victim to oppression. In the same vein, with respect to body image, how does a woman appreciate herself by loving what she has been given, when society is condemning all that normal women are? There is a constant pressure to be someone or something that we aren't, being measured and sized up to be a certain number. If you think about it, there should be no denial that women are subjected to a number.. whether that be weight, bra size, pants size, or age. All of these numbers can provide happiness or despair, being excited to be associated with a smaller number. Popular culture perpetuates this with magazines consistently bearing subtitles about the new weight loss plan or how a woman can look and feel younger. How does one help to change the giant that is pop culture?

And to think, until this point, I felt neutral about reading my favorite magazines, watching my favorite love stories (either ones that promote the stereotype i.e. A Cinderella Story, She's All That and Pretty Woman or those that try to break it with a strong woman antagonist i.e. Aladdin- notice the lack of examples) Although I am not sure what to do at this point with my deeply critical reaction to the readings, but I know one thing- I will not be indifferent.