Creating Multicultural Change on Campus E-Book

Raechele L. Pope

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 378

Veröffentlichungsjahr: 2014

Beschreibung

Embrace the best practices for initiating multicultural change in individuals, groups, and institutions Higher education institutions have begun to take steps toward addressing multicultural issues on campuses, but more often than not, those in charge of the task have received little to no training in the issues that are paramount in serving culturally diverse students. Creating Multicultural Change on Campus is a response to this problem, offering new conceptualizations and presenting practical strategies and best practices for higher education professionals who want to foster the awareness, knowledge, and skills necessary for multicultural change on an institutional level. In Creating Multicultural Change on Campus, the authors of the classic text Multicultural Competence in Student Affairs delve deep into key concepts in multicultural organizational development, guiding readers who want to enact change not just at the individual level, but also at the group and institutional levels. Readers will be introduced to frameworks that are crucial for creating inclusive, welcoming, and affirming campus environments. You'll also find comprehensive examples from several institutions along with specific examples of effective multicultural practices that are useful for real-world situations. The book: * Provides the strategies, frameworks, and expert guidance for recognizing and addressing multicultural issues in institutions of higher learning * Offers a rich understanding of both Multicultural Organizational Development (MCOD) and the Multicultural Change Intervention Matrix (MCIM) and how these models are important for evaluating environments and outcomes * Is appropriate for those who serve students directly, as well as higher education leaders and administrators who create professional development programs * Is designed as a practical guide and filled with specific examples to help readers apply strategies to their own campuses A much-needed resource, this book can help lead institutions toward meaningful action that will have a positive impact for all individuals in a student body and the professionals who serve them.

Leseprobe

CREATING MULTICULTURAL CHANGE ON CAMPUS

Raechele L. Pope

Amy L. Reynolds

John A. Mueller

With contributions from Timothy R. Ecklund and Matthew J. Weigand

Foreword by

Caryn McTighe Musil

Cover design by Michael Cook Copyright © 2014 by John Wiley & Sons, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication Data has been applied for and is on file with the Library of Congress. ISBN 978-1-118-24233-9 (cloth); ISBN 978-1-118-41948-9 (ebk.); ISBN 978-1-118-42112-3 (ebk.)

We dedicate this book to ALL who devote their scholarship and their lives to multicultural and social justice issues in higher education and beyond. In particular, we are especially indebted to Harold Cheatham, Jane Fried, Lee Knefelkamp, and Marilu McEwen. We are forever inspired.

CONTENTS

Foreword

Preface

Audience

Overview of the Book Content

Acknowledgments

About the Authors

1 Multicultural Competence and Multicultural Change

History of Diversity Efforts in Higher Education

How Campuses Deal with Multicultural Issues

Why Many Multicultural Change Efforts Fail

Contextual Realities of Multicultural Change Efforts

Connecting Multicultural Change and Multicultural Competence

2 Multicultural Organization Development (MCOD)

MCOD Theory

3 Multicultural Intervention at the Individual Level

Individual Change: Theoretical Frameworks

MCIM: Change on the Individual Level

Relevant Competencies for Change on the Individual Level

Exemplars of Creating Individual Change

Conclusion

4 Multicultural Intervention at the Group Level

Group Change: Theoretical Frameworks

Multicultural Groups: Theoretical Framework

MCIM: Change on the Group Level

Group Development Implications

Relevant Competencies for Change on the Group Level

Exemplars of Creating Group Change

Conclusion

5 Multicultural Intervention at the Institutional Level

Institutional Change: Theoretical Framework

MCIM: Change on the Institutional Level

First-Order Change: Programmatic

Second-Order Change: Systemic

Relevant Competencies for Change at the Institutional Level

Exemplars of Creating Institutional Change

Conclusion

6 Assessment and Evaluation of Multicultural Change Efforts

The Importance of Assessment in Multicultural Change on Campus

Dimensions of Multicultural Assessment

Considerations in Assessment

Summary

7 Multicultural Change in Practice

Multicultural Change Initiatives on Campus

Campus Change Initiatives and the Multicultural Change Intervention Matrix

Conclusions

8 Conclusion

Summary of Key Points

Themes and Insights

A Call to Action

Summary

References

Name Index

Subject Index

Advertisement

End User License Agreement

List of Tables

Chapter 2

Table 2.1

Table 2.2

Chapter 3

Table 3.1

Chapter 4

Table 4.1

Chapter 5

Table 5.1

Chapter 7

Table 7.1

List of Illustrations

Chapter 2

Figure 2.1

The Multicultural Organization Development Model

Guide

Cover

Table of Contents

Preface

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FOREWORD

THE UNITED STATES HAS BEEN a richly diverse country from its inception as a republic. However, in tension with its democratic ideals, those governing the nation have amassed a long and checkered history of legislating diversity out of American institutions. This began with our founding documents and continued through centuries of various ensuing laws such as the Naturalization Act of 1790 or the 1882 Chinese Exclusion Act or Jim Crow laws that re-inscribed white supremacy in the South after the Civil War. Women across colors, African Americans, Asians, indigenous people, Latinos, Catholics, Jews, the poor—all found themselves living circumscribed lives in the land of equal opportunity. Thus, exclusionary practices denied the nation the full and accurate rendering of its multicultural heritage.

The results have been visible everywhere—from who could vote to who could govern; from who could own property to which humans were considered property; from who could claim citizenship to who could bring their families legally into the fledgling or contemporary nation. Education suffered the same debilitating patterns, especially our colleges and universities. This book is about the residual effects of old habits and old legacies on educational institutions and how difficult these intellectual and behavioral shackles are to break free from. But even more so, this book is about the transformative role colleges and universities can play in a diverse democracy when they are purposeful about cultivating multicultural engagement, knowledge, values, and skills.

Historically, higher education became a site where inclusion and exclusion played out, whether on the same campus or in the development of parallel institutions marked for excluded groups that resulted in the creation of women’s colleges, Catholic colleges, historically black colleges, tribal colleges, and more recently Hispanic-serving institutions. As anthropologist Renato Rosaldo said, “Conflicts over diversity and multiculturalism in higher education are localized symptoms of a broader renegotiation of full citizenship in the United States” (Culture and Truth: The Remaking of Social Analysis, 1993).

To demonstrate that acknowledging, understanding, and engaging with diverse others is not only the right thing to do educationally, politically, and socially, but actually possible to achieve, Creating Multicultural Change on Campus amasses in a skillful way much of the most significant scholarship on the matter. Higher education has been no stranger to radical transformations in this last half century, even though it is more typically mocked by its critics for being so bound in its ways and resistant to change. The democratization of higher education in the twentieth century is one of the century’s most triumphant narratives. In 1902, only 3% of Americans had college degrees, but by the celebration of the millennium, some 75% of those who graduated from high school went on to college for some period.

But what kind of environment did these newcomers enter? And what skills did they and the old-timers—whether students, faculty, administrators, or staff—need to navigate productively in the multicultural swirl they all found themselves in? Too often the faces changed, but the syllabus and scholarship remained the same. Or the faces changed, but the policies and practices did not. Or the faces changed, but the deeper assumptions, norms, and expectations remained rigidly in place. This book pays tribute to the four decades of scholarship describing the theories of multicultural organizational change and individual development as well as the thousands of campus professionals who invented ways to tap diversity as an asset rather than a liability.

But its authors—Raechele L. Pope, Amy L. Reynolds, and John A. Mueller—who are scholars as well as savvy practitioners, tackle an even tougher question with their new book. They want to change not only individuals but also institutions, right down to the mortar between the bricks. Some thought it would be enough to change the students’ faces. End exclusionary practices that shut some people out of a college education and we have solved the problem. But it did not solve the problem, as Creating Multicultural Change on Campus is proof.

So they have set about in a methodical way to offer some theoretical frameworks for deep-down change. They refer to it as second-order change. It is this level of change, layered on first-order change, that leads to multicultural institutions. Such institutions, in turn, offer students the very experiences they will need if they are to thrive and contribute to a diverse and often contentious United States and globe: experiences in grappling seriously with multiple perspectives, deepening their knowledge of historical and cultural legacies different from their own, and cultivating sophisticated skills in working collectively across differences to create solutions to messy, complex problems. The authors offer theories but wisely couple them with concrete practices, examples, advice, checklists, and constant reassuring words that all this demanding effort is an evolutionary process with fits and starts and sometimes backtracking or outright failure. Their most insistent point is to keep at it.

Most refreshing is their assertion that relying only on individual change, while necessary, is not sufficient. We need new knowledge, awareness, values, and skills at the group level as well as the individual level. And even pairing those two, while necessary, is not sufficient. We need to invest in altering practices and understandings at the institutional level as well.

This final comprehensive approach that is, as they say, “systematic, planned, and sustained,” needs also to encompass both first-order and second-order changes. These authors gently lead readers to not settling for anything less, while persuading us that such changes are actually possible. They manage to do so despite orchestrated, richly financed anti–affirmative action movements, despite resurgent and virulent nativism, despite inadequate funding to pay for a college education, despite thinking education is a delivery system of UPS-packaged courses that can land on your doorstep or in your computer to be consumed like a box of chocolates or a Harry and David fruit basket.

Pope, Reynolds, and Mueller understand that democracy is at stake in this multicultural experiment that began to go amiss several centuries ago. They argue with their book that the multicultural experiment can begin in earnest now with everyone fully present across the table from one another, curious, engaged, trading ideas, working together to figure out solutions for pressing common issues. But like our country and its laws, policies, and protections, colleges and universities need at the institutional level to be rewired. We need updated programming: 1776.2 or perhaps by now 1776.8. Creating Multicultural Change on Campus offers a founding document for how to do that.

CARYN MCTIGHE MUSIL Senior Scholar and Director of Civic Learning and Democracy Initiatives The Association of American Colleges and Universities

PREFACE

IN 2004, JOSSEY BASS PUBLISHED our book Multicultural Competence in Student Affairs, which focused on the principles of multicultural competence and described the integration of multicultural awareness, knowledge, and skill into the core competencies of student affairs professionals. Now, 10 years later, after much thought, we have decided that a different book is needed that expands our understanding of individual multicultural competence and provides a framework for creating multicultural change at the institutional level. Although we still believe that individual multicultural competence is a necessary prerequisite to effective and efficacious practice on college campuses, we also know that it is not sufficient to creating truly multicultural campuses.

This book is not an updated version of the earlier book, nor is it a prequel or sequel. Instead it is a completely different approach that examines institutional practices and uses planned change strategies to transform the campus. Our goal is to offer a deeper understanding of the institutional policies and practices that are essential for creating inclusive, welcoming, and affirming campus environments. It introduces theory, strategies to assess current multicultural policies and practices, and a practical framework for effective campus-wide interventions. More specifically, multicultural organization development (MCOD) theory and the multicultural change intervention matrix (MCIM) are explored in depth. MCOD theory, while grounded in organization development, provides tools and practices that can infuse multicultural principles into the everyday operations of higher education institutions. MCIM is a framework developed to help practitioners conceptualize and integrate MCOD theory into their work. This book provides practitioners with a rich understanding of both MCOD and the MCIM and how both can be used to appropriately and accurately assess the environment, identify or diagnose key issues, design effective interventions, and evaluate outcomes.