Making Cross-Cultural Communication Meaningful

     On Friday, October 28 I attended an Ohio Academic Advising Association Regional Seminar in Columbus, Ohio titled Making Cross-Cultural Communication Meaningful:  A Holistic Approach to Advising a Diverse Population.  The keynote speaker for the conference was Kimberly Brazwell, the coordinator for Diversity and Study Abroad Programs at Columbus State Community College.  She started off by saying that there is no “cookie-cutter” approach to dealing with students that are not like you.  She talked about four layers of diversity- personality, internal dimensions (i.e. age, race, ethnicity, physical ability, gender, and sexual orientation), external dimensions (i.e. geographic location, marital status, appearance, work experience, educational background, religion, recreational habits, and income), and organizational dimensions (i.e. management status, work location, seniority, division/department, and career field).  She also said that real diversity work comes from processing your own identity.  She challenged us all to consider our story and/or the lens in which we view others.  She also cautioned us to consider our basic assumptions about others who are not like us.  She said that we cannot assume that a student identifies in a particular way.  Rather, we need to let students tell us how they identify themselves.  The speaker talked about developing trust with students, saying that trust level influences how much someone will share.  She told us that we are already “doing” cross-cultural communication.  The real question, she said, is how well are we doing it?  She talked about how we need to be aware of “who” are lens includes and “who” it leaves out.  As academic advisors she asked us to consider how the lens of faith, race, gender, sexual orientation, etc. impact the students we work with and our advising.  She asked us to also consider our biases and apprehensions.  She challenged us to throw out the “rubric” and to treat each student as an individual with multiple identities.  This seminar was really helpful as a "connector" to what I have learned thus far as part of my Immersion Project. 

Engaging African American Males

Although some research addresses gifted African American children in K-12 schools, few studies address high-achieving and gifted African American male college students.  Actually, most of the research highlighting the education of African American students focuses on their negative educational outcomes rather than their educational success.  Researchers and educational institutions should promote the successful educational characteristics of high achieving African American males and promote success for all students. 

The article focused on a university program with a student population that was 85% White with less than 6% African American students.  In addition, on this particular campus, African American males make up less than half of the population of African American students who attend the campus.

A summer-long Bridge program, modeled after Student African American Brotherhood (SAAB), was created for African American male students to succeed academically.  SAAB is part of a national push intended to help African American males succeed academically.  The program includes six domains- personal development, service, financial, academic, spiritual/social, and public relations.  Although all of the chapters include these domains, program implementation is left up to each campus. 

The director of the undergraduate chapter at this institution designed both a summer and a yearlong retention program with heterogeneous and homogeneous balance, African American male mentoring, and anticipatory advising.  The Bridge Program is specifically created to acclimate African American students to the campus climate and campus structure.  African American male students attend classes with the entire summer Bridge Program student body in an environment that is gender and racially mixed.  Some time each day, however, is dedicated to working with African male students as a separate group, where they engage in in-depth discussion groups about campus life, climate, and culture.  In addition, African American males participate in a book club where the readings are focused on the success of African American males.  Each student is assigned a peer mentor and is introduced to faculty and senior administrators.  Each student is matched to an African American male faculty or staff member.  Students learn very early on from their mentors that overcoming crisis is part of their history, as well as being resilient.  Students who participate in the SAAB program are advised in anticipation that issues may arise and that students will need assistance throughout their college experience in order to make smooth transitions and persist.  This type of “anticipatory advising” assumes that students will be successful so that all students are held to high expectations.  According to the director of the program, since the program participants are all first-generation students, the advisory program is designed based on their unique needs. 

            The author observed a number of positive effects of the program on students.  Students were surprised to be introduced to successful Africa American males and females who held upper level administrative positions and were employed as faculty and staff in higher education.  Students listened intently during discussions with mentors, sitting upright and at attention.  Students seemed to take on a new worldview as mentors focused on how the students could be academically successful.  Students began discussing graduate school and what they needed to do to be successful in their undergraduate experience. 

 

Hughes, R. L. (2010). Engaging African american males for educational success.  Gifted Child Today,33(2), 55-60. 

Student African American Brotherhood (SAAB)...Saving Lives, Salvaging Dreams

                                                                        Dr. Tyrone Bledsoe, Toledo, OH

     Dr. Tyrone Bledsoe lives in Toledo, Ohio, and is the founder of Student African American Brotherhood (SAAB), a national organization founded in 1990 with more than 200 student chapters across colleges, universities, middle schools, and high schools  in 39 states.  SAAB increases the number of African Americans and Latino men who graduate from college by creating a positive peer community based on a spirit of caring.  SAAB continues to grow and strives to create relevant experiences for males of color to achieve their dreams in higher education.  Dr. Bledsoe served recently as Vice President for Student Life and Special Assistant to the President at the University of Toledo.  Temporarily, he has transitioned into the role of Executive Director for SAAB National Headquarters. 

     SAAB provides a diverse and culturally- sensitive environment for all ethnic minorities by providing an option for schools to call their respective chapter “Brother to Brother” (B2B) or SAAB.  This allows schools to be intentional about inviting a more diverse group of young men to the SAAB experience.

     The goal is for all males of color at schools with SAAB chapters to take full advantage of their academic years and to better understand and practice their responsibilities, rights, and privileges as citizens of the U.S.. SAAB hopes that all males will be role models for each other as well as for other males of color in their community. In addition, it is SAAB's goal that members will be well prepared to enter the work force of professionals and compete as positive contributors in society. 

     Dr. Bledsoe recognized that in order to care for others, one must care for oneself, and he believes that is the key to social responsibility. He also realized that peer influence is what matters most to African American males. Therefore, SAAB is structured to help young men based on the principle “I am my brother’s keeper, and together we will rise.”

     86% of SAAB members graduate from college, compared to a national average of 42% among black men. To be a SAAB member, one must accept the charge to be a role model. SAAB members are polite, sincere, hardworking, and encouraging because they know that this is counter to the popular image of young black men in America. Members are required to tutor and mentor high school students as a way pay forward the caring spirit that SAAB seeks to instill in them. 

Bledsoe, T. (2011). About the saab organization. Retrieved from 

      http://saabnational.org/about.htm

Becoming an "Involving College" for African American Undergraduate Men

     Data indicates that many institutions are not "involving colleges" for African American men (Harper & Wolley, 2002).  An "involving college" is one that emphasizes learning both inside and outside the classroom and values and supports student learning wherever it occurs. 
     It is important to avoid a "one size fits all" approach when considering how to get underrepresented students more involved on college and university campuses.  The research speaks for itself that actively involved students gain more from college than students who are not as involved.  African American students, and even fewer African American males are actively involved in activities outside of class, especially on campuses that are predominantly white.  Studies show that African American females are much more likely to get involved on campus and seek leadership opportunities than African American males.  It has actually become socially abnormal for African American males to be actively involved.  Participation in campus clubs limits the time African American males can dedicate to more masculine endeavors such as playing sports, engaging in video games, gaining material possessions, pursuing romantic relationships, and spending time with other African American males.  Perceptions of masculinity and popularity held by African American males actually follow them to college and limit their desire to participate in campus activities and organizations.  There is also a significant lack of outreach and recruitment of African American males to join campus groups.  African American males need to feel wanted by an organization in order to consider joining.  There are very few racial/ethnic minority advisers in student activities, which also makes recruitment challenging.  African American male undergraduates also feel that they may lack the leadership skills to be eligible to participate in campus organizations.  Another simple explanation for low participation in campus activities by African American males is a lack of interest.

Strategies for Increasing Involvement of African American Males

1.  The best recruiter of African American males is an actively involved African American male student leader.
2.  Do research to discover why African American men are not involved on your campus.
3.  Collaborate with sports' coaches to recruit African American males.
4.  Collaborate with African American faculty and staff. 
5.  Publicly reward involvement.
6.  Use black fraternities as a resource.
7.  Start early by recruiting during orientation. 
8.  Encourage African American males who are general members of student organizations to pursue leadership positions.
9.  Plan a program to increase African American student involvement in campus activities.
10.  Feature student leaders.

Harper, S. R., & Wolley, M. A. (2002). Becoming an “involving college” for African American undergraduate men: Strategies for increasing African American male participation in campus activities. The Bulletin, May, pp. 16-24.

How the Physical Environment Communicates Nonverbally

     The physical environment of a college campus influences students’ attraction to and satisfaction with that particular institution (Strange & Banning, 2001). Initial attitudes are shaped by everything from the basic campus layout, open spaces, and landscape, to the classroom buildings and fitness center. Several of the students I interviewed mentioned that artwork hanging in campus buildings tends to send a message as to whether or not the campus is inclusive. If there is very little minority representation in the artwork, for example, it can make students feel like they do not matter. In addition, a student mentioned that derogatory graffiti on restroom walls can communicate messages to African American students that they do not belong at the institution. These nonverbal, symbolic messages represent how physical environments can impact behavior and students often consider them more truthful than verbal or written messages (Strange & Banning 2001). One student I talked to also mentioned that marketing materials used by the campus send a message of inclusion or exclusion. He said he likes to thumb through the metals to see if minorities are represented in brochures and booklets promoting the college. There are also symbolic messages centered around the location of different offices. One student I talked to said he wished that the multicultural center could be centrally located in the student union, rather than squeezed into an area with several other offices on a higher floor of a tall building. He felt that the office was not conveniently located and thus sends a message that diversity is not a priority on campus. He went on to mention that the office is comprised of a series of cubicles and does not provide any space for students to lounge and converse.

Strange, C. C., & Banning, J. H. (2001). Ch 1: Physical environments: The role of design and space.  In Educating by design: Creating campus learning environments that work (pp. 9-32). San Francisco, CA: Jossey-Bass.

Promoting Safety & Inclusion

     Safety and inclusion are important for development and learning to occur (Strange & Banning, 2001).  Failure to consider one can negatively affect the other.  The fear for personal safety or feeling unwelcome are both detrimental.  The main challenge in achieving campus safety and inclusion is that those sharing the dominant characteristics are more likely to feel safe and included.  A separatist approach may help to initially create an opportunity for congruence, however, over time, it may result in greater exclusion from the campus environment.  Strange and Banning (2001) also noted that groups that are distinguished by race, ethnicity, religion, gender, and sexual orientation are the most likely targets for verbal harassment. 
     Psychological safety and inclusion does not only mean that students are not threatened or harassed.  It involves a sense of mattering.  Mattering includes five aspects:
1.  Feeling noticed.
2.  Feeling important enough to be cared about.
3.  Feeling empathy from others.
4.  Being needed.
5.  Feeling appreciated for one's efforts.
For students to get involved in campus activities and academic programs they must feel that they matter.  The campus environment is experienced differently based on a person's ethnicity, race, age, class, ability, and sexuality.  Why advocate for safe and inclusive campus environments?  They allow student to be more actively engaged and enhance learning and development. 

Strange, C. C., & Banning, J. H. (2001). Ch 5: Promoting safety and inclusion. In Educating by design: Creating campus learning environments that work (pp. 113-136). San Francisco, CA: Jossey-Bass.

Students Sense of Campus Community: What it Means, and What to do About It

     Cheung's findings (2004) indicated that students sense of community is closely related to feelings of being cared about, treated in a caring manner, valued as and individual, and accepted as part of the community on campus.  Students feelings of loneliness on campus is the most negative influence on community.  Students who have a quality social life on campus are said to have a better sense of community.  College campuses today are comprised of diverse student bodies.  A sense of community requires student affairs professionals to to design programs that will enhance a multicultural campus climate.  Administrators, faculty, staff, and students must work collaboratively to establish and maintain an environment where individuals are respected and beliefs can be freely expressed.  Student activity groups do not foster a sense of community on their own.  Programming must be intentional. 

Cheng, D. X. (2004). Students’ sense of campus community: What it means, and what to do about it. NASPA Journal, 41, 216-234.

Student Interview #3

     The third student I interviewed is a traditional age African American female.  She is adopted and her adopted father recently retired from the Air force  She is interested in the medical field and was unable to get admitted into the Air Force due to a birth defect.  She is currently enrolled in the nursing assistant's program at Owens.  She said it was not an option not to pursue higher education in her family.  She chose Owens because it was small and less intimidating.  She praised the faculty for being very supportive.  She said that the more she strives to do well and improve and get involved on campus, the more she has found that people are willing to help.  She recently became a peer educator where she assists with New Student Orientation.  She said she was not aware of the many resources available to her as a student at Owens when she started her program and makes it a point to reach out to other students that she has never met before.  She likes the fact that her classes at Owens include students from diverse backgrounds because it makes her feel more comfortable and less intimidated.  She said she tries not to pay too much attention to stereotypes people have of African American students.  She finds humor in surprising people when she is not the way they perceived her to be.  She holds a leadership position in the Black Student Union at Owens and said that the group is struggling to maintain student membership.  She said she would likely not have participated in a group like this if it was not for a friend of hers who was part of the group and encouraged her to attend a meeting.  She said that she gets frustrated when student activities related to African American students do not get advertised on student account home pages like other campus events.  She further explained that this type of thing sends a message that African Americans are not important.  She wants other African American students at Owens to get involved and to understand that there is help available when they need it.  She feels that Owens really is focused on the success of its students.

Assessing Campus Cultures to Enhance Cross-Cultural Engagement

     Higher education researchers have said that the presence of diverse communities on campus might not prove sufficient to promote positive educational outcomes related to diversity (Museus, 2008). Institutions committed to creating structured opportunities for students to interact with other students from different racial backgrounds are experiencing the greatest success in learning. In other words, the quality and the quantity of the interactions matter. Minority students are often the ones left with the task of promoting meaningful engagement opportunities among students from different multicultural backgrounds.

The constructed environment or culture in higher education is “the collective, mutually shaping patterns, values, practices, beliefs, and assumptions that guide behavior of individuals and groups in an institute of higher education and provide a frame of reference within which to interpret the meaning of events and actions on and off campus” (Kuh & Whitt, 1998, p. 13). Culture is shaped by shared understandings, assumptions, and beliefs.

Culture operates at three levels in higher education: artifacts, values, and basic assumptions and beliefs (Kuh & Whitt, 1998). Artifacts are symbols of culture that carry numerous meanings and emotions. Campus culture is found in physical, verbal, and behavioral artifacts (Museus, 2008). Written documents and buildings are examples of physical artifacts. On some campuses, for ecample, students of color may encounter challenges in finding a space where they actually feel that they belong. Verbal artifacts are myths and stories that get passed down, and behavioral artifacts are rituals and traditions that carry cultural meaning. Taking into consideration things like where cultural events are held on campus can help to facilitate cross cultural engagement.

The second level of culture is values, which are “widely held beliefs about the importance of certain goals, activities, relationships, and feelings” (Kuh& Whitt, 1998). Cultural values are often part of an institution’s philosophy. When this is the case, the values are often considered to be espoused, or more like aspirations, rather than enacted values. Decisions about which values are espoused versus enacted can created feelings of inclusion or exclusion among minority students (Museus, 2008). Students' individual experiences, their knowledge of other minority students' experiences, their knowledge of a college or university's action or inaction to incidents of racism and discrimination, etc. shape their perception of whether or not diversity is valued by their respective institution. Evidence supports the idea that minority students at predominantly White institutions can experience feelings of alienation, exclusion, and isolation. These feelings may be due to specific experiences with prejudice and discrimination, however, these feelings may stem from minority students' perceptions that the institutional leaders do not value diversity. These negative feelings and perceptions can cause students to feel like they don't belong at the campus and become less engaged

The third level of culture, considered to be the core of culture, is basic assumptions and beliefs (Kuh & Whitt, 1998). Assumptions and beliefs are learned responses that guide behavior. Museus (2008) said that there is some evidence to suggest that students who perceive that a stereotype exists about them can experience more anxiety that negatively affects their academic performance. Also, students with higher levels of incongruence between their cultural upbringing and the culture of immersion on campus may lead to greater cognitive dissonance. This cultural dissonance can affect a student's desire or willingness to actively engage in the campus environment. Evidence also consistently indicates that minority students at predominantly white institutions often feel alienated, devalued, isolated, and excluded. Student organizations can be an important academic and social support for students from minority groups.

Recommendations to Consider When Assessing Campus Culture to Understand Cross-Cultural Engagement (Museus, 2008).

1. Focus on student attitudes, feelings, thoughts, and experiences about cross-cultural engagement

2. To the extent possible, diversify data sources.

3. Be prepared to hear things that challenge existing institutional cultures.

4. Be aware of your own biases, assumptions, values, perceptions, and attitudes throughout the assessment.

5. Pay attention to cultural contexts.

6. Be prepared to invest resources to study culture.

7. Expect and embrace ambiguity.

8. Understand that more time spent studying a culture leads to a better understanding of that culture.

9. Use external researchers and evaluators.

10. Consider the benefits of triangulation and integration.

11. Consider the overlap of institutional subcultures/

12. Be aware of the difficulty in studying cross-cultural engagement.

Museus, S. D. (2008). Focusing on institutional fabric: Assessing campus climates to enhance cross cultural engagement. In S. R. Harper (Ed.), Creating inclusive campus climates for crosscultural learning and student engagement (pp. 205-234). Washington, DC: National Association of Student Personnel Administrators.

Kuh, G. D., & Whitt, E. J. (1988). The invisible tapestry: Culture in American colleges and universities. ASHE-ERIC Higher Education Report No. 1. Washington, D. C.: Association for the Study of Higher Education.

Site Visit to an Owens Off Campus Learning Center Called The Source & Student Interview #2

     I mentioned to my supervisor that I was interested in arranging a site visit to one of Owens Community College’s off campus learning centers to learn how it differs from Owens' main campus.  This week I visited Owens Learning Center located in downtown Toledo.  It is part of a group of organizations housed in a building called The Source.  I met with the Director of The Source Learning Center and he explained that the majority of students enrolled in Owens courses at The Source are African American, adult, first-generation college students who are at-risk.  The learning center serves approximately 600 students currently.  The director defined at-risk students as students who do not possess previous knowledge about higher education and/or they have not been previously exposed to higher education.  He explained that this particular learning center was specifically geared toward serving this population.  He pointed out things that attract students to taking classes at The Source Learning Center vs. Owens’ main campus.  He mentioned things like smaller class sizes, more personal, one-on-one attention, and the fact that the learning center is located within the students’ neighborhood and therefore, does not pose a transportation issue for students without a car.  He shared that many of these students walk through the door anxious, scared, and completely unsure of themselves.  They have a vague understanding of how higher education will positively impact their life, career, etc.  As an African-American male he shared that he was raised by his mom.  He told me about the struggles he experienced (i.e. pressure from his high school peers and family to drop out, lack of time management skills, fighting racial stereotypes, a sense that he did not belong on campus) when he decided to attend college as a first-generation student.  He explained that one of the goals of the faculty and staff at the learning center is to make students feel important by providing “soft touches” like saying hello, asking students how their class went, or calling the student by name.  He said that they are very focused on making students feel like they matter and reaching out to students first, instead of waiting for students to reach out and ask for help.  He talked about the importance of building trust with students and being willing to be transparent.  While we did not talk specifically about formal student development theory, I sensed that the director had a wealth of knowledge in informal theory that allowed him to make a significant impact in his work with students.  This experience was very impactful.  It made me think about how I want to be as an advisor.  I know how important it is going to be to avoid making assumptions when working with students.  Many advisors at Owens’ main campus talk about The Source as a place that they would not feel comfortable working.  I sense that part of the challenge is that they don’t feel confident about working with at-risk students. 

African Americans & Institution Type

     This study examined the role of institution type in African American students’ experiences in college.  Students attending historically black colleges and universities (HBCU’s) reported significantly greater levels of good practices in and out of the classroom with faculty and peers than did their counterparts at both research and regional institutions.  The key question in this study was: To what extent, if any, does institutional type affect African American students’ experiences of good practices in higher education.  The advantage for students at HBCU’s compared to their peers in regional institutions lies in greater effort and emphasis in educational pursuits and greater levels of peer interaction both in and out of the classroom.  Students at HBCU’s, when compared to their peers in regional and research institutions were advantaged in terms of institutional scholarly and intellectual emphasis.  Compared to their peers at liberal arts institutions, students attending HBCU’s experience good practices at similar levels.  Good practice advantages for African American students at HBCU’s included quality of non-classroom interactions with faculty, faculty interest in teaching and student development,  instructor feedback to students, scholarly and intellectual emphasis, and quality of interaction with other students.  Some of the advantages experienced by students at HBCU’s compared to students at research universities were, in part, due to the role the faculty played in creating a good learning environment.  Students at HBCU’s experienced greater student-faculty contact, received more feedback on their class performance, and reported a learning environment with a more scholarly and intellectual focus.  This study’s findings indicated that African American students at HBCU’s find their academic environment more demanding than their peers at public regional institutions.  In addition, they report more peer interaction.  HBCU’s in this study exhibited strong focus on the mission of student learning and development.  The authors argue that institutions with a focused mission that serves to create a supportive environment for student learning and development can provide undergraduate African American students with learning experiences grounded in good practice. 

 

Seifert, T. A., Drummond, J., , & Pascarella, E. T. (2006). African-American Students' Experiences of Good Practices: A Comparison of Institutional Type. Journal of College Student Development, 47(2), 185-205.

Differing Perceptions: How Students of Color & White Students Perceive Campus Climate for Underrepresented Groups

     In the article, "Differing Perceptions:  How College Students of Color and White Students Perceive the Campus Climate for Underrepresented Groups" Rankin and Reason (2005) conducted a study to determine if students from different racial groups experienced their campus climate differently.  Results of the study indicated that students of color experienced harassment at higher rates than their white peers.  Interestingly, female white students reported higher rates of gender harassment.  The study also concluded that students of color perceived the campus climate as more racist and less accepting that white students, even though white students recognized racial harassment at similar rates as students of color.  Students of color were more likely to believe that the campus climate was racist, and disrespectful.  Campus environments are comprised of human aggregates.  As a result, major changes in student race will likely change the campus climate.  Research indicates that an increase in student diversity will provide students a greater chances of interacting with other students from different racial background, but it is quality of interactions a student has with others not like them that is much more important than the quantity of interactions.  Intentional educational programming and quality interactions must be encouraged both inside and outside the classroom in order to result in positive educational outcomes related to race.  Also, institutional support for diversity must go beyond the espoused value of including diversity in the college or university mission statement.  Rankin and Reason (2005) concluded from their study that a many more students of color than white students viewed the classroom climate as less welcoming for minority students.  Students of color also suggested that the campus climate was worsening and less accepting, whereas white students indicated that the climate was improving and more accepting.  These different perceptions of campus climate may indicate that white students are more able to overlook negative behaviors because of a concept called epistemic privilege.  This refers to being unaware of the challenges and benefits of race.  Students of color in this study were more likely to believe that focusing more on race, both inside the classroom and outside the classroom, would improve the campus climate.  Students of color were also more likely to believe that interventions such as workshops and required courses or training sessions for students and staff would bring more attention to racial issues.  Recognizing that different student groups on campus perceive and experience the campus environment differently must result in intervention strategies specifically aimed at individual student concerns.

Rankin, S. R. & Reason, R. D. (2005). Differing perceptions: How students of color and white students perceive campus climate for underrepresented groups. Journal of College Student Development, 46(1), 43-61.