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.
No comments:
Post a Comment