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R i ti th R i t ? Resisting the Resistance? The Struggle with Diversity Mandates

Anette Melvin, Julio C. Olivo II, & Leah E. Robinson Holmes Scholars The Ohio State University College of Education and Human Ecology College of Education and Human Ecology

The Ohio State University Holmes Scholars

Students at one of the leading public research and

teaching institutions in the United States

Doctoral candidates within the College of Education and

Human Ecology Human Ecology

• School of Educational Policy and Leadership
• School of Physical Activity and Educational
• School of Physical Activity and Educational

Services

• School of Teaching and Learning

g g

Our College’s View of Diversity

• 1. Opportunity for students to learn from diverse

experiences p

• 2. Promotes personal growth and a healthy society
• 2. Promotes personal growth and a healthy society

3 Preparing students for citizenship while fostering

• 3. Preparing students for citizenship while fostering

mutual respect and teamwork

• 4. Effectively developing and using the talents of all

citizens

Our College’s Diversity Initiatives

• 1. To increase awareness and discussions of issues of

equity and diversity that result in a comfortable, safe and inclusive environment

2 To reform and expand curriculum that promotes the

• 2. To reform and expand curriculum that promotes the

inclusion of more diverse ideas and scholarship

• 3. To recruit and retain a greater number of minority faculty

and students, in addition to graduating more minority students students

Issues and Concerns

Americans schools are becoming more diverse (Merrell,

Ervin, & Gimpel, 2006; U.S. Census Bureau, 2004)

• Racial/ethnic minority groups make up 34.1% of the U.S.

Racial/ethnic minority groups make up 34.1% of the U.S. population along with language, disability, and other diversity identifiers.

• While the faculty continues to remain mostly White male

( 2 1%) d Whi f l (1 3%) (72.1%) and White female (17.3%) (Torres, Howard-Hamilton & Cooper,

2003).

Diversity training in colleges of education occurs Diversity training in colleges of education occurs

through the initiation of policies (Cockrell, Placier, Cockrell & Middleton,

1999)

St d t ft i t ti d b i di it

Students often resist accepting and embracing diversity

and multicultural education, especially when it is mandated (Baxter-Magolda, 1997; Howard, 1999)

Purpose of the Study

The purpose of this study is to identify effective ways to

increase diversity acceptance for ALL students by asking participants to:

1

share their experiences with diversity

• 1. share their experiences with diversity
• 2. explain the reasons for possible resistance

3

recommend an improvement plan

• 3. recommend an improvement plan

Participants (N = 15)

Age 23 to 43 Sex 86% Female 14% Male Race/Ethnicity 40% European Americans 33% Latino Americans 27% African Americans Social Economic Status 11% Lower Class Social Economic Status 11% Lower Class 88% Middle Class 11% Upper Class Geographical Upbringing 12% Rural 44% Urban 44% Suburban Current Educational Level 54% Doctoral Candidates 33% Doctoral Students 33% Doctoral Students 13% Masters Students Schools within COEHE 44% PAES 44% P&L 12% T&L 12% T&L Career Goals 88% Professors 12% Director of Minority Affairs

Methodology

Qualitative Inquiry Design:

• Audio-taped focus groups
• Questionnaire

Selection of Participants: Selection of Participants:

• Selected through the “snowballing,” “networking”

sampling process (Glesne, 2006)

Focus Group:

• Three focus groups
• Grouped according to specific identity
• Five to six participants per focus group

Theoretical Framework

Critical Race Theory

• To uncover race-neutral, and color blind ways

To uncover race neutral, and color blind ways

• Constructing and administering race-based appraisals

in terms of laws, administrative policy, electoral politics

• Political discourse [and education] in the USA (Denzin &

Lincoln, 2003)

Thematic Questions

1.

To what extent are students aware of the diversity initiatives implemented by the college?

2.

How have the college’s diversity initiatives influenced students’ experiences and perceptions about diversity? students experiences and perceptions about diversity?

3

Based on students’ experiences, what is the best or most

3.

Based on students experiences, what is the best or most effective model for higher education to implement its diversity initiatives?

Responses related to the thematic questions will be presented for each participating group. participating group.

Awareness of Diversity Initiatives

African Americans

Limited exposure and awareness across college Limited exposure and awareness across college Limited course selection within COEHE

W l i i hi h ll

Welcoming events within the college Not a priority in the college

Awareness of Diversity Initiatives

European Americans

Limited exposure and awareness across the Limited exposure and awareness across the

college (Surveys, GA orientation)

Priority within the college Mandated institutional programs/events

• “personal initiatives vs. college initiatives”

Li

it d k

Limited coursework

Awareness of Diversity Initiatives

Latino Americans

Limited awareness of the initiatives but perceived it in the Limited awareness of the initiatives, but perceived it in the

environment

Welcoming events within the college

g g

More openness to diversity in other departments Limited coursework (but varies by department and Limited coursework (but varies by department and

program)

Influences of Diversity Initiatives

African Americans

Actively seek diversity but not due to diversity initiatives

• y

y y

Perceived resistance from “white males” Diverse faculty but not present in all academic areas

• e se acu ty but
• t p ese t

a acade c a eas

Initiatives are beneficial, but needs to “communicate the

passion of the initiative”

Influences of Diversity Initiatives

European Americans

Slightly influenced by diversity initiatives Resistance toward racial diversity Resistance toward racial diversity Race is important, but there are other areas of diversity

Influences of Diversity Initiatives

Latino Americans

Actively seek out diversity, but not due to diversity Actively seek out diversity, but not due to diversity

initiatives

Believe European American students feel bombarded by

i f i l di it issues of racial diversity

Perceive faculty resistance Initiatives have some impact and value but students Initiatives have some impact and value but students

should still seek out and expand

Models to Implement Diversity Initiatives

African Americans

Faculty training

• y

g

Change the perception of the Office of Equity

and Diversity

Departmentalize specific identities More faculty mentoring

Models to Implement Diversity Initiatives

European Americans

Recruitment of more diverse students Develop and build relationships Develop and build relationships Courses should focus on self reflection and praxis, not a

“false sense of mastery” false sense of mastery

Initiatives should be modeled by faculty

Models to Implement Diversity Initiatives

Latino Americans

Recruit more diverse faculty Faculty training Graduate students should be recruited from the same

university university

“White students and professors” need to be active in White students and professors need to be active in

embracing diversity

Emerging Themes

Awareness of Diversity Initiatives Influences of Diversity Initiatives Models to Implement Diversity Initiatives

• Limited exposure and

awareness across college (All

• Actively seek out diversity but

not due to diversity initiatives

• Faculty training (African

Americans/Latino awareness across college (All Groups)

• Limited coursework (All

Groups) not due to diversity initiatives (African Americans & Latino Americans) Multiple perspectives on Americans/Latino Americans)

• Initiatives should be

modeled by the faculty Groups)

• Welcoming events within the

college (African Americans & L ti A i )

• Multiple perspectives on

resistance:

1.

from white students (African Americans & Latino Americans) modeled by the faculty (Latino Americans & European Americans) R it t f di Latino Americans)

• Comfort level in Ph.D.

program regarding Americans)

2.

from faculty (Latino Americans),

3.

resistance toward racial di ersit / hiteness

• Recruitment of diverse:

1.

Faculty (Latino Americans)

2.

Students (Latino Americans & European discussions on diversity (race) (African Americans & Latino Americans) diversity/whiteness (European Americans)

• Initiatives had an impact and

l b t till d t k Americans) value but still need to seek

• ut and expand (African

Americans & Latino Americans)

Implications/Future Research

Clarify the mission and vision of the diversity initiatives to

ALL students.

Alignment between the college’s conceptual framework Alignment between the college s conceptual framework

and the diversity initiatives.

Extend the inquiry to all diverse student groups:

• Asian Americans
• GLBTQ
• International students
• International students
• Students with disabilities
• Multiple Identities group

Repositioning

• Faculty

Staff

• Staff
• Students

Discussion

Awareness of Diversity Initiatives Influences of Diversity Initiatives Models to Implement Diversity Initiatives

• Limited exposure and

awareness across college

• Actively seek out diversity

but not due to diversity

• Faculty training (African

Americans/Latino awareness across college (All Groups)

• Limited coursework (All

Groups) but not due to diversity initiatives (African Americans & Latino Americans)

• Multiple perspectives on

Americans/Latino Americans)

• Initiatives should be

modeled by the faculty Groups)

• Welcoming events within

the college (African Americans & Latino Multiple perspectives on resistance:

1.

from white students (African Americans & Latino Americans) modeled by the faculty (Latino Americans & European Americans) Recruitment of diverse: Americans & Latino Americans)

• Comfort level in Ph.D.

program regarding Americans)

2.

from faculty (Latino Americans),

3.

resistance toward racial diversity/whiteness

• Recruitment of diverse:

1.

Faculty (Latino Americans)

2.

Students (Latino Americans & European Americans) program regarding discussions on diversity (race) (African Americans & Latino Americans) diversity/whiteness (European Americans)

• Initiatives had an impact and

value but still need to seek Americans) value but still need to seek

• ut and expand (African

Americans & Latino Americans)