Cross-Cultural Interactions: From Theory to Practice

1. Cross-Cultural Interactions: From Theory to Practice Abigail Francis, Massachusetts Institute of Technology Tom Robinson, University of Massachusetts Boston

2. Purpose of the Presentation • Limited overview of relevant research • Consider effective Cross Cultural Programs & coalitions as well as their contributions to student learning outcomes • Better understand how programs can contribute to a purposeful environment • Data-driven philosophy that can help persuade key campus players • Impact of a healthy Cross Cultural Climate on student success

3. Presentation Overview • Where this presentation fits within the Conference? • Where this presentation fits within the literature • How the literature can inform our work? • MIT Case Study • Implications for your campus • Available resources • Questions and Answers

4. Connection to the Conference Theme • Charting a Course for Student Success • Strong connection between student success and campuses with high levels of CRIs and Inter Group Contact.

5. Why is Diversity Important? • Significant resources must be justified • 2003 Affirmative Action case at University of Michigan as well as state referendum fuel debate • Some question the educational value of diversity • Debate and court cases fuel new research • Appeals for equity and social justice more powerful when backed by research • How can diversity be researched? • Inter-group contact • Cross-racial interactions

6. Interactions Across Difference: Inter-Group Contact Theory • Inter-group Contact Theory (Allport, 1954) • Equal group status: within situation • Common goals: goal-oriented effort • Inter-group cooperation: interdependent effort • Support of authorities: explicit social sanction • Updated with “Friendship Potential” (Pettigrew, 1998) • More than initial acquaintanceship • Friendship-developing mechanisms • Potential for extensive and repeated contact in a variety of contexts • Effort to reduce inter-group anxiety

7. Interactions Across Difference: Cross Racial Interactions (CRIs) • Cooperative Institutional Research Programs (CIRP) • Survey at hundreds of institutions nationally providing campus specific data that can be benchmarked • First implemented in 1960s • Widely accepted as a valid measurement of campus environment • Developed useful measures of cross-racial interactions • Dating, Dining, Studying and Socializing • Background high school characteristics • Contributes to assessing the campus racial climate • Limitations of CIRP and other measures • Fail to recognize heterogeneity of populations • Black, Hispanic, Latino, Asian and pan-ethnic groups • Circumstances that encourage positive cross-racial interactions

8. Campus Climate Issues: Purposeful Environments • Key components of the racial climate (Hurtado et. al. 1998) • Institution’s historical legacy • Structural diversity • Psychological climate: perceptions and attitudes among groups • Behavioral dimension: inter-group relations • Four components addressed together and not separated from one another • Focus through Affirmative Action and other efforts usually upon structural diversity

9. Educational Value of Diversity • Demonstrated Learning Outcomes of CRIs • Cognitive learning outcomes • Complex analytical skills • Commitment to social justice • Commitment to democratic values • Increased satisfaction with institution • Increased persistence towards graduation • Improved cultural competencies important to reducing inter-group anxiety • Purposeful focus upon more than structural diversity • Development of programs and allocation of resources designed to support inter-group contact and CRIs • Campus dialogue and collaboration designed to make progress across a range of issues • MIT case study illustrates a non-linear process that has developed through the work of dozens of staff, faculty and students

10. Cross Cultural Efforts @ MIT - Case Study -

11. Cross Cultural Climate History In general at MIT: • Less comprehensive view of Diversity • Services specific to underrepresented minorities • Comprehensive Student Life offices and services fairly recent ~1990s

12. Cross Cultural Climate History Challenges: • Competing Priorities/Resources for Campus Leaders • “Meritocracy” myth: lack of recognition of the real challenges to equality on campus • Cross cultural work is an added pressure for minority students and faculty (ie: educating community and recruitment) • Challenging perceptions that Diversity work has relevance (ie. not cutting edge anymore)

13. Cross Cultural Climate History • What was the climate like for MIT students before the cross-cultural initiatives to be described in the MIT case study? • - BSU culture • - LCC culture • - Rainbow Lounge culture • - Pan-ethnic celebrations (Food & Festivals)

14. Integration and Homogeneous Groups • Focus upon a range of student services • Encourage safe homogeneous spaces for dialogue and re-charging (Chang, 2007) • Immersion and emerging • Cultivate purposeful venues for inter-group contact • Misperceptions of segregation and artificial integration (Chang, 2007)

15. Cross Cultural Initiative #1 - Team 6 • Team 6: 6 staff members (3 graduate assistants) representing the Black Student’s Union, the Latino Cultural Center, and the LBGT Rainbow Lounge. • Purpose: Team 6 offers multicultural, collaborative programming on campus to increase connections and decrease barriers among various student groups.

16. Highlights of Team 6 • Diversity Peer-to-Peer Education Program (DP2P) • The 24-hour Multicultural Movie Marathon (M3) • BSU, LCC, LBGT Joint Games Night and Bowling • Programmatic Support for the 3 GAs • Examples of the opportunities created for inter-group dialogues • Greater flexibility for students with multiple identities

17. Cross Cultural Initiative #2 - RSTF Race and Sexuality Task Force (RSTF) • Mission: The Task Force works to address Issues of Race in the LBGT Community and issues of Sexual Orientation and Gender Identity w/in Communities of Color at MIT. The RSTF works to build alliances among different identity groups in order to find allies, build bridges, and create opportunities for collaboration. • Challenge: started by all white staff members… • Key players: Monthly meetings are open to newcomers and to anyone interested in race-sexuality interactions, identities, or issues.  RSTF is co-sponsored by Women's and Gender Studies, lbgt@mit, and community partners. • For more info please visit: http://web.mit.edu/lbgt/race.html

18. Successes of the RSTF • More LBGT Students of Color in Leadership Positions: Over the past two years the student leadership of our LBGT organizations has doubled from being 40% students of color to now about 80% students of color and bi-racial students. • RSTF Leadership is more student friendly: Over the past two years the leadership of the RSTF group has gone from ALL white staff members to 95% students and staff of color. • RSTF Event Highlights: Stacey ann Chin, an "out poet and political activist" and as a gay, female, Jamaican-Chinese immigrant in America, presented a slam poetry workshop. Stuff like that: upperclassmen talk race/sexuality/gender, etc...at MIT – Orientation Event. Byron Hurt presented a talk on Black Masculinity in America called “I am Man” looking at issues of sexism and homophobia in hip-hop culture. Workshops on White Privilege and the roots of Racism and Homophobia on campus.

19. Cross Cultural Initiative #3 - MC^2 • The Multicultural Conference (MC^2) is a one-day retreat that focuses on bringing students together across race, ethnicity, gender, religion, nationality, sexual orientation, and other aspects of cultural identity to facilitate an honest, open, and interactive dialogue about the cultural climate at MIT. • Purpose: The conference works to facilitate the interaction of identity-based groups on MIT's campus, open cross-cultural communication, and critically reflect on community norms and practices. The main goals of the conference are to help students learn from each other's experiences, to develop plans that cultivate an equitable campus environment, and to discuss the role of diversity in education and campus life. • Who’s involved: Program planners include staff and students from the Black Student’s Union, Latino Cultural Center, LBGT@MIT, the Office of Minority Education, the Women and Gender Studies, Political Science, and Urban Studies Programs. • For more info please visit: http://web.mit.edy/mcsquared/

20. Successes of MC^2 • Student-generated content and student leadership opportunities • Provided forum for structured discussions of issues related to inter-group conflict • Post conference opportunities - including grants and follow-up programming • Addressing identity issues beyond race and sexual orientation; gender, class, power/privilege, spirituality, bi-racial identities, multiple identities etc.

21. Successes of MC^2 What do students say about MC^2? • “The speaker encouraged me to think and do more about our Diversity Needs on campus and within the Graduate Community.” • “I learned to communicate with more confidence in a group.” • “I hope to think more about how I might contribute to micro aggressions.” • “I now see how cultural groups give people a sense of self-worth and confidence.” • “I learned that people discriminate more than I thought. I will not be silent about the injustices that I see.”

22. Successes of MC^2 What do students say about MC^2 (cont.) • “Coalition building is critical for success.” • “It was very interesting to hear other people’s perspectives.” • “The conference helped me to think more about what I’ve been through, hear what others have been through, and how this impacts our ability to learn about new cultures.” • “I learned that it is important to realize the power of ordinary people to make change.” • 'I'd like to be more aware and more sensitive to all ethnicities, sexualities and try to understand who they are and build love for them. I am surrounded by homophobia , and I am afraid it will contaminate me and I will fall to stereotyping, unless I make an effort to meet gay people and recognize them as individuals and stop generalizing cause that's what leads to hate.”

23. Team 6, RSTF, MC^2: What was achieved? • More Equal Group Status - students saw their efforts as similar and as equally important • Recognition of Common Goals - students recognized what they want from their campus community and the goals they hold in common • Cooperation, collaboration, and friendships • Cast a wide net: staff, faculty and student involvement in all efforts. • More resources and networks available to students

24. Implications for Your Campus • How does the MIT case study relate to your campus? It what ways does it differ? • What is your institutional history of cross cultural interactions? • What is your institutional history of cross racial interactions? • In light of this presentation and/or current realities on your campus; What challenges and opportunities do you see on your campus? • Take a magic wand and wave it around your campus! What would campus look like in 3-5 years

25. Resource List • Download presentation & recommended readings online at www.trobinson.org/materials • Websites related to MIT Case Study • Chang, M. J. (2005). Beyond Magical Thinking: Doing the real work of diversifying our institutions. About Campus (May/June). • Harper, S. R. & Hurtado, S. (2007). Nine Themes in Campus Racial Climates and Implications for Institutional Transformation. New Directions for Student Services, 120(Winter). • Let us know what your campus is doing too!

26. Resource List • 2008 Multicultural Conference (MC2): http://web.mit.edu/mcsquared/ • Black Student’s Union: http://bsu.mit.edu/ • Latino Cultural Center: http://web.mit.edu/latinocenter/www/ • LBGT@MIT: http://web.mit.edu/lbgt/ • http://web.mit.edu/lbgt/race.html • March Newsletter: http://web.mit.edu/lbgt/announcements.html • MIT Center for Reflective Community Practices Report; “Vital Differences: The Role of Race in Building Community” http://web.mit.edu/crcp/Archived/vitaldiff1/_lessons/implications.htm

27. Related Readings • Antonio, A. L. (2001). Diversity and the Influence of Friendship Groups in College. The Review of Higher Education, 25(1), 63-89. • Antonio, A. L. (2004). When Does Race Matter in College Friendships? Exploring men's diverse and homogenous friendship groups. Review of Higher Education, 27(4), 553-575. • Cabrera, A. F., Nora, A., Terenzini, P. T., Pascarella, E. & Hagedorn, L. S. (1999). Campus Racial Climate and the Adjustment of Students to College: A Comparison between White students and African-American students. The Journal of Higher Education, 70(2), 134-160. • Chang, M. J. (2002). Racial Dynamics on Campus: What student organizations can tell us. About Campus, 7(1). • Chang, M. J. (2005). Beyond Magical Thinking: Doing the real work of diversifying our institutions. About Campus(May/June). • Chang, M. J., Astin, A. W. & Kim, D. (2004). Cross-Racial Interaction Among Undergraduates: Some consequences, causes and patterns. 45, 5(August), 529-552. • Chang, M. J., Denson, N., Saenz, V. & Misa, K. (2006). The Educational Benefits of Sustaining Cross-Racial Interaction Among Undergraduates. The Journal of Higher Education, 77(3), 430-455.

28. Related Readings (Cont.) • Gurin, P., & Nagda, B. . (2006). Getting to the What, How, and Why of Diversity on Campus. Educational Researchers, 35(1), p. 20-25. • Harper, S. R., & Hurtado, S. . (2007). Nine Themes in Campus Racial Climates and Implications for Institutional Transformation. New Directions for Student Services, 120(Winter). • Hurtado, S., Milem, J. F., Clayton-Pedersen, A. R. & Allen, W. R. (1998). Enhancing Campus Climates for Racial/Ethnic Diversity: Ed. policy and practice. Rev. Higher Ed. 21(3). • Ibarra, R. A. (2001). Beyond Affirmative Action: Reframing the context of higher education. Madison, WI: University of Wisconsin Press. • Villalpando, O. (2003). Self-segregation or Self-preservation? A critical race theory and Latina/o critical theory analysis of a study of Chicana/o college students. Qualitative Studies in Education, 16(5), 619-646. • Yosso, T. J. (2000). A Critcal Race and LatCrit Approach to Media Literacy: Chicana/o Resistance to Visual Microaggressions. University of California Los Angeles.

29. Thank You! Questions & Comments? Abigail Francis afran@mit.edu & Tom Robinson tom@trobinson.org