Faculty Dialogue on Diversity in the Classroom

1. Faculty Dialogue on Diversity in the Classroom Azusa Pacific University January 21, 2009

2. Diversity in the Classroom Mark Stanton Acting Provost Dean, School of Behavioral and Applied Sciences

3. Norms of Collaboration Richard Martinez, Advanced Studies

4. Norms of Collaboration • Pausing • Paraphrasing • Probing • Putting ideas on the table • Paying attention to self and others • Presuming positive intentions • Pursuing a balance between advocacy and inquiry

5. Communication Tools • Pausing • Paraphrasing • Probing

6. Behavioral Norms • Putting ideas on the table • Paying attention to self and others • Presuming positive intentions • Pursuing a balance between advocacy and inquiry

7. Norms of Collaboration • Pausing • Paraphrasing • Probing • Putting ideas on the table • Paying attention to self and others • Presuming positive intentions • Pursuing a balance between advocacy and inquiry

8. Ephesians 2:11-22 Kenneth Waters Biblical Studies

9. Ephesians 2:11-22 1. The broken nature of our relationships with one another reflects the broken nature of our relationship with God.  2. Reconciliation with God requires reconciliation with one another.  3. Reconciliation with one another requires reconciliation with God.  4. The story of the Bible is the story of God restoring wholeness both to relationships within the human family and the relationship between human beings and God.

10. Ephesians 2:11-22 (1)  What are the ethnic terms in this passage? (2)  What are the problems indicated in this passage? (3)  What answers or solutions are given for these problems?  (4) How might the message of this passage be relevant for us?

11. Student Voices Readers: Stephanie Fenwick, Center for Adult and Professional Studies Trish Hanes School of Nursing and Faculty Moderator

12. Transforming Barriers Richard Martinez Advanced Studies

13. Students of Color Have Noted… In general, the students of color are tired of the following: • Being made the expert on their ethnic group in classroom settings. • Not being heard. • Being singled out when someone needs an example. • Being ignored when they have a legitimate contribution to make or a legitimate concern to share. • Their worldview being devalued. Adapted From a List by Dr. Kenneth Waters, Associate Dean, School of Theology

14. Classroom Suggestions • Learn every student's name and the name he/she prefers to be called and use the names. • Ask about your students' interests and experiences so you can know them as individuals rather than merely members of the group. • Encourage students to respond to each others' questions and comments, not just your own, to foster a sense of community. • Don't make assumptions about students based on what you perceive as their minority experiences and needs. Compiled by Dr. Juanita Cole, Assistant Professor, Dept. of Psychology

15. The focus on “us” and our practices Esteem, respect, adapt Demographics inform policy and practice Manage, leverage, facilitate conflict Stakeholders adapt to meet needs of others Information integrated into policies, procedures, practices. Cultural Proficiency helps us to moveFROM TOLERANCE FOR DIVERSITY TO TRANSFORMATION FOR EQUITY • Focus on “them” and their inadequacies • Tolerate, assimilate, acculturate • Demographics viewed as challenge • Prevent, mitigate, avoid cultural dissonance and conflict • Stakeholders expect or help others to assimilate • Information added to existing policies, procedures, practices.

16. A Research Perspective Carol Lundberg College Counseling and Student Development

17. Caveats • 1. Term: “Students of color…” • References and regression tables at • http://carol.lundberg.googlepages.com/facultydiversitymeeting

18. My Research Question Using a racially/ethnically diverse sample of students, what college experiences and environments contribute most to their learning?

19. The National Sample (n=3,649)

20. Multiple Regression Model How do college experiences and perceptions predict learning? Independent Variables Activities related to learning (13 variables) Perceptions of students, faculty, and administrators (3 variables) University’s emphasis on diversity (1 variable) Dependent Variable Learning General education Science & technology Intellectual skills

21. Results:Students learn more when they: • Perceive that their college or university values diversity. • View faculty and administrators as approachable. • Engage in meaningful, reflective conversations with others. • Integrate multiple ideas in discussion of academic topics. • Use the library and computers for academic purposes.

22. For today, we’ll focus on the first two: Students learn more when they: • Think their college or university values diversity • View faculty and administrators as approachable

23. Discussion 1. How might students perceive that diversity is valuable in your classroom? 2. How do you communicate that you are approachable to students? a. How might your race/ethnicity influence students’ perceptions about your approachability? b. How do you increase your approachability with students less likely to engage with you? http://carol.lundberg.googlepages.com/facultydiversitymeeting

24. Perspectives from Colleagues Annie Tsai Psychology

25. Perspectives from Colleagues Mark Eaton English

26. Reflection and Feedback