Black Religious Students

1. Black Religious Students Welcoming them into the Pasquerilla Spiritual Center Kate Curley & Julia Martinez December 5, 2013

2. Outline • Explanation of Issue • Environmental Theory • Literature Review • Testimonials • Environmental Intervention • Personal Identity Influences • Conclusion

3. Pasquerilla Spiritual Center and the Center for Ethics in Religious Affairs

4. Explanation of Issue • Pasquerilla is a “white church” • Blacks noticeably absent (B. Smith, B. Bradley) • PSU=PWI • Blacks and religion/spirituality • More religiously involved (Dennis, 2005; Taylor, Chatters, Jayakody, & Levin, 1996) • Greatly benefit from engagement (Caldwell et al., 1992; Ellison, 1993; Ellison and Sherkat, 1995; Frazier, 1974; Glenn & Gotard, 1977; Levin et al., 1995; Lincoln & Mamiya, 1990; Nelsen & Nelsen, 1975; Riggins, McNeal, & Herndon, 2008; Taylor & Chatters, 1986; Taylor, Thornton, and Chatters, 1987; Rice, 2012)

5. Environmental Theory Hurtado, Millem, Clayton-Pederson, and Allen (1999)

6. Hurtado et al., 1999 • Make campus climate a priority • Research and assess current campus climate • Design an intentional plan • Implement the plan • Consciously try to remove historical inequities(the historical legacies of exclusion) • Collaborate with faculty • Promote interactions with diverse peoples • Have faculty interact with students outside the classroom doing research and teaching • Promote and facilitate dialogue between communities of difference • Create and maintain a student-centered orientation • Host diverse programs, activities, and services • Train staff and faculty for these issues

7. Literature Review: Psychological Climate • Blacks more likely to experience prejudice • Religious engagement critical to Black student success • negative climate= • dissatisfaction • disengagement, esp. in out of class activities • first-year and cult. specific programming=important

8. Literature Review: Behavioral dimensions • Peer interactions important (Astin 1988, 1991, 1993; Kuh, Schuh, Whitt, Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991; Pascarella & Terenzini, 1991) • Leads to sense of belonging for Black religious (Strayhorn, 2008) • promotes inter-cult/inter-religious understanding & development (Hurtado et. al, 1999) • esp. at PWIs http://artofconversation.typepad.com/.a/6a00d83452194e69e2017ee81ffd85970d-320wi

9. Literature Review: Physical Space & ID development • Some spaces are inappropriate/ unwelcoming (B. Bradley, personal communication, October 16, 2013; Clark & Brimhall-Vargas, 2003; McMurtie, 1999; Strange & Banning, 2001) • Religion=critical component of ID development (Astin & Astin, 2003; Love, 2001; Love & Talbot, 1999) • esp. Black stud. (Sanchez & Carter, 2005) • w/o mentors and role-models→ isolation (Abu El-Haj, 2002)

10. Methods • Three short, semi-structured interviews with Black religious students • President of Black Student Union/member of Disciplemakers Christian Fellowship • Member of Unity University Fellowship • Former historian of the United Soul Ensemble • Interview questions centered on student experiences

11. Methods • Two semi-structured interviews with student affairs professionals • Director for Ethics and Religious Affairs (CERA) • Assistant Director for CERA • Interview questions centered on student involvement • One choir concert

12. Discussion of Findings: Psychological Climate Concerns • Assimilation • Demanding expectations for involvement • Discouraging cultural messages • Lack of investment and connectedness Recommendations • Bring Black religious services to Pasquerilla • Reexamine expectations for membership • More time in the space • Activities to get to know one another

13. Discussion of Findings: Behavioral Dimensions Concerns • Limited interactions with communities of difference • Not perceived as diverse • Lack of awareness → lack of involvement Recommendations • Promote campus-wide awareness

14. Discussion of Findings: Physical Space Concerns • Perceived as unwelcoming and inappropriate Recommendations • Intentional scheduling • Install sound barriers in the research space • Encourage use of the space between activities • Provide office space and an advisor

15. Discussion of Findings: Identity Development Concerns • Absence of role models and peers as students move through religious identity development Recommendations • Increased presence and number of Black religious role models and peers • Recruit Black graduate fellows who believe in CERA’s interfaith mission • Train staff and faculty from other backgrounds

16. Environmental Intervention Following Hurtado et al. (1999): 1. Make climate a priority 2. Research and assess climate 3. Design an intentional plan

17. Environmental Intervention Peer Mentorship Program • Led by student leaders for students • Guided by trained staff and faculty • Visible and supportive network of role models • Family structure • Contributing to a sense of community and belonging • Families led by student leaders • Student leaders advised by staff and faculty

18. Environmental Intervention Targeted outreach to new students • New Student Orientation • Student Organization Fair • Information sessions Spirituality programs • Meet students where they are, physically • Move to Pasquerilla Spiritual Center

19. Environmental Intervention Returning to Hurtado et al. (1999): 5. Consciously try to remove historical inequities (the historical legacies of exclusion) 7. Promote interactions with diverse peoples • Include mentorship program in events with other religious groups 9. Promote and facilitate dialogue between communities of difference 10. Create and maintain a student-centered orientation • Students as leaders • Close partnership between student leaders and role models

20. Environmental Intervention 11. Host diverse programs, activities, and services • Centered on outreach • Activities conducted by student leaders • Goal: family-like comfortability 12. Train staff and faculty for these issues • Advise students on religious identity development issues, among others

21. Personal Identification Kate Julia You? http://blogs.smithsonianmag.com/aroundthemall/files/2011/07/what-about-race-nmnh.jpg

22. Conclusion • Intentionally reintegrate traditionally black religious group once affiliated with Pasquerilla • Peer Mentorship Program • Future considerations • Implementation • Constant and thorough assessment

23. Other ideas? Questions?

24. Thank You References available upon request