LGBTQ and Higher Education

I participated in Mason's SafeZone training program this spring and was both surprised and pleased on what I learned. I have a new-found respect for students who self-identify as LGBTQ and I am proud to call myself an Ally of this community. I learned a great deal about gender, identity, gender expression and so forth. I also came to better understand transgender and transgender issues and concerns. I was especially moved by a former Mason student's tale of transitioning from male to female while an undergraduate student. At birth, she had been assigned a male gender, but as she grew up, she felt, thought and identified as female. Her story and the story of what her family went through to help her in her transition was riveting. Because of my experience with the SafeZone training program, I decided to do more research, participate in more LGBTQ community-related discussions and activities. I directed what I learned into my Diversity in Higher Education class. My final digital media project can be found on a website that I help to manage for a community group I belong to...(in case you're trying to figure out the name).

I am very proud of this project and the personal growth I experience this semester. I am most appreciative of my sister's technical help in putting this together. With a pending move, a three hour time difference (she lives in CO), a five year old, and a husband getting ready to be stationed in Afghanistan, she took time to look at my materials and to help me navigate a digital media software (ShockWave) to put this together. Thanks sis!!!!

http://www.orleantrailsystem.org/nconwell/

OR

http://www.orleantrailsystem.org/nconwell/

How do I break up with friends?

So, had wine with some friends and their spouses. Admittedly their political views lean towards the conservative side. We are all entitled to our opinions and I try to maintain respectful, albeit we have had our playful jabs and debates. However, I could not believe my ears when the discussion turned to how Barak Obama needs to just "present his birth certificate" and be done with it. I was so blown away that I thought they were joking. I was shocked and then disgusted when I heard them talk about how he was born in Kenya, is a Russian plant and un-American who doesn't represent the original views of our founding fathers to have a christian nation. When I challenged them, I faced so much wrath and belittlement that I couldn't speak. I was labeled a liberal who needs to be saved. By the way, their husbands is why my husband refuses to have drinks with my girlfriends and their spouses - he finds the men especially toxic. I always thought he just took them too seriously - well, shame on me!

So, I got home, threw up for about 1 hour (I truly did) and told my husband that I just had drinks with the nazi party and was so mortified. I love my girlfriend but her gay-bashing, anti-foreigner, anti-whatever husband can go to hell. I definitely see his conservative ways having influenced her over the years. She used to be so open and accepting - albeit a conservative - but not a blatant racist. As my husband tried to comfort me - he pointed out that she is a big girl and can make up her own mind on things...and she obviously has.

I feel awful. I guess it's because the curtain has been drawn and I can see - really see and hear what is being said. Time to step off the cliff and make some waves as I say goodbye. But it hurts and it's like breaking up...well, it is breaking up. I would never associate with people like this - I guess 10 years of a friendship that never got to this point until this weekend is what makes this so difficult. I want to hold on to the good things that I remember...but I don't see much good developing from this. Friendships are supposed to grow and help one grow. Don't see that happening here.

Pre- IHEP HQ Fieldtrip

I never heard of IHEP but am looking forward to our visit - especially after browsing through the website. I was impressed with the funding partners. The board is small, but that is probably a good thing. I especially liked their Insight Magazine and its tagline - "Diversity is not only an obligation, but it's an opportunity.

Will check back in after the visit...

Okay - so had the field trip - very interesting "think tank" with an admirably focused mission. Am impressed with the reports that they have put out, especially in regards to under-represented groups and financial aid implications. The delicate balance they must maintain with politicos, donors (corporate and otherwise) and their clients is certainly complicated, but appears that they have been able to manage this since 1993.

Am I the Only One?

Am I the only one? Apparently not!

I attended an event sponsored by the Office of Diversity Programs and Services and the Center for Student Access last week. I was very happy to see a packed PACKED room filled with students of various ethnicities, religions, backgrounds and so forth. The warm-up exercise was a fabulous way to say hello and to meet fellow students. After spotting my fellow Diveristy classmates, I looked around and saw a student standing by himself. I went over and said, "Hello!" His name is Ali and he is a sophomore from Qatar! We had a great conversation about Islam, Qatar, diversity at Mason, the US educational system, politics, clothes and family! It was hard to step away, but the following panel discussion had me enthralled as I could totally relate to some of the stories and experiences being shared.

The follow-up group exercise was interesting and very very challenging - as there was one very strong personality in the group whose sole purpose for being at the event was to find answers to combat the perceived prejudice they had to endure on a fairly regular basis. The personality type was very strong and very single-minded. Their mission was for answers, black and white, if you will. They were not interested in thinking through issues, relating, sharing. They had such negative experiences that they just wanted to find a way to cope. As things got heated, the fire alarm went off and we had to vacate.

I knew that the likelihood of the seminar resuming was fairly low, but I hung out a bit and met up with the two facilitators - sharing with them how impressed and pleased I was with the event, content and format; however, I did share my experience, which led to a great conversation on how to move forward with the next session, the motivation for some to attend such an event, and reflecting on the how the individual I interacted with had such a difficult experience that their one and only goal was to find a way to cope - to find answers - "correct" responses - to the challenges they face.

We are all so different yet we still share so many of the same human needs such as love and acceptance. Sometimes acknowledging our differences is a wonderful thing, but we all ALL need to be reminded of what we, as human beings on this Earth, share in common.

LGBTQ @ Mason

I attended a Provost-led discussion group with representatives of Mason's LGBTQ leadership/organization community, faculty, staff and administrators yesterday morning. My first thought was the group seemed small - about 20 participants, then my second thought was what a wonderful opportunity to have meaningful dialog on various issues.

As discussion was a bit stiff at the beginning, I raised my hand and asked the group - at large - what issues/concerns were typical for incoming LGBTQ freshemen (either those who had come "out" or those who had not come "out" even to themselves). Two freshmen raised their hands and relayed totally different experiences - one felt welcomed and the other had a terrrible time adjusting. This led to a discussion on what services were truly available to freshmen, and so forth. Interestingly, a lot of folks were surprised to learn that training and the sharing of information on resources for this community is inconsistent across the board. This opened up to another discussion on SafeZone training. Some of the students were not sure what it was and some faculty members had no idea of the programs existence.

I think what it comes down to is that there is a small dedicated group of people trying to get the word out, do the training, advocate for issues, and implement change with various groups within the university, with a limited staff and a very tight budget. Hmmm - putting your money where your mouth is seems to be a recurring theme within the realm of diversity programs. A lot of lipservice - but meaningful action to support the services needed - hard to see, hard to find.

Unconscious Oppression

White Privilege: Unpacking the Invisible Knapsack, by Peggy McIntosh, is a thought-provoking essay about how “whites are carefully taught not to recognize white privilege, as males are taught not to recognize male privilege.” Being a non-white woman (Amer-Asian with the “Amer” being German, Irish and Puerto Rican, and the Asian being Korean), I have the “privilege” of observing both white, male, and white male privilege on a day to day basis. I feel I can speak from the perspective of observing white male privilege first hand.

I work at an ethnically diverse university that prides itself on its diverse student body; however, the diversity in its higher administration and the work groups I must interact with to perform my job, is ALL white male. Fortunately, the group with whom I immediately work is diverse - the College of Science. I am one of three female “administrative faculty” members. One woman is an Associate Dean, the other two, including myself are Directors. The remaining five administrative faculty members are men: the dean is of Asian-Indian descent; an African American development director and the remaining three associate deans are white males. Diversity gets interesting when one considers the College’s make up of academic members or department chairs. We have only two female department chairmen, the remaining 6 are white men. Despite this imbalance between race and gender, I feel comfortable within my college and within my role.

Ironically, it is when I am dealing with other administrative groups or upper administration personnel that I feel the effects of white privilege and white male privilege. The sciences are male dominated; however, the faculty and staff are ethnically diverse. I am very happy to observe and to participate with internal discussions on how to diversify our student body - we have a ways to go, but it is interesting to hear the debate and conversations at staff meetings. Fortunately, the College just received a substantial grant to recruit a more diverse body of students. Naturally, more people will have to be hired to manage this - and the proof will be in the pudding, when it comes time to hire the "fresh blood" to manage and implement this recruitment. If we are going to actually recruit more women and ethnically diverse students, then we need to walk the walk and talk the talk... But that's altogether another issue, let's talk about the white and white male dominance at this "diverse" university...

As Peggy McIntosh relays, "White privilege is like an invisible weightless knapsack of special provisions, maps, passports, code books, visas, clothes, tools and blank checks." From a work/career perspective here at Mason, my personal knapsack is missing a major tool - if you will- I am missing a penis. Although, I do firmly believe that my balls are much bigger than some of the men I have to work with.

The conditions I must confront on a daily basis at work are probably very similar to some of the same conditions other women and some people of color (including us "mixed" types) must face every day:

1. I can count on being one of a handful of women in an executive level meeting here at Mason.
2. I am typically the most "ethnically diverse" person present.
3. I have only one African American counter-part...never mind other ethnicities, et cetera (remember - this is within the university's administration - not the college level).
4. When I walk around construction sites (because I help my college plan for new facilities) in my "sensible shoes" and hard hat, some of the men I encounter wonder if I am a lesbian.
5. In meetings, my comments or suggestions are listened too, but shrugged off, ignored or even questioned...they are not taken seriously. What do women know anyway, especially in this area of development, planning and construction?
6. A male can restate the comments or suggestions I (or another woman makes), and they are listened to more seriously. (Makes me crazy angry sometimes!)
7. If I lose my temper and get irritated, I am perceived as a bitch, overbearing, trying to be like a man, or defensive.
8. An immediate assumption made about me is that I am an administrative assistant who works for one of the men in the meeting.
9. I am volunteered to take meeting notes if an administrative assistant is not present to do so. If I protest, then I am told it is because I have nicer handwriting...so, I take crappy and sloppy notes.
10. When I work with another female project manager on a construction project, we are second guessed as not having a technical understanding or knowledge of the science behind the project.
11. One particular administrator will not speak to me directly because I am not on his “level” (title-wise) and prefers to speak to my dean, even after my dean designated me as the point of contact. He is a white male who hires men who look like him and act like him. (I always sit next to him at meetings so he HAS to acknowledge me; not to would be rude!).
12. Today, a friend of mine told me that she received a glowing referral from someone (a male co-worker) who said that she is “positive and level-headed – very unusual in women today!” I chastised her for not giving me as a reference; but she felt she need to provide a male reference to be taken seriously.
14. My demeanor, statements, and so forth are a reflection of ALL women in my line of work.
15. I must accept discrimination because it is part of "being a part of the workforce today!" Oh gee - thanks, how generous of you white male world of university administration!

There are many days I come home thoroughly frustrated as I relay my day sitting in a meeting full of good 'ol white boys, feeling every bit the token female. I have almost become immune to the condescension in their voices - some days I take it and other days I rip back viciously - enough already! Why does this have to be so hard? I have changed the way I dress, carry myself and altered my appearance to "blend in" more with these men. There are days I just think, "screw 'em, and then some," and I put on some makeup, wear heals and a skirt - I'm a smart, successful and business savvy woman - fricken deal with it.

My past and present experiences have pissed me off enough to make me want to make changes - to lessen it and/or end it...albeit, slowly and methodically. I consider myself an ambassodor for women at the University; therefore, I purposefully try to mentor women who want to do what I do or who want to be in this field. My tools for their knapsack are:

1. Be yourself and be true to yourself.
2. Never try to be like one of the guys. See item 1.
3. You may not have a penis, but you may have bigger balls...take risks. Put yourself out there!
4. Do NOT second guess yourself. If you make a mistake, so what - acknowledge it and move on.
5. If you do not agree or like something, speak up.
6. Pass it on to other women...

Amazingly, the topic of "white privilege" is still written about - with references back to this classic article written in 1988. I read some of these articles about white privilege, especially the ones that may disagree that such a thing even exists. However, what is evident, the vestiges of white privilege does exist and comes in many forms from careers, socio-economic status and so forth. White privilege is a legacy that has had far reaching impact. Raising our daily consciousness is the first step to addressing the subtle and hidden nature of this phenomena. What we do with this awareness is critical and is something I am learning, refining and implementing...every day I go to work.

Religion & Spirituality Are Not Synonymous

Diversity is a popular topic on college and university campuses across the country. As the world becomes smaller, our view should become more global and more inclusive. The lines separating ethnicity, race, and gender are more blurred and, ideally, less divisive. Ironically, much of the reason we, as Americans, face the negative attitudes towards ethnicity, gender and race, is the political and social hold religion has on people. The fact that some higher education institutions wonder if they have a role to play in supporting students’ religion and spirituality is somewhat impractical. The only obligation a public university has is to provide their students with a safe environment to practice their religion. A more important obligation is for a university to provide an atmosphere conducive to the exploration of students’ spirituality.

To embrace diversity, a university’s community should discuss, debate and recognize that a major cause of racial, ethnic, and gender discrimination is religion. Women, ethnic groups, and people questioning gender and/or sexual preference have been killed, maimed, marginalized, and even all but wiped out in the name of religion! Organized religion has not always been a good thing for this brave new world learning and coming to grips with diversity. Religion and religious practice for college students need to be separated from the curriculum and mission of state universities. Like the federal government, a higher education institution cannot “respect the establishment of a religion.”

A privilege, we as US citizens enjoy, is the freedom of religion. However, in a democratic nation where there is a separation of church and state (i.e. the First Amendment), federally and state funded colleges and universities should approach religion as some institutions approach the topic of diversity - an opportunity to bring students, faculty and staff together to address, discuss, explore, interact, and to learn. Important to bear in mind with these discussions is the fact that many people and countries were enslaved and ruined in the name of “religion.” Africans, Indians, and those any other shade other than “white” were looked upon as savages who needed to be “saved.” Within Euro-centric cultures, women were seen as weak, sinful and inferior creatures needing to be kept in their place. Lesbian, gay and transgender individuals are viewed in many religions as against god and nature – a threat to the family unit, even to society. Some religions support proselytizing to members of other faiths as being superior and the only “true way.” Other religions and their leaders, who are “appointed by god,” state that their religion is the only way as other religions are false. Why participate in an organization that marginalizes other religions or people? Is that not what racists, homophobes and sexists do?

America still wrestles with the tension between church and state. Conservative and powerful religious organizations have well-funded lobbyists who push their religious and political agendas. As recently as the 1990’s the debate for prayer in public schools raged and reached fever-pitch. Debate continues amongst religious groups about gays permeating the American way of life and the sanctity of matrimony or the family unit. A dark-skinned man with facial hair or a woman who wears a veil that covers her head or covers her face (sans eyes) is labeled as a Muslim and therefore a terrorist – against the American way, against the religious and pious founding fathers. How convenient, yet, no one seems to recall that Thomas Jefferson was a deist and Benjamin Franklin recognized that a lighthouse was more useful than a church!

Ironically, America’s higher education system was born from a tradition of religion. The first educational institutions in Europe were monasteries and their mission was to educate wealthy young men in Christianity. The curriculum focused on reading (learning the Bible), speaking Latin or Greek - the “original” languages of the bible, and the ability to engage in rhetoric or religious debate. Our first institutions - Harvard, Yale, William and Mary - were theological schools for property-owning colonial white men. These students were groomed for spiritual, social and political leadership of the colonies. Fast forward through the 19th and 20th centuries and one will notice the dilution of religious instruction. Begrudgingly, women, African Americans and American Indians were admitted to colleges. And, by the late 19th century, the curriculum broadened to include the sciences, the romance languages, and the arts. Religion still remained at the forefront and the controlling influence on curriculum. Thank goodness for Darwinism, the Industrial age and the G.I. Bill! Education has certainly evolved from the dark ages of religious indoctrination.

Religion should still remain a matter of individual practice, as well as fodder for academic discussion and debate. A safe environment for religious expression is reasonable. However, more importantly is how a student may grow in their spirituality – a personal and individualized meditative experience to connect what is within us to the world outside ourselves. Therefore, an institution’s approach to religion must differ from its approach to spirituality. Higher education institutions must recognize that religion and spirituality are not synonymous, and must be approached cautiously and with sensitivity for their student body. An atmosphere of secularism is ideal at a public university, while at the same time, providing an academic curriculum on religion and related topics such as ethics, community activities, and workshops that respond to the diversity of religions, spirituality, and community (Laurence, 1999).

Bell Hooks eloquently states in her essay, Spiritual Matters in the Classroom, “Spiritual identity arises in and of itself from identification with experience rather than submission to a particular set of concepts or beliefs.” (Hooks, 2003). Spirituality and diversity can mean almost the same things. Both topics seem, at times to be delicate and difficult to achieve. As much as diversity matters, so does the spirit. Bell Hooks reminds us that the classroom is an important place where spirit matters as much as diversity, “a place of passion and possibility, a place where spirit matters where all that we learn and know leads into greater connection, into greater understanding of life lived in community.” (Hooks, 2003)

Sources:
Hooks, B. (2003). Teaching Community - A Pedagogy of Hope. London: Routledge.

Laurence, P. (1999, November-December). Can Religion and Spirituality Find a Place in Higher Education? About Campus , 1-8.

The Will to Learn

The title of Hooks' chapter, The Will to Learn - The World as Classroom, from Teaching Community (2003), caused quite a debate between my husband and me. The Ashe readings also helped with my questioning and urge to discuss. The "will" to learn took on a different meaning - as in the strength, fortitude, intention to leave one's comfort zone and look, discuss, and learn what may be counter-intuitive or just counter to what one has always known or thought to have known as true.

The parallels between black studies and women's' studies helped frame the debate and issues within my mind; however, when I broached the subject with my husband, he had a somewhat different feeling based on his experience and what he knew. He attend VCU for two years - back when Richmond, VA was the "rape capital" in the nation and perhaps only number 2 or 3 as far as murder rate. Richmond, VA was (and in many ways) is still a very segregated town...divided along the lines of race and socio-economic status. My husband was a minority white male in the dorm and in many of his class. He elected to take a black studies class because he wanted to learn; but, his experience was less than positive as he felt that he had to "pay the price for all the bs white men committed in the past..." (he was the only white student in the class). Needless to say, his experience in his diversity class was not a positive learning experience for him, as this course is for me. Of course, I countered by saying, well, I guess you know what it's like to be a minority and have to "speak for your group!" And we were off on our debate/argument. Humorous from a husband/wife argument over coffee on a dog walk, but very revealing for both of us as well.

Later that evening, I returned to my readings for class and re-read the article by Beverly Daniel Tatum - re-reading the section, "I'm not racist, but..." and "Empowering students as change agents." I discussed with my husband how being a change agent is so important versus just paying lip service. My husband did admit that his experience in "that" class helped him be more sensitive to listening to others. This class has brought me to better understand my own personal development and find my voice on the topic. I am not a good debater and find myself flustered when caught in a political debate, etc. However, I have noticed that I have less fear and am more willing to put myself "out there" after reading these articles, reflecting, discussing and debating.

African American Chronicles

What a wonderful and eye opening experience to spend time on Penn State's African American Chronicles and the University of Florida's African American Studies Program website. Both sites, albeit unique, capture the history of African Americans in the United States within the context of their respective schools. One learns a great deal about the African American experience through the experiences, testimonies, and histories of the faculty, staff and students at both institutions.

I was struck that as recently as 2001, members of the Penn State community received hate letters. I know this shows my naivette - but I sometimes feel we have come such a long way from the 19th and early to mid 20th centuries, that it still jars me that people hate based on color STILL! At the same time, the fact that students from all backgrounds were able to come together and form a "village" was heartening.

Penn State's African American chronicle site is beautifully done - going through the site, reviewing the archive of videos, and so forth, is like wandering through a museum on the history of African Americans and America's higher education system. Extremely well done! I can't help but chuckle at the still dominant white student population at the school...over Hispanic, African American, etc.

On being an ally...

The panel discussion in class with Ric Chollar, Corey Jackson, and Joya Crear, was facinating and thought provoking. Institutional diversity is a complex and multi-faceted topic. My biggest take-away was how students, faculty and staff are aware of diversity, but when it comes to interacting - there is a different level or dynamic required. The interaction requires a commitment in thought and in action.

Two weekends ago, I was in a conversation with a couple (a white woman and her racially mixed husband - American Indian, African American and caucasian). I mentioned to them that I was taking classes this year to wrap up my MAIS program. I told them that one of the classes I was taken is called Diversity in Higher Education. The couple responded back to me with eyes rolling, "Wait, let us guess - it's about how black is better?! Right?!" I was shocked and speechless. I slowly replied, "Nooooo - not at all. In fact Diversity applies not just to skin color, but gender, sex, religion, and so forth." I added that learning about diversity isn't just about playing lip service to respecting our global community, but about getting involved, participating, learning and teaching to protect, treasure and nurture diversity.

They seemed embarrassed and replied that their two college kids are having to take diversity classes in college and they feel like the whole topic of diversity is being shoved down their throats. They replied, "they get it!" I told them that it probably was a good thing to have this "forced upon them" as it appears that they probably aren't able to interact appropriately given their (the parents' reaction). I turned to the man and asked him how could he say what he did when he's mixed. He retorted that he doesn't see color and if others stopped differentiating, then there wouldn't be racism.

I mulled this over after I left their company. I am still mulling it over, but I just know I don't agree with what he said. In fact, I think he dislikes his mixed race and does his best to fall within the lines of society - white society. I have more thoughts, but they aren't nice to write down. But wow - interesting experience and interaction.

Cluster 1 Notes to Share

James, Thomas (1985). Life Begins with Freedom: The College Nisei, 1942-1945. Racial & Ethnic Diversity in Higher Education. Boston, MA: Pearson Learning Solutions. pp. 65-78.
The U.S. and its government participated in rationalized oppression (Japanese Americans were a perceived threat to national security).
1942 – The U.S. government evacuated over 110,000 Japanese Americans from their homes in the western U.S. to “temporary” relocation centers under Army control.
Issei – first generation Japanese Americans, strong belief in preserving culture, community solidarity and ethnicity.

Nisei – second generation Japanese Americans, view of political participation, citizenship and assimilation into the dominant culture.
By 1942, Nisei outnumbered Issei and the average age was 17 (college aged)
With forced evacuation, college-aged Japanese Americans were not able to participate in higher education without the intervention of several groups, one group was called the college Nisei.

The effort to get Nisei students to college was called an “Underground Railroad” – transit from camp to college (versus slavery to freedom).
The article draws attention to the “…complexities faced by any group of people trying to achieve acceptance in a society where the terms of citizenship, social status, and economic well-being are often racially determined.” (p. 66)
Nisei students had to have “high levels of performance and “verifiably conventional behavior on terms set by their Caucasian sponsors…” (p. 69). These students had to prove themselves worthy and deserving!
The effort to help Nisei get a college education:

1. Educators and humanitarian groups organized a system for selecting and sponsoring Nisei to go to college.

2. System could only function within the narrow constraints set by the Federal government and local population acceptance.

3. Admissions process prevented Nisei from communicating with their family who remained at the camps. This had the effect of driving 2nd generation students away from their community and keeping them away.




Anderson, James D. (1993). Race, Meritocracy, and the American Academy During the Immediate Post- World War II Era. Racial & Ethnic Diversity in Higher Education. Boston, MA: Pearson Learning Solutions. pp. 79-93
Meritocracy is the idea that privilege, promotion, access and appointments are made based on merit – talent, effort, and intelligence or education. The principles and procedures of a meritocracy should ideally affirm democratic values. With a meritocracy, racism should technically not exist because it is “anti-democratic.” (p. 81)
The article focuses on the fact that African American scholars who were kept out of institutions by not being offered faculty appointments or positions within administration. However, immediately after WWII, the GI Bill afforded most Americans, access to education. Higher education was no longer to be accessible to the upper class. Federal aid, loans, et cetera, made it easier for most people to access the “American Dream” – home ownership and higher education. Institutional racism remained strong, especially within universities.

Until 1941, no African American scholar had been hired as a faculty member at ANY predominantly white universities. A study was sponsored by the Julius Rosenwald Fund in 1945. The Fund’s director of education, Fred G. Wade, implemented the study.
Goal of study was to especially desegregate northern white facilities. Study ran from 1945-1947 (p. 81)

Letter writing campaign to 600 college presidents. Letters had a list of 150 extremely qualified African American Scholars from all academic disciplines.
- 400 college presidents never responded to Wade’s letter
- 200 answered when sent a follow-up correspondence which challenged college Presidents’ commitment to meritocratic principles more directly. (p. 83)

Factors of the study:
Black Mountain College
GI Bill
Colleges in the South versus the North
Jim Crow Laws

List of 150 African American Scholars - Langston Hughes (Literature), Fred Alsup (Biology), William Edward Burghardt DuBois (Sociology), David Blackwell (Math) – some examples of major scholars of their time – educated, published, experts in the field…
 

Possible Discussion Questions

In this day and age, do you believe that meritocracy is color-blind, as well as does not consider one’s ethnicity, religion or sex?

“meritocratic rhetoric which camouflaged traditional institutionalized practices of racial discrimination and exclusion…” (p. 88). Give past and present examples

Discuss the following factors of the study as well as their impact on higher education. Do we still see their impact today and if so, how or in what manner?
Black Mountain College
GI Bill
Colleges in the South versus the North
Jim Crow Laws

Racial & Ethnic Diversity...Readings for the week...

"Pervasiveness indicates that change is felt across the institutions in the assumptions and daily work of faculty, staff and administrators." (Harper & Hurtado, 2011, page 214). A lot of lip services is paid to diversity at campuses - indeed, it seems to be one of the biggest "buzz words" within higher education.

In my opinion, Mason does a good job in walking the walk and talking the talk - at least to the public; however, I recognize, that not is all well in the "emerald city." No matter what one may think, feel or observe, racism, sexism, intolerance will always exist. The most we can hope for is that people will open their minds and exercise them - to learn, to respect and to reach to.

I do think a course on Diversity should be required of ALL incoming students - college freshmen and transfer students. If diversity is a core value, then make it as basic and as required as English 101.

Student Protest & Multicultural Reform - Interesting article on some key campus unrest events in the 1990's. The Mills College Strike and the African American Student resistance event at Rutgers University resonated with me because, I had a friend at Mills College and I went to a women's college; and, I lived in NJ during the Rutgers event. The other events - had no idea -

The student protests does harken one back to Toby Jenkin's discussion on what it means to be an Ally, an Advocate and an Activist. This theme was also iterated at a recent LGBTQ training course i took at Mason. A possible tie-in to being an ally, advocote and activitist is involvement with culture centers and student activities. Involvement encourages "cross-learning and multiculturalism," as argued by Lori Patton and Michael Hannon's selection from their book, Collaboration for Cultural Programming: Engaging Culture Centers, Multicultural Affairs, and Student Activities Offices as Partners. (retrieved from http://works.bepress.com/loripattondavis/17)

The readings this week point out that student activism and personal activism can be galvanized around a common cause/belief/or means to address a major social injustice. Collaboration leads to learning, engagement and activism.

Patriotism: A Love Story, by Toby Jennkins

Patriotism: A Love Story, by Toby Jenkins (Journal of Black Masculinity), provides an enticing argument that "acting up" may be a constructive means to affect change for the good. An interesting example that elicited a strong reaction from me was “The Trouble with Black Boys: The Role and Influence of Environmental and Cultural Factors on the Academic Performance of African American Males,” Pedro Noguera(2002). The example cites how a young African American student in high school had to write a paper about Huckleberry Finn, but not address the issue of race (per the teacher's instruction). In addition, two black male students in the class also objected to the use of a racial slur in the story, to which the teacher told them to essentially get over it. Now, my first reaction was to the teacher telling the students to get over the use of the word. I thought to myself, not a day goes by where words such as bitch, and so forth are thrown into my face. I just "deal" - yes, Huck Finn touches on racism and part of that is the use of that word...so why shouldn't they deal with the word and let it go?!

I pondered this more and realized that the point is a lot more complex - it's not so much as the word but the fact that the students were told to deal with it - to conform, accept it and to move on. Wow - how many times does that happen to all of us one way or another - be it in school, at work, within the family. Yet, at the same time, people do take a stand and they DO affect CHANGE. The two boys dropped the class to take another class. If their teacher had listened to the boys and engaged them with the class - this could have been a profound moment for learning and understanding. The boys could have been given another assignment. You bet if there was a required reading that was especially violent and negative towards white women, there would have been a lot more sensitivity to the issue.

I would like to have learned more about the case, the implications, resolutions and how other instructors and students would have handled this situation. Definitely food for thought.

Anita Hill

Her talk today was excellent and thought provoking. Her concluding remarks and response to a question that a student asked were especially important and meaningful to me. In essence, if you want something to change - be a part of that process and stick to it. If you want to see change, be a part of the change. So true. Too many times, we pay lip service to changing things, yet do not stick it out or just provided a very limited response. As Anita Hill stated, her testimony did not change or stop sexual harassment, but peoples' response to what she did, started the process of change.

bell hooks rocks!

I have to say, I never heard of bell hooks until this class. I noticed her posters and mention of writings at some events, but never really paid attention. I find her writing style easy, no-nonsense, forthright.

Her chapter/essay on Moving Beyond Shaming is right on - and applicable to so many groups. However, her argument on the portrayal of African Americans in the media and the impact on children, especially African American children is poignant and so very true. Her personal story on how a white professor thought that her writing was so good, she must have received help, hit home with me. How many times, and not just in school, are individuals pre-judged because of appearance, dress, jewelry, physical ability. Assumptions get made and then here we go, down the road of racism, harrassment, shaming or just plain shame.

The legacy black men have inherited...

"Changing the current status of African American men in American
society will require much more than a few intervention programs,
special education courses, and teacher training. This is an
issue that began hundreds of years ago and was compounded by
hundreds of years of intentional and consistent oppression that is
tied to larger American power structures and extends beyond the
educational community to the political, economic, criminal justice,
and multimedia arenas." (Jenkins, 2006).

This week's readings were thought provoking and at times, emotionally difficult to read and to accept. There is no doubt that black men/black society have been dealt a cruddy hand at life and have huge, and at times - insurmountable obstacles to overcome. The article by Jenkins does a great job of systematically and logically listing out the challenges faced by African American men...and how society and culture addresses, challenges, or facilitates.

The article on "homosocial development" amongst black makes took me by surprise. The topic never crossed my mind - I don't think. But then again, one always reads about how black men are non-committal to families, like fathering children with more than one partner, or the "Million Man March!' Good grief - this article took a very different and more positive/constructive approach - I thought. Who woulda thought a barbershop is a place to express platonic love of one another? Interesting. Very interesting...and refreshing outlook too. I am glad the author encourages others to conduct research on "platonic love" amongst black men = in neighborhoods, in fraternities, or at the barbershop.

Cheek it out.! . College women and media portrayal...

My favorite thing to do on a Sunday morning is to have a cup of coffee with my husband and to browse through the pile of catalogs from the week’s mail. As we sort through the catalogs, my husband says, “I don’t feel right looking at this one…” I look over and he’s hold a Victoria’s Secret catalog, emblazoned with the word PINK. I looked at Mike questioningly and he responded, “They look waaaaay too young.” I look again at the catalog and feel a bit chagrined. The Pink catalog is a portrayal of college girls in their dormitory – of course, standing, jumping and lolling on their beds. They are photographed as young co-eds nymphs…in beguiling positions with wide-eyed innocent facial expressions, and sucking on lollipops.

My favorite catalog section entitled, “Get Some Undie Love.” Shoppers can select to have on the front of their underwear (or on the rear), sayings such as: Sure Thing; I Love my Boyfriend; See You Tonight. The pajama (long pajama bottoms and boxer shorts) features sayings such as: Kiss This; Make Me Melt, and Don’t Stop Till You Get Enough. Obviously, college girls are flirtatious, sexually provocative, love to tease and/or are nymphomaniacs. The target audience for this Pink catalog is obviously high school and college-aged girls. The images portrayed ne thin these pages state the obvious: college-aged girls need to have these fashion trappings for their college “experience.” But here’s the kicker, the catalog issue of I have, also feature the clothing options you need to take with you for Spring Break!

College girls (at least in the world of Victoria’s Secret catalogs”) are all white, thin, and like to prance about in various states of undress.” They enjoy wearing “boyfriend” sweat pants and bras or tank tops; or, they wear tee shirts and tiny panties with provocative words. “I Love Pink” in the front of the underwear appears to be the best-seller. Hmmm, I wonder what “pink” is supposed to mean actually. I turn one page and, oh my, there is an eau de toilette section!! The scents include: Pretty and Pure, Sweet and Flirty, Fresh and Clean, Soft and Dreamy. Aside from “Pink” (or should it read, “Pussy?”) - we need to make sure our college girls are pretty, pure, sweet, flirty, fresh, clean, soft and dreamy. Gotta love pink.

What's in their cajita?

I had a lot of time to think and to catch up on my reading assignments as I traveled to Arizona to say goodbye to my grandmother. The articles, Mi Casa , by Vasti Torees, and Ethnic Identify Development by Alecia Chavez, et al, were timely in my reflective mood, and with the assignment to have a cajita to present to class. The articles were in sharp contract to the MisEducation of the Negro (for which I got some strange looks on the plan by the passengers) and "Untameable Savage Spirit..."

What did our slaves and American Indians have in their cajitas - especially after the European colonists ripped them away from their homes, family, culture and society? How were they able to salvage what little they were allowed to take with them? How did they feel? I cannot even begin to fathom their sense of helplessness, hopelessness and loneliness. It is amazing that their spirit and will to survive was not totally crushed (came close).

Romancing the Student - Really?

Really folks? Students (especially undergraduate students) having affairs with their course professors is about as appropriate as employees sleeping with their direct supervisors for good grades, promotions, and/or favorable treatment. It is wrong, it is inappropriate, and why in the world would one want to handover such power and control? I guess I have forgotten what it's like to be 18 or 19 in college - naive, meek, impressionable. Now, as a 40-something - I'm all about being bold in saying no, your pissed, or you don't appreciate being objectified!

Undergraduate students are especially at risk for mistreatment, and faculty members should recognize this (as obviously - some already know). Undergraduate students - during orientation - should be provided the definition of sexual harrassment. College is probably their first introduction to the topic...male and female students need to understand what it is not just within the context of collegial relationships with their professors but with one another.

My impression is that this is/was a more common occurrence between female students and their male professors. Nowadays, with more female professors and/or leaders, they too are in a position of taking advantage of their students. Yup, women do this too.

The point is, students (male and female) need to understand that sex cannot be used for leverage or for power. Women, especially, still have a ways to go to recognize that they are empowered, that they have the power to say NO, to say they don't like something. I still think women are encouraged to be meek, demure or timid. When it comes to being threatened or blackmailed for sex, it's okay to get pissed off and to say "hell no."

African American Students

As I do readings and research, I will periodically post information I come across on students of African descent (African American and African Caribbean). I incorrectly interpreted an early assignment, but decided, I will do my own self-study on this student population. Hope you find this interesting:

Facts & Figures

2003, 80% of African Amercan Students over the age of 25 attained a high school degree.

44.7% attend college (compared to 52.9% of white Americans).

Only 40% of African American students who attend college, graduate.

61% of white Americans graduate from college.

Source:
Guiffrada, D. (n.d.). Preparing and Supporting African American Students in College. Retrieved February 21, 2011, from www.counseling.org: http://www.counseling.org/

You're Gay - Really??!

Dyke, bull-dyke, butch, lesbos, carpet muncher, lipstick lesbian, and lesbian were the first terms I heard upon being introduced to the lexicon of “lesbianism.” I was first "exposed” to homosexuality upon attended a private women’s college, Sweet Briar (or sweet bush as termed by the men from the surrounding schools), between 1985 and 1989. The student population of 860 students was nestled in isolated Central Virginia in the foothills of the Blue Ridge Mountains.

I once heard that culture shock is not when one goes to visit a foreign country; but it is when one returns home, that they experience culture shock. So, let me put this into context so you understand from whence I come in this story of a major personal experience of diversity in higher education....

I attended four years of high school at Seoul American High School in Seoul, Korea. During my time overseas, I had two short family trips to the United States for what the U.S. Department of State termed, “R&R” or rest and recreation. My father was a U.S. diplomat and my mother – a native Korean, but U.S. citizen – also worked at the Embassy as a Visa Counselor. My parents have always been about exploring other countries, cultures, religions and beliefs. Having a culturally diverse family created an environment open to different beliefs and practices. I recall always being told that I did not necessarily have to agree with a practice or a belief, but I needed to try to understand the context and respect it at the very least. I think this was also something engrained from when I was a younger child and my father was a college professor. I recall meals with faculty from other departments, debating the pros and cons of western civilization based curriculum versus smatterings of pan-Asian courses, thrown in with some science (my mother was a science librarian). Dinner conversations were always lively.

My high school class was small – about 100 students. Reflecting back, my class was ethnically diverse as we were all from military or diplomatic backgrounds. Socio-economic class was consistent and no one paid too much attention to whose father was a colonel, civilian and so forth. Sexual identity or preference never crossed my mind. At my high school, the “hot topics” were who was dating/sleeping/breaking up/losing their virginity to whom. I do recall a male friend joining our football team’s cheerleading squad and being jeered at and called “fag.” He stuck it out with the cheerleading, and perhaps silenced those jeers by joining the wrestling team. My comprehension of homosexuality was very limited. To call me “naïve” is an understatement.

Unbeknown to me, my first encounter with homosexuality was when we lived in Hartford, CT. We had wonderful neighbors, Romeo and Chuck. They lived in a gorgeous brick rambler decorated with gilded gold leaf furniture, heavy drapes, a kitchen to die for (according to my mother), candelabras on their baby grand piano, and two precious teacup poodles. Chuck used to come over and watch soap operas with my mom or go with her to run errands. Romeo worked at a publishing firm and brought me books to read. I remember asking my Dad why they weren’t married (to women) and didn’t have kids, and he explained to me that they were best friends who would always be together. I accepted that explanation and never gave it a second thought.

So move forward to high school - “typical hetero high school kids;” then fast forward to college. As we all know, attending college is an education in more ways than books and lectures. The fact that there were those with “alternative lifestyles” was an education for me – a sheltered embassy kid. My dormitory was on the third floor of what was referred to as “the virgin vault” because we were not allowed to have male guests after midnight, making the dorm the most popular for the surrounding men’s schools that had Greek fraternity pledges on scavenger hunts. My freshmen year was typical – classes, boys, partying, finding change to do laundry, and late night talks with the girls in my dorm. I befriended a girl across the hall from me and we frequently did homework together on her bunk bed, snacking on oodles of noodles and popcorn. One night she reached over and started to massage my neck and shoulders. Only it was a lousy massage and felt more like caresses. I got a “weird feeling,” and looked at her with my eyebrow up, asked “what are you doing?” I shrugged her off and she quickly withdrew her hands and apologized. I became uncomfortable, shut my books and said I was going to bed. We never studied together again and I was aloof in her presence.

The next semester, she dropped out of school after she had apparently “come on” (or maybe it was came out?) to her roommate. Everyone on my dorm floor was hysterical that a lesbian had been amongst us. Wanting to be a part of the discussion, I relayed what had happened and everyone jumped away exclaiming, “ewww, gross!” Why didn’t I tell anyone, did I like it? Was I gay too? I was mortified, angry, and embarrassed. I made sure that everyone knew that I thought the entire experience had been awful and was glad she had left school. The hubbub died down and things got back to normal. I relayed the experience to my parents on my winter break, and they expressed sadness for the girl and disappointment in my reaction and behavior. They asked how it would feel to be ostracized for being different. I was dense and didn’t understand. My dad said, “Well, look in the mirror…” The statement hit home. I had been ostracized and treated poorly by Koreans (someone once spit on me in a market place), Japanese and white Americans for being mixed - for being Amerasian. I had been perceived as sub-standard, not normal, defective. I was able to relate to this and thought long and hard about this girl’s feelings. The girl’s exit from school spurred a great deal of classroom discussion and debate around the topic. Homosexuality came up in my literature, art history and philosophy courses. This was my formal introduction to the topic.

By my junior year, five girls had come out of the closet, so to speak. Two were close friends of mine and group project partners for a class I was taking. I knew they were gay from rumors. One night, I got the nerve to ask one of my friends if the rumors were true. She paused a long time and told me that her two brothers who were at the Citadel were gay. I was amazed and asked how they were handling that at a military school. She said they were keeping it secret. I asked what her parents thought, and she teared up saying, “Bunny (her mom) and Pops would die of shame if they knew.” She then said, I think being gay is genetic, it’s not a choice like so many people think. I asked her again, are you gay because you THINK you’re gay or because you think you inherited the genes. I was so confused – it was like she was telling me she was sick. She laughed and said, “No, I’m gay and I have girlfriend!” She blurted this out and then looked mortified, begging me not to tell anyone. What followed was a long conversation about being gay, when she knew, if her brothers knew, what it was like having sex with another woman, and so on. I felt like I was getting a crash course on Lesbianism 101. The irony is she kept telling me that she too was learning to be gay. My friend’s biggest fear was her family finding out. I was scared for her too.

That March evening, in our junior year, was a turning point in our lives. I learned so much that evening, but primarily, I learned what it meant to be a friend, to listen and to try to understand. She learned to trust - to feel comfortable exploring her thoughts, and to share her experiences. She too was processing. Richard Allen Steven’s article, Understanding gay identity development within the college environment, summarizes the experience my friend was relaying to me regarding self-acceptance and self-acknowledgement…coming out to self: “The process included a recognition of being different, an assumption that it was a phase through which to progress, a cessation of lies and secrets, abandonment of heterosexual privilege, and a coming to terms with one’s gay identity” (p. 191).
Years later, we met for drinks in Washington, D.C. with her same girlfriend. She recalls that conversation and she to recalls it as a turning point. Diversity, especially in higher education, is learning, respecting, and trusting the differences amongst all of us. Diversity goes beyond gender and skin color. Within higher education, it is the opportunity to embrace all around us who think, look, act and value different things. Accepting, embracing and sharing experiences are what makes like life richer and more diverse. We still keep in touch. Her brothers are no longer in the military. She has a partner who she married last year and they are adopting a baby. Her parents – well, they are still trying to figure it out…holding on to their own beliefs and values – not accepting, making excuses that it’s a phase that all three children are going through. So be it. What counts is that my friend is happy and has started her own family who embrace diversity. The good news is, the cycle will continue.

Source:
Steven, R. A. (2004). Understanding Gay Identity Development Within the College Environment. Journal of College Student Development , 45 (2), 185-206.

Mammy or Slut?

Bell Book's "Selling Hot Pussy: Representations of Black Female Sexuality in the Cultural Marketplace," stirred up a lot within me. I was angered, saddened, and indignant. I also wanted to reject some of the claims/observations made. I had to put the reading away and reflect a bit.

My first reaction was "just because chocolate candy breasts are chocolate doesn't mean that black women are being ojectified." It just means the chocolate candy is milk chocolate - it's a breast, nothing more nothing less. I've certainly seen my share of white chocolate breasts... let's not even go to penises, but that's when I stopped myself...chocolate penises tend to be larger, because black men have bigger penises, right? So, I stopped my train of thought and went back and re-read the article. I got the point...and dropped my defensiveness.

I am still disgusted and at times, speechless at how slaves were treated here in America. How de-humanized, degraded and abused they were. It never occurred to me that the slave women were as objectified as they were. My thought process only took me as far as to think that the white slave master used slave women for sex because their white wives were on pedestals...they were southern belles. My thoughts never took me to the ugly truth: black women were used as displays - exotic, forbidden, erotic and grotesque...all at the same time. The article references a Sarah Bartmann. I never heard of her so I did some research and again, was overwhelmed at how horrible human beings can be.

Sara Bartman was a slave who was exhibited at freak shows throughout Europe. Her skeleton, brains and preserved genitalia were on display until 1974!!!!! From this "hottentot venus" context, I could now understand the arguments and observations presented by Bell. To this day, the ideal beautiful black woman has straightened hair, sharper features and lighter complexion. Even today there is controversy when it is learned that a magazine lightens the tone of skin for Halle Berry, Beyonce, Queen Latifah, Imman, and so on. We have a ways to go still. I did notice a difference when doing my research on students from Africa. I spent a lot of time looking for images of "modern Africa." Some online magazines and articles from Africa, refreshingly show actual REAL women from Africa - beautiful women with darker complexions. They have not been botoxed, lipo'd, bleached, surgically altered or photo-shopped. As women, we all need to be proud of our bodies, our sexuality, and how our curves, or lack thereof, make us all beautiful, powerful and strong. No woman likes to be held in comparison to the stick thin, vapid models on the cover of fashion magazines...why then should we expect black women to relate to their bodies and appearance to the same?

Linda M. Scott's article, "Fresh Lipstick: Rethinking Images of Women in Advertising," ties into the discussion on 'ideal beauty' - black or white. Of course, as I read this article, snacking on Cheese Nips, feeling somewhat bloated, I thought, "oh, isn't this appropriate?" Then the ad with Ellen Degeneres as the Cover Girl spokeswoman popped up on the television. How funny - "The Cover Girl" campaign continue(s) to evolve toward a blonde, blue-eyed ideal of beauty, an athletic, ostensibly "natural" perfection that was airbrushed and retouched into unattainability." (p. 237). I changed the channel.


A poem for Sarah Baartman - By Diana Ferrus, retrieved from
http://www.southafrica.info/about/history/saartjie.htm

“I’ve come to take you home – home, remember the veld?
the lush green grass beneath the big oak trees
the air is cool there and the sun does not burn.
I have made your bed at the foot of the hill,
your blankets are covered in buchu and mint,
the proteas stand in yellow and white
and the water in the stream chuckle sing-songs
as it hobbles along over little stones.

I have come to wretch you away –
away from the poking eyes
of the man-made monster
who lives in the dark
with his clutches of imperialism
who dissects your body bit by bit
who likens your soul to that of Satan
and declares himself the ultimate god!

I have come to soothe your heavy heart
I offer my bosom to your weary soul
I will cover your face with the palms of my hands
I will run my lips over lines in your neck
I will feast my eyes on the beauty of you
and I will sing for you
for I have come to bring you peace.

I have come to take you home
where the ancient mountains shout your name.
I have made your bed at the foot of the hill,
your blankets are covered in buchu and mint,
the proteas stand in yellow and white –
I have come to take you home
where I will sing for you
for you have brought me peace.”

Understanding and Meeting the Needs of Students from Africa

A Mini-Brief for University Administrators and Faculty

February 2011


Why Africa?
Africa is a continent with 53 countries and over 1,000 languages. African nations have diverse and rich histories, which have had major influences in world history. Unfortunately, colonization, exploitation and the ugly legacy of slavery has muted the world’s understanding and appreciation for Africa’s influence in world culture, religion, art, philosophy, and history. Most Americans’ knowledge of Africa pertains to ancient Egypt, the slave trade, Nelson Mandela, the Rwandan genocide of 1994, AIDS, Somalia (Black Hawk Down), and recent civil unrest in Darfur, Tunisia and Egypt.

Pre- 1800 B.C.E., Northern Africa was involved with international trade with Greece, Rome and Phoenicia. Africa was also at the center of commerce and trade with Asia and Europe, being greatly influenced by Christianity and Islam. During the early 15th century, the colonization of Africa began by many European countries such as. Through the following centuries, there was active exploration and exploitation of the African continent. Many of the countries’ borders were re-aligned, re-assigned, and settled by the colonizing powers. Africa remained colonized (except for Ethiopia or Abyssinia) until after World War II. The legacy of colonization has been political instability, border disputes, and economic debt. African countries have borrowed huge sums of money to stabilize their countries, unfortunately, leading to sometimes greater instability.

According to a 2003 the Chronicle of Higher Education article, Foreign-student enrollment stagnates by Jennifer Jacobson, The United States remains one of the top education destinations for international students (p. 3). With increased competition and a slumped global economy, higher education institutions in the U.S. are faced with global competition from countries such as Australia, New Zealand, Europe, and Asia for students.

The educational infrastructure in some African countries is not as strong as in other nations; therefore, scholarships and government sponsored programs encourage students to attend international schools and to return to their home country with their newly acquired skills. A strong push for students in the sciences is especially pertinent today. With support for international education, there is a strong opportunity to diversify the student body, and to provide a culturally enriched learning community, with the recruitment and retention of students from Africa. However, special attention and support mechanisms are necessary and worth implementing by university administrators and faculty for the African student population.

Who are we serving?
African students potentially come from 53 unique countries with their own cultural identity, history, languages or dialect, religion (indigenous such as Coptic, Christianity, Muslim), and social values. English is typically a second or third language as many students speak the language of their country, as well as French, Dutch, Arabic, and Portuguese.

According to UNESCO, only half of the children from 1 out of 4 African countries are enrolled in primary school and do not continue to secondary level. Literacy rates range from 65% to 87% throughout Africa. An education attained overseas, especially in the United States, is highly regarded and valued. However, “Negative stereotypes about Africa abound in America…” (Traore, 2006, p. 29). International students face many challenges just to attend a U.S. based university including meeting TOEFL requirements, student visa(s) application process, navigating admissions, financial aid and registration. Additional challenges are faced upon arrival and include making friends, adjusting to dormitory life with a roommate, the cost of living, studying and writing papers, working on group projects, and social interaction with teachers and university administrators.

The top three challenges international students face is English language skills, the creation of new social networks and the adjustment to the different societal values and expectations. (Terkla and Roscoe, 2007, p. 1). However, one of the biggest challenges African students face is overcoming negative stereotypes. “Familiar images such as Tarzan, savages swinging by vines in the jungle, wild animals, diseases, wars, and starving people were all that the American students…could talk about when asked about Africa and Africans.” (Traore, 2006, p. 30)

How Do We Help?
Administrators must remember that some students will try to adjust to university life by using strategies that may be effective in their countries (Terkla, 2007, p. 1) but not necessarily the U.S.; or, students turn to negative forms of coping such as alcohol and drug abuse. Some students will cope by ignoring the situation around them leading to isolation and loneliness. A more constructive and interactive means to help students cope is highly recommended. Activities and groups should be formed to provide social networks and support groups. Many students form African Student Associations or alliances, hosting dinners, dances, speakers and so forth, providing support amongst their fellow African students as well as a means to reach out to other groups for the sake of education, friendship, and cultural understanding.

Building cultural competence within the university community is especially important and productive for all within a university, but especially within any student group. Effort should be made to facilitate language and cultural barriers. Student ambassadors or mentors from the same country or with the same language skills can be assigned to tour new students around campus and to explain some of the cultural and educational challenges that they may face throughout the year. The creation of brochure and/or pamphlets may also be helpful as reference materials: everything from important phone numbers, cultural intermediaries (embassy or cultural centers), local restaurants serving home-cooked meals, and so forth. Especially important is that all university faculty, staff and administrators embrace diversity in all forms and to accept the challenges that come with such a student population (www.healthinschools.org, 2011, p. 5)



Sources
Education USA. (n.d.). Retrieved February 14, 2011, from A U.S. Department of State Web site: www.educationusa.state.gov

Jacobson, J. (2003, November 7). Foreign-student enrollment stagnates. The Chronicle of Higher Education , 50 (11), pp. 1-10.

Miller, P. C. (2004). Understanding and Meeting the Needs of ESL Students. Early Childhood Online , 85 (10), 786-791.

Terkla, D. G. (2007). Voices from around the world: International Undergraduate Student Experiences. Multicultural Perspectives (104), 1-15.

The Center for Health and Human Health Care in Schools. (n.d.). Retrieved February 10, 2011, from www.healthinschools.org: www.healthinschools.org

The World Factbook. (2011). Retrieved February 14, 2011, from www.cia.gov:
www.cia.gov/library/publications/the-world-factbook/geos/sf.html

Traore, R. (2006). Voices of African Students in America: "We're Not from the Jungle". Multicultural Perspectives , 8 (2), 29-34.

UNESCO. (2006). How many children in Africa reach secondary education? Global Education Digest, 2005 (1).

My Cajita - Part II

So, my cajita has the following items - important items that are reminders of my cultural identity...if you read my first blog, this will make more sense at it may help put somethings into context:

Childhood
A very small porcelain doll in traditional Spanish attire (a purple gown with veil). The doll is from the early 1900's. This was a gift from my Grandmother upon my birth. My grandfather wanted her to give it to me because he wanted me to know that even though I was "colored" (mixed) - I had some Spanish in me.

This was the only doll I had until I went into the 2nd grade.

The 2nd doll I have is a home-made Holly Hobby doll that my mother made for me in the 2nd grade. Growing up, I was not allowed to have "baby dolls." I used wonder why when, in high school, my mother finally explained to me that she did not like for me to have dolls because they reminded her of some of the dead bodies see saw during the Korean War. She was a young child and living through the war was a horrifying and life altering experience for her. Hearing the stories of the war, and the fact that my mom overcame her fear of dolls to make a doll for me - has stayed with me.

I also have two of my schoolbooks from Korean kindergarten (I went to Kindergarten in Korea). I was bi-lingual in Korean and English until we returned to the U.S. Because of my age(I had to repeat Kindergarten in the U.S. - there was also an assumption made that I would struggle with English and socializing). How crazy is that?! Also, interesting to note is that in Korea - the 9 months spent in your mother's womb counts as a year - so when I went to Kindergarten in Korea, I was only 4, but in Korean age - I was 5.

Anyway, when I was in Kindergarten in the U.S., I was fortunate to have a wonderful teacher named Ms. Lovejoy. She asked me to "write a book" with her to recount my experience in Korea, and then I got to read it to my classmates. It was a wonderfully positive experience that has stayed with me.

Personal BeliefsMy father was raised as a Catholic and my mother was raised as a Buddhist with Confucian principals. I was raised in a very non-religious family; however, there was a great deal of emphasis on Buddhism and Confucianism. I therefore have a copy of The Teachings of Buddha in my cajita. I also have a rose bead prayer bracelet, as well as a home-made crown of thorns that I made in Catholic school (I went to a private Catholic school from grades 6-8).

I think the most interesting part of this exercise was the fact that we had to put together a cajita, but when I sat down to think about what to put into it, I realized, I had already made one and have carried it with me since young adulthood.

When I graduated from college, my mother and father gave me a beautiful antique persimmon wood box. The interior of the box is lined with rice paper that has the family history (my mother's) lining the interior. This box traveled with my mother and her family through the Korean war. This is one of the few things from her family that survived the war - there are no family pictures, passed-down jewelry, dishes, clothing, etc., that one would expect to have.

I also have some black horse hair in a braid. My Korean grandfather used to have a topknot (he had long hair that he put into a bun on top of his head). This hairstyle was a symbol of "yangban" or educated class - he was educated and a government worker - held in high regard in the late 1800's. Over his head, he wore a black hat that covered the bun - the hat was made of horse hair. When the Japanese took over and colonized Korea, they made Korean men cut off their hair. My grandfather refused to do that so the Japanese military arrested him, took his horse hair hat and destroyed it, as well as cut ALL of his hair off in front of all of the villagers in the town where my mother was born - Yongdong Po. The story always fascinated me. I knew my grandfather as a child and have a pair of his chopsticks also in my persimmon cajita. Back in the day, heads of households took their dinner privately - their wife or oldest daughter served dinner, and then retreated so they could eat alone. I was allowed to eat with him however... Back then I took that for granted - after all, was only 4 years old - I did not appreciate the honor of that until recently.

I definitely relate more to my "Korean side" because this side of the family welcomed me (and my father) and wanted me to feel a part of the family. Because of my father's father's racism, disapproval of my father's marriage, and so forth, I did not get to know my father's side of the family until I finally met my grandmother 12 years ago (after my grandfather passed). Unfortunately, she is dying now but I was able to become friends and visit her from time to time. I saw her one last time last week, and got to enjoy more stories of her family and upbringing during the Great Depression, get her family recipes, see mementos and so on. I hope to learn more and embrace more - my Spanish, German and Irish heritage - in the years to come.

My Family Background - Cajita Search Part I

Since I was not able to present my cajita due to a trip out of town, thought I'd bring you my "virtual" cajita, but first some background...

I was born in Tucson, AZ in 1967. My father was an English teacher in Korea...teaching English at the Korean Bank, where my mother worked. They met and secretly dated for several months before my father had to go back to the U.S. to finish college. Much to both families' dismay, they were married in Seoul, Korea in June 1965.

My father is of German-Irish and Puerto Rican descent, born in Mesa, AZ. His father is Puerto Rican, but was born in New York in 1918. My father's mother, Grace, was a nurse, who was born in Little Rock Arkansas in 1917.

My father's parents (especially his father) did not approve of my father marrying an Asian woman. He felt that she was "colored" and did not think races should mix. My father's relationship with his father (which was already bad) only got worse. His mother could only follow her husband's lead. My father's siblings, however, accepted my mother and did what they could to make her feel welcome.

My mother was born in Seoul, Korea and was the youngest of 9 children. She and her siblings and parents survived the Korean War which was from 1951-1953. Little did I know that my mother's experience during the war would have a huge impact on my childhood. My mother's family did not accept my father as they also did not believe in mixing the races...especially whites. The marriage was looked upon with great shame and embarrassment; therefore, it was a relief that my mother moved to the U.S.- away from the family so they would not have to live with the shame.

After I was born, my mother's family embraced all of us and we had a wonderful homecoming to Korea when I was three years old, and again when I was four. My father was getting his PhD in East Asian History and was doing research in Seoul, Korea. It was during this time that my cultural identity took strong hold.

My father's parents never accepted us, except for my grandmother, who 12 years ago (at the age of 82) left my grandfather. We became acquainted and our relationship grew into a very strong friendship. She remains in AZ - and is dying. I said goodbye to her last week (at her request). She wanted to see me before she could no longer function as she recognizes that she is losing her strength.

This background is the context for the items that are in my cajita.