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.