acpa tampa 2015 extended session friday, march 6, 2015 building capacity for inclusive practices in...
TRANSCRIPT
ACPA Tampa 2015
Extended Session
Friday, March 6, 2015
BUILDING CAPACITY FOR
INCLUSIVE PRACTICES IN
STUDENT AFFAIRS GRADUATE
PROGRAMSClaire Robbins, Virginia TechNicole J. Johnson, Virginia Tech
Mamta Accapadi, Rollins CollegeStephanie Bondi, University of Nebraska –
LincolnCraig Elliott, Samuel Merritt University
becky martinez, Infi nity Martinez Consulting
#ACPA15#SAGrad
Working in and with programs to build capacity
and disrupt hegemonic whiteness
Benefits to programs who do this work:
Drawing prospective students with these
commitments
Generating meaningful social justice dialogue
throughout curriculum
Graduating multiculturally competent new
professionals
Ethical imperative to align programs with
professional values
WELCOME!...AND WHY THIS SESSION?
1. Identify practices in student aff airs graduate programs that undermine professional values of access, equity, diversity, inclusion, and multicultural competence.
2. Explain the importance of disrupting hegemonic whiteness and building capacity for access, equity, diversity, inclusion, and multicultural competence in graduate programs.
3. Describe a range of curricular, co-curricular, and administrative strategies used by other student aff airs graduate programs to disrupt hegemonic whiteness and build capacity for access, equity, diversity, inclusion, and multicultural competence in graduate programs.
WE HOPE YOU’LL BE ABLE TO…
4. Identify one or more strategies to implement in their own programs within one semester.
5. Access new resources to aid in identifying future strategies.
6. Form relationships with practitioners, faculty, and students who are committed to this work.
WE HOPE YOU’LL BE ABLE TO…
WHAT BROUGHT YOU HERE?WHAT DO YOU HOPE TO LEARN?
I am here
because…
LANGUAGE
Self Work (Ortiz & Rhoads, 2000; Watt, 2007) Vision (Weber, 2010) Deep Understanding (Weber, 2010) Strategic Action (Weber, 2010)
Institutional Transformation (MCOD, 2008; Ortiz & Rhoads, 2000; Osei-Kofi, Shahjahan, & Patton, 2010)
Disruption of hegemony and building capacity of inclusive practice
CONCEPTUAL FRAMEWORK
CASE STUDY PART 1: THE MICRO LEVEL
Self Work (Ortiz & Rhoads, 2000; Watt, 2007) Vision (Weber, 2010) Deep Understanding (Weber, 2010) Strategic Action (Weber, 2010)
Institutional Transformation (MCOD, 2008; Ortiz & Rhoads, 2000; Osei-Kofi, Shahjahan, & Patton, 2010)
Disruption of hegemony and building capacity of inclusive practice
CASE STUDY PART 2: FROM MICRO TO MACRO
1. Department/Division wants to host a social justice retreat for the program, but the supervisor says “No” or “We have no budget”
2. Department/Division wants to have trainers come in for the social justice retreat, but the division has no foundation of what social justice is (they have not done the pre-work)
3. Graduate Programs are will ing to talk about everything but Race
4. Staff are champions for social justice education but l itt le or no support from faculty
5. Institutions/departments/programs appear to be inclusive through programming, but are unwill ing to challenge structures and systems that are exclusive
6. Faculty and staff are committed and engaged on training for students, but are unwill ing to go through the training for themselves
7. When an incident happens on campus, administrators look to the Diversity and Multicultural Aff airs team to respond
1. Department/Division wants to host a social justice retreat for the program, but the supervisor says “No” or “We have no budget”
2. Department/Division wants to have trainers come in for the social justice retreat, but the division has no foundation of what social justice is (they have not done the pre-work)
3. Graduate Programs are will ing to talk about everything but Race4. Staff are champions for social justice education but l ittle or no
support from faculty5. Institutions/departments/programs appear to be inclusive
through programming, but are unwill ing to challenge structures and systems that are exclusive
6. Faculty and staff are committed and engaged on training for students, but are unwill ing to go through the training for themselves
7. When an incident happens on campus, administrators look to the Diversity and Multicultural Aff airs team to respond
CASE STUDY PRESENTATIONS AND DISCUSSION
“The academy is not paradise. But learning is a place where paradise can be created. The classroom with all its
limitations remains a location of possibility. In that fi eld of possibility we have the opportunity to labour for freedom, to
demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality
even as we collectively imagine ways to move beyond boundaries, to transgress. This is
education as the practice of freedom.”
(hooks, 1994, p. 207)
CLOSING
Bondi, S. (2012). Students and institutions protecting Whiteness as property: A Crit ical Race Theory analysis of student aff airs preparation. Journal of Student Aff airs Research and Practice, 49, 397-414. doi:10.1515/jsarp-2012-6381
Counci l for the Advancement of Standards in Higher Education. (2012). Master’s- level student aff airs professional preparation programs. Retr ieved from http:/ /standards.cas.edu/getpdf.cfm?PDF=E86DA70D-0C19-89ED-0FBA230F8F2F3F41
Ell iott, C. M., Stransky, O., Negron, R. , Bowlby, M., Lickiss, J . , Dutt, D., Dasgupta, N., & Barbosa, P. (2013). Institutional barr iers to diversity change work in higher education. Sage Open, 13, 1-9. doi:10.1177/2158244013489686
Gayles, J . G., & Kel ly, B. T. (2007). Experiences with diversity in the curr iculum: Implications for graduate programs and student aff airs practice. NASPA Journal, 44, 193-208.
Harris, J . C. , L inder, C. , Hubain, B. , & Al len, E. L. (2013, November). Exploring the racial ized experiences of students of Color in higher education master’s programs. Paper presented at the annual meeting for the Association of the Study of Higher Education. St. Louis, MO.
Ortiz, A. M., & Rhoads, R. A. (2000). Deconstructing whiteness as part of a multicultural educational framework: From theory to practice. Journal of Col lege Student Development, 41(1), 81-93.
REFERENCES
Osei-Kofi , N., Shahjahan, R. A., & Patton, L. D. (2010). Centering social justice in the study of higher education: The challenges and possibilities for institutional change. Equity & Excellence in Education, 43(3), 326-340, doi: 10.1080/10665684.2010.483639
Robbins, C. K. (2012). Racial consciousness, identity, and dissonance among White women in student aff airs graduate programs (Doctoral dissertation). Available from ProQuest Dissertations and Theses Database. (UMI No. 3543628)
Watt, S. K. (2007). Diffi cult dialogues, privilege and social justice: Uses of the Provileged Identity Exploration (PIE) model in student aff airs practice. The College Student Aff airs Journal, 26, 114-126.
Weber, L. (2010). Understanding race, class, gender, and sexuality: A conceptual framework (2 nd ed.). New York, NY: Oxford University Press.
REFERENCES
Mamta Accapadi – [email protected] Bondi – [email protected] Elliott – [email protected] J. Johnson – [email protected] martinez – [email protected] K. Robbins – [email protected]
KEEP IN TOUCH!