AgendaAgenda Definition of termsDefinition of terms ActivitiesActivities Data and DiscussionData and Discussion Resources and Resources and PhilosophiesPhilosophies Social Justice Series and Social Justice Series and

Tunnel of OppressionTunnel of Oppression

What is What is DiversityDiversity??

Talbot (1996) defines diversity as “the Talbot (1996) defines diversity as “the structure that includes the tangible structure that includes the tangible presence of individuals representing a presence of individuals representing a variety of different attributes and variety of different attributes and characteristics”characteristics”

Gurin (1999) in his interpretation of Gurin (1999) in his interpretation of diversity refers to “structural diversity” as diversity refers to “structural diversity” as the proportion of individuals with a specific the proportion of individuals with a specific characteristic in an environment.characteristic in an environment.

What is What is MulticulturalismMulticulturalism??

Talbot (1996) defines Talbot (1996) defines multiculturalism as “a state of being multiculturalism as “a state of being in which an individual feels in which an individual feels comfortable and communicates comfortable and communicates effectively across social groups”effectively across social groups”

Multiculturalism is developed through Multiculturalism is developed through knowledge, awareness, and skillsknowledge, awareness, and skills

What is What is Social JusticeSocial Justice?? Broido (2000) conceptualizes social justice in terms that Broido (2000) conceptualizes social justice in terms that

combine both distributive and procedural justice toward a combine both distributive and procedural justice toward a “goal of full and equal participation for all groups, where “goal of full and equal participation for all groups, where resources are equitably distributed and everyone is resources are equitably distributed and everyone is physically and psychologically safe”physically and psychologically safe”

Both Both attitudesattitudes and and actionsactions benefit this goal benefit this goal

The development of allies requires recognition of previously The development of allies requires recognition of previously unexamined privilege, power, and prejudice (Washington unexamined privilege, power, and prejudice (Washington and Evans, 1991)and Evans, 1991)

““Equality means everyone gets a pair of shoes, Equality means everyone gets a pair of shoes, Equity means everyone gets a pair of shoes that fit.”Equity means everyone gets a pair of shoes that fit.”

-Vernon Wall-Vernon Wall

Social Justice Social Justice vs. vs.

Diversity and Multiculturalism Diversity and Multiculturalism Social justice is distinct from yet related to Social justice is distinct from yet related to

diversity and multiculturalismdiversity and multiculturalism

It is within diverse environments that It is within diverse environments that multicultural skills and social justice attitudes are multicultural skills and social justice attitudes are challenged and refined.challenged and refined.

Milem (2003) stated that “supporting diversity in Milem (2003) stated that “supporting diversity in colleges and universities is not only a matter of colleges and universities is not only a matter of social justice but also a matter of promoting social justice but also a matter of promoting educational excellence.”educational excellence.”

Meet students where they Meet students where they are…are…

Cognitive development must considered as Cognitive development must considered as educators choose strategies that advance educators choose strategies that advance social justice attitude developmentsocial justice attitude development– Many students will be dualistic (Perry) or absolute Many students will be dualistic (Perry) or absolute

knowers (Baxter Magolda).knowers (Baxter Magolda).

Social justice requires emotional effort as wellSocial justice requires emotional effort as well

Self-reflection and perspective taking furthers Self-reflection and perspective taking furthers students’ understanding of social justice issuesstudents’ understanding of social justice issues– Learning Partnership Model is great to use when Learning Partnership Model is great to use when

thinking about social justice programmingthinking about social justice programming

Social Justice Activities

Break & Social Justice Mix

Data on Diversity at MiamiData on Diversity at Miami Most of the data relate to entering first year students and Most of the data relate to entering first year students and

are from the CIRP survey that is completed during the First are from the CIRP survey that is completed during the First Year Institute before classes start.Year Institute before classes start.

The data often compare Miami students to students at The data often compare Miami students to students at other highly selective public institutions.other highly selective public institutions.

The data are from previous entering cohorts. New data will The data are from previous entering cohorts. New data will be available by November.be available by November.

Full reports are available on the websites of the Office for Full reports are available on the websites of the Office for Institutional Research and the Office of the Provost.Institutional Research and the Office of the Provost.

In these slides, the term “ethnically diverse” refers to In these slides, the term “ethnically diverse” refers to people of non-white racial or ethnic groups. This is the term people of non-white racial or ethnic groups. This is the term used by the reports.used by the reports.

Student BackgroundsStudent Backgrounds About 68% of Miami students are About 68% of Miami students are

from Ohio and about 24% are from from Ohio and about 24% are from neighboring states.neighboring states.

Less than 1% of Miami’s Less than 1% of Miami’s undergraduates are international undergraduates are international students.students.

More Miami first year students More Miami first year students attended religious or private high attended religious or private high schools than their peers at other schools than their peers at other selective public institutions.selective public institutions.

In recent years, the ratio between In recent years, the ratio between female and male students has female and male students has been about 55% to 45%. This been about 55% to 45%. This trend toward increased trend toward increased representation of women is similar representation of women is similar to national trends.to national trends.

More Miami first More Miami first year year students come from students come from

“traditional” family “traditional” family backgrounds backgrounds

(parents (parents married, married, father has father has business business career, mother is career, mother is full-full-time homemaker).time homemaker).

Race and EthnicityRace and Ethnicity Over the past decade, ethnically diverse Over the past decade, ethnically diverse

enrollment in Miami’s first year class has enrollment in Miami’s first year class has fluctuated between 7% and 10%. Nationally, 29% fluctuated between 7% and 10%. Nationally, 29% of undergraduates at public institutions are of undergraduates at public institutions are ethnically diverse. In Ohio, 17% of all students in ethnically diverse. In Ohio, 17% of all students in higher education are ethnically diverse.higher education are ethnically diverse.

Miami’s ethnically diverse students graduate at a Miami’s ethnically diverse students graduate at a high rate, approximately 72% compared to high rate, approximately 72% compared to approximately 50% nationally. The overall approximately 50% nationally. The overall graduation rate for Miami is approximately 80%.graduation rate for Miami is approximately 80%.

The largest group of ethnically diverse students at The largest group of ethnically diverse students at Miami is African Americans. About 100 to 130 Miami is African Americans. About 100 to 130 African American students have been part of African American students have been part of recent first year cohorts.recent first year cohorts.

Ethnic diversity among Miami’s first year Honors Ethnic diversity among Miami’s first year Honors students tends to equal or exceed diversity in the students tends to equal or exceed diversity in the overall first year class.overall first year class.

Ethnic diversity is relatively high among athletes in Ethnic diversity is relatively high among athletes in football, track, basketball, tennis, and softball. It is football, track, basketball, tennis, and softball. It is low among other athletes.low among other athletes.

Social and Economic StatusSocial and Economic Status Approximately 9% to 17% of students in recent first year cohorts Approximately 9% to 17% of students in recent first year cohorts

reported that neither of their parents attended college.reported that neither of their parents attended college.

Based on FAFSA data, Financial Aid categorized 4% to 5% of Based on FAFSA data, Financial Aid categorized 4% to 5% of students in recent first year cohorts as “low income”.students in recent first year cohorts as “low income”.

Over 85% of Miami students in the 2005 cohort expected their Over 85% of Miami students in the 2005 cohort expected their family to pay for some or all of their education.family to pay for some or all of their education.

Miami students are less likely to report intending to get a job to Miami students are less likely to report intending to get a job to pay for college expenses than students at other high-selectivity pay for college expenses than students at other high-selectivity public institutions.public institutions.

Only 2% of Miami first year students report that English is NOT Only 2% of Miami first year students report that English is NOT their native language, compared to 12% at other selective public their native language, compared to 12% at other selective public institutions.institutions.

ReligionReligion Compared to other selective public institutions, Miami has more Protestant and Compared to other selective public institutions, Miami has more Protestant and

Roman Catholic first year students.Roman Catholic first year students.

Fewer Miami first year students report Jewish, Buddhist, Hindu, or Islamic Fewer Miami first year students report Jewish, Buddhist, Hindu, or Islamic religious preferences. Fewer Miami students report having no religious religious preferences. Fewer Miami students report having no religious preference.preference.

About 79% of first year students report believing in God, which is similar to the About 79% of first year students report believing in God, which is similar to the average of public institutions.average of public institutions.

Miami students report praying/meditating and attending religious services more Miami students report praying/meditating and attending religious services more often. More Miami students report attending classes or workshops related to often. More Miami students report attending classes or workshops related to religion or spirituality. Miami students also report questioning their beliefs more religion or spirituality. Miami students also report questioning their beliefs more frequently.frequently.

More Miami students rate “integrating spirituality into my life” as “essential or More Miami students rate “integrating spirituality into my life” as “essential or very important”.very important”.

Attitudes and BeliefsAttitudes and Beliefs About 21% of Miami first year students report About 21% of Miami first year students report

intending to join a social fraternity or sorority, intending to join a social fraternity or sorority, compared to about 9% at other selective public compared to about 9% at other selective public institutions.institutions.

Miami first year students are more likely to Miami first year students are more likely to characterize themselves as conservative than characterize themselves as conservative than students at other selective public institutions. students at other selective public institutions. However, some recent data suggest a more even However, some recent data suggest a more even split between liberals and conservatives among split between liberals and conservatives among the general Miami student population. This may the general Miami student population. This may mean that some Miami students become more mean that some Miami students become more liberal during their time here.liberal during their time here.

This conservatism is reflected in their attitudes on This conservatism is reflected in their attitudes on social issues. There is a strong correlation social issues. There is a strong correlation between social conservatism and religiousness. between social conservatism and religiousness. The number of hours a first year student reports The number of hours a first year student reports spending praying or meditating each week is spending praying or meditating each week is related to how conservative they are on social related to how conservative they are on social issues.issues.

Miami students have had mixed high school Miami students have had mixed high school experiences. Entering Miami first year students experiences. Entering Miami first year students are more likely to report drinking alcohol, missing are more likely to report drinking alcohol, missing school because of illness, and feeling school because of illness, and feeling overwhelmed in the past year than their peers at overwhelmed in the past year than their peers at other selective public institutions.other selective public institutions.

DisabilitiesDisabilities

The percentage of Miami first year students The percentage of Miami first year students reporting physical disabilities is similar to other reporting physical disabilities is similar to other selective public institutions.selective public institutions.

More Miami students report learning disabilities More Miami students report learning disabilities (2.4% to 1.7%).(2.4% to 1.7%).

Overall, the Office of Disability Resources Overall, the Office of Disability Resources serves about 4% of Miami undergraduates.serves about 4% of Miami undergraduates.

Faculty and Staff DiversityFaculty and Staff Diversity Our faculty is more ethnically Our faculty is more ethnically

diverse than the student diverse than the student body; about 15% of the body; about 15% of the faculty are ethnically diverse. faculty are ethnically diverse. This percentage is rising This percentage is rising slowly as ethnically diverse slowly as ethnically diverse faculty have made up 15% to faculty have made up 15% to 37% of new hires since 2001.37% of new hires since 2001.

About 47% of faculty are About 47% of faculty are women. This is compared to women. This is compared to about 39% nationally.about 39% nationally.

The Division of Student Affairs The Division of Student Affairs is between 10% and 20% is between 10% and 20% ethnically diverse. 75% of ethnically diverse. 75% of Student Affairs staff are Student Affairs staff are women.women.

Implications and DiscussionImplications and Discussion

What sort of picture do What sort of picture do these data paint for these data paint for you? you?

What do you expect What do you expect when working with when working with Miami students about Miami students about issues related to issues related to diversity?diversity?

What do you expect What do you expect when talking about when talking about What is the WhatWhat is the What with with Miami students?Miami students?

Now What?Now What? The purpose of the following slides is to The purpose of the following slides is to

introduce University offices, resources, and introduce University offices, resources, and programs that relate to these issues.programs that relate to these issues.

You can use this information when educating You can use this information when educating our students. However, remember that these our students. However, remember that these slides are not comprehensive and other slides are not comprehensive and other resources may exist.resources may exist.

More information on many of these More information on many of these resources will be available throughout resources will be available throughout training.training.

Culture, Origins and Gender: Now Culture, Origins and Gender: Now What?What?

Women’s CenterWomen’s Center– Provides resources and in-hall programsProvides resources and in-hall programs– Film festivalFilm festival

International Students and Study International Students and Study Abroad OfficesAbroad Offices

LGBTQ Issues:LGBTQ Issues:– GLBT ServicesGLBT Services– GLEAM (Gay and Lesbian Employees at Miami)GLEAM (Gay and Lesbian Employees at Miami)– SPECTRUM (Miami’s student GLBTQ alliance; SPECTRUM (Miami’s student GLBTQ alliance;

offers programming, Awareness Week)offers programming, Awareness Week)

Race and Ethnicity: Now Race and Ethnicity: Now What?What?

Center for Black Culture and LearningCenter for Black Culture and Learning– Meeting area, conference space, resource libraryMeeting area, conference space, resource library– Home to numerous clubs and organizationsHome to numerous clubs and organizations– Publishes calendar of diversity-related eventsPublishes calendar of diversity-related events

Office of Diversity AffairsOffice of Diversity Affairs– Let’s Talk DialoguesLet’s Talk Dialogues– Community Advocacy AllianceCommunity Advocacy Alliance

Center for American and World CulturesCenter for American and World Cultures– Academic unit that sponsors diversity programmingAcademic unit that sponsors diversity programming– Latin festival uptown during SeptemberLatin festival uptown during September– Events, films and lectures throughout the yearEvents, films and lectures throughout the year

Office of Equity and Equal OpportunityOffice of Equity and Equal Opportunity– Deals with all types of harassment and discriminationDeals with all types of harassment and discrimination

Miami Tribe RelationsMiami Tribe Relations– Partners in Learning initiativePartners in Learning initiative– Sponsors trips to Oklahoma, scholarships for students of Miami Sponsors trips to Oklahoma, scholarships for students of Miami

ancestryancestry

Social and Economic Status: Now Social and Economic Status: Now What?What?

Miami Access InitiativeMiami Access Initiative– Major new initiative guarantees scholarship or Major new initiative guarantees scholarship or

grant funds meeting the cost of tuition and fees grant funds meeting the cost of tuition and fees to Ohio residents with Adjusted Gross Income to Ohio residents with Adjusted Gross Income less than $35,000.less than $35,000.

Service LearningService Learning– Connects students with service opportunitiesConnects students with service opportunities

Center for Community EngagementCenter for Community Engagement– Connects students with nearby communitiesConnects students with nearby communities– Education and activism programs in Over-the-Education and activism programs in Over-the-

Rhine, a historically marginalized area of Rhine, a historically marginalized area of CincinnatiCincinnati

Religion: Now What?Religion: Now What?

Student Activities and LeadershipStudent Activities and Leadership– Student organizations for all religious Student organizations for all religious

preferencespreferences Interfaith Circle & Lights on Interfaith Circle & Lights on

CampusCampus– Organizations which deal with faith Organizations which deal with faith

exploration and interfaith dialogueexploration and interfaith dialogue Interfaith Calendar on ORL WebsiteInterfaith Calendar on ORL Website

Attitudes and Beliefs: Now Attitudes and Beliefs: Now What?What?

Greek Affairs OfficeGreek Affairs Office Student Activities and LeadershipStudent Activities and Leadership

– Student organizations for all political Student organizations for all political preferences, in particular College preferences, in particular College Republicans, College Democrats, College Republicans, College Democrats, College LibertariansLibertarians

Associated Student GovernmentAssociated Student Government– Source of leadership for Miami students. Source of leadership for Miami students.

Provides funding for most student Provides funding for most student organizations.organizations.

Disabilities: Now What?Disabilities: Now What? Office of Disability ResourcesOffice of Disability Resources

– Campus Avenue Building, operates closely with Campus Avenue Building, operates closely with the Rinella Learning Centerthe Rinella Learning Center

Office of Equity and Equal OpportunityOffice of Equity and Equal Opportunity– Coordinates ADA and Rehabilitation Act Coordinates ADA and Rehabilitation Act

compliancecompliance Miami Univ. Disability Awareness ClubMiami Univ. Disability Awareness Club Gaskill Hall Computer LabGaskill Hall Computer Lab

– Houses a variety of adaptive technologiesHouses a variety of adaptive technologies Housing, Dining, and Guest ServicesHousing, Dining, and Guest Services

– Provides accessible housing optionsProvides accessible housing options

Why does Residence Life care Why does Residence Life care about diversity?about diversity?

ORL wants to provide ORL wants to provide comfortable, safe, and securecomfortable, safe, and secure environments. This means we need to meet the physical environments. This means we need to meet the physical and safety needs of all of our students.and safety needs of all of our students.

ORL wants to ORL wants to promote student developmentpromote student development. An . An important part of critical thinking and cross-cultural important part of critical thinking and cross-cultural competence is understanding the perspectives of people competence is understanding the perspectives of people who are different from you. We want students to move who are different from you. We want students to move beyond dualism and absolute knowing.beyond dualism and absolute knowing.

ORL wants to ORL wants to promote communitypromote community. This means making . This means making connections between all of our students.connections between all of our students.

ORL values ORL values diversitydiversity. It is something on which we place . It is something on which we place intrinsic value.intrinsic value.

What does Residence Life What does Residence Life do?do?

Recruitment, Training, and DevelopmentRecruitment, Training, and Development

In-Hall Initiatives and Crisis ManagementIn-Hall Initiatives and Crisis Management

Social Justice SeriesSocial Justice Series

Tunnel of OppressionTunnel of Oppression

Peer Advocacy CoalitionPeer Advocacy Coalition

Social Justice SeriesSocial Justice Series Webpage: ORL Resources for Current Staff, Webpage: ORL Resources for Current Staff,

then Training, then Social Justice Seriesthen Training, then Social Justice Series

The Social Justice Committee addresses The Social Justice Committee addresses societal inequities arising from issues of societal inequities arising from issues of power, privilege and oppression. We advocate power, privilege and oppression. We advocate a call to action and will foster growth, a call to action and will foster growth, encourage personal reflection and inspire encourage personal reflection and inspire action among the Office of Residence Life staff action among the Office of Residence Life staff by sponsoring meaningful activities, providing by sponsoring meaningful activities, providing support to existing university programs and support to existing university programs and promoting involvement in unique on-campus promoting involvement in unique on-campus events that focus on social justice. events that focus on social justice.

Social Justice SeriesSocial Justice Series The goals of the committee are:The goals of the committee are:

– Collaborate with all ORL staff members as well as Collaborate with all ORL staff members as well as campus and community groups in the teaching and campus and community groups in the teaching and learning process surrounding social justice issues learning process surrounding social justice issues

– Work with staff to advance their development along a Work with staff to advance their development along a continuum to the point at which they are actively continuum to the point at which they are actively civically engaged civically engaged

– Clearly communicate the mission, goals, strategies, and Clearly communicate the mission, goals, strategies, and requirements of the SJS Committee to all staff membersrequirements of the SJS Committee to all staff members

You as advisory staff members will work with your You as advisory staff members will work with your student staff members to achieve these goals.student staff members to achieve these goals.

Social Justice SeriesSocial Justice Series Student staff members must attend one Student staff members must attend one

SJS event per semester, reflect on their SJS event per semester, reflect on their experience there, and then use that experience there, and then use that experience in their work in the hall.experience in their work in the hall.

Advisory staff members will hold their Advisory staff members will hold their SSMs accountable for fulfilling this SSMs accountable for fulfilling this requirement.requirement.

A calendar of events is on the website and A calendar of events is on the website and other events can be approved by the other events can be approved by the committee with adequate notice.committee with adequate notice.

Tunnel of OppressionTunnel of Oppression www.muohio.edu/tunnelwww.muohio.edu/tunnel

The Tunnel of Oppression tries to raise awareness about The Tunnel of Oppression tries to raise awareness about multicultural and diversity issues by giving people a chance multicultural and diversity issues by giving people a chance to experience oppression in a hands on way.to experience oppression in a hands on way.

Student organizations and staff groups volunteer to Student organizations and staff groups volunteer to develop scenes for the tunnel. BE THINKING ABOUT YOUR develop scenes for the tunnel. BE THINKING ABOUT YOUR SCENE NOW! Integrate it into your staff and community SCENE NOW! Integrate it into your staff and community development models!development models!

Tentative dates: Feb. 25, 26, 27, 2008. Tentative location: Tentative dates: Feb. 25, 26, 27, 2008. Tentative location: Clawson Hall basement.Clawson Hall basement.

Student Staff TrainingStudent Staff Training On the afternoon of Friday, August 10On the afternoon of Friday, August 10thth, SSMs will , SSMs will

participate in a role-playing exercise that asks them to participate in a role-playing exercise that asks them to think about issues of diversity.think about issues of diversity.

All SSMs will meet in the MPR for an introduction.All SSMs will meet in the MPR for an introduction. SSMs will then rotate between 7 different advisory staff SSMs will then rotate between 7 different advisory staff

members. The advisory staff will play roles and facilitate members. The advisory staff will play roles and facilitate discussion. 3 sets of 7 scenes will be taking place at once.discussion. 3 sets of 7 scenes will be taking place at once.

Some advisory staff will accompany groups of SSMs and Some advisory staff will accompany groups of SSMs and assist with the facilitation of discussion. Before the first assist with the facilitation of discussion. Before the first scenario, these staff should take 5 minutes to talk about scenario, these staff should take 5 minutes to talk about respect with their group and reassure the RAs.respect with their group and reassure the RAs.

All SSMs will then come together in the MPR for a brief All SSMs will then come together in the MPR for a brief conclusion. Further discussion with your staff should take conclusion. Further discussion with your staff should take place during in-hall time.place during in-hall time.

Commitment ExerciseCommitment Exercise