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John P. Sauter Jr., Ph.D. Assistant Dean for Academic Affairs, Niagara University
NACADA National Conference, October 10, 2014
@JohnPSauter / #NACADA14
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• Faculty Multicultural Competence & Practices
• Predictors & Implications
• Understanding Faculty Culture
• Elements of Faculty Culture
• Faculty Collaborative Competence
• Best Practices & Applications
Photos were
submitted by faculty
friends and
colleagues and are
randomly placed
throughout.
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• “A conversation that is moral… is one whose
conventions emphasize the fundamental
worth and dignity of each participant in the
exchange…”
• Be respectful of each other
• Work to find a common language
• Take conversational risks
- Dr. Robert Nash “Real World Ethics”
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• Discuss your most successful/unsuccessful
interactions or collaborations with faculty?
•What made these successful / unsuccessful?
•Did any involve multicultural issues?
• What’s the biggest issue you deal with
that could benefit from faculty collaboration.
• If you are faculty, consider your interactions
with advising or student affairs staff
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Multicultural
Race & Gender
Sexual identity, ability, religion, language
Definition of Multicultural Competence
The ability to work ethically and
effectively with people of similar or
dissimilar cultural backgrounds, by
demonstrating a certain level of
multicultural awareness, knowledge,
and skills (Pope, Reynolds & Mueller, 2004).
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Tripartite Model (Pope & Reynolds, 1997)
Awareness
Self awareness
Re-evaluation of attitudes, beliefs, values, and assumptions
Knowledge
Information & Cultural Understanding
Skills
Apply Awareness & Knowledge
Cross-cultural Communication
Willingness to Seek Assistance
Ongoing Developmental Process Constantly Reflecting & Re-evaluating
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Multicultural competence and practices of undergraduate faculty and their relationships to racial identity, education, and experience. (Sauter, 2013).
• My Background – 16 Years Advising
• Expand Competence Research
• Outside of student affairs & counseling
• Examine relevant variables
• Relationship of competence & practices
• Adapting to changing demographics?
• Trends toward a diverse student body
• Faculty diversity lags behind nation
• Faculty represent 40-50% of employees
• Considerable Student Contact ~190 days/degree
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• Faculty Literature
• Faculty, Institutions & Diversity
• Faculty Roles & Diversity
• Training & Development
• Multicultural Education,
Curriculum, Teaching
• Faculty Diversity
Findings in Student Affairs
Multicultural Competence
Racial Identity
Race/Ethnicity
Identifying with a Socially
Marginalized Group
Multicultural Experience
Multicultural Education
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Undergraduate Faculty
S. M. Helms (2003) n=91 (3 liberal arts institutions)
Themes
immersion in different cultures
cultural graduate coursework
work environments which foster cultural contact & interaction
cross-cultural opportunities & relationships
living abroad
willingness to learn & reflect
Model
graduate school preparation in cultural competence
training in cultural competence
campus cultural events
mentoring by other faculty.
Graduate SA Faculty
King & Howard Hamilton (2003)
n=8. Howard Hamilton (2003)
Diversity Educators scored higher than practitioners/students
Pope & Mueller (2005) n=147
Diverse (racial), women, and LGBT faculty scored higher
Positive Correlations
Recent multicultural training
teaching multicultural courses
multicultural research
multicultural programmatic or policy implementation
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46.9
52.8
Gender
Female
Male
80.6
19.4
Race
White/ Caucasian
Faculty of Color
87.6
12.5
Sexual Orientation
Heterosexual GLBT
55.6
44.4
Socially Marginalized
Yes No
Age Range 25-84
Mean 51
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87.8
9.7
2.1 Highest Degree
Doctorate
Masters
Bachelors
28.5
30
26.4
12.8 1.4
Rank
Full
Associate
Assistant
Lecturer
Other
58.3
38.2
0.7
Tenure
Tenured
Tenure Track
Non-Tenure Track
59.7
38.2
0.7 Highest Institutional Degree
Doctoral
Masters
Baccalaureate
35.8
62.8
0.3 0.3 Institutional Type
PredominantlyWhite
Other
HBCU
Tribal College
Years as Full-Time Faculty Member Range 1-55 Years
Mean: 16.5
35.1
37.2
27.8
Discipline
STEM
Humanities/Languages
Social Sciences
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Variables Multicultural
Competence
Multicultural
Practices
Race .248 *** .276 ***
Socially Marginalized -.210 *** -.316 ***
Gender -.337 *** -.324 ***
Sexual Orientation 0.048 0.16 **
STEM / Non-STEM -.361 *** -.510 ***
Racial Identity Phase I -.407 *** -.340 ***
Racial Identity Phase II .522 *** .397 ***
Multicultural Education .280 *** .396 ***
Multicultural Experience 0.200 ** .407 ***
Multicultural Competence -- .636 ***
***p < .001, **p < .01 Correlation does not mean causation.
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0
20
40
60
Overall RacialIdentity
M. Exp & Ed
49.4
25.4 25.4
23.5 2.8
M. Ex & Ed
R. Identity
Dem & Acad
Overall
0
10
20
30
40
50
60
70
Overall RacialIdentity
M. Ex & Ed M. Comp
62.2
40 40 40
7.4 11.3 14.5 M. Comp
M. Ex & Ed
R. Identity
Dem & Acad
Overall
Multicultural
Competence
Multicultural
Practices
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Implications
• Racial Identity & Multicultural Competence • Developing a Positive Racial Identity
• Ongoing Training & Time
• Racial Identity Stronger than Race & Gender • Overcoming Roadblocks in
Hiring & Promotion
• Address Burdens of Diverse Faculty
• Race & Gender Still Important • Supports Focus on Diversifying Faculty
• Caution: Diversity does not necessarily equal Multicultural Competence
• Multicultural Experience & Multicultural Education • Differences from Student Affairs
Significant Predictors Racial Identity Strongest Predictors
Gender, Stem / Non-Stem / Race
Follow-up only
Multicultural Experiences &
Multicultural Education
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Significant Predictors • Multicultural Competence
Strongest Predictor
• STEM / Non-STEM, Sexual Orientation
• Multicultural Experiences & Multicultural Education
Implications
Multicultural Competence
Comprehensive Framework / Goal of Effective Practice
Ongoing Personal Process & Time
Multicultural Experience & Multicultural Education
Personal Experiences / Dialog
Training Focusing on Multicultural Competence & Practices
Support for Multicultural Experiences
Incentives for Both (teaching load reductions, funds, time, etc)
Demographic & Academic Implications
STEM/Non-STEM Relevance to Discipline, Training,
Classroom
Sexual Orientation Visibility, Involvement, Identity
Development
Other variables still important
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•Discipline an Important Variable for Faculty
• Targeted Approach Necessary
• In this study (differences gender & social marginalized)
• Predictor of Multicultural Competence & M. Practices
• Perception and Relevance to Discipline/Classroom
• Different Levels of Training & Experiences w/Diversity
• Explore Best Practices for STEM faculty
• Don’t Overlook Development Within Non-STEM Disciplines
•M. Competence Stronger than Academic Discipline
• Focus on Fostering M. Competence for STEM Faculty
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• How can understanding
faculty multicultural
competence & practices
inform our collaborations
with faculty?
•Faculty Culture
•Faculty Collaborative
Competence
•Best Practices
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• Non-Tenure Track
•Adjunct Faculty
• Lecturer
•Visiting Professor
• Full-Time Non-Tenure
• Tenure Track
•Assistant Professor
•Associate Professor
• Full Professor
• Emeritus
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• Research
• Scholarship,
• Publications,
Grant Funding
• Teaching
• Curriculum, Pedagogy,
Instruction, Evaluations
• Systemic/Individual
• Service
• Discipline,
Institutional,
Community
• Variation
• Institutional Emphasis
• Value to Promotion & Tenure
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• Requirements for Tenure
• Research (publications, grants)
• Teaching (evaluations)
• Service (institution, community)
• Portfolio
• Time Limits
• Politics
• Variations
• Emphasis
• Bias
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• Broad Categories vs. Specific Disciplines
• Business, Education, Humanities, Social Science,
Science, Technology, Engineering, Math (STEM), etc…
• Differences
among
disciplines
• Training
• Focus / Methods
• Subject
• Recognition
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• Goal: To Become Experts in their Field
• Reluctance to Cover Diversity
• Unprepared or Overwhelmed
• Training & Development
• Graduate School Preparation
• Mismatch in Socialization (Austin, 2002)
• Peers / Mentoring
• Institutional Development
• Professional Organizations
• Limited Time & Budgets
• Best Practices
• Ongoing / Long Term
• Reflection / Dialog
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• Level
• Undergraduate
• Graduate
• Mixed
• Load
• 3-3
• 3-4
• 4-4
• 5-5
• Variation
• Overloads
• Downloads
• Sabbaticals
Course Schedules
1, 2 or 3 days
Online/Hybrid
Preparation
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• Chairperson
• Faculty Governance
• Collective Bargaining /
Contract
• Shared Governance?
• Involvement
• Campus Politics
• Institutional Climate
• Fiscal Climate
• Departmental Politics
• Functional & Dysfunctional
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• Demands of Tenure &
Promotion
• Lack of Time
• Unfilled Lines
• Popular vs. “Marginal”
Programs
• Differences in Teaching
& Expectations
• Multicultural Faculty
• Women Faculty
• LGBT Faculty
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• Many positive outcomes
• Interest in grad school, college teaching, research, satisfaction (Astin, 1993)
• Intellectual, Social, & Personal Values along with Educational Attainment (Pascarella & Terenzini, 2005)
• Faculty may assume advising and support roles
• Satisfaction / Experience Varies for Some Student Populations
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• Outside Influences
• Family
• Health
• Finances
• Mobility
• Unique Identities
• Experiences
• Education
• Different Motivations
• Embrace/Resist
Multicultural Issues
• Different Interests/Skills
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• Ability to demonstrate a certain amount of
awareness, knowledge, and skills related to
faculty that fosters effective collaboration.
• Awareness
• Knowledge
• Skills
• Ongoing Process:
• Constantly reflecting,
learning, and
adjusting
our understanding.
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• Recognizing faculty issues/needs
• Where?
• Advisement with Students
• Committee Work
• Policy Development
• Event Planning
• Surroundings / Environment
• What?
• Do you need faculty input?
• Does it impact faculty?
• Compatibility with faculty schedules?
• Would faculty involvement help?
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• Understanding faculty culture
• What knowledge is needed to collaborate with faculty?
• Rank
• Responsibilities
• Tenure Status
• Discipline
• Course Loads
• Governance
• Inequalities
• Personal Perspective
• How might this
influence your
practices?
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• The ability to turn awareness & knowledge into action
• What skills do you need to work with faculty?
• How do such skills impact or enhance your practices?
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• Faculty Champions
• Experience
• Involvement
• Relationships
& Respect
“Given our current understanding of learning,
collaboration between faculty and student affairs educators
is not simply an intelligent option: it is a core requirement
for the effective development and achievement of
desired student learning outcomes.”
(Learning Reconsidered 2, 2006, p. 70)
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• Who are the faculty that are involved and often willing to assist?
• Similar interests and philosophies?
• Willing to help
• Often on the front lines
• Models for other faculty
• How can we help get other faculty involved?
• Can’t always depend on faculty champions
• All faculty have the potential to offer assistance
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• How much do you
interact with faculty
on a daily, weekly, or
monthly basis?
• Working alongside
faculty builds
experience
• Academic Advisors
share some experiences
• Gain a sense of the
needs of your faculty
• Better understand
individual faculty
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• Invite faculty to the
table from the beginning
• Committee Procedures
• Avoid Surprises
• Support Faculty Projects
• Promotion, Social Media
Ask faculty their opinions
Gain Input
Gauge Support / Resistance
Be flexible
Be aware of faculty roles
Work around faculty schedules
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• Developing Relationships
• Foster Ongoing working relationships
• How can we assist faculty?
• Mutual Respect
• Need to respect faculty
roles & responsibilities
• Proven Track Record
• Narratives
• How we become who
we are
• Natural part of us
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• How can you apply faculty collaborative
competence to the issues you mentioned at
the beginning of the presentation?
• What do we need to be aware of?
• What knowledge might be helpful?
• What skills do we need to have?
• What should we consider when asking
faculty to assist with multicultural issues or
projects on our campuses?
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• John P. Sauter Jr., Ph.D.
• Twitter: @JohnPSauter
• Email: [email protected]
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•WNYadvising.weebly.com/johnsauter.html