2018-2019 SUNY Explorations in Diversity and Academic Excellence (EDAE)

AY 2018-2019 Grantee Year-End Report

The Buffalo Project: An Ethnographic Student-Based Study of Western New York Culture

EDAE Report Writers and Project Investigators:

SUNY Empire State College Principal Investigators: Lead PI - Dr. Rhianna C. Rogers (2010-present) and Dr. Elizabeth Bradley (2017-2018)

SUNY Buffalo State College Principal Investigator: Dr. Aimee Woznick (2013-2014 and 2018-present)

University at Buffalo Principal Investigator: Kathy Twist (2017-present)

SUNY Empire State College Alumni Research Associates and Consultants: Dominique Murawski, M.A. (2017-present), Halee Potter, B.A. (2017-present), Krystl Lentz (2018-present)

INTRODUCTION For the past several decades, scholars and university administrators have contemplated how to

make higher education more open, accessible, and inclusive to a wider population of potential students (i.e., across underrepresented populations - race/ethnicity, gender, sexual orientation, language, visible and invisible disabilities, among others). In recent years, the push to graduate a more diverse population has taken on new urgency, as the United States (US) is experiencing a dramatic shift in cultural demographics and faces international pressures to remain competitive in the global economy (Lederman, 2009). More recent political and cultural tensions in the Trump era, including the rise of extremist perspectives in liberal and conservative populations, has increased the need for more cross-cultural competencies across diverse US peoples. We believe that developing these skills are no longer an option, but a fundamental part of engaging others in respectful dialogue.

Yet despite these needs, many barriers still exist for developing such competencies among college students and faculty. Arguably, one of the most significant barriers is the lack of cross-cultural understanding and inclusivity within college learning environments. Vincent Tinto’s (1975; 1987; 1993) seminal research on student retention suggests that without social and cultural integration of diverse perspectives, diverse students will not be retained. He suggested that a testable foundation for analyzing cultural factors is essential for combating these issues in academia. Within the Buffalo Project, Tinto’s vision of multicultural inclusivity has been embraced through the recognition of diverse voices and its use as a baseline for academic programming and initiatives. For example, while Western New York (WNY) has always been, and continues to be, a diverse region with residents from a variety of cultural, religious, and socio-economic backgrounds, these individuals – including our students – frequently exist in homogeneous communities, isolated from each other. As we stated in our EDAE grant application:

Western New York (WNY) has long been plagued with economic hardships, long-term segregation, massive suburbanization of whites and the middle class, political division, and racial tensions…Additionally, economic downturns post-WWII and during the 2008 Great Recession

have pitted populations in this region against each other as they struggled to find jobs and gain access to education. (Rogers et al., 2019).

Noting these issues1, lead PI Dr. Rhianna C. Rogers, colleagues, research associates, and co-PIs developed the Buffalo Project (AY 2010-present), a longitudinal study of perceptions of culture in the WNY. This study is an action-based diversity project focused on utilizing participant observations of culture to inform the development of programming in college and community settings. Based on the success of the Buffalo Project at SUNY Empire – Buffalo, with the help of this EDAE grant, Rogers and her colleagues have expanded this study into the Buffalo Project 2.0 (AY 2018-present), a joint ethnographic study of three SUNY campuses in WNY (i.e., SUNY Empire State College, SUNY Buffalo State College, and the University at Buffalo).2 The main goal of the Buffalo Project 2.0 is to leverage survey data to create regional opportunities for community stakeholders to learn from each other in both academic and community settings. We believe that this joint endeavor will encourage the development of cross-cultural competencies across a larger population of students, faculty, and administrators in the region (Rogers, 2019).

Changing or challenging fundamental assumptions in educational discourse, including the importance of multicultural awareness in colleges and universities,3 cannot be done without the development and inclusion of diverse content and perspectives (Banks, 2015). A goal for this project has been to develop safe spaces for all participants, no matter their viewpoint, in order to discuss topics of broad cultural importance, like multiculturalism in learning, the impact of diversity of students and faculty, as well as equity in education. Using the Buffalo Project 1.0 initiatives as a framework (i.e., using data and student voice to develop programming), the Buffalo Project 2.0 has developed expanded cross-cultural events that reflect tri-campus stakeholder interests (e.g., virtual tri-campus food events, tri-campus lectures, and community presentations.) As previously indicated, we believe cross-cultural engagement is not just important for student and faculty success, but a key outcome of a college education and a critical skill in the 21st century workforce. Our hope is that student retention and interest in diverse perspectives increases with stakeholder on all three campuses.4

1 The following data is utilized in the Buffalo Project: WNY history; regional Census reports; ESC, Buff State, and UB data; recent cultural initiatives; informal communications with community stakeholders; findings from the pilot study (AY 2010-2012); and formal student surveys (AY 2012-2014.)2 At present, the University at Buffalo (UB) has distributed their Student Wellness survey to student-athletes and Buffalo State College (Buff State) is anticipated to distribute their survey soon.3 For this project, we have defined multicultural awareness as “a greater understanding, sensitivity, and appreciation of the history, values, experiences, and lifestyles of groups that include, but are not limited to: race, ethnicity, gender, sexual orientation, religious affiliation, socio-economic status, and mental or physical abilities." University Counseling Center-Notre Dame University (2017). Multicultural Awareness. Retrieved from http://ucc.nd.edu/self-help/multicultural-awareness/4 MICRO-STUDIES NOTE: Along with the ESC Buffalo Project 2.0 study, two-micro-studies were conducted on subgroups of individuals at ESC and UB. Kathy Twist (Senior Associate Athletic Director for Sports Administration and Senior Woman Administration at UB and current MA in Liberal Studies student at ESC) conducted a micro-study focused on the multicultural awareness and soft skills of UB student-athletes (see Appendix A). Dr. Elizabeth Bradley (Associate Professor and Graduate Faculty in Education at ESC) developed another micro-study around underrepresented faculty mentorship and retention at ESC (see Appendix B.) The dataset for Kathy Twist’s study at UB was used for a comparative analysis with Buffalo Project 2.0 survey data in hopes of further understanding the similarities and differences of these diverse groups of students. Buffalo State College co-PI, Dr. Aimee Woznick, did not complete her micro-study in AY 2018-2019, but is working with Rogers to implement a version of the project in AY 2019-2020.

WNY EDUCATION AND CULTURE

In order to understand the relevancy of this project, it is important to contextualize the culture of WNY/Greater Buffalo region. Historically speaking, WNY has long been plagued with cross-cultural insensitivities, economic hardships, and racial tensions (Goldman, 1983; Fry 2012; Price 1991; Trudeau, 2006; Housel, 2009; Kucsera & Orfield, 2014.) As stated in the 2015 U.S. Department of Education’s Office of Civil Rights (OCR) report titled Better Choice for Buffalo Students: Expanding and Reforming the Criteria School Systems5:

Buffalo has struggled with high levels of segregation for at least three quarters of a century…In 1976… the city was found guilty of intentional public actions fostering residential separation. [Despite this court decision, from 1993-2010]…Buffalo was still listed as one of the nation’s most hyper-segregated residential metropolitan areas…which is why the city and school district were [sued again in 1995 and 2015 and,] under court orders, [required] to support diversity (pp. 2).

As would be expected, the results of systemic racism within Buffalo schools left many marginalized, socioeconomically disadvantaged students without access to quality education (Orfield and Ayscue, 2018; Orfield et al., 2015; U.S. New and World Reports, 2018). Recognizing the challenges and discontent that stems from the inequality of services and opportunities, Mayor Byron Brown and the City of Buffalo recommended in 2016 that institutions of learning adopt “cross-cultural awareness” activities and curriculums that celebrate Buffalo’s diverse populace (Rogers et al., 2018). Through collaborative efforts, such as the Buffalo Project, Mayor Brown believed that educational institutions can (and should) help establish an environment of inclusion and equity in WNY.

As indicated above, institutions of higher education in WNY are not immune to the effects of segregation and cross-cultural misunderstandings. Through anonymous survey feedback, the Buffalo Project 2.0 project has given participants the space to express themselves free of judgement, which has highlighted both positive and negative views of WNY culture and those who represent it. Case in point, the vast majority of respondents felt that culture was important, but some students resented the inclusion of multiculturalism in higher education and felt learning it was unnecessary. For example, one Caucasian respondent wrote “No, [learning about multicultural education should not be included in college] because Caucasians [sic] are the minority [sic] now…” (Appendix C-Survey Monkey, 2018). The tone of this response indicated a few things: 1) the respondent felt that culture and multiculturalism only applied to students of color and 2) that changing cultural demographics within the US could lead to emotional responses, which, in turn, could prevent students from engaging with and learning from each other. Given comments like these, we felt it was important to recognize that though these views were in the minority that they reflected broader trends in US culture (i.e., the rise of white nationalism.) Programming affiliated with the Buffalo Project uses data like this to comment on timely cultural situations and relevant social dynamics that currently impact our educational communities. Engaging in these types of difficult dialogues, referred to as “Deliberative Conversations”6 in the Buffalo Project, is one way to inform all

5 It is worth noting that this report was created because of a “civil rights complaint to the U.S. Department of Education’s Office for Civil Rights (OCR). After an OCR investigation produced evidence of racial inequality, OCR and the Buffalo Public Schools agreed to jointly sponsor this study with the hope of developing a stronger, fairer choice system.” (Orfield et al., pg. v)

6 Deliberative Conversations, as defined in the Buffalo Project, are dialogues that intentionally bring together diverse perspectives around a particular topic, sometimes difficult or controversial, in order to create an inclusive

stakeholders about different voices on issues and jointly make changes that support/respect a broader spectrum of opinions on a given subject. We believe if we frame the conversation on finding solutions instead of debates, that the Buffalo Project can help move the conversation forward. We truly believe that culture is the underlining factor affecting the 21st century learning experience and, therefore, US institutions must give students space to discuss their thoughts in order to create a safe space for developing and expanding cross-cultural competencies. We also believe a lack of multicultural awareness on campus can negatively affect the rate at which some students (e.g., underrepresented populations and students of color) participate and succeed in their studies (Antonsich et al., 2014). As such, institutions of higher education must address this issue in order to achieve higher retention and graduation rates for the culturally diverse members within our student populace. With these insights, we are better able to see where improvements can be made in our institutions to support the academic success of our diverse population and ultimately the success of our schools.

FINANCIAL STATEMENT

Funding student research and growth as critical thinkers is an important part of the Buffalo Project framework. In order to truly give voice and illustrate how students and others can contribute to cross-cultural learning and inform change, students are encourage to get involved and create their own micro-studies and sub-projects. Over the years, we have had quite a few graduate and undergraduate theses, term projects, and student presentations on aspects of this larger initiative. Based on the allocution of $5,000 from SUNY for this EDAE grant, the following research associates were able to participate in this study, present research and contribute to the writing process.

EDAE Grant Funding Allocution (As of 5.2018)

Item Cost Total Cost

Personnel

Stipend for co-PI Dominique Murawski (co-PI)

Stipend for Krystl Lentz (Research Assistant)

Stipend for Halee Potter (Research Assistant)

Stipend for Graduate Research Assistant Nan Mead

  

$12/hour = 120

$12/hour = 84

$12/hour = 84

$12/hour = 120

  

$1,440

$1,010 

$1,010

$1,440

Materials/Supplies

Marketing supplies (i.e.: postage, envelopes, posters, stationery)

 

$100

 

$100

TOTAL REQUESTED: $5000

conversation and create tangible, joint solutions. (Rogers, 2019)"

RESULTS

The uniqueness of the Buffalo Project 2.0 is that the Team analyzed traditional-aged students (UB and SUNY Buffalo), student-athletes (UB), as well as nontraditional, primarily non-traditional students (SUNY Empire). The Team felt that in order to understand cultural awareness across area campuses, the project needed to increase the diversity of its respondents. At SUNY Empire, the majority of students are non-traditional (i.e., the average student age is 37) and primarily utilize asynchronous modalities of learning; conversely, younger students attend SUNY Buffalo (roughly 17-22 years old) and UB (ages ranging from 17-26 respectively) and primarily learn in traditional synchronous classroom environments. Sampling student populations who engage in different modalities of learning and across varied ages and cultural experiences provide the Buffalo Project 2.0 data set with a unique view of multicultural awareness.

At both SUNY Empire and the University at Buffalo, email blasts were sent to all WNY SUNY Empire students (n= 1100) and UB student-athletes (n=350) as well as distributed at annual Buffalo Project events (Deliberative Conversations, Food Festivals, and panel discussions.) 130 student surveys were collected via SurveyMonkey in Fall 2018, consisting of graduate, undergraduate, and fully online students respectively. At the same time, UB Administrator Kathy Twist (Senior Associate Athletic Director for Sports Administration and Senior Woman Administration) conducted a micro-study with UB student-athletes’ (n=118), and Dr. Elizabeth Bradley (Associate Professor and Graduate Faculty in Education at SUNY Empire) conducted another micro-study that consisted of a series of interviews with underrepresented SUNY Empire faculty (n = 6). SUNY Buffalo Administrator Dr. Aimee Woznick (Director of Academic Achievement Center) participated in this phase of work as an observer and consultant. 7 As the following sub-sections and affiliated Appendices discuss, students had a positive response to the overall concept of multiculturalism, but their responses to other questions indicated lower levels of openness to other cultures. These contradictory responses provide guidance for developing future programming to help address cultural misunderstandings.

a. Cultural barriers inhibiting academic successIn both UB and SUNY Empire surveys, the research team noticed that respondents had high

confidence8 in their understanding of cultures, but their responses to specific questions on certain aspects of culture (internal vs. external cultural knowledge) showed a disconnect between their actual understanding and their self-perceptions. For example, when both populations were asked the question “I believe that [historic] cultural barriers (race/ethnicity, socio-economic status, language, religion, gender/sexual orientation, technology) inhibit academic success?” respondents were unsure if cultural factors affected academic success. Case in point, the students at ESC were 23.20% more likely to think that barriers do inhibit success compared to those at UB. Additionally, the team noted these other findings from the same question:

● Strongly Agree/Agree: 51.16% at ESC compared to 27.96% at UB

7 SUNY Buffalo State is in the process of designing a research study for AY 2019-20 that will parallel the work done at SUNY Empire and UB in AY 2018-2019.

8 For additional details, please see Appendix C.

● Unsure: 21.72% at ESC compared to 37.29% at UB● Strongly Disagree/Disagree: 27.13% compared to 34.74% at UB

It is worth noting that this disparity may highlight the different demographics, such as age, race, and length of time living within WNY as well as the different student dynamics of UB and SUNY Empire students. While traditional-aged students at UB agreed that they should reflect on their own cultural biases, an earlier question in the survey, only a third (27.96%) agreed that cultural barriers inhibit academic success (see above.) This result likely highlights a lack of understanding among respondents on the barriers that are well documented in academic literature (Cultural Identity and Cultural Bias, 2012; Howard, 2006). Smith & Turner (2015) suggest that the millennial generation (e.g. UB respondents) are also more likely to focus on a person's “ideas, opinions, and thoughts” (pp. 8) as compared to previous generations, like the adult population at SUNY Empire, who tend to focus more on personal perspectives and assimilated ideals of “proper learning.” Conversely, many ESC respondents indicated that they felt understand culture important but 27% (n=37) of students survey indicated that they were unsure how to approach others about their cultural backgrounds. Overall, the data supports the research team’s initial hypothesis that more students lack multicultural skills to engage with each other effectively. Therefore, we felt this data could be used to develop more multicultural events in order to provide more opportunities for engagement, communication, and exposure across cultural lines.

b. Impact of student support services and eventsInterestingly, the team also noted that the learning environment offered via the UB athletic

department9 had more DEI-related support services than those at SUNY Empire-Buffalo. Despite the fact that both institutions have advisors/mentors as well as student support services offices, UB Coaches and administrators expect that student-athletes are responsible and accountable for their academic achievement, develop a team-mentality with their athletic peers, and grow in their personal lives (UB Office of Athlete Academic & Student Excellence, 2019). SUNY Empire offers some of these resources, but a strong emphasis has not always been placed on DEI-initiatives in the region. The UB Athletics department provides academic advisors, tutors, learning specialists, sports psychologists, counselors, strength and conditioning coaches, and athletic trainers to assist student-athletes in the rigors of their student-athlete experience. Student-athletes can bring issues of race, ethnicity, gender and any other discriminatory practices to anyone working in UB Athletics. This space does not exist yet at SUNY Empire in WNY. The added support systems may help explain lower levels of agreement that cultural barriers inhibit academic success. The student-athletes are mostly millennial students who were actively pursued by and are encouraged to do well at their school. While they are a diverse group of students, the athletes may not have experienced barriers at the same rate as their peers. They do not represent all students, recognizing the value of small, forced learning communities is a concept that has been incorporated into the Buffalo Project programmatic model. Deliberative Conversations, a similar form of forced learning environment, has been used at SUNY Empire to replicate learning found in the UB data set. It is worth noting that SUNY Empire has planned six new Deliberative Conversations for AY 2019-2020. Overall, using the data set to show the importance of support and encouragement for students and how one way that the Buffalo Project is developing programming to improve the student experience across campuses.

9 Kathy Twist is currently writing her MA thesis at SUNY Empire using this data to discuss how athletics create a unique learning community, which offers more exposure to elements of culture than traditional classroom learning offers.

c. The willingness of students to learn about multiculturalism in collegeAnother area that both groups of participants both agreed was their positive view of

multiculturalism, its importance, and (most notably) their willingness to learn about other cultures. Roughly, 90% of respondents from both surveys stated that they try to understand other cultures, including their differences and similarities. Additionally, 77.95% of ESC respondents and 86.32% of UB respondents agreed that multiculturalism enriches their education in the college learning environment. This data suggests that students welcome multicultural events and would enjoy participating in more; however, 32.56% of ESC students stated that they were unsure if the college was “multiculturally” sensitive. While respondents displayed a high level of confidence in their own awareness, it appears the college has not done its due diligence to make sure students know how to define and implement its use in school and life. One possible reason for this is that most students at ESC do not attend in-person courses but instead participate mainly via online courses. With a lack of time and in-person communication, it can be challenging to portray a culturally open and welcoming atmosphere. These responses were taken into consideration when preparing Buffalo Project events. In AY 2019-2020, the vast majority of events affiliated with the Buffalo Project will be blended, meaning stakeholders can attend both on- and off-line.

The narrative responses to the Buffalo Project 2.0 survey at ESC also proved to be quite enlightening. In this section of the survey, the team was able to see how anonymous respondents answered all culture-based questions. The responses provided the team with the ability to cross-reference the answers to determine if there were connections between how someone responded to a question. The research team discovered that the minority of respondents who frequently provided negative or emotionally charged responses in their written questions did so as well in their multiple-choice questions. Another interesting data point was the high frequency of “unsure” responses to survey questions. While the “unsure” responses may appear, be negative, in actuality, it illustrated respondent’s reflective thought process. Rather than forcing themselves to make a choice, they acknowledged their lack of understanding. This information let the team know that students, though not well versed in multiculturalism, are willing to reflect and learn, both critical pieces in developing real cross-cultural competencies.

IMPACT AND LESSONS LEARNED

As indicated above, the team used the Buffalo Project 2.0 survey responses to inform events in AY 2018-2019 and for planning events in AY 2019-2020. As many students responded favorably to cultural events serving as a part of their educational experience, the team felt confident that the events planned would be embraced by a variety of constituents. In our proposal, we indicated that to accomplish our goal of increasing student retention and access to diversity-focused events we would initiate specific activities. The list of activities was modified below to highlight the events that have taken place post the Buffalo Project 2.0 survey tentative data analysis:

● Diversity Food Festival (held October 2018);● Internationally attended, cross-culturally focused Virtual Residencies (Year of Indigenous

Peoples Virtual Residencies in Fall 2018 and Spring 2019 and the Digital Cultures Residency in Spring 2019);

● Buffalo Project 2.0 tri-campus presentation (April 2019): https://learn.esc.edu/media/Addressing+Implicit+Associations+in+EducationA+Lessons+from+the+Buffalo+Project/0_f2br9sx9

● College-wide diversity forums and Deliberative Conversations (#MeToo - October 2018, Implicit Association - February 2019, and a Buffalo Project Keynote on Microaggressions in Everyday Life – April 2019)

● A new SUNY Empire State college-wide ad hoc committee, coined the F.U.N committee (Facilitating Unity through Networking,) developed to support and co-develop positivity and community-building events and initiatives at the college. Members include administrators, faculty, professional employees, and students.

Like previous years, the above events proved to be successful in bringing together a diverse grouping of students and faculty. Additionally, students have had the space to develop as academics. Case in point, Rogers, Murwaski, and Potter have a Buffalo Project 2.0 article in press with the Journal of Applied Research in Higher Education and UB administrator Kathy Twist is currently working on a Buffalo Project 2.0-related MA thesis at SUNY Empire (expected Summer/Fall 2019).

SUSTAINABILITY PLANS

The Buffalo Project (AY 2010-present) continues to be a driving force on all three campuses in AY 2019-2020. The team is currently working on new events and conversations in the region, including discussions about the upcoming Presidential election, WNY gentrification, and food festivals. As previously mentioned, we have six Deliberative Conversations planned for AY 2019-2020 and expect to host quite a few additional lectures and residencies related to Buffalo Project subject matter (see Rogers, 2019). We truly believe proactive framework and constant surveying within this project allows us to be up-to-date with student interests. Using such a frame could prove vital for institutions seeking to increase multicultural student and faculty retention.

Overall, our goal is to continue to teach cross-cultural understanding, respect, personal reflection and compassion for each other as members of a globalized community. The more we understand each other, the more we can make the world a better place for all. We encourage others to implement their own versions of the Buffalo Project on their campuses. Below is a brief guideline the team uses10 to discuss campus buy-in, project sustainability and ways to increase multicultural voices on campus:

1. Start a pilot study to determine the interests and concerns of those at your institution2. Create “buy-in” from constituents to help design the study by developing engaging opportunities.3. Develop a safe space where all constituents can have their voice heard. 4. Encourage community involvement through data distribution, publishing opportunities, etc.5. Be flexible by allowing for creativity and adjusting to meet the needs of your audience to ensure

growth.

CONCLUSION

10 The guidelines provided have been used in previous reports and articles by Dr. Roger’s and Team members to demonstrate the ability of the Buffalo Project to be personalized and implemented at other institutions.

Considering changing demographics and growth of populations of color in the US, those in higher education need to reconsider some of the ways they think and talk about diverse people. There is a collective power that emerges when education allows multicultural voices to be heard. As this project illustrated, collecting data to inform the development of academic programming is an effective way to encourage multicultural awareness on campus. Doing so offers learning opportunities that support an atmosphere of inclusivity and gives voice to all populations. The key to making the Buffalo Project successful across campuses is its use of participatory action research and ethnographic data from diverse cultures. By personalizing the guidelines above to fit the institution and target audience, we feel that the Buffalo Project can lead to an increased acceptance and awareness of cultures at institutions. Developing safe spaces, seeking and giving the voices of all involved a chance to be heard, and creating action-based responses to issues that arise will lead to not only success on campuses but will leave an impact on the community and society as a whole. By influencing the expectations through educational programming, we can seek to break the cycle of cultural misunderstandings, solidifying the need for projects and initiatives like the Buffalo Project to continue growing and expanding their outreach.

As institutions of higher education, it is our responsibility to prepare our students to be successful graduates and culturally competent members of the 21st century globalized community and workforce. It is when faculty, administrators, and staff take time to reflect on their own worldviews that we, educational leaders, can fully address the issues that are facing populations today. Implementing similar projects across US campuses offers one way of rebuilding cross-cultural communication in turbulent times. By doing so, institutions can raise the educational attainment of diverse student populations and increase their institutional retention rates; ultimately empowering more individuals to impact cultural views in various communities. This process may be uncomfortable for some but will lead to acceptance and cross-cultural understanding for others. By creating healthy spaces for dialogue, individuals or groups who feel isolated or marginalized, have more opportunities to voice their needs and wants. We believe the Buffalo Project is a replicable format for creating such an inclusive environment.

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APPENDIX ABuffalo Project 2.0 Microstudy of UB Student-Athletes (Microstudy A)

by Kathy Twist (Senior Associate Athletic Director for Sports Administration and Senior Woman Administration at UB)

Microstudy A: IntroductionBased on the responses and analysis of the ESC and UB surveys, it appears that most participants

held a positive view of multiculturalism, its importance, and their own capabilities with encountering other cultures. However, there were some notable differences between the responses of the ESC students and UB student-athletes. UB respondents (74.58%) strongly agreed or agreed that it was important to reflect upon their own cultural biases when communicating with people from diverse cultures compared to ESC students (64.57%). This difference (10.01%) may be due to the demographics between ESC and UB participants. The percentage of ESC students who are thirty years or older is 77.52%. Contrast the age of the ESC cohort with the UB student-athletes, whose ages are 17-25. Glen (1974) believes that we become more conservative11 with age and are less likely to change the way we think. Interestingly, someone considered liberal in his or her younger years may come to be viewed as conservative with the passing of time. In other words, “People become more conservative in a relative sense since their liberalism has not kept pace with changes in the total adult population” (p. 176). This may occur as we age because openness to new ideas is counterproductive. As we age, we desire security and familiarity, not self-doubt and uncertainty (Chamorro-Premuzic, 2014).

In addition to the age discrepancy between ESC students and UB student-athletes, 68.22% of ESC students report living in Western New York (WNY) for 26 years or more, whereas only 10% of UB student-athletes are from the WNY area. Research from the Buffalo Project found that WNY is a racially segregated city (Rogers et al., 2018). The long-term segregated living environment and the older age of ESC students may have influenced their comparatively lower score than UB student-athletes regarding the importance of cultural bias when communicating with diverse cultures.

The ESC student’s nontraditional learning environment does not provide for in-person interaction with diverse cultures. This places ESC students at a disadvantage to experience and learn about diversity. As Gurin, Dey, Hurtado and Gurin (2002) state, “Because of the racial separation that persists in this country, most students have lived in segregated communities before coming to college… This segregated precollege educational background means that many students, White and, minority alike, enter college without experience with diverse peers” (p. 336). The nontraditional educational structure of ESC makes it difficult for the ESC student to leave the culture they know and develop the multicultural skills they need for the twenty-first century.

Another possible explanation for the higher scores by UB student-athletes regarding personal bias and making an effort to understand differences is that they are millennials.12 Millennials are the most diverse group when compared to other generations (Traditionalists or Silent, Baby Boomers, Gen X).13 Their diversity, coupled with their immense numbers, has influenced the media, educational institutions, and workplaces to become more aware of cultural differences (Abbasi & Belhadjali, 2016; Pew Report,

11 According to Glen (1974), “Conservatism may be defined in terms of a system of values and beliefs about the nature of reality, or it may be defined simply as resistance to change, reluctance to take risks, cognitive rigidity or some similar characteristic” (p. 177).12 Generations are usually defined by their characteristics and birthdates. However, definitive dates for the millennial generation are in dispute. Nisen (2013) sets millennial birthdates from1980 to 2004 and Caraher (2015) has the Millennials timeframe from 1980-2000. Other sources have specified other dates for this generation. Tulgan (2015) divides the Millennials into two waves and refers to the first wave of Millennials (born 1978 to 1989) as Generation Y. The second wave of Millennials, born 1990 to 1999, he has called Generation Z. Howe and Strauss (2000), who have written numerous works on the generations, cite 2002 as the last birth year for Millennials (p. 15). Traditionalists or Silent Generation, born 1945 and before. Baby Boomers, born 1946 – 1964: Generation X, born 1965 – 1976.13 Traditionalists or Silent Generation, born 1945 and before. Baby Boomers, born 1946 – 1964: Generation X, born 1965 – 1976. Cite https://genhq.com/faq-info-about-generations/

2010; Dannar, 2013; Tulgan, 2015). Because of diversity in their own ranks, millennials are more accepting of diversity (Pew Report, 2010, p.6-7). Therefore, the factors unique to the millennial population may contribute to the responses of UB student-athletes on personal bias and willingness to understand cultural differences.

Student-athletes may have additional reasons for being acutely aware that self-reflection on bias and the interaction with diverse cultures is important. The dynamic structure of a varsity team experience fosters, and possibly drives, student-athletes to learn to work with the differences and similarities of their teammates to achieve personal and team goals.14 This was achieved by the proximity of their engagement and the amount of time student-athletes spend with their teammates. Spending at least twenty hours a week with your teammates in practice, travel and competition is an opportunity for a student-athlete to learn coexistence with different cultures. The proximity and daily interactions with diverse cultures provide the student-athlete the opportunity to learn Diversity and Inclusion (DI) (Daniels et al., 2005). Proximity and time appear to be two elements that can assist in learning multicultural diversity.Some survey responses appeared to be contradictory. Approximately 90% of the participants agreed or strongly agreed that they make an effort to understand other cultures including their differences and similarities. However, a significantly lower amount (73.73% of ESC and 64.34% of UB respondents) acknowledged that they are confident in their ability to approach others about their cultural background. ESC students may hesitate because they are older and are more adverse to risk. According to Chamorro-Premuzic (2014), as we grow older, we “navigate the world on autopilot, whereas change requires proactive adaptation, effort, and improvisation” (para. 4). The nontraditional ESC student may feel that approaching someone from a different culture may not be worth the effort.

A UB student-athlete’s reluctance to approach others from a different culture may be due to a characteristic of the millennial generation. Millennials prefer using technological apps such as text messaging, Twitter or Instagram to communicate (Pew Report, 2010). Numerous articles have cited technology as one of the reasons millennials lack the interpersonal skills needed for a face-to-face interaction (McCullough-Billups, 2017; Much, Wagener, Breitkreutz & Hellenbrand, 2014). Rashid (2014) agrees that millennials, “have gotten so good at communicating through screens and haven’t focused on honing their face-to-face communication skills. Additionally, this generation is also more likely to rely on their devices to escape social interactions - they’d rather bury their heads in a screen than confront uncomfortable situations” (Forbes, para. 9). Decreasing the hesitancy of UB student-athletes to approach others of a different culture may depend on improving their interpersonal communication skills. Literature reveals that cultural barriers do exist in some of our institutions (Koester & Lustig, 2014). The responses for the question “I believe that cultural barriers (race/ethnicity, socio-economic, language, religion, gender/sexual orientation, technology) inhibit academic success” (Rogers et al., 2019) demonstrate that UB student-athletes do not have the same experience as a non-student-athlete. Additionally, the DI programs provided to student-athletes and staff in the UB Athletics department is comprehensive. Together with UB staff and student-athletes, we have addressed DI in our policies, seminar presentations and in our local and national speaking engagements.15 Therefore, the uniqueness of the student-athlete support systems may provide insights for programs in DI on our college campuses to remove the cultural barriers that inhibit academic success.

14 It is important for a team to have a diversity within its ranks to have the opportunity to learn DI. Ethnicity of UB student-athlete population in the fall of 2018 is 51.48% non-white.15 In 2018, we won the NCAA and MOAA Diversity and Inclusion award for our unique approach to diversity and inclusion. This national award is given to only one NCAA division I school in the country. We have specifically provided educational programs and activities to our student-athletes and staff on a wide range of DI issues such as LGBTQ, ethnicity, gender, race, and people with disabilities, and socioeconomic class to create an inclusive culture.

Three questions on the UB survey specifically address the subject of soft skills. Almost half of UB student-athletes are unsure that DI is a soft skill (48.31%).16 This reflects the lack of recognition by student-athletes that DI is, in fact, a soft skill. Interestingly, the majority of UB student-athletes (64.41%) believe they learn soft skills during their time as a student-athlete.17 The last question on the survey18 introduced DI as a soft skill and asked the UB participants if they believe the soft skill of DI is transferable to their personal and professional life (Hayball & Jones, 2016). The percentage of respondents who “agreed” or “strongly agreed” with to this statement was 83.9%. Not one participant disagreed or strongly disagreed (0%) and 16.10% were unsure. This is a significant finding because it suggests that if we identify DI as a soft skill and ask if it is transferable, maybe we can teach its importance in the development of college students (Gurin, 2002). There is one other possible insight from this response, that something is occurring in the student-athlete experience that enhances the opportunity to view DI as a valuable soft skill.

Microstudy ChallengesOne of the challenges of this microstudy is the realization that soft skills are difficult to measure.

Soft skills are the purview of social science where exactness is challenging because of the subjectivity of observational analysis. Social science attempts to measure areas with less precise boundaries such as happiness, prestige, and social exclusion (Li et al., 2011, pp.53-55). It is for this reason that I sought to utilize the Buffalo Project 2.0 to study the specific soft skill of DI among the student-athlete population. A second challenge was choosing the appropriate questions that would satisfy the requirements of the Buffalo Project 2.0 and would measure the competency of UB student-athlete DI programs. The third challenge was the comparison of two distinct collegiate populations and multiculturalism. In order to obtain a more accurate assessment of the DI programs at UB, an additional study of other student-athletes at similar institutions would need to be done. Lastly, proximity and engagement with a diverse population does give students the opportunity to learn DI. However, do we really know the quality and depth of DI acquired by student-athletes or any student exposed to diversity in their collegiate experience? For this question to be answered a longitudinal study is suggested.

Microstudy A: ConclusionThis microstudy of the soft skill of DI in the UB student-athlete population is the first of its kind.

The survey was an adequate assessment tool that assisted in measuring our DI programs and policies at UB. However, to obtain a better understanding if the student-athlete experience lends itself to learning DI, this microstudy needs to be done with other NCAA student-athletes. It would be interesting to know if the student-athlete experience affords a templet in the learning of DI, and what DI programs may be beneficial for all students. Additionally, a comprehensive study of the traditional collegiate student is suggested to compare the experience of DI among different collegiate populations. Many colleges are now addressing DI with programs that target multiculturalism. A comprehensive study would measure the effectiveness of DI programs and provide a plethora of ideas to increase the multicultural awareness on campuses. Expansion of the Buffalo Project 2.0 would be a means of obtaining this information.

Microstudy A: References Cited

Belhadjali, M., Abbasi, S. M., & Whaley, G. L. (2016). Social media applications preference by generation and gender: an exploratory study. In Competition Forum (Vol. 14, No. 1, p. 103). American Society for Competitiveness.

16 Question was “I believe that diversity and inclusion is a soft skill”. 17 Question was, “I believe that I learned soft skills during my time as a student-athlete”.18 Question was, “I believe soft skills, such as diversity and inclusion, are transferable to my personal and professional life”.

Caraher, Lee. (2015). Millennials & Management: The Essential Guide to Making It Work at Work. Brookline: Bibliomotion, Inc.

Chamorro-Premuzic, T., & Furnham, A. (2014). Personality and intellectual competence. Psychology Press.

Daniels, H., Brown, S., Edwards, A., Leadbetter, J., Middleton, D., Parsons, S., & Warmington, P. (2005). Studying professional learning for inclusion. In New learning challenges: Going beyond the industrial age system of school and work. Kansai University Press.

Dannar, P. R. (2013). Millennials: What they offer our organizations and how leaders can make sure they deliver. The Journal of Values-Based Leadership, 6(1), 3.

Glenn, N. (1974). Aging and Conservatism. The Annals of the American Academy of Politicaland Social Science, 415, 176-186. Retrieved from http://www.jstor.org/stable/1041104

Gurin, P., Dey, E., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard educational review, 72(3), 330-367.

Hayball, F., & Jones, M. I. (2016). Life after sport? Examining life skill transfer following withdrawal from sport and compulsory physical education. British Psychological Society.

Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. Vintage.

Koester, J., & Lustig, M. (2012). Intercultural competence: Interpersonal communication across cultures. Pearson Prentice Hall.

Li, H., Liu, P. W., Ye, M., & Zhang, J. (2011). Does money buy happiness? Evidence from twins in urban China. Manuscript, Harvard University.

McCullough-Billups, M. Y. (2017). Developing Soft Skills in Millennial Students: A Delphi Study (Doctoral dissertation, Capella University).

Much, K., Wagener, A. M., Breitkreutz, H. L., & Hellenbrand, M. (2014). Working with the millennial generation: Challenges facing 21st‐century students from the perspective of university staff. Journal of College Counseling, 17(1), 37-47.

Nisen, M. (2013). How to know if you're too old to call yourself a millennial. Business Insider. “PEW Report- Generations 2010.” Pew Research Center, Washington, D.C. (2010) https://www.pewinternet.org/2010/12/16/generations-2010/

Rashid, B. (2014). Two Reasons Millennials Leaders Struggle With Communication And How To Help Them. Retrieved from https://www.forbes.com/sites/brianrashid/2017/05/04/two-reasons-

millennials-leaders-struggle-with-communication-and-how-to-help-them/#5a80e26dc671

Rogers, R., Murawski, D., Potter, H. & Valenti, A. (2018). Buffalo Project Micro-Study AY 2016-2018: A Report on Cultural Sensitivity in WNY. Retrieved from http://rrogers.sunyempirefaculty.net/the-buffalo-project-an-ethnographic-study-of-western-new-york/

Truett, K. R. (1993). Age differences in conservatism. Personality and Individual Differences, 14(3), 405-411. doi:https://doi.org/10.1016/0191-8869(93)90309-Q

Tulgan, B. (2015). Bridging the Soft Skills Gap: How to Teach the Missing Basics to Todays Young Talent. John Wiley & Sons.

APPENDIX BBuffalo Project 2.0 Microstudy of ESC Underrepresented Minorities (URM) (Microstudy B)

by Dr. Elizabeth Bradley (SUNY Empire State College Graduate Faculty) and Research Associate Nan Mead, B.A.

Microstudy B: Introduction

Roughly 5% of full professors in the United States are Black, Hispanic or Native American (Ryu, 2008). Underrepresented minority (URM) groups hold about 10% of tenured faculty positions (Finkelstein, Conley, & Schuster, 2016), despite URM comprising more than 30% of the United States population. The main barriers to recruiting, retaining, and promoting URM faculty in higher education are isolation and lack of mentoring (Williams & Kirk, 2008). Successful URM faculty attribute their success in large part to the mentoring they received from a senior faculty member (Williams & Kirk, 2008). In fact, the level of social connection to senior faculty predicts achievement of tenure and promotion (Williams & Kirk, 2008).  Research suggests that what new URM faculty need most is one on one mentoring from senior faculty that includes encouragement and support in the area of scholarship, ideally with concrete opportunities for scholarship, and hands-on reading, critiquing, and revising of scholarly work (Zambrana et al., 2015).  

The purpose of this microstudy was to create a mentoring program for new URM faculty and to evaluate the experience of both mentors and mentees following program implementation. IRB approval was secured through Empire State College and faculty were recruited through email. As part of the URM new faculty-mentoring program, new URM hires, as well as pre-tenure URM faculty were matched with tenured URM faculty. Six faculty participated (n=6); thus, three faculty pairs were part of the program. During the fall term, URM faculty were instructed to conduct monthly Skype sessions with their mentor/mentee. Each of the four-Skype sessions had one area of focus: teaching and advising, research, service, and mastery of subject matter/continued growth. Mentors were given a list of topics and corresponding questions/prompts to help guide them through each skype session. Two out of three of the faculty pairs completed all four mentoring sessions; the remaining pair completed 1-2 sessions and, thus, their results were excluded.

Microstudy B Research and Data Collection

Pre- and post-program surveys were conducted via survey monkey. Helpful mentoring received both prior to and following the mentoring program was assessed across each of the areas of focus (teaching and advising, research, service, and mastery of subject matter/continued growth). Substantial growth was observed in each area post-program, with a statistically significant difference between pre- and post-intervention scores related to mentoring in the areas of teaching and advising. In addition, faculty reported benefits from the program including sharing experiences/concerns, relationship/community building, lessened feelings of isolation, and increased insider knowledge of tenure and promotion expectations. Faculty suggested that future programs could be regional with some face-to-face contact, more formal/visible, more structures, and long-term. Nan Mead, a graduate student in graduate student in the Master of Social and Public Policy program (MA SPP) at Empire State College and a NYS Regent was hired as the Research Assistant on this project using grant funds. Ms. Mead’s main activities on this project were conducting a literature review and coding qualitative results.

Microstudy B Tentative Findings

Project outcomes were presented through a paper presentation by Dr. Bradley and Ms. Mead at the SUNY Conference on Instruction and Technology on May 29th at SUNY Purchase. Final project outcomes will be submitted for journal publication by July 1st. However, initial findings were presented

as part of the Buffalo Project 2.0 tri-campus presentation and posted to the Buffalo Project webpage (Rogers et al., 2019)

Microstudy B: References Cited

Finkelstein, M. J., Conley, V. M., & Schuster, J. H. (2016). The faculty factor: Reassessing the American academy in a turbulent era. JHU Press.

Rogers, R. C. (2019). The Buffalo Project Webpage. SUNY Empire State College. Retrieved fromhttp://rrogers.sunyempirefaculty.net/the-buffalo-project-an-ethnographic-studywestern-new-

york/

Ryu, M. (2008). Minorities in higher education 2008: 23rd status report.Washington, DC:American Council on Education.

Williams, S. E., & Kirk, A. (2008). Recruitment, retention, and promotion of minority faculty. The Department Chair, 19(2), 23-25.

Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Douthirt Cohen, B., & Eliason, J. (2015). “Don’t Leave Us Behind” The Importance of Mentoring for Underrepresented Minority Faculty. American Educational Research Journal, 52(1), 40-72.

APPENDIX C Data Sets from ESC and UB Compared– Buffalo Project 2.0 (Microstudy C)

By Dominique Murawski, Halee Potter, and Krystl Lentz with contributions from Kathy Twist

Microstudy C Data Set:

The following is comparative breakdown for the Buffalo Project 2.0 data set, which includes samples of student surveys the SUNY Empire State College (n=129) and the University at Buffalo (n=118) populations, respectively. It is important to note that Buffalo State College did not collect data in AY 2018-2019; however, they observed the Buffalo Project 2.0 collection process at both institutions and anticipated in the analysis of the data. Buffalo State College and co-PI Dr. Aimee Woznick anticipate completing their IRB study in AY 2019-2020.

UB Student Wellness Survey results analysis:Chart 1: UB Student Wellness Survey Results from August 17-December 14, 2018

*N=117**N=115

UB Student Wellness Survey multiple-choice response analysis:● 93.22% of respondents to question one (1) believe that diversity and inclusion are valued at UB.

This indicates an overwhelmingly positive view of the school’s commitment to diversity and inclusion.

● The statistics below indicate that UB students placed high value on themselves and their capabilities/understanding regarding other cultures:

○ 91.46% felt their own cultural identity is equally important;○ 74.58% believe it is important to reflect on their own cultural biases;○ 90.68% stated that they make the effort to understand other cultures including their

similarities and differences;○ 64.34% said they were sure of how to approach others about their culture.

● The following statistics highlighted a need for multicultural and educational events:○ There is a 26.34% difference between students who said they make the effort to

understand other cultures (90.68%) and those who said they were sure of how to approach others about their culture (64.34%). If most are confident that they make the

effort to understand, yet a noticeably lower amount understand how to approach someone about their culture. This may suggest that not all students see interaction as necessary to understand other cultures;

○ 27.96% were sure that cultural barriers inhibit academic success. A combined 72.03% (37.29% unsure and 34.74% disagreed) were unsure or did not think cultural barriers inhibit academic success. The high amount of unsure responses displays a need of further understanding regarding multiculturalism and all it encompasses. This contradicts the earlier and highly positive claims that they took the time to understand other cultures including their similarities and differences;

○ There were high levels of unsure responses for the three questions (question 8, 9, and 10) discussing “soft skills” signifying that the students may not be fully aware of what a soft skill is. This highlights a need for future events addressing them.

● 86.32% agreed, 1.71% disagreed, and 11.97% were unsure that multicultural awareness enriches their education in a college learning environment. The high agreement offers promise that multicultural events on campus would be welcomed.

● 83.90% agreed, 16.10% were unsure, and 0.00% disagreed that soft skills such as diversity and inclusion were transferable to their personal and professional lives.

ESC Buffalo Project 2.0 Survey analysis of results:Chart 2: ESC Buffalo Project 2.0 Survey Results from September 19, 2018-December 14th, 2018

*N=127**N=128

ESC Buffalo Project 2.0 Survey multiple-choice response analysis:

● The following responses highlighted the possibility that respondents have “confidence” in themselves that they are unbiased and openly willing to acknowledge their comfort in discussing culture(s):

○ The responses to questions 11, 13, and 14 in the above chart indicate that many agree (89.93%) that they try to understand other cultures while 64.57% think it is important to reflect on their own cultural biases and 74.42% disagreed that they were unsure how to approach others about their culture(s).

● The responses below focus on the respondent’s thoughts on multicultural awareness○ 90.55% of question 17 respondents answered that they either agree/strongly agree that

they are “multiculturally” aware. 1.58% strongly disagree/disagree. While low, 7.87% were unsure. Compared to other questions, this level of unsure respondents shows that this question raised doubt for some;

○ A majority (77.95%) of question 9 respondents believed multicultural awareness enriches their education in a college learning environment. 9.44% did not;

○ For question 12, nearly 2.5 times (60.94%) of respondents believe a cultural diversity course should be required at the college. Compare this to the 24.22% who do not;

○ 88.37% responded to question 16 with strongly agree/agree that developing cultural awareness is valuable for the job market. 5.43% disagree/strongly disagree.

● ESC had high levels of “unsure” responses.○ The highest was 32.56% of respondents who were unsure if their current institution was

multiculturally aware;○ The lowest was 4.56% of respondents who were unsure if they try to understand other

cultures including their similarities and differences.○ What this shows is that roughly 1/3 of respondents were unsure of their college’s

multicultural awareness but felt decisive on their own. This is further supported by the 90.55% who stated exactly that in question 17.

○ Question 15 had a high response of “unsure” regarding whether cultural barriers inhibit academic success. This is further supported by the responses to the written questions.

Written response analysis:Q 18: Do you believe your institution should encourage or develop multicultural activities? Yes or No? If yes, have you attended events on campus? If no, why not?

● 22 (17.89%) respondents specifically said “no,” while others indicated their response was no by making statements that they felt their school was already “multiculturally” aware or that this did not pertain to them.

● A common reason for answering “No” is reflected in the response “No. Not a function of the college” (Survey Monkey, 2018). Multiple respondents felt that it was not a part of education or that they did not need to discuss the topic because they were attending college to be “educated” (Cite).

● Some “No” responses have racial undertones or indicated that the question aggravated the respondent. Two responses that demonstrated the above were “No because Caucasians [sic] are the minority [sic] now…” (SurveyMonkey, 2018) and another student who stated, “No cause it’s all bullshit” (SurveyMonkey, 2018). While most respondents indicated that they did feel their

institution should encourage and develop multicultural events, the majority said they did not attend events either because they were unaware that they were taking place or because they attend online and do not have the time or ability.

Q 19: Do you think your institution provides an atmosphere that is supportive of difficult dialogues about current cultural national and local events? Does the institution effectively create safe spaces between people who think, feel, and believe differently than each other? Why or why not?

● “No, these events are unnecessary” (cite).● The idea that people get to choose what to be educated on is a sentiment that is reflected by many.

“A university should focus on the educational goals of students. Cultural differences or arguments should stay away from it. We are all here to learn what we chose to.” (SurveyMonkey, 2018). This can be problematic when individuals do not see multiculturalism as worth attention within the curriculum.

● The vast majority noted that their lack of exposure (due to being online students) left them unable or unsure of how to answer the question.

● Multiple respondents had a negative response to the term “safe space.” Many referenced the “real world” not having safe spaces and that people should not be so sensitive.

● One respondent noted that they felt there were “bridges” that needed to be put in place and spoke to their mentor about this but felt unheard due to different racial experiences between them.

● Multiple respondents did feel the college had a supportive atmosphere for difficult dialogues. Most respondents used their individual experiences as evidence.

Q 20: What aspects of culture (e.g., race/ethnicity, socio-economic, language, religion, gender/sexual orientation, mental/physical, or others) do you believe should be included in a college setting?

● 46.09% (53 respondents) answered that “all” aspects of culture should be included. Eight (6.96%) answered “none.” Several respondents cited specific aspects of culture such as mental and sexual orientation.

● As with previous questions, negative emotional responses were received.Q 21: What do you feel are your biggest obstacle(s) in your pursuit of Higher Education? Please explain.

● By far, money and time (87.18%) were the biggest obstacles students felt they faced. 43.59% (51 responses) indicated that finances were an issue. The same amount also indicated that time was the biggest obstacle. Some participants gave both as an answer.

Comparison of UB and ESC survey results:

The following table highlights the identical questions from both surveys.Table 1: Survey Response Comparison for UB and ESC until December 14, 2018

Questions SUNY ESCN=130

SUNY UBN=118

1. I believe my own cultural identity is as important as other students

● 50.39% Strongly Agree● 38.58% Agree● 6.30% Unsure● 3.15% Disagree● 1.57% Strongly Disagree

● 63.25% Strongly Agree● 28.21% Agree● 5.98% Unsure● 2.56% Disagree● 0.00% Strongly Disagree

2. I believe it is important to reflect on my own cultural bias when communicating with people from diverse cultures.

● 18.11% Strongly Agree● 46.46% Agree● 14.17% Unsure● 15.75% Disagree● 5.51% Strongly Disagree

● 44.07% Strongly Agree● 30.51% Agree● 19.49% Unsure● 4.24% Disagree● 1.69% Strongly Disagree

3. I make an effort to understand various cultures including their differences and similarities.

● 48.84% Strongly Agree● 41.09% Agree● 4.65% Unsure● 3.88% Disagree● 1.55% Strongly Disagree

● 54.24% Strongly Agree● 36.44% Agree● 6.78% Unsure● 2.54% Disagree● 0.00% Strongly Disagree

4. I am unsure how to approach others about their cultural background.

● .78% Strongly Agree● 14.73% Agree● 10.08% Unsure● 59.69% Disagree● 14.73% Strongly Disagree

● 6.09% Strongly Agree● 13.04% Agree● 16.52% Unsure● 51.30% Disagree● 13.04% Strongly Disagree

5. I believe that cultural barriers (race/ethnicity, socio-economic, language, religion, gender/sexual orientation, technology) inhibit academic success.

● 17.83% Strongly Agree● 33.33% Agree● 21.71% Unsure● 18.60% Disagree● 8.53% Strongly Disagree

● 15.25% Strongly Agree● 12.71% Agree● 37.29% Unsure● 22.88% Disagree● 11.86% Strongly Disagree

6. I believe that multicultural awareness enriches my education in the college learning environment.

● 40.94% Strongly Agree● 37.01% Agree● 12.60% Unsure● 4.72% Disagree● 4.72% Strongly Disagree

● 51.28% Strongly Agree● 35.04% Agree● 11.97% Unsure● 1.71% Disagree● 0.00% Strongly Disagree

Comparative multiple-choice response analysis:

● For question 2, there is a sizable difference (15.33%) of students who disagree or strongly disagree that it is necessary to reflect on their own cultural biases before communicating with people of a different culture with more 21.26% of ESC respondents disagreeing compared to 5.93% at UB.

● For question 2, 74.58% UB respondents strongly agreed or agreed compared to 64.57% at ESC. When looking deeper into those responses there was a noticeable difference in how the respondents answered. There was a difference of 25.96% between respondents who answered strongly agree with 18.11% at ESC and 44.07% and UB. This indicates that more UB respondents held their own reflection of any cultural biases to be significantly important.

● There was a 0.75% difference of question 3 respondents who strongly agreed and agreed that they make an effort to understand other cultures including their similarities and differences. This conflicts with responses to question two from ESC students. They were far less likely to strongly agree (18.11%) that it was important to reflect on their own cultural biases, yet 48.84% strongly agreed that they make the effort to understand other cultures including their similarities and differences.

● For question 4, 74.42% of ESC students and 64.34% of UB students disagreed/strongly disagreed that they were unsure how to approach others about their culture. Notably, 10.08% (ESC) and 16.52% (UB) respondents indicated that they were unsure.

● There is a 23.20% difference between the respondents from each school for question 5 who agree/strongly agree that cultural barriers inhibit academic success with over half (51.16%) of ESC students agreeing compared to 27.96% of UB students.

Demographic data:Table 2: Demographic data for ESC participants and UB student athletes

ESC Survey ParticipantsN=130

UB (Fall 2018 ALL Student Athletes) N=370

Race/Ethnicity ● 66.15% American (N=86)

● 23.85% European-American (N=31)

● 11.54% African-American (N=15)

● 3.08% Native-American (N=4)

● 3.08% Hispanic/Latin-American (N=4)

● 3.08% Other (N=4)*● 2.31% Multiracial

(N=3)● 1.54% Middle

Eastern-American (N=2)

● 0.77% Southeast Asian-American (N=1)

● 0.77% Bi-racial (N=1)

● 48.51% White (N=212)

● 27.92% Black or African American (N=122)

● 12.59% Unknown (N=55)

● 2.75% Puerto Rican (N=12)

● 2.52% Asian (N=11)● ·1.37% Other

Hispanic/Latino (N=6)● 1.14% Native

American-American Indian or Alaskan (N=5)

● 0.92% South American (N=4)

● 0.69% Dominican (N=3)

● 0.46% Native Hawaiian and other Pacific Islander (N=2)

● 0.46% Central American (N=2)

● 0.46% Mexican (N=2)● 0.23% Cuban (N=1)

Gender ● 36.15% Male (N=47)● 63.85% Female

(N=83)

● 56.98% Male (N=249)● 42.79% Female

(N=187)● .23% Unknown (N=1)

● Respondents were asked to specify their race in this selection. Two responded “Caucasian”, 1 responded “Hellenic”, and another answered “white”.

● Comparing race/ethnicity is not possible due to the difference in measurement from the sources. The ESC students were able to select multiple race/ethnicities. The UB data is for all student athletes and not only the survey participants. Gender can be analyzed and compared but should still note in limitations.

● The comparison on any demographic information will need to be focused on outside sources to draw conclusion or raise questions. Cannot rely on the data from both schools to prove/disprove anything.

APPENDIX DKey for Table 1 in Appendix C featuring the six questions on both surveys

Question 1: I believe my own cultural identity is as important as other students’ cultural identities.● UB Question 2● ESC Question 10

Question 2: I believe it is important to reflect on my own cultural bias when communicating with people from diverse cultures.

● UB Question 3● ESC Question 14

Question 3: I make an effort to understand other cultures including their differences and similarities.● UB Question 4● ESC Question 11

Question 4: I am unsure how to approach others about their cultural background.● UB Question 5● ESC Question 13

Question 5: I believe that cultural barriers (race/ethnicity, socio-economic, language, religion, gender/sexual orientation, technology) inhibit academic success.

● UB Question 6● ESC Question 15

Question 6: I believe that multicultural awareness enriches my education in the college learning environment.

● UB Question 7● ESC Question 9