People of Color in Predominantly White Institutions

Different Perspectives on Majority Rules

10th Annual National Conference (November 6-8, 2005)
Cornhusker-Marriott Hotel
333 South 13th St., Lincoln, Nebraska

General Info | Call for Papers | Concurrent Sessions | Registration | Conference Schedule | Advisory Committee | Conference Proceedings

Concurrent Sessions

Preferential Treatment and the Demands of Fair Competition
Edward. R. Abplanalp, Doctoral Student, Department of Philosophy, University of Nebraska-Lincoln

The issue of the fairness of many current affirmative action policies stands in a necessary juxtaposition with the relationship citizens have with each other in the U.S. free enterprise system. Although it is the case that many of today's affirmative action programs that involve preferential treatment are flawed and morally unjustified as they stand, it is not the case that no strong affirmative action policy is morally justified. By appealing to historical facts and basic intuitions about fair competition, I present a cogent counterfactual argument that suggests that, due to the competitive nature of our present society, some forms of affirmative action are necessary to make the assumed background institutions of our society fair. Specifically, affirmative action policies that involve preferential treatment should be managed on a case-by-case basis by considering the life and family history of each candidate. Although cumbersome, this approach would be one of the fairest ways to comply with the reasonable demands of compensatory justice.

Retaining Our Diverse Resources (Immigrants) Through Effective Mentoring
Amir A. Azimi, Administrator of Support Services, Nebraska Health and Human Services System

This session will emphasize the importance of building and sustaining a community/environment that values, promotes, and supports diversity and inclusion at all levels. We will discuss why smaller communities who foster the development of talents and resources lose those talents and resources to larger communities.

The Relationship between Stress and Humor with Asian College Students
David J. Carter, Assistant Professor, Graduate Counselor Education Program, University of Nebraska at Omaha

This interactive session will discuss the impact that humor has on stress experienced by Asian students at a Midwestern University. Participants will be provided with the awareness, knowledge, and skills necessary to address the specific psychological needs of the Asian college student studying in the United States and the role that humor plays.

How to Nurture Mixed Race Students: An Insider's Look
Jen Chau, Co-Director of the New Demographic

Serving students of color is no longer as simple as reaching out to Asian-American, African-American, and Latino students. Communities of color are themselves becoming increasingly diverse as more of their members are biracial or multiracial. What happens when mixed race students are part of predominantly white institutions?

Developing Interactive CDs to Address Racial Intolerance on Campus
Alma R. Clayton-Pedersen, Vice President for Education and Institutional Renewal, Association of American Colleges and Universities

The Diversity Opportunity Tool (DOT) is an innovative problem-solving multimedia tool to improve the ability of students, faculty and staff to deal with acts of intolerance on their campuses. User selection of an incident triggers a brief video depicting a typical incident of intolerance. Users can consider a number of alternative responses to the incident and then select among them; selection triggers a vignette of the likely outcome of the response. The computer provides information and resources that would help in dealing with the incidents of the kind being considered. A portion of DOT will be presented and a discussion about race and ethnic relations in higher education held.

Supporting Students of Color: A Residential Peer Mentoring Model
Tiffany J. Davis, S.M.A.R.T Program Coordinator, Bowling Green State University

Alana McClelland, Assistant Director of Residence Life for Leadership Programs, Bowling Green University

Improving the collegiate experience for students of color remains a central concern in higher education. The Students of Color Mentoring, Aiding, Retaining and Teaching (S.M.A.R.T.) Program was developed by the Office of Resident Life to assist the retention and academic achievement of students of color. This presentation highlights this peer mentoring program, its distinctive features, and its assessment results indicating positive impact on retention and academic achievement.

The Phenomenon of Biculturalism and Stress among Ethnic Minority Nurse Faculty
Sheila P. Davis, Professor, University of Mississippi Medical Center School of Nursing

Melvin Davis, Professor, Department of Psychology, Jackson State University

This is an interactive presentation of a husband and wife team in which results of a methodological triangulation study that compares and contrasts ethnic minority faculty at both predominantly white and predominately ethnic minority institutions on bicultural and occupational stress are discussed. The investigator-generated, Bicultural System's Conceptual Model, is used to interpret results and derive strategies for achieving a climate more conducive to optimal engagement of all faculty. Seven themes emerge from this study: Appraising, Proving, Fitting-In, Defending, Distancing, Being Invisible, and Mentoring are discussed in light of coping strategies used by ethnic minorities in bicultural settings. Understanding these behaviors is deemed as essential to creation of a positive multicultural work environment. The presentation is designed to evoke discussion which informs of existing strategies used by all faculty. In addition, perceptions of inclusiveness of ethnic faculty in predominantly white institutions will be explored.

Articulating the Benefits of Racial Diversity to the National Press: Triumphs, Challenges, and Lessons Learned from the Gratz and Grutter Cases.
Denise O. Green, Assistant Professor, Educational Psychology, University of Nebraska-Lincoln

Given the polarized debate over using affirmative action to create student diversity populations, it is critical that educational leaders become more knowledgeable of how national news is constructed to better articulate diversity's benefits. Using qualitative data, presenters will share lessons learned and strategies from the recent U.S. Supreme Court cases.

Keepin' It Real: The Life and Times of a Black Student Affairs Professional
John Leonard Harris, Founder and Principal Consultant, Harris Consulting Services

The purpose of this workshop is to encourage and help those currently serving in or seeking positions in university positions. The presenter, who served as the Special Assistant to the Vice Chancellor for Student Affairs at the University of Nebraska-Lincoln for nearly eight years, will facilitate an open discussion based on what he learned in this position. The overall goal of this workshop is to provide the knowledge that will enable any professional at a predominantly white institution to succeed in spite of the opposition, obstacles and oppression.

Leaving Them Hanging: Why Predominantly White Institutions Fail To Retain Minority Students
John Leonard Harris, Founder and Principal Consultant, Harris Consulting Services

The purpose of this workshop is to help those professionals who work with and for minority college students. This workshop will examine: 1) institutional recruitment strategies; 2) campus climate and similar issues; 3) problems associated with retaining minority students; 4) the campus community and 5) keys to retaining minority students.

Maximizing the Potential of Black Greek-Letter Organizations: Getting Back to the Basics
John Leonard Harris, Founder and Principal Consultant, Harris Consulting Services

This workshop examines: 1) the history behind the origin of Black Greek-letter organizations; 2) their special role on campus and in the community; 3) the reasons why people join and myths about membership; 4) current concerns and problems; and 5) keys for getting back to the basics.

The Difficulties Inherent in Cultural Diversity: Overcoming the Reasons Why Most Diversity Efforts Fail
John Leonard Harris, Founder and Principal Consultant, Harris Consulting Services

This presentation takes a hard look at the difficulties inherent in cultural diversity. These factors are often overlooked or disregarded with regard to diversity, leave well-meaning efforts short of their intended target. Workshop participants will consider a list of factors that are at work when most diversity efforts fail and attempt to develop solutions that will lead to progress.

Understanding the Effects of Dominant Institution Acculturation on the Culture and Leadership of Indigenous People, Based on a Study: Exploring Indigenous Tribal Leadership.
Jeff G. Hart, Extension Educator, University of Nebraska-Lincoln

What effect has forced acculturation had on Native American people? This presentation will present ideas on ethnocentrism, Manifest Destiny, and the issues between indigenous cultures and dominant institutions. Participants will be invited to ask questions and participate in a discussion about how strengthened partnerships between different cultures might help to bridge institutional gaps.

Academic Achievement through Cultural Autonomy: Enhancing Higher Education Persistence for Culturally Traditional American Indians
Terry Huffman, Professor, Department of Sociology, George Fox University

This session examines the contrasting experiences between groups of culturally traditional American Indian students and the college encounter. The session will discuss the practical implications emerging from the findings of a five-year research project. Policy and educational practice suggestions for making the predominantly non-Indian campus more accommodating for Native students will be explored.

How We "Fit": African-American Faculty at a Predominantly White Institution of Higher Education: A Case Study of a Small Liberal Arts College in Virginia
Loretta C. Jones, Associate Professor, School of Education and Human Development, Lynchburg College

Carolyn E. Gross, Assistant Professor, Sociology, Lynchburg College

Dorothy A Smith Akubue-Brice, Associate Professor, School of Humanities and the Social Sciences, Lynchburg College

This session will address historical, sociological, and psychological perspectives that should lend insight into fostering the effective performance of culturally diverse individuals within a predominantly Euro-American institutional setting. Research-based implications will be shared through the lens of three African-American female professors within such a context.

Multicultural Research Issues and Perspectives-how do you Frame it?
Charlene Maxey-Harris, Diversity Librarian, University of Nebraska-Lincoln

Jolie Ogg Graybill, Assistant Professor/Multicultural Services Librarian, University of Nebraska-Lincoln

This workshop explores issues surrounding faculty recruitment and research efforts of both faculty and students from multicultural perspectives. Presenters will utilize a panel perspective and lead audience discussion sharing tips from personal experiences.

Grandparents Raising Grandchildren: Incarceration and the Family Today
Suzanne Mayo-Theus, Doctoral Student, School of Family Studies and Human Services, Kansas State University

This presentation will 1) provide knowledge and theory of caregivers as it relates to incarceration, 2) lead the participants through a description of the societal concern of grandparents raising grandchildren as caregivers, and 3) encourage participants to share their own experiences and ideas associated with care giving for children with parents incarcerated.

Spirituality and Culture in Higher Education
L.C. Menyweather-Woods, Instructor, Black Studies Department, University of Nebraska at Omaha

The fifth year of the New Millennium demands the Community of Faith to continue the dialogue of Richard Niebhur's Christ and Culture, challenging the traditional belief "faith" cannot mutually coexist with culture, i.e., the true believer must always be choosing between the secular or sacred.

The Prairie Ph.D.: A New Model for Tribal Graduate Education
Timothy J. Nichols, Assistant Director, Academic Programs, College of Agriculture & Biological Sciences, South Dakota State University

Diane H. Rickerl, Coordinator, Diversity and Multiculturalism, College of Agriculture & Biological Sciences, South Dakota State University

Henry S. Miller, Natural Resources Instructor, Nebraska Indian Community College

A cohort of tribal college faculty and tribal professionals are working toward graduate degrees in the biological sciences through a collaborative program nicknamed the "Prairie Ph.D." Results to date show promise for graduate education targeted at American Indian communities. Program history, approach, and formative evaluation are discussed.

The Demise of African American Participation in Baseball: A Cultural Backlash from the Negro Leagues
David C. Ogden, Associate Professor, School of Communication, University of Nebraska at Omaha

Sixty years ago baseball was a major business and cultural force for African Americans. But the end of the Negro leagues and the desegregation of baseball heralded a new era that marked the beginning of a cultural drift between baseball and African Americans. This paper will explore the social factors embedded in the Negro Leagues that gave baseball cultural relevance for African Americans and what is impeding those factors from operating again.

Mentoring and Latino College Students
Cameya Ramirez, Program Coordinator, Office of Academic Support and Intercultural Services, University of Nebraska-Lincoln

This session will provide an overview of mentoring and how it relates to Latino college students. Session participants will be provided with information about Latino demographics, a successful program at the University of Nebraska-Lincoln called NU Connections Mentoring Program, and an opportunity to hear from a student panel made up of current Latino college students.

Swimmers of African Descent 1988-2004
Eric H. Shanks, Aquatic Director, Campus Recreation, University of Nebraska at Omaha

This power point presentation is a discussion of the participation levels in competitive swimming organizations. The presenter will suggest that African American participation in competitive swimming is far more frequent than generally believed.

Why Should I Work Hard, My Teacher Doesnt Like Me: Educational Experiences of Impoverished Students
Katherine Sprott, Doctoral Student, Curriculum and Instruction, Kansas State University

Relationships and communication are two key factors that impact learning. The values and beliefs for some white, middle class, female, teachers contradict these factors with students of color, even greater for impoverished students. Included are strategies, students voices, and recommendations for effective relational and communicative techniques between these two groups.

Equality is a Bitch! Blackness is a State of Mind. Internalization of Whiteness is a Forced Reality.
Ida Stewart, University of Minnesota, Assistant Director, Institute Administrator, Research and Instructor, William B. Steward Institute
William B. Stewart, Director Emeritus, Minority Student Programs, University of Minnesota-Morris

This presentation will demonstrate how the striving and struggle for "equality" by non-white students (Blacks, Native Americans, Hispanics, and other groups) in predominantly white educational institutions have not achieved "equality" when they graduate. They have acquired an "equivalent" rank of "as if equal" non-white elite in a non-white world separate (de facto) and unequal that is an imitation of the white world. The socioeconomic hierarchy is an abstract, powerless dependent world in a colony-like state. The power that they have serves the white powerful ruling white group more than it serves the non-white community. The relationship between the white ruling group and the elitist non-white group is still dependent and parasited symbiotic. The non-whites have abstract privilege but no built entitlements. Their socioeconomic hierarchy is analogous to the imperial dependency as that exists in the Third World.

The Beat of a Different Drum: Retention Issues Students of Color Face in Higher Education
Be Stoney, Associate Professor, Department of Secondary Education, Kansas State University

Retaining students of color has been a challenge at predominantly white institutions since the mid 1960s. This presentation includes findings from a qualitative approach from students of color attending a predominantly white institution in the Midwest. Included are the voices, implications for implementing changes, recommendations, and suggestions that are beneficial in working with this student population.

Developing a Culturally Responsive Intervention for African American Caregivers: Encouraging Partnerships Between Universities, Medical and Mental Health Agencies, & Faith-Based Organizations
Dolores D. Tarver, Lecturer, Counseling Psychology, Department of Educational Psychology, Director, Family Potential Center, College of Education and Human Sciences, University of Nebraska-Lincoln

The goals of the presentation are to: 1) raise awareness about the silent epidemic of Alzheimers Disease and Related Disorders (ADRD) in the African American community and factors that influence caregivers decisions to seek help; and 2) present a proposed model of culturally responsive services based on African worldview.

Critical Pedagogy, Image Theater, Forum Theater and the Instruction of Diversity Education
Franklin Titus Thompson, Associate Professor, College of Teacher Education, University of Nebraska at Omaha

This interactive workshop utilizes Critical Pedagogy, Image Theater, and Forum Theater in the instruction of race, human, and gender relations. It borrows from Paulo Freire and Augusto Boals concept of Humanizing Education. Praxis, the dialectical relationship between thought and practice, becomes the vehicle for establishing a problem solving process that leads to Permanent Relationships. Participants are encouraged to discover the missing gaps of human relations by overcoming the gap between the science of knowing and the art of doing. This workshop is designed for educators and community specialists who are willing to both give and receive new information about diversity through the interactive learning process.

Whose Voice?
William T. Waters, Intercultural Service Program Coordinator, Office of Academic Support and Intercultural Services, University of Nebraska-Lincoln

This presentation suggests ways in which students of color can learn, through meaningful research experience, to place into proper context the "majority rules" of a predominantly white institution (University of Nebraska-Lincoln). This process will start with a grassroots experience in Haiti and will end with students incorporating that experience into the campus community.

Teaching North, Teaching South: Differences that Make a Difference
Carole A. Winston, Assistant Professor, College of Health and Human Services, University of North Carolina at Charlotte

This presentation will address challenges faced by an African American women from the North (New York City) teaching in a predominantly white institution in the South (Charlotte, North Carolina). Issues confronted include student expectations/instructor expectations; instructor's presentation (e.g., style of dress, speech pattern and temp; interpersonal communication style); myths and half-truths about "Southern hospitality" and "Northern rudeness."