Perspectives: How do you see the world? SCU’s Approach to Fostering an Inclusive Community

1. Perspectives: How do you see the world? SCU’s Approach to Fostering an Inclusive Community Kimberly Gilkey Santa Clara University Assistant Dean for Off Campus Student Life

2. Perspectives: How do you see the world? Session Goals • Overview of current SCU climate • Perspectives: Theoretical Framework • Preliminary student responses • Best Practices/Other approaches • Our Next steps • Comments & Questions

3. Demographic Information • National Coverage “Theme” Parties • Winter Quarter 2006 • Fall Quarter 2009 • Santa Clara University NSSE 2006 Data • University Council on Inclusive Excellence • -“Inclusive Excellence” requirement added to Core Curriculum all undergraduates (A&S, Business and Engineering) (Fall 2009) • -Peer Educator Committee on Inclusive Excellence (Fall 2008) • What does your campus climate look like? Current Campus Climate

4. Theoretical Framework • Social Change (Astin, UCLA) • Experiential Learning (Kolb, 1984) • Intergroup Dialogue (Multiversity Intergroup Research Project, 2008) • Self-Authorship (Baxter-Magolda)

5. Core Multicultural Learning Competencies • Develop an understanding of social identity and multiple identities • Develop an understanding of interpersonal communication • Develop an understanding of intergroup communication • Develop an understanding of intercultural communication • Develop an understanding of conflict and styles of conflict • Develop an understanding of the connection between identity, social justice and injustice • Develop skills to effectively confront issues of oppression and racism in and outside the classroom

6. Perspectives: What is it? Self Perspectives • Experience One: Exploring Perspectives - Explore one’s own social identity and multiple identities. • Experience Two: Understanding Perspectives - Develop an understanding of intergroup communication. • Experience Three: Challenging Perspectives - Obtain skills to engage in and challenge intergroup dialogue. Groups Community

7. Perspectives: What is it? Workshops completed,May 2008 – July 2010 Co-Curricular -Residential Learning Communities Staff -Ambassadors -MCC -CSL Student Leaders -Lead Scholar Mentors -Orientation Leaders -Peer Health Educators -Drahmann Center Tutors Classroom settings -English 2 (2) Course topics…Passing and Sustainability -Women and Gender Studies -Ethnic Studies -Communication -Environmental Sustainability -LEAD Scholars Seminar • 30+ workshops for campus groups completed from May through January 2009, e.g., to RLCs etc. • 700+ student leaders have experienced Perspectives as of 1/11/08 Awarded JNEE Grant 2008 Jesuit Network for Equity and Excellence

8. Sample Perspectives Outline Exploring Perspectives: Experience 1 • Guess the Presenter Activity & Debrief • Permission Slip • Who’s in the Room Activity, part 1 • Break • Stand Up/Sit Down Activity & Debrief • Who’s in the Room, Part 2 & Debrief • Wrap Up Understanding Perspectives: Experience 2 • Star Power Simulation Game • Debrief • Wrap-UP Challenging Perspectives: Experience 3 • Working for Social Justice: Visions and Strategies for Change (handout) • Scenarios – in staff teams • Review Scenarios • Strategies for Addressing Injustice • Residential Learning Community Inclusive Excellence Action Plan (handout) • Community Inclusive Excellence Statements • Wrap-up

9. Circles of My Multicultural Self Facilitator Notes (Points to Cover): The key to this activity is the process of examining one's own identity and the stereotypes associated with that identity, then having one's own stereotypes challenged through others' stories and stereotype challenges. Encourage participants to think about the stereotypes they apply to people and to make a conscious effort to think more deeply about them, eventually eliminating them. As with most activities, it can be especially effective if you participate while you facilitate. If you are willing to share your own experiences, participants are more likely to feel open to share their own. It is crucial, especially for the final part of the activity when participants are sharing their stereotypes, to allow for silences. People will be hesitant to share initially, but once the ball starts rolling, the activity carries a lot of energy. Allow time at the end for participants to talk more about whatever stereotype they shared. After everyone has shared their stereotype challenge, announce that anyone who would like to share another one can do so. Model by sharing another one about yourself. Debriefing Questions: How do the dimensions of your identity that you chose as important differ from the dimensions other people use to make judgments about you? Did anybody hear somebody challenge a stereotype that you once bought into? If so, what? How did it feel to be able to stand up and challenge your stereotype? (There is usually some laughter when somebody shares common stereotype such as "I may be Arab, but I am not a terrorist" or "I may be a teacher, but I do have a social life.") I heard several moments of laughter. What was that about? Where do stereotypes come from? How can we eliminate them?

10. Preliminary Student Responses THEMES FROM PERSPECTIVES FEEDBACK FORMS Qualitative Questions What did you learn about yourself? • How judgmental I can be especially around people I hardly know. • I am insensitive sometimes. • Understanding perspectives of others. • I have a lot to offer, but so does everyone else. I’m not the only one or in a minority of people with issues or experience regarding identity. • I want to push myself out of my comfort zone. • I am not alone in my hardships and there is comfort with common ground. • Culture is more than what I thought it was. • I learned that even in the face of adversity, I shouldn’t change who I am. This means I shouldn’t give up on my dreams or accept less than what I know I am capable of. • The influence of power and privilege. • I lose my voice in large groups and may sit back to avoid conflict. What did you learn about other people? • People are not always as confident as they may seem and there is usually a reason for that. • People wear different masks. • First impressions shouldn’t be all one looks at. You can’t expect to know everything about someone by just looking at them. • Everyone has their own unique background and experiences. • Many people feel the way I do. • People can abuse their power and status. • Give people a chance to show who they are; not making assumptions; shake off some of the baggage I carry. • Some people will follow others even though they know what they are doing is not just. • How people can be taken by materialism over morals. 9

11. Preliminary Student Responses What 3 things do you want to do differently now that you had this experience? • Be more open-minded • Make less assumptions • Challenge stereotypes • Understand myself better • Learn more about different religions • Reach out / help others more • Listen more • Be more honest with myself and others • Learn more about people on a deeper level • Share more of myself more What suggestions for improvements do you have about this activity? • More time for small group discussion • More time for full group discussion • Facilitator for each small group • Too many leaders (4+) • Clarify some questions • Have more people involved in inner circle discussion • Decrease length of activity (3hrs) • Room accommodations- too small, too stuffy, need chairs 10

12. Preliminary Student Responses 11

13. Best Practices Questions for your small groups: • What are best practices for developing co-curricular diversity education at your institution? • How do you utilize student leaders as change agents in addressing campus climate issues on your campuses? • What are best practices in applying student development theory to co-curricular educational opportunities at your institutions?

14. Increase number of facilitators Improve training for facilitators Enhance assessment plan -NSSE data Pre-Test in development for all new Perspective experiences -Mid-Year questionnaire to Perspective participants -Continue to explore possible link to core curriculum Seek additional funding and resources Continue to gain Institutional buy-in Find a permanent home department Next Steps

15. Comments & Questions

16. Sources • Adams, Maurianne; Bell, Lee Anne, & Griffin, Pat (2007) Teaching for Diversity and Social Justice. Routledge, New York, NY. • Astin, Helen S. (1996) Leadership for Social Change, About Campus, July-August 1996, pp. 4-10. • Baxter-Magolda, Marcia B. (2001) Making Their Own Way, Narratives for Transforming Higher Education to Promote Self-Development. Stylus Publishing, LLC. Sterling, VA. • Kolb, David A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc. Englewood Cliffs, NJ. • Multiversity Intergroup Research Project (2008)http://www.sitemaker.umich.edu/migr/home • Stop the Hate: http://www.stophate.org/ • Social Justice Training Institute: http://www.sjti.org/