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Enhancing Inclusion of Black Religious Students at Pasquerilla Spiritual Center

This study explores the absence of Black religious students at the Pasquerilla Spiritual Center (PSC) at Penn State University, a predominantly white institution (PWI). It discusses environmental theory, psychological climate, and physical space issues that impact student engagement and identity development. Through interviews with students and professionals, recommendations are made to create a more welcoming environment, fostering diversity and interaction. Key strategies include tailored programming, increased representation of Black role models, and intentional scheduling of activities to enhance community connections.

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Enhancing Inclusion of Black Religious Students at Pasquerilla Spiritual Center

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  1. Black Religious Students Welcoming them into the Pasquerilla Spiritual Center Kate Curley & Julia Martinez December 5, 2013

  2. Outline • Explanation of Issue • Environmental Theory • Literature Review • Testimonials • Environmental Intervention • Personal Identity Influences • Conclusion

  3. Pasquerilla Spiritual Center and the Center for Ethics in Religious Affairs

  4. Explanation of Issue • Pasquerilla is a “white church” • Blacks noticeably absent (B. Smith, B. Bradley) • PSU=PWI • Blacks and religion/spirituality • More religiously involved (Dennis, 2005; Taylor, Chatters, Jayakody, & Levin, 1996) • Greatly benefit from engagement (Caldwell et al., 1992; Ellison, 1993; Ellison and Sherkat, 1995; Frazier, 1974; Glenn & Gotard, 1977; Levin et al., 1995; Lincoln & Mamiya, 1990; Nelsen & Nelsen, 1975; Riggins, McNeal, & Herndon, 2008; Taylor & Chatters, 1986; Taylor, Thornton, and Chatters, 1987; Rice, 2012)

  5. Environmental Theory Hurtado, Millem, Clayton-Pederson, and Allen (1999)

  6. Hurtado et al., 1999 • Make campus climate a priority • Research and assess current campus climate • Design an intentional plan • Implement the plan • Consciously try to remove historical inequities(the historical legacies of exclusion) • Collaborate with faculty • Promote interactions with diverse peoples • Have faculty interact with students outside the classroom doing research and teaching • Promote and facilitate dialogue between communities of difference • Create and maintain a student-centered orientation • Host diverse programs, activities, and services • Train staff and faculty for these issues

  7. Literature Review: Psychological Climate • Blacks more likely to experience prejudice • Religious engagement critical to Black student success • negative climate= • dissatisfaction • disengagement, esp. in out of class activities • first-year and cult. specific programming=important

  8. Literature Review: Behavioral dimensions • Peer interactions important (Astin 1988, 1991, 1993; Kuh, Schuh, Whitt, Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991; Pascarella & Terenzini, 1991) • Leads to sense of belonging for Black religious (Strayhorn, 2008) • promotes inter-cult/inter-religious understanding & development (Hurtado et. al, 1999) • esp. at PWIs http://artofconversation.typepad.com/.a/6a00d83452194e69e2017ee81ffd85970d-320wi

  9. Literature Review: Physical Space & ID development • Some spaces are inappropriate/ unwelcoming (B. Bradley, personal communication, October 16, 2013; Clark & Brimhall-Vargas, 2003; McMurtie, 1999; Strange & Banning, 2001) • Religion=critical component of ID development (Astin & Astin, 2003; Love, 2001; Love & Talbot, 1999) • esp. Black stud. (Sanchez & Carter, 2005) • w/o mentors and role-models→ isolation (Abu El-Haj, 2002)

  10. Methods • Three short, semi-structured interviews with Black religious students • President of Black Student Union/member of Disciplemakers Christian Fellowship • Member of Unity University Fellowship • Former historian of the United Soul Ensemble • Interview questions centered on student experiences

  11. Methods • Two semi-structured interviews with student affairs professionals • Director for Ethics and Religious Affairs (CERA) • Assistant Director for CERA • Interview questions centered on student involvement • One choir concert

  12. Discussion of Findings: Psychological Climate Concerns • Assimilation • Demanding expectations for involvement • Discouraging cultural messages • Lack of investment and connectedness Recommendations • Bring Black religious services to Pasquerilla • Reexamine expectations for membership • More time in the space • Activities to get to know one another

  13. Discussion of Findings: Behavioral Dimensions Concerns • Limited interactions with communities of difference • Not perceived as diverse • Lack of awareness → lack of involvement Recommendations • Promote campus-wide awareness

  14. Discussion of Findings: Physical Space Concerns • Perceived as unwelcoming and inappropriate Recommendations • Intentional scheduling • Install sound barriers in the research space • Encourage use of the space between activities • Provide office space and an advisor

  15. Discussion of Findings: Identity Development Concerns • Absence of role models and peers as students move through religious identity development Recommendations • Increased presence and number of Black religious role models and peers • Recruit Black graduate fellows who believe in CERA’s interfaith mission • Train staff and faculty from other backgrounds

  16. Environmental Intervention Following Hurtado et al. (1999): 1. Make climate a priority 2. Research and assess climate 3. Design an intentional plan

  17. Environmental Intervention Peer Mentorship Program • Led by student leaders for students • Guided by trained staff and faculty • Visible and supportive network of role models • Family structure • Contributing to a sense of community and belonging • Families led by student leaders • Student leaders advised by staff and faculty

  18. Environmental Intervention Targeted outreach to new students • New Student Orientation • Student Organization Fair • Information sessions Spirituality programs • Meet students where they are, physically • Move to Pasquerilla Spiritual Center

  19. Environmental Intervention Returning to Hurtado et al. (1999): 5. Consciously try to remove historical inequities (the historical legacies of exclusion) 7. Promote interactions with diverse peoples • Include mentorship program in events with other religious groups 9. Promote and facilitate dialogue between communities of difference 10. Create and maintain a student-centered orientation • Students as leaders • Close partnership between student leaders and role models

  20. Environmental Intervention 11. Host diverse programs, activities, and services • Centered on outreach • Activities conducted by student leaders • Goal: family-like comfortability 12. Train staff and faculty for these issues • Advise students on religious identity development issues, among others

  21. Personal Identification Kate Julia You? http://blogs.smithsonianmag.com/aroundthemall/files/2011/07/what-about-race-nmnh.jpg

  22. Conclusion • Intentionally reintegrate traditionally black religious group once affiliated with Pasquerilla • Peer Mentorship Program • Future considerations • Implementation • Constant and thorough assessment

  23. Other ideas? Questions?

  24. Thank You References available upon request

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