Multiculturalism on Campus Essay Sample

📌Category: Culture, Education, Higher Education
📌Words: 1108
📌Pages: 5
📌Published: 21 January 2022

Our theme this week is centered on the identity of our students. While intersectionality is explicitly mentioned in Chapter 4 of Multiculturalism on Campus, it is the overarching theme for this module. Intersectionality provides a framework for understanding ways that students experience more than one social identity at a time and the intersections of those identities create experiences unique to each student (Linder, p. 66). In these readings, we discuss religious identity (Patel & Giess), racial identity (Sue) and gender/sexual identity (Kavoura & Kokkonen). Along with identities, we look into the environmental (Cuyjet & Merriwether) and the educational (Eschmann & Payne) impact on students and educators. Cuyjet et al (2016) cover the importance of environment and intersectionality in Chapters 3 and 4 of Multiculturalism on Campus. Sue (2013) opens his Race Talk: The Psychology of Racial Dialogues with characteristics of race talk and the ground rules that society follows. Sue educates his readers about the difficulty of race talks, the fears of White members of these conversations, and complexity of People of Color’s roles in these conversations. Eschmann and Payne (2019) give readers a brief overview of race in education. In their chapter, “Hidden in Plain Sight: Rethinking Race in Education, the authors break down the problems of subjectivity, invisibility, and segregation in our school systems. Whether intentionally or unintentionally, there are systems and processes in place in our educational system to preserve white supremacy. The authors do offer some solace through education’s role in racial inequality. Though schools replicate structural racism in practice-if not in intention-perhaps schools can ultimately serve as a means of dismantling systemic inequality (Eschmann & Payne, p. 62). As educators, we play a valued role in the nurture side of human development. Though a large task, it is our duty to understand these injustices and set out to alleviate the burden on those affected. Kavoura and Kokkonen (2020) offer a comprehensive work of the research that has been done about Gender and Sexual Minority athletes. The authors create a review to expose the imbalance of research and the importance of understanding the experiences of GSM people. This review was especially eye-opening as GSM athletes is a population that I work with and that I tend to forget the extra stressors they experience. Patel and Giess (2016) challenge student affairs professional to extend their advocacy around religious diversity and minorities. Topics like race, sexuality, and socioeconomic status are on the forefront of many educators’ minds. Often, religious diversity is tucked away, and is acknowledged when a person from a religious minority speaks up. The authors offer insight on the risks of limiting religious diversity which extends beyond getting along with others. Limiting religious diversity hurts the students, prolongs the false narrative of certain religions, and risks societal growth as a whole. 

My Understanding of the Cultural Context of Education

Often when I talk to seniors, I emphasize the importance of campus visits. When they look for schools or go on visits, I want them to visualize themselves living at this school. Students are often stuck on rankings, majors, or activities, but sometimes, they overlook the fact that they will be living in a new environment. Cuyjet and Meriwether (2016) review environmental importance and impact through the lens of the Strange and Banning model (2001, 2015). This reading reminded me of last week’s module when I mentioned my experience at Ole Miss. Strange and Banning would describe my experience as taking in nonverbal messages and experiencing strategic placemaking. Linder (2016) continues into Chapter 4, highlighting support for student’s intersectionality. As student continue to develop their identities in college, it is important to create spaces and opportunities to celebrate and encourage their complexity. An excellent reminder comes towards the end of the chapter as Linder emphasizes the importance of intentionality without tokenism. We need to treat students with dignity. As we develop programs and activities, we need to be intentional about the information we share and work with students and other professionals to ensure that we are serving our schools in the best manner.

Impact on Current or Prospective Professional Role in K-12 or Higher Education

Sue mentions way that educators can facilitate dialogues within their classrooms. In the study conducted, white trainees reported that instructors’ openness and acknowledgement (regardless of race) of their own biases in class aided immensely in the trainees’ own willingness to be vulnerable by sharing personal biases, limitations, and both successful and unsuccessful attempts to deal with racism (Sue, p. 670). In the K-12 setting, especially that of school counseling, we are encouraged to own up to our mistakes and limitations. In our field, we witness student experience like college acceptances and mental health crisis. We are encouraged to know our strengths and weakness and understand how that can impact a client. With Sue’s data, I understand how students will feel more comfortable with sharing their own biases and naivete when a leader or authority shares their own. As I transition to Higher Education, I will strive to continue to be forthcoming with my students. A way that we grow together is to understand one another

Strong and Weak Aspects in the Texts

I found the Sue et. Al (2009) study to be fascinating. By interviewing White faculty and students and students and faculty of color, the researchers strengthened their data. They validated the connections between students and faculty of color and White students and faculty. They also helped me better understand a White perspective of the Race Talk. In Kavoura and Kokkonen (2020), a major strength is the explanation of the umbrella term for gender and sexual minorities, GSM. However, Kavoura and Kokkonen (2020) did not include studies that covered solely heterosexual and cisgender athletes and other stakeholders. I think this would have added to the research of GSM athletes’ experiences to better understand the perspective of another population. The authors noted that more research needs to be done for the GSM population. Additionally, the authors mentioned many weaknesses with their work and prior research. The weakness that concerns me most is the gap in research for athletes who identify as transgender, bisexual, and intersex. 

Identify two questions that you feel are left unanswered or warrant additional information.

Patel and Giess, Patel shared a story about his RA friend and his experience as a Muslim in their dining hall. Many of the other students in the room did not have a response to his experience.

What did this student experience in this moment with his fellow RAs? Was this moment processed with an advisor?

In Eschmann and Payne, there is a section titled, “Students Reactions to Racial Discrimination in Education”. The opening sentence reads, “We can’t say how students of color systemically react to the stigmas that come with racial bias in education, but their relegation to the least-respected educational spaces seems to contribute to disengagement in one form or another.”. 

Further review should be done to improve the argument of this sentence. There was plenty of evidence to support the problems and failures of the educational system. It is important that students of color continually feel valued and that their voice is heard. I would be interested to learn more about their reactions to the stigmas and how that relates to Eschmann and Payne’s chapter.

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