Video Post Take 2

This version is better. Not the best. I used it on a demo program so you can see their logo in the background. And you can hear background noise (walking, etc.), AND it cuts off the bottom of the screen. But some progress none the less :)

Video Post

The last post is an attempt at converting my powerpoint into a video. Since I also used Quicktime & iMovie within my presentation, nothing is converting properly. Please forgive this video that cuts off clips, doesn't include some clips entirely, has no music, and distorts some text. Below are the iMovie videos I made to be watched separately since those will not load in the full video at all. If anyone has suggestions to make this a respectable movie I would appreciate any help!!

Bibliography

Callan, Patrick M. (2006). Introduction: International Comparisons Highlight Educational Gaps Between Young and Older Americans. Measuring Up The National Report Card on Higher Education. The National Center For Public Policy and Higher Education. Retrieved March 28, 2011 from http://www.sciencebuddies.org/science-fair-projects/project_mla_format_examples.shtml

CNN. (October 22, 2009). Latino in America. Retrieved March 31, 2011 from http://www.cnn.com/video/data/2.0/video/bestoftv/2009/10/22/cb.latino.education.cnn.html

Excelencia in Education. (2010). Ensuring America’s Future. Retrieved April 18, 2011 from http://www.edexcelencia.org/initiatives/EAF/full

Institute for Higher Education Policy. (June 2010). A Portrait of Low-Income Young Adults in Education. Portraits. Pg 3.

Msnbc.com staff and news service reports. (Updated March 24, 2011). New milestone: 1 in 6 US residents is Hispanic. Retrieved March 30, 2011 from http://www.msnbc.msn.com/id/42246452/

Msnbc tv. (March 10, 2009). Obama Unveils Education Plan. Retrieved March 31, 2011 from http://www.msnbc.msn.com/id/21134540/vp/29615027#29615027

Pketko. (July 12, 2010). Shift Happens Educational 2010. Retrieved March 28, 2011 from http://www.youtube.com/watch?v=SBwT_09boxE

Saberhacer. (July 21, 2008). Best Schools for Hispanics. Retrieved April 4, 2011 from http://www.youtube.com/watch?v=wVTsVZ5GMv0

Spanish Translation.us. (February 15, 2010). US Hispanic Population and Projections 1950-2050. Retrieved February 16, 2011 from http://spanish-translation-blog.spanishtranslation.us/2010/02

Startloving3. (October 19. 2010). President Obama Hispanic Education Initiative Signing. Retrieved March 29, 2011 from http://www.youtube.com/watch?v=FNaYDmdioSg

Walsh, Susan. (October 19, 2010).  White House Renews Attention to Hispanic Education. Education Week. Retrieved April 18, 2011 from http://www.edweek.org/ew/articles/2010/10/19/09hispanic.h30.html

Whitehouse. (July 29, 2010). The Importance of Educational Reform. Retrieved March 29, 2011 from http://www.youtube.com/watch?v=ZCHMyFU6aEU

Whittier College. (November 19, 2010). Whittier College Latino Students Speak About Education. Retrieved April 4, 2011 from http://www.youtube.com/watch?v=27NuSWjolDM

 

Sorry for such ugly blogging! If I find a solution I will re-post soon!

Hispanic Education

More PowerPoint presentations from aSGuest97309

IHEP Visit

Yesterday we made the trek to DC to visit the Institute for Higher Education Policy (IHEP). With a group of only 15 individuals, it is amazing how much they can get accomplished. We were able to meet with several of their employees, including IHEP's President, that provide research to both state and federal policy makers as well as work on projects to help underrepresented and underprivileged students attend and succeed in higher education. Especially interesting was their work in the Walmart Minority Student Success Initiative. I had not heard of corporation like Walmart taking part in such an important educational endeavor like this before and their $4.2 million contribution is certainly a well-respecting effort. I am also very interested to see what becomes of the project that IHEP has teamed up with the Bill & Melinda Gates Foundation, Lumina, and Ford for, which will be launching in a few months. There are certainly fantastic efforts being made by this organization and although the frustration of slow change was addressed, it is so important to have organizations like this campaigning for students who may not have the voice to campaign for themselves.

Am I the Only One?

Yesterday evening I attended the event "Am I the Only One?"put together by the Center for International Student Access and the Office of Diversity Programs and Services. Besides an unplanned break during the event due to a fire alarm (which actually wasn't so bad since it was a beautiful evening) the event went very well. The room was packed and even required extra chairs to be brought in to accommodate all of those in attendance.

The event was kicked off with an ice breaker in which we were asked to go around the room with a worksheet to meet new individuals with identities different than our own. The identities provided on the sheet included race, religion, sexual orientation, native culture, and style of dress - although we were encouraged to go off the list if we so chose. Through this exercise, I learned about an identity that I had not previously known. I met an undergraduate woman who identified herself as pansexual. Prior to taking Diversity in Higher Education, I might have felt awkward or shy about asking for clarification on an unknown identity. Although, through our discussions I have learned it is better to ask than to be ignorant. And so I did. For inquiring minds who may also not be familiar with this term, pansexuality refers to individuals that are attracted to others regardless of their gender. I then asked how this was different than bisexuality? She explained that being bisexual implied being attracted to both females and males, whereas gender-identities are irrelevant to pansexuals. I then thanked her for enlightening me to this new identity that makes up part of who she is.
During this exercise I also met an undergraduate woman whose native country is Japan and a man who practices in the Islamic faith, but shared my philosophy of being open-minded to any religion one chooses for him or herself. I cannot think of a previous experience in my life where I have been able to meet such a diverse group in one setting. It was energizing.

Especially powerful was the panel of speakers that were brought in to share their experiences of wondering, "Am I the only one?" The two that especially stood out to me was a Latina woman and a woman who was born and raised in Japan (I regret now that I did not write down their names). The Latina woman shared her experience of attending an Ivy League, predominately white, institution for graduate school. She was one of two Latina students and the program would constantly get her mixed up with "the other one." She felt like she was not being recognized as being her own person and felt very alone. These feelings led to a desire to drop out. This story was especially interesting based on my research of the Latino/a population. Her feelings are very typically cited as a reason for dropping out among this population.
The woman from Japan shared her story of coming to the United States at age 20, and for being a part of the US for the past 12 years. During this time she became "Americanized." However, American's still treat her as not fully apart of this world, and when she goes home to Japan they point out changes in her as she has grown to accept some American cultures and mannerisms into her identity. She struggles with not feeling like she is fully a part of either society. Her story touched me as I realized how lonely that must feel. Regardless of our multiple sub-groups, citizens of the US can still connect with each other based on the fact that we're all Americans.

I think this was a very important event that should be replicated on campus. Not only was it educational for those in attendance, but it shows GMU's commitment to diversity by facilitating open discussions on the topic. I found myself wondering if events like this were held during my undergraduate career and wishing I had taken part in more events like it. I was impressed with the undergraduates at this event - they were mature and took an active role in exposing themselves to others different than themselves. "Am I the only one?" was a powerful learning experience - I only wish I had experienced it years earlier.

Milk & Cookies

Last night, I attended the Pride Week event, "Milk & Cookies." We watched the movie Milk, about Harvey Milk's story of becoming California's first openly gay elected official,  and were given milk and cookies as a snack. The event had a good turnout, with probably around 40 in attendance. The group was very respectful and watched the movie intently (with only a few giggles when Sean Penn and James Franco shared their first onscreen kiss). I had wanted to see this movie since its release and was so happy I had the opportunity this week. It was a powerful movie.

I especially like movies that I can learn from. I'm aware that Hollywood plays a big role in creating movies based on true stories, but according to some online searching, this movie stays pretty true to real life. It amazes me that something like Prop 6 (which intended to fire all homosexual teachers, along with anyone who supported them) could have been proposed so recently. Combating that proposition was an amazing feat that I believe has lead us in a much more accepting direction. Because of contributions like Milk's, it is truly impressive how far we have come in just a few short decades.

One line that stuck out to me from the film involved a news clip against Prop 6. The woman being interviewed said something along the lines of, "If you remove the diversity from the schools, how will our students ever learn to work with diverse individuals?" This has been a repeated theme throughout our semester, as today we are still working to make our schools and campuses more diverse. This seemed to be a pivotal learning point as the population began to realize that diversity is positive, not threatening as people like Anita Bryant and John Briggs made it seem.

While this was not a feel-good movie and I walked away feeling quite saddened, so many positives came out of the sacrifice Harvey Milk made. Hope, the uniting of a community, acceptance, the beginning of homosexuals in a position of power, and combating a law that would infringe on human rights in general, and the gay population in particular. The most beautiful image of the entire movie occurred after the assassination of Harvey Milk, when tens of thousands lined the streets of San Fransisco with white candles and mourned the loss of an incredible activist and man.

Response to "White Privilege: Unpacking the Invisible Knapsack"

It was interesting reading about this topic from a white perspective. My experience with the topic of white privilege has been limited and the small amount I have been exposed to has been from the viewpoint of individuals of color. I was pleased to see the overall message was generally the same; there were no excuses or defensiveness embedded in the article.

Peggy McIntosh notes that the first step to eliminate ‘unearned advantage’ and ‘conferred dominance’ is acknowledgement of their ‘unseen dimensions.’ I do honestly believe that the vast majority of these structural problems are unnoticed and unintentional from the white population. Therefore, it is ever so important that this message becomes widespread. Like McIntosh notes, without acknowledgement of the problem, it cannot be corrected.

One way for mass distribution of this message is by integrating this article in the classroom curriculum - and not just on the college campus either. McIntosh points out that this is a behavior imbedded in our society that is present since birth. Early knowledge of how our society benefits white individuals and what we can do to change these unearned privileges should be shared as early on as possible in the education system to prevent the sustained learning and repetition of this unjust system. The introduction of this article also discusses how it is used in workshops across the country (and Canada), which I believe is a helpful way to spread the message to professionals. Better this message is learned later in life than not at all.

I wonder if the information discussed in this article is conveyed to George Mason employees at diversity training workshops? My knowledge about life on George Mason’s campus is very limited. Unlike my fellow peers, I do not work on campus. I have participated in 3 graduate courses total (one each semester) and beyond those classrooms, have not spent any substantial time on campus. In these classes, I have been fortunate to have a diverse group of students and faculty, an African American male professor, a white woman professor, and now an African American woman professor. Maybe it is because I have not experienced a course with a white male professor on GMU’s campus, that I have not obviously felt the white or male privilege presence on campus. In fact, George Mason is much more diverse than my undergraduate experience, so I have felt much less undeserved privilege than I (unknowingly) experienced back then. It is my hope that although it has been difficult for me to see white privilege in the past (as it is for most white individuals who have been brought up thinking of our system as "normal"), now that the "blinders" have been taken off, it will be much easier to recognize moving forward.

However, there are several items that McIntosh mentions that I can connect with.  I was accepted to George Mason without fear that affirmative action programs were the cause of my acceptance. I can easily find and associate with people of my race on campus. And, with maybe the exception of our current class, I can speak out without “representing” my entire race.

Although it was McIntosh’s last point that really stuck out to me. Make-up color: such an every-day, non-important item that I’ve never thought twice about. I think this point really spoke to me about how engrained white supremacy is in our culture. I’m getting married this year and have asked my bridesmaids to get “nude” shoes. Just like the “flesh” colored make-up, this concept of “nude” solely applies to the white population – it says, “this is the color that skin should be.” Although I realize this is by no means the worst injustice on McIntosh’s list, this is the point I will walk away thinking about. From now on I’ll make it a point to look out for the “small” injustices – that add up to equal all the larger ones.

Op-Ed

Just the other day my stepmother and I got into a heated discussion about racism against Latinos in the United States. My stepmother is originally from Mexico and has been a citizen of the US for over a decade, so she brought a very valuable perspective to the conversation.  Our dialog brought up many of the vital points discussed in the article,  “Getting Beyond the ‘Symptom,’ Acknowledging the ‘Disease’: Theorizing Racist Nativism.” Why is racism against Latinos such a problem? What makes this different from racist and discriminatory practices against other minorities throughout US history? And how does her story, as a Latina woman experiencing racism in this country today, contribute to the overall picture of this situation?

In a nation where the media paints a picture of Hispanic immigrants as criminals, stealing jobs from citizens, and exploiting services like education and health care, it is clear the US has come to fear the negative effects of Hispanic immigration.  Although, according to Huber, Lopez, et al., this situation is not new, and in fact dates back to the 1920s when America implemented immigration laws to prevent Hispanics from taking American jobs. So why does racism against Latinos seem to be such a colossal problem now?  Is it due to racist nativism fueled by white supremacy as “Getting Beyond the ‘Symptom” states?

I believe the racist nativism presence in our country is obvious, especially as it relates to Hispanic individuals. For instance, American’s displeasure can be clearly seen in comments posted to a recent Associated Press article I recently read regarding the rising numbers of Hispanics in the country. Comments like “build higher fences” and “get them out, they do not deserve to be here” can be seen throughout the discussion section. However, if these feelings were solely based on whiteness, all people of color would be victim to racist nativism. While African Americans, for instance, may experience forms of racism, I do not believe it is racist nativism; even though this population are not white, they are still considered by the general population to be American and not a threat to our way-of-life.

This point can be further seen in America’s past when many Americans engaged in racist nativism towards white, southern and eastern European immigrants. Huber, Lopez, et al. point out the assimilation of these populations throughout the nineteenth and twentieth centuries. However, I disagree with their proposed concept of assimilation that states that white elites incorporated poor, ethnic whites into the mainstream to win out in the black/white racial divide that slavery was causing. To argue this point suggests forethought and a massive collective consciousness that I do not believe is possible.

Instead, I propose a theory that suggests a general acceptance as groups cease to be considered an “other.” I think “otherness” is truly the problem we have been combating for generations. It is true that whiteness aids in the visual separation between races, but just as Jews and Italians were deemed as “others” and are now fully assimilated, so too is the future for immigrants of color.  Perhaps instead of skin color, “otherness” today is more often determined by a lack of English, which is seen as “un-American” by many. Regardless, this article shows me that America functions on a learning curve. Due to the recent boom in immigration from the Hispanic population, America’s immediate instinct is an “us vs. them” mentality. As can be seen from past immigrants, America initially refuses acceptance, but needs a little time to “warm up” to its new residents. Once new resident populations have time to “stew “ in our “melting pot,” we will stop seeing them as “others.” The face of America is changing, but it is not the first time we have experienced demographic change, and I am certain it will not be the last.

While discussing personal experiences, my stepmother discussed frustration with the racist nativism she has faced firsthand. Upon meeting most Americans for the first time they ask questions like “that’s a lovely accent, where is it from?” and immediately upon her responding that she is from Mexico notices an apparent lack of respect that was present before this information was provided. She noted that if she replied with “Spain” instead (and she has conducted this experiment) the same response does not hold true. This perspective made it clear that the American population does not frown upon foreigners in general; Hispanics are specifically targeted in this form of racist nativism.

It should be acknowledged that we are experiencing a unique situation since there has never been as large of a surge of a specific population into the country at one time. The Latino population is rising faster than any other, with the 2010 US Census expected to reveal that Latinos will make up 1 in 6 residents in America.  To avoid mass racist nativism as this population grows, we must first address the misperceptions that all Latinos are illegal immigrants. Illegal immigration is wrong, dangerous from a homeland security perspective, and we should be monitoring the situation from all countries. Legal immigration, however, is what our country is built on. America would not exist without it. Arguably, immigration is what being American is all about.  These new citizens are the same as those that have been migrating legally to our country for generations.

I agree with the authors that Latina/o critical race theory should be utilized to discover more about the experiences of Latinos in America. It is vital to acknowledge personal stories, such as my stepmothers, to receive an accurate picture of the racist nativism in our country. However, instead of identifying white supremacy as the sole root of the problem, further research needs to be conducted regarding language barriers and “otherness” as potential causes. It is my hope by using these methods we can decrease the time it has typically taken Americans to accept “others” into its society and move to a more accepting environment for new, Hispanic citizens.

The Catch 22 of Mentorship

As bell hooks discusses, we are living in a dominator-controlled world where Americans are fed “distorted truths” about diverse populations through mass media. It is exceptionally important that these “truths” be uncovered, discussed, and improved upon within the college setting.  Progress has been made by implementing Women’s Studies, Ethnic Studies, and courses that discuss racial issues and the feelings that surround those issues, such as Tatum’s Group Exploration of Racism (and our own class here at George Mason) into the curriculum of many universities. Also important are the teachers that lead these courses, as well as other role models throughout an institution. Both Turner, González, and Wood’s and Turner’s articles point to the need of faculty and staff of color to diversify the campus, leading to positive effects for employees of the institution and students. Some of these positive effects include preparing students for a diverse society, diverse faculty being better able to assist and recruit diverse students, and the different ways diverse faculty may approach teaching, leading to new ways of learning and out-of-the-box thinking for students. It is clear that recruitment and retention of faculty and staff of varying races and ethnicities are vital to the college campus.

One of the methods for recruiting and retaining faculty of color on the college campus in both “Faculty of Color in Academe: What 20 Years of Literature Tells Us” and “Women of Color in Academe Living with Multiple Marginality” is mentoring programs. In fact, mentoring was the one item that was brought up again and again in the Turner, Gonzalez, and Wood’s study spanning 17 years. From the mentee perspective, this was described as very positive in Turner’s article as well, as it allows for networking, collaboration, and an opportunity for a more experienced individual to guide mentees through the university. However, it is important to look at this from the mentor perspective as well. A section that stood out to me in Turner’s article was “Being Underemployed and Overused by Departments and/or Institutions.” This section cites the stress of being a role model based on their race or gender. Additional concern is for the additional workload being a mentor can require… work that is not tied to research, publications, or in-class teaching and thus not as often rewarded. While I do see the extreme importance in mentorship for advancing new employees to avoid isolation and to connect with others in the university, the strain it has on the mentors should be addressed. This dilemma certainly qualifies as a Catch 22. Mentoring is a proven technique for improving the situation for faculty of color on the college campus, but it appears that at the same time it is causing stress and a burden to members of the community as well.  Both of these effects could even exist within the same person, by feeling the negative and positive effects equally.

I’ve been trying to think of solutions to this problem. More group mentorship programs opposed to one-on-one involvement? But I feel that may leave newcomers lost in the shuffle when others in the group think, “someone else will take care of it.” Or perhaps we can change the system so that universities reward mentoring? But to think through that honestly, universities are a business and their main interest in the matter will be money; money is made by publishing and research, not by helping out a new employee or student out of the classroom. So I’m stumped. I think this is a topic that needs much more thought and investigation. We can start by utilizing Critical Race Theory. What is your personal experience? Have you been a mentor or a mentee? What positive or negative effects resulted?

"What you focus on expands"

Admittedly, I tend to see the word through rose-colored glasses. This often makes me naïve to many of the world’s evils. I believe this course is helping me see the world a little clearer, especially as it related to race. However, one point from the article  “Nine Themes in Campus Racial Climates and Implications for Institutional Transformation” really has me heated. Harper and Hurtado cite a research study conducted by Swim in 2003 that I have a serious issue with. Whether using my rose-colored or newly acquired racial lenses, either way I find this study problematic.

Before I go into the study, I want to introduce a friend’s blog post that is influencing my strong feelings.  This entry has been fixed in my mind since the day she wrote it. For those of you who do not want to read her story, I will summarize. My friend Ali had a baby young and this post tells the story of the horrible looks and comments some women would make to her when she was pregnant and now when she’s out with her daughter. She let herself internalize these criticisms that perpetually made her feel bad about herself, regardless of the fact that these women knew nothing about her or her situation. They just saw one external characteristic and judged accordingly.  Her realization was that by focusing on the hate directed toward her, it was expanding and controlling her life. By concentrating on the misguided hate in the world, it allows it to become ubiquitous.

In the study conduced by Swim, black participants were asked to keep a diary and write down every time they experienced racism or perceived racist acts. Two occurrences noted by students in this study included “unfriendly looks” and “bad service received in the dining hall,” both of which were attributed to racism. My first thought went immediately to Ali’s blog post. Not only were these participants solely focusing on hatred, they were out looking for it! How this study must have affected the internal well being of its participants! Once they started looking for it, were they able to stop? 

My next thought seriously questioned the implications of racism experienced during this study. Unfriendly looks and bad service?  I honestly believe my list of these occurrences would be just as long as those in the study. Most likely these events would be triggered by an outwardly displayed quality; they didn’t like my shirt, I wasn’t smiling so I looked unfriendly, I bought the last slice of pizza in the buffet line that they wanted, or maybe, in some situations, they have preconceived notions about individuals with the color of my skin… or all brunettes are boring… or all Italians smell bad. People judge for all sorts of irrational reasons. Race is just one of many nonsensical explanations.

However, my glasses are not so rosy that I refuse to see racism as a problem altogether. In fact, in the same study, some students also reported derogatory and stereotypical verbal remarks, which should absolutely be addressed. There is a line between fixating on every potentially judging glance and letting yourself be a doormat to clear discriminatory acts. Stand up and fight back when necessary, but don’t turn everyday into a fight.

I’ll close with a conversation I recently had about racism with my stepbrother, who is Hispanic and one of the most positive people I know. I was asking him about racism on his college campus and about any personal racist occurrences he’s experienced. He couldn’t name one. Instead he pointed out all the good things his college was doing to decrease racism.  He then commented, “I think most Hispanics spend way too much energy focusing on racism. Why focus on the negative? If you don’t label yourself as ‘different,’ no one else will either.”

So to steal the quote from my wise friend, “what you focus on expands…” If you focus on the negatives in the world, then negative will be all you see. Concentrate on the positive and “expand love.”

Cluster 3 Recap: Counter-Storytelling

The articles in Cluster 3 dealt with counter-storytelling; obtaining personal stories of individuals traditionally left out of the Eurocentric, mainstream narrative. The Solorzana & Yosso article used a Critical Race Methodology, which considers race and racism, in addition to gender and class, while conducting research, uses personal experiences, and integrates interdisciplinary knowledge such as sociology, history, and law into research.  They attest that a Eurocentric version of stories told from a white perspective is what is common in our society. Often these stories are from the perspective of white, middle-class, men. Counter-storytelling attempts to combat this occurrence by telling the stories of oppressed groups. These stories build a sense of community, challenge Eurocentric views, and provide a more complete picture of reality.

Similarly, Bernal’s article attempts to combat Eurocentric accounts by integrating Critical Race Methodology with Latina/Latino Critical Theory, to “recognize students of color as holders and creators of knowledge.” Specifically addressed are Latinos histories, experiences, cultures, and languages, which are not often recognized or correctly interpreted in mainstream educational settings. Like Solorzana and Yosso, Bernal believes collecting counter-stories can be beneficial in combating racism, sexism, and classism.  The author specifically addresses collective experiences, community memory, family knowledge taught through legends, and household knowledge, such as bilingualism, biculturalism, and a commitment to communities, as important to the Hispanic population.

The last article, from Bell books, is an example of a counter-story first hand, from an African American perspective.  The author tells the story of being born in the fifties and therefore was brought up in a segregated school until junior high. In her Black school, a high value was placed on education and the author was deemed very smart. However, upon de-segregation, she was classified as exceptional, since black students were not expected to be as smart as their white peers. The author struggles with self-esteem issues influenced by racist teachers in his desegregated schools.  Many students adhered to the “confirmation bias” where they did not attempt to surpass teachers’ and peers’ low expectations.  She continues by discussing her struggles with racism and sexism in adulthood as well.

These articles all discuss the importance of considering others’ stories before assuming the Eurocentric, well-known version as truth. It is especially relevant as higher education professionals to help minority group’s stories to achieve the voice they have not traditionally had in our society. It is only then that we will have a true, full picture of the reality in which we live and can make the necessary steps to improve that reality.

Theorizing vs Doing

After reading this week’s first article, “Racial Diversity Matters: The Impact of Diversity-related Student Engagement and Institutional Context,” I became frustrated. Perhaps it is that I majored in sociology and psychology as an undergrad, leaving me completely “over-theorized,” but I am done with studies that (to me) attempt to prove an obvious hypothesis. It is 2011; of COURSE diversity has positive effects on a college campus, isn’t that common sense by now? I am much more interested in studies that tell me specifically what to DO to achieve those positive effects. (As a personal side note, I feel that this reflects a significant change that I have undergone since graduation. I spent four years theorizing, and now I have molded into a “doer,” ready to make tangible contributions within my chosen profession.)

            To be fair, I do see the legal reasoning for an article of this nature as it relates to the elimination of race-conscious admissions. Although, as a future higher-education professional, I am interested in what I can do as an individual, how I can enrich students’ experiences with hands-on knowledge.

            Given this mindset, I was hopeful upon beginning our second article, “Enhancing Campus Climates for Racial/Ethnic Diversity: Educational Policy and Practice.” I was especially intrigued when I read the following, “What is needed are vehicles that translate higher education research into thoughtful policies incorporating the goal of educating diverse students.” I was pleased to find this article was overflowing with advice to institutional leaders on working to create a diverse campus environment that is beneficial to all. Tips on both the psychological and behavioral level were addressed, such as implementing formal mentoring programs, creating peer groups, and fostering cross-racial interaction that is structured, regular, on-going, and held in an a non-competitive environment. These, along with the many others provided, give higher education professionals clear-cut steps for making a difference today. I believe articles, such as this, work to actively create much needed, immediate changes within the university.  

Hip-Hop Impresses

This week's articles “Reframing Black Male Homosociality as Critical Spaces to Explore Black Masculinity” by Anthony R. Keith Jr. and “Mr. Nigger The Challenges of Educating Black Males Within American Society” by Toby S. Jenkins both shed a new light on hip-hop culture for me. I do not consider myself very musically knowledgeable; so I was amazed to learn how much beyond music hip-hop really goes. Considering the extreme hardship Black men have to face, specifically outlined in Jenkins’ article, I now realize the tremendous significance of hip-hop.

I do not remember a time in my life where hip-hop was not present. Growing up, I have always thought of it as “just another form of music” and did not give it much thought beyond that. I now see the extreme importance this music has had on the Black community. Hip-hop seems especially beneficial as a role model for young African American boys. Looking up to a community that rewards creativity, self-expression, and provides an audience that truly listens to the messages being communicated is an impressive feat. Intrigued, I looked up the MTV Diary episode featuring Methodman, referenced in Jenkins’ article. This is an excerpt from that episode.

Images of community, positive familial relationships, and dedication to his work can be seen in this clip. Feelings of male, heterosexual love are even expressed, described in Keith’s depiction of the hip-hop culture.

            As our country aims to improve educational attainment for Black youth, I believe there is much to be learned from hip-hop as a motivating force. As Jenkins’ outlines, an “environment that allows for the processing of one’s history, reflecting on one’s current situation, and establishing goals for the future” is a clear path for African American advancement. Further research on the positive influences of hip-hop and its relation to the empowerment and development of the African American community can be truly beneficial for the self-esteem, educational attainment, and life success of this population.

Diversity Story

As a white female I have always felt “culture-less.” I realize that being born in the 80s, bought up in Virginia, and being a part of Generation Y, have all contributed to the bubble that is my life. I am very much American. But there are many others that meet the above criteria, yet have something extra. These differences were made most apparent to me when I became close with my stepfamily, who are originally from Mexico. They have special traditions, different holidays, a whole second language, songs, and recipes that have been passed down for generations. They have culture. They can associate themselves with all things American, while at the same time being a part of a culturally rich world outside of the mainstream. I realize this is a double-edged sword. Many individuals find themselves caught between worlds, not fully a part of either one. I have not lived it personally. But from a “grass is always greener” perspective, I would welcome traditions and a community that extends beyond my immediate circle of family and friends.

There haven’t been many occasions before now which have forced me to think about my own culture. In fact, when a recent assignment required me to bring in items with personal cultural importance my first response was panic. Then I turned to Google. “What is white culture?” The results included the study of whiteness, an article about white supremacy, and posts filled with racist jokes. Not exactly helpful. While I felt this was a strange topic to turn to Google for advice on, I discovered that when one searches for Hispanic or African American culture the helpful results are countless. Did the lack of Google results when my racial category was searched indicate that my life was devoid of culture? Of course not. I have determined that culture is determined on a more personal, micro scale.  Something Google can’t me help with.

My family, my friends, my town, my experiences, the places I visit, and my education: this is what shapes my personal culture.  I have traditions. Every Christmas Eve my whole family gets together for dinner (aunts, uncles, cousins, the works) and after we’re done eating we sing “The Twelve Days of Christmas.” Each person receives a figurine, glass, or paper with one of the Days on it and that is the Day you must sing. While this was completely horrifying the first time my now-fiancé participated, there’s nothing that bonds you quicker to a family then belting-out off-tune carols just as the tryptophan sets in.

Traditions with my friends are also an important part of my culture. We have a “friend Thanksgiving” held a week before the actual holiday where each of us brings our favorite dish. I’ve watched as the group as grown, not only to include more friends, but fiancés, husbands, wives, and babies. You can physically see us growing into “adults” when looking back on pictures from this event over the years.

My hometown is fuzzy by definition. Technically I was born in Southern Maryland. Due to divorce and other life events, we bounced around while living there. It wasn’t until I was nine, when my mother married my stepfather and we moved to Virginia, that I really discovered “home.” Home became a Northern Virginia suburb called Warrenton. If asked where I grew up, Warrenton is my response. By no means is Warrenton the most culturally diverse area, but luckily, it isn’t the least diverse either. I went to school with mentally and physically handicapped individuals, low SES students, individuals of varying races, exchange students, and had one openly gay teacher.  Considering the rural area where I grew up, I feel fortunate for this early exposure to diverse individuals.

I heard a statistic recently that only 10 percent of Americans have a passport. A heartbreaking statistic. Travel has allowed me to experience other cultures; experiences I believe are invaluable.  It is so important to see the world beyond our own front door. Visiting a new location, seeing the sites, trying the local cuisine, attempting to speak the language, interacting with locals and other tourists, are all experiences that build onto one’s existing worldview and helps an individual grow by expanding horizons beyond their day-to-day experiences. I have vowed to myself to capitalize on opportunities to explore new destinations whenever possible so that I can continue to add valuable, culturally diverse experiences to my personal culture and worldview. Currently, I am working through the discussion with my fiancé of where to visit for our honeymoon. The existing debate is between an all-inclusive beach resort or a trip that includes seeing historic sites and new cultures. You can guess which side I’m on.

My collegiate experience also contributed to diversifying my experiences with individuals culturally different than myself. I attended Virginia Tech, located in Blacksburg, Virginia. The school is overwhelmingly composed of white males. Diverse individuals made up the same percentage as in my high school: present, but only in small numbers. Since my undergraduate experience was so similar in terms of diversity to my high school experience, my time on campus did not help me grow as much as I might have in a more diverse setting. However, excluding the college, Blacksburg is a very rural town filled with many individuals who were born and raised in Blacksburg, and have no intention of ever leaving.  It was shocking hearing how closed-minded some of these individuals could be; especially compared to the very liberal atmosphere I was used to on campus.  Looking back, it was an opportunity to gain a valuable insight from another population’s viewpoint. Not all experiences with other cultures are positive and it is just as important to learn from these experiences, as it is the positive experiences.

A more extreme example of a negative experience dealing with diversity in the college setting came after the shootings that happened on campus at the hands of an Asian student. While this event is still painful for me to talk about, it does stand out as the most memorable in dealing with diversity in a higher education setting. Many racist remarks followed the attack on our school. As if one disturbed student represented an entire race. After white students, the Asian community is the second largest on the Virginia Tech campus. I cannot imagine what it must have been like to be an Asian student having to face racist comments on top of the pain everyone in the Virginia Tech community was going through at that time.  I have come to understand, though, that when people are grieving or scared they can lash out in inappropriate ways. I’d like to believe that the unfortunate comments made about and towards the South Korean and Asian communities during that time were not true feelings, just individuals without the proper coping methods, who hopefully regret their actions today.

By being an active part of my community, learning from others, and experiencing new cultures I believe I can continue to grow as an individual. The people I surround myself with and the experiences I choose to subject myself to have created my culture and will continue to shape it as I move forward in life. I have learned that culture is personally defined. No two individuals share the exact same culture. Even for those lucky enough to be a part of an extended cultural community, like my stepfamily, each individual still has different life experiences, family, and friends that shape their personal culture. I recently found this diagram from communitydoor.org that I believe is a beneficial, visual depiction of what goes into culture for each individual: 

Looking at this diagram it is clear that we are all diverse from one another. Race, age, sexual orientation, gender… are all singular pieces of the puzzle that make each of us. Especially as higher education professionals dealing with a diverse student population it is important to realize all the pieces that make up an individual. It may be easy to focus on one obvious element of a student’s culture, whereas we should be focusing on the overarching picture, where all three circles of the Venn diagrams intersect. When supporting students, I think it can be extremely helpful if higher education professionals can connect with students on a cultural element each have in common. As someone who never felt a part of a cultural community, I now realize the importance of connecting with others regarding a shared culture. Relating to others regarding shared experiences, mutual friends, and common traditions, creates the feeling that we are all a part of a bigger picture. A part of culture.

WHEN WE LOSE OUR CULTURE
When we lose our culture
We lose our identity
-Aldo Kraas

Images of Beauty

As a woman growing up in the 1990s and 2000s I have been subjected to today’s concepts of beauty. Of course I have heard that thinner, taller, blonder, tanner, and facial symmetry added up to this ideal of beauty; every popular culture medium has spouted these perceptions throughout my entire life. During my undergraduate career I sought answers regarding our culture’s concepts of beauty, a topic that was often discussed in my sociology courses. Why is body weight, dieting, and exercising such an issue today when it was unheard of only a few generations ago?

            Abra Fortune Chernik believes our society’s culture is to blame. She claims that society prefers women “starving, self-obsessed, and powerless.” While I agree that our culture is not helping the situation, it is certainly not to blame. The concept of beauty in Western society has changed in many ways throughout past generations. To assume our current society wants women skinny and weak now would suggest that society has always wanted women this way. That is not the case. In fact, women did not start altering their bodies to be skinnier until they began gaining power for themselves during the feminist revolution. This website helps illustrate the revolution in body image over the past 600 years.

            I believe we can go back even further to get a complete picture of beauty. This painting of Venus depicts a round, soft woman as the ideal image of beauty. These characteristics then meant wealth, health, and the ability to bear children.  It is my belief that these characteristics have remained important. It wasn’t until the 1960s, during the second-wave feminist revolution, that this image began to shift to a thinner ideal. Even then, the thinness was not sickly. I argue it was a way to shed the image that a woman’s sole purpose was to bear and nurture children. For a while, this was a healthy trend, leading to a fitness craze where muscles ruled in the 1980s. To be a woman was to be strong. As Linda M. Scott points out, “beauty through health and exercise” was advocated by feminism during this time. However, the past two decades have witnessed an unhealthy trend as women have begun to think “the thinner, the better.” Arguably, this image still reflects the “beautiful ideals” from ancient Greece. Today, being thin means wealth. Thin women can afford the time to exercise and cook a well-balanced meal. Being thin means health. In a society that breeds obesity, thinness indicates a lack of succumbing to our supersized culture. And while a thin woman does not automatically imply “child bearing,” with today’s technology and medicine it is becoming less and less of a needed attractive quality.

It must also be considered how women are viewing themselves today. We are no longer viewed only as child bearers. However, we no longer completely reject the idea in the name of feminism either. Women today are struggling with finding the balance after centuries of not having the power to decide for themselves. As Chernik implies, perhaps it is a reflection of women grasping for control in a world where men still have the majority of the power. It is unfortunate the unhealthy turn our body image has taken as a result. Although if history is any indication, we can be certain that this trend, too, will pass.

Executive Brief

Hispanic Higher Education in the United States
Hispanics are now the largest and fastest growing minority in this country.  Yet, this group lags behind in higher education access and completion.  While not comprehensive, this brief outlines some of the issues Hispanics have faced historically and continue to face today.

Today, there are 47 million Hispanics living in the United States, fifteen percent of the population. Of that group, only 12.9 percent of Hispanics graduate from college, compared to 30.7 percent of white and 17.5 percent of black students. With such a large portion of America’s working population undereducated, not only Hispanics, but America as a whole, could fall behind in economic success and future prosperity. Higher education is the clear path to progress for this population. However, there have been many obstacles to higher education attainment throughout history for Hispanics in the US.

History

• The US federal government did not create the classification of ‘Hispanic’ until the 1970s, limiting meaningful data collection about this group prior to this time period. Before the 1970s, reorganization was by Spanish surname.

• Hispanics began settling and participating in education in North America in the sixteenth century.

• Early discrimination from British colonists termed “Hispanophobia,” which refers to anti-Catholic and anti-Spanish discrimination. Today’s discrimination against Hispanics has its roots in the attitudes developed during this time period.

• Unlike African Americans, Hispanics were not explicitly prohibited from attending White colleges and universities in the late 1800s, but their participation remained mostly limited to privileged families or students from northern Mexico hoping to obtain a bilingual education. However, segregation based on skin color, accents, or surnames remained common.

• A successful push from the Hispanic middle class to enter higher education came with the formation of LULAC, the League of United Latin American Citizens, formed in 1929, which provided scholarships and contested segregation in colleges and universities and the Servicemen’s Readjustment Act of 1944 (the GI Bill) which allowed Hispanic veterans to enter postsecondary institutions.

• Civil rights activism in the 1960s and 1970s created a flood of Hispanics into colleges and universities. During this time, Latino Studies courses also began to appear on campuses. A field of study that is widely respected today.

• Hispanics identified as the fastest growing minority group in the 1980s, nicknamed “Decade of the Hispanic.”

• Due to a lack of familiarity with the Hispanic populace and the abolishing of programs aimed at minorities by the Reagan administration, advances made by Latinos in the 1960s and 1970s suffered a setback in the 1980s.

• In 1986 the Hispanic Association of Colleges and Universities (HACU) was founded. The purpose of this organization was to promote development of Hispanic-Serving Institutions (HSI’s) and to improve access and the quality of college-level education for Hispanics. Until this time, there were no Hispanic Serving Institutions, as there had historically been for African Americans and Native Americans.

• In 1990, President Bush signed an Executive Order directed towards educational improvement for Hispanics. The Initiative on Educational Excellence for Hispanics has been re-commissioned by each Presidential Administration, most recently by President Obama in October 2010. 

Current Educational Issues

• Hispanic students cite financial troubles as the top reason to not attend college. Seventy-four percent of Hispanic students name the need to support their families financially as the reason they cannot attend.

• As of 2004, financial aid was still not equal for Hispanics compared to other minority groups. Hispanics received the lowest amount of financial aid, $9,000, compared to $10,500 for Blacks and $9,900 for whites.

• High drop out rates plague the Hispanic population. In four-year institutions, 54 percent of Latinos drop out, compared to 41.5 percent of white students.

• There is a disproportionate number of Hispanic students enrolled in community colleges compared to four-year institutions. Fifty-six percent of all Hispanics enrolled in college are enrolled in a community college and only 10 percent will transfer to a four-year institution.

• Deficiency in English continues to be a hindrance to higher education completion and success. 

Considerations when working with this population

• The terms Hispanic and Latino/a encompass individuals with Mexican, Puerto Rican, Cuban, or Latin American ancestry. It should be noted that these populations all hail from different countries with different nationalities, cultures, and racial-ethnic identities, yet are lumped together in a single classification.

• Fifty-nine percent of Hispanics old enough to attend college are foreign–born, compared to the 41 percent of native-born Hispanics. Sixty percent of native-born Hispanics aspire to attend college, whereas only 29 percent of foreign-born Hispanics share this aspiration.

• Hispanics tend to be more family-oriented than the general population, meaning a student determines success in terms of family approval rather than personal gratification.

• Throughout history there have been teachers who do not know how to deal with Spanish-speaking youth that often place these students in classes below their level due to their lack of English. Insufficient primary schooling means that very few can meet the requirements to attend college, which is a trend that continues until today.

• It improves retention and is overall beneficial to students and their families if colleges offer bilingual support and provide materials in Spanish.