ACPA Tampa 2015

Extended Session

Friday, March 6, 2015

BUILDING CAPACITY FOR

INCLUSIVE PRACTICES IN

STUDENT AFFAIRS GRADUATE

PROGRAMSClaire Robbins, Virginia TechNicole J. Johnson, Virginia Tech

Mamta Accapadi, Rollins CollegeStephanie Bondi, University of Nebraska –

LincolnCraig Elliott, Samuel Merritt University

becky martinez, Infi nity Martinez Consulting

#ACPA15#SAGrad

Working in and with programs to build capacity

and disrupt hegemonic whiteness

Benefits to programs who do this work:

Drawing prospective students with these

commitments

Generating meaningful social justice dialogue

throughout curriculum

Graduating multiculturally competent new

professionals

Ethical imperative to align programs with

professional values

WELCOME!...AND WHY THIS SESSION?

1. Identify practices in student aff airs graduate programs that undermine professional values of access, equity, diversity, inclusion, and multicultural competence.

2. Explain the importance of disrupting hegemonic whiteness and building capacity for access, equity, diversity, inclusion, and multicultural competence in graduate programs.

3. Describe a range of curricular, co-curricular, and administrative strategies used by other student aff airs graduate programs to disrupt hegemonic whiteness and build capacity for access, equity, diversity, inclusion, and multicultural competence in graduate programs.

WE HOPE YOU’LL BE ABLE TO…

4. Identify one or more strategies to implement in their own programs within one semester.

5. Access new resources to aid in identifying future strategies.

6. Form relationships with practitioners, faculty, and students who are committed to this work.

WE HOPE YOU’LL BE ABLE TO…

WHAT BROUGHT YOU HERE?WHAT DO YOU HOPE TO LEARN?

I am here

because…

LANGUAGE

Self Work (Ortiz & Rhoads, 2000; Watt, 2007) Vision (Weber, 2010) Deep Understanding (Weber, 2010) Strategic Action (Weber, 2010)

Institutional Transformation (MCOD, 2008; Ortiz & Rhoads, 2000; Osei-Kofi, Shahjahan, & Patton, 2010)

Disruption of hegemony and building capacity of inclusive practice

CONCEPTUAL FRAMEWORK

CASE STUDY PART 1: THE MICRO LEVEL

Self Work (Ortiz & Rhoads, 2000; Watt, 2007) Vision (Weber, 2010) Deep Understanding (Weber, 2010) Strategic Action (Weber, 2010)

Institutional Transformation (MCOD, 2008; Ortiz & Rhoads, 2000; Osei-Kofi, Shahjahan, & Patton, 2010)

Disruption of hegemony and building capacity of inclusive practice

CASE STUDY PART 2: FROM MICRO TO MACRO

1. Department/Division wants to host a social justice retreat for the program, but the supervisor says “No” or “We have no budget”

2. Department/Division wants to have trainers come in for the social justice retreat, but the division has no foundation of what social justice is (they have not done the pre-work)

3. Graduate Programs are will ing to talk about everything but Race

4. Staff are champions for social justice education but l itt le or no support from faculty

5. Institutions/departments/programs appear to be inclusive through programming, but are unwill ing to challenge structures and systems that are exclusive

6. Faculty and staff are committed and engaged on training for students, but are unwill ing to go through the training for themselves

7. When an incident happens on campus, administrators look to the Diversity and Multicultural Aff airs team to respond 

1. Department/Division wants to host a social justice retreat for the program, but the supervisor says “No” or “We have no budget”

2. Department/Division wants to have trainers come in for the social justice retreat, but the division has no foundation of what social justice is (they have not done the pre-work)

3. Graduate Programs are will ing to talk about everything but Race4. Staff are champions for social justice education but l ittle or no

support from faculty5. Institutions/departments/programs appear to be inclusive

through programming, but are unwill ing to challenge structures and systems that are exclusive

6. Faculty and staff are committed and engaged on training for students, but are unwill ing to go through the training for themselves

7. When an incident happens on campus, administrators look to the Diversity and Multicultural Aff airs team to respond 

CASE STUDY PRESENTATIONS AND DISCUSSION

“The academy is not paradise. But learning is a place where paradise can be created. The classroom with all its

limitations remains a location of possibility. In that fi eld of possibility we have the opportunity to labour for freedom, to

demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality

even as we collectively imagine ways to move beyond boundaries, to transgress. This is

education as the practice of freedom.”

(hooks, 1994, p. 207)

CLOSING

Bondi, S. (2012). Students and institutions protecting Whiteness as property: A Crit ical Race Theory analysis of student aff airs preparation. Journal of Student Aff airs Research and Practice, 49, 397-414. doi:10.1515/jsarp-2012-6381

Counci l for the Advancement of Standards in Higher Education. (2012). Master’s- level student aff airs professional preparation programs. Retr ieved from http:/ /standards.cas.edu/getpdf.cfm?PDF=E86DA70D-0C19-89ED-0FBA230F8F2F3F41

Ell iott, C. M., Stransky, O., Negron, R. , Bowlby, M., Lickiss, J . , Dutt, D., Dasgupta, N., & Barbosa, P. (2013). Institutional barr iers to diversity change work in higher education. Sage Open, 13, 1-9. doi:10.1177/2158244013489686

Gayles, J . G., & Kel ly, B. T. (2007). Experiences with diversity in the curr iculum: Implications for graduate programs and student aff airs practice. NASPA Journal, 44, 193-208.

Harris, J . C. , L inder, C. , Hubain, B. , & Al len, E. L. (2013, November). Exploring the racial ized experiences of students of Color in higher education master’s programs. Paper presented at the annual meeting for the Association of the Study of Higher Education. St. Louis, MO.

Ortiz, A. M., & Rhoads, R. A. (2000). Deconstructing whiteness as part of a multicultural educational framework: From theory to practice. Journal of Col lege Student Development, 41(1), 81-93.

REFERENCES

Osei-Kofi , N., Shahjahan, R. A., & Patton, L. D. (2010). Centering social justice in the study of higher education: The challenges and possibilities for institutional change. Equity & Excellence in Education, 43(3), 326-340, doi: 10.1080/10665684.2010.483639

Robbins, C. K. (2012). Racial consciousness, identity, and dissonance among White women in student aff airs graduate programs (Doctoral dissertation). Available from ProQuest Dissertations and Theses Database. (UMI No. 3543628)

Watt, S. K. (2007). Diffi cult dialogues, privilege and social justice: Uses of the Provileged Identity Exploration (PIE) model in student aff airs practice. The College Student Aff airs Journal, 26, 114-126.

Weber, L. (2010). Understanding race, class, gender, and sexuality: A conceptual framework (2 nd ed.). New York, NY: Oxford University Press.

REFERENCES

Mamta Accapadi – MACCAPADI@rollins.eduStephanie Bondi – Sbondi2@unl.eduCraig Elliott – CElliott@samuelmerritt.eduNicole J. Johnson – nicj712@vt.edubecky martinez – beckymartinez@infinitymartinez.comClaire K. Robbins – robbinsc@vt.edu

KEEP IN TOUCH!