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John P. Sauter Jr., Ph.D. Assistant Dean for Academic Affairs, Niagara University
NACADA National Conference, October 10, 2014
@JohnPSauter / #NACADA14
• Faculty Multicultural Competence & Practices
• Predictors & Implications
• Understanding Faculty Culture
• Elements of Faculty Culture
• Faculty Collaborative Competence
• Best Practices & Applications
Photos were
submitted by faculty
friends and
colleagues and are
randomly placed
throughout.
• “A conversation that is moral… is one whose
conventions emphasize the fundamental
worth and dignity of each participant in the
exchange…”
• Be respectful of each other
• Work to find a common language
• Take conversational risks
- Dr. Robert Nash “Real World Ethics”
• Discuss your most successful/unsuccessful
interactions or collaborations with faculty?
•What made these successful / unsuccessful?
•Did any involve multicultural issues?
• What’s the biggest issue you deal with
that could benefit from faculty collaboration.
• If you are faculty, consider your interactions
with advising or student affairs staff
Multicultural
Race & Gender
Sexual identity, ability, religion, language
Definition of Multicultural Competence
The ability to work ethically and
effectively with people of similar or
dissimilar cultural backgrounds, by
demonstrating a certain level of
multicultural awareness, knowledge,
and skills (Pope, Reynolds & Mueller, 2004).
Tripartite Model (Pope & Reynolds, 1997)
Awareness
Self awareness
Re-evaluation of attitudes, beliefs, values, and assumptions
Knowledge
Information & Cultural Understanding
Skills
Apply Awareness & Knowledge
Cross-cultural Communication
Willingness to Seek Assistance
Ongoing Developmental Process Constantly Reflecting & Re-evaluating
Multicultural competence and practices of undergraduate faculty and their relationships to racial identity, education, and experience. (Sauter, 2013).
• My Background – 16 Years Advising
• Expand Competence Research
• Outside of student affairs & counseling
• Examine relevant variables
• Relationship of competence & practices
• Adapting to changing demographics?
• Trends toward a diverse student body
• Faculty diversity lags behind nation
• Faculty represent 40-50% of employees
• Considerable Student Contact ~190 days/degree
• Faculty Literature
• Faculty, Institutions & Diversity
• Faculty Roles & Diversity
• Training & Development
• Multicultural Education,
Curriculum, Teaching
• Faculty Diversity
Findings in Student Affairs
Multicultural Competence
Racial Identity
Race/Ethnicity
Identifying with a Socially
Marginalized Group
Multicultural Experience
Multicultural Education
Undergraduate Faculty
S. M. Helms (2003) n=91 (3 liberal arts institutions)
Themes
immersion in different cultures
cultural graduate coursework
work environments which foster cultural contact & interaction
cross-cultural opportunities & relationships
living abroad
willingness to learn & reflect
Model
graduate school preparation in cultural competence
training in cultural competence
campus cultural events
mentoring by other faculty.
Graduate SA Faculty
King & Howard Hamilton (2003)
n=8. Howard Hamilton (2003)
Diversity Educators scored higher than practitioners/students
Pope & Mueller (2005) n=147
Diverse (racial), women, and LGBT faculty scored higher
Positive Correlations
Recent multicultural training
teaching multicultural courses
multicultural research
multicultural programmatic or policy implementation
46.9
52.8
Gender
Female
Male
80.6
19.4
Race
White/ Caucasian
Faculty of Color
87.6
12.5
Sexual Orientation
Heterosexual GLBT
55.6
44.4
Socially Marginalized
Yes No
Age Range 25-84
Mean 51
87.8
9.7
2.1 Highest Degree
Doctorate
Masters
Bachelors
28.5
30
26.4
12.8 1.4
Rank
Full
Associate
Assistant
Lecturer
Other
58.3
38.2
0.7
Tenure
Tenured
Tenure Track
Non-Tenure Track
59.7
38.2
0.7 Highest Institutional Degree
Doctoral
Masters
Baccalaureate
35.8
62.8
0.3 0.3 Institutional Type
PredominantlyWhite
Other
HBCU
Tribal College
Years as Full-Time Faculty Member Range 1-55 Years
Mean: 16.5
35.1
37.2
27.8
Discipline
STEM
Humanities/Languages
Social Sciences
Variables Multicultural
Competence
Multicultural
Practices
Race .248 *** .276 ***
Socially Marginalized -.210 *** -.316 ***
Gender -.337 *** -.324 ***
Sexual Orientation 0.048 0.16 **
STEM / Non-STEM -.361 *** -.510 ***
Racial Identity Phase I -.407 *** -.340 ***
Racial Identity Phase II .522 *** .397 ***
Multicultural Education .280 *** .396 ***
Multicultural Experience 0.200 ** .407 ***
Multicultural Competence -- .636 ***
***p < .001, **p < .01 Correlation does not mean causation.
0
20
40
60
Overall RacialIdentity
M. Exp & Ed
49.4
25.4 25.4
23.5 2.8
M. Ex & Ed
R. Identity
Dem & Acad
Overall
0
10
20
30
40
50
60
70
Overall RacialIdentity
M. Ex & Ed M. Comp
62.2
40 40 40
7.4 11.3 14.5 M. Comp
M. Ex & Ed
R. Identity
Dem & Acad
Overall
Multicultural
Competence
Multicultural
Practices
Implications
• Racial Identity & Multicultural Competence • Developing a Positive Racial Identity
• Ongoing Training & Time
• Racial Identity Stronger than Race & Gender • Overcoming Roadblocks in
Hiring & Promotion
• Address Burdens of Diverse Faculty
• Race & Gender Still Important • Supports Focus on Diversifying Faculty
• Caution: Diversity does not necessarily equal Multicultural Competence
• Multicultural Experience & Multicultural Education • Differences from Student Affairs
Significant Predictors Racial Identity Strongest Predictors
Gender, Stem / Non-Stem / Race
Follow-up only
Multicultural Experiences &
Multicultural Education
Significant Predictors • Multicultural Competence
Strongest Predictor
• STEM / Non-STEM, Sexual Orientation
• Multicultural Experiences & Multicultural Education
Implications
Multicultural Competence
Comprehensive Framework / Goal of Effective Practice
Ongoing Personal Process & Time
Multicultural Experience & Multicultural Education
Personal Experiences / Dialog
Training Focusing on Multicultural Competence & Practices
Support for Multicultural Experiences
Incentives for Both (teaching load reductions, funds, time, etc)
Demographic & Academic Implications
STEM/Non-STEM Relevance to Discipline, Training,
Classroom
Sexual Orientation Visibility, Involvement, Identity
Development
Other variables still important
•Discipline an Important Variable for Faculty
• Targeted Approach Necessary
• In this study (differences gender & social marginalized)
• Predictor of Multicultural Competence & M. Practices
• Perception and Relevance to Discipline/Classroom
• Different Levels of Training & Experiences w/Diversity
• Explore Best Practices for STEM faculty
• Don’t Overlook Development Within Non-STEM Disciplines
•M. Competence Stronger than Academic Discipline
• Focus on Fostering M. Competence for STEM Faculty
• How can understanding
faculty multicultural
competence & practices
inform our collaborations
with faculty?
•Faculty Culture
•Faculty Collaborative
Competence
•Best Practices
• Non-Tenure Track
•Adjunct Faculty
• Lecturer
•Visiting Professor
• Full-Time Non-Tenure
• Tenure Track
•Assistant Professor
•Associate Professor
• Full Professor
• Emeritus
• Research
• Scholarship,
• Publications,
Grant Funding
• Teaching
• Curriculum, Pedagogy,
Instruction, Evaluations
• Systemic/Individual
• Service
• Discipline,
Institutional,
Community
• Variation
• Institutional Emphasis
• Value to Promotion & Tenure
• Requirements for Tenure
• Research (publications, grants)
• Teaching (evaluations)
• Service (institution, community)
• Portfolio
• Time Limits
• Politics
• Variations
• Emphasis
• Bias
• Broad Categories vs. Specific Disciplines
• Business, Education, Humanities, Social Science,
Science, Technology, Engineering, Math (STEM), etc…
• Differences
among
disciplines
• Training
• Focus / Methods
• Subject
• Recognition
• Goal: To Become Experts in their Field
• Reluctance to Cover Diversity
• Unprepared or Overwhelmed
• Training & Development
• Graduate School Preparation
• Mismatch in Socialization (Austin, 2002)
• Peers / Mentoring
• Institutional Development
• Professional Organizations
• Limited Time & Budgets
• Best Practices
• Ongoing / Long Term
• Reflection / Dialog
• Level
• Undergraduate
• Graduate
• Mixed
• Load
• 3-3
• 3-4
• 4-4
• 5-5
• Variation
• Overloads
• Downloads
• Sabbaticals
Course Schedules
1, 2 or 3 days
Online/Hybrid
Preparation
• Chairperson
• Faculty Governance
• Collective Bargaining /
Contract
• Shared Governance?
• Involvement
• Campus Politics
• Institutional Climate
• Fiscal Climate
• Departmental Politics
• Functional & Dysfunctional
• Demands of Tenure &
Promotion
• Lack of Time
• Unfilled Lines
• Popular vs. “Marginal”
Programs
• Differences in Teaching
& Expectations
• Multicultural Faculty
• Women Faculty
• LGBT Faculty
• Many positive outcomes
• Interest in grad school, college teaching, research, satisfaction (Astin, 1993)
• Intellectual, Social, & Personal Values along with Educational Attainment (Pascarella & Terenzini, 2005)
• Faculty may assume advising and support roles
• Satisfaction / Experience Varies for Some Student Populations
• Outside Influences
• Family
• Health
• Finances
• Mobility
• Unique Identities
• Experiences
• Education
• Different Motivations
• Embrace/Resist
Multicultural Issues
• Different Interests/Skills
• Ability to demonstrate a certain amount of
awareness, knowledge, and skills related to
faculty that fosters effective collaboration.
• Awareness
• Knowledge
• Skills
• Ongoing Process:
• Constantly reflecting,
learning, and
adjusting
our understanding.
• Recognizing faculty issues/needs
• Where?
• Advisement with Students
• Committee Work
• Policy Development
• Event Planning
• Surroundings / Environment
• What?
• Do you need faculty input?
• Does it impact faculty?
• Compatibility with faculty schedules?
• Would faculty involvement help?
• Understanding faculty culture
• What knowledge is needed to collaborate with faculty?
• Rank
• Responsibilities
• Tenure Status
• Discipline
• Course Loads
• Governance
• Inequalities
• Personal Perspective
• How might this
influence your
practices?
• The ability to turn awareness & knowledge into action
• What skills do you need to work with faculty?
• How do such skills impact or enhance your practices?
• Faculty Champions
• Experience
• Involvement
• Relationships
& Respect
“Given our current understanding of learning,
collaboration between faculty and student affairs educators
is not simply an intelligent option: it is a core requirement
for the effective development and achievement of
desired student learning outcomes.”
(Learning Reconsidered 2, 2006, p. 70)
• Who are the faculty that are involved and often willing to assist?
• Similar interests and philosophies?
• Willing to help
• Often on the front lines
• Models for other faculty
• How can we help get other faculty involved?
• Can’t always depend on faculty champions
• All faculty have the potential to offer assistance
• How much do you
interact with faculty
on a daily, weekly, or
monthly basis?
• Working alongside
faculty builds
experience
• Academic Advisors
share some experiences
• Gain a sense of the
needs of your faculty
• Better understand
individual faculty
• Invite faculty to the
table from the beginning
• Committee Procedures
• Avoid Surprises
• Support Faculty Projects
• Promotion, Social Media
Ask faculty their opinions
Gain Input
Gauge Support / Resistance
Be flexible
Be aware of faculty roles
Work around faculty schedules
• Developing Relationships
• Foster Ongoing working relationships
• How can we assist faculty?
• Mutual Respect
• Need to respect faculty
roles & responsibilities
• Proven Track Record
• Narratives
• How we become who
we are
• Natural part of us
• How can you apply faculty collaborative
competence to the issues you mentioned at
the beginning of the presentation?
• What do we need to be aware of?
• What knowledge might be helpful?
• What skills do we need to have?
• What should we consider when asking
faculty to assist with multicultural issues or
projects on our campuses?
• John P. Sauter Jr., Ph.D.
• Twitter: @JohnPSauter
• Email: [email protected]
•WNY Advising: WNYAdvising.weebly.com
• Presentation & Handouts at WNY Advising
•WNYadvising.weebly.com/johnsauter.html