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MAJOR WORKSHOPS
(Descriptions)
Wednesday, June 1-9:30 a.m.-noon
• The Value of Assessments: What Does It Mean for You?
Tests, tests, and more tests.  It seems that students
are being faced with a myriad of assessments these
days. Educational institutions from primary schools
to colleges and universities are in constant assessment
mode, but may be unaware of its value for students,
faculty and staff. The session presents issues, trends
and potential for enhancing achievement levels. It
aims to address the challenges faced by educators and
institutions such as low student performance, retention,
over-enrollment, graduation, or institutional accountability.
The presentation will give attention to the latest
research studies, developments, and changes in assessments
and how they address these growing concerns in light
of the demographic changes in our country. Participants
will learn how the College Board’s Advanced Placement (AP), New SAT, CLEP (credit-by-examination), ACCUPLACER (largest online placement exam), and other assessments and initiatives are connecting students to college success.
Presented by the College Board representatives.
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Wednesday, June 1-2:30-5:30 p.m.
• Addressing Issues of Financial Aid in a Post-Michigan World: Practical Guidance to Help Higher Education Officials Ensure That Their Diversity-Related Policies Comply With Federal Law
THE DESCRIPTION IS FORTHCOMING
Arthur L. Coleman, Esquire, Holland & Knight-Washington, D.C.
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Wednesday, June 1-2:30-5:30 p.m.
• Doors of Opportunity Opening or Closing: We are Using Tax Credits and Tuition Discounts to Appease Middle-Class Voters-Instead of Expanding Educational Opportunity
This session introduces an emerging perspective to address the growing divergence between reality and policy. Reality produces two policy imperatives such as: (a) expand higher education participation, and (b) to do so by effectively engaging the growing low income/minority populations in higher education. The presenter will discuss how increasingly the policy is disconnected from these realities. Discussion will include the following: (1) the federal government is moving away from need-based students financial aid, (2) states are shifting the costs of higher education from taxpayers to students largely without regard to the differences in students' abilities to pay these higher costs, and (3) 4-year colleges and universities are increasingly practicing with objectives of profit and prestige in regard to enrollment management -not addressing these public policy challenges. The consequences of this divergence between policy imperatives and policy choices are that college participation rates have stopped growing in the U.S. (while they are growing rapidly in the rest of the world), and higher education is now contributing to growing income disparity in the U.S. The presenter will share his belief on how this is fundamentally un-American, and this course over the last 25 years is taking us back to the European class system that many of our ancestors fled in search of opportunity here.
Thomas G. Mortenson, Ph.D., Senior Scholar, PELL Institute, Postsecondary Education Opportunity-Oskaloosa, Iowa
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Wednesday, June 1—2:30–5:30 p.m.
• Faculty Diversity: Problems and Solutions
What blocks the entry and advancement of women and especially minorities in the professorate? What cognitive errors and shortcuts do majority academic power-holders unwittingly make during job searches, tenure reviews, and other evaluation processes-that result in their consistent undervaluing of women and minorities? How can these cognitive errors be prevented and how can other related barriers, such as dysfunctional departmental practices, be removed? This will be a highly interactive session, using case studies.
Judy (J.J.) Jackson, Ph.D., Dean of the College, Vassar College-Poughkeepsie, New York
JoAnn Moody, Ph.D., Diversity Consultant-San Diego, California
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Wednesday, June 1—2:30–5:30 p.m.
• Sovereignty of Indigenous Education: Our Voice in Native Language, Culture and Literacy
While American Indian people have experienced a myriad of traumas both as a direct and indirect result of more than 500 years of colonization, a powerful traditional spiritual essence has managed to survive and persist. Native people are entering a new era of constructive individual and collective awareness to forward a "post colonial paradigm" which accepts and legitimizes native epistemology. Tribal leaders have identified the preparation of Native students to effectively meet the challenges that face indigenous communities as a high priority, therefore, the incorporations of Native cultures, languages, and values are vital attributes of many American Indian programs today. The session probes historical events in Indian affairs over the past century for evidence of the dialogic process through which Indian people have come to a critical awareness of their social, political, and economic oppression and have initiated action to transform their situation. A dualistic conceptual framework will examine the interaction of language, culture and schooling in a variety of contexts and settings. Narrowing the focus, the second part of the session will examine current research and effective practices in indigenous peoples education which accepts and legitimizes Native world view and values Native epistemological forms.
Octaviana V. Trujillo, Ph.D., Chair, Applied Indigenous Studies Department, College of Social Behavioral Sciences, Northern Arizona University-Flagstaff, Arizona
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Wednesday, June 1—2:30–5:30 p.m.
• Afro-Latino Popular Culture
Latinos are commonly counter-posed against African Americans in mutually exclusionary terms: either you are Hispanic or you are Black. Little if any attention goes to the huge though uncounted Black Latino population, the group that fits neatly in neither the Hispanic nor the Black category and yet may play a decisive role in the emerging cultural configurations and political alignments of our times. In this session presenters will examine the profound sociological and cultural implications of the growing Afro-Latino presence in light of recent theorizing on race and diasporas. After an overview of the historical background of African-descendant peoples in the Spanish-speaking Americas, presenters will then trace the longstanding social experience of Black Latinos in the United States. There will be a focus on narrative accounts of Afro-Latino life and on the traditions of cultural expression; special attention will go to Afro-Latino poetry and to the rich history of Afro-Latino music through the generations from rumba, mambo and Cubop to salsa, Latin soul and hip-hop. A concluding discussion will turn to the possible theoretical and political consequences of this increasingly self-conscious transnational identity formation.
Juan Flores, Ph.D., Professor, Department of Africana and Puerto Rican/Latino Studies, Hunter College, City University of New York-New York, New York
Myriam Jiménez Román, Independent Researcher-New York, New York
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Wednesday, June 1—2:30–5:30 p.m.
• Caucus for Experienced Professionals: What Do We Need to Do the Work We Do?
In this interactive session, presenters will raise a series of question for discussion: (1) How can annual conferences such as NCORE continue to challenge those of us who have been in the field for a long time? (2) What do we need to remain alive and passionate about what we do? (3) What kinds of learning opportunities do we need to push us to ask different questions and ask questions differently? and (4) How can we best learn from each other about what is working and not working at institutions across the country? Because of our conversations with one another, this session will not only energize us to stay in the fray, it will also provide input for future conference programming.
Pamela Huang Chao, Professor of Sociology, American River College-Sacramento, California
Frances E. Kendall, Ph.D., Consultant on Organizational Change and Communication, Specializing in the Issues of Diversity-Albany, California
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Wednesday, June 1—2:30–5:30 p.m.
• Ethics Today: On Campus and in the World
Ethical issues have always been a part of everyday life, but today it seems that they are more in the news than ever. Individuals, corporations, universities, and organizations of all types are constantly challenged to uphold standards of integrity, honesty, respect, as well as decency; and they often seem to fail the challenge. More profoundly, many of us find it increasingly difficult not only to "do the right thing," but even to know what the right thing is. Through interactive projects such as dialogues, role-plays, and case studies, this session will try to help us think through the challenge of doing right in today's world.
Gregory Velazco y Trianosky, Ph.D., Chair and Professor, Department of Philosophy, California State University-Northridge, California
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Thursday, June 2-10:30 a.m.-noon and continuing 1:30-5:30 p.m.
• Excavating the Layers of White Privilege
This session will provide a beginning-to-intermediate examination of white privilege-what it is, how it works, and its intersections with other systems of privilege that serve to keep them all so firmly in place. This is an important foundation for follow-up Major Workshop, "Applying a Planned Change Model to Dismantling Systemic White Privilege on Your Campus," scheduled for Friday, June 3-8:30-11:30 a.m. and continuing 2:30-6:00 p.m.
Frances E. Kendall, Ph.D., Consultant on Organizational Change and Communication, Specializing in the Issues of Diversity-Albany, California
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Thursday, June 2-2:00-5:00 p.m.
• Practical Steps Toward Promoting the Educational Benefits of Diversity: How Federal Laws Can Operate to Enhance Effective Strategic Planning for Higher Education Institutions
THE DESCRIPTION IS FORTHCOMING
Arthur L. Coleman, Esquire, Holland & Knight—Washington, D.C.
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Thursday, June 2—2:00–5:00 p.m.
• The Perils of Provosting: The Role of Chief Academic Officers Has Been Marginalized, But They're Still the Ones Who Get Things Done
Who are the Provosts on America's college and university campuses? The position is one of the most studied, envied, and vilified in higher education worldwide, and yet, many still do not have a clear picture of whom the provost is and what he or she actually does, much less how they solve some of the most complex problems on campus on a daily basis. Presenters, authors of First Among Equals: The Role of the Chief Academic Officer (Johns Hopkins, 1997) will provide participants with an insider's view of the chief academic officer's roles, challenges, and (limited) authority. The session will address a concise profile of those currently in the provosts' position-who are today's provosts, where do they come from, and where do they go when they leave; will look at the principal roles of a chief academic officer on today's campuses; will examine the five greatest challenges for today's provosts, and how they must address them; and will discuss a primer on successfully negotiating a provost's most important relationships-the provosts, presidents, and the faculty. Through a mini-case study with breakout groups, three good practices for leadership during a campus crisis will be demonstrated. The session will conclude with a discussion on the future of the provostship.
James Martin, Ph.D., Professor of English, Past Provost and Chief Academic Officer, Mount Ida College-Newton, Massachusetts
James E. Samels, Ph.D., President and CEO, The Education Alliance (a National Higher Education Consulting Firm)-Framingham, Massachusetts
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Thursday, June 2—2:00–5:00 p.m.
• Multicultural/Multiracial Asians in the Americas
New York City is the crossroads of the Americas and, indeed, the world, so it is an important site to observe and understand how cultures, ethnicities and races have mixed, mingled and interacted in political, social and intimate ways. This session will examine the critical roles and active participation of peoples of Asian descent in the Americas in multicultural/multiracial social formations and political coalitions. We will examine the history and meaning of formations such as "Asian-Latino," "Afro-Asian," "Indo-Caribbean," and briefly examine the life and careers of eminent Americans of Asian or mixed Asian descent such as Yuri Kochiyama of NYC and her racially mixed family; Wilfredo Lam of Cuba, son of a Chinese father who became a world famous artist and interpreter of Afro-cubanidad, his mother's heritage; and Alberto Fujimori, controversial ex-president of Peru.
Evelyn Hu-DeHart, Ph.D., Professor of History and Director, Center for the Study of Race and Ethnicity in America, Brown University-Providence, Rhode Island
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Thursday, June 2—2:00–5:00 p.m.
• Losing Our Future: How Minority Youth Are Being Left Behind by the Graduation Rate Crisis
This session will explore the graduation rate crisis in this country and discuss why this crisis is too often obscured or denied by educational leaders and officials. We will pay particular attention to the unacceptably low rates of on-time graduation for minority students. It will feature an analysis of "on-time" high school graduation rates, disaggregated by race, at the national, state, and district levels, and discuss the different methods that are used to estimate graduation rates. Presenters will describe the "pushout" phenomenon that is taking place throughout high schools across the country and explain its relationship to an overemphasis on test-based accountability structures. In this session we will discuss how the No Child Left Behind Act, and state educational policies, might be revised or amended so as to counter that perverse incentive. Presenters will also describe the "school to prison pipeline" and discuss how providing greater incentives for school officials to "hold onto" students through high school graduation can aid efforts to redirect this pipeline toward greater opportunity for minority students.
Daniel J. Losen, J.D., Legal and Policy Research Associate, The Civil Rights Project, Harvard University-Cambridge, Massachusetts
Johanna Wald, Senior Development/Policy Analyst, The Civil Rights Project, Harvard University-Cambridge, Massachusetts
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Thursday, June 2—2:00–5:30 p.m.
• Understanding Institutional Privilege and Developing Culturally Competent Supervision: Demonstrating a Model Training Program for Use on Any Campus
This session will showcase a training design that can be adapted for use by any campus community. Participants will walk through the design and participate in interactive exercises and group work to explore the ways in which we are taught to deal with differences in perceived race and ethnicity, in skin color, socioeconomic class and class status, gender, sexual orientation and identity, as well as perceived abilities and disabilities. We will explore how our deep programming around differences tends to lead to the development of systems and processes that are supposed to be equitable, and yet have the effect of being inequitable. Finally, we will use the research from the book, First, Break All the Rules: What the World's Greatest Managers Do Differently (Buckingham and Coffman; Simon and Schuster, 1999) to demonstrate the ways in which culturally competent supervision creates a professionally rewarding and challenging environment for everyone.
Cristine Clifford Cullinan, Ph.D., Training and Development Administrator, University of Oregon-Eugene, Oregon
Carla D. Gary, Ph.D., Assistant Vice Provost for Institutional Equity and Diversity, University of Oregon-Eugene, Oregon
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Thursday, June 2—2:00–5:00 p.m.
• National Indian Education Association: Moving From Research to Practice
THE DESCRIPTION IS FORTHCOMING
Member Representatives from National Indian Education Association
Lillian Sparks, Esquire, Executive Director, National Indian Education Association-Alexandria, Virginia (Facilitator)
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Thursday, June 2—2:00–5:00 p.m.
• Straight Talk About Multiracial People on Campus: Sharing Our Experiences, Questions, and Resources
This interactive session, open to all NCORE participants, seeks to create an environment where participants speak openly about their experiences, concerns, or questions related to being either a multiracial person, or working with multiracial people on campus. Through dialogue, as well as activities that promote deeper levels of introspection and discussion, participants explore issues facing multiracial students, and conditions that promote or block coalition building between multiracial people and other racial communities. In addition, participants are encouraged to openly grapple with larger questions raised by increasing numbers of people who identify as multiracial, such as what constitutes race, how multiracial people should identify and be identified in terms of race, and the impact of multiracial students on other demographic groups on campus. Examples of successful campus programs or interventions related to multiracial students will also be shared.
Rochelle Calhoun, Executive Director, Alumnae Association, Mount Holyoke College-South Hadley, Massachusetts
Charmaine L. Wijeyesinghe, Ed.D., Consultant in Organizational Development and Social Justice-Delmar, New York
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Friday, June 3-8:30-11:30 a.m.
• Religious Diversity and the Promise of Dialogue: A Global Perspective
Three guiding principles regarding religious diversity are affirmed by the 2004 Council for the Parliament of the World's Religions. The guiding principles are (1) to promote inter-religious harmony rather than unity, (2) to seek convergence rather than the consensus, and (3) to work locally while thinking globally. These principles serve to create the promise of authentic dialogue among the religions of the world. Through a combination of presentation, group interaction, and discussion this session will focus on the complex issues related to religious diversity.
Barbara S. Boyd, Ph.D., Faculty and Director for Outreach, Religious Studies Program, The University of Oklahoma-Norman, Oklahoma
Tom W. Boyd, Ph.D., David Ross Boyd Professor of Philosophy and Emeritus Professor, Religious Studies, The University of Oklahoma-Norman, Oklahoma
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Friday, June 3—8:30–11:30 a.m.
• The "Pipeline" Problem: Using Research To Inform Policy and Practice
Brown vs. Board of Education was a civil rights milestone that set the precedent for addressing racial segregation in the U.S. educational system. Since Brown, changing racial demographics have altered the face of America and have lead to an increasingly diverse school population. The purpose of this session is to demonstrate how research has been used to inform the unfinished business of Brown, with particular attention to the intended and unintended outcomes for various underrepresented populations. Specifically, this session brings together studies that examine critical barriers within the educational pipeline for students of color in three distinct, but important regions in the U.S.-Los Angeles, Chicago, and New York City. This session will illustrate the role of research in these three regions in order to inform policy, practice, and future research.
Walter Allen, Ph.D., Professor/Cartter Chair, Graduate School of Education and Information Studies, University of California-Los Angeles, California
Miguel Ceja, Ph.D., Assistant Professor, Department of Public Policy and Administration, California State University-Sacramento, California
Tara Parker, Doctoral Candidate, The Steinhardt School of Education, New York University-New York, New York
William Trent, Ph.D., Professor, Educational Policy Studies, University of Illinois-Urbana Champaign, Illinois
Robert T. Teranishi, Ph.D., Assistant Professor, The Steinhardt School of Education, New York University-New York, New York
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Friday, June 3—8:30–11:30 a.m.
• The Nigger Word: A Historical Message of Madness, an Important Method of Polarization Across American Society and Within Higher Education
The session will take a look at the history of the "NIGGER word" utilizing a Randall Kennedy's very popular and controversial book along with TV shows (Boston Public & Dave Chappell), film clips (Bamboozled & Any Given Sunday), and a documentary film about a recovered white supremacist (Blink). The session will challenge participants to examine their personal and professional histories with the "Nigger word," examine when and/or how they were first introduced to the word, and the different feelings associated with the word. We will look at how current events, media, popular music and movies have used "Nigger" over the years and if the word has had any impact or influence on the millennial generation. Presenters will attempt to answer some tough questions, such as: How is the word used in music, media, and movies? Does it still generate the same reaction, incite the same feelings, light the same fuses it did throughout the 20th Century? Could anyone ever be completely comfortable with everyone using the "Nigger word" liberally? We will attempt to ascertain which camp the participants identify with the most, the camp of the eradicationists who believe the word should be obliterated from the American lexicon at the very least, or the regulationists who allow for its usage within certain regimented context. Lastly, throughout the session presenters will offer some suggestions about the need and importance of developing alternatives to the "Nigger word," and recommend how to challenge and encourage all people, but specifically young people, to at least understand the ramifications of casual or uninformed use of the troublesome word.
Eddie Moore Jr., Ph.D., Founder, America & Moore Research and Consulting; Director, Intercultural Life, Central College-Pella, Iowa
J. W. Wiley, Doctoral Candidate, Philosophy and Cultural Studies, Claremont
Graduate University in Southern California; Founder, Xamining Diversity Consulting; Director, Center for Diversity, Pluralism, and Inclusion; and Lecturer in Philosophy and Minority Studies, State University of New York-Plattsburgh, New York
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Friday, June 3—8:30–11:30 a.m.
• Placing Diversity at the Core of Institutional Excellence
Many colleges and universities have institutional excellence as a goal. Rochester Institute of Technology (RIT) has placed diversity as part of the definition of institutional excellence. From membership on the Board of Trustees, through the entire university to the purchasing and contracting, RIT is using the inclusion of groups underrepresented in higher education as measurement for excellence. In an interactive format, in this session, representatives of RIT will present "How in five years the institution has increased its African American student s (24%), Latino American (34%), and Native American (16%)." Also, during this same time period 20% of RIT's tenure-track faculty hires were from the same ethnic groups.
Renee Baker, Faculty Recruitment Manager, Department of Human Resources, Rochester Institute of Technology-Rochester, New York
Eulas G. Boyd, Assistant Provost for Diversity, Rochester Institute of Technology-Rochester, New York
Alfreda Brown, Chairperson, Commission for Promoting Pluralism, Rochester Institute of Technology-Rochester, New York
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Friday, June 3—8:30–11:30 a.m.
• The Difference That Asian America Makes: Transforming Race and Racism Studies
The deep complexity of contemporary racial diversity in our society is one of the major challenges to working with race and combating racism in the 21st century. The extremely varied Asian American racial experiences/locations help us to understand this complexity and give us clues to developing new theory and practice in our race work. Employing Asian and Asian American student voices, selected from a longitudinal study of how college students "live" race, this session aims: (1) to introduce key concepts about Asian America, (2) to use diverse Asian American racial experiences to help us understand new ways of framing race and racism, and (3) to articulate why the study/understanding of Asian America matters critically to contemporary race and anti-racism work. Individuals who want to rethink their understanding of U.S./global race and racism beyond current models and to expand their research and educational practice to reflect and engage multi-racial America will benefit from this session.
Pamela Huang Chao, Professor of Sociology, American River College-Sacramento, California
Jean Wu, Ph.D., Senior Lecturer, American Studies Program; and Program and Education Director, Diversity Office, Tufts University-Medford, Massachusetts
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Friday, June 3—8:30–11:30 a.m.
• Community Cross-Racial Dialogue on TBLGQA Issues in Higher Education
This dialogue session will be structured with questions for pairs, small and large/whole group discussion or fish bowl. We will take time for within racial group dialogue, as well as cross-racial dialogue. Most campus LBGT organizations have focused on those for whom LGBT identity is primary or central, rather than part of intersecting identities that have varied saliency in different contexts. The "whiteness" of LGBT campus organizations with institution's sponsor for support often places LGBT people of color in difficult situations in both the LGBT organizations and in the people of color organizations. Academic programs in LGBT studies often ignore the leading roles played by people of color in the liberation movements around sexual orientation and gender identity going back to the early twentieth century. White community members often express frustration at the lack of visibility or participation of LGBT People of Color in campus programs and organizations. This session discusses issues such as: How might we form better working alliances with and between LBGT communities on campus and in society? Do we have any models out there that are working? What are the challenges? This session will benefit those who seek to understand the internal racial dynamics of LGBT communities on campus and who already have experience interacting in campus LGBT communities.
Billy Curtis, Director, Lesbian, Gay, Bisexual, Transgender Programs and Services, Gender Equity Resources, Office of Student Life, University of California-Berkeley, California
Kris Hayashi, Executive Director, The Audre Lorde Project Community Organizing Center for Lesbian, Gay, Bisexual, Two Spirit, and Transgender People of Color-Brooklyn, New York
Alice Y. Hom, Director, Intercultural Community Center, Occidental College-Los Angeles, California
Aida Martinez, Director, Minority Student Programs, University of Minnesota-Morris, Minnesota
A.T. Miller, Ph.D., Coordinator, Multicultural Teaching and Learning, University of Michigan-Ann Arbor, Michigan
Melvin Monette, Program Coordinator, United Tribes Community Educators Program, University of North Dakota-Grand Forks, North Dakota
Agustine Orozco, Assistant Director, OASIS (Office of Academic Support and Instructional Services), University of California-San Diego, California
Frederick L. Smith, Assistant Director, Cross Cultural Centers, California State University-Los Angeles, California
Mónica Taher, People of Color Media Director, Regional Media Managers, GLAAD (Gay and Lesbian Alliance Against Defamation)-Los Angeles, California
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Friday, June 3—8:30–11:30 a.m.
• From the Face of Hate to the Face of Hope: Dialogue on the Need To Establish the Academic Field of Hate Studies
This session offers continued dialogue on the need to establish an academic discipline of hate studies. Presenters will include board members from the Institute for Action Against Hate and conference participants from the First International Conference to Establish the Academic Field of Hate Studies, held in 2003 at Gonzaga University in Washington State. While there are very important and useful lenses for viewing how human hatred is treated in various fields of academic inquiry, they all treat the subject tangentially, and within the limitations inherent in these various fields. There is no comprehensive, overarching field larger than the sum of its parts that would help us better understand how hatred works in all its forms and venues, and provide testable theories to guide our actions in combating and controlling it. Internationally recognized scholars with expertise relevant to the study of hate collaborated in the initial planning for the development of an integrated field of Hate Studies. They identified what needs to be contributed by other fields and specific next steps for creating the field of Hate Studies. Special attention was given to developing workable and relevant curricula on college campuses and for integrating Hate Studies with institutions outside the academy. This session will provide continued dialogue on planning for this discipline and offer student voices on the problems of hate in university settings. The session also benefits the educators, policy makers and others working to combat hate at all levels of higher education.
Bob Bartlett, Director, Multicultural Education and Unity House Cultural Education Center; Adjunct Faculty; Chairman of the Board, Institute for Action Against Hate, Gonzaga University-Spokane, Washington
George Critchlow, J.D., Dean, Law School; Board Member, Institute for Action Against Hate, Gonzaga University-Spokane, Washington
Pamela Dos Ramos, Research Project Director, Alberta Civil Liberties Research Center, University of Calgary-Calgary, Alberta, Canada
Deborah McDonald, Ph.D., Associate Professor, School of Education; Board Member Institute for Action Against Hate, Gonzaga University-Spokane, Washington
Raymond Reyes, Ph.D., Academic Vice President for Diversity, Board Member Institute for Action Against Hate, Gonzaga University-Spokane, Washington
Jerri Shepard, Ed.D., Director, Institute for Action Against Hate, and Director, Master of Arts in Teaching: Teaching At Risk Students, Gonzaga University-Spokane, Washington
Kenneth Stern, J.D., Attorney and Program Specialist on anti-Semitism and extremism for the American Jewish Committee; Board Member, Institute for Action Against Hate, American Jewish Committee-New York, New York
Sima Thorpe, Director, Center for Community Action and Service Learning; Board Member, Institute for Action Against Hate, Gonzaga University-Spokane, Washington
Laurie Wood, Director of Research and Board Member, Institute for Action Against Hate, Southern Poverty Law Center-Montgomery, Alabama
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Friday, June 3-8:30-11:30 a.m. and continuing 2:30-6:00 p.m.
• Applying a Planned Change Model to Dismantling Systemic White Privilege on Your Campus
Lasting institutional change occurs when it is planned and built into the institution's systems. Using a model for planned change as our lens, we will examine the following questions: (1) How is white privilege manifested on our campuses? (2) How is white privilege maintained? and (3) What are concrete examples of ways to apply a planned change model to dismantle white privilege in recruiting, hiring, tenure, rewards systems, and retention?
Frances E. Kendall, Ph.D., Consultant on Organizational Change and Communication, Specializing in the Issues of Diversity-Albany, California
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Friday, June 3—8:30–11:30 a.m. and continuing 2:30–6:00 p.m.
• Dialogue With a Difference: Moving Beyond Talk
This daylong session guides small group(s) of participants through a "Dialogue on Race Relations." This session will also illustrate facilitator training based upon the model developed by Hope in the Cities and adopted by the Dayton Dialogue on Race Relations (DDRR) and Wright State University. Presenters will guide participants through the basic tenets of an innovative dialogue that encourages participants to share information about their racial background, family history, encounters with racial conflict, and current attitudes about race relations in their respective communities. This model differs from traditional "dialogues" in that they conclude by considering specific strategies for reconciliation and developing and implementing action plans. The session will benefit those community or institutional leaders who address issues of racial conflict within their constituencies, the faculty who manage multiracial student bodies, as well as those who are interested in racial reconciliation.
Paul Carlson, Ph.D., Associate Dean, Student Affairs and Admissions; Associate Professor, Department of Community Health, School of Medicine, Wright State University-Dayton, Ohio
Kim Goldenberg, M.D., President, Wright State University-Dayton, Ohio
Martin P. Gooden, Ph.D., Social Psychologist, Assistant Professor, Department of Psychology, Wright State University-Dayton, Ohio
Jacqueline McMillan, Executive Assistant to the President and Secretary to the Board of Trustees, Wright State University-Dayton, Ohio
Jeffrey Vernooy, Director, Office of Disability Services, Wright State University-Dayton, Ohio
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Friday, June 3—8:30–11:30 a.m. and continuing 2:30–6:00 p.m.
• Keeping Our Eyes on the Prize: Mainstreaming Assessment as a Diversity Grounded Pathway to Excellence
Excellence and diversity are intimately intertwined. Excellence is the prize and diversity, a necessary prerequisite for its attainment. Unleashing the potent powers of assessment cultivates and sustains excellence when we resourcefully work it for the greater good of those we seek to serve. Assessment and evaluative judgments are inextricably bound up with culture and context so engaging diversity offers an essential resource. Excellence demands that we "know the prize" from multiple vantage points so that we can keep our eyes on it. The ultimate prize resides in students and others who receive our services or products vis a vis our outcome promises and success vision. In what ways and to what extent are your curricular, co-curricular, pedagogical, and other intervention activities breathing life into that vision for all segments of the target population? How do you know you have accomplished that and to what extent do your evaluative judgments resonate with the lived realities of the persons that you assess-experiential validity? Addressing these questions spotlights "interpersonal validity" issues which demand ongoing personal homework-expanding and polishing our socio-cultural lenses and filters. Without that, we cannot accurately judge the quality and resonance of our perceptions, transactions and meaning-making interpretations-especially when data collection, analysis and interpretation processes involve communications across diversity divides. Enhancing interpersonal validity-self as knower, inquirer and engager-calls for a lifelong learning and reflective practice journey that invite us to explore together. Assessment for excellence is a vibrantly responsive process that informs and improves as well as proves-notably, a valuable resource for relevant knowledge creation and continuous development toward excellence in addition to accountability compliance.
Hazel Symonette, Ph.D., Senior Policy and Planning Analyst, Office of Human Resources Development/The Equity and Diversity Resource Center, University of Wisconsin-Madison, Wisconsin
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Friday, June 3-2:30-5:30 p.m.
• Facing Up to Realities: Investigating and Addressing Racial Achievement Gaps
This session will draw from Dr. Ferguson's recent research and writing about achievement gaps between African Americans and Latinos, on the one hand, versus whites and Asians, on the other. The session will review explanations for why test-score gaps narrowed dramatically between 1970 and 1990, but have remained roughly constant since 1990. In addition, the presenter will describe and draw lessons from his work with schools and teachers. Embedded in districts of the Minority Student Achievement Network, as well as additional districts in an initiative named the Tripod Project. This work with schools addresses the "tripod" of content, pedagogy and teacher-student relationships. The session will also discuss the initiative's key ideas and activities, findings from surveys of teachers and students in participating districts, as well as issues of culture that are sometimes difficult to confront play a central role.
Ronald Ferguson, Ph.D., Lecturer in Public Policy, Senior Research Associate, The Wiener Center for Social Policy, Kennedy School of Government, Harvard University-Cambridge, Massachusetts
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Friday, June 3—2:30–5:30 p.m.
• Briefing of Civil Rights Issues by the National Advocates Headquartered in New York City
Invited panelists include attorneys from Asian American Legal Defense and Education Fund (AALDEF), NAACP Legal Defense and Education Fund, and the Puerto Rican Legal Defense and Education Fund (PRLDEF). This briefing by civil rights attorneys will provide the participants with the latest news and analysis from the front lines of the current legal battle grounds. From lawsuits to legal advocacy and community work and collaborations among the different civil rights groups, these attorneys from premier legal defense funds in the country will give us an update on legal issues of relevance to our constituents.
Khin Mai Aung, Esquire, Asian American Legal Defense and Education Fund (AALDEF)-New York, New York
Anurima Bhargava, Esquire, National Association for the Advancement of Colored People (NAACP)-New York, New York
Evette Maldonado, Esquire, Puerto Rican Legal Defense and Education Fund (PRLDEF)-New York, New York
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Friday, June 3—2:30–5:30 p.m.
• Are Institutions of Higher Education Meeting the Challenge of Educating the Hispanic Population?
As the number of Latino high school graduates increases, will institutions of higher education respond appropriately to the challenge of enrolling and retaining Latino students? Or, will they simply consider it a "sink or swim" challenge for Latino students? At issue are matters of culture, language, academic preparation, and financial support. What models exist for institutions to turn to that are new to the challenge? What strategies might institutions develop? To whom can institutions turn as Latino students become a major recruitment pool? And, what further questions need to be asked?
Arturo Madrid, Ph.D., Norine R. and T. Frank Murchison Distinguished Professor of Humanities, Department of Modern Languages and Literatures, Trinity University-San Antonio, Texas
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Friday, June 3—2:30–6:00 p.m.
• Hiring for Cultural Competence: Practical Methods and Strategies To Get What You Need
Colleges and universities can no longer afford to hire faculty and staff who are not culturally competent. Each college and university faces different challenges in this area. This session is designed to provide practical methods and strategies that can be adapted for use on campuses, and for the types of cultural competence most needed by the institutions. Participants will work together to identify various dimensions of cultural competence, and will focus on which of these represent the most critical needs for their particular institutions. Participants will also learn practical methods and strategies which include: (1) designing appropriate advertisements, (2) improving paper screening procedures, (3) writing effective interview and reference questions, and (4) designing demonstrations that effectively measure cultural competence.
Cristine Clifford Cullinan, Ph.D., Training and Development Administrator, University of Oregon-Eugene, Oregon
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Saturday, June 4-8:30-11:30 a.m.
• The Art of Restorative Justice/Art as Healing
In this session Indigenous Issues Forums facilitators Harley Eagle (Dakota) and Ruth Yellowhawk (Wyandot) will share the artwork of Lakota artist Jim Yellowhawk (Lakota/Iroquois) to explore themes of boarding schools, addiction, and the value of understanding and transcending life's difficulties. In this highly participatory session, participants will be able to spend time with distinct pieces of artwork, then gather together to talk about them in terms of our own experiences and values. The session objectives are (1) to use Native art as a teaching/healing tool and as a catalyst for deep dialogue, (2) to provide opportunity for first hand participation in a wholistic talking circle process, (3) to present a discussion of curriculum models that embrace art in the workplace and classroom, and (4) to share and increase understanding and appreciation of restorative practices in our homes and in our communities.
Ruth Yellow Hawk, Ph.D., Co-Director, Indigenous Issues Forums-Rapid City, South Dakota
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Saturday, June 4—8:30–11:30 a.m.
• Race and Ethnicity in an Immigrant Community: The Case of South Asians in New York City
This session highlights the processes of racial and ethnic formations in the United States by analyzing the case of New York City's South Asian immigrants. Whereas South Asians are officially part of the "racial" category of Asian Americans, they are often clubbed with Middle East and Arab Muslims, and many of them are indeed not confirmed to one clear racial identity. Also, the "nationality" based ethnic identity of Asian Indians, the large and dominating group in the South Asian population, is very diverse within and comprises many cultures and religions. Recent local and global developments have assisted adoption of the more inclusive ethnic label of "South Asians" which includes groups such as Bangladeshis, Pakistanis, and Sri Lankans. The presentation draws upon ethnographic research on South Asian communities of New York City to illustrate the complex and tenuous formation of racial and ethnic identities in contemporary United States.
Madhulika S. Khandelwal, Ph.D., Director, Asian/American Center, City University of New York, Queens College-Flushing, New York
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Saturday, June 4—8:30–11:30 a.m.
• Interculturalism: A New Framework for Diversity
This session summarizes findings from a four-year study to create "the first intercultural university" in the U.S. and outlines a new framework for diversity that relocates the analysis away from essentializing categories and instead emphasizes each individual as a "subject" or agent. While multicultural approaches have succeeded wonderfully at introducing the stories of silenced, marginalized groups, they have not always enlisted the full participation of "dominant" group members or carved out a reunifying playing field that bridges across difference. The session will convey the practical steps that can be taken to create an intercultural campus characterized by learning and sharing across difference. It will provide information on what works and doesn't work, and suggest how to overcome resistance to change in "white dominant" institutions. The presenter will discuss the "how to" aspects on some of the larger ramifications of an intercultural framework for the U.S. as a maturing nation looking for concrete ways, through education, to move out of its isolationism and global conflict and into a new stance of collaboration and mutual reliance. The last part suggests how diversity efforts in U.S. higher education can play a lead role in the forthcoming transition from a free market, "neoliberal democracy" to a U.S. democracy defined by significant, direct civic engagement by a diverse public-that is, a more "participatory democracy." To prepare for the latter, U.S. education must be intercultural.
Greg Tanaka, Ph.D., Professor, Human Development, Pacific Oaks College-Pasadena, California
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Saturday, June 4 - 8:30-11:30 a.m. and continuing 2:30-5:30 p.m.
• Diversity Training Design: Understanding Your Audience, and Designing Appropriately and Effectively For What You Need and Want To Accomplish
This session has three very practical goals: (1) providing participants with tools to assess the perspectives of the members of their audiences, so they can more appropriately target diversity and equity training programs for maximum effectiveness; (2) practicing how to identify the appropriate domains of learning-cognitive, affective and/or skill-building-for learning goals, either in classroom teaching or workplace training; and (3) learning to design, facilitate and evaluate learning activities in each of these domains.
Cristine Clifford Cullinan, Ph.D., Training and Development Administrator, University of Oregon-Eugene, Oregon
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Saturday, June 4—8:30–11:30 a.m.
• Sisters of the Academy (SOTA) Institute Panel Discussion
Sisters of the Academy Institute was the brain child of six African American female graduate students in higher education at Florida State University in March 2001. Specifically, a book entitled Sisters of the Academy: Emergent Black Women Scholars in Higher Education (Stylus, 2001) was co-edited by two women scholars, one being the founding president of SOTA. The book covers the historical, social, cultural, political and academic factors that affect Black women in the academy. The narratives and recollections of experiences that the authors wrote about were inspiring, riveting and hardening all at the same time. Thus, this piece of literature was not enough for the academy to see through the lens of African American women; therefore SOTA, the organization, was created. The mission of SOTA is to facilitate the success of Black women in the academy by (1) creating an educational network of Black women in higher education in order to foster success in the areas of teaching, scholarly inquiry and service to the community; (2) to facilitate collaborative scholarship and journal publications among Black women in higher education; and (3) to facilitate the development of relationships to enhance members' professional development. Presenters will discuss the above-mentioned factors affecting African American women scholars, research agendas and publications about African and African American students and faculty and the survival of the academy and Ivory Tower.
Tamara C. Bertrand, Doctoral Candidate, Education, Program Evaluation; Graduate Research Assistant, Center for Educational Research and Policy Studies, Florida State University-Tallahassee, Florida
Anna L. Green, Ph.D., Assistant Professor, School of Business and Industry, Florida A&M University-Tallahassee, Florida
Kimberly L. King, Ph.D., Associate Professor, College of Education, Auburn University-Auburn, Alabama
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Saturday, June 4—8:30–11:30 a.m.
• Project 2050: Exploring a Model for Creating Performance and Dialogue
New WORLD Theater's youth initiative, Project 2050, is a multi-year exploration of the mid-century demographic shift, when it is projected that people of color will become the majority in the United States. Addressing the issues compelled by these changing demographics, the project engages youth communities, professional artists, scholars, and community activists in civic dialogue and artistic creation. This session will focus on ways to develop a model for Project 2050 in different communities and environments. It will look at the commonalities between diverse populations and the way an artistic voice and scholarly voice can evoke dialogue. Participants will gain knowledge in the artistic and practical application of creating an artistic presentation. This session will benefit students, new professionals and veteran practitioners by exploring the collaborative process that infuses artistry, scholarship and production.
Marion Wright, Instructor of Drama and Dance, Spelman College-Atlanta, Georgia
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