"To fail to ensure social and intellectual diversity at the University of Chicago is to fail to realize our educational and research missions in a fundamental way." (From the introduction to the 2003‑04 Annual Report of the Provost’s Initiative on Minority Issues)

Provost Richard Saller commissioned the Provost’s Initiative on Minority Issues (PIMI) in January of 2003 to perform a comprehensive review of all issues related to enhancing diversity at the University and to make substantive recommendations as to how we might improve our ability to recruit and retain students, faculty and staff of color.  In charging the committee—co‑chaired by Professor Ken Warren and Vice President and Dean of Students in the University Steve Klass—the Provost recognized that the University should do a better job of systematically evaluating the progress we are making on issues related to enhancing diversity on campus because it is morally the right thing to do, and because diversity directly affects teaching and research across all disciplines.  In addition, cultivating a more diverse student body makes for substantially expanded life and academic experiences both inside and outside the classroom and prepares students to be successful in an increasingly multicultural workplace. We are extremely pleased to have this opportunity to discuss this critically important work‑in‑progress with our colleagues at NCORE 2006.  Our objectives for this session are to engage in an open conversation about some of the advances we have made over the past few years as well as some of the remaining obstacles to be faced, including a candid discussion of recent campus events that have caused us to refocus our efforts and to reposition some of our ongoing initiatives. 

Michael Behnke, Ph.D., Vice President, University Relations and Dean of College Enrollment, University of Chicago—Chicago, Illinois
Stephen Klass, Vice President and Dean of Students, University of Chicago—Chicago, Illinois (Moderator)
Ana Vázquez, Ph.D., Deputy Dean of Students in the University and Director, Office of Minority Student Affairs, University of Chicago—Chicago, Illinois
Kenneth Warren, Ph.D., Deputy Provost for Research and Minority Issues; William J. Friedman & Alicia Townsend Friedman Professor, Department of English Language and Literature; and The Committees of African and African-American Studies, University of Chicago—Chicago, Illinois

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Wednesday, May 31, 2006 —2:00-4:00 p.m.
• 10 Ways to Fight Hate on Campus

When hate strikes your campus will you be ready? 10 Ways to Fight Hate on Campus offers the tools needed to prepare your campus community to face and address the challenges posed by hate and bias. This session should be of particular interest to administrators seeking to build a campus community that deters hate and promotes inclusion. Regardless of if your campus is plagued with the use of demeaning and insensitive language, or Ku Klux Klan attempts to recruit your students, gain the tools needed to effectively respond and send a clear message that hate has no place in your campus community. You owe it to yourself! You owe it to your students!

Brandon Wilson, Coordinator, College Outreach, Teaching Tolerance Program, Southern Poverty Law Center—Montgomery, Alabama

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Wednesday, May 31, 2006 — 2:00-5:00 p.m.
• Undermining Diversity Initiatives: A Fierce Conversation About the Behavior of Diversity Leaders, Advocates and Their Allies

This interactive session seeks to generate open and honest conversation about the behavior of diversity leaders, advocates and their allies. The author/presenter proposes that their actions are often not in sync with the essential principles of diversity in a pluralist society: Trust, Respect, Honesty, Truth, Fairness, Openness, Care, Personal Accountability, Flexibility and Forgiveness. Through dialogue, as well as activities that promote deeper levels of introspection and conversations, participants explore what it means to be an exemplary leader and advocate in a movement that derives its authority from moral, ethical and legal imperatives. Participants are encouraged to reflect on the consequences of unprincipled behavior for diversity initiatives and the possibility of revitalization, given emerging evidence from the field, and to further reflect on strategies for fostering and engendering principled behaviors and leadership in their respective institutions.

Book signing: No Place to Hide in America and Working With Emotional Intelligence in the Diverse Workplace by Denys S. Blell to be scheduled.

Denys S. Blell, President, Beyond Diversity Consulting—Tampa, Florida

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Wednesday, May 31—2:00-5:00 p.m.
• Why Are 90% of Faculty in Higher Education Still White?—Professional Development for Solving the Diverse Hiring Conundrum

Featuring video interviews with faculty and staff of color, this session is designed to identify cultural biases in the search and hiring process, invent new strategies to recruit, hire, and keep diverse faculty and staff, and to make institutional culture more inclusive and accepting of diverse employees. William Harvey, Vice President and Chief Diversity Officer at the University of Virginia, contends that "While leadership plays a significant role in committing to diverse hires, the thrust of the effort should be in the 'follower ship'. White faculty have to take ownership in hiring the faculty of color on predominantly white campuses or it will not happen." Without comprehensive professional development on diverse hiring, many white faculty and staff will not take "ownership" and 90% of the faculty in higher education will remain white. This session takes participants through a nationally-recognized professional development workshop on diverse hiring, "New Paradigms for Diversifying Faculty and Staff in Higher Education: Uncovering Cultural Biases in the Search and Hiring Process," created by DiversityWorks, Inc., a Champaign, Illinois-based coalition of diversity educators.

Pauline E. Kayes, President, DiversityWorks, Inc.—Champaign, Illinois
Yvonne Singley, Vice President, DiversityWorks, Inc.—Springfield, Illinois

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Wednesday, May 31—2:00–5:00 p.m.
• Student Persistence in Higher Education: An Overview of Minorities' College Adjustment, Academic Performance and Degree Attainment

The session will provide an overview of findings on minority student enrollment and persistence in two- and four-year institutions. Because very little has been studied following minority students' first year in college, the presentation will also attempt to provide a profile of student characteristics, academic performance, and attrition rates over a six-year period utilizing institutional records from a highly diverse research institution and data from a national database (NLS: 1988-2000). In comparing those factors that play a role in minority student withdrawal decisions with those found in the literature on all student populations, the conceptual framework for this session will be based on current theoretical perspectives used in studying college student retention.

Amaury Nora, Ph.D., Professor of Higher Education; Associate Dean for Research and Faculty Development, Department of Educational Leadership and Cultural Studies; and Director, Institute for Hispanic Educational Access and Success, College of Education, University of Houston—Houston, Texas

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Wednesday, May 31—2:00–5:00 p.m.
• From Reading Group to Faculty Change Team: The Hamline University Lido Group

This session will describe a ten-year faculty development project at a small Midwestern university that focused on improving the classroom climate for diversity. It describes the use of a five-tier approach to multicultural teaching that led to faculty work at the individual, group, departmental, school and institution-wide levels. Among the model approaches discussed are (1) using faculty networks to support and revitalize the faculty currently engaged in multicultural teaching, (2) employing a curriculum development grants model for advancing discipline-specific solutions to multicultural teaching, and (3) utilizing campus-wide award ceremonies and seminars to stimulate ongoing dialogues and expand the core leadership on diversity. The session specifically details a faculty cohort group and the role they played in helping to change the campus climate for diversity. It concludes with a discussion on utilizing external evaluations as well as the implications for those interested in connecting multicultural teaching and organizational change. This session will be interactive and will rely on dialogue and the exchange of participants' experiences as a basis for reflection, problem solving and further action. The session should be of particular interest to faculty, department chairs, and/or deans interested in creating organizational change, at the faculty level; the faculty and administrators committed to connecting excellence in teaching to teaching for diversity; faculties interested in multicultural teaching on campuses with either an already diverse student and faculty presence, or who wish to make their academic community more welcoming to increasingly diverse populations.

Jim Bonilla, Ed.D., Associate Professor, Conflict Studies, Graduate School of Management; Faculty Coordinator for Diversity Resources; and Director, The Race, Gender & Beyond Faculty Development Project, Hamline University—St. Paul, Minnesota

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Many of us who are white have thought about how our unearned race privilege gives us disproportionate access to power, resources, and influence while it systematically withholds those privileges from people of color. However, we are not always clear about what's in it for us to dismantle those systems, nor do we realize what keeping systemic white privilege in place costs us. This session focuses on the necessity for those of us who are white to make race our issue. Our task is to recognize how it is serves us to change the systems that create and maintain white supremacy and to deal with the reality of the enormous costs to us of benefitting from a system that subordinates others.

Book Signing: Understanding White Privilege: Creating Pathways to Authentic Relationships Across Race by Frances E. Kendall to be scheduled.

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 1—10:00 am-noon & continuing 1:00-4:00 p.m.
• Part I—The Difference That Asian America Makes: Transforming Race and Racism Studies

The morning part of this session will discuss 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) articulate why the study/understanding of Asian America matters critically to contemporary race and anti-racism work. The session should be of particular interest to those 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.

• Part II—Crisis Within: Internalized Racism in Asian America

Asian America is a living example of the deep complexity of contemporary racial diversity in our society. The positioning of the Asian America population in the U.S. racial hierarchy, the long histories of colonialism in all Asian-sending countries, and the unique patterns of Asian immigration to the Americas all contribute to the high levels of internalized racism in Asian America. This session aims: (1) to discuss the social construction of Asian American racial identity, (2) to examine why Asian America is a target of internalized racism by looking at the ways it is expressed in lived experiences, and (3) to discuss consequences and explore remedies. This session should particularly benefit all educators in our increasingly complexly diverse society and those practitioners who work directly with Asian Americans.

Pamela H. Chao, Professor of Sociology, American River College—Sacramento, California
Lorraine Chow, Professor, Early Childhood Education, 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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Thursday, June 1—1:00–4:00 p.m.
• Using Sociological Methods in Exploring Racial Climate Issues in Institutions of Higher Learning

This session will explore various quantitative and especially qualitative methodological strategies for studying racial climate issues in institutions of higher learning which (1) influence the culture and organization of colleges and universities; (2) impact the recruitment, promotion, and retention of culturally different boards of trustees, administrators, faculty, staff, and students; (3) the development and utilization of alumni associations; and (4) the relationships between the campus and surrounding communities (such as the use of minority business contractors and links to k-12 educational institutions). The use of surveys, focus groups, ethnographic techniques, town hall meetings, truth and reconciliation commissions, and natural experiments will be some of the methods discussed with some hands on demonstration projects which session participants will engage in.

John H. Stanfield II, Ph.D., Professor, African American and African Diaspora Studies, American Studies, Cultural Studies, Philanthropic Studies, and Sociology, Indiana University—Bloomington, Indiana

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Thursday, June 1—1:00–4:00 p.m.
• What Katrina Revealed: Economic Apartheid in America

In the wake of the natural and unnatural disaster that was Katrina, the media briefly focused attention on the deep race and class divisions in the U.S. The growing inequality might be termed, "Economic Apartheid." We will have the opportunity to discuss the effects of this gross inequality on our lives and our communities, and will also focus on the inspirational movements in the U.S. that have reversed previous trends toward inequality. In this interactive session we will review the massive income and wealth shift of the last 25 years, the rule changes that have fueled inequality, and a range of strategic initiatives and specific and immediate steps we can take to reverse the growing gap between the rich and everyone else.

Book Signing: Economic Apartheid in America (2nd edition, 2005) by, Felice Yeskel to be scheduled.

Felice Yeskel, Ed.D., Co-Director, Class Action-Northampton, Massachusetts; adjunct faculty member of the Social Justice Education Program, University of Massachusetts—Amherst, Massachusetts

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In this session, participants will learn what are the key factors affecting the affordability of a college education in America today. Our panel of experts and practitioners will discuss and provide their views on what is being done to increase access and expand choice among low‑income students. The panel will explain types of financial aid for traditional and non‑traditional students, what it means to increase access to students who are financially and educationally diverse, the role of private‑public sector partnerships, and how these efforts are making a college education affordable for many.  The session will outline (1) the cost of borrowing one’s way through college—loans, grants, scholarships, (2) particular challenges faced by the low‑income, first generation students, (3) a liberal art’s degree is not for everyone—the need to secure financial support for a wide range of educational options such as technical, and vocational, (4) in America but not from America—current trends in funding non‑traditional students, (5) lending institutions as educational partners, (6) the societal value of an educated population—what corporations are doing, (7) best practices—views from Illinois, and (8) resources and useful links.

Z. Clara Brennan, Ph.D., President, St. Augustine College—Chicago, Illinois
Deborah Brody, Senior Vice President, Resource Administration, Robert Morris College—Chicago, Illinois
Claudia Freed, Executive Director, Educational Assistance Ltd.—Glena Ellyn, Illinois (Moderator)
Sam Nelson, Director, Public Service, Illinois Student Assistance Commission—Chicago, Illinois

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Thursday, June 1—1:00–4:00 p.m.
• Managing Multiculturalism vs. Social Justice Diversity

This session will discuss the meaning of Multiculturalism and Diversity by examining the transformation of Affirmative Action, from its original Civil Rights mission for compensatory justice by addressing and correcting the legacies of hundreds of years of past discrimination against African Americans, with coverage quickly extended to other racialized minorities in American history and society, and to all women, to the current (since the Michigan decision) Diversity rationale for maintaining Affirmative Action on college campuses. Is this a good transformation? Is so, what constitutes diversity, why is it a good thing, and how do we measure its success? Furthermore, Diversity is usually conflated with and understood as Multiculturalism, which is not only something to be promoted, but "managed" as well. If Affirmative Action is now Diversity, then how should we define Diversity? If we don't clearly define Diversity, then how can we promote, let alone defend it, as a necessary part of our educational mission, culture and climate? What happened to the original social justice imperative of Affirmative Action? Does it, or should it, remain a part of our definition of Diversity and Multiculturalism today?

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 1—1:00-4:00 p.m.
• The Federal Programs Impacting Indian Education

Since the passage of the federal American Indian Education Act of 1972 there have been profound changes in relationship of tribal, state and federal governments in the provision of education services, the availability of educational opportunities for American Indians and the potential for education to provide both meaningful and effective education to meet the needs of tribal societies and communities. In many ways these developments appear mitigated and redirected under current federal policy. Based upon hearings conducted by the National Indian Education Association NIEA, The session will provide an overview of the federal programs and the impacts of No Child Left Behind upon Native American Education.

David Beaulieu, Ph.D., Professor, Educational Leadership and Policy Studies, and Director, Center for Indian Education, College of Education, Arizona State University— Tempe, Arizona

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Thursday, June 1—1:00-4:00 p.m.
• Exploring the Intersections of Service-Learning and Multicultural Education

This session addresses an approach to teaching, learning, and scholarship that is frequently connected to outcomes associated with multicultural education: service-learning. Service-learning is often heralded as a community-based approach to teaching and learning with "transformative" potential. While research has documented the positive outcomes associated with service-learning, much less attention has focused on student resistance to service-learning which emerges when privileged students work in underserved and targeted communities. This interactive session will provide an overview of service-learning, an examination of what we know about multicultural outcomes associated with service-learning, and an exploration of student resistance to service-learning. Finally, the session presenter will offer suggestions for service-learning practice to promote positive outcomes related to multicultural education and social responsibility.

Susan R. Jones, Ph.D., Associate Professor, Counseling and Personnel Services Department, University of Maryland—College Park, Maryland

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Thursday, June 1—1:00-4:00 p.m.
• Critical Discourse on Multiculturalism in the 21st Century: What has Changed and What Tools do Students Need?

The domestic and geopolitical discussion about diversity and globalism continues to emphasize the increased polarization among groups around differing racial, ethnic, cultural, economic, political, religious, and gendered value systems. However, in American society these discussions are beginning to localize under only a few major headings such as one's affiliation with a political agenda, a religious ideology, and a cultural value system. Bipolar discussions have become the norm: economic prosperity vs. social responsibility and the poor; compassionate conservatism vs. ethnic indifference; intelligent design vs. evolution; American values vs. the politics of immigration; race-neutral ideas vs. diversity. How can colleges and universities best prepare their students to cope with such volatile controversies? What are the most effective analytical tools that will facilitate the social and intellectual development of students? What is the opportunity-cost of not preparing students to become conscientious citizens?

James A. Anderson, Ph.D., Vice President, Student Success and Vice Provost for Institutional Assessment and Diversity, State University of New York—Albany, New York
Gwendolyn Jordan Dungy, Executive Director, National Association of Student Personnel Administrators (NASPA)—Washington, D.C.

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Thursday, June 1—1:00-4:00 p.m.
• Diversity Initiative: Moving Toward Community

This session focuses on five core principles/tools necessary to create a comprehensive campus-wide diversity action plan—accountability, inclusiveness, shared responsibility, evaluation, and institutionalization. It is designed to provide a framework for understanding and creating successful diversity programs that focus on campus-wide priorities. A case study that utilizes the five core principles will be used to demonstrate how these principles can help to construct and institutionalize diversity programs on college campuses.


Mark Brimhall-Vargas, Assistant Director, Office of Human Relations Programs, University of Maryland—College Park, Maryland

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Friday, June 2—8:30-11:30 a.m.
• Driving Line Accountability Using a Diversity Accountability Scorecard

Many professionals interested in diversity have asked: "How will we be able to drive line accountability for diversity to the organization's bottom line? How do we show senior executives and others that diversity is a strategic business partner that is aligned and linked to the strategic goals and objectives of the organization? How can we measure the impact of diversity on organizational performance and improved work environment? How does the strategic diversity process help your organization excel in the domestic and global marketplace and provide favorable returns to stockholders and stakeholders? If your organization is like most, you've probably found it challenging answering these questions. Organizations are increasingly challenged to find ways to build diversity accountability that provides a measurable difference to organizational performance. Based upon Dr. Hubbard's research and ground-breaking diversity measurement books: Measuring Diversity Results, How to Calculate Diversity Return On Investment (DROI), Implementing Diversity Measurement and Management, and The Diversity Scorecard, this session offers proven techniques and information that allow organizations, education and business professionals to learn how to utilize realistic, "data-based" tools for tracking, monitoring and analyzing diversity initiatives, at the line level. In this session, you will (1) learn how to select the right "mix" of measures to deploy a Diversity Accountability Plan, (2) determine ways to translate diversity results into financial results, (3) understand some important considerations for linking your scorecard to strategy, (4) determine what measures you might use to cascade diversity functional plans to the line, and (5) examine a sample Diversity Accountability and Responsibility Index and Its Metrics.

Edward E. Hubbard, Ph.D., President and CEO, Hubbard and Hubbard, Inc., and founder of the Hubbard Diversity Measurement and Productivity Institute—St. George, Utah

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Friday, June 2—8:30-11:30 a.m.
• Morality Across the Curriculum

Lawrence M. Hinman defines ethics as "the explicit, philosophical reflection on moral beliefs and practices. Ethics is a conscious stepping back and reflecting on morality. Morality refers to the first-order beliefs and practices about good and evil by means of which we guide our behavior." In other words, morality is a first-order action while ethics is one step removed or second-order.
This session will examine how service-learning practices can facilitate "ethics/morality" work in higher education. The session will include a combination of multimedia lecture for key fundamentals and participatory activities to facilitate dialogue regarding these same critical concepts. Two related articles will be used for the framework of the presentation—"Service Learning and Curricular Integration" (AACC's Service Learning Resource Guide, May 1998) and "Ethics Morality Across the Curriculum" (Community College Journal, in press for Dec./Jan. Edition).

Robert J. Exley, Ph.D., Vice President, Academic Affairs, Iowa Western Community College, and founding Director of the Miami-Dade Community College Partners in Action and Learning Service-Learning Program—Council Bluffs, Iowa

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Friday, June 2—8:30-11:30 a.m.
• Senior Diversity Officers in Higher Education: Models and Strategies for Change

Leadership Development–This interactive session will engage participants in a discussion of major structures, challenges, and approaches to implementing the work of the Senior Diversity Officer in higher education.  Principles and activities presented in the session are grounded in empirical research that examined the models of more than 100 institutions and featured interviews with over 50 current former officers and other experts as the Senior Diversity Officer’s role in higher education. More specifically the session will: (1) present the Senior Diversity Officer Development Framework (SDODF) in terms of  Strategy, Organizational Structure, Lateral Coordination, Change Management Principles, and Skills and Background of Officers; (2) present the Models and Best Practices of 3‑5 Institutions with interesting and unique models and approaches to implementing the work of the SDO; (3) engage participants in a small group exercise regarding challenges associated with establishing and optimizing SDO units in higher education; (4) engage participants in a facilitated dialogue regarding best practice programs and change management techniques associated with doing the work of the Senior Diversity Officer; and (5) discuss differences and similarities between the SDO and Chief Diversity Officer role often found in the corporate environment. This session is relevant for all members of the higher education community and is especially relevant for administrators, faculty, and staff members who are interested in organizational change and launching senior diversity officer units in higher education.

Katrina Wade-Golden, Ph.D. Senior Research Specialist, Office of Academic Multicultural Initiatives, University of Michigan—Ann Arbor, Michigan
Damon A. Williams, Ph.D., Assistant Vice Provost, Office of Multicultural and International Affairs, University of Connecticut—Storrs, Connecticut

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Friday, June 2—8:30–11:30 a.m.
• Refining Your Change Agent Skills: Assessing the Situation and Planning Strategically

As colleges and universities become more complex and resistance to change grows increasingly subtle and covert, change agents must have a working knowledge of how systems work and more finely-honed tools to start and continue the change process in a systematic way. This session will address the following questions: (1) what do we mean when we talk about systems? (2) How can we identify what kind of change the school is ready for and help move them to a deeper level? (3) How can change agents assess whether they are being effective or just spinning their wheels? And (4) how can we recognize resistance and gate keeping for what it really is and deal with it effectively?

Frances E. Kendall, Ph.D., Consultant on Organizational Change and Communication, Specializing in the Issues of Diversity—Albany, California

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This session looks at the career path and career alternatives of women of color as they reach their five-year mark which often signals the end of being a new professional. This dialogue will affirm and celebrate the achievements and choices of all women by encouraging them to achieve their dreams while still actively participating in and excelling as academic and student affairs professionals. Women administrators and faculty face obstacles to entering academic and student affairs positions at colleges and universities and while other women have increasingly entered and been promoted in corporate positions during the late twentieth century. Fewer women of color are represented in senior level positions in higher education; however, these women provide significant leadership within student affairs. This program examines women in academe career path and the sacrifices one must make. Join the Perfect Ladies for this interactive and uplifting program.

Lorraine Acker, Assistant Dean of Students, Minority Support Student Service and Women's Programs, University of North Carolina—Charlotte, North Carolina
Shaquana Anderson, Doctoral Student, Higher Education; Residential Director, University of Maryland—College Park, Maryland
Samantha M. Ivery, Community Director, Office of Residential Life, Dartmouth College—Hanover, New Hampshire
Susan D. Johnson, Doctoral Student, Higher Education and Student Affairs; Research Associate, Center for Postsecondary Research, Indiana University—Bloomington, Indiana
Ophelia C. Morgan, Assistant Director, Student Activities, Saint Peter's College—Jersey City, New Jersey
Susana Maria Muñoz, Doctoral Student, Educational Leadership and Policy Study Program, Iowa State University–Ames, Iowa; Retention Specialist for Student Success Services, University of Wyoming—Laramie, Wyoming
Katherine S. Outlaw, Hall Director of Manzanita-Mohave, and University of Arizona President Appointee for the University Commission on the Status of Women, University of Arizona—Tucson, Arizona
Rochelle Peterson, Assistant Dean of Students, Arcadia University—Glenside, Pennsylvania
Susan A. Stuart, Doctoral Student, Higher and Postsecondary Education, Teachers College, Columbia University—New York, New York

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Friday, June 2—8:30-11:30 a.m. and continuing 2:00-5:00 p.m.
• How to Teach Oral and Written Standard English to Nonstandard English-Speakers

Making assumptions about students' intelligence—based solely on their speaking styles—has contributed to severe achievement and cultural gaps between standard and nonstandard English-speakers. Since most students read, write and test the way they speak, oral and written standard English-acquisition is essential for academic success. This highly participatory session demonstrates how to implement a linguistically-based, five-step method, which teaches mastery of oral and written standard English and enables students—regardless of their individual dialectal backgrounds—to compete academically and professionally in a manner which is commensurate with their real intelligence, talents and interests.

Mary I. Berger, President/Author/Trainer, Orchard Books, Inc; Instructor, Columbia University—Chicago, Illinois

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Friday, June 2—8:30-11:30 a.m. and continuing 2:00-6:00 p.m.
• Classism: The Invisible Ism

"People in the United States don't like to talk about class. Or so it would seem. We don't speak about class privileges, or class oppression, or the class nature of society. These terms are not part of our everyday vocabulary, and in most circles they are associated with the language of the rhetorical fringe."—Gregory Mantsios
It has become increasingly clear to many of us working on a progressive agenda, that true unity must be based on deep knowledge, respect, and appreciation of our differences. Due to the blurring of class differences, and the pretense that, "we are all middle class," many of us have not adequately explored or understood the impact of our class backgrounds on our identities, perceptions, values, choices, relationships, group dynamics, and organizations. Silence and privatization of issues concerning money and class limits our accurate perception of reality and encourages self-blame resulting in serious blocks to coalition-building and organizing for change. The continuum nature of class in the U.S. leads most of us to experience class in a very relative manner, making our understanding of class and classism much more difficult. This session will be experiential in nature, allowing participants with the opportunity to: clarify their class backgrounds, compare and contrast their experiences with others, and consider the implication and impact of their class backgrounds on their personal and professional experiences and choices. The session will examine the intersections and interactions between classism and racism, sexism, ableism, heterosexism, and anti-Semitism. Session participants will have the opportunity to begin to develop action plans for themselves and their groups. Additional resources will be provided in the form of a workbook or handouts.

Felice Yeskel, Ed.D., Co-Director, Class Action-Northampton, Massachusetts; adjunct faculty member of the Social Justice Education Program, University of Massachusetts—Amherst, Massachusetts

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Friday, June 2—9:30 a.m.-noon and continuing 2:00-4:00 p.m.
• Racial Identity in Multiracial People: A Discussion of Models and Their Application to Teaching, Counseling, and Advising Students

This two-part session offers participants an extensive overview and evaluation of several prominent, published models of racial identity development, and their application to teaching and advising multiracial students. Discussion will focus on how racial identity models can be used to understand dynamics between different racial communities and aspects of conflict between groups. In addition, participants will consider the impact of their own racial identity on their ability to work with multiracial, as well as monoracial students, on controversial issues related to race. Using presentations, small and large group discussion, and case studies, this session will incorporate issues and situations that participants have experienced on their own campuses.

Charmaine L. Wijeyesinghe, Ed.D., Consultant in Organizational Development and Social Justice—Delmar, New York

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Friday, June 2—8:30-11:30 a.m. and continuing 2:00-5:30 p.m.
• Understanding Institutional Privilege and Developing Culturally Competent Leadership: Demonstrating a Model Training Program for Use on Any Campus

This session will showcase a training design for a workshop 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, presenters will demonstrate the ways in which culturally competent leadership creates a professionally rewarding, effective and challenging environment for everyone.

Cristine Clifford Cullinan, Ph.D., Training and Development Administrator, University of Oregon—Eugene, Oregon
Carla D. Gary, Ph.D., Associate Vice Provost for Institutional Equity and Diversity, University of Oregon—Eugene, Oregon
Terry Leary, Equity and Diversity Coordinator, Eugene 4J School District—Eugene, Oregon

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Friday, June 2—2:00-4:00 p.m.
• The Basic Legal Principles of the "Strict Scrutiny Doctrine" Required in Affirmative Action Plans

Every institution of higher education in the nation, public or private, must meet rigorous legal requirements when using race or ethnicity in employment hiring decisions. These requirements arise from the Equal Protection Clause of the U.S. Constitution. Any use of race or ethnicity in employment decisions must be narrowly tailored. The result of narrow tailoring is that it must serve a compelling governmental or institutional interest. Although there is no legal formula for determining whether a particular governmental or institutional interest is "compelling" under strict scrutiny, case law suggests two interests that are compelling enough to justify an institution's use of race or ethnicity in employment decisions. A college's Affirmative Action employment process must be in compliance with these interests. In this session we will discuss compelling, narrowly tailor interests that all universities, colleges, and community colleges should focus on to secure the educational benefits that flow from a diverse faculty workforce and student body. We will also examine how your institution can meet the legal requirements of "strict scrutiny" in achieving a diverse workforce.

Harold Bellinger, J.D., Assistant to the President for Affirmative Action and Diversity, ADA/504 Coordinator, Nassau Community College—Garden City, New York

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Friday, June 2—2:00-4:00 p.m.
• Chicana/o Visions: Insights for Educational Change and Social Justice

In this session, participants will have an opportunity to see the world through the eyes of Chicana/o students at various stages of schooling. This, in and of itself, is a powerful departure from much of the work in education in which the voices of the disenfranchised are never valued. The brilliance and hope of the students are then used as a means for initiating an analysis of alternative ways of doing education work with Chicana/o students. Specific attention will be paid to innovative forms of "research" that are community-based and that move us toward social justice. Finally, participants will have an opportunity to consider how a radical new form of Xican@Studies can be a model for improving how we approach education at all levels. The session will involve video, text and other multimedia resources that participants can use in their own work.

Marcos Pizarro, Ph.D., Associate Professor, and Graduate Coordinator, Mexican American Studies Department, San Jose State University—San Jose, California

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Friday, June 2—2:00-6:00 p.m.
• Faculty Mentoring Across Racial Lines

There are many synonyms for the word "mentor": coach, guide, role model, a sponsor among others. In comparison to majority White faculty, the numbers of minority faculty in predominantly White colleges and universities remain disproportionately low. Mentoring is an important strategy for retaining minority faculty. This session features a panel of mentors and protégés who will share their experiences with mentoring across racial lines. This session should particularly benefit those faculties, future faculty, and administrators who desire to deepen their understanding of cross-race faculty mentoring and would like to establish mentoring programs for the faculty in higher education.

Stephanie Adams, Ph.D., Assistant Dean for Research and Associate Professor, Industrial and Management Systems Engineering, University of Nebraska—Lincoln, Nebraska
Karen Butler-Purry, Ph.D., Professor of Electrical Engineering, Texas A&M University—College Station, Texas
Yvonna S. Lincoln, Ph.D., Distinguished Professor, Higher Education Administration, Texas A&M University—College Station, Texas
Cesar Malavé, Ph.D., Assistant Dean of Engineering and Professor of Industrial Engineering, Texas A&M University—College Station, Texas
Christine A. Stanley, Ph.D., Assistant Dean of Faculties and Associate Professor, Higher Education Administration, Texas A&M University—College Station, Texas
Karan L. Watson, Ph.D., Dean of Faculties and Associate Provost; Regents Professor of Electrical Engineering, Texas A&M University—College Station, Texas

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Friday, June 2—2:00-5:00 p.m.
• Leadership Development: Cultural Construction and Racial Identity Factors for Asian Pacific American College Students

This interactive session explores the leadership and racial identity development of Asian Pacific American (APA) college students. Participants will learn of recent research on APAs and leadership development, which introduces an emerging perspective of leadership and dictates how current leadership theories and interventions exclude Asian Pacific Americans. In this session, we will explore how culture influences leadership and how racial identity development theory may be used to foster the leadership development of APAs and students of color. Participants will receive insights on how the emerging model and the use of racial identity development theory may apply to their particular settings, as well as engage in discussion about how to maximize the effectiveness of these approaches to promote leadership development. This session will be of particular interest to those who directly serve APA college students in a variety of capacities (e.g., student organization advising, campus-wide multicultural programming, leadership development instructors); those who are interested in learning more about factors that may influence the leadership development of APA college students; and/or are responsible for designing structured opportunities to promote leadership development, racial identity development, and social change.

Daniello G. Balón, Ph.D., Director, Graduate Academic and Student Affairs, Department of Electrical and Computer Engineering, University of Maryland—College Park, Maryland
Gregory J. Toya, Coordinator, Cross-Cultural Center, San Diego State University—San Diego, California

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Friday, June 2—2:00-5:00 p.m.
• Charles H. Houston Center for the Study of the Black Experience in Education: Goals, Programs, Outcomes, and Possibilities

The Charles H. Houston Center for the Study of the Black Experience in Education was established to address the achievement gap, as well as the underrepresentation of African Americans at all levels of the educational pipeline. The Center achieves its goals by conducting research, implementing programs, and pursuing collaborations that focus on examining critical issues in education in the State of South Carolina, as well as the nation. This session will discuss the objectives, programs, and results of the Charles H. Houston Center for the Study of the Black Experience in Education. Additionally, the uniqueness of the Center's mission and approaches will be examined.

Lamont A. Flowers, Ph.D., Distinguished Professor of Educational Leadership, and Director of the Charles H. Houston Center for the Study of the Black Experience in Education, Clemson University—Clemson, South Carolina

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The phenomenological experiences of the faculty of color teaching in predominantly white colleges and universities are rarely topics for dialogue, introspection, and experiential learning. Much of the existing, yet sparse research in this area implies that we have yet to listen to the narratives of the faculty of color in order to gain a better understanding of their challenges. Based on the edited book, Faculty of Color Teaching in Predominantly White Colleges and Universities, this session features a panel of eight contributing authors of the book who will share their experiences teaching in predominantly White research extensive institutions. This session also encourages interaction and discussion around significant issues and offer recommendations for change. This session should particularly benefit those faculties, future faculty, and administrators who desire to deepen their understanding of these issues and seek to engage in dialogue on developing effective recruitment and retention strategies for institutional change.

Stephanie Adams, Ph.D., Assistant Dean for Research and Associate Professor, Industrial and Management Systems Engineering, University of Nebraska—Lincoln, Nebraska
Jim Bonilla, Ed.D., Associate Professor, Graduate School of Public Administration and Management, Hamline University—St. Paul, Minnesota
Karen Butler-Purry, Ph.D., Professor, Electrical Engineering, Texas A&M University—College Station, Texas
Karen Sunday Cockrell, Ph.D., Associate Professor, Educational Leadership, University of Missouri—Columbia, Missouri
Leswin Laubscher, Ph.D., Assistant Professor, Psychology, Duquesne University—Pittsburgh, Pennsylvania
Antoinette Miranda, Ph.D., Associate Professor, Department of Psychology, Ohio State University—Columbus, Ohio
Shari Saunders, Ph.D., Assistant Professor, Educational Practice, University of Michigan—Ann Arbor, Michigan
Christine A. Stanley, Ph.D., Assistant Dean of Faculties and Associate Professor, Higher Education Administration, Texas A&M University—College Station, Texas

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Saturday, June 3—9:00 a.m.-noon
• I've Read the Articles, Seen the Movie, Attended the Workshops, Now What? Moving to Further Action on Systems of Privilege

This session is for those who have been learning about privilege, educating others about privilege, and working to dismantle privilege systems—and now wants to take action against privilege with wider imagination and broader reach. A primary working assumption of this session is that educators and activists have had many successes in addressing privilege, and many disappointments and setbacks as well. Through an interactive approach, participants will identify various actions they have taken while intervening around privilege in a variety of situations and then look deeply at where they have become stuck in their privilege work. After identifying the conditions that interfere with taking action, the group will generate steps that can help individuals move forward into the future—steps that involve imagination, creativity and courage. This session should be of particular interest to those who are working to educate others about privilege and who desire more strategies and support for taking the daring counter-cultural work of weakening privilege systems.

Victor Lee Lewis, Co-Director and Founder, Center for Diversity Leadership—Berkeley, California
Peggy McIntosh, Ph.D., Associate Director, Center for Research on Women, Wellesley College; Founder and Co-Director, National SEED Project on Inclusive Curriculum—Wellesley, Massachusetts
Hugh Vasquez, Co-Director, Center for Diversity Leadership, and Founder, TODOS Institute—Walnut Creek, California

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This session will present strategies for those who are interested in affecting institutional climate, policies, and procedures around multiculturalism. Many offices of Multicultural Affairs on college campuses are organized with one or a few individuals responsible for providing campus-wide programs and services to students of color. This model, used since the 1960s, puts multiculturalism at the fringe of college campuses, allowing the larger institution to be absolved of any responsibility for addressing the needs of students of color and others who have been historically marginalized. However, at Macalester College, the Department of Multicultural Life has created a new model of organizing multiculturalism by shifting this work from the margins of the College to the center. In this session, participants will learn how to successfully shift their work around these issues by becoming familiar with the innovative programs and structures created by the Multicultural Life department, which has integrated the values and ethos of historically under-represented peoples, discourses, thoughts, and ideas as catalysts to transform the traditional ways of doing the work of Macalester College into a more inclusive model. Participants will also be given concrete strategies to facilitate the active involvement of senior-level administrators and faculty involved in this work.

Joi D. Lewis, Dean, Department of Multicultural Life, Macalester College—St. Paul, Minnesota
Karla Benson Rutten, Director, Lealtad-Suzuki Center, Department of Multicultural Life, Macalester College—St. Paul, Minnesota

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Saturday, June 3—9:00 a.m.-noon
• Helping the Helpers: The Excellence Through Diversity Institute Helpers as an Assessment-Savvy Leadership Development Resource

The University of Wisconsin Excellence Through Diversity Institute (EDI) is an intensive train-the-trainers/facilitators workforce learning community organized around appreciatively-framed and culturally-grounded evaluation processes. It focuses on generative evaluative thinking and reflective practice for faculty, classified staff, academic staff and administrators. EDI helps each participant to discover and bring forward their *Best Self* in full voice to do their best learning, their best engaging and their best work so that they can better help others do the same while facilitating the university's development of such transformational processes. EDI is a social-justice grounded leadership development resource for many campus and community initiatives. As a still evolving project-in-process, EDI strives for excellence through cultivating authentically inclusive and vibrantly responsive teaching, learning and working environments that are conducive to success for all. The Excellence Institute mindfully cultivates multilateral self-awareness through knowing and using the self as a diversity-grounded, responsive instrument. This involves understanding self in dynamically diverse contexts within power and privilege hierarchies (a specific point in time) and also understanding the contexts embodied in the self (across time). To remain a world-class institution, EDI recognizes the need for the university to move beyond simply appreciating and celebrating diversity toward substantively engaging diversity throughout the campus community. EDI helps faculty, staff and administrators to expand their border-crossing bridge-building capacities in order to advance a success-for-all agenda and not simply an access agenda.

Hazel Symonette, Ph.D., Senior Policy and Program Development Specialist, University of Wisconsin System Office of Academic Development and Diversity, University of Wisconsin—Madison, Wisconsin

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This session provides an overview of models of racial identity development within the context of understanding conflict within and between racial groups on campus. Using presentation, group discussion, case studies and participants' own experiences, the session seeks to give additional perspective and insight into behaviors and attitudes that contribute to conflict and affect attempts at resolving conflict. Applying the identity models to situations, as well as themselves, participants reflect on the nature of conflict on their own campuses and their ability to act and be seen as effective resources for conflict resolution.

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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Saturday, June 3—1:30-3:30 p.m.
• Bearing the Torch: Sustaining Student Leadership in Diversity Initiatives

A panel of American River College students will discuss the strategies they have employed in order to keep diversity a part of the discussion at a predominantly white commuter community college campus with an enrollment of over 30,000 students. Students are encouraged to come network and share ideas.

Discussion and Presentation by a Panel of Students from American River College—Sacramento, California

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Saturday, June 3—1:30-3:30 p.m.
• Internationalizing the Curriculum: Here's One Way To Do It! A Website Collaboration Experience

This session will serve to demonstrate how one professional organization can support an ad hoc group of educators to devise ways to ensure there are diverse heritage teachers and students in the classroom and provide them access to materials and ideas that are the basis for understanding race and ethnicity issues in international contemporary society. The session hopes to instruct and interactively engage participants by providing one example of a group effort of diverse educators across the nation to improve the cultural competency of teacher and student participants who are looking for educational and teacher-training support strategies for expanding access to research and materials focusing on race and ethnicity in other countries around the globe. The web site is to be officially launched in November 2005 at the American Teachers of Foreign Languages Conference in Baltimore. The session is open to all those interested in finding ways to support teachers in the field who wants to send more globally competent students out onto the world stage and to help bolster foreign language studies and intercultural and international education.

Donna Marie Evans, Secondary Teacher, German & Italian, Shadow Ridge High School—Las Vegas, Nevada
John Long, Ed.D., Professor Emeritus, University of Chicago; President, Long and Associates, International and Educational Consultants; U.S. Coordinators, Berlin Study Visit Program—Chicago, Illinois
Janice D. M. Mitchell, Ed. D., Chair, Department of Foreign Languages, Literatures, and Cultures; and Professor of German Linguistics, Gallaudet University—Washington, D. C.
Kamakshi P. Murti, Ph.D., Chair and Professor of German, Middlebury College—Middlebury, Vermont

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