A 'White Student Union?'

I came across this article a few months back and I felt like it would be a perfect discussion topic to post for our class:

A Towson University student wants to start a ‘White Student Union’ on the campus. Matthew Heimbach said that he is gathering support from other students who support the idea of the organization.

The controversial idea was published in the University’s newspaper, where Heimbach alluded that the purpose of the organization is to replicate other student union organizations on campus by giving white students the same avenue to appreciate their history and heritage.

Students and professors balked at the idea of divisive ‘white only’ proposed organization on campus. One student said, “We had to congregate together because we weren’t allowed to congregate with whites. There is a difference between a White Student Union and a Black Student Union based on the history of America.”

Link:
http://thegrio.com/2012/09/10/towson-university-student-proposes-white-student-union/

Sexual Orientation and the Common Application

The University of Iowa is the first public institution to include questions on the college application regarding the sexual orientation of the applicant. Though these questions are optional, proponents of the questions think it will help demonstrate that the university is accepting and welcoming of LGBT students. Representatives of the common application said that by adding the questions on sexual orientation, applicants might worry about answering the question and the implications of answering versus not answering. What is your opinion on this? Do you think institutions should include these questions? Perhaps it depends on the use of the information. If the data is used to promote inclusion or is used to spread knowledge on resources, then maybe it is a good thing? In relation to what we have been discussing in class, do you think sexual orientation could be an affirmative action issue?

Article: http://www.insidehighered.com/news/2012/12/12/university-iowa-adds-optional-question-sexual-orientation

A Call to Action: How one Community College Addresses Disparities in Higher Education

In the Fall 2012 Office of Community College Research and Leadership (OCCRL) newsletter, Dr. Baber and I contributed to an important conversation around educational equity in the community college system (see newsletter here). Current scholarship around students in the community college system, addresses the educational disparities facing African American and Latino males. Part of the conversation, and scholarship, which I address in the newsletter highlighted above, is the importance of structural (institutional) change that promotes the retention and support of students.

The Community College of Denver has answered the call. Diverse Issues in Higher Education featured the Urban Male Initiative (UMI) at the Community College of Denver. It was found that at the Community College of Denver, African American and Latino males made up under 10 percent of the student population yet accounted for  63 and 52 percent of the students in developmental courses, respectively. Dr. Ryan Ross, Dean of Student Development has taken a proactive stance, focusing on the needs of the students as well as the institutional barriers that inhibit success. 

Adopting the proverb, it takes a village, Dr. Ross strongly believes “Where are we (educators)? Are we only in the village from 9 to 5? And only in the village from 9 to 5 if they come see us on campus? We’ve got to get out in the village and see our students where they are to get them to where they need to be.” As a result of the UMI program which has grown from 15 to 135 young men, the collective G.P.A of group has increased from 1.8 to 2.4.

You can read the article Urban Male Initiative: Seeing Students Where They are To Get Them To Where They Need To Be here.

In Study Abroad, Men Are Hard To Find

I have always been very curious about why female participation dominates study abroad program enrollments.  It’s actually what I would like to write about for my final paper for this class. 

Some of the reasons regarding why male participation is low in study abroad that are addressed in this article are:

*Men are reluctant to leave campus social groups (from a focus group study)

*Men are in academically rigorous programs on campus and can’t fit it in

*Men are more likely to question the value of the experience more than women

*Study Abroad is just not on their radar

More and more institutions are embracing practical bottom line benefits of study abroad to males and trying to expand program offerings in places where males could see themselves working long-term or in places where they can work or hold internships overseas.

Just to give you something concrete, I coordinate faculty-led study abroad programs here on campus, and for our winter 2012-13 programs, out of 201 participants on 10 different programs, we had 58 male participants and 143 female participants.  That is 29% male participation.

Gentlemen in the class – it would be lovely to get your perspective.  If you studied abroad, why did you?  And if you never studied abroad, then why not?

Here is the link to the article:  http://chronicle.com/article/In-Study-Abroad-Men-Are-Hard/130853/

High-School Dropouts Get a Taste of College at Texas Tech Academy

This article highlights the Independent School District and South Texas College, a two-year academy where dropouts and "noncompleters" could earn diplomas and start college at the same time. The concept of the institution is to extend early-college experiences, typically geared to high achievers, to dropouts.

 The article points out that Low-income and minority students are quickly becoming the majority in public schools, and each year they make up a disproportionate share of the 1.2 million high-school dropouts and that Blacks and Hispanics are twice as likely to drop out compared to Whites.

What are your thoughts about this academy? Would you be supportive of creating additional institutions like these across the country? Does it seem effective?

http://chronicle.com/article/High-School-Dropouts-Get-a/137521/

Signs Of The Times!!

I remember a time when just discussing/debating a final grade with your teacher was frowned upon.  Those days have long gone, for now students feel as though they are entitled to receive certain grades.  I'm all for keeping it academically real, fighting for your grade, and taking ownership of your work.  However, suing for $1.3 million over a grade is when keeping it real has gone too far!  As we discuss college climate, social/culture capital we must look at who the privileged think they are and what they are entitle to.  Are the privileged the faculty or students?  Do students now have the perception that I can get whatever I want under any means necessary?  Do these actions have any effect on how faculty teach and administrators develop policy?  Such actions are shocking but a definite example of the Signs Of the Times!!

The initial lawsuit 
http://articles.mcall.com/2013-02-12/news/mc-lehigh-university-student-sues-over-grade-20130211_1_nicholas-ladany-supplemental-internship-partway-lehigh-lawyer

The decision
Signs of the Times!! http://www.npr.org/blogs/thetwo-way/2013/02/15/172098330/grad-who-sued-over-c-grade-flunks-in-court

This American Life - Harper High School, Part One

This Saturday, on my drive to Chicago, I listened to This American Life on WILL-580AM at 1pm CST. It is hosted by Ira Glass and usually taped in Chicago [WBEZ]. In light of this week's reading by Suskind, the story at Harper High School in the Englewood area on the south side of Chicago brings the war zone in our urban high schools to life. The following link will take you to part one of the story. http://www.thisamericanlife.org/play_full.php?play=487 Like the book A Hope in the Unseen please be aware that some of the content of the story can be rough to hear. Part two will be aired next week. More information on This American Life can be found at the following link: http://www.thisamericanlife.org/radio-archives/episode/487/harper-high-school-part-one I'm interested in your feedback and thoughts. Best!

Low-Income Students Should Be Able to Graduate Debt-Free, Report Says

This article explains a plan that has been written in a white paper to elleviate the debt on low income students. The questions was posed: Is college a right or a privilege? Some people argue that it is not the responsibility of the university or federal goverment to ensure that low-income students come out of college debt free. Literature on financial literacy tells us that finances are the primary cause of students not finishing their degrees. Is it time that college administrators, financial aid counselors, etc. take a hands-on active approach in student finances and/or debt? Or it not their responsibility?


http://chronicle.com/article/Low-Income-Students-Should-Be/137323/

Commentary on "Critical Mass"

With the decision still pending on Fisher v. University of Texas at Austin, commentator Dawinder Sidhu weighs in on the argument of critical mass used by UT - Austin and believes that by focusing on increasing enrollment of minority groups, the university is in fact reinforcing racial stereotypes.

Sidhu, an assistant professor at the University of New Mexico College of Law, points to the precedent set forth by the Supreme Court in that it refutes the idea that racial minorities think alike which Sidhu then takes forward to infer that the enrollment of more minorities will not increase differing of opinions.

The commentary is brief, but is worth the read as it closes with the suggestion that universities will have to find an alternative means to create a more diverse student body. It is within reason to think that Sidhu is referring to using socio-economic standing as one reference point in offering undergraduate admissions.

You can find the article here: A Critical Look at the 'Critical Mass' Argument

Talk on Brown v. Board - February 20th

Drs. Trent (EPOL) and Hamilton (College of Law) are giving a talk next week on the Brown v. Board decision as it relates to educational inequality for urban African American students. This will be a nice follow-up to Dr. Anderson's piece that we read a few weeks ago.

The talk will be in Room D of the Law Building, February 20th, at noon. More information here.

Also: FREE FOOD.

American Promise: A Documentary

(HAPPY VALENTINE'S DAY! I will write in festive colors, for the sake of the holiday) :)

A few of you are in EOL 582 with me, and saw this video I shared with the class, but I thought it went perfectly with the theme for this week of class in regards to the readings of A Hope in the Unseen and our discussion from class on Monday. 

The following video is a trailer for a 2013 Sundance Film Festival selected documentary following 2 African-American boys through the American education system at a predominantly white school in the upper east side of Manhattan. The boys' parents filmed, produced and edited over 12 years of filming from kindergarten to high school graduation. This documentary is to show the struggles of identity development as these boys straddle the line between two worlds, and two identities. I think it also relates directly to cultural capital and cultural community wealth we were talking about in class on February 11. 

After watching the trailer, do you feel this is a good representation of the differences in cultural capital and identity development students come to college with?

How do you think this relates to Cedric, in A Hope in the Unseen? Though Idris and Seun are having different educational experiences than Cedric, do you think they're still battling the same issues and struggles in regards to identity and education? 

What are your overall thoughts on this video clip/the concept of the documentary as a whole?

American Promise Website

When it comes to bills adding up and just trying to pay rent... For a college student, "Does how much minimum wage is matter anymore?"  You will find that today's college student will have not just one, but two or three jobs in order to make ends meet.  A student of mine said that she is looking for a third job just to have some extra spending money to go out on the weekends.

In class yesterday we talked about Cultural Capital and how some communities are wealthy while others are poor.  It's strange that at least while in college, the culture is the college campus and students will do whatever it takes to enjoy the college culture experience!

Do we even talk minimum wage anymore?http://www.usatodayeducate.com/staging/index.php/ccp/for-students-more-than-just-a-wage-2

Growing number of HSIs

The number of Hispanic Serving Institutions has increased greatly:
http://www.hacu.net/NewsBot.asp?MODE=VIEW&ID=1235

Immigration reform and the impact on higher education

The article below gives us a good idea of what may be the impact of the proposed immigration reform on higher education. This strikes a personal chord with me because I was in a visa for so long (15 years), first as a student and then as a worker.  Just recently (last May) I got my green card which was sponsored by U of I. In case that had not happened, I probably was going to see how I could have gotten one under this reform. What's interesting to me from the article is how potentially only STEM graduates will have a quicker pathway to a green card. How about other graduates? Why is STEM more important than education for instance?  Well we have discussed a bit about that but this will be just another arena where STEM is being given preferential treatment over other subjects. The one thing I always had as a benefit to be in higher education is that the yearly quotas they currently have for work visas do not apply for those in education fields.

Anyway, Read the article here and chime in!

What Happens to a Dream Deferred?: The future of TRIO

TRIO, founded in the late 1960's, describes three federally funded education initiatives for low-income, first generation students. Talent Search, Upward Bound, and Student Support Services emerged out of the Higher Education Act of of 1965 and 1968 amendments (Office of Post Secondary Education, 2011). Years later, the Ronald. E. McNair Post-Baccalaureate Program, Educational Opportunity Programs, and Upward Bound Math and Science were developed as part of the TRIO initiative.

The mission of TRIO is to provide  baccalaureate and post-baccalaureate opportunities by offering academic and financial support, pathways, and research opportunities that help students realize the dream of higher education. TRIO programs help students level the playing field by providing the cultural capital needed to navigate the college and post-baccalaureate preparation and application process.

Budget cuts threaten the future of this program, as the federal government is set to seize 43 million dollars from TRIO on March 1, 2013. In the Diversity of Higher Education February 6, 2013 article, "TRIO Support Advocates Seek Support in Congress", members of the Congressional TRIO Caucus are advocating for the support of this initiative, siting its history of creating pathways for college access and success and helping young people who may otherwise be crushed by an unjust system, have a fighting chance. See article here: TRIO Program Advocates Seek Support in Congress

In my professional role at The Pennsylvania State University, I have had the opportunity to work with Ronald E.McNair students. These are amazing students who conduct intensive research throughout the school year with world-renowned faculty in preparation for graduate school. In addition, the McNair program assists and develops students so they are prepared academically, socially, and mentally for the challenges of the post-baccalaureate degree. They are now in graduate school or graduates of the nations top institutions, such as Yale, University of Georgia, Johns Hopkins, and University of Illinois at Urbana-Champaign . What happens to students, if Ronald E. McNair is cut or the number of slots greatly reduced? Will these same students still gain access to graduate education? Probably. Will they be as prepared and socialized for the graduate role as they are now when competing against applicants who have had research experience? Maybe,maybe not.

This is the story of so many young people in middle, high school, and college for whom access is afforded through the TRIO initiative. What happens when students are no longer provided an opportunity to develop and advance the skills needed to be admitted and graduate from college?  As scholars, what can we do to advocate for dollars so that initiatives such as TRIO can move forward without the threat of financial seizure?

Is this a public good or a private matter?


What happens to a dream deferred? Does it dry up
like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet? Maybe it just sags
like a heavy load. Or does it explode?
-Langston Hughes

UI proposing China-funded 'Confucius Institute' on campus

This article will address mixed feelings in regards to a decision to possibly bring a 'Confucius Institute' to the campus for the Chinese students. Does this mean that UIUC will accommodate all international populations if their governments are willing to fund the institute that will improve their language proficiency or at least the top three? Is it because China is now standing as number one with a total of 4,257 students on UIUC campus for international students? What about the other two populations that stand in the top three, Korean students at 1,153 and Indian students at 1,122? Is it all about the funds that UIUC will acquire if this happens? I am sure there are mixed emotions about the latest news for UIUC.  Please view post and tell me what you think. 

View site:
http://www.news-gazette.com/news/education/2013-02-06/ui-proposing-china-funded-confucius-institute-campus.html
 

Duke fraternity hosts controversial party

This past weekend (Feb. 1) a fraternity of the campus of Duke University hosted an Asian themed party. The controversial party was preceded by an ethnically insensitive invitation, inviting students to attend "Asia Prime." Asian students on campus voiced their concerns and the administration suggested that the fraternity not proceed with the party. The fraternity obliged. Scrapping the original theme of the party, the fraternity decided to host "International Relations. A celebration of all cultures and the diversity of Duke". "...A rose by any other name..."

This seems to be a reoccurring theme. A fraternity or sorority hosts a themed party based on the stereotypes of others. The University issues a statement on how they are committed to diversity and that measures will be put into place to ensure that situations like this do not occur in the future. And then it happens again. Are these parties just examples of colleges students having fun? or is this pure, unadulterated racism? How do scenarios like these impact your perspective of diversity?

This all reminds me of a quote by Fredrick Douglas, “ It has been called a great many names, and it will call itself by yet another name; and you and I will and all of us had better wait and see what new form this monster will assume, in what new skin this old snake will come forth.”

Source(s): 

http://news.yahoo.com/blogs/lookout/duke-racist-rager-141248540.html

http://www.dukechronicle.com/article/duke-kappa-sigma-party-ignites-firestorm-criticism

The New Wave of Technology

I saw my first computer inside of a classroom in the eighth grade, and then only teachers had access to them.  Our view of the world back in the 80's and early 90's was through old text books, film on projector reels, VCR/TV's on a cart that teachers pushed from class to class, and overhead projectors that overheated if left on too long. When is the last time you saw your instructor actually write on the chalkboard....  What teachers/educators have access to now is awesome and simply phenomenal!


http://campustechnology.com/articles/2013/02/04/6-technologies-that-will-impact-higher-ed.aspx

First African-American professor in Educational Leadership at Ole Miss

Sometimes I do wonder if we live in the 21st century!  Shouldn't a headline like this be something out of the times we spoke in class yesterday?  Can you think of other headlines like "first [insert race/ethnicity/gender]..." that are hard to believe that they still make headlines?

http://education.illinois.edu/news/Alumna-RoSusan-Bartee-UM-s-first-African-American-professor-Educational-Leadership

International student issues

This is a Chronicle article from last year that touches upon some issues related to international students and their (lack of) meaningful interaction with domestic students. The authors note that students from East Asia feel particularly marginalized. Since most of the international students at UIUC come from East Asia (particularly China and Korea), this is especially relevant to our institution. What do you think the university can do to help these students and their American counterparts?

http://chronicle.com/article/Many-Foreign-Students-Find/132275/

Kaplan/U of I Discriminating Against Black Applicants?

In a previous class I conducted a study on U of I graduate students' financial literacy. I became interested in the topic after several of my friends found themselves with 0 dollar paychecks after having their wages garnished. The tax code states that up to $5,250 paid through an employer’s educational assistance program per calendar year can be excluded from an employee’s gross income.  Anything beyond that should be treated as a taxable fringe benefit to the employee. Meaning, that tuition and fee waivers can be taxed up 30-35% (25% federal, 5% state, 5% social security). I focused my paper on financial literacy and I discovered finances can play a huge role in students matriculating toward degree completion.  Literature tells us that the leading cause of student’s dropping out of college is due to funding and finances.  Furthermore,  young adults are not financially literate and therefore make bad decisions.  Currently, student loans are at a record high, and so are the default rates.

Here at University of Illinois  this waiver-tax issue disproportionately affects  graduate students of color. Specifically, Graduate Employee Organization reports that 340 out of 9551 or 3.0% of graduate students are Black/ African American.  Out of the 162 employees affected by the GA/PGA taxes 15.4 % are Black/African American which means that the tuition waiver is disproportionately impacting African American students by almost five times the level of their enrollment in the general graduate student population.  Additionally, 65% of the people who are affected by the wage garnishment are women. 

In my paper I argued that to not address this issue would be problematic in several ways. First, it violates the mission of Inclusive Illinois. Second, it could potentially effect the recruitment of graduate students to the University. Third, it could effect alumni investing back into their institution. Finally, it could have lasting effects on students as they graduate and try to cosumer markets (buying a house,car, etc) or jobs. As the article below discusses  employers are now using credit scores to make hiring decisions.
Given these circumstances and possible consequences, does the university have a responsibility to be more intentional with exposing their students to a broad range of financial literacy topics so they are better prepared to meet the financial challenges of living as completely independent adult professionals?

http://www.nytimes.com/2013/01/30/business/judge-dismisses-suit-against-kaplan-over-hiring-practices.html?ref=education&_r=0

Affirmative Action Ban Rejected

This was a court ruling at the end of last year that once again puts Michigan in the spotlight for affirmative action practices.  As usual with these news, the comments section that follows also provide some interesting insight from readers.  Check out the article in the link below:

http://www.insidehighered.com/news/2012/11/16/appeals-court-overturns-michigan-ban-affirmative-action

University of Illinois Brings an Ex-Porn Star to Campus

While having lunch with the Director of the Study Abroad Office this week, she and I started having a great conversation about diversity on campus and the role that it plays for incoming and new students. She explained that a good friend of hers, the Director of Allen Hall (a Living-Learning Community), encourages and embraces diversity in all forms and is constantly advocating and researching, especially within her hall with all of her students. This coming Sunday she is hosting an event where Annie Sprinkle, an ex- pornstar and prostitute, is coming to speak to the residence of Allen Hall about her journey as a pornstar/prostitute to a now "ecosexual" (where she is in an intimate relationship with the Earth).

During lunch, we were talking about whether this is an educational experience for the students, or if the director, and the University, are over stepping their bounds. Is this diversity? Are we incorporating different cultures and experiences in hopes to help our students develop by providing this experience? Looking at Allen Hall's upcoming event calendar I see the likes of "Black History Month: Widows of MLK and Malcolm X" and "Bollywood Night", both of which are educational opportunities to teach students about other experiences and cultures, but seeing Annie Sprinkle's event amongst them seems to be out of place, or does it?

I wanted to share this with the class to see what your thoughts are in regards to diversity in higher education and how it relates to educating our students about diversity. Is the University of Illinois pushing the limit?

Annie Sprinkle's Website
Allen Hall Facebook Event Post

Lack of Diversity in Faculty at Penn

The University of Pennsylvania president, Amy Gutmann, has stated her commitment to diversity in the administration at UPenn. When the university hired a white male to become the dean of the School of Arts and Sciences, many faculty perceived this hire as an opposition to Gutmann's stated mission. This group of faculty are also frustrated because they do not know why the university chose this candidate over others. One faculty member at the university makes the point that there certainly are people of color who are qualified for the dean position so the argument that it is a challenge to find qualified people of different backgrounds is moot. This reminds me of when head football coach, Tim Beckman, was hired at Illinois and there was controversy over his hire because Illinois has yet to have a head football coach who is a person of color. The Daily Illini followed this story. Two trustees in particular cited the disconnect between the university's diversity initiative and their actions and follow through with those initiatives. Although we as a class have not touched on faculty diversity yet (it appears we will later on in the semester) I encourage you to think about diversity in educational leadership positions, not just from the stance of race, but also ability, gender, sexual orientation, religion, etc. What effect could lack of diversity in faculty and leadership have on students? Should universities focus on diversifying the student body more than focusing on diversifying the leadership? Or vice versa? In relation to our last class discussion, do you think this issue of diversity in faculty and administration has any link to persistence and access?

Inside Higher Ed article: http://www.insidehighered.com/news/2013/01/31/minority-faculty-university-pennsylvania-question-presidents-commitment-diversity

Brief Daily Illini article (there are many stories written on the issue): http://www.dailyillini.com/sports/article_6ac6016e-8f95-504f-a41e-cabd60084e58.html