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Racial Discrimination in an Intercultural Community Haochuan Tang.docx
- 1. Racial Discrimination in an Intercultural Community: Haochuan Tang, Bohao Cui, Hyejoo Lee Summary:How racial discrimination has an affect in a community. Racially charged actions can affect education, opportunities, and others political affiliations. Profiling and prejudices can stem from stereotypes and the majority group creating a hierarchy. Things I liked: I think by creating sections for the paper allowed it to flow better. It allowed the reading to know exactly what they are going to be reading. Since you broke the paper into sections maybe add exactly what ethnic groups you will be discussing in the paper so it gives the reader more of a sense of what groups you will be talking about further along. Tell us who the discriminators are and who the discriminated are. Constructive Criticism: Be careful to simple typos. There were some small mechanical errors throughout the paper that needs to be fixed. Make sure not to repeat the same descriptive words in the same sentence. I’ve noticed throughout the paper “it should be noted” has been used a lot. Also, make sure the transition between sections flow well. Even though sections are broken into different parts, it still needs to be one concise paper. By aware of run on sentences as well. I saw a couple throughout the paper. Grade: 80/100 – I found that there were multiple mechanical errors throughout the paper. The paper was clear, however I think if you were to talk about a specific group of people it would strengthen the paper. As of right now, the paper of too broad. Make it more specific and you will be good to go. Also, try not to use the exact same wording Dr. Peterson used for your section titles.
- 10. Dr. Peterson used for your section titles. I am very concerned about this paper. Both in class and in my office when we met as a group, I emphasized the need for some kind of case study that you could unpack. We discussed different kinds of possibilities and my understanding was that you left my office with a clear understanding that an account of intercultural conflict needed 1. some specific encounter 2. in some specific situation 3. in which people from two or more different cultural backgrounds enter into a conflict 4. and that conflict stems in part from their cultural differences By the end of the meeting I thought you were going to focus on one or more incidents of discrimination or microaggressions you experienced or observed against Asian students at Miami, which could then be unpacked and analyzed using the tools and concepts taught in the class. Instead you have given me is a report that attempts to address the entire problem of race discrimination against Asians in the US. While mostly clearly written and clearly structured, it has little or nothing to do with the concepts of culture, intercultural encounters, and the contexts of situation, that we have focused on all semester in this class. As it currently exists, I cannot give this paper a passing grade. The final draft is due Monday, Dec. 2. I strongly recommend that you completely revise the paper focusing on the comments
- 11. above, and the discussion we had in my office, and utilizing the concepts and tools taught in this class. Racial Discrimination in an intercultural Community Hoachuan Tang, Bohao Cui & Hyejoo Lee I especially like the format structure of the essay and the rhetoric in play, good choices. The problem that I am able to gather is one of racial discimination - specifically stereotyping & profiling. As well as the necessity of a community to identify and understand cultural differences. Proactive thesis: Racical discrimination via profiling & stereotyping in the U.S. Defended by statements proposing reasoinging to racical discimination, however, the defense if a macro look into the matter. Specifics are not effectively used and more clarification of statements using said examples or course concepts would be good. Literature review is identified as the methodology- through which one a case study is briefly mentioned. I suggest using the case study more, disseting the it to add more direct content rather than 'general statements about racial discrimination'. The case study should be mentioned towards the beginning/ The cultural aspects discussed give a good view of how culture can affect one's existence in society. American discrimination as the background- racially- there are other forms of discrimination not being contextualized: gender & sexuality and religious. Even though not the direct topic of the paper- the ways in which the institution
- 12. enacts racist policies also affects the other intersectionalities of people. There are more ways that ethnic & racial discrimination are enacted than through steoretyping and profiling, two prominent ways that that people engage in it - but not the only ones. What are the notions that confine ethnicity & race? "As it has been stated" - is a little strong. Consider changing to something like "Moreover". What parts of discrimination will be "meted out on the minority group" - also, please provide clarification on what is meant by "meted". Please define what is meant by racial discrimination, profiling, and stereotyping; for the purposes of this essay it is important to clearly define the parameters of the intercultural interactions being described. " the movement of the Black Lives Matter fighting against the killing of the African American Males on suspicion of being criminals." if a movement is being used, especially this movement then I think it would be good to consider expanding on "suspicion of being criminals" -- not all of the cops who have taken the life of an innocent Black person has done so out of this "suspicion". In American history there are cases of discrimination based of religion, not just race or ethnicity- any discrimination that occurs exemplifies the differences between minority groups & majority groups. The Social relations provided are limited and can be expanded upon using course concepts. Questions regarding implementations & courses of actions: How will you prepare the teachers and administrators to implement these changes? How will it be ensured? What standards are being used? Is there a federal standard? Or state one?
- 13. Please research the American school system to adequately contextualize the applications of the suggested actions. Please consider paring down the general statements used and add specific examples and/ course concepts. Overall I think the topic is a little too broad and could use narrowing through focus on the case study & specific examples explained through course concepts. I like the direction that this paper is going. Please consider adding a conclusion paragraph. Nonverbal barriers in intercultural communication Intercultural communication usually refers to the communication between people of different cultural backgrounds. Because of different regions, races and other factors, cross-cultural communication may take place in the international, but also in different cultural groups. We usually observe a culture from the perspectives of communication and language, self-awareness and space, clothing and dressing, food and eating habits, time and time awareness, seasonal concepts, various interpersonal relationships, values and norms, beliefs and attitudes, thinking process and learning, work habits and practice, etc. If we need to understand a cultural system, we can examine the research system: kinship system, education system, political system, religious system, association system, health care system, entertainment system, etc. The so-called cross-cultural communication occurs in such a situation: the sender of information is a member of one culture,
- 14. while the receiver is a member of another culture. In our daily life, we can find that there are many problems in cross-cultural communication. I simply classify them into two categories: language barrier and non-language barrier. Because each country and region has formed its own unique language cognition in the long history of development, it is inevitable to encounter various embarrassing problems in the communication between different cultures, which is called language barrier. In addition, the symbolic meaning of our body organs in different countries or regions is also very different. The resulting obstacles are called nonverbal obstacles. Everyone has different living and growing environment and different education, so the way and method of dealing with others will be different. Because everyone is an independent individual, we can see from our own side that when you get along with this person, you can get along well with another person, or even have conflicts, People from different cultures are more likely to be difficult to get along with. I remember when I first came to the United States, I found a phenomenon that Chinese students only communicate with Chinese students, and American students rarely make friends with Chinese students. I only thought that this kind of phenomenon was caused by unfamiliar. But with the passage of time, I found that this situation did not improve. On the contrary, it became more and more serious. Sometimes, students from different cultures would have some hostile behaviors. But fortunately, I made some good friends in the United States. In my conversation with them, I learned that the real problem was the cultural incoherence. Chinese students are often implicit, and we think that introversion means respect. Those American students are too active, and they always want to express themselves in any situation. In China, this kind of behavior is regarded as no genty. So Chinese students tend to think that American students don't respect themselves. American culture pays attention to brave expression. American students tend to like active and publicized people. These
- 15. implicit Chinese students are often considered to be rigid, not active and do not love life. In fact, this leads to a misunderstanding, which happens to be caused by the fact that both sides do not understand each other's culture. When two students from different regions and under the influence of different cultures meet, this will inevitably happen. Interestingly, this situation is not caused by language, so I call it the non-verbal barrier in cross-cultural communication. This is the most intuitive manifestation of different cultural backgrounds, which plays an important role for our foreign students and businessmen. Therefore, it is necessary for us to have a deep understanding of the differences between different cultures. When you have a good grasp of this point, and then communicate with people from different countries, you can not only avoid their taboos, but also go deeper Who is not willing to communicate with the people who can talk? Good communication is the beginning of success. So, I think it's a very good way to understand cross-cultural communication through non-verbal barriers. Nonverbal communication plays an important role in intercultural communication. Each cultural background has its own specific non-verbal behavior system. People from different cultural backgrounds often cause serious cultural conflicts due to Non-verbal Barriers in communication. This paper compares several nonverbal behaviors that are most likely to cause obstacles in cross-cultural communication. In addition, this paper will also analyze the causes of Non-verbal Barriers and give some suggestions on how to avoid them. In non-verbal disorders, researchers found that non-verbal facial expressions, gestures, body postures accounted for 55%. The scope of nonverbal communication includes eyes, gestures, body posture, smile, facial expression, dress, silence, body contact, distance between speakers, volume of speech, time concept, use of space, etc. Each cultural background has its own specific nonverbal behavior system. The following are some nonverbal behaviors that are most likely to cause obstacles in
- 16. cross-cultural communication: Take a very common example in our life. Each of us can make gestures. For example, in China, people usually open their hands and use all their fingers to make gestures together. In the United States, people usually shake back and forth with only one finger. But for Chinese, it's impolite for Americans to greet others with only one finger. In the eyes of Americans, the hand gestures of Chinese people are even more strange. They think Chinese gestures are like saying goodbye. People use different gestures when greeting adults, children or animals. Chinese people usually use the hand gesture of palm down, other fingers swinging back and forth to their own side to greet adults, while when greeting children and animals, the palm up. Americans use the opposite gesture. And once, when I was gesturing with a Chinese friend, the American classmate on the other side mistakenly thought that he was saying goodbye to each other. He was very worried about why we had to say goodbye to each other. When the American friend greeted a Chinese friend, he used a finger to make a gesture. My Chinese friend mistakenly thought that he was not respected. I think this is a very typical non-verbal barrier in cross-cultural communication. People from different countries with different thinking patterns do not communicate with each other without words, but it creates barriers in communication. I am very interested in this, as expected. In later life, I found several similar examples. When I took class in China, our class would be very quiet. Everyone think it is very right. A quiet class means that students respect their teachers. When the teacher is lecturing in the classroom, the students sitting at the desk will take notes quietly and listen to the teacher carefully. At this moment, when the teacher sees this situation, he will think the students are listening carefully and will give the students a higher grade, and both sides will have a good feedback. But in the class in United States, I found that the students are very positive, sometimes even some students will interrupt the teacher and ask questions to the teacher. I was very surprised, but what makes me more
- 17. surprised is that American teachers do not reject this kind of behavior. On the contrary, compared with the silence of Chinese students in the classroom, American teachers prefer active students. American teachers think that active students in the classroom have unique thinking, and active thinking in the classroom represents serious listening, so American teachers will give these active students a higher grade for participation. But for Chinese students, they don't like to talk in class, most Chinese students are afraid to express their ideas, just like they were in China, they seldom take the initiative to express themselves in class. For American teachers, Chinese students' behavior means that they don't think actively or listen carefully in during the class. Teachers often question the performance of Chinese students in class. So, most of Chinese students cannot get high grade for participation. For Chinese students, they think that they have respected the teachers, obeyed discipline in class, didn't interrupt the teacher's words, carefully took notes, and listened to the teacher's speech. But the result is not as active as the students, they will think that the teacher is not very nice. So, there are misunderstandings and contradictions. These contradictions are not caused by language barriers, they are non-verbal. Due to the different geographical conditions, resource conditions, infrastructure, cultural atmosphere, institutional mechanisms, policies and regulations of different ethnic groups, their respective language environments have different language habits, social culture, local customs and other contextual factors. Different cultural backgrounds cause different ways or habits of people to speak. For example, there are differences in thinking patterns. People in different regions have differences in cognition of the outside world, so their perspectives and results of thinking are different, resulting in certain differences. Different codes of conduct. The specific meaning of codes of conduct is the moral standards and codes of conduct that are commonly accepted by the society. Codes of conduct is to tell people that they can do something in a certain environment
- 18. When people from different cultural backgrounds communicate with each other, they often judge each other's words and deeds according to their own cultural background. Because of the different cultural backgrounds of the two parties, their cognition and understanding of the same problem are not the same. Therefore, the obstacles and even contradictions caused by misunderstanding are common phenomena So nonverbal communication is inevitable in communication. Like the examples I mentioned above, even if we decide not to say anything, this behavior itself has already conveyed some information to the other party. Nonverbal behavior usually happens in the unconscious state. People tend to trust the information conveyed by nonverbal behavior in communication. Therefore, if it is not used properly, nonverbal behavior is more likely to cause cultural conflict in communication Each culture has its own specific nonverbal behavior system. When people from different cultural backgrounds express the same meaning, they will use different ways and the same nonverbal behaviors to express different meanings in different cultural systems. This kind of cultural difference is an important reason for the non- verbal barrier. Many of these non-verbal barriers are caused by the lack of understanding of each other's culture. In the absence of practical conditions, watching movies and TV plays is also one of the effective ways to avoid non-verbal communication barriers. In the process of watching, pay attention to how people use non-verbal behaviors to communicate, and how people use non-verbal behaviors in different situations and face to face with different objects. I think there are not only differences in language and customs between different cultures, but also differences in cultural psychology. From the perspective of culture and psychology, as the carrier and environment of human psychological activities, interpretive culture influences the situation, process, style and result of cross-cultural communication. In order to provide more practical cross-cultural communication skills, from the
- 19. perspective of psychological research, the essence of Non- verbal Barriers in cross-cultural communication is to explain how to understand, influence, persuade and learn the art of dialogue in communication. We must master the skills of non- verbal communication, as well as the art of conflict resolution and negotiation in cross-cultural communication, so as to re- establish the cross-cultural environment to better play the power of communication. The use of communication skills can also effectively reduce the emergence of nonverbal barriers in cross-cultural communication. For example, when you don't know how much distance you should keep from the person you are talking to, you can follow this method: if the other person is close to you all the time, it means that the other person likes to talk at a close distance. You just need to stand in the same place and the other person will decide the distance Observation and imitation in communication practice, as well as learning and understanding different cultural systems as much as possible, are all effective ways to improve communication ability and avoid non-verbal obstacles in communication. In addition, I think the way to solve the misunderstanding caused by nonverbal barriers in cross-cultural communication is mutual understanding. Most of the misunderstandings caused by nonverbal barriers come from the fact that people who grow up in different cultural environments simply think in their own way. Most of them make a mistake that they use their own culture to interpret another people's culture. In cross-cultural communication, everyone should follow the principle of empathy. If they can think from the perspective of each other, they should do well to understand different cultures and explore thinking patterns in other cultures, the misunderstanding caused by non-verbal barriers will be perfectly eliminated. For example, American teachers can try to imagine and understand what happens to Chinese students, while Chinese students can really experience American culture, so both sides can really benefit each other. If they have a deep understanding of each
- 20. other's culture, then I think not only Non-verbal Barriers, but all obstacles in cross-cultural communication can be solved. The specific measures are that we can get to know more basic information about foreign countries. To understand the situation of foreign countries, we can start from the whole or pay attention to the details. The overall understanding can make clear the representative thinking mode of foreign culture in a macro sense. From this point of departure, we can reduce the occurrence of more serious problems in cross-cultural communication. Although this method takes a long time, the problems of communication will be reduced gradually through the accumulation of experience. No matter the details or the whole, information is the key. We can use materials such as newspapers, magazines, novels and current affairs reviews to clearly understand the specific social situation, draw cultural knowledge from them, increase cultural literacy and broaden the different cultural perspectives to cultivate and improve the ability of cross-cultural communication. Finally, if we have the opportunity, we should provide ourselves more opportunities to communicating. If we have the conditions, we should have more communicate with foreigners. At the beginning, some problems may arise. With continuous communication, we will gradually adapt to the differences in cultural concepts between the two sides. In cross-cultural communication, we have various problems, and we need to continue to understand and learn from each other, so as to gradually reduce conflicts and avoid them Free from problems, we have achieved really friendly and barrier free communication. Alexxa Crosby | Tianzhu Ding | & Josephine Webb ATH 301 | Dr. Mark Allen Peterson
- 21. Final Project | Intercultural Relations November 17, 2019 Greek Life: Intercultural Differences Miami University has been coined the Mother of Fraternities due to the five fraternities who were founded at Miami, known as Alpha chapters. Additionally, Miami is home to 22 1 Inter-Fraternity organizations (average chapter size 50 members per organization), 19 Panhellenic organizations (Sororities : average chapter size 80 members per organization), and 6 2 3 National Pan-Hellenic organizations (historically Black organizations: average chapter size 5 4 members per organization). Institutionally, Miami is a PWI (Predominantly White Institution) which is reflected within the Greek community. The majority of organizations have membership that is catered to the majority population at Miami. There are organizations whose purpose is to provide a home for marginalized students who don’t necessarily identify with the majority culture; at Miami these include the 6 National Pan-hellenic
- 22. chapters - Alpha Phi Alpha Fraternity Inc., Alpha Kappa Alpha Sorority Inc., Phi Beta Sigma Fraternity Inc., Zeta Phi Beta Sorority Inc., Delta Sigma Theta Sorority Inc., and Kappa Alpha Psi Fraternity Inc. [African American/Black founding], Alpha Epsilon Phi [Jewish founding (typical chapter size 15-20)], 1 The Alpha chapter is the first chartered and established chapter within a Greek organization. 2 Two of the 19 are associate members (Kappa Phi: Christian Sorority & Sigma Lambda Gamma National Sorority Inc.: multicultural sorority) meaning that the National Sorority organizations are not apart of the national Panellenic council. The other 17 are national members of the council. 3 Initially sororities were called “women’s Fraternities”. 4 National Pan-Hellenic is composed of the “Divine Nine”, 9 historically Black organizations. Miami has 6 of the 9 represented on campus. Kappa Phi [Christian founding | typical chapter size 10-15], and Sigma Lambda Gamma National Sorority Inc. [Latina/Hispanic founding- evolved to multicultural in the early 2000’s | typical chapter size 5-10]. The intercultural conflict here is not a hard conflict, it is a soft conflict
- 23. in terms of representation in the community and conflict of structure. This leads to multicultural 5 Greek members not feeling as supported by their community or by the university compared to their white counterparts. This climate contrasts the university’s attempts at bolstering their diversity and inclusion initiatives. Miami is a public university in the state of Ohio, however, the university has some of the lowest diversity representations. In the United States, students of color are a growing percentage, however, research on student diversity has shown that students from underrepresented groups feel alienated from the rest of the campus community (Boschini & Thompson, 2002). This issue is important to the individual members of those organizations identified above, the National headquarters of the organizations identified above, and Miami University diversity and inclusion efforts. The goals of this paper are threefold, the first of which is to identify factors within the Miami Greek community that contribute to the lack of support in the community as well as the structural conflicts that occur in terms of semesterly logistics.
- 24. The second is to analyze these factors and introduce two possible alternative policy actions that could have prevented the identified problems. Lastly, recommend actions to be taken for the betterment of the community. In efforts to consider these problems a wider context is needed, as such, all institutions have a context- Miami University’s context is that of being a PWI, located in a more isolated geographical location, and being a university that attracts upper class individuals. Further, the 5 Multicultural for all intensive purposes will include all non- majority culture groups. institutional effect of Greek organizations is cultivated by the community itself (Boschini & Thompson, 2002). In terms of organizations, Greek organizations are private in nature, having their own governance, history, traditions, values, beliefs, and “brand” that defines their membership and behavior (Kuh and Whitt, 1988). The problem primarily came about when non-white organizations were charted and
- 25. started enacting their pillars and creeds on Miami’s campus. The current state of the issue is 6 7 temperate, there are community efforts at play to create a more inclusive community. However, 8 it is spearheaded by individuals that are diverse, in terms of not being part of the majority culture at Miami, and a small number of allies in the majority groups. Representation in the community is still not an equitable space, nonetheless, there have been improvements made in the last 10 years to increase representation and participation of multicultural Greeks on Miami’s campus. For example, every year the Cliff Alexander Office of Fraternity and Sorority Life holds three yearly leadership opportunities for its Greek leaders until about 6 years ago only IFC and PHC 9 members were invited to participate in these activities, excluding NPHC leadership. The representation overall in the community has been partial in terms of university support to IFC and PHC sororities (within PHC: the larger and typically homogenous memberships). The conflict of structure is the differences in how organizations operate logistically. Each council
- 26. operates in a specific way as well as each chapter functions in a different way. For instance most IFC and PHC chapters participate in the formal recruitment process, whereas, NPHC chapters do 6 A metaphorical term for the purpose of identifying main values of an organization. For example; Phi Beta Sigma Fraternity Inc, - Brotherhood, Scholarship, & Service. 7 A shared belief system via membership that aligns individual values with the larger organizations values. Typically is a private text only to be shared by associated members. 8 Efforts: Diversity & Inclusion module for all Greek members, goes into effect Spring 2020 9 Greek leaders include Individuals holding executive council positions with IFC (Inter-Fraternity Council), PHC (Pahellenic), or NPHC (National Pan-hellenic Council) & chapter presidents. not have a formal recruitment process due the individualization of process between chapters. Outliers in Panhellenic include Alpha Epsilon Phi & Kappa Phi who both engage in an informal recruitment process as well as Sigma Lambda Gamma National Sorority Inc. whose recruitment process is modeled after Phi Beta Sigma Fraternity Inc.’s intake process . 10
- 27. The history of diversity at Miami University is not one of celebration until about the mid 2000’s when Miami started to take discrimination reports seriously while dialectically establishing diversity and inclusion goals. Racial issues have typically been at the center of Miami’s multicultural community. With the ability to interconnect via technology an individual's awareness of racial equity and equality issues are growing as well as the support systems to back up individuals’ experience is growing. Resulting in more students to speak out when something is said or done which is offensive to that person's identities or sensibilities. Even though the voices are becoming louder, does not mean that the space is equitable and inclusive. Historically, Miami’s student body has engaged in racist, racially insensitive, and sexist occurrences. For example; up until 2010 in Uptown Oxford a “Ghetto Fest” was held which since 2010 has been abolished and conversations ensued on the racist event and it’s perpetuation of stereotypes and stigmas of the black community held, maintained, and sustained by the white student body. The
- 28. event was called “Ghetto Fest” because the festival was located on the ‘poor’ side of town. This created negative connotations further of the word Ghetto being ascribed to Black individuals, which correlated their identities with being poor. At the event stereotypical aspects of Black culture were appropriated and used facilitated entertainment for community members and Miami University students. There have been over two dozen findings of blackface in editorials, 10 Phi Beta Sigma Fraternity Inc. helped found Sigma Lambda Beta Fraternity Inc, who in turn helped found Sigma Lambda Gamma National Sorority Inc. yearbooks, and Miami Student newspaper archives ranging from 1960 to 2015 (Lumpkins Asst, Briah. 2019). Which is an obvious sign of the tolerance level of racist acts in the community, insofar that these acts were published in public text meant for community consumption. A more recent example can be found as recent as 2017 - 2018 where there was a social media incident. In which a white male student commented in a groupchat about an interracial couple, by calling the
- 29. black make in the relationship by the N-word. The white student then bragged about the use of the word on social media. When reported the university did not address the situation outside of a social media post saying a platitude about “Love & Honor”. These occurrences emboldened a coalition of black students and allies to come together to protest the University’s reaction and the racist environment that allowed the incident to go without consequence or a training in diversity and inclusion. The coalition, named B.A.M 2.0 stood in Armstrong student center with signs and recited chants together. A different white student took a Snapchat video of the happening with the comment “who let the zoo out”. This Snapchat was shared around the community by an unnamed whistleblower. After this incident and B.A.M 2.0 issuing a list of demands to the administration regarding diversity and inclusion, President Crawford initiated a Diversity Task Force due to feelings of “sadness and frustration at the hate” being shown on campus towards fellow students (Murphy, K. 2018).
- 30. In terms occurrences at Miami, the whole community are participants in the actions that occur. There are those that are proponents of systemic racism which shows through name calling (N-word) and micro-aggression behaviors, there are those that are complacent with the current community climate, there are those that actively voice opinions against racist happenings, and there are those going about change in actionable ways through administrative policy reform. There are a plethora of stakes involved, three of which will be introduced the first of which are the multicultural students whose stake is a welcoming community climate. Secondly, student life offices and administrators who are tasked with the wellness of the student environment. Thirdly, Miami’s reputation, especially to non -white individuals. When the incident occured in 2017-2018, there were many families and students put off by the student environment and consequently chose to go somewhere else. The importance of diversity is a stake, fraternities and
- 31. sororities are founded on the notions of brotherhood and sisterhood, scholarship, leadership, service, etc.. As such expanding Greek life representation and membership to include more diverse individuals will enhance the experience for the community. Greek life at Miami is one of the main proponents of culture at Miami University due to the reach and social influence some organizations have. If Miami University has a diversity and inclusion issues then those issues are going to be reflected within the Greek community. A possible solution to this problem is to conduct Safe Zone Training within every chapter, insofar that each member is Safe Zoned certified . There are considerations and concerns attached to 11 this alternative action. In terms of cultural considerations, there are many chapters whose culture is not to be open to outside education, whereas there are other chapters whose culture is to be open to outside education. In terms of situation, there would need to be a way to facilitate this on a chapter basis, since each chapter is different there will be different aspects of the training that
- 32. may be more relevant to some groups than to others. The broader social relations involve socials being more of a priority then inclusive educational training. This alternative is feasible as long 12 11 Safe Zone Training is a service provided by the Center for Diversity and Inclusion in which is designed to educate students on intersectionalities and supporting an inclusive space for all peers. 12 A social is an event hosted by a Greek organization that includes another Greek organization, typically has alcohol available for members aged 21 and up. as chapters are motivated to change. If not motivated to make a change then the long term feasible effect of this bettering the community is slim. In terms of long term bettering of the community scaffolding a longer term educational program, where all of Greek life completes the Diversity and Inclusion modules presented by the Cliff Alexander Office of Fraternity and Sorority Life, Greek Office, (required Spring 2020), building off of these modules would include workshops presented by the Center for Diversity and inclusion in order to continue the conversation, and lastly for each chapter to be Safe Zoned
- 33. certified. Some Greek life members are stuck within their frames of the world and will not be willing participants in the modules and educational activities, a way to work around this is for each chapter, each council, and the Greek Office to be on the same page explicitly about the goals and the purpose of these scaffolded educational activities. Paired with explicit explanations, making these modules a mandatory educational module, for accountability if a chapter does not complete the training then a monetary fine will be issued for each person that 13 did not complete the training. Another recommendation would be a student led initiative that redefined Miami as learning community, by asking the student what do you need from this community in order to learn in a safe space. A safe and comfortable learning space looks different to different people, consequently consensus procedure would be required in order to come to a consens. The overarching question in this recommendation is who gets to be in the discussion rooms? If it is a
- 34. group of students that represent what Miami has been then change will not occur. If it is a group of students that want nothing to do with the current situation then change is not feasible, the 13 Fines are used as accountability measures within Greek councils, for instance if a chapter has members that do not complete the minimum community service requirements then the chapter is fined per member that does not complete it. majority propagate change. Therefore the discussion room would need to encompass voices from different frames, purposes, and common sense. Miami University stereotypically represents a culture of white cis upperclass individuals, these systemic notions are bolstered by the history of this University and as such makes it more socailly difficult to be represented if the chapter or organization does not represent the majority culture. According to The National Study of Student Learning, “Greek affiliation had a significant negative effect on openness to challenge and diversity of men and women. Which is a direct result of the majority of groups being homogeneity and
- 35. universities and administrations not addressing these community climate problems with urgency until a group of student speaks up and out for their community.(Pascarella and others, 1996) References Boschini V., & Thompson C. (2002). The Future of the Greek Experience: Greeks and Diversity. New Directions For Student Services, 81, 19-27. https://doi.org/10.1002/ss.8102 Kuh, G. D., & Whitt, E. J. (1988). The Invisible Tapestry: Culture in American Colleges and Universities. Washington, D.C.: Asite Press. Lumpkins Asst, Briah. “They would pretend to stereotypically be black: Ghetto Fest reflects Miami’s history of racial insensitivity”. The Miami Student. Web. 9 April. 2019. Retrieved on 14th November, 2019 from:https://www.miamistudent.net/
- 36. Manley, R. E. (1990). Fraternities’ Future Holds Ethnic Diversity. Fraternal Law. 31,1. Murphy, K. (n.d.). “Racist Acts at Miami University Fuel New Black Student Movement.” Cincinnati.com, Cincinnati Enquirer, 11 April 2018. Pascarella, E. T., Whitt, E. J., Nora, A., Edison, M., Hagedorn, L. S., and Terenzini, P. T. (1996) What Have We Learned from the First Year of the National Study of Student Learning?. Journal of College Student Development, 37 (2), 182–192. https://doi.org/10.1002/ss.8102 Summarization: Group meeting with Doctor Peterson Our original topic: The racial discrimination that international students from Asia and American Born Asian experience and comparison of each cases · Professor mentioned it is important to find the resources! · We can use our personal experience or literature · But it is important to analyze the intercultural encounter in both side of the perspectives. (I mean consider all perspectives of people who involved in the encounter) · Personal experience: Haochuan’s experience (I don’t know the
- 37. detail for this) – we should analyze both side of people and find out rather this case is racial discrimination or language discrimination. · Literature: go to librarian and find out the book about racial discrimination that American Born Asians experienced – also important to discuss both side of the perspectives (need to look more than 2 resources) -Personal opinion *I think we should find out the cases which best represents the racial discrimination rather than language discrimination. Because language discrimination is kind of hard to find in the case of American Born Asians. (because they are already fluent in English) *If it’s difficult to find out the racial discrimination cases for Asians, then we can focus on other races such as Latin Americans or African Americans. *We can change the topic to language discrimination but I think another group meeting is needed in this case. Summarization: Group meeting with Doctor Peterson Our original topic: The racial discrimination that international students fro
- 44. the topic to language discrimination but I think another group meeting is needed in this case. Final ProjectIntercultural Relations Final Project Each student will define a particular problem in intercultural relations and propose a solution (further instructions and examples of projects will be discussed the third week of class). Project proposals will be due in class Oct 9. These must be approved before you move ahead. Final papers are expected to run 8-12 pages, double-spaced with 1-inch margins. Students should use a recognized style format (Chicago, MLA, APA, etc). First drafts are due Nov 20 (Please note that a draft is a completed paper. Incomplete drafts will be marked zero). Final drafts of the papers are due Nov. 29. The goal is to locate a specific problem in intercultural relations and seek to find a solution. The student needs to 1) describe the problem; 2) identify what went wrong; 3) describe what could have been done differently to produce a more positive outcome; and 4) suggest some general principles for future situations of the same type. Suggested Outline · Identification of the intercultural problem 1. Introduction to and identification of the problem
- 45. 2. To whom is this problem important and why? 3. What is/are the goal(s) of this project? · Emergence of the Problem 1. The current status of the problem 1. History of the problem 1. Description of participants and the stakes they have in the issue · Analyzing the problem 1. Describe possible alternatives that might have led to different outcomes 1. Description of each option 0. Cultural aspects 0. Situational aspects 0. Broader social relations (cultural, political, economic, and social contexts) 2. Feasibility of each option · Policy recommendations 1. Recommended course of action 1. Strategy for implementation 1. Strategy for managing foreseen problems and consequences