3. MULTICULTURAL ORGANIZATION
DEVELOPMENT
The template that Reynolds, Pope, and Wells
adapted from the Multicultural Organization
Development Checklist developed by Grieger
(based on Pope’s work).
There are ten areas identified as places where a
department can perform multicultural interventions.
5. 1. COMPREHENSIVE DEFINITION OF THE TERM
“MULTICULTURAL.”
There should be a definition of “multicultural” used
by the department so that all staff members are
aware of where diversity initiatives are focused.
People under this definition should include those
who are underrepresented in higher education.
6. 2. MISSION STATEMENT.
The department’s mission statement “ideally
identifies diversity issues as central to the
department or division mission” (Pope, Reynolds,
and Mueller, 2012)
“Multicultural” or “diversity” should be part of the
mission statement.
The mission statement should be well marketed
within publications and the website.
7. AT STONEHILL…
Where is the word “multicultural?”
Where is the word “diversity?”
The mission statement is found in many places. On the
website, within this RD Manual, in the RA manual, and
will soon be displayed on the wall of the Residence Life
Office.
But where is the emphasis on diversity?
8. AT STONEHILL…
Here is “diversity!”
A separate mission statement that is considered equally
important by the department, but is separate from the
Mission Statement.
It is included in all of the same places you may find the
Mission Statement.
9. INSTITUTION’S GRADE: B
There is a separate diversity statement, but it is
publicized very well in all the same places the Mission
Statement is displayed.
10. 3. LEADERSHIP & ADVOCACY.
There must be commitment from the top leadership
within the college and/or the department.
There should be short-term and long-term diversity
goals each year.
There should be rewards and support for staff who
are active in the multicultural vision of the
department.
There should be additional training for staff.
There should be written guidelines for how
supervisors assist their staff in the development of
multicultural competencies.
11. AT MY INSTITUTION…GOALS
Initiate new ways of reaching out to & supporting non-majority
student populations on campus. Specifically, we want to
portray ourselves as allies to all students.
Have a physical presence at events sponsored by the
Intercultural Affairs office
Director will print and frame the Residence Life Diversity
Statement so it can be hung in all professional staff offices by
February 2013.
Two Residence Directors will partner with PRIDE this academic
year to sponsor events in support of the LGBTQ population. This
will include making buttons for National Coming Out Day and at
least two events during the Spring 2013 semester.
Residence Director will organize and facilitate a convocation for
students that identify as First Generation College students.
Utilizing the climate portion of the Quality of Life Survey, Director
will work with the staff to determine which population to focus on
for the Fall 2013 semester.
12. TRAINING
Example: RACE Dialogues
Two day training/reflection
10am-3pm each day.
Includes homework
13. INSTITUTION’S GRADE: A-
While there is always room for improvement, the
leadership is very focused on creating goals and
having training about issues of diversity.
14. 4. POLICY REVIEW
Review current policies, procedures, and forms to
make sure that diversity issues are included.
There should be a full review of the policies and
procedures to asses their impact on diverse
students.
There should be changes made as needed to these
policies and procedures to ensure their impact is
not negative.
15. INSTITUTION'S GRADE: D
There is very little consideration of underrepresented
students in some of the policies and procedures we
have. Those who suffer the most are trangender
students and disabled students.
16. 5. RECRUITMENT & RETENTION OF A
DIVERSE STAFF
Staff must be culturally diverse; diversity of voices, life
experiences, and cultural backgrounds.
Interpersonal and structural dynamics must be
addressed.
There should be a proactive diversity recruitment plan.
“Multicultural awareness,” “multicultural competence,”
“multicultural knowledge,” and “multicultural skills”
should be part of the job descriptions of the department.
All job candidates must be judged based on the above
criteria.
Supervisors must be aware of retention-related issues.
18. INSTITUTION’S GRADE: B-
While there is no specific guidelines for how to hire a
diverse staff, there are implementations to encourage
the department to do so.
19. 6. MULTICULTURAL COMPETENCY
EXPECTATIONS AND TRAINING.
Multicultural competence is something on which the
staff should be evaluated.
Training and re-training on this competence is
necessary for staff.
Encourage attendance of staff at
local/state/national multicultural
conferences/workshops.
Departments should offer annual diversity training.
There should be diversity goals allotted to each
staff member.
Supervisors should provide effective multicultural
supervision.
21. 7. SCHOLARLY ACTIVITIES.
Staff should contribute to professional writings and
presentations that have to do with their multicultural
experiences.
Support should be given to staff who pursue
multicultural scholarly activities.
22. AT MY INSTITUTION…
One Residence Director is a member of the NASPA
Region I Latino Knowledge Community (LKC)
Leadership Team.
Others have attended multicultural conferences and
have presented at these conferences.
The staff is encouraged to attend these and
participate in professional development with much
support from their supervisors.
24. 8. DEPARTMENTAL/DIVISION
PROGRAMS & SERVICES.
Multicultural content should be included in all
programs and services within the department.
Department must identify underserved student
groups and find ways to meet their needs.
Department should develop new programs and
services as needed.
All programs, activities, forms, and services should
be evaluated.
25. INSTITUTION’S GRADE: D-
While there are attempts and working with the Office of
Intercultural Affairs, we often do not consider
multiculturalism when creating many of our programs
and services.
26. 9. PHYSICAL ENVIRONMENT.
There should be a caring environment where
everyone feels valued. There should be music,
artwork, and other images that represent diverse
cultures.
Offices and public spaces should be evaluated to
make sure that they are accessible and welcoming
to disabled students and that they are void of
offensive materials.
There should be culturally inclusive art, music,
magazines, and other images.
Staffs should discuss how to respond to offensive
conduct during programs.
27. INSTITUTION’S GRADE: F
Our office décor includes Catholic magazines and not
much else. Looking around my own office, there is not
much consideration as far as diverse populations. But
there is a fish, which everyone seems to love.
28. 10. ASSESSMENT
There should be assessment of multicultural strengths
and weaknesses.
The assessments should be used to develop better
services and programs.
The information gathered should include the perceptions,
attitudes, and experiences of all students, staff, and
faculty who use the services.
Departments should create evaluation system to assess
the effectiveness of its services and outreach.
The multicultural sensitivity and multicultural competence
of programs and staff should be assessed.
There should be demographic information collected about
students who use programs and services.
There should be goals created to increase under-
represented student usage of programs and services or
improve those students’ satisfaction.
29. INSTITUTION’S GRADE: D
While there are several questions, including “Does your
RD promote inclusiveness/openness” as part of our
Quality of Life survey, there is very little mention of
multicultural issues in most of our assessment. There are
methods of assessment for several individual
multicultural programs.
