The document discusses the importance of diversity training for student affairs staff. It states that as student demographics became more diverse due to the civil rights movement, student affairs had to change and focus more on diversity. This includes diversifying staff, creating new programs, and making sure underrepresented students feel seen. The document also stresses that staff must undergo diversity training themselves in order to effectively train students. Microaggressions among staff need to be addressed, and diversity training helps foster relationships between staff and students.

2.  Current Job: Emerson College
 Future Career: Supervising Students
 Constantly improving upon previous training
techniques
 All students need training in this area to
create a more welcoming and accepting
team, especially if you are dealing with
students working in a customer service
atmosphere

3.  Student Affairs did not always have diversity
as a main goal of the profession
 With the Civil Rights Movement disrupting
cultural norms on campuses, student affairs
began to change drastically
 Diversifying staff members, creating new
programming, etc.

4.  Representation is not only important for
faculty
 Students need to see representations of their
race, culture, sexual orientation, and more in
order to have a positive experience
 Most Importantly, the staff need to be seen
and not just hired. Their experience needs to
also be supplemented in order have
*retention* of these staff members

5.  Before Diversity Training can be planned BY
staff members, these staff members need to go
through it themselves
 Microaggressions should be dealt with
 If the staff are trained but microaggressions slip
by when dealing with students, it reduces the
effectiveness of the office
 Should be reflective, all staff should recognize
what microaggressions are and how to stop
them
 Result: much better relationship with students

6.  Creates a diverse experience for all staff
working together and fosters the holistic
student by increasing their multicultural
competencies
 Possible issues that may pop up: language
barriers, differences in communication styles
and values held among student staff
 Diversity training

7.  The better connected and present a
supervisor is to their student employees, the
better they can assess their specific needs
and how they can adjust for “mutual benefit”
(Kathman, 379).
 To bring it all together, the better trained in
multiculturalism and more diverse the
student affairs staff is, the better trained and
diverse the student staff will be.

8. Dickson, Jepsen and Barbee (2008) mention
the most effective multicultural training
involves “interactive and process-oriented
instruction and systemic support (culturally
sensitive program environment)” (123).

9.  Choi-Pearson, C., Castillo, L., & Maples, M. F. (2004). Reduction of
Racial Prejudice in Student
 Affairs Professionals. NASPA Journal, 42(1), 132-146.
 Dickson, G. L., Jepsen, D. A., & Barbee, P. W. (2008). Exploring the
Relationships among
 Multicultural Training Experiences and Attitudes toward Diversity
among Counseling
 Students. Journal Of Multicultural Counseling And Development, 36(2),
113.
 Kathman J. & Kathman M.D. (1998). What Difference Does Diversity
Make in Managing
 Student Employees?
 Sandeen, A. & Barr, M. (2006). Critical Issues for Student Affairs.
Jossey Bass: San Francisco,
 CA.
 “The Black Bruins” https://www.youtube.com/watch?v=BEO3H5BOlFk