This document discusses concepts related to diversity, multiculturalism, and identity. It defines terms like pluralistic, multicultural, diversity, racism, sexism, and ethnocentrism. It examines the concepts of identity, privilege, and oppression. It discusses how multicultural education can aid cognitive development and force students out of their comfort zones. It also addresses the multiple dimensions of identity and developmental models of intercultural sensitivity. The document evaluates how well Georgia Southern University achieves cultural diversity and encourages discussion on understanding diversity from privileged and oppressed perspectives. It outlines the university's Office of Diversity Services and efforts around recruitment, retention, and multicultural organizational development.

1. Michelle Allen
COUN 7133
February 6th, 2013

2. • Pluralistic-a society where cultural groups work toward maintaining their
individuality but contribute to society as whole
• Multicultural-all identity groups
• Diversity-ethnic, gender, racial, and socioeconomic variety in a
situation, institution, or group; the coexistence of different
ethnic, gender, racial, and socioeconomic groups within one social unit
• Racism-A belief that inherent differences among the various human races
determines cultural or individual achievement; usually involves their races as
superior
• Sexism-Devaluation based on a person’s sex
• Homophobia-irrational aversion to homosexuality
• Ethnocentric-making one’s own culture experience central to one’s experience of
lived life
• Ethnorelative-the ability to see, interpret, and interact with multiple world views

3. • What is identity?
• Privileged vs. Oppressed?
• Dig deeper

4. • Multicultural education aids in cognitive
development
• Take the student out of their comfort zone
• Coursework must include knowledge from all
historical and cultural backgrounds
– FYE
– Speakers Series
– Global Citizens

5. Multiple Dimensions of Identity:
• Race
• Culture
• Class
• Religion
• Gender
• Depends on the individual’s
core identity and context
• Consider the intersections
Developmental Model of Intercultural
Sensitivity
• Denial
• Defense
• Minimization
Ethnocentric Ethnorelative
• Acceptance
• Adaptation
• Integration

6. • Responsiveness depends on the culture of the
school and the environment
• Not just a intellectual process, but emotional
and psychological too

7. “…to routinely interrogate our static mental
frameworks and personal perspectives in order
to ‘evoke curiosity and passion for new cultural
experiences and knowledge that dissolves our
own cultural imaginaries’”

8. Discussion #1: How well does Georgia Southern
University execute it’s mission to achieve
cultural diversity and encourage pluralism?
• Who has a better understanding of the true
picture of diversity in a given situation, the
privileged or the oppressed?

9. Office of Diversity Services
• Institutional Compliance
• Affirmative Action
• Investigate claims of
violations against protects
groups
• Promote a diverse campus
– Goizueta Foundation
Multicultural Student Center
• Diversity Education
• Cultural Programming
• Advocacy
• Minority Advisement
Program
• Pathway to Success

10. Recruitment
• University goals and
mission changes the
demographic of
students recruited
• Recruitment efforts
directed towards
Latinos and “High
Achieving” students
• Eagle Incentive Program
Retention
• Mentorship programs
• Clubs and Organizations
• Reflective faculty and
staff
• Cultural Programming
• Student Activities

11. • Multicultural Organizational Development
– Social Justice and Social Diversity
– More than a snapshot
– In depth evaluation of underlying beliefs, biases, and
values
– Reviews the mission statement, policy review, physical
environment etc.
• ScoreBoard-examines equity in relation to
educational outcomes
• Climate Studies-measures acts of oppression
experienced by particular populations

12. Questions??