Diversity Summit
Session Abstracts
MORNING SESSIONS 10:45 - 11:45 a.m.
Islam: Beyond the Myths, Breaking Down the Barriers
Presenter: Amer Ahmed - University of Michigan-Ann Arbor
The post-9/11 era in the U.S. has exposed and enhanced a significant degree of prejudice and bigotry towards Muslim people. At the same time, most non-Muslims in the U.S. know little about Islam and its followers. What implications does this lack of knowledge have on our campuses? How do advocates for diversity, social justice and inclusion challenge the dominant narratives about Muslims framed by popular media? This session will particularly benefit participants seeking reliable information about Muslims, the religion of Islam and the socio-political and historical context needed to understand the dynamics of the so-called “Islam vs. the West” dynamic.
Black Girls ROCK in Higher Education
Presenters: Stacey N. Jackson - Oakland Community College
Shetina Jones, Tonisha Lane - Michigan State University
Cheryl D. White - Wayne State University
In 2006, Black Girls Rock was incorporated as a non-profit organization designed for youth empowerment and mentoring of African-American girls. Since its inception, the organization has been dedicated to providing healthy dialogues on the topics of arts and entertainment, media, education and other meaningful inspiring topics.
This session will be a round-table discussion led by a diverse panel of African-American female student affairs professionals here in Michigan. Each panel member represents a different institutional type and will share their own stories of their diverse career paths in higher education and why they ROCK!
Strategies for Preparing Future Generations of Social Change Agents
Presenters: Dr. William Collins, Johanna Masse - University of Michigan-Ann Arbor
Marisol Blanco, Jessica Cornwell, Ryan McBride, Eric Scimeca, Amber Williams - Michigan College Advising Corps
The question of how college students begin to become aware of structural inequalities in the United States is an emerging area of scholarship in student development theory (Tatum, 1994). In this session recent college graduates employed with the Michigan College Advising Corps (MCAC) will describe the undergraduate experiences that raised their interest in working in underserved communities. The advisors’ experiences will inform how campus learning environments can best be shaped to promote a new generation of change agents committed to promoting educational equity among diverse populations.
AFTERNOON SESSIONS 1:15 p.m. to 2:15 p.m.
Common Ground in Identity Development & Cross-Cultural Theory
Presenter: Emily Jenkins - University of Michigan-Ann Arbor
Among international educators, one is likely to hear about cross-cultural adaptation (Lysgaard, Casse) and intercultural communication (Bennett, Gudykunst). In student development theory courses, future college student personnel administrators learn about models of identity development (Chickering, Cross, Bilodeau). Can these two fields of study “talk” to each other? Come learn about “bilingual” theories that bridge the gap between these two disciplines, including intercultural maturity (King), cross-cultural adaptation (Kim) and identity development in educational education (Stillar, Stallman). Participants will learn concrete strategies and develop skills for working with students of various identities, including those that are engaged in international education experiences.
Preparing Historically Underrepresented Students to Access and Thrive on a Diverse Campus
Presenters: Kim Lijana, Michael Turner, Helki Jackson, Dr. William Collins, Rachel Boswell - University of Michigan-Ann Arbor
Undergraduate student organizations have become increasingly more engaged in outreach programs promoting academic excellence and educational access for youth in under-resourced communities. Undergraduate students benefit from participating in these service and service-learning opportunities, but it is equally important that the programs are effective for the youth participants. In this session, student affairs professionals will gain resources and strategies that will inform their work as they advise students and student organizations who organize programs designed to actively facilitate pathways and access to higher education for youth who have been historically underrepresented in higher education and also influence their college completion rates.
The Social Identities of Research: Levering Diversity within the Research Process• Room Pond D
Presenters: Shardae Osuna, Roberto Saldana, Ashley Spratling, Amy Navvab, Michael Rossi - University of Michigan-Ann Arbor
This program will combine a panel presentation and interactive period for participants to examine the role of their own social identities in the process of conducting research and how their units could benefit from investing in research partners and assistants of diverse identities within individual research projects. The panel (undergraduate research assistants from the Program on Intergroup Relations) will facilitate small groups in qualitative coding to promote reflection on the role of social identities in the process of conducting research and how the Program on Intergroup Relations (IGR) has been so successful with leveraging diversity in this manner.
CLOSING SESSION - 2:30 p.m. to 3:30 p.m.
On the right track? Training peer social justice educators for the journey! Presenters: Heather Wilhelm, Kara Fitzgerald - University of Michigan-Ann Arbor
This interactive session will introduce attendees to theoretical foundations and applications of social justice facilitation. Through small group discussion, practitioners will discuss challenges and opportunities inherent in social justice peer education models and will strategize techniques for countering such challenges. The discussions will also be useful for practitioners seeking to enhance their own facilitation skills, as many strategies overlap. The theoretical concepts of social justice education relate strongly to all forms of facilitation irrespective of content. At its foundation, facilitators must consider social identity dynamics with the goal of improving group process to create a meaningful learning environment for all.