This workshop explores the challenges encountered in developing culturally competent leaders at predominantly white institutions of higher education. The presenter will address the non-cognitive challenges encountered by underrepresented students when enrolling at predominantly white colleges and universities. There will be ample time for audience participation and dialogue.

1. Fostering Inclusive Leadership Among College and High School Students Rolando Arroyo-Sucre Chief Officer For Diversity and Equity Bucknell University 2011 National Partnership for Educational Access Annual Conference

2. Multi-Goal Shared Learning Experiences: Engaging College and High School Students in mutually beneficial interactions to become Culturally Competent Outline for this session: Personal and Institutional Cultural Competency: Is your institution Culturally Competent? How Culturally Competent are you? Developing America’s Future Leaders While Addressing the Cultural Competency Needs ofMajority and Underrepresented Students A Framework: The American Association of Colleges and Universities Intercultural Knowledge Rubric Program Development and Implementation: Leadership Definition in the context of this program: Predominantly White College students, Underrepresented High School Students Lessons Learned: About the High Schools and CBOs, about the participating students, about the parents, Service vs. Sustained Engagement Q& A

4. There were assumptions about perceived “needs” that have changed through fifty years of trial and error and research, but we are still learning and the inequities remain pretty much constant.

5. Most of our efforts have focused on services for the underrepresented students: academic preparedness and social adjustment to the institutions. Very little is aimed at changing institutionsor the values and beliefs of the majority.

8. Awareness of personal values and biases and how they may affect the perception of other cultures

9. Comfort with differences that exist between personal culture and other cultures’ values and beliefs

10. Knowledge and experience that demonstrate:

11. A good understanding of the power structure in society

12. Specific efforts made to acquire knowledge and information about other groups

13. Recognition of Institutional Barriers

14. Skills that demonstrate:

15. Ability to send verbal and non-verbal messages accurately and appropriately

17. Assessment of campus climate

19. Inclusive physical environments

20. Visual markers/aesthetics of various cultures

21. Culturally diverse food offerings

22. Periodic review of campus publications for cultural sensitivity and inclusiveness

23. Intentional and structured opportunities for interaction across differences

24. Acknowledgement of cultural differences beyond ethnic celebrations

25. Opportunities to explore the “other” with an understanding of power imbalancesCulturally Competent Individuals & Institutions Based on the cultural competency framework of the American College Health Association (ACHA)

26. Is your institution/campusCulturally Competent? Please Rank on a 1 to 10 scale(1 = no, 10 = completely) Yes? No? Why? What markers inform your assessment? Can you give an example to support your ranking? What would need to change?

28. Lack of understanding diversity work as a professional/academic field

29. Competing agendas of stakeholders

30. Fear of acknowledging the need to learn and/or changeFor Many People Diversity is a Chore or a Dirty Word . . .

31. Sometimes, indirect strategies and external validation work best:- Inclusive Leadership is a lesser loaded label than Diversity Leadership- Moving from “social justice” to “indispensable for professional success” increases the perceived value and removes some biases- An effective program requires a “credible” yet flexible conceptual framework- Almost everyone in education likes to be cutting edge as long as it is “safe”AAC&U Rubrics come to the rescue

32. Intercultural Knowledge and Competence Value Rubric Modified from the American Association of Colleges and Universities Rubric (AAC&U)

34. How do you implement it in the middle of a small, predominantly White rural community?

35. Class imparted knowledge is not enough

36. Service learning programs may have negative effects reinforcing stereotypes

37. Financial sustainability

39. Motivation for sustained training

40. Safe space to make mistakes

41. Time commitment for sustained interaction

42. Time required for introspection

43. Opportunities to discuss and self-assess cultural competency learning

46. It’s a leveling of the playing field: minorities need it too

47. It needs to be devoid of the “diversity/multiculturalism” stigma

48. It requires faculty engagement

49. It needs to bring the fun into learning about others

51. Identify and attract a “cool” pool of students:

52. Presidential Scholars

53. Greek System

54. Academically achieving Underrepresented Students

55. Promote the experience as a co-curricular academic enrichment /social justice experience

57. Ideally, HS students need to be at similar levels of academic achievement as their college peers

58. Develop a pedagogic context where all students learn

59. Training for College Students

60. Cultural Competency

61. Mentoring-teaching-learning across differences

62. Training for High School Students

63. Thinking like a college student

64. Learning to read complex texts

65. Developing critical thinking skills

66. Developing communications skills

67. Combine virtual and face-to-face interactions

70. Work with high school and CBOs to identify appropriate cohorts of high school students; determine target grades and expected levels of academic performance

71. Discuss use of technology and technology requirements

72. Interview and train peer mentors

73. Test project and make necessary adjustments

74. Begin implementation

76. Admitted participants receive PDFs of reading materials and peer mentor assignments

77. College peers lead participants through readings and on-line discussions for three weeks

78. Participants meet college peers and continue discussing materials

79. Small groups, along with their peers, attend class sessions presented by college faculty

80. Small groups integrate in their discussion the lecture and assigned readings and the multiple points of view of liberal arts disciplines

81. Small groups prepare a presentation including what has been learned and how it was learned

82. Small groups present in a plenary session

83. Participants are assigned a book to read and discuss

84. Small group discussions continue on-line (about one chapter a month)

85. Small group selects a topic for further individual research

86. Participants share research findings with their small groups

87. Participants prepare a presentation for next year’s conference.Process at a glance:

89. College peers commit to one year of interaction

90. High school students participate in three years of the program, interacting with three college students and at least nine college faculty in various disciplines

92. Students have tier counselors/specialists according to grade

93. Union issues: Space is free, security and custodial expensive

95. Email address but no experience or scheduled time to check it

96. Blackboard is blocked by many school servers

97. Teachers may not be technology savvy

99. time and performance pressures

100. Low levels of parental engagement

101. Pos-secondary counselors focused on college placement more than on college preparation

102. Staff turnover

103. Follow through Lessons Learned:

105. Reading skills

106. Note taking skills

107. Critical thinking

108. Writing skills

109. Inquiry skills

110. College students develop

111. Increased understanding of the interconnection between culture and values

112. Increased awareness of personal preconceptions and biases

113. Improved skills to communicate across cultural differences

114. Need-based comfort and curiosity to learn about other cultures

115. understanding of the need for self-awareness in the interaction with other cultural groups.Academic Gains:

117. College students report that the exposure to issues of diversity and social justice expanded their knowledge beyond classroom learning

118. College students report becoming more aware of how cross-cultural communications requires additional skills

119. High school students report increased interest in attending college

120. Samples of discussion threads reveal an improvement in reading and communication skills, critical thinking, and giving/receiving feedback among high school participants

122. Through developing and presenting projects that included teamwork and public speaking high school students (overseen by their college peer) learn to work as teams, make decisions and assign responsibilities

123. Public speaking in front of audiences including college faculty and students, parents, high school personnel, and other high school students-participants develop the comfort level to present, answer questions, and share their knowledge

124. High school students assume leadership roles in small group discussions, research and development of team projects