Watch Out! Black Men on Campus: A Digital Story

I decided to end my diversity journey in this class with the topic I explored at the beginning of the semester. I'm especially interested in this particular topic because being raised in South Central Los Angeles, I've seen the devastating, as well as insightful, choices Black men have made: they either decide to embark on this notion of "thug life" or explore a life that will be most beneficial to their existence. I've always posed the question, why do some young men decide one path and some decide the other, if we are all raised in the same urban surroundings? So, I decided to use my digital story as a means of attempting to answer my own question. My digital story reflects my perception of why Black men decide to attend college, what makes some prematurely leave college, what makes some continue their educational pursuits, and a brief look at education in America and it's affect on the Black community, especially Black men.

Out and About in DC: IHEP Visit

My journey into Washington, DC to visit the Institute for Higher Education Policy (IHEP) began a little shaky because I found myself lost once I exited the metro. I hadn't taken the metro in quite sometime and was quite frustrated. After a few phone calls and perplexing looks, I was able to locate the building, which was just across the street from the metro I just exited. At any rate...

Visiting the IHEP was very informative and enlightening regarding the work that this dynamic non-profit organization does. I was most shocked by the very few people that work for the organization; yet, appears to get a tremendous amount of work done as it relates to higher education. The organization is also funded by corporations, which came as a surprise to me, as well. I was even more intrigued by the work the organization does when it was mentioned that they received monies from WalMart to spearhead education initiatives, such as The WalMart Minority Student Success Initiatives. As many of my student colleagues expressed, I, too, am a bit apprehensive when I learn that WalMart is involved in something, but their contribution appears to be for a good cause. Also, to learn that Bill and Melinda Gates' foundation supports an initiative that would seek to help those individuals who are incarcerated to transition into higher education, was very encouraging. Overall, the dialogue amongst the class and the individuals who does so much good, and important, work at IHEP, solidified my desire to pursue a profession in higher education. But now I question, do I want to seek a position, in addition to teaching, in higher education research? The verdict is still out.

After our discourse with IHEP, several of my classmates and myself, decided to feed our bellies after intellectually feeding our minds. We had great conversation, great food, and I enjoyed getting to know great people. This interaction with my classmates was long overdue and I wish I had done this much sooner in the semester. These people might very well be my colleagues in the future and I am grateful to have began a relationship with my student colleagues that I hope to develop further.

And not be outdone, as I made my trek back towards my home, I found myself lost on the train and going in the opposite direction in which my home resided. What a day!!!

"Am I The Only One?" Seminar

I very much enjoyed the rich discussion surrounding multiple identities and how individuals personally navigate, and negotiate, their various identities. I especially enjoyed the personal accounts of the panel, revealing their experiences with their racial, sexual, religious, etc. identities. There was one panel member, in particular, whose story I was can personally relate to. She described the way in which she navigates between her American identity and her Saudi identity. She was eloquent in her speech and she revealed that rather than try to mesh these two identities, she comfortably treats these two idenities as separate entities, whereby while in America, she adheres to the customs, traditions, and culture, and in Saudi Arabia, she immediately puts on her Burka and is comfortable in that setting. As she spoke about her experience, I couldn't help but to think about how similar her experience is to those who are minority groups in this country. I find that as a Black woman, who was born and reared in America, I, too, have to navigate between two identities and be comfortable with it. Growing up in South Central Los Angeles, I understand that I am rare in that I not only attended college, but I am in the process of earning a PhD. My family still lives in the area and when I return home, I often visit and connect with folks I grew up with. My body language, speech, mannerisms, and overall aura, changes once I'm back home. However, once I step outside of that "culture" and enter my academic environment, or just a predominantly White environment, I then act accordingly. Again, my speech changes, my body language is different, and my mannerisms appear to be a bit more subtle. These are the two worlds that I navigate. I've had to do this in order to survive in both worlds. So, while the young lady spoke about her experience, though my family and I are American-born citizens, I still feel as though that I have to "put on" for both cultures.

After the panel spoke, we then were tasked to form small groups and identify the most optimal reaction in a given situation regarding identities and race. My group quickly identified "Assertive Accommodation" orientation being the most effective response to a sensitive situation. However, before we were able to discuss each group's selection, the fire alarm sounded and we were asked to evacuate the building. So, I immediately grabbed my things (including another rice krispy treat and lemonade) and headed towards my car.

The seminar went well and I enjoyed learning about others' lives and experiences.

White Privilege: America's Love Child

As I have mentioned in class before, I am concurrently enrolled in an Advanced Multicultural Counseling course. Most of the readings in our diversity class, intersects with the readings and discussions in my other class, often times confusing me and forcing me to question "Did I say this in this class or was it the other?" So, when the assignment was given that we had to read Peggy McIntosh's classic article, White Privilege: Unpacking the Invisible Knapsack, rather than roll my eyes because I have read this article as an assignment for my other class, I was excited to re-embark on this journey of white privilege, and even more anxious to engage in discussion on an issue in which I have truly developed a keen interest.

When I first read McIntosh's article, I was blown away by her brutal honesty and acceptance of responsibility. Though I know white privilege isn't something that she, nor anyone that is apart of the dominant group, explicitly asked for, this ascribed privilege is something that she and those like her, have benefited from at the expense of other marginalized groups. It is my contention that white privilege was born out of the racist ideologies and practices that is not unfamiliar to this country. While it's against the law to discriminate against others based on race and to commit racial violent acts, white privilege is that "love child" that protects these racist ideologies, without blatantly admitting to it's deleterious ways in which it destroys the efforts of equality. McIntosh validated my assertions that there are advantages that some have because of their skin color, that others are not privileged to enjoy. I often hear White people say "I don't see color" or "If people work hard, they can succeed in this country." McIntosh has revealed in her own personal journey that color does matter and that merely working hard is not the prescription for success. These statements, in and of itself, are examples of privileges that those of the dominant group enjoy. As a woman, a Black woman, I wake up everyday and see my color. There is not a moment throughout the day in which the color of my skin goes unacknowledged by me, and I'm sure, by those who see me. So for me, color does matter and I see it everyday. Conversely, White people don't have to necessarily think about their "Whiteness" and whether it is a barrier in their everyday existence. Furthermore, the historical contribution of Blacks and their impact on the development of this country speaks to hard work; yet, there are still barriers that are set in place to prevent success for the descendants of these hardworkers. Now, I'm not saying that there has been no progression regarding race relations in this country. Our president, President Obama, is a testament to the strength and courage this country showed when they elected him into office. Nonetheless, during his presidency, we have seen some unprecedented actions unfold, unlike any other time in which a president took office. For instance, challenging the birthplace of the president and this adamant belief that he's not a Christian (though my personal belief is "Who cares?"). I can't help but to attribute these salacious statements to the obvious fact that our president identifies as Black. McIntosh should be commended for her courage to shine a light on a topic that has festered in, and enjoyed, the dark for so long.

In keeping with the theme of white privilege, George Mason University (GMU) also contributes to this notion of unearned privilege. I don't spend much time on campus besides attending class and the occasional visit to the JC, but I have seen how, not only white privilege, but religion, gender, and class privilege has manifested itself on this campus. I, too, have done my part in enjoying certain privileges based on specific identities. The following is a list of privileges that I assume happens and have witnessed at GMU:

1. (race/class):  assumes that those who are other than White are on financial aid

2. (race): Black males are attending GMU because they play a sport (mainly basketball)

3. (religion): the school is closed for the Christmas holiday

4. (race/class): White students expect to receive higher grades because that's what they are accustomed to

5. (race): most of my professors are White

6. (gender): most of my professors are male

7. (race): it is automatically assumed that I am the first in my family to attend college

8. (race): when the topic of race is brought up by someone who is White, most people do not roll their eyes or let out an aggravated sigh

9. (race): most people do not consider a gathering of 4 or more White people a "gang" or have gang affiliation

10. (sexual orientation): I can hold hands with my boyfriend and not be looked upon with stares or grimacing looks

11. (race/class): I am always conscious as to how I am perceived by White people (i.e. the way I dress, speak, the manner in which I shake their hand, etc.)

12. (race): I constantly think about whether decisions made about my academics had anything to do with my race

My Favorite Snack: Milk and Cookies

When the movie, Milk, first premiered back in 2008, I was eager to see it, but never found the opportunity to actually go to the movies and watch it. When the opportunity presented itself to watch the movie as one of the many events taking place at GMU for Pride Week, I decided that this would be the best chance for me to watch this seemingly powerful movie. I hadn't heard of Harvey Milk prior to the making of this movie and the only thing I knew about it was that Sean Penn had a riveting performance and won an award. With that said, I entered the Cinema with my snacks, an open-mind, and ready to be "moved" in someway. This movie certainly didn't disappoint.

The movie opens up with Sean Penn's character, Harvey Milk, having a very intimate moment with his partner: they shared a passionate kiss. While I watched for the reaction of the other viewers, I was most shocked by my initial reaction. I would consider myself an ally and an advocate for gay rights, which I firmly believe is a civil rights issue. As long as I can remember, I've been surrounded by the gay community as my mother has had several close friends who identified as LGBTQQA. I've also had close friends of my own who were apart of this group. They are apart of my life as any of my other friends who are heterosexual. However, when I saw Milk share an intimate moment with his partner, I closed my eyes and put my head down. I wasn't quite sure why I had this reaction. Here I was, looking for others to react in a way that might reveal their bias and discomfort, and I, inadvertedly, showed mine. Once I recognized it as such, I was angry with myself. It made me question whether or not I am who I say I am: an ally and advocate for the gay community. After beating myself up for awhile, I realized that I'm just a product of what I am exposed to, right or wrong. When I turn on the radio, watch television, go out to dinner, etc. I am bombarded with images of heterosexual couples sharing intimate moments. Rarely do I see homosexuals outwardly displaying such affection. But it is my fault if I do not educate myself and allow myself to feel fully comfortable with all aspects of their lives. Until then, I am not as far as I would like to be.

As the movie progressed, I enjoyed Milk's strength and tenacity to change what he deemed wrong. There was a scene in the movie where he was trying to get a magazine's endorsement for his campaign, and the editor was trying to convince Milk to remain silent and not proceed forth with his political goals. Milk stormed away from the meeting and said "I'm not just a candidate. I am a movement." That line was very powerful for me because he felt as though he represented his community and he certainly embodied that. He took on their plights, triumphs, anxiety, happiness, and worries. He was them! I really appreciated that about Milk. But yet, as we have seen in so many situations, his "movement" was cut short by an assassin's bullet and we, not just California or the gay community, but as a society, have lost a powerful voice and fixture in our quest to be a more acceptable and just country. He was not only the "Mayor of Castro Street." He should be considered the "Mayor of Every Street" because his fight for all people should be praised.

Higher Learning: Diversity in Education

It comes to no surprise to me that individuals who hold faculty positions in the world of higher education endure the challenges of diversity within their circle of academicians. One would think that at the upper echelon of education, acts of prejudice, racism, and discrimination would be minimized with the amount of literature and knowledge that surrounds these individuals daily. Yet, I find that to be part of the problem. Many people find comfort in intellectualizing the effects of racism and discrimination, but never allow themselves to explore their own behaviors, thoughts, and feelings about this issue. In Chapter 24, Talking About Race, Learning About Racism, Tatum mentioned that students are "often most interested in hearing other people talk about it, afraid to break the taboo themselves." Apparently, this is evident amongst faculty members, as well.

Chapter 21, Women of Color in Academe, highlights the struggles and challenges women of color face in living with multiple marginalities: being a woman, a woman of color, etc. It's mentioned that the literature even ignores the experience of these particular women, whereby most studies focus on women faculty and faculty of color as a separate entity, but few studies examine the experience of faculty women of color. The characteristics of being labeled or treated as a "token" not only describes the experience of some faculty women of color, but any person that is apart of a marginalized group that find themselves in the minority within a larger group. It also struck me that when several women gave their account of the experiences they have had in academia, most question whether or not they were experiencing covert acts of racism and discrimination, or were they just "trippin?" This showed me no matter how educated you are, when something doesn't feel right, we immediately look for validation to ensure that we aren't mislabeling what we are experiencing. Lastly, I was particularly interested in the section that discussed the salience of race over gender. Time and time again, I have stated that I am more aware of my race, than my gender because I feel as though my race is considered more of a hindrance, than my gender. I feel as though when I walk into a room, I am seen as a Black woman first, before I am seen as merely a woman.

Chapter 24 discussed the idea of having these difficult dialogues in the classroom surrounding the sensitive topic of race. Dr. Derald Wing Sue at Teachers College has done research related to this issue and examined the handling of this dialogue by the instructor. Ever since I've worked with Dr. Sue, this specific issue has been of particular interest to me. I was especially enlightened by the ways in which students resist to discuss racism and discrimination in the classroom. As I read this section, I couldn't help but to retort with "Hmmm Hmmm!" I've seen this very resistance unfold before my own eyes as students try their best to deal with the uncomfortableness of discussing racism. In my experience, most students of color have no problems discussing racism as they might feel that the classroom is a safe platform for them to make their points, or the only platform they have. However, I find that White students find it more difficult to discuss race and racism because they are not forced to have this conversation on a daily basis, and there's a fear of exposing their own biases. Furthermore, I am quite familiar with Helm's model of Racial Identity Development and Cross' Black Racial Identity Development. Both are wonderful tools for understanding why some may feel the way they feel regarding their race and others.

Campus Unrest: I Love Student Activism!

It couldn't have come at a better time that I post my reaction to the the readings that surrounds the topic of student protests and activism. In recent news, "Snooki" from the popular reality television show, Jersey Shore, is receiving some backlash for her recent appearance at Rutgers University. Rutgers University invited "Snooki" to engage in a lecture and Q&A session with the students, on what issue, I'm not quite sure. Though I have never seen one episode of the show, I am quite aware of "Snooki" and her embarrassing antics because she is very popular with pop culture media. I have heard her outrageous remarks and I've been horrified by her scantily clad outfits she so affectionately parades on talk shows and internet blogs. Anyway, for her appearance at Rutgers University, "Snooki" was paid a whopping $32,000. So essentially, my friend and I engaged in a discussion regarding this monetary figure and why Rutgers felt the need to invite "Snooki" to their campus. It was also revealed the monies derived from some sort of student activities account that is funded by a portion of the students' tuition. My friend and I concluded that if we were students at Rutgers, we would would have been outraged that our monies were spent on a reality television personality who clearly doesn't add any intellectual fulfillment to our educational experience. Toni Morrison, a Nobel Prize winner, revered American writer, and a distinguished professor at Princeton University, is scheduled to speak at the 2011 Rutgers Commencement and will be paid $30,000. Parents are fuming about this discrepancy of compensation, but I don't see much visible reaction from students. I concluded the conversation with my friend by posing the questions "Where are the students? Who even invited her? Why aren't the students protesting?" This was very appropriate for the articles that I read.

I enjoyed reading the article, Patriotism: A Love Story, because I had never thought of patriotism as a means of expressing "tough love" for America. In recent years, it seems as though the term "patriotic" is attached to negative feelings and perspectives. However, Dr. Jenkins has re-defined the term for me by stating as American citizens, that "loving our country enough to criticize it in hopes of making it better" is more democratic and patriotic than anything. While reading the article, I thought about the "Snooki" incident and wondered if my generation was so content and complacent that we accept the stats quo and eat what is fed to us? I told my friend that if this was the 60's, "Snooki" wouldn't have been given a first thought because students would have ignited an uproar. But has education changed so much over the decades that it has forced students into a place of conformity, rather than a means of sparking critical thinking and activism?

Rhoads' article examining student protest provided me with a complex array of emotions: shame, inspiration, pride, and nervousness. I was excited to read about the student activism that occurred in the 90's, but felt a sense of shame that the same issues that they were fighting for or against at that time, continue to exist today and we do nothing. When the noose was hung on the door of a professor at Teachers College, the students were compelled to "show up and show out." We gathered, we yelled, we marched, and we were heard. But only for a moment. Once the hype died down, we proceeded to live our normal lives as though there was no unrest. The students described in Rhoad's article were so committed to their cause, they did not eat for 14 days, or they blocked entrances of the campus so that business could not be conducted as usual. I was so inspired by the article, but I couldn't help but to utter to myself the question of "Now what?" I'm all riled up and ready to conquer the world, but apprehensive because I think I'll be the lone star. It appears as though folks aren't inspired to act unless the issue is particularly relevant to them. In Rhoad's article, it was mentioned allies of the student groups joined the protest and I feel as though people would be more apt to get involved if it was highlighted that all issues, no matter the focus, affects everyone.

I hope that my generation, and generations to come, of intellectual minds can not only approach their academics with such passion and vigor, but realize that education also happens outside the classroom, and that societal issues should be approached with the same fervor and purpose.

Op-Ed: Where Are The Poor Students?

Socioeconomic status has always been a topic that has piqued my interest into seeking further understanding about its existence and pervasiveness in American culture. This is why I chose to read Adam Howard’s and Arthur Levine’s article Where Are The Poor Students? A Conversation About Social Class and College Attendance. Having attended Teachers College, Columbia University, I am familiar with Levine’s work surrounding issues related to education and student access. I thought the title of this particular article spoke to an issue that is not widely discussed amongst educators as a significant contributor to college entrance and college completion of students who come from economically disadvantaged areas. While some may contend that there are more students attending college than in the past, despite being at an economic disadvantage, Levine asserts that fewer students , who do not have the monetary means to pay for college, are entering college, and even more students drop-out of college as a result of the inability to pay for school. Levine then provides an explanation as to why this might be occurring and I appreciate the suggestions he gives to educators who work with these students, so that they may assist these students with being successful in college.

Levine begins his response to Howard’s questions by explaining why so many student s from poor areas of the country are not seeking college as an opportunity for educational and economic growth. He explains that in these particular areas “the people who have been most advantaged are gang leaders and pimps and drug dealers.” He then goes on to state that these students are unaware of avenues in which they can take advantage of to escape these conditions and their parents have not had much success in dealing with the educational system. Upon reading his statement regarding individuals that engage in criminal activity being a model of success in poor communities, I immediately became offended because I felt that his comment implied that students, who are poor, come from predominantly African American neighborhoods. Furthermore, while I believe to a certain extent that many parents have had challenges when dealing with the educational system, I believe with the decline of economy, including the loss of jobs and governmental programs being cut, many parents who might have had past success with the educational system, find themselves in a situation in where they can no longer afford, or assist, their son/daughter in paying for college. Nonetheless, I do agree with his contention that the current educational system is designed to build barriers for poor people to remain in that position and make college financially inaccessible.

Levine touched upon the notion of mentorship being a tool in which educators can use to allow these students to feel welcomed and successfully guide them through the higher education process. He described a time in which he conducted a study at a community college in Boston and Harvard, whereby he researched poor students who lived in a low-income projects and their perspective on college. He explained that all the students he spoke with, no matter which school they attended, all the students mentioned that one person intervened early on, and helped them to avoid the pitfalls that most students from disadvantaged areas fall into. He stated this one person “assisted them with enrichment.  They provided a sense of opportunity and may even marched them to the college gate.” When reading this, I am reminded of all the “one person” I have had in my life throughout my educational career. Though my family was not classified as poor, I lived in an urban sector of Los Angeles where many families were economically disadvantaged. I attended schools that were not privy to many resources other schools might have enjoyed. Thus, my educational experience faced many challenges. Nevertheless, I was fortunate enough to have many people in my life, some teachers and counselors, who saw something in me that forced them to assist me with my educational endeavors. That served as a significant support system because they were so knowledgeable about the process and allowed me to explore many options, while they encouraged me to focus on my path. I thought it interesting that Levine mentioned that there was an organizational effort that supported these students, but just one person that took the time to mentor and guide these students to their desired educational goals. Having a mentor is essential to the success of any college student, whether they are poor or not, because it allows the students to have a close, intimate relationship with someone who is a model of success for them, and whom they can mirror their behaviors, attitudes, and enthusiasm for educational success.

In closing, I thought this article shined a beacon of light on the issue of college accessibility to those who are of low socioeconomic status. I agree with his many assertions of how the educational system needs to make a greater effort in financially assisting students who are intellectuals, in their own right, but might not have the access to display their capabilities on an intellectual platform, such as a college campus. While many are aware that having money is important in completing a college program, I find that most are not aware of the structural barriers in which college systems are designed, keeping out those students who might have a thirst for knowledge and intellectual growth, but have yet to figure out a way to pay for the ability to show it.

College Women

The discussion on college women that took place several weeks ago was quite interesting and very informative. It provided me with a critical lens in which to view the portrayal of college women in popular media. I had never considered that college women were so sexualized until the discussion centered on the "Girls Gone Wild" tapes and the picture of the scantily clad young women in the library that she displayed. Furthermore, it was interesting that there were no women of color in that picture, and most images of college women, do not reflect women of color, even if it's degrading and disrespectful. Thus, the messages that popular media sends is that 1) women who go to college are freaky, hypersexual, and fun and 2) women of color don't attend college. Both notions are erroneous and might, in and of itself, contribute to the many crimes against women that occur on college campuses. When the facilitator showed the television program clip, "The Onion", it was very comical; yet, a realistic portrayal of how the media will sensationalize a story to garner viewership and ratings. I thought it was a perfect addition to the discussion.

One of my favorite television shows of all time is "A Different World." I remember watching the show as a kid and adolescent, imagining myself being in college and experiencing their lives as I saw it on television. My only collegiate reference point was this show, as no one in my immediate family had gone to college. I left the first institution that I attended because it did not remind me of my favorite television show. I appreciated the facilitator bringing this show to the forefront of our discussion because I find that this show is overlooked by society, at large, as one of the most influential television shows in the past two decades. 80% of college enrollment for Black students increased during this show's tenure. Not only is that a remarkable leap for the Black community, but society as a whole, that more citizens are college educated and able to effectively contribute to our economy. The college women in this show came from different backgrounds but fed off of each others' desire to be educated and successful. This show also raised important societal issues, such as AIDS, rape, pregnancy, and racism, whereas, like the facilitator mentioned, other popular television shows only raised these issues as "special episodes." Though "A Different World" has been off the air for more than 20 years, there has yet to be another show that positively encapsulates the experience of being a college student of color attending an HBCU, or any other higher education institution, for that matter. "A Different World" certainly allowed me to get a glimpse of what my college experience should be like and gave me a positive image of what a woman of color, who attends college, should conduct herself like.

Black Male Masculinity

I thoroughly enjoyed Anthony Keith's article, as well as his lively discussion, regarding Black male masculinity. His article really touched on a topic that I often thought about exploring, but I was never quite sure what topic I wanted to pursue, nor how to navigate through the process of exploring such a topic. All I knew was that everytime I saw Black men embrace, whether it be on the train, in the mall, in my home, etc., I was overwhelmed with emotion. This feeling slightly startled me because I didn't kow why it was happening and where it was coming from. I soon realized that it might be coming from this notion that, based on media portrayals of Black men, they should be fighting each other or killing each other. And to see Black men embracing, whether it be with a warm hug or "dap", the fact that they acknowledge each other in a positive regard was good enough for me.


Keith mentioned in his article that when he visited Africa, he "learned that being in close proximity with and showing love for other men in Tanzania was a performance of masculinity." The fear of being labeled "gay" or "homosexual" has tainted the interaction that a man has, or may desire, to have with another man. While this disconnect may appear minute in the physical sense, in the spiritual and psychological sense, it can drive a wedge between the relationship men have with one another and how they relate to one another. It's even a faux pas for Black men to smile in a photo! Everyone has to portray an image that they are "hard", "tough" and not "gay" by grimmacing in a photo, which in my opinion, only reinforces the notion that Black men are dangerous, animalistic, and to be feared.


Lastly, I enjoyed the discussion in the article about how barbershops serve as a "safe haven" where men can express this type of emotion without the ridicule or the fear of being mis-labeled. As I mentioned before, the salon has always been a forum for women to vent, comisserate, laugh, "politic" with one another, and the like, and to discover the barbershop to be a similar "haven" for men, is very encouraging and uplifting. I certainly agree with Keith's contention that "... it would behoove Black men to embrace masculinity like art; one that is void of social restrictions, but guided by introspection and mostly importantly, with love."

Executive Brief: College Males

America considers education an inalienable right that each human being, no matter the race, creed, or ethnicity should be afforded; not a privilege that only a select few are privy to. America not only believes that all individuals have a right to an education, but a quality education that allows people to have the greatest opportunities made available, and adequately contribute economically, educationally, and socially, to the fabric of society. While most Americans are steadfast about educational opportunities and equities, many American children are not receiving the quality education this country believes they deserve, specifically marginalized children of color, such as African American, Asian, and Latino males.

         Minority males who make the critical decision to attend a higher education or postsecondary institution, despite their lack of academic preparation and low-motivation, confront many unique challenges that are not experienced by other groups on campus, including financial barriers, minimal resources, a numeric minority on campus, and a mere lack of knowledge of the higher education process. They graduate from high school and attend and complete college at disproportionately low rates. Even many of those at well-to-do suburban schools emerge unprepared for college-level work. This is most salient at predominantly white institutions (PWI).

African American Males

·    Fewer than a third of black men who enter four-year colleges as freshmen graduate within six years, the lowest six-year graduation rate among all racial and ethnic groups (Schmidt, 2008).

·    In 1994, at each degree level—associate, bachelor’s, master’s, doctoral, and first-professional—black men, compared to women, represent a lower proportion of their ethnic population receiving degrees than do Asians, Hispanics, or Native Americans (National Center for Education Statistics, 1996).

·    Recent reports suggest that only 26% of Blacks complete postsecondary degrees – with the percentage even lower for men (Quillen, 2010).

·    Among the more than fourteen million students enrolled in American colleges and universities in 1994, black men have the lowest male-to-female proportion when compared to all other ethnic groups.

·    Only 38 percent of black students are male; corresponding percentages for the male segment of other ethnic groups are 49 percent for Asians, 44 percent for Hispanics, 42 percent for Native Americans, and 45 percent for whites

·    Compared to that of whites, the college entry rate of black men has fallen since the late 1970s, being 20 percentage points lower than that of white men in 1988.

·    Among those African American men who do make it to college, a significant portion of the group are burdened with what can be generally characterized as an “underpreparedness” for the academic challenges of postsecondary education. This stems from a number of conditions: attending academically poorer elementary and secondary schools, lowered expectations of peers and significant adults toward academic achievement, peer pressure to disdain educational accomplishments and education as an outcome, financial hardships limiting educational access, lack of appropriate role models, and other barriers owing to racism.

Latino Males

·     In the last two years, 14% of the U.S. population identified as Hispanic, making this group of 42.7 million people the largest ethnic or racial minority in the United States (DiMaria, 2006).

·    Of these individuals, 64% are of Mexican descent; males outnumber females and, as a group, earn the lowest U.S. household income (DiMaria).

·     In 2004, 1.8 million Hispanic students enrolled in degree-granting institutions (Santiago & Brown, 2004), yet as a whole, Latinos remain “undereducated relative to the total population” (Hurtado & Gauvain, 1997, p. 506).

·    The college graduation rate for Hispanic students is the lowest of any ethnic minority group in the U. S. (Swail, Redd, & Perna, 2003).

·    The proportion of Latina/os graduating from college has not improved since 1990, despite improving rates for both Whites and Blacks (National Center for Education Statistics [NCES], 2003).

·    Latino males, in particular, are underrepresented in institutions of higher education compared with their Latina counterparts (NCES, 2003), with Latinos earning fewer bachelor’s degrees (6.0%) than Latinas (6.7%; NCES, 2003).

·    From 1974 to 2003, 18- to 24-year-old White and African American males and females and Latinas increased their postsecondary education matriculation rates.

·    Male Latinos were the only group whose participation declined from approximately 27% to 22% (NCES, 2005). Given male Latinos’ lack of educational progress over the past

Asian Males

·    The contemporary image of Asian Americans is that of a highly successful minority who have overcome their ethnic handicap.

·    The notion that Asians experience few difficulties in society is reinforced by low official rates of juvenile delinquency by low rates of psychiatric contact and hospitalization by high academic achievement and by relatively high educational attainment (U.S. Census, 1960).

·    These facts seem ironic in light of the massive discrimination which has historically been directed at Asians.

·    Denied the rights of citizenship, denied ownership of land, assaulted, murdered, and placed in concentration camps during World War 11, Asians in America have at one time or another been subjected to the most appalling forms of discrimination ever perpetrated against any immigrant group.

·    There is now widespread recognition that, apart from being tourist attractions, Chinatowns in San Francisco and New York represent ghetto areas with prevalent unemployment, poverty, health problems, and juvenile delinquency.

·    People outside these communities seldom see the deplorable social conditions which exist behind the bright neon lights, restaurants, and quaint shops.

·    Asian American students are generally seen by educators, pupil personnel workers, and counselors as ideal students (quiet, obedient, studious, industrious, etc.) who are good in physical sciences but poor in people relationships.

The dominant personality characteristics exhibited by Asian American college males-such as the avoidance of abstract theoretical approaches, low tolerance for ambiguity, liking for structure, and the tendency to evaluate ideas on the basis of immediate practical applications-seem related to cultural patterns stressing well-defined role expectations, formality in interpersonal relations, adherence to family traditions, and familial emphasis on pragmatism.

Diversity Story

I have had two memorable experiences that surrounded the issue of diversity throughout my educational career. I grew up in the urban sector of Los Angeles, California and I attended public school throughout my entire primary and secondary education. I had never gone to school with students who were not Black or Latino/a. So, when I entered college, it became somewhat of a culture shock to sit next to a classmate whose hometown I never knew was on the world map. However, that did not intimidate me, but I became more intrigued about learning from individuals and their worldviews. It was not until I transferred to the University of California, Irvine (UC Irvine) that I was confronted with the impact of racism and discrimination. UC Irvine is located in the suburbs of Orange County, approximately 40 miles outside of Los Angeles. During class discussion, I encountered many views about people from dilapidated areas and horrible comments about people of color. One incident that I can remember was when I was in my Social Psychology course discussing the Zimbardo study. The Zimbardo study surrounded a group of college students from Stanford University that, for research purposes, mocked a prison environment. Half of the students were prisoners, while the other half of students were prison guards. The study was prematurely interrupted because most of the subjects were becoming psychologically and physically harmed while participating in the study. So, while discussing the importance of the study in class, one White girl raised her hand and commented that she often wonders if the study was conducted at Compton College, a community college on Compton, California, rather than Stanford University, would the results have been the same because many students at Compton College are familiar with a prison setting. Immediately, my friend and I became offended by her comment. My friend was actually from Compton and was not amused by the young lady’s comment. The instructor was mortified by the comment, but merely glossed over it, neglecting to acknowledge that some students were uncomfortable for fear that the tension arising in the room would escalate. By the instructor remaining silent and not addressing the girl’s statement, it made me feel as though it was not important enough to address.

Another incident that impacted my life was when I was in graduate school at Teachers College, Columbia University (TC) and a noose was hung on the door of one of the professors of my department whose work and research surrounds the issue of multiculturalism and race. I could not grasp the idea of something so horrific happening on the campus of one of the most prestigious and premiere universities in the nation. It lead me to the conclusion that even at the upper echelon of higher education, racism is alive and well. It was with these experiences and countless of other comments in the classroom, that my interest in difficult dialogues about race in the college classroom was born. Furthermore, as a future researcher, practitioner, and educator, this topic sparks a special interest for me because I want to contribute to the body of literature and also become an advocate for the marginalized individuals who have been mistreated and overlooked by society.

I experienced diversity in college at different stages in my college career. While attending Santa Monica College (SMC), I became immersed in many different cultures because simply put, I had no choice. There were so many cultures, nationalities, and ethnicities that flooded the campus, it was difficult not befriend or learn about other’s culture. I can distinctly remember having a friend from Egypt and being enamored by the fact that this person thought of me as interesting enough to befriend. I am not quite sure why my reaction would be that of amazement, but I can only assume it was that way because I had never had a friend who was not African American or Latino. SMC also offered many cultural clubs and organizations. I was apart of the Black Collegians Club (BCC) and our sister club was the Pan African Student Union (PASU). PASU was unique in that many of their members hailed from various Caribbean and African country. And while our complexion resembled one another, our culture was vastly different. Thus, this experience gave me new insight that though someone may look like, their cultural experience might differ from mine.

Though my diversity experience at SMC was quite positive, conversely UC Irvine suffered from a lack of diversity. I remember transferring to UC Irvine and it felt as though I had boarded a plane and traveled many miles to the other side of the world. Everything about Irvine was so neatly manicured and pristine. I was accustomed to an environment disheveled and disorganized; nonetheless, there was harmony. Even in its neat presentation, I can sense disharmony at UC Irvine. During my duration at UC Irvine, there was only 2.1% African American population. However, there was a large Asian community at UC Irvine. While a marginalized group represented the largest population on campus, they were considered the “model minority” and other marginalized groups were that of non-existence. I remember feeling lost in the shuffle and frustrated because I rarely saw a face that resembled my own. I often doubted my purpose at UC Irvine and questioned my decision in attending the campus. Honestly, I believe I only stayed because my time there was not long and earning my bachelors degree proved to be more important to me rather than how many Black folks are in my classroom.

After graduating from UC Irvine, I traveled east to New York to attend Teachers College, Columbia University. I never imagined my name being apart of an Ivy League institution. TC was diverse in numbers and strived to be consciously diverse. It was at TC that diversity and multiculturalism became household names and I gathered their true meaning. Multiculturalism and diversity was infused in every curriculum and classroom that I took at TC. At each level, no matter the subject, we discussed racism, discrimination, diversity, and multiculturalism, and how each affects how daily lives and the lives of clients. It was at TC where my passion for racism and social justice ignited.

Diversity throughout my college career impacted me greatly. I learned that no matter if one is at the upper echelon of educational institutions, ignorance is persistent and alive. Furthermore, I gained knowledge about diversity being a state of mind and how people one another, rather than how many minorities attend a campus. A campus can certainly be fortunate to have many ethnic cultures flood its campus, by the college culture be unwelcoming and uninviting in its attitude and behavior.

I want to develop more into a person whose passion for her people is not manifested into disdain and anger for other groups, based on the historical treatment of minority peoples in the US. I want to gather a deeper understanding of racial dynamics in America and understand the culture of America not from a Black woman’s perspective, but an American’s perspective. Moreover, I would to pursue the notion that diversity may not be as positive as one might believe because it appears that the more America becomes diverse demographically, more acts of racism and discrimination are committed. So I struggle with the concept of diversity be a good tool to alleviate racial tension, or has the word “diversity” become so watered-down that it holds no affect or weight?