Interculturally Speaking: A Leadership Series Candi Krisch Indra Leyva-Santiago Christa Porter Multicultural Center, The Ohio State University 2009 NCORE Presentation

Introduction Multicultural Center (MCC) opened its doors in October 2001 under Dr. Christine Ballengee-Morris Individual services operated in ‘silo’ model  Internal and external program review was conducted in 2004

Introduction  Vision of intercultural model was developed  Constituency model transformed into intercultural model in July 2008  Efforts were focused on centralization of services Dual reporting to Academic Affairs and Student Life  Model produced various levels of resistance

Intercultural Framework

Conception  Few programs on campus that targeted ‘challenging topics’  Who better to sponsor/host than the MCC?  Topics include issues of identity, campus climate and cultural education

Structure  Consistency in scheduling  Lunch hour time block  Bi-weekly sessions  Intercultural approach to choosing topics  ‘Intercultural Dating’  ‘Perpetuating the Cycles of Stereotypes’

Implementation  Marketing strategies  Advertisements to cohorts of students  Greek Life, Housing, Honors and Scholars, Constituency-based list serves  Collaboration  Student Life and Academic Affairs staff

Strengths and Challenges Strengths  Healthy dialogue amongst faculty, staff and students  Dialogue outlines and topics are flexible  Participants are able to dictate flow of conversation  Collaboration between Student Life and Academic Affairs Challenges  Locating the same space for the duration of the series  Participants may not want to be vulnerable  Buy-in from students and other staff members

Assessment  Creation of 20-question survey  Student Voice electronic survey  You each will receive a similar survey after conference

Assessment Results 80%This program helped identify ways I can create positive change 80%They were more likely to be an advocate for those groups who are disadvantaged and discriminated against in society 80%There are differences in privilege and oppression among groups that have an impact on personal and group behavior 80%The program made them think more critically about the topic presented 100%After attending the program, they felt they had a greater appreciation for others different than themselves 100%The program helped me understand the importance of diversity on society 100%They were able to listen more non-judgmentally to other people’s perspectives and experiences

Implications  In today’s global society, there is an increased emphasis on producing college graduates who are “interculturally competent citizens who can engage in informed, ethical decision making when confronted with problems that involve a diversity of perspectives” (King & Baxter Magolda, 2005, p. 571).

Implications  Simply working toward diversifying the student body does not adequately promote this type of intercultural understanding Halualani (2008).  Activities must address intrapersonal, interpersonal and cognitive levels of maturity development (Astin, 1996).

Sources  Astin, H. S. & Astin A. W. (1996) The Social Change Model of Leadership Development. A Social Change Model of Leadership Development Guidebook Version III.  Halualani, R. T. (2008). How do multicultural university students define and make sense of intercultural contact? A qualitative study. International Journal of Intercultural Relations, 32(8),  King, P. M. & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity. Journal of College Student Development, 46(6),

Participant Dialogue  Leadership models at your institutions  What are the types of leadership models offered at your institution?  How are models implemented? How is diversity included?  Space for challenging and cross-cultural conversations  What spaces are available for these types of discussions?  Are discussions inclusive of all constituencies?  Collaborations amongst Academic and Student Affairs  Do both Academic and Student Affairs actively participate in models?  How can the relationship be improved?

Contact Information Candi Krisch Intercultural Specialist, American Indian/Indigenous Student Initiatives Indra Leyva-Santiago Intercultural Specialist, Student Initiatives Christa Porter Intercultural Specialist, African and African American Student Initiatives Multicultural Center 128 Lincoln Tower, 1800 Cannon Drive (614)