Multicultural Advising Portfolio

Brandy Diltz
K-State EDCEP 851
Dr. Carroll

Introduction
This portfolio is supposed to be a collection of writings about how I implement
multicultural principles into my advising practice or my future advising practice.
Since I am not a an advisor nor do I plan to ever be an advisor I have
researched what other colleges and advising departments are doing to best
serve a variety of cultures on their campus. This presentation is a collection of
my findings and reflections on those findings.

Defining Multicultural
Advising
My Message Board Post
Academic Advising is an opportunity to
exchange information designed to help
students reach their educational and career
goals. Advising is a shared responsibility
between an adviser and the student. (Rutgers)

My personal definition of advising is a

collaboration between the advisee and
advisor to make plans to help the
advisee reach their goals.

As advisers, broadening our worldview to

appreciate all identities for their uniqueness
and not holding them to our own strictly
defined experiences will contribute to
increasing student success. (Holder)

My personal definition of Multicultural

Advising is to take into consideration
cultural differences and similarities
during the advising process to help
meet the needs of the advisee.

What Some Colleges Are Doing

Many colleges have programs to reach out to first generation college students and
students from a variety of races and cultures. Salt Lake Community College has a
Multicultural Initiative Department that provides services, advising and scholarships.
They also have a career advancement program and a peer action leaders program. The
C.A.P. programs provides students with information to help them choose a career path.
The pal program is a program to help students with leadership skills (Express News).
The College of Charleston has a program called SPECTRA. It is a program for first year
minority students and first generation college students. They spend time during the
summer getting to know other, taking classes and going to workshops to help them
prepare for their college experience (SPECTRA). It is important for students to feel
connected and to know where to go and who to talk to the make their college experience
successful.

A document released by SDSU a committee made several suggestions to

become a better teacher. The ideas can also be used by academic advisors.
They gave a list of major principles of equity for teachers and advisors to use
to help them better meet the needs of a diverse student population. I think it
is a good list for any teacher or advisor to use no matter what age level they
are working with. The list is available on the next slide.

Major Principles of Equity

by SDSU University Committee on Diversity, Equity and Outreach

Begin by assessing what kind of effort you put into expanding your knowledge of groups other than
your own.
Strive to learn as much as possible about groups other than your own, recognizing that there are
many things that you may not fully understand.
Understand that marginalized people have the right to define themselves and their own issues.
Recognize that learning about other groups may cause you to question some of your basic
assumptions. Do show interest and acknowledge that you do not know everything (see Narayan
1988).
It is better to value differences than to pretend that differences do not exist (e.g., the colorblind approach makes it hard to acknowledge the continuing existence of group discrimination).
Recognize that equality does not mean sameness; fairness does not mean treating all students
exactly in the same manner, but recognizing and striving to meet their distinctive needs (for
example, providing accommodations for students with disabilities means that although you are not
treating all students alike, you are providing what some students need in order to be able to
benefit from their education in the same way as students with no disabilities) (see Cummins 1986;
Heath 1983; Kochman 1981; Philips 1983).

Helping Faculty Teach Diverse Students and Diverse Topics Effectively Principles and Guidelines. (2008, April 1). Retrieved April 9, 2015, from
https://newscenter.sdsu.edu/diversity/files/00327-Helping_Faculty_Teach_Diverse_Students.pdf

Privilege Defined

a right given to some but not

others

a right or immunity granted as a

peculiar benefit, advantage, or
favor

to give an advantage others do not

have

to accord a higher power or

superior position to

synonyms: authorize, entitle,

qualify

http://www.merriam-webster.com/dictionary/privilege

Quotes About Privilege in Education

The curriculum of the mainstream is Eurocentric and male-centric.
It ignores fully the experiences, voices, contributions, and
perspectives of non-dominant individuals and groups in all subject
areas (Gorski)

The Washington Post report states: A growing number of

children start kindergarten already trailing their more
privileged peers and rarely, if ever, catch up. They are less
likely to have support at home, are less frequently exposed to
enriching activities outside of school, and are more likely to
drop out and never attend college (Strauss)

My Thoughts
Privilege is a but part of education. I agree with
the first quote above that education has been
based on Eurocentric and male-centric ideas. I
think there have been strides to make education
more inclusive of other cultures but there is still a
long ways to go. I can understand it would be
beneficial for students to view the importance of
their culture in the educational system.

Student Retention
An excerpt about enhancing minority student retention
from The American Speech-Language-Hearing Association
If higher education institutions and professions are to successfully attract and
retain racially and ethnically diverse students and professionals, they must be
able to meet the psychological, safety, sense of belonging, self-esteem, and
self-actualization needs that these students and professionals bring with them
to their campus and workplace (Donnell, Edwards, & Green, 2002). In seeking to
decrease attrition of ethnically and racially diverse students, colleges and
universities should implement comprehensive programs that address students'
needs for academic and career advising and assist with making the social,
intellectual, and geographic transitions to college (Dumas-Hines, 2001).
Institutions with comprehensive retention services provide counseling, tutoring,
academic support, career planning and placement services, as well as work to
improve the social and racial climate on campus and the cultural competency
skills of academic advisors and faculty members (Dumas-Hines, 2001).

My Thoughts
Providing services to a diverse student
population can increase retention.
Students who feel welcome, supported,
safe and heard will be more likely to stick
with their college education and be
successful. This idea can go back to
Maslows Hierarchy of Needs. People in
general need to have their basic needs
met in order to help them succeed in life.
Not only do the need their physiological
needs met but they need to feel safe and
have a sense of belongingness. Advisors
and teachers can help this process by find
ways to make their students feel safe and
feel like they belong.

Institutional Climate and

Environment

My Message Board Post

The theory that really makes sense to me
is the person environment theory. The
equation made famous by Kurt Lewin
helped me with this theory. I see how
behavior is a function of the interaction
between a person and their environment.
I think a persons experience in life and
environment they were raised in will
impact how they behave and how they
perceive other people and environments.

The climate and

environment of an
institution can have a great
impact on student success.
The link below provides
information on how to
successfully transition to a
more multicultural
atmosphere. Table 3 in the
article is especially helpful.
It lists the components of a
multicultural institution.
Student Affairs Initiatives
Toward a Multicultural Unive
rsity

Some Message Board Posts

The first dimension in Stranges elements is physical environment. The
physical environment dimension is the influence of physical structures on
a persons behaviors. An example of the physical environment dimension
would be how a classroom is set up can cause the learner to have certain
expectations on how the classroom is ran. The second dimension in
Stranges elements is human aggregates. Human aggregates is defined
as the characteristics of the population. One example of human
aggregate would be the percentage of the student population who are
male or female.The third dimension in Stranges elements is organized
environments. Organized environments is defined as the interaction
between people and groups. One example of an organized environment
in the college setting is groups formed based on majors, such as, all of the
students who are in the business program. The last dimension in
Stranges elements is constructed environments. Constructed
environments are the beliefs that a person has about a certain
environment, it is internal. An example of a constructed environment a
students views on the different groups within the college campus.

I teach at the middle school level so I am going to relate this to the

population in my building. I have a large Latino population within my
classes, almost 30%. Most of my Latino students are of Mexican decent.
I have had a couple from South American Countries as well. There are
many cultural differences with my Latino students that come into play in the
classroom. Some of the main differences that are taken into consideration
are the language differences, differences in family structure and
differences in the amount of importance placed on education. Whether the
student are male or female and their position in the family (first born,
middle..) also plays into their culture.
This cohort of students is often identified as ELL, English Language
Learners. Most of the Latino students are place within the ELL program.
Anytime another language is spoken in the home their is a process of
testing the student undergoes in order to identify if they have special needs
in the are of English. Not all student who are identified as ELL are Latino
but there is a very large population of Latino students who are identified as
ELL. I feel that I have a very good relationship with most of my Latino
students. One of the counselors (advisors) in my building has always done
a fabulous job coming in and teaching me and my academic team about
the Latino culture. She has taught us many things about the language,
family structure, views on education and employment. She has even
taught us many things about Latino traditions and food. I feel like knowing
these things has helped me to connect to these students on a more
personal level. I am able to ask them questions and they get excited when
they talk about something in there culture and I know a little bit about it.

As a graduate student adult learning takes on several meanings. It

means I can make the choices for my own education, I don't need to rely
on anyone to make those decisions for me. It also means I must take full
responsibility for my learning. No one is going to remind me to do my
homework or study. It also means I have complete financial responsibility
for my education. It is up to me to find ways to pay for school and if I don't
do well in a class it is my own money that is being wasted. I think being
an adult learning has also made me more picky about what classes I want
to take. As an adult learner I have many responsibilities outside the
classroom such as a family and a full time job. I have no interest in taking
classes that are not going to help me achieve my career goals and feel
agitated when I think my time is being wasted with busy work.
To me emerging adulthood means those who are beginning to have more
freedom and responsibility for taking care of themselves. People, no
matter the age, who are beginning to accept that they need to care for
themselves and answers for their own actions. They are no longer
depending on someone to make decisions for them. The five emerging
features could be helpful to an advisor because it gives them some insight
to what an adult student me be experiencing personally.

Message Boards Conitnued

As an American Indian College Student it is important my

professors understand many aspects of my culture to help
me have a successful college career. I would like them to
be aware of the history of my culture in America as it
pertains to education, family and everyday life. I need
them to understand the reason I am in college may be
because I feel it is the only way to be successful in society
not necessarily that I see value in education. To me this is
just another school. Please be aware of the cultural
barriers I face everyday. I do not see many people like me
here, it can be overwhelming. This makes college difficult
because personal relationships are very important to me. I
have trouble with study skills and will thrive if someone
takes the time to teach me how to study and give me
opportunities to work collaboratively.
Allison - Allison should be dealt with first. Allison needs to
be shown support and compassion in this situation. It
would be important to help Allison understand the reasons
for what was said in the class without making excuses for
it. I would encourage Allison to teach her class and
professor about her culture and the situations her tribe
faces. I would also let Allison know that her concerns
would not stop at your door and you will do everything you
can to help this situation. I would ask for her help and
suggestions on how to make future American Indian
Students feel welcome on campus and in classes.

Self-Assessment Checklist Link

Reference List

College Advising Corps at Brown University. (n.d.). Retrieved April 16, 2015, from https://youtu.be/Mc1vyjSBN2w
Express News - SLCC Multicultural Initiatives. (n.d.). Retrieved April 9, 2015, from https://www.youtube.com/watch?v=enCKeOtI_u4
Gorski, Paul C. Multicultural Education - Stages of Multicultural Curriculum Transformation. (n.d.). Retrieved April 16, 2015, from
http://www.edchange.org/multicultural/curriculum/steps.html
(n.d.). Retrieved April 16, 2015, from http://www.merriam-webster.com/dictionary/privilege
Holder, C. (2013, September 27). The Pennsylvania State University Division of Undergraduate Studies. Retrieved April 9, 2015, from
http://dus.psu.edu/mentor/2013/09/academic-advising-multicultural-world/
Helping Faculty Teach Diverse Students and Diverse Topics Effectively Principles and Guidelines. (2008, April 1). Retrieved April 9, 2015, from
https://newscenter.sdsu.edu/diversity/files/00327-Helping_Faculty_Teach_Diverse_Students.pdf
Manning, K., & Coleman-Boatwright, P. (1991). Student Affairs Initiatives Toward a Multicultural University. Journal of College Student Development, 32, 367-374.
Maslows Hierarchy of Needs | Learning Theories. (n.d.). Retrieved April 17, 2015, from http://www.learning-theories.com/maslows-hierarchy-of-needs.html
Minority Student Recruitment, Retention and Career Transition Practices. (n.d.). Retrieved April 16, 2015, from
http://www.asha.org/practice/multicultural/recruit/litreview.htm
Rutgers University, School of Arts and Sciences. (n.d.). Retrieved April 9, 2015, from http://sasundergrad.rutgers.edu/academics/advising/what-is-academic-advising
SPECTRA Overview -- Transition Program for Multicultural and First-Generation College Students. (n.d.). Retrieved April 9, 2015, from
https://www.youtube.com/watch?v=ADtAtNMXJ7w
Strauss, V. (n.d.). Teacher: I see the difference in educational privilege every day. I live it. I am disgusted by it. Retrieved April 16, 2015, from
http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/01/29/teacher-i-see-the-difference-in-educational-privilege-every-day-i-live-it-i-am-disgusted-by-it/