Created by Esther VanGorder, 2012

M A RT I N LU T H E R K I N G
SCHOLAR PROGRAM
10-YEAR REPORT
2002-2012

Office of Student Engagement and Multicultural Affairs

Division of Student Affairs & Campus Life
953 Danby Road, Ithaca, NY 14850
www.ithaca.edu/mlk

TABLE OF CONTENTS
Introduction..................................................................................Page 5
History..........................................................................................Page 6
Program Components....................................................................Page 8
Program Expectations..................................................................Page 12
Travel Experience.........................................................................Page 14
Program Graduates......................................................................Page 22
10th Anniversary Celebration.......................................................Page 24
Acknowledgments/Credits...........................................................Page 26

Introduction
On behalf of the faculty and staff of the Martin
Luther King (MLK) Scholar Program, it is our
pleasure to offer this 10-Year Report (2002-2012).
This report reflects on a decade of work of the MLK
Scholar Program at Ithaca College and acknowledges
the accomplishments of our Scholars.

We are happy to tell you that during the ten year

history of the MLK Scholar Program,
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Under the leadership of founding director, Dr. Roger

Richardson, the first class of MLK Scholars enrolled
at Ithaca College in the fall semester of 2002. Many
offices and individuals contributed to the program
during the course of its ten-year history and we thank
them all. We reserve special thanks for President
Emerita Dr. Peggy Williams and former Vice President for Student Affairs and Campus Life, Mr. Brian
McAree, for their enthusiastic support of this interdisciplinary collaboration between academic affairs
and student affairs.
The MLK Scholar Program was designed to strengthen student engagement with their major program of
study, to have Scholars consider the ways in which
they act within and outside of their academic disciplines, to investigate ways to support justice for all,
to encourage an informed commitment to service,
and to underscore the connections among research,
interdisciplinary teamwork, experiential learning, and
positive change.
The MLK Scholar Program continues to promote
academic excellence, dedication to service, leadership
development, social justice education, and global
citizenship. In order to do so, various program
components come together to create a holistic and
integrative experience for each Scholar. These include
the curriculum, the residential experience, community service expectations, domestic and international
travel, and independent research.

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l
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two of our Scholars have been awarded

Fulbright Scholarships based on research
undertaken as MLK Scholars,
eight Scholars have been inducted into Phi
Kappa Phi, the national honor society which
recognizes superior scholarship,
four Scholars have been the recipients of the
Ithaca College Campus Life Awards,
thirteen Scholars have been inducted into the
Oracle Honor Society,
forty-one Scholars have graduated
with Academic Honors, all with grade point
averages above 3.5 on a 4.0 scale.
All 2012 graduating Scholars earned cum
laude, magna cum laude, or summa cum
laude distinction.

We have much to celebrate and much in which to

take great pride. We celebrate the outstanding performance of our Scholars and the strong promise of
the future.
As we look to tomorrow and to the next ten-year
phase of the MLK Scholar Program, we thank President Thomas Rochon and Provost Marisa Kelly for
their continued commitment. We celebrate the 10
years of the Program in the context of the Colleges
commitment to excellence and the reaffirmation of
its commitment to diversity as expressed in its new
strategic plan for IC 20/20. Most importantly, we
are pleased to announce that the Program remains
true to the informed legacy of Dr. King, to academic
excellence and service, and to the pursuit of justice
locally and globally.

Roger G. Richardson, Ph.D

Associate Vice President, Academic & Student Affairs
Tanya Saunders, Ph.D
Assistant Provost
Malinda B. Smith
Director of Multicultural Affairs/MLK Scholar Program

During the 2001-02 academic year, Ithaca College

leadership skills, and enhance their commitment to service

re-allocated resources and staff to establish a Scholar

and social responsibility. In short, these program outcomes

Program in honor of Dr. Martin Luther King Jr. This new

encouraged the first class of MLK Scholars to create their

initiative was designed to advance the Colleges efforts to

own MLK Scholar Student Mission Statement:

promote undergraduate student diversity on campus and to

attract highly talented underrepresented ALANA (African-,
Latino-, Asian-, and Native American) students.
At Ithaca College, programs to actively attract and support
historically underrepresented students began in the 1960s

Martin Luther King Scholars are catalysts for social

change, critical thinkers who challenge pre-conceived notions with dignity, honor, and respect. They identify not
only as persons of color, but as global citizens who hold
all parties accountable to carry out their commitment
to social change by engaging in public service, building
bridges to other communities, and educating others with
their international perspective.

with a partnership between the Higher Education Oportunity Program and the New York State Department of

With this student mission statement in mind, the MLK

Education. In years past, the College offered an institution-

Scholar Program adopted Citizenship and Service in the

ally funded Educational Opportunity Program. These are

Global Community as a thematic focus. Central features of

a few of the College-wide programs that were designed to

the MLK Scholar Program include a residential requirement

increase the enrollment and achievement of historically and

in the first year, academic seminars and courses, domestic

economically disadvantaged students.

and international travel seminars, and educational and service activities.

The first class of MLK Scholars matriculated during the fall

semester of 2002. Much more than a scholarship, the Mar-

Over the course of its ten plus years, the program has ben-

tin Luther King (MLK) Scholar Program was established as

efited from strong leadership and vision. The MLK Scholar

a dynamic learning community for which student-learning

Program has had four program directors. Dr. Roger Rich-

outcomes were aligned with the Colleges mission to develop

ardson (2001-2003), then Director of the Office of Multi-

student intellect, creativity, and character.

cultural Affairs, served as the founding director for the MLK

Scholar Program and worked in consultation with Dr. Tanya

Throughout its history, the MLK Scholar Program has engaged students in meaningful learning. The program offers
domestic and international opportunities in order to increase
student understanding of social justice issues, develop their

Saunders, Assistant Provost.

A listing of the directors is presented here to acknowledge

The MLK Scholar Program continues to be administered by

their dedication and impact:

Multicultural Affairs within the Office of Student Engagement and Multicultural Affairs (OSEMA) under the cur-

Roger Richardson, Ph.D (founding director, 2001-03)

rent directorship of Ms. Malinda B. Smith. Dr. Roger

Edward Twyman, Ed.D (2003-05)

Richardson and Dr. Tanya Saunders continue to play key

Terry Martinez (2005-09); and

leadership and advisory roles. Staff members Nicole Ever-

sley Bradwell (Admission), John W. Rawlins III (OSEMA)

Malinda B. Smith (2009-present)

and Nansa Brown (OSEMA) lend vital support to not only

recruit and retain Scholars, but also to encourage Scholar
The past decade has included a

success. Traevena Byrd, J.D.

growing group of staff and faculty

(Legal Affairs), Dr. Sean

who recruited, educated, coun-

Eversley Bradwell (CSCRE),

seled, encouraged, and chal-

Dr. Paula Ioanide (CSCRE),

lenged Scholars to be their best.

and Dr. Gustavo Licon

Staff members from the Offices

(CSCRE) teach the MLK

of Admission, Student Financial

Seminars and assist with

Services, Legal Affairs, and Student

domestic and international

Engagement and Multicultural

travel.

Affairs have worked closely with

faculty members from the Depart-

The program remains open

ment of Politics, Department of

to academically talented

Education, and the Center for

U.S. citizens and permanent

the Study of Culture, Race, and

residents from ethnic and

Ethnicity (CSCRE) to realize MLK

racial backgrounds that have

Scholar Program goals.

been historically underrepresented in U.S. higher education. The program continues to

More specifically, the program has been supported by

develop future leaders and global citizens who are commit-

David Speller, Dr. Stephanie Adams, and Vivia Hill-Silcott.

ted to promoting Dr. Kings legacy of social justice in their

Dr. Jeff Claus, from the Department of Education, taught

personal and professional lives, engaging in public service,

the initial MLK seminars along with Dr. Charles Santiago

building bridges to other communities, and educating others

(Politics) and Dr. Sean Eversley Bradwell (CSCRE).

with an international perspective.

The scholarship program has added tremendous value to my life - making my mind more analytical, developing my critical and global lens, and fostering my curiosity. But out of
everything, the people that make up the MLK family are far and away the most valuable to
my participation. Its not a program, its a family.
-Candace Edwards, 09

ACADEMICS AND TRAVEL

Beginning with its first class, the MLK Scholar Program
took note that the majority of Scholars knew of Dr. Martin
Luther King Jr. solely in the context of his I Have a Dream
speech. In their experience, Dr. Kings legacy is used to
suggest tolerance and progressive diversity. Dr. Kings image
and dream are also used to sell products and to market
corporate services. While Dr. King may be widely visible,
the program was created to make sure our Scholars had a
more intimate understanding of his writings and life history.
While the format and structure of the MLK curriculum has
evolved over time, the explicitly stated goal has remained
to support a complex and nuanced perspective on Dr. King
and the U.S. Civil Rights Movement.
The program began with a single course taught by Dr.
Jeff Claus. As additional classes of Scholars matriculated,
a U.S. Civil Rights Seminar was added to the MLK Scholar
Curriculum. All first year Scholars enroll in the U.S. Civil
Rights Seminar where they are academically introduced to
Dr. Kings writings and direct action framework. In 2004,
the U.S. Civil Rights Seminar was complemented by a Civil
Rights Tour that included travel to Atlanta (GA), Selma
(AL), and Birmingham (AL). Upon returning to campus,
first-year Scholars make a campus-wide presentation in
observance of the Colleges celebration of Dr. Martin Luther
King Jr. The U.S. Civil Rights Seminar and the Civil Rights
Tour remain foundational components of the MLK Scholar
experience.

Sophomore, junior, and senior Scholars take a seminar to

prepare them for international travel. This seminar, Case
Studies in Global Justice, uses the framework from the firstyear seminar and is designed to assist Scholars in developing
a comparative case study proposal. Frequent guest speakers
provide Scholars with opportunities to learn about history,
politics, people and social justice work in an international,
comparative context.
To further develop and expand their academic skill set,
Scholars enroll in at least one interdisciplinary course offered
by the Center for the Study of Culture, Race, and Ethnicity (CSCRE). In addition to their studies in the classroom,
Scholars have been invited to lead one of the discussion
events in the annual series organized by the CSCRE. Scholars not only plan this event, they also facilitate the discussion. The CSCRE discussion series has focused on such
topics as Black Men, Chaos or Community, The Prison
Machine, Global Fury/Global Fear: Engaging Muslims,
Race and Immigration, and Suffocating Knowledge.
All have given Scholars the opportunity to stretch academically, to engage with faculty in the consideration of challenging issues, and to develop leadership in organiing their
portion of the series. In addition to the CSCRE Discussion
Series presentation, junior and senior Scholars are expected
to give a formal presentation during the annual James J.
Whalen Academic Symposium.

All of these courses and seminars combined with academic

Program enrichment activities include monthly meetings

activities are intended to strengthen student engagement

with all Scholars, meetings with mentors, workshops to

with their major disciplines, to have them consider the ways

develop their rsume, presentation skills, and learning e-

in which they, acting within their disciplines, might sup-

portfolio. The portfolio is a cumulative summary of aca-

port justice for all, to encourage an informed commitment

demic writings, community service and educational travel

to service in the global community, and to underscore the

experiences and reflections, participation in on- and off-

connections among research, interdisciplinary discussion,

campus activities through student or community organiza-

experience, and change. In the end, and after 10 years of

tions.

development, the curriculum encourages critical questions

about justice and human rights in the United States and in

Scholars are encouraged to raise awareness of social justice

destinations abroad.

issues in their discipline and during their outside of classroom activities. These learning opportunities often chal-

PROGRAM ENRICHMENT ACTIVITIES

AND THE RESIDENTIAL EXPERIENCE
Program Enrichment is offered to facilitate and enhance
the Scholar experience. Scholars are expected to develop
personal and professional knowledge, skills, and values.
The program assists Scholars in becoming leaders with a
social justice focus, helping them to think critically and act
compassionately.

lenge and push them to develop self-confidence and to find

the voice to speak up about issues of fairness, equity, and
equality.
The MLK Scholars continually act within the context of
community. This is to say that Scholars are constantly
operating within the community of MLK Scholars, the
Ithaca College campus community, the local Ithaca community, and the global community. The MLK Program requires

first-year Scholars to live in the H.O.M.E. (Housing Offer-

First-year Scholars fulfill their MLK Program community

ing a Multicultural Experience) Residence Hall where they

service requirements by participating in the MLK Day of

are part of a community including international students

Service, Community Plunge, and Service Saturdays. Upper

and students from other scholar programs. This community

level Scholars engage in sustained involvement in the com-

helps students to see each other not only as members of

munity by working with agencies, institutions, or programs

multiple communities (based on status as a Scholar, languag-

that address issues of need and interest.

es spoken, citizenship, ethnicity, race, and sexual orientation), but also as individuals who contribute to and benefit

Scholars have participated in the re-naming of State Street

from interaction with others.

in Ithaca to Martin Luther King, Jr. Street, and worked with

after-school programs to design and present curriculum on

The goals of the H.O.M.E. residential experience are to fore-

Civil Rights, empathy, and problem solving. Additional

ground the nature, diversity, and experience of community

projects have included:

while supporting the students transition to life on a college

tutoring young readers at an elementary school, and

campus. Fortunately for our Scholars, Student Affairs and

exploring practices and social conditions that

Academic Affairs have successfully worked together for more

undermine the educational potential and moral basis

than a decade to offer a program that provides a reflective

of schooling in democratic societies;

space, a challenging intellectual space, and an encouraging

leadership space.

working with older residents at an assisted-care

facility and researching barriers to the use of assisted
living programs by ethnically diverse older adults;

COMMUNITY SERVICE
In his April 3, 1968 speech, I Have Been to the Mountaintop, Dr. Martin Luther King, Jr. uses the parable of the
Good Samaritan in the Bible to strengthen the resolve of
the freedom movement to support the Memphis Sanitation
Strike. Our responsibility, Dr. King argues, is not merely
to assist the injured person we pass. It is to transform the
dangerous road that contributed to the mans injury. The
Martin Luther King Scholar program has been guided by
Dr. Kings words. The community service component of the
program is guided by the idea that it is our responsibility to
help others on an individual basis as well as to work collectively for social justice.
Through community service, the Scholars are expected to
learn skills that will serve them beyond their undergraduate education: time management, models of leadership and
service, organizational and coalition building, the nature of
group dynamics, effective strategic activism and the acquisition of resources. Service learning contributes to Scholar
development.

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helping to prepare and serve meals at a community

kitchen and investigating the root causes and possible
solutions to hunger, poverty, and ecological
degradation.
No matter how Scholars may involve themselves in the local
community, we ask them to embody the College Mission
of citizenship and service in the global community. The
program expects Scholars to do more than volunteer. We
expect them to also be engaged with the larger social justice
and social policy issues at play with respect to their volunteer activities. They are asked to reflect on their experiences
and they are expected to connect their service learning to an
independent research project. Scholars frequently align
their learning objectives, personal interests, and major program of study. The result is a broader understanding of the
practical ways to advocate for social justice.

The MLK Scholar experience has tremendous

relevance in my life today and forever. In fact,
it was during those years that I learned how to
start grassroots efforts, build political momentum, influence lives, and to positively impact
communities where they needed help the most.
Jonathan Mack 06

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MLK SCHOLAR EXPECTATIONS

The Martin Luther King Scholar Program

is not just a Scholarship. Its a Program.

(CSCR 32200) courses.

Successfully complete one 3-credit course in the Center
for the Study of Culture, Race, and Ethnicity (CSCRE)
before sophomore year.

There are great expectations of the Martin Luther King Scholars, as academic performers, as leaders, and as advocates for

Participate in a Civil Rights Tour experience.

others. Students are well prepared to meet program expecta-

Participate in International Travel and prepare a research

tions as a foundation for meeting the expectations they have

presentation for the James J. Whalen Academic Sympo-

for themselves. MLK Scholars are expected to pursue excel-

sium or other research conferences.

lence. The pursuit of excellence requires Scholars to sustain

above average academic performance throughout their
undergraduate years. They are to use their academic focus
and skills as a foundation for life-long learning as they enter
graduate school, begin their professional careers, and become
members of the global community.
There are three main components of the program: academics
and travel, program enrichment activities, and civic engagement. These components are all interwoven to offer a supportive and holistic experience. When Scholars participate
fully in all components, they become confident leaders with a
cultural awareness of their community and the world around
them.

PROGRAM ENRICHMENT ACTIVITIES

Create and participate in a public presentation of the Civil
Rights Tour during the MLK Celebration.
Develop a Comparative Case Study Research Proposal for
presentation.
Live/participate in H.O.M.E. Residential Program
(First -Year Scholars Only).
Attend all MLK Program Meetings and required events.
Meet with an assigned MLK Program Mentor each semester to review educational and personal goals, and academic
progress.
Present e-portfolio and case study proposals to Program
staff.

ACADEMICS AND TRAVEL

Maintain a cumulative 3.3 grade point average or above
each semester.

Submit reflection papers, resumes, and community service

forms.
Maintain good judicial standing.

Successfully complete U.S. Civil Rights Seminar

(CSCR 12000), Case Studies in Global Justice
(CSCR 22000), and Research in Global Justice

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COMMUNITY SERVICE
Participate in long-term community service projects.
Participate in Service Saturdays and other Leadership
Retreats.

The MLK Scholar experience will

always have relevance in my life
because it taught me to look at all
sides of the issue, and how to advocate
for all sorts of racial issues, whether
they personally affected me or not.

Kaylee DeGrace 08

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FIRST-YEAR SCHOLARS CIVIL RIGHTS TRAVEL EXPERIENCE

The Civil Rights Tour is designed to provide First-Year
Scholars with a comprehensive understanding of the
U.S. civil rights movement against Jim Crow violence
and racism. Each fall, first-year Scholars participate in a
five-day domestic civil rights travel experience to Atlanta
(GA), Selma (AL), Montgomery (AL) and Birmingham
(AL).
Because the Scholar Program is named for Dr. Martin
Luther King Jr., it is important that Scholars be able to
walk in Dr. Kings footsteps and visit the locations and
institutions where he lived and worked. In collaboration with Pennyman Specialty Tours, the trip offers visits
to the Birmingham Civil Rights Institute, Sixteenth
Street Baptist Church, Edmund Pettus Bridge, Civil
Rights Memorial & Center, Dexter Avenue King Memorial Baptist Church, Rosa Parks Museum & Library,
Lowndes County Voting Rights Interpretive Center, and
the Martin Luther King Jr. National Historic District.

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The highlight for many Scholars is the opportunity to

meet with civil rights activists and foot soldiers. Speakers have included: Rev. C.T. Vivian, Rev. James Orange,
Carolyn McKinstry, Rev. Graham H. Williams, and
many others. Scholars continually speak about their time
with Ms. Joanne Bland co-founder and director of
the National Voting Rights Museum and Institute. By
hearing firsthand accounts of participation in civil rights
organizing, the Scholars are able to realize their responsibility and potential to stand up against injustices today.
Upon returning from the fall break travel, Scholars reflect upon their experiences and work collaboratively to
create a Civil Rights Tour Presentation. This presentation
is given to upper-level Scholars and has become part of
the Colleges campus-wide celebration of MLK Week.
The Civil Rights Tour not only introduces Scholars to
the life and legacy of Dr. King, it forms the foundation
for international travel and social justice research.

First-Year Scholars, Program Faculty, and Staff

cross the Edmund Pettus Bridge, site of Bloody Sunday in Selma, AL

I learned how to love myself better, be more considerate

of others, and use my experiences to give back to whatever
community I become a part of .
Natasha Tanner 11

Gabby &
Joanne Bland

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M L K

T R A V E L

As students of the 21st Century, Martin Luther King Scholars are called upon to work in a world where time and geography
no longer stand as formidable boundaries. To compete in such a world and for successful approaches to social justice, the
ability to navigate within and between cultures and languages is necessary.
This focus on social justice in an international and comparative context provides MLK Scholars with the opportunity of three
international travel experiences. Each fall, sophomore, junior, and senior Scholars enroll in a 1-credit course in preparation
for travel. This course, CSCR 22000 Case Studies In Global Justice, focuses on the history, politics, economics, traditions and
social justice movements of the destination country.
MLK international trips are seven to ten travel days during the January intercession. While traveling, Scholars meet with
national experts and organizers, attend lectures, explore historic locations, view films, visit the U.S. Embassy, and more.
Scholars also conduct additional research on their individually selected topics.

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E X P E R I E N C E
After travel, Scholars reflect on the trip and prepare their research. This research concludes with a comparative case study
paper presented at Ithaca Colleges James J. Whalen Academic Symposium. The comparative case study research papers have
also been used for graduate school, Fulbright and internship applications.
I think I am most proud of being able to live in a foreign country and create a very internationalized, bilingual, open
home that considers social justice and social responsibility for my daughter to grow up in.
Sarah Kessler 07

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January 9 - 18, 2003

The inaugural class of Martin Luther King Scholars completed a 10-day tour of Brazil. In Rio de
Janeiro, Scholars attended meetings at the American Consulate and met with the Consul General and
staff. Scholars also toured Corcovado and Sugar Loaf. In Salvador de Bahia, Scholars participated
in an historical tour of the city and held individual meetings with a variety of representatives. These
meetings were designed to assist Scholars with their research projects. Our students were able to talk
with Sports Sociologist professor Jose Sergio Leite Lopes, Afro-Brazilian actress Maria Ceica, professor Santuza Nieves and students of Nucleu de Estudio Musical, and activist August Boal from the
Theatre of the Oppressed.
A sample of their social justice research topics include:

January 10 - 16, 2004

Affirmative action
Sports in Brazil
Women in film
Homophobia
Music in Brazil
The value of arts and arts education
Theatre for social change in Brazil

In 2004, the MLK Scholar Program traveled to Accra and Kumasi, Ghana. In Accra, Scholars visited
the United States Embassy, the National Museum of Ghana, the Kwame Nkrumah Memorial Park,
the W.E.B. Dubois Centre for Pan Africanism, the Artists Alliance Gallery, and various markets.
While traveling throughout the Ashanti region and the city of Kumasi, Scholars had the opportunity
to spend time at a cocoa farming village, the Manhyia Palace, the Palace Museum National Cultural
Centre, Prempeh II Jubilee Museum, Okomfo Anokye Sword, the University of Science and Technology School of Art and Sculpture, the Kumasi Central Market, and an Ashanti craft village. Finally, in
the central region and the village of Elmina, Scholars toured Elmina Castle, one of the larger slavery
fortresses, with its Door of No Return.
The 2004 Ghana trip included Scholar research projects on the following topics:

January 7 - 15, 2005

The impact of globalization

Child trafficking
Healthcare inequities in Ghana and the United States
Environmental politics
Indigenous rights and roots
Foreign media influences on culture
Effects of tourism and westernization on Ghanaian culture

For the 2005 international travel experience, the Martin Luther King Scholars traveled to Costa
Rica. Scholars had the opportunity to visit the National Biodiversity Institute of Costa Rica; discuss
foreign policy with field representatives at the United States Embassy, hear lectures from faculty at the
Facultad Latino Americana De Ciencias Sociales (FLASCO), and talk with government officials in
San Jose. Scholars also traveled to La Fortuna and the Sarapiqui region. Unfortunately, while staying
at the Sarapiqui Conservation Learning Center, the region was hit with significant rain and flooding.
The Scholars spent two days of service in the region including one day at Red Cross shelters.
The 2005 Costa Rica trip included Scholar research projects on the following topics:

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Media and government censorship

Economics of Ecotourism
Healthcare access
AIDS prevention and awareness
Child labor
Educational access and economics
Womens rights
Landlessness and mobilization

During spring break of 2005, the sophomore class of Scholars traveled to London, England. The
focus of their educational trip was Race and Migration. With the assistance provided by the Ithaca
College London Center, Scholars visited London Metropolitan University, Parliament, the University
of East London at Barking and Docklands and attended lectures by Dr. Anne Kershan, Dr. Hakim
Adi, Professor Clem Seecharan, Dr. Meena Khatwa and Dr. Abiola Ogunsola. In subsequent years,
sophomore Scholars joined their junior and senior classmates. Topics of discussion during this trip
included:

Processes of Immigrant settlement and assimilation of Diasporic groups in Britain

History of the African and Caribbean Communities in Britain
Development of Indo-Guyanese Nationalism
Mapping Memories-reminiscence with Ethnic Minority Elders in Britain
Religious Change and the Reconstruction of Idoani

In January of 2006, the Martin Luther King Scholars traveled to the Dominican Republic. Scholars
had the opportunity to visit Centro Leon Jimenez Museum and Cultural Center, the community in
Monte Plata, the United States Embassy, the Center for Gender Studies at INTEC, and a local hospital and clinic. The topics of the lectures the scholars attended included Dominicorps and community
service organizing, Haitian-Dominican relations, the Dominican Republic economy, GLBT and
activism, performance and Dominicanismo, and sex work in the D.R. The scholars had the opportunity to volunteer at a number of community service sites. Their research topics included:

January 6 - 14, 2006

Understanding Dominican-Haitian Relations

Bateyes to DR-CAFTA: The Economic Context
Health Care and Humanity
Fears of the Religious Other: Voudou
From Chinese Food to Haitian Relations: The Model vs. the Malignant Minority
Discrimination and the Haitian Post-Migration

In January of 2007, the Martin Luther King Scholars traveled to South Korea with a focus on the
concept of race outside of Western philosophy and thought. The Scholars were hosted by Hanyang
University in Seoul and attended numerous lectures on social justice, particularly on migrant workers,
race and human rights. Scholars visited the Gyeongbok Palace, the National Folk Museum of Korea,
Yong-in Traditional Folk Village, the National Human Rights Commission of Korea, and the Korean
National Commission for UNESCO, the United States Embassy, Pearl S. Buck International-Korea,
Migrant Welfare Center, and the Munhwa Broadcasting Center. Scholars also participated in community service at the Migrant Welfare Center in Seoul. The research topics the Scholars considered
included:

March 5 - 13, 2005

January 11 - 20, 2007

Disabilities and disparities

Educational inequalities
Mixed race / Amerasian discrimination
Chinese Migrant Elders in Korea
Economic development and human rights
Korean cinema and representation

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January 10 - 19, 2008

In January 2008, the Martin Luther King Scholar Program traveled to Spain and Morocco. In
traveling between the two countries, the focus was on migration. In Granada, the Scholars had the
opportunity to visit the Mosquita de Granada (the largest mosque in Spain), Alhambra Palace, the
Albacin District, the Cathedral, Royal Chapel, and the Church of El Sagrario. In addition, the Scholars attended lectures on contemporary issues of religion, politics, race and immigration. In Morocco,
Scholars participated in guided tours of the Mohammad V Mausoleum, Villa del Arte, and Chellah.
Scholars worked with the Center for Cross-Cultural Learning, university students, and representatives
of non-governmental organizations.
The 2008 Spain/Morocco trip included Scholar research projects on the following topics:

January 8 - 17, 2009

History, orientalism and religious identity

Media representations of race and immigration
Immigrant experience and labor
Demographics and economic stratification
Globalization and its effects on immigration
Politics and parallels of global migration

In 2009, the MLK Scholar Program returned to Costa Rica. MLK Scholars stayed in San Jose for the
first three days and made visits to Universidad de Costa Rica, the United States Embassy, the Instituto
Nacional de Biodiversidads INBioparque (National Biodiversity Institute), and Doka Estate Coffee
plantation. For the next four days, the Scholars stayed on the Caribbean Coast and traveled throughout the Limn province. Scholars visited a banana plantation, Universidad Earth (Earth University),
Reserva Indigena Kekoldi, and participated in service projects in the Limn/Manzanillo area. For
the remainder of the trip, Scholars went to the town of La Fortuna, where they had the opportunity
to visit a pineapple plantation and locally owned craft workshops, and explore Costa Ricas sites of
natural beauty.
The 2009 Costa Rica trip included Scholar research projects on the following topics:

January 16 - 23, 2010

Food production and corporate plantation farming

Unpacking the banana republic
The American Dream as a coffee transaction
Sustainability and social justice
Ecotourism and indigenous rights

This was the second time the Martin Luther King Scholar Program made its way to Ghana, but it was
the first time for this group of Scholars. During the 2010 Ghana trip, Scholars stayed in Accra and
visited the W.E.B. Du Bois Centre for Pan-African Culture, University of Ghana, Cape Coast Castle,
West African Historical Museum, National Museum Kwame Nkrumah Park, Artists Alliance Gallery,
Makola market, Independence Arch, and Black Star Square. Some Scholars volunteered at Street Girls
Aid, a nongovernmental organization that provides daycare services to women who are street merchants.
The 2010 Ghana trip included Scholar research projects on the following topics:

20

Heritage tourism and economic development

Ecofeminism
Ghanaian immigration reform
Urban/rural educational access
Pan-africanism
Post-colonial liberation
Education and economics
Womens rights
Landlessness and mobilization

Scholars participated in an East India Company Tour and a Black History tour in Central London.
Scholars traveled to Parliament to speak with representatives of the Prime Minister and of the House
of Lords; set up personal meetings with organizations in keeping with their research projects, visited
London Metropolitan Archives, met with scholars and journalists in the Caribbean community, and
heard lectures at the London Metropolitan University.

January 13 - 20, 2011

The 2011 trip included Scholar research projects on the following topics:

Royal Court Theatre

Race and power representations
Colonial influence in architecture
Marketing and gender discrimination
Educational reform and language acquisition
Interethnic gang violence

During the 2012 Dominican Republic trip, Scholars visited the Autonomous University of Santo
Domingo, traveled to Bayaguana neighborhood, met with grassroots activists of Justicia Global, and
toured a cigar factory in the free trade zone of La Romana. Scholars also visited the campaign office of
presidential candidate Hipolito Mejia and attended lectures on poverty, economic development, race,
housing issues, and healthcare inequalities.

January 10 - 17, 2012

The 2012 Dominican Republic trip included Scholar research projects on the following topics:

Gender inequity in sports

Early childhood education
Sexual health and advocacy programs
Health care access and quality
Forced to the margins Haitian Dominican Relations

21

MLK SCHOLAR PROGRAM

MLK Scholars have a history of earning recognition for their contribution to the College
and to the local community.

Emiliano Acevedo 08 **
Daiana Amieiro 08 *
Matthew Anthony 12 **
Jessica Askew 11 *
Jared Azuma 09 *
Natalie Bell 12
Catherine Bender 06
Katelyn Brickhouse 11
Theodore Briscoe 10
Margo Chaly 08 *
Frederick Chandra 06
Alejandro Chavarria 11
Crystal Clark 09
Jaylene Clark 10 **

Scholars Julie Perng

(majored in Sociology) received
the Fulbright to study in China in 2006
and Sarah Kessler (majored in Political
Science) received the scholarship to study
in South Korea in 2007.

Courtney Clemente 09 *
Jazmin Correa 06
Kimberly Cyrille 06
Kaylee DeGrace 08 *
Ashley Dennis 10 *
Taylor Desir 09

13

Oracle Honor Society Inductees

13 MLK Scholars have been Oracle Honor Society Inductees.

Student membership in the Oracle Society is limited
to those who rank academically in the top 5% of the freshman
class at the end of the spring semester.
Natalie Bell Alejandro Chavarria Kimberly Gillman
DeAsia Gilmer L-Greta Hardware Danielle Harrison
Regina Hermosillo Kimberly LaReau Maxwell Lawrence
Cassandra Leveille Nghi Phan Deanalis Resto Karen Ulloa

22

Fulbright Scholarship
Recipients

Campus Life Award Winners

Chasity Dittmann 11
Candace Edwards 09
Elizabeth Espada 09 *
Michael Espina 12 *
Joseph Ewoodzie 06
Kwesi Ewoodzie 10 *
Eric Fernandez 10
Marcos Ferrer 10 *
Kimberly Gillman 07 **
DeAsia Gilmer 12 *
Maria Gonzalez 08
Brian Grey 11
L-Greta Hardware 09 *
Danielle Harrison 09

Frederick Chandra, Joseph Ewoodzie, Julie Perng, and Brian Saa were the recipients of the
Campus Life Award. This award recognizes ten graduating seniors for their outstanding contributions to the Ithaca College community through service and involvement in campus life.

GRADUATES BY THE NUMBERS

Listed are graduates of the Program and some of the honors and awards they received.

Deanalis Resto 11 **
KelLee Rich 08 **
Dana Rivera 12 **
Brian Saa 08
Stephanie Sang Delgado 12 *
Sherry Shen 11 *
Sierra Shorey 12 *
Natasha Tanner 11
Alicia Thomas 08
Lauryn Tillery 07 *
Feleg Tsegaye 10
Karen Ulloa 11 **
Hugo Valencia 07 **

41

Graduating with Honors

For the last ten years, 41 scholars graduated with honors:

four (4) with Summa cum Laude, fifteen (15) with Magna cum
Laude, and twenty-two (22) with Cum Laude. The cumulative
Grade Point Average (GPA) ranges for the three honors
designations are listed below. A minimum of 60 credits must
be earned at Ithaca College to qualify for this recognition.


Summa cum Laude 3.900 and above

** Magna cum Laude 3.700-3.899


* Cum Laude
3.500-3.699

Regina Hermosillo 07
Kristopher Hughes 08
Brooke Hundley 08 **
Hy Huynh 08 *
Marjani Isreal 06
Mridula Jacob 09
Sarah Kessler 07
Kimberly La Reau 10 **
Johnathan Mack 06
Christian Laurence 08
Nicole McAdoo 11
Maxwell Lawrence 09 **
Cassandra Leveille 11 ** Mandi Morningstar 07 **
Lawrence Moten 12 *
Tara Liu 08 *
Sharlene Nichols 10 *
Courtney Peck 06
Julie Perng 06
Nghi Phan 09 **
Kimberly Pinglora 10 *

86

Phi Kappa Phi

Inductees

Eight Scholars were inducted into the

Honor Society of Phi Kappa Phi at Ithaca
College. Founded in 1897, Phi Kappa
Phi is the only national honor society
which recognizes and encourages superior
scholarship in all disciplines of higher
education. To qualify for membership,
juniors must be in the upper 7.5%
of their class and seniors must be in the
upper 10% of their graduating class.
Natalie Bell Alejandro Chavarria
L-Greta Hardware Danielle Harrison
Regina Hermosillo Kimberly LaReau
Mandi Morningstar Karen Ulloa

Percentage of Graduates

Eighty-six percent of students designated as MLK Scholars graduate from Ithaca College.
23

MLK 10TH ANNIVERSARY CELE

The Martin Luther King Scholar Program celebrated its 10th Anniversary at Ithaca College on
October 12-14, 2012 during Alumni Weekend.
The theme of the event was Live the Legacy,
Be the Change.
Highlights of the reunion program included an
MLK alumni panel discussion and an awards
ceremony recognizing past and present faculty,
administrators, and staff of the program. More
than 100 alumni, current scholars, previous
program administrators, and guests attended
the celebration.

24

BRATION - OCTOBER 14, 2012

25

SPECIAL THANKS
2012-2013 MLK Scholar Program
Faculty & Staff
Roger Richardson, PhD

Associate Vice President, Academic & Student Affairs

Tanya Saunders, PhD

Assistant Provost

Malinda B. Smith 80

Director of Multicultural Affairs

Office of Student Engagement & Multicultural Affairs

John W. Rawlins III

Assistant Director for Multicultural Affairs

Office of Student Engagement & Multicultural Affairs

Nansalmaa V. Brown

Administrative Assistant for Multicultural Affairs

Office of Student Engagement & Multicultural Affairs

Nicole Eversley Bradwell, MS 02

Senior Associate Director
Office of Admission

Sean Eversley Bradwell, PhD

Assistant Professor
Center for the Study of Culture, Race, & Ethnicity

Paula Ioanide, PhD

Assistant Professor
Center for the Study of Culture, Race, & Ethnicity

Gustavo Licon, PhD

Assistant Professor
Center for the Study of Culture, Race, & Ethnicity

Ithaca College
President Thomas Rochon
President Emerita Peggy R. Williams
Marisa Kelly, Provost & Vice President for Educational Affairs
Stephanie Adams, Peter Bardaglio, Asma Barlas
Phil Bradley, Jeff Claus, Julie Hickman-Godoy
Terry Martinez, Larry Metzger*, Candy Ross
Vivia Hill-Silcott, David Speller, Edward Twyman
Charles R. Venator Santiago
Center for the Study of Culture, Race, & Ethnicity
Housing Offering a Multicultural Experience (H.O.M.E.)
Office of Student Engagement and Multicultural Affairs
*deceased

ACKNOWLEDGEMENTS

This report has been made possible through the contributions

and collaborations of the following individuals
and departments:

CONTRIBUTORS Sean Eversley Bradwell

Nansa Brown
John Rawlins III
Roger Richardson
Tanya Saunders
Malinda B. Smith 80

PHOTOGRAPHERS Fred Chandra 06,

Gary L. Hodges
John Rawlins III
Stephanie Sang 12
Sarah Schuman 10
Malinda B. Smith 80
Marketing Communications

Traevena L. Byrd, J.D.

Associate Counsel and Director of Equal Opportunity

Compliance, Division of Legal Affairs

PRINTING Center for Print Production

June 2013

26