ED 387

1/31/09

1) Patsy & Ch. 3 of Sandeen Text

a. Write a couple of things about Ch. 3… words or phrases that stick out
about that chapter
– Testing ground
– High expectations
– Identity of students (individuals)
– History of diversity in HE
– Diversity
– Effectiveness
– Needs of diversity
b. The text splits the theme of diversity into pre-1960s and post-1960s
movement

Pre-1960s movement Post-1960s

Diversity: is silent The Student Personnel Point of View:
targets women, blacks, minorities
Minorities: protected classes (native
Americans, latinos, blacks), disabilities,
gays, religious, asian-americans
Post 1960s: Vietnam War,

How will you put this (diversity) into action?

– Curriculum, student programming, faculty, staff

– Review their mission statement

Problems:

– Students are sick to death of talking about diversity

– Students seem so “inoculated”

How do we address this issue? Who’s responsibility is this?

– Need for awareness training

What is your identity?

What defines you as an individual?

2) Shrim: Staff and Diversity

a) Why is it important to recruit a diverse staff?
– Impt for universities to enact change within the structure
b) What does it means for a “diverse staff”?
-age, gender, minority status, sexual orientation
-technology
 -family background
-Experience( in general)
- SES (socioeconomic status)
-religion
-racial/minority
-education/academic
-disabilities
-lifestyle
-language

What or who is crucial in the selection process?

– Selection committee and the vice provost

Staff retention: most staff don’t stay longer than 3 years; so how do we make them
stay longer than 3 years?

– Benefits
– Have to like what you are doing
– Aligns w/ one’s values

Discussion of Organizational Charts

1) Patsy discussed WVC, De Anza, and Coalinga CC

2) Yutaka discussed Ritsu
3) Nori – Waseda
4) Rashmi – UC Davis
5) J