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Multicultural Environments: A Higher Education Practitioners Role in Student Development

Chelsea Mason

Georgia Southern University

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Multicultural Environments: A Higher Education Practitioners Role in Student Development

College introduces a unique set of experiences for students, which breeds an environment

for human development. This includes but is not limited to an increased understanding of

identity, intersectionality, diversity and inclusion. College also presents the opportunity for

students to realize and define their values, morals, and a general sense of belongingness. This is

true especially in the case of public urban research institutions such as Georgia State University,

which is host to an extremely diverse population of over 30,000 students. With the introduction

of new experiences there also comes a new set of challenges students may face, which outlines

the unique opportunity for higher education practitioners. Higher education practitioners are

responsible in part for offering support, guidance and mentorship which helps student adjust and

be successful while transitioning into college, during college and beyond. Practitioners can rely

on student development theories during their career to help guide and inform these interactions

from a theoretical standpoint. This paper will examine the topic of student development and the

practical implications in which it can be fostered. Specifically, implications for the functional

areas of residence life and admissions will be presented.

Georgia State University is a traditional four-year public urban research institution

located in the heart of Atlanta, Georgia. Thinking through the admissions or enrollment

management lens, currently there are 53,628 students enrolled for Fall 2019, and 38,013 students

enrolled for Spring 2020 (IPORT, 2019). One of the defining aspects of Georgia State University

is the diversity of the student population, which is demonstrated through the institutions ranking

of the number ten most ethnically diverse university in the U.S. As far as racial diversity, 42.9%

of the student population identifies as Black, 31.2% as White, 14.4% as Asian, 7% as two or

more races (IPORT, 2019). For Spring 2020 there are currently over 100 students enrolled of
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whom the United States is not their country of origin. Within the functional area of residence life

there are currently 5,449 students living in one of the six on campus residence halls (IPORT,

2019). It is important to have a foundational understanding of an institution’s history,

demographic, and mission in order to understand how the role of a higher education practitioner

might be defined. One role of the higher education practitioner is to support and contribute to a

positive campus culture which is supported in the institutional mission. Strategically embedded

in their mission, Georgia State University works within the goal of encouraging and fostering

student development and growth, that will extend beyond the campus.

Maintaining a campus culture conducive for student development takes a lot of

intentional and strategic planning. Furthermore, this development is supported through

implementing a student-centered focus approach. A student-centered focus can be described

plainly as an approach which is focused directly on students, and their learning opportunities

(Kinzie & Arcelus, 2016). This approach should be apparent in all aspects of a college, both

inside and outside of the classroom, and it should feed into the overall institutions culture.

According to Kinzie and Arcelus (2016) campus culture creates a powerful influence on

students’ attraction, satisfaction and commitment to the learning environment. This is very

important to consider states Jones & Abes (2013), because this sets the foundation for

understanding the importance of higher education professionals. This also helps identify the

ways in which practitioners may be able to holistically impact the students they serve.

Admissions within an institution is tasked with the job of helping students initially

transition into college. This department has the unique privilege of being the first point of contact

between students and the specific institution. This is done most commonly through recruitment,

advising, and other intentional efforts. Institutions often rely on admissions to recruit diverse
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populations of students which will support the campus’s overall demographic diversity, and

furthermore the overall learning experience. However, as stated by Bastedo et. al (2016),

“Simply bringing diverse groups together does not automatically create healthy institutional or

educational environments” (p. 382). Admissions can take this a step further by planning strategic

recruitment efforts that help alleviate the challenges of accessibility, and affordability. For

example, in the case of Georgia State University this can be done by hosting welcome events in

varying areas so that they might give all students a chance to attend and learn about the

institution. Additionally, they may select to add online tours as an option to give students who

cannot attend, an equitable opportunity to learn about Georgia State University.

Implementing activities during on campus welcome events such as completing the Model

of Multiple Dimensions of Identity (MMDI) template or writing a letter to themselves might also

prove to be a fruitful experience for students and may help introduce the idea of diversity,

identity and inclusion (Patton et al. 2016). To elaborate, admissions counselors could instruct

students to write a letter to their future self which talks about “How they are feeling at that point

in time”, “Who they are” and perhaps “What they wish to learn.” Admissions can redistribute

these letters at graduation to the students who have completed their programs. This activity is

useful and applies the importance of understanding self and how it may relate to others.

According to Bastedo et al. (2014), “Focusing on the ways in which identity is not about a single

salient factor, but instead is inevitably about multiple characteristics, creates conditions in which

diversity within and across groups can be addressed” (pg. 382). This simple activity helps iterate

this idea presented and also helps alert student to the fact that they will experience growth,

development and other changes throughout their matriculation, which is positive.

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Another way in which Admissions can impact student development is by considering

how representation can greatly impact a student’s experience. Enrollment at Georgia State

University has continued to increase over the years, and worldwide enrollment has specifically

increased for minority groups. Increases in students identifying as LGBTQ+, Asian Pacific

Islander Desi American (APIDA), bi- and tri- racial, non-traditional, or first generation have

positively contributed to the diversity of college campuses. Goldrick-Rab and Cook (2011) state

that “It is increasingly difficult to think in terms of an average college student or an average

college experience” (p. 271). Therefore, there should be a diverse staff of admissions counselors,

tour guides, and other admissions personnel who represent varying social identities. This will

allow students to feel welcomed and have a higher sense of belonging which according to

Maslow’s hierarchy of needs (1943) is fundamental. In summary, although admissions may have

temporary or short-term interactions with students, they are not limited in ways of applying

student development into their practice.

Residence life is another functional area which has the role of creating an enriching

experience for college students. “Residence hall living offers a powerful opportunity to engage

young adults in learning that will improve the quality of both their campus and their adult lives”

(Kerr & Tweedy, 2006). Residence life professionals are in a truly unique position because they

often work with students in their most authentic form. One way practitioners in this area can

foster an environment conducive for student growth and development is through programming

and other initiatives. Specifically, a common approach to programming is through implementing

strategic residential curriculums. The purpose and importance of residential curriculum is

defined as an alternative approach to traditional programming models that focus on student

learning outside of the classroom (ACPA, 2017).

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Practitioners can work to contribute to the overall success and achievement of our

students in the areas of learning and personal development. For example they can promote self-

awareness through programming related to campus resources, community engagement, and

mental health. Also they can support educational goals by implementing initiatives that promote

engaged citizenship, career planning, conflict resolution, emotional intelligence, cultural

competencies and teamwork, among others things (Keeling et al, 2014). Also implementing co-

curricular activities where students learn about problem solving, teamwork and obstacles that

may arise during their college experience may act as a conduit for student development. Creating

an intentional learning environment for residential students outside of the classroom is very

important because it provides students with transformative learning opportunities which

transcend well beyond college.

One student development theory easily applied within residence life is the theory of self-

authorship. Applying the theory of self-authorship which was introduced by Baxter Magolda

(2004) helps students find meaning, identify their beliefs and values which can apply into all

aspects of the college experience. Georgia State University prioritizes equipping their residential

students with an understanding of how their social identities impact self, others and society. This

is done at Georgia State University in part through Care Conversations and Care Response. Care

conversations are intentional conversations that are initiated by residence life staff concerning

the collegiate experience, personal, academic, social and wellness needs.

Additionally, in work settings, practitioners can use student development theories, which

will inform our understanding of the development students go through while in college. This also

provides a context for perspectives which can be used during situations involving student. In

housing specifically it is useful in navigating student conduct incidents. “At one end of the
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continuum, they may function in the role of an ombudsman or mediator, independently and

informally facilitating the resolution of conflicts and handling minor complaints” (Lowery, 2016

p. 214). Understanding who are students are, what phase they are in their development and why

they may behave in the way they do impacts how professionals can handle even the most

complex situation. Lowery (2016), presents that student conduct which is a large responsibility

of residence life professionals is an excellent opportunity for developmental efforts and goes on

to outline that in applying developmental theories to the disciplinary process it may even lead to

positive consequences. Such positive consequences may include “self-understanding or

clarification of personal identity, attitudes and values. Creating campus partnerships with the

university police department, campus ombudsman, and counseling and testing center and

inviting them to speak to residential student is a great way to contribute to student development.

One opportunity for housing professionals would be to create a cohort style program

which encourages student to engage with the members of their communities rather than just their

resident assistant, or residence life professionals. Students sometimes struggle with human

interaction, despite the fact that in a residence hall the psychology based theory: proximity effect

is relevant. Roommate conflicts are a very common within residence halls, and if students were

better informed on how to manage interpersonal relationships this might be avoided.

In summary there are many ways in which the higher education practitioner can work to

influence student development through college attendance. This can be strategically done in

many functional areas, specifically the areas of admissions and residence life. In each area, there

are tangible ways in which student development theories can be applied which enrich a student’s

experience. Not only does this benefit students, but also the institution as a whole. Therefore this

should be a priority for practitioners and should be assessed or evaluated often.

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References

ACPA/NASPA Professional Competencies Rubrics. Retrieved from

https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competency

_Rubrics_Full.pdf

Bastedo, M.N., Altbach, P.G., & Gumport, P.J. (2016). American higher education in the

twenty-first century: Social, political, and economic challenges ( 4th ed.). Baltimore,

MD: John’s Hopkins University Press.

Georgia State University (2019). Office of Institutional Effectiveness: IPORT. Retrieved from

https://dssapex.gsu.edu/pls/apex/f?p=114:153:::NO:::

Jones, S. R., & Abes, E.S (Eds.). (2010). Student services: A handbook for the profession. John

Wiley & Sons.

Jones, S. R., Abes, E. S. (2013). Situating the study of identity in the evolution of student

development theories. Identity development of college students. Advancing frameworks

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Kerr, K. G., & Tweedy, J. (2006). Beyond seat time and student satisfaction: A curricular

approach to residential education. About Campus, 11(5), 9-15.

Keeling, R. P., Dungy, G. J., American College Personnel Association., & National Association

of Student Personnel Administrators (U.S.). (2004). Learning reconsidered: A campus-

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Kinzie, J., & Arcelus, V. (2015). Understanding Campus Environments. The Handbook of

Student Affairs Administration, 49.

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Lowery, J. W. (2016). Rentz's student affairs practice in higher education. Charles C Thomas

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Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.

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