INTRODUCTION. The first edition of this book provided a comprehensive resource for students, faculty, and higher

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1 From Multiculturalism on Campus: Theory, Models, and Practices for Understanding Diversity and Creating Inclusion Second Edition Edited by: Michael J. Cuyjet, Diane L. Cooper, Mary F. Howard Hamilton, and Chris Linder The following is an excerpt from the unedited manuscript. INTRODUCTION The first edition of this book provided a comprehensive resource for students, faculty, and higher education administrators about multiculturalism and diverse populations on college campuses. It was one of the first texts to gather in a single volume the related theories, assessment methods, and environmental and application issues pertinent to the study and practice of multiculturalism and to offer suggestions of ways to enhance multicultural programming and culturally diverse campus environments. Although the open discussion of multiculturalism on campus has been steadily increasing during the last quarter of the 20th century and the early 21st century, cultural diversity and the need for cultural competence seems to have grown exponentially in the past decade, especially since the release of the first edition of this book in early The election and re-election of an African American President, the rapid growth of non-white populations - particularly Latinos in several states and numerous urban centers, increasing tension between police and minority populations, and the 2015 Supreme Court decision legalizing same sex marriages in all states are

2 among a number of societal changes that impact cultural interactions in the country at large and particularly on our college campuses. Like the first edition of this book, this second edition reviews the theories and models that have been primary guides to understanding the development of college students, and continues an attempt to give greater voice to students who are not part of the dominant culture. New in this edition is a chapter on intersectionality that explores the intercultural diversity of cultural identity among many students whose life experiences do not fit nicely into preconceived cultural patterns. This edition of the book also updates the chapter that addresses issues of students who identify as part of the U. S. ethnic majority to provide additional material that will help them navigate their White racial identities and White privilege and provide lessons for all students to address racism and racial justice. The book also provides some new cultural frameworks as well as updated best practices for creating an inclusive environment for marginalized groups. Each chapter also includes either a case study, list of questions, suggested interventions, or a set of exercises to enhance understanding of the group s behaviors and characteristics. The material in the third section of the book, Critical Consciousness of Cultural Competence is enhanced significantly over the content in the first edition, so readers will find it more helpful in preparing professional practitioners, students, and faculty with new skills and information.

3 While aiming for completeness, the editors recognize that some cultural subpopulations are not included among the groups addressed in this book. For example, student athletes form a distinct subculture on some campuses that have large athletic programs. Similarly, fraternity and sorority members can be a significant subgroup on campuses where their numbers constitute a large plurality or even a majority of the students and veterans and military students are a growing population that will require attention on many campuses. Neither of these is covered. Nonetheless, the editors hope this book will continue to fill a void in the current student development literature by presenting broad overviews of the issues multicultural students bring to our campuses. One s cultural identity is more than ethnicity or race. Gender, age, religion, geographic identity, sexual orientation, and intersectional cultural identity are equally part of the cultural makeup of a multicultural individual all factors this book takes into account. Furthermore, with this book the contributors provide student affairs professionals, students, and faculty an opportunity to assess their own levels of multicultural sensitivity, awareness, and competence. To assist readers to understand more fully the problems they will encounter with increasing diversity on college campuses and enable them to frame appropriate policies, this book approaches multiculturalism from three perspectives, each of which is a section of this book: Awareness of Cultural Issues, Information on Cultural Populations, and Critical Consciousness of Cultural Competence Section One: Awareness of Cultural Issues This section begins with a chapter that introduces multiculturalism and multicultural competence and provides the background information, definition of terms, and key concepts to understanding multicultural issues in higher education settings. It also highlights changes in the way

4 multiculturalism is perceived and manifested in the demographic college student trends and issues that have occurred in the first decade of the 21st century. This section also includes a competency assessment to help readers gain some insight into their own level of understanding of multiculturalism and racial identity awareness. This section stresses the importance of observing environmental influences (physical, organizational, structural, and human) that may impede the successful matriculation of multicultural students, as well as outlining methods to identify and complement intercultural identity within the campus community. In chapter 1, Mary Howard-Hamilton, Michael Cuyjet, and Diane Cooper set the context with definitions of multiculturalism and multicultural competence as a foundation for understanding how these central concepts connect with each diverse group presented in subsequent chapters. This chapter proceeds to explain why multiculturalism is important and necessary and presents a number of competence models from 1998 to 2015 to demonstrate why competencies are significant to multicultural development and how they can be acquired. The chapter also explores how commonalities among cultural groups tie multiculturalism together (rather than focusing on the differences) and finally suggests how faculty, administrators, students, and related constituents and stakeholders might use this book and apply its insights across campus. In chapter 2, Oppression and Its Effect on College Student Identity Development, Mary Howard-Hamilton and Kandace Hinton provide an overview of privilege, power, oppression, and identity development from a 21st-century perspective that takes into account the varying complex identities students internalize and bring to campus as part of their persona. The chapter includes a case study that presents readers with a set of hypothetical student problems and connects them with theories related to racial identity, oppression, and critical race ideology. In

5 chapter 3, Michael Cuyjet and Jason Meriwether explores the environmental influences on culture and offers some perspectives on campus ecological systems using a multicultural lens. This perspective also presents an overview of environmental influences on nonmajority students that includes issues of campus size, type, location, and mission. Rounding out this first section of the book, Chris Linder examines the tenets of intersectionality theory, including a historical framing of intersectionality. She provides some suggestions for student affairs educators striving to employ an intersectional approach to their work and specific examples to illustrate the complexity of intersectionality theory. Section Two: Information on Cultural Populations This section focuses on the problems, concerns, issues, and perspectives of various racial/ethnic cultural groups on college campuses. Each chapter updates the earlier edition s examination of demographic trends, issues, and practices that can promote the academic success of specific different groups, and successful programs that promote student growth and development. The chapters in this section include case studies and discussion questions that student affairs professionals can implement on their own campuses. They also consider the characteristics that each specific ethnic or cultural population has in common with other groups. This echoes the emphasis in the book s first chapter on commonalties rather than differences among cultural

6 groups and the fourth chapter s focus on intersectionality.

7 In chapter 5, Anna Ortiz and Susana Hernandez look at the history of Latinos in the United States, mainly focusing on the Mexican, Puerto Rican, and Cuban experience, and explore their current conditions in a sociological context income levels, generational factors, and the impact of discrimination. The chapter also examines student experiences that can inform student affairs professionals, especially the role of family and campus climate issues, particularly at community colleges. Chapter 6 examines the demographics of the Asian American and Pacific Islander (AAPI) collegiate population in general, as well as several of the largest Asian ethnic groups. Julie Park an OiYan Poon also explore the ramifications of the Asian model minority stereotype and describe some of the differences among the dozens of individual ethnic groups and their levels of acculturation to the American majority culture and their interaction with the American college environment. The chapter authors also look at some developmental models pertinent to AAPI groups. In chapter 7, Bettina Shuford and Lamont Flowers provide a review of the recent enrollments statistics of African Americans in the United States higher education and an overview of the historical struggles African American students face while attending college. The authors also explain how student development theory is applied to African American college students and connect Cross s (1971) Nigrescence theory and its more recent revisions by various researchers to a number of current issues. The chapter concludes with recommendations of effective practices for university faculty and administrators. In chapter 8, LeManuel Bitsoi explores issues of self-identification with tribal culture and community, tribal sovereignty, and government oppression, and offers an overview of the history of American Indians to help the reader understand Native American college students. He

8 presents a model of America Indian identity development and define important issues for higher education practitioners to consider while working with this student population. Chapter 9 explores some of the experiences particular to biracial and multiracial college students: the quest for self-identification, the impact of their physical appearance (and others reactions to it), and the establishment of a multiracial peer culture. Kristen Renn and Marc

9 Johnston s chapter also includes a description of several identity development models that can apply to this population, and offers corresponding suggestions for student affairs professionals to help these students find a place in the campus community. In chapter 10, Chris Linder provides an overview of the social construction of whiteness, synthesizes current literature about whiteness and white privilege on college campuses, and highlights some White identity and racial justice ally development models. She concludes the chapter by providing suggestions for student affairs educators attempting to support and challenge White students in their White identity development. International students face challenges on college campuses ranging from language barriers to visa issues and xenophobic behavior by Eurocentric Americans. In chapter 11 Sevan Terzian and Leigh Ann Osborne discuss the multicultural competencies necessary for student affairs professionals to become more aware and knowledgeable about the issues these students face, and the need to acquire the skills to be effective communicators and empathetic advisers for this population. The history of women and men in higher education is in many ways the history of the education of White men, and initially only those of substantial means. For many, the term gender issues translates to women s issues. A more honest and complete exploration requires the inclusion of men. To do less provides a picture of only part of our world and ignores the important understandings gained from studying the interplay between women and men. Chapter 12 by Merrily Dunn and Philip Badaszewski provide us with an examination of sex and gender roles and offers examples of methods we can use in practice to help students developmentally, socially, and cognitively. Dena Kneiss, Tony Cawthon, and Kristin Walker address the collegiate experiences of

10 lesbian, gay, bisexual, and transgender students in chapter 13, including a history of LGBT movements on college campuses and the impact of heterosexism and homophobia on identity development. They also present different developmental models for gays, lesbians, bisexuals, and transgender students and explore intersectionality in the context of LGBT student development. Examples of best practices from a number of campuses conclude this chapter. As we get further into the 21st century, the number of students over the traditional age range of entering colleges and universities continues to increase. In chapter 14, Fiona MacKinnon and Rosiline Floyd share information on the challenges facing college campuses to enable faculty and administrators to better serve the adult population on campus. They provide a conceptual cognitive and psychosocial map called the Adult Persistence in Learning Model to give student affairs professionals an overview of how this population has become a central demographic on many college campuses today. In chapter 15, Martha Wisbey and Karen Kalivoda explore issues faced by students with disabilities on today s college campuses. Since the passing of the Americans with Disabilities Act in 1990, the number of students with disabilities on college campuses has grown. However visible and hidden barriers need to be addressed to create an environment of full inclusion. Martha and Karen provide case studies for readers to explore the challenges faced by students with disabilities from a variety of perspectives and insights for student affairs professionals to consider in creating more inclusive and welcoming environments. Chapter 16 considers the issues of religious affiliation among college students and provides an overview of issues of spirituality that affect students. To clarify the role of religion in the modern system of higher education, Laura Dean and Darris Means review the history of religion at colleges, including religious diversity and religious conflict, and its impact on students and the

11 student affairs practitioners who serve them. Section Three: Critical Consciousness of Cultural Competence In the comprehensive concluding chapter, the writers stress the need for student affairs professionals, students, and faculty to increase their critical consciousness in personal and professional approaches to their work on college campuses. They also suggest how student affairs professionals might move forward to apply the material in this volume to improve experiences for all students. Successfully applying the knowledge presented and personally incorporating the concepts, models, theories, and practices outlined can bring about systemic change in the college environment. The editors and chapter authors of this volume identify the areas where we all must hone our cultural awareness and knowledge and develop our critical consciousness. The text has described the defining characteristics of a broad array of identifiable cultural groups among our student populations, and discussed frankly the skills we need to develop to bring about a more cultural competent approach to our work. It is our hope that the cumulative effect of this collection of

12 information, data, and recommended practices will encourage and motivate students, faculty, academic administrators, student affairs professionals, and others who care about the state of higher education to foster greater understanding, acceptance, interaction, and common appreciation among all the members in the collegiate community. To strive for anything less will be a failure to live up to the ideals of American higher education in the 21st century. References Cross, W. E., Jr. (1971). The Negro-to-Black conversion experience: Toward a psychology of Black liberation. Black World, 20(9), Spring, J. (2007). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States (5th ed.). Boston: McGraw Hill.

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