Models of Excellence in Multicultural Colleges and Universities

Abstract

The authors examine definitions of culture and philosophical and political assumptions that underlie multicultural approaches that facilitate or discourage multicultural competence. The authors discover that campus culture—determined mostly by the dominant coalition or power elite—is critical to success or failure of effective multi-cultural policies and procedures. In the literature, power is not generally acknowledged when considering multicultural competence. Thus, this preliminary work relating systems theory to institutional culture is unique in determining excellence in multiculturalism.

Structured Opportunities: Exploring the Social and Academic Benefits for Peer Mentors in Retention Programs

“…These programs operate with the goal of providing resources and services specific to the needs of underrepresented students. Retention programs work to establish educational environments for students of color that facilitate a positive sense of self (Oseguera et al, 2009), assist students with a smooth transition into their freshmen year, and advocate for students of color (Lopez-Mulnix & Mulnix, 2006). Many of these programs, such as TRiO programs, summer bridge programs, and first-year retention programs, include elements that support students by building academic skills, providing cultural programming, tutoring, counseling, and peer mentoring (Lopez-Mulnix & Mulnix, 2006;Oseguera et al, 2009).…”

Table of Contents

“…In sum, proficient diversity leadership exhibits several characteristics (Alire, 2001;Jackson, 2006;Lopez-Mulnix and Mulnix, 2006;Mabokela and Madsen, 2003;Santiago, 1996;Sinclair, 2002Sinclair, , 2004Taylor, 1995):…”

Reducing Barriers to Career Entry for Latinos: An Examination of Pathways into Social Work

“…Higher education researchers found that Latino student attainment gaps were also related to students' experiences within adverse environments and stereotyping within institutions of higher education (Arbona & Nora, 2007;Hurtado & Ponjuan, 2005). They also found that a positive campus culture was a large determining factor in Latino degree attainment (López-Mulnix & Mulnix, 2006). In a longitudinal study of Latino students' perceptions of their undergraduate experiences Hurtado and Ponjuan (2005) found that students from Spanish-language dominant households were more likely to perceive hostile campus climates than those from English language-dominant households.…”