Berkeley (berkeley.edu)(geography.berkeley.edu)
Geography chair: Michael Johns, (510) 642-3903
I was not able to find readily available information on diversity per se aside from the attached documents from the Human Resources division there.The documents define diversity and explain why diversity matters.Unfortunately, these documents were rather hard to find and were somewhat buried within the web site.It appears diversity is important at Berkeley (no surprise), but having more up front information on it would be helpful.
The school of geography has little in the way of diversity information.However, I did find one contact that may be useful: the Berkeley Undergraduate Geographers (or BUGs: geography.berkeley.edu/BUGs).This group may provide a ready-made body of participants in surveys related to diversity in geography.They appear to be very well organized and perhaps would be interested in taking part in such a study.
UCLA (www.ucla.edu)(geog.ucla.edu)
Unfortunately, UCLA has little in the way of diversity information.Both the school’s web site and the geography web site offer no help in understanding the university’s views of diversity.However, a program called “UCLA in the Community” appears to value diversity, and seeks to foster positive relationships between campus constituents and external audiences: www.advocacy.ucla.edu/communitydirectory/
U Minnesota at Twin Cities (umn.edu/twincities)(geog.umn.edu)
U Minnesota has an extensive diversity discussion on its web site, though this information was rather buried.The Housing & Residential Life division at the university seems to support “the University’s commitment to diversity” (www1.umn.edu/diverse/).The director’s name is Susan Stubblefield and can be reached at (stubb003@café.umn.edu).The Housing & Residential Life portion of the site contains a statement of purpose as well as a guiding principle for diversity, and cites the university’s “University 2000” plan as the basis for the statements, though I was unable to find the University 2000 plan on the school’s web site despite repeated searches.The school of geography does not volunteer information about diversity as far as I can tell, though the contact for the school is (geog@geog.umn.edu).
Clark University (clarku.edu) (www2.clarku.edu/departments/geography/index.shtml)
The contact for the school of geography is (geography@clarku.edu).Both the school’s web site and the geography web site have very little discussing diversity – in fact, among all the school’s I researched, Clark has the least amount of ready information.However, I did find more than once that the school’s population is made up of 15% non-U.S. residents.The university obviously feels this information sets it aside from other schools and makes it “diverse,” though I was unable to find any real discussions of this fact.
Penn State (psu.edu)(www.geog.psu.edu)
Penn State should win some kind of award for its recognition of the importance of diversity.Not only is “diversity” a major link and heading on the school’s home page, but extensive and valuable discussions of the idea are readily available.The “diversity” link points to: (www.lions.psu.edu/equity/) and the contact for the Office of the Vice President for Educational Equity is Dr. W. Terrell Jones, (814) 865-5906 (wtj1@psu.edu).Headings, once the link has been clicked, read “Announcements & News” regarding recent multiracial events or official responses to events; “Student Services Provided via the Following: (each appear as clickable links) Office for Disability Services, Lesbian, Gay, Bisexual, Transgender & Ally Resource Room, Multiracial Resource Center, Senior Diversity Planning Analysts, Office of Veterans Programs”; “Staff Support Provided to the Following, (each with clickable links) Commission on LGB & Transgender Equity, Commission on Racial/Ethnic Diversity, Commission on Women, Equal Opportunity Planning Committee”; “Publications” including the Penn State Diversity Calendar, Framework to Foster Diversity, and Multiracial Update. The Commission on Racial/Ethnic Diversity, or CORED, can be visited at (www.psu.edu/dept/cored).The Framework to Foster Diversity at Penn State 1998-2003 is at (www.lions.psu.edu/diversity/framework). Additionally, all students must complete at least one course in “intercultural and international competence.”
The geography department’s site does not contain as much information on diversity as the university’s site, but does mention diversity (contact: geography@gis.psu.edu).It appears that four geography classes fulfill the competence requirement.Additionally, the “Earth and Mineral Sciences” portion of the school of geography is especially committed to diversity. Contact: Cyndi Freeman Fail, Director of Diversity Enhancement Programs, (814) 863-2751, cff1@psu.edu.The EMS Diversity page can be visited at (www.ems.psu.edu/admin/Diversity.html).
Santa Barbara (www.ucsb.edu/)
This university’s web site does not contain much in the way of diversity information, though the UCSB Graduate Division is “committed to diversity.” Contact: Graduate Division Outreach & Admissions Director, outreach@graddiv.ucsb.edu.Additionally, the UCSB Handbook (kiosk.ucsb.edu/) includes a diversity link (kiosk.ucsb.edu/Diversity/index.htm).
Conclusion
Though some schools addressed diversity issues effectively, much of the information about it was hard to find.Because of my experience within the School of Geography I am aware of our focus on diversity, but others looking into diversity in our department would not be able to readily find such information.My suggestion, therefore, is to make all diversity information easily accessible from the School’s website.Diversity should be a major focus of curriculum rather than a by-product of instruction.Though this department exhibits a very mature attitude towards diversity it would appear to a researcher that diversity is not an issue being dealt with.Visibility and access would help to define the School’s position.
PERSONAL STATEMENTS
The following are personal statements I made regarding diversity following research.
Initial Personal Statement Prior to Research
To me “diversity” has always been synonymous with “acceptance.”Neither is truly complete without the other, and each should be the other’s ultimate goal.Unfortunately, and I think ironically, the most important of this nation’s institutions, from family life to schools to governance seem to focus on the external realities of diversity.Diversity seems to be something that can be quantified and easily explained.A campus is said to be diverse if one can readily encounter different skin colors and heritage, despite the existence of stresses on race relations that mar such a place.Though the separate histories of racial and ethnic groups in America suggest that such integration can eventually lead to entrance into the societal mainstream, I believe this to be in fact apart from true acceptance, only a first step.Thus I value superficial discussions of ‘creating’ diversity, but also recognize the ultimate goal in it: the oneness of humanity.This country’s largest, most pervasive, and most threatening problem is racism.Diversity – acceptance – is the only way such ancient and useless institutions can be thwarted.With luck, this Curriculum Transformation Project will help to recognize methods to start healing the wounds of racism and make others understand that their roles as humans, however small they may seem, are absolutely pivotal to the success of humanity.Without acceptance and diversity, humanity can never reach its ultimate potential, and without the hearts of mankind receptive and open will acceptance and diversity never be realized.
Broad Personal Statement Following Research and
Addressing Curricular Activities
I
must admit I had a head start in diversity training.My
religion, the Baha’i Faith, has provided an excellent lens through which
to view humanity.All my beliefs
and feelings about difference and unity stem from my religion, and I cannot
discuss diversity without first mentioning the Baha’i Faith.My
beliefs are thus carried with me throughout every endeavor, whether religious
or secular.
Secondary
but no less important to the development of my feelings on diversity are
my experiences at the University of Washington in the Geography department.It
is here I learned to see the world through the eyes of others, even more
than I had before simply because I could quantify those views and analyze
and explore them within an academic setting.Probably
most central to this were my studies in Geography 230: Urbanization in
Developing Nations, Geography 431: Geography and Gender, Geography 495B:
US Urban Ethnicity.I will discuss
each of these classes below.
Geography
230 is the archetype “otherness” class.It
conveys the extent to which Western nations have shaped and impeded the
progress of other countries in the name of capitalism and urbanization.Before
this class I had no idea how commodity chains could reach so far and affect
so many, or how my own patterns of consumption help to shape those chains.The
class demands an appreciation for the lives of those in urbanizing nations,
and reflectance on the ridiculous materialism we are so accustomed to in
the United States.I strongly feel
that the most important component of a well-rounded diversity schema is
understanding the hows and whys of culture and identity.Geography
230 has provided that for me in a global context.
US
Urban Ethnicity, taught by Mark Ellis, provided the local, national context
for understanding culture and identity by describing the history of ethnic
and racial experiences in America, as well as the present and future states
of ethnic compositions across the nation.This
class was perhaps more immediately useful as a tool for shaping one’s views
on diversity because it deals with people and situations with which one
is likely to have daily experience.Overall
this class fostered a deeper understanding for the experiences of other
ethnicities in America, and helped to dispel any personal feelings bred
by misunderstanding.Again, focusing
on the ‘others’ of this world is what makes this class so useful.
Geography
431 combined national and international experiences, describing the lives
of women within the context of a male-dominated world.It
serves the same purpose for shaping diversity as the above two classes,
but describes a different aspect of diversity.I
won’t bother with the specifics of this class suffice to say that focusing
on the experiences of others is why this class is important.
There
is indeed a theme: making sure one is familiar with others in order to
prevent the spread of unfair and inaccurate stereotypes.This
is what I feel the most important component of a view on diversity is,
but it is not mine alone.During
the session with Geography alumni on April 19, each alumnus stressed that
in order to prepare others for a diverse work environment, one must first
interact with others.This is the
most valuable aspect of college on many levels, but certainly regarding
diversity.Simply the opportunity
to take part in classes like those above has forever augmented my views
on diversity for the better, but unfortunately this seems to be the extent
to which diversity is officially dealt with in the classroom.I
wish I could say that specific people and situations have shaped my views
on diversity at the University of Washington, but this is just not the
case.Until diversity requirements
are enjoined at the University of Washington, opportunity is our strongest
weapon.Geography has done a stellar
job by offering such opportunity, but more needs to be done.I
believe this CTP study to be an excellent opportunity in and of itself
to take advantage of the diversity gap at the university level.With
luck we can make the most of it.
Statement Following Re-Research Focusing Again
on My Experiences as a Student
As it turns out, Penn State is taking a new, more expanded look at diversity.A plan to enhance diversity at Penn State was conceived just this year, augmenting Penn State’s already existing diversity plan.This new plan will establish an Africana Studies Research Center within the College of Liberal Arts, provide more support for the African-African American Studies Department (yes, the name includes the word African twice…) Additionally, the University Administration will make a recommendation to the Faculty Senate that the current diversity requirement at Penn State be strengthened by focusing more clearly on diversity issues of greater relevance to students.And finally, the Office of Undergraduate Education will be assuming responsibility for the implementation of a Pre-Freshman Seminar experience designed to acquaint incoming students with issues related to racism and diversity.
There is a diversity requirement at Penn State that requires all students to complete at least 3 credits in the program.It is called the Intercultural and International Competence Requirement, and it was mandated originally in 1990. Since then, the program was revised and given its current name in 1999. Courses emphasizing the development of intercultural competence of students should provide a study of one or more of the following elements:
1. the nature of relationships among cultures, their change over time, and impact on the global society;
2. the interrelations between dominant and non-dominant cultures, either in the United States or elsewhere, with special attention to the dynamics of difference and opportunities for encouraging insights into the experience through such study in the United States;
3. significant cultural experiences and/or achievements of individuals (identified by ethnicity, race, class, religion, gender, physical/mental disability, or sexual orientation) and the relationship between the individual experiences, the group's culture, and other cultures.
Courses emphasizing the development of the student's international competence should provide a study of the philosophies, history, culture, work, organization, economy, science, and technology of societies as they impact the developing global community.
Courses taught in the area of Intercultural and International Competence should help the students to:
1. see nations and cultures not in isolation, but in relation to each other;
2. cultivate their awareness of the pluralism and diversity within international cultures;
3. convey consideration for different cultural values, traditions, beliefs, and custom;
4. appreciate the diversity that exists among persons who share a particular social identity;
5. convey consideration for different cultural values, traditions, beliefs, and customs;
6. increase their knowledge about the range of cultural achievements and human conditions through time;
7. recognize and be sensitive to the different ways social identities have been valued;
8. reexamine their beliefs and behaviors about social identities (e.g., ethnicity, race, class, sexuality, gender, physical disability, etc.);
9. be more sophisticated in their understanding of the nature of stereotypes and biases;
10. convey consideration for different cultural values, traditions, beliefs, and customs;
11. be able to interact successfully with representatives of other nations;
12. be able to interact effectively with persons of different social groups;
13. increase their knowledge of, and ability to locate and evaluate information about other parts and peoples of the world.
There are 4 Geography classes that fulfill the requirement: Geography 040: World Regional Geography; Geography 103, Geography of the Developing World; Geography 128, Geography of International Affairs; and Geography 415W, Gender and Geography.Since these classes appear to be very similar to classes we offer here, I have not included their class descriptions.
I am to categorize and distinguish between those aspects of UW life that best approach diversity issues.Essentially I feel that any portion of life that leads to unity and acceptance is the best aspect of diversity-related life.Unfortunately, almost no component of university life includes this in a formal setting.Informally, however, almost every aspect of university life includes the basic building blocks of acceptance training.In classes, simply the opportunity to listen to and work with people from diverse backgrounds and experiences is a form of diversity training.The same can be said of non-curricular life, but to a lesser extent.For instance, during a visit to the HUB one probably encounters a good cross-section of ethnic representation at the U, but almost no opportunity to “work” with anyone.Classrooms, on the other hand, are places full of captive audiences, and places where people meet regularly with the intention of meaningful interaction.I am not, however, suggesting that visits to the HUB be supplemented with on-site instant diversity training.Classroom experiences, though, CAN be supplemented with such training.In my opinion, the best way America can achieve tolerance is by eliminating the barbs of blame, taking individual personal responsibility for change, and creating close association, fellowship and friendship among diverse peoples.
My best and only suggestion right now toward this seemingly impossible goal is to provide (a) major-required (that is, if you’re a major, you take the class) ‘diversity’ class(es) in which discussions of diversity and diversity issues take place.I believe it is problematic to try and force such discussion within the realm of the major itself.In other words, I do not think such a class should discuss diversity in terms of geography.It is not such a stretch of the imagination to believe that the goal of college is a well-rounded, social education.It should not, then, but impossible to discuss diversity within a discipline without formally involving the discipline.These classes, then, would be geared toward fostering close association, fellowship and friendship among different people.However, since the be-all, end-all of public school is funding, this class must probably include geography and in fact be geared toward it.In such a case, interviewing students and instructors about diversity issues in geography (via the question we’ve been asking alumni) would provide an excellent way to identify the subject of the class(es).
INTERVIEWS
Sai and I interviewed five geography faculty members about their experiences regarding diversity and teaching.We sent the following email to each person:
“We would like you to consider the following issues/topics that we have been discussing with Professor Harrington. These ideas represent what we have personally found to be valuable in discussing diversity in our education. We want these ideas to be a starting point for discussion rather than seen as concrete fact. Basically, we are looking for idea viability/interest, etc. from a faculty member's point of view. Also, our own definition of diversity focuses on race/ethnicity/culture rather than other forms of diversity (such as disability, intellectual, etc.) This is not an ideal definition of diversity, but it has been the framework on which we have examined curriculum.
1. Diversity in courses
1a. Course Content
This represents content in courses and its relationship to diversity
issues. We have found that classes in which a diversity of sources are
used tend to better reflect the actual diversity of experiences across
the world/nation/etc. We would like to see more incorporation of sources
that address plurality and multiculturalism, in an effort to reduce the
world's centrisms. Additionally, classes that focus on the experiences
of those with whom we do not traditionally interact have been extremely
valuable in advancing diversity awareness. They do this by raising questions
of 'otherness,' tolerance, acceptance, etc. Of particular interest are
classes in which a scientific analysis of race and ethnicity has been contrasted
with their social constructions. Questions: should this information be
included in most course content? To what extent should it be included?
1b. Course Structure
This represents elements of courses other than content that addresses
diversity. The most often discussed form is group work, in which students
of supposedly different backgrounds and experiences interact, thus gaining
insight into how to work well with people of diverse backgrounds. We feel
this interaction is good to the extent that a student is interacting with
others, but it provides no in-depth racial or ethnic education per se.
Rather, it helps students to understand different personalities and intellectual
backgrounds. Questions: In your experience as a faculty member, what role
does group work play in one's diversity education? What responsibility
does the faculty have in raising questions of diversity and facilitating
discussion about it? Is diversity even something that should be addressed
in course objectives, or should it be reserved for "diversity training?"
2. Diversity Course Requirement Possibilities
2a. Departmental Diversity Requirement
Other Universities require that their students complete a number of
'diversity' credits, thereby supposedly gaining a more well-rounded education.
Some Geography departments have classes that fulfill these requirements
by nature of the course content. Given that there is currently no University-wide
diversity requirement, should
the Department of Geography include a diversity portion as part of
their majors' requirements? Is this an infringement on a faculty member's
pedagogical freedom? Should the Department be required to fulfill University-mandated
diversity course requirements? If so, in what ways?
2b. Diversity Courses
Our experiences have led us to think that it would have been valuable
to have had as part of our course work a class which dealt exclusively
with diversity. By this we mean looking at scientific analyses of race
and ethnicity as well as their social construction, and evaluation of attitudes
and assumptions that currently underlie approaches to social and economic
development (including policy, resource utilization, planning procedures,
implementation methodologies and organization). Should the Department mandate
a class, or series of classes, designed to specifically address diversity
as part of a major's requirements? Would you be interested in instructing
such a course? Again, is this too constraining pedagogically?”
Below are the responses from each person.
Interviewee A:
This person believes that a menu-based option of requirements would be preferable in asking students to fulfill a diversity requirement.Students would select from a menu of required classes rather than simply being forced to take a ‘diversity’ course. This would help to make the decision of mandating classes more ethical and prevent a loss of interest due to physically being required to take courses.Moreover, such a requirement would best be served as a ‘methods’ requirement (such as community service) rather than content-based requirement.One way to approach a required course is to offer a better view of diversity via the gateway tutorial for majors.Such a class offers the perfect environment in which to focus on key issues, group work, and study diversity and how it cuts through the curriculum.
Interviewee B:
This interviewee believes that diversity should be dealt with in terms of learning objectives.In this scheme a diversity requirement can simply be applied to those courses in which diversity is a key objective (identified from the course’s learning objectives).This should only be done within the context of understanding what kind of approaches one uses to describe the world, however, giving attention to the substantive, methodological and conceptual bases for diversity. This way, diversity can be meaningfully applied to content without compromising the intellectual and ethical foundations of education in the School of Geography.In any case, student feedback and instructor input is essential in creating curriculum focused on diversity, and any changes to existing curriculum should be based upon such feedback.
Interviewee C:
This person believes that diversity should be included in most course content, to the extent that it varies with the level and content of the course.The interviewee points out that complete course content listings are often impossible, however, and diversity should be assumed to be integral in most liberal arts education.Group work is, on the whole, ineffective in offering real diversity training.Journals, on the other hand, are a candid way to express issues and can be addressed safely and directly by the instructor.The interviewee believes diversity requirements, especially those requirements listed as such, to be a bad idea. For practical reasons another required course would be ineffective: not only do some students declare the major late and lack the space to take more required classes but the very idea of taking a required class may put some students off.Instead, only certain classes should incorporate diversity as such: introductory classes and capstone classes offer good opportunities for this. The interviewee also points out that we need to understand which diversities we are paying attention to when creating any sort of curriculum involving diversity.
Interviewee D:
Before any other discussion of diversity, this interviewee points out that this university has problems recruiting and retaining a diverse population of faculty, students and staff.It is an extremely isolating environment for minority students.On the whole, a curricular focus is not as important as maintaining a diverse and engaging atmosphere for minorities.Though not the focus of this internship, this interviewee believes this issue to be the most pressing regarding diversity at the University and Washington, and any discussion of diversity should include it.Regarding diversity requirements, interviewee D identifies problems relating to labor (allocating time and instructors) and course choice options.On the whole, however, adding a diversity label to classes would not be too difficult and this instructor would be happy to teach one.Such requirements would need to be in response to students’ wishes, however, and should not be labeled as a “diversity” requirement.The interviewee believes many of the courses within the School of Geography would fulfill a diversity requirement in their present form.
Interviewee E:
Many of this instructor’s courses already focus on diversity.Diversity is an integral component of E’s curriculum and it is fundamental to it’s very existence.One challenge E has identified is how to teach diversity in different places.E’s curriculum was developed at another, more diverse university and E has had problems adapting it to Seattle’s decidedly less diverse climate.Additionally, E has had problems ‘simulating’ diversity – discussing diversity in non-diverse settings.E has found group work to be effective in encouraging people to talk about their experiences.It is effective because many students respond positively to it and receive a full exposure to different ideas.It can, however, alienate some students who do not like to discuss their feelings openly.E feels that required courses related to diversity are on the whole a good idea, but an economy of space must be employed – what requirement do we drop in its place?Existing departmental courses are good enough for labeling courses as diversity requirements, and asking professors to instruct such courses do not impinge upon their pedagogical freedom.Before looking into further requirements, however, E points out that we should tap into our existing resources, refitting courses to an applied diversity label if possible.
CONCLUSION
I feel this internship was successful.I realize the slow moving nature of such endeavors, and must set aside my feelings that nothing truly substantial was done in the knowledge that preliminary steps are the foundation of even the greatest ventures.
Researching other schools helped to place our own ideas within the context of our peers.Further research along these lines is recommended, and should include contacting other institutions regarding advice on the effect of diversity programs.Faculty interviews were perhaps the most fruitful exercise, giving insight into not only the intellectual and ethical concerns for adding diversity curriculum but also the political ramifications of doing so.In order to get a more complete picture, however, further interviews should be conducted with specific, polarized questions designed to elicit meaningful response.On the whole faculty response was positive, and I believe this to be indicative of the need for better diversity training/curriculum.The next step, and one of paramount importance, should involve student interviews.A specific series of questions should be asked to as diverse a body of geography students as possible.Many faculty members included this as the most important basis for creating a diversity requirement, and before further research is conducted this step needs to be implemented.