Academic Exchange Quarterly
Fall 2010 ISSN 1096-1453 Volume 14, Issue
3
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Toward Multicultural Community
Engagement
Tabitha Grier-Reed, University of Minnesota
Dan Detzner, University
of Minnesota
Robert K. Poch,
University of Minnesota
Susan Staats, University
of Minnesota
Grier-Reed is
Assistant Professor of Psychology, Detzner is
Professor of Social Sciences, Poch is Senior Fellow
of History and Staats is Associate Professor of Math,
all of the Department of Postsecondary Teaching and Learning, College of Education
and Human Development.
Abstract
An integrative approach to undergraduate curriculum development that we call
multicultural community engagement can prepare students to participate in a
diverse democracy and the more complex world of tomorrow. Courses, programs,
and undergraduate majors can be strengthened through curricula that develop
multicultural competency and that position students to work in full
collaboration with diverse communities. Curricular examples suggest ways to
incorporate multicultural community engagement into a variety of courses and
disciplines.
Introduction
Many words have been written about the role of universities, colleges, and
faculty within the context of their larger communities since Ernest Boyer, the
Kellogg Commission and others renewed emphasis on the importance of the engaged
university (Boyer, 1990; Boyer, 1996; Kellogg Commission, 1999). Numerous
definitions, variations, and models of engagement have been suggested and many
centers developed to facilitate students who seek direct experiences in
one-time casual field observations, regular service learning activities, or
longer term active involvement with communities (Butin,
2006; Corey, 2010; Joseph, Stone, Grantham, Harmancioglu
& Ibrahim, 2007; Mobley, 2007; Wade & Saxe, 1996).
A concurrent national discussion has emphasized the demographic realities of
vastly
increased social, economic, and cultural diversity within schools,
universities, and communities.
The nation is moving away from the black-white civil rights discourse that has
dominated public
policy and educational debates for more than five decades into a more complex
conversation
about the nature of ethnicity, identity, and learning in multicultural
communities (Chavez, 2005; Johnson, 2004; Meador, 2005). With half of all U.S.
children born to non-whites, several major cities having majorities composed of
persons of color, and a future population that will be even more diverse, it is
time to recognize that the Obama generation is not a passing trend but rather
the face of the future.
Universities have a role in contributing
to their local, regional, national, and international communities, and share
responsibility for advancing social progress. We propose multicultural
community engagement which situates multicultural competence or skill
development at the center of civic engagement as one avenue for advancing
social progress. Disparities in educational outcomes represent a breach of the
social contract in a democracy where all men and women are created equal and
there is equal opportunity. Universities share in the responsibility for
realizing the democratic ideal of equality. By making diversity and social
justice central to the civic mission of universities and colleges through
engaged scholarship and curricula that address these issues directly, it is
possible to renew a democratic society and prepare students for the
complexities they will face in the future (Mayhew & DeLuca
Fernández, 2007).
Although community engagement and
education for democracy have a long history (Nelson, 2001), education by,
about, and with multicultural communities has not been fully developed in
higher education. Most major research universities can recount stories of the
difficult creation of African American, Asian American, and Chicano/Latino
curricula and departments. But higher education has not created a curriculum or
undergraduate major that extends its focus beyond single ethnic groups to the
nature of multicultural communities themselves, perhaps because there are few
faculty trained this broadly. There is little incentive to cooperate across siloed departments and, in times of budget shrinkage, no
money for new programs. However, a unit within a course, an entire course, a
sequence of courses in a minor or certificate, or a fully developed
multicultural community engagement major can combine the best of what we know
about respectful engagement with diverse communities, learning outside the
classroom, and different ways of knowing.
An integrative approach to curriculum
development, experiential learning, and community engagement can stimulate a
dialogue about the new kind of undergraduate education that will be needed to
prepare students for the complexities of the future in a multicultural democracy
and global context. Hence, we have coined the term “multicultural community
engagement” to describe this movement focused on integrating civic engagement
and multicultural education. Through a discussion of several types of community
engagement, we illustrate strategies for engaging multicultural communities and
creating curricula that prepare students to become well informed citizens with
the knowledge and skills needed to work with and across cultural difference.
Integrating Multicultural Education and Civic
Engagement
Civic engagement is a core value of most American research universities (Checkoway, 2001). “Civic engagement means working to make a
difference in the civic life of our communities and developing the combination
of knowledge, skills, values and motivation to make that difference” (Connor,
September/October 2006, p. 52). In increasingly diverse 21st century
communities, skills for promoting quality of life include the ability to
communicate, collaborate, and engage in critical thinking and conflict
resolution across race, culture, and ethnicity. This includes the social
awareness, complex thinking skills, and ability to communicate across systems
needed to address injustice (Hurtado, 2007). As Checkoway (2001) asserts, in order to participate in a
multicultural democracy students must understand their own cultural identities
as well as the identities of those who belong to different cultural groups, and
students must develop the skills to engage with others across difference.
Interestingly, as Sylvia Hurtado (2007) has pointed out, although multicultural
education and civic engagement have much in common, these two fields have
developed on parallel tracks as two different ways to develop students’
awareness of complex social issues. We emphasize the pedagogical connections
between multicultural education and civic engagement which include dialogue,
discussion, experiential learning, reflection, social critique, and commitment
to change. We call this integration multicultural community engagement, and
view it as a vehicle for producing future leaders and citizens who have the
social awareness and critical thinking skills to address issues of inequality,
marginalization, and the social complexities that arise from diversity in a
multicultural democracy.
Community engagement can be defined as
the collaboration between higher education institutions and their larger
communities for the mutually beneficial exchange of knowledge and resources in
a context of partnership and reciprocity (Carnegie Foundation for the
Advancement of Teaching). However, there are multiple levels of engagement. The
most basic and perhaps common level is engagement focused on doing “for”
communities, where those from outside of the community identify and solve
community problems. For example, students may identify a problem like high
levels of Type II diabetes in communities of low socioeconomic status and then
decide to create a brochure to educate communities about this issue. From the
outside, students identify the problem and develop solutions for the community.
Engagement at the level of working “in” communities
is common to service learning models but may be particularly characteristic of
the missionary model, where students go into communities from the primary vantage
point of helper and healer rather than learner and partner. At this level of
engagement, students may again identify problems and develop solutions from
outside of the community; however, in order to implement solutions, they enter
the community. For example, rather than create a brochure for the community, students might put
together a health fair in the
community.
The Carnegie Foundation definition of community engagement describes the
highest level as working “with” communities. At this level of engagement, the
community is involved at every level of problem-solving—from identifying issues
to developing and implementing solutions. This level also requires the most
complex skill sets including communication, collaboration, conflict resolution,
and critical thinking. Students are considered learners and partners involved
in scholarship that is applied, cross-disciplinary, problem-centered, and
situated within social and economic contexts as opposed to scholarship that is
pure, disciplinary, hierarchical, and expert-led (Gibbons et al., 1994).
When we introduce the term multicultural
community engagement, we view the levels of engagement identified by the
Carnegie Foundation as a developmental sequence in which students can gain
multicultural awareness, knowledge, and skills by working for, in, and with
diverse communities. In attempting to operationalize
basic multicultural competencies, Arrendondo and
colleagues (1996) delineate awareness as an awareness of the attitudes and
beliefs associated with one’s own cultural identity as well as those associated
with other cultural groups; knowledge as based in specific information (such as
the ability to name specific aspects of one’s own cultural heritage) and
conceptual understanding including understanding the relationship between
culture and power and/or the institutional barriers experienced by various
cultural groups; and, skills as based in the ability to communicate,
collaborate, and problem-solve across cultural difference, including the
ability to recognize the limitations of one’s own worldview. Others have
proposed similar ideas. For example, King and Magolda’s
(2005) developmental model of intercultural maturity is based in cognitive,
intrapersonal, and interpersonal development (Quaye
& Magolda, 2007).
The cognitive aspect of intercultural
maturity is focused on understanding the complexity of cultural differences
(King & Magolda, 2005) and is akin to the
knowledge component of multicultural competence proposed by Arrendondo
and colleagues (1996). The intrapersonal aspect is focused on the ability to
accept rather than feel threatened by cultural differences (King & Magolda, 2005) and is akin to the awareness component of
the Arrendondo et al. (1996) model. The interpersonal
aspect of intercultural maturity is focused on the ability to interact
interdependently with culturally diverse others (King & Magolda,
2005) and is akin to the skills component of the Arrendondo
et al. (1996) model.
The definition of multicultural
competence proposed by Arrendondo et al. (1996)
clarifies how pedagogical tools such as reflection and dialogue can increase
multicultural awareness and knowledge when working for diverse
communities. Moreover, using experiential activities that require students to
work at higher levels of engagement in and with diverse communities can extend learning to the
development of multicultural skills. Such a scaffolded
approach to multicultural education, moving from low-risk to higher risk
multicultural contexts, can also build students’ readiness for multicultural
community engagement. By integrating students into diverse communities in steps
and stages, they can develop in natural ways according to the place where they
are when they arrive in the course.
The focus on experiential activities in multicultural community settings
requires an engaged approach to learning. According to Nagda,
Gurin, and Lopez (2003) engaged learning integrates
content knowledge and active learning to expand the bounds of the learning
environment from inside of the classroom to students’ outside-the-classroom
experiences. Through coursework focused on multicultural community engagement,
we believe that it is possible to integrate civic/community engagement with
engaged learning in the context of multiculturalism. Currently, the practice of
engaged scholarship can be summarized via five approaches, and we argue that in
the 21st century context this engagement must involve multicultural
communities.
One approach to engaged scholarship is
public scholarship focused on complex social problems that require deliberation
such as race relations. A second approach to engaged scholarship is
participatory research focused on the inclusion of different groups in
democratic decision-making. A third approach, public information networks,
addresses problems of networking and communication within complex communities.
A fourth approach to engaged scholarship is based in community partnerships
focused on addressing social change and societal transformation. And, the fifth
approach can be described as civic literacy focused on enhancing public and
civil discourse. (Barker, 2004)
By embedding a multicultural perspective within engaged learning, the
approaches to engaged scholarship can provide a range of tools that assist
teachers in developing citizens for a multicultural democracy. Moreover, the
integrative approach underlying multicultural community engagement can advance
the level of coherence in undergraduate education in the 21st
century. Whether it is a full undergraduate major, a minor, or an individual
course that has been taught for years, multicultural community engagement is a
way to extend the classroom, integrate new and more diverse community partners,
and move beyond the limited expertise of the faculty. In the case examples that
follow we present specific considerations for individual faculty interested in
moving toward multicultural community engagement in individual courses.
Teaching Multicultural Community Engagement
in the Social Sciences
The days of the quick fix, take and run, working for instead of with
communities are over. It takes time and considerable effort to develop trust,
understanding, and complementary goals. Community-university engagements need
continuous evaluation and nurturing to remain vital and mutually satisfying.
It’s a lot easier to assign a term paper or a final exam. Our experiences
working with students from high-school to graduate school in a variety of
social science courses illustrate specific examples and levels of multicultural
community engagement.
Not all linkages within communities need to be full engagements. Often,
students need to learn gradually, in steps and stages, with sufficient
scaffolding and enough time to develop cognitive, intra- and interpersonal
skills (King & Magolda, 2005). As they become
more competent and confident, they become increasingly sophisticated in how to
enter and contribute to communities different than their own. For example, an
introductory course on the social sciences required elementary education teachers
to visit a multicultural organization, business, community center, or school
program ‘outside their comfort zone.’ They researched websites, made an
appointment to interview a key informant at a site, recorded observations, and
asked about potential internship or engagement possibilities. This kind of ‘get
your toe wet’ engagement takes inexperienced, sometimes rural, and often shy
students into new places in the city and guides them in meaningful engagement
with individuals whose life experiences are different than their own. By
meeting and talking with individuals from different cultural backgrounds and
then reflecting on those experiences in terms of their own comfort level and
lessons learned, students’ can develop awareness as well as multicultural
knowledge. Moreover, the assignment does not assume that the student is White
visiting the multicultural “other”. For example, one Somali student dressed in
traditional hajib
visited a Swedish institute that she had walked past for years on her way home from
classes. A Hmong student taking the class visited the local office of the
African-American congressman (also the first Muslim congressman) who represents
the district where the university is located. Using dialogue, discussion,
reflection, and an experiential exercise this activity extends the learning
environment outside of the classroom into multicultural contexts.
In an advanced placement high school course, students learned the limits of public scholarship through engagement with
a local community. The word ‘colored’ separated the names of deceased soldiers
commemorated on a WWI I plaque in the courtyard of city hall. When students
proposed to raise the funds to recast the plaque to integrate the names in a
presentation before the city council, both local and national newspapers
covered the story. The principal was interviewed. Parents made angry phone
calls for and against the student proposal. An editorial in a local newspaper
called for the firing of the course teacher. The plaque creators, the local
American Legion post, complained loudly that history should not be re-written.
The city council voted against changing the plaque. Students learned more than
any text or teacher could have taught them about the entrenched nature of
racial categorization and latent prejudice by directly engaging with their
local community. This included a first-hand lesson regarding the roles of
culture and power. By taking on an issue related to how history is portrayed,
students developed an awareness of cultural context in the telling of history
and the representation of marginalized groups. When the American Legion reacted
vigorously against the students and the NAACP reacted favorably, students were
also able to see democractic interest groups at work
representing different cultural worldviews. Moreover, by participating in the
democratic process, students were presented with the opportunity for engaged
learning that extends the learning environment to real-world multicultural
contexts, and in this assignment, students were also able to self-author the
knowledge gained from the experience rather than taking notes on a lecture on
Gordon Allport’s (1954) The nature
of prejudice that could have been presented in forty-five minutes (Magolda, 2004). According to King and Magolda
(2005), self-authorship allows students to be active participants in the
construction of knowledge—constructing their own visions, making informed
decisions, and acting appropriately—rather than passive recipients of teaching
and learning molded simply by external forces. The experiential pedagogies of
multicultural community engagement create opportunities for self-authorship.
In an effort to expose students to
history through first-hand, active learning processes, Corey (2010) found that
experiences in communities help students become informed citizens who
understand the interconnected nature of urban and environmental decisions. We
found support for this assertion in two other public
scholarship examples of multicultural community engagement. Two courses
were developed on ‘decision making’ using the Hennepin County Government Center
and the building of the HHH Metrodome as case studies
of public decision making that affects the larger community. The university is
located in the midst of two cities that have become increasingly diverse and
international so that any serious long term engagement within the community can
be easily linked to issues of race, social class, immigration, and
marginalization. Hence, in the first course, students explored one floor of the
12-story government center each week with department heads, judges, and elected
commissioners who met students in their offices and chambers to explain what
and how decisions were made in the state’s largest county. Students read annual
reports, evaluation studies, needs assessments, legal briefs, and other
documents used in the decision making process. These issues included social
welfare assistance, medical care for those with low incomes, and juvenile
justice. In the second course, the building of a new indoor stadium where the
university and two pro teams would play football and baseball became the case
study of interest. A low income neighborhood was displaced by the stadium. The
class met in the Metrodome and other key sites around
the city, read the government studies and other key documents, and had major
corporate, government, sports, and local leaders explain their roles in the
decisions to build the teflon-domed stadium on the
edge of campus.
In these cases, students were engaged as
learners on issues of major public importance with community and neighborhood
activists as well as corporate and government leaders who were the teachers.
Students connected to government, business, journalism, and non-profit
organizations and gained a better understanding of how important public
decisions are made. They wrote papers evaluating the nature and impact of
specific decisions. These quarter-long engagement courses were deep enough to
get students to see the collaborative nature of decision making in the
metropolitan community where the university is located, examine the impact of
decisions on the communities themselves, and become comfortable moving around
the city. Additionally, with an emphasis on information or cognitive
development, students had opportunities to gain knowledge about the
complexities of decisions affecting multicultural communities in their local
environment.
Community partnerships were
established with professional colleagues in two other examples illustrating
course long engagements between students and multicultural communities that
were mutually beneficial and, as asserted by Sandmann
(2007) as important to community engagement, focused on community, stewardship,
responsibility, and mutual concern. Both courses draw upon the fieldwork and
the life history methodology that one of the authors developed in teaching and
research (Detzner, 2004). In the first course,
students studying the aging process were asked to interview elders within a
highly diverse public senior high rise apartment building. Seniors volunteered
to have a weekly visitor, to tell their life story, and to allow their story to
be shared with the larger community. When the stories were read aloud at a
luncheon in the community room, many new connections across cultural and age
groups were made by participants and students as common themes of struggle and
resilience were told. Here, opportunities to develop interpersonal
multicultural competencies focused on empathy, communication, and collaboration
were presented, and several of the relationships resulted in friendships with
many visitations continuing after the assignment had ended. Moreover, with
respect to the mutually beneficial nature of community engagement and the focus
on stewardship, the elders were able to have their stories captured or recorded
and validated.
In a second course, immigrant students
in a specialized learning community used a life history approach to record the
stories of family elders as part of a research writing course. Here, students learned
the importance of good writing by blending primary and secondary sources,
engaging a family member or friend in an important act of story-telling, and
with the permission of the interviewee, placing a copy of the life history
account in the archives of the Immigration History Research Center in the
university library system. Both examples illustrate ways that a course
assignment can bring students into contact with diverse members of the
community and develop multicultural knowledge that not only adds something of
value to them as individuals but also contributes to the recording of community
history. Further, although we did not measure the increase in intercultural
maturity, our general observations of student learning are in accord with those
of Einfield and Collins (2008). These authors
conducted a qualitative study to explore outcomes related to social justice,
multicultural competence, and civic-engagement for students engaged in a
long-term service learning project through AmeriCorps (Einfield
& Collins, 2008). Findings indicated that students developed a wide variety
of multicultural skills in their volunteer work with diverse communities
including empathy, patience, attachment, reciprocity, trust, and respect.
Many faculty who engage students in the community as a regular component of
their pedagogy also conduct participatory
research within those same communities. This type of engagement is
likely to be much more intensive, long-term, and potentially significant to
both community and academic partners. Development of the Helping Youth Succeed: Bicultural Parenting for
Southeast Asian Families curriculum is a 5-year illustration of the
participatory research process (Detzner, Xiong, and Eliason, 2000).
Community members approached researchers already working in the Southeast Asian
communities and asked them to collaborate on the development of a parent
education program for parents of adolescents. More than 100 community members
were involved in focus groups, field testing, and video production for a
parenting curriculum that now reaches Vietnamese, Cambodian, Lao, and Hmong
families in 10 states. More than 20 undergraduate and graduate students from
the four cultural groups worked as research assistants and partners on the
project. They were involved in community meetings, field testing, curriculum
revisions, and implementation learning to work across five cultural groups,
languages, and communities through multicultural community engagement. As in
the other illustrations, in the participatory research project there were
numerous opportunities for developing multicultural awareness, knowledge, and
skills.
Conclusion
By infusing a focus on multicultural
education into the practices of civic engagement, multicultural community
engagement bridges two movements that have existed on separate but parallel
tracks. Drawing on pedagogical strategies such as dialogue, discussion,
reflection, and social critique, multicultural community engagement also pulls
from the pedagogy of engaged learning to extend the learning environment
outside of the bounds of the classroom and into multicultural community
contexts. Within this paper we have articulated a conceptual basis for
multicultural community engagement that guides students in working for, in, and
with multicultural communities in order to develop the multicultural awareness,
knowledge, and skills related to intercultural maturity. We have also provided
practical illustrations to guide instructors in moving toward this idea. Perhaps
even more important, we have envisioned the potential of multicultural
community engagement to better prepare citizens for a multicultural democracy
and the global context in which we live. As previously stated, universities
have a role in contributing to their local, regional, national, and even
international communities, and these institutions share responsibility for
advancing social progress. In moving toward multicultural community engagement,
which situates multicultural competence at the center of civic engagement, we
assert an additional avenue for colleges and universities to advance social
progress, and we hope that this movement takes hold.
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