black religious students welcoming them into the pasquerilla spiritual center kate curley &...
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Black Religious Students
Welcoming them into the Pasquerilla Spiritual Center
Kate Curley & Julia MartinezDecember 5, 2013
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Outline1. Explanation of
Issue2. Environmental
Theory3. Literature Review4. Testimonials5. Environmental
Intervention6. Personal Identity
Influences7. Conclusion
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Pasquerilla Spiritual Center
and the
Center for Ethics in Religious
Affairs
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Explanation of Issue• Pasquerilla is a “white church”
o Blacks noticeably absent (B. Smith, B. Bradley)
o PSU=PWI
• Blacks and religion/spiritualityo More religiously involved (Dennis, 2005; Taylor, Chatters, Jayakody, &
Levin, 1996)
o Greatly benefit from engagement (Caldwell et al., 1992; Ellison,
1993; Ellison and Sherkat, 1995; Frazier, 1974; Glenn & Gotard, 1977; Levin et al., 1995; Lincoln & Mamiya, 1990; Nelsen & Nelsen, 1975; Riggins, McNeal, & Herndon, 2008; Taylor & Chatters, 1986; Taylor, Thornton, and Chatters, 1987; Rice, 2012)
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Environmental Theory
Hurtado, Millem, Clayton-Pederson, and Allen (1999)
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Hurtado et al., 19991. Make campus climate a priority2. Research and assess current campus climate3. Design an intentional plan4. Implement the plan5. Consciously try to remove historical inequities(the historical legacies of
exclusion)6. Collaborate with faculty7. Promote interactions with diverse peoples8. Have faculty interact with students outside the classroom doing research and
teaching9. Promote and facilitate dialogue between communities of difference10. Create and maintain a student-centered orientation11. Host diverse programs, activities, and services12. Train staff and faculty for these issues
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Literature Review: Psychological Climate
• Blacks more likely to experience prejudice
• Religious engagement critical to Black student successo negative climate=
dissatisfaction disengagement, esp. in out of class
activitieso first-year and cult. specific
programming=important
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Literature Review: Behavioral dimensions
1.Peer interactions important (Astin 1988, 1991, 1993; Kuh, Schuh, Whitt,
Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991; Pascarella & Terenzini, 1991)
a. Leads to sense of belonging for Black religious (Strayhorn, 2008)
b. promotes inter-cult/inter-religious understanding & development (Hurtado et. al, 1999)
c. esp. at PWIshttp://artofconversation.typepad.com/.a/6a00d83452194e69e2017ee81ffd85970d-320wi
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Literature Review: Physical Space & ID development
1.Some spaces are inappropriate/ unwelcoming (B. Bradley, personal communication, October 16, 2013; Clark & Brimhall-
Vargas, 2003; McMurtie, 1999; Strange & Banning, 2001)
2.Religion=critical component of ID development (Astin & Astin, 2003; Love, 2001; Love & Talbot, 1999)
a. esp. Black stud. (Sanchez & Carter, 2005)
b. w/o mentors and role-models→ isolation (Abu El-Haj,
2002)
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Methods• Three short, semi-structured
interviews with Black religious studentso President of Black Student Union/member of
Disciplemakers Christian Fellowshipo Member of Unity University Fellowshipo Former historian of the United Soul
Ensemble
• Interview questions centered on student experiences
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Methods• Two semi-structured interviews with
student affairs professionals o Director for Ethics and Religious Affairs
(CERA)o Assistant Director for CERA
• Interview questions centered on student involvement
• One choir concert
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Discussion of Findings: Psychological ClimateConcerns• Assimilation
• Demanding expectations for involvement
• Discouraging cultural messages
• Lack of investment and connectedness
Recommendations• Bring Black religious
services to Pasquerilla
• Reexamine expectations for membership
• More time in the space
• Activities to get to know one another
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Discussion of Findings: Behavioral DimensionsConcerns• Limited interactions
with communities of difference
• Not perceived as diverse
• Lack of awareness → lack of involvement
Recommendations• Promote campus-
wide awareness
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Discussion of Findings: Physical Space
Concerns• Perceived as
unwelcoming and inappropriate
Recommendations• Intentional
scheduling
• Install sound barriers in the research space
• Encourage use of the space between activities
• Provide office space and an advisor
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Discussion of Findings: Identity Development
Concerns• Absence of role
models and peers as students move through religious identity development
Recommendations• Increased presence
and number of Black religious role models and peerso Recruit Black graduate
fellows who believe in CERA’s interfaith mission
o Train staff and faculty from other backgrounds
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Environmental InterventionFollowing Hurtado et al. (1999): 1. Make climate a priority2. Research and assess climate 3. Design an intentional plan
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Environmental InterventionPeer Mentorship Program
• Led by student leaders for students
• Guided by trained staff and facultyo Visible and supportive network of role models
• Family structureo Contributing to a sense of community and
belongingo Families led by student leaders o Student leaders advised by staff and faculty
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Environmental InterventionTargeted outreach to new students
• New Student Orientation
• Student Organization Fair
• Information sessionsSpirituality programs
• Meet students where they are, physically
• Move to Pasquerilla Spiritual Center
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Environmental InterventionReturning to Hurtado et al. (1999): 5. Consciously try to remove historical inequities (the historical legacies of
exclusion)
7. Promote interactions with diverse peoples• Include mentorship program in events with other religious groups
9. Promote and facilitate dialogue between communities of difference
10. Create and maintain a student-centered orientation• Students as leaders• Close partnership between student leaders and role models
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Environmental Intervention
11. Host diverse programs, activities, and services• Centered on outreach • Activities conducted by student leaders
o Goal: family-like comfortability
12. Train staff and faculty for these issues• Advise students on religious identity development issues,
among others
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Personal IdentificationKate
Julia
You?
http://blogs.smithsonianmag.com/aroundthemall/files/2011/07/what-about-race-nmnh.jpg
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Conclusion• Intentionally reintegrate traditionally
black religious group once affiliated with Pasquerillao Peer Mentorship Program
• Future considerationso Implementationo Constant and thorough assessment
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Other ideas?
Questions?
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Thank YouReferences available upon request