Faculty Multicultural Competence and Practices:

Lessons for Collaborative Advising

John P. Sauter, Jr., Ph.D.

NACADA Region 3 Conference

April 2014

Agenda & Discussions Introductions

Faculty Multicultural Competence

Multicultural Competence

Multicultural Practices

Predictors & Implications

Understanding Faculty Culture

Elements of Faculty Culture

Best Practices

Faculty Collaborative Competence

Applications

Safe Space: Moral Conversation “A conversation that is moral… is one

whose conventions emphasize the fundamental worth and dignity of each participant in the exchange…”

Be respectful of each other

Work to find a common language

Take conversational risks

- Dr. Robert Nash “Real World Ethics”

Introductions Feel free to ask questions as we go along.

Photos were submitted by faculty friends and colleagues and are randomly placed throughout.

Please share your: Name, Institution, Campus Role

Group Discussion 1 Your Interactions with Faculty Discuss the most successful / unsuccessful

interactions or collaborations you have had with faculty recently?

What made these successful / unsuccessful?

Did any of these involve multicultural issues?

What are the biggest issues that you deal with that could benefit from collaboration with faculty?

If you are faculty, consider your interactions with advising staff

Multicultural Competence Multicultural

Race & Gender

Sexual identity, ability, religion, language

Definition of Multicultural Competence

The ability to work ethically and effectively with people of similar or dissimilar cultural backgrounds, by demonstrating a certain level of multicultural awareness, knowledge, and skills (Pope, Reynolds & Mueller, 2004).

Multicultural Competence Tripartite Model (Pope & Reynolds, 1997)

Awareness Self awareness Re-evaluation of attitudes,

beliefs, values, and assumptions

Knowledge Information & Cultural

Understanding

Skills Apply Awareness & Knowledge Cross-cultural Communication Willingness to Seek Assistance

Ongoing Developmental Process Constantly Reflecting & Re-evaluating

My Research

Multicultural competence and practices of undergraduate faculty and their relationships to racial identity, education, and experience. (Sauter, 2013).

My background

Use my research to better understand faculty

Goals of Research

Examine key aspects with a new population

What factors predict faculty multicultural competence

What is the relationship between competence & multicultural practices

Statement of the Problem How can higher education adapt to changing

demographics? Trends toward a more diverse student body

Faculty represent 40-50% of higher education workforce

Considerable Student Contact ~190 days per degree

Faculty diversity lags behind nation

Limited studies of faculty multicultural competence Primary focus on student affairs & counseling

Limited exploration of variables found relevant among different populations

Faculty Literature

Faculty, Institutions & Diversity

Faculty Roles & Diversity

Training & Development

Multicultural Education, Curriculum, Teaching

Faculty Diversity

Multicultural Competence in Student Affairs Key Findings Among

Student Affairs Professionals

Correlations & Predictors:

Racial Identity

Race/Ethnicity

Identifying with a Socially Marginalized Group

Multicultural Experience

Multicultural Education

Other studies of Faculty MC Undergraduate Faculty

S. M. Helms (2003) n=91 (3 liberal arts institutions) THEMES: immersion in different cultures, cultural graduate coursework,

work environments which foster cultural contact and interaction, cross-cultural opportunities and relationships, living abroad, willingness to learn and reflect

MODEL: graduate school preparation in cultural competence, training in cultural competence as a faculty member, campus cultural events, and mentoring by other faculty.

Graduate Student Affairs Faculty King & Howard Hamilton (2003) n=8, Howard Hamilton (2003)

Diversity Educators scored higher than practitioners/students – Could be applied to faculty

Pope & Mueller (2005) n=147 Diverse (racial), women, and LGBT faculty scored higher on MCSAP-2 + Correlations: Recent multicultural training, teaching multicultural courses,

multicultural research, multicultural programmatic or policy implementation.

Research Questions

1. To what degree do demographic and academic characteristics, racial identity, multicultural education, and multicultural experiences, predict multicultural competence among faculty?

2. To what degree do demographic and academic characteristics, racial identity, multicultural education, multicultural experiences, and multicultural competence predict multicultural practices among faculty?

Among undergraduate higher education faculty members in humanities/languages, social sciences, and science/technology/engineering/math (STEM) disciplines:

Methodology Online Anonymous Survey

6 Public CUNY & SUNY Institutions

Emails, List-serves, Limited Snowball Technique

Incentive Drawing

Measures Personal Data Form (PDF)

Faculty Multicultural Education/Experience/Practices Forms

Modified Teacher Multicultural Attitude Survey (TMAS) Ponterotto, Utsey & Pederson, 2006

White Racial Identity Attitude Scale (WRAIS) J. E. Helms & Carter, 1990; 2002

People of Color Racial Identity Attitude Scale (PRIAS) J.. E. Helms, 1995

Ex-Post Facto Correlational Analysis & Regression SPSS used for Analysis

Limitations Non-Random, Race combined, Instruments

Sample: 288 Faculty

46.9

52.8

Gender

Female

Male

80.6

19.4

Race

White/ Caucasian

Faculty of Color

87.6

12.5

Sexual Orientation

Heterosexual

GLBT55.6

44.4

Socially Marginalized

Yes No

Age Range 25-84

Mean 51

Sample: 288 Faculty

87.8

9.7

2.1 Highest Degree

Doctorate

Masters

Bachelors

28.5

30

26.4

12.8 1.4 Rank

Full

Associate

Assistant

Lecturer

Other

58.3

38.2

0.7 Tenure

Tenured

Tenure Track

Non-Tenure Track

59.7

38.2

0.7

Highest Institutional Degree

Doctoral

Masters

Baccalaureate

35.8

62.8

0.3 0.3 Institutional Type

PredominantlyWhiteOther

HBCU

Tribal College

Years as Full-Time Faculty Member Range 1-55 Years Mean: 16.5

35.1

37.2

27.8

Discipline

STEM

Humanities/Languages

Social Sciences

Results: Correlations

Variables Multicultural Competence

Race .248 ***

Socially Marginalized -.210 ***

Gender -.337 ***

Sexual Orientation 0.048

STEM / Non-STEM -.361 ***

Racial Identity Phase I -.407 ***

Racial Identity Phase II .522 ***

Multicultural Education .280 ***

Multicultural Experience 0.200 **

Multicultural Competence --

***p < .001, **p < .01

Variance in M. Competence

0

10

20

30

40

50

Overall RacialIdentity

M. Exp & Ed

49.4

25.4 25.4

23.5

2.8 M. Ex & Ed

R. Identity

Dem & Acad

Overall

Significant Individual Predictors

Overall Model Racial Identity Model M. Ex & Ed Model

R. Identity Phase II *** R. Identity Phase II *** STEM/Non-STEM ***

R. Identity Phase I *** R. Identity Phase I *** Gender ***

Gender *** Gender *** M. Experience **

Race ** Race *** Race **

STEM/Non-STEM ** STEM/Non-STEM ###

***p < .001, ###p = .001, **p < .01

Key Findings: M. Competence Racial Identity Strongest Predictors

+ Developing a Positive Racial Identity

- Less Awareness of Identity & Actions

Demographic & Academic Predictors Gender

Important variable for faculty

Experiences of Prejudice / Sexism

STEM / Non-STEM Relevance to discipline, training, classroom

Race Consistent with Current Strategies

Experiences of Prejudice / Racism

Multicultural Experiences & Multicultural Education

Combination Significant in Follow-up Regression

Implications Developing Multicultural Competence

Racial Identity & Multicultural Competence Developing a Positive Racial Identity

Ongoing Training & Time

Racial Identity Stronger than Race & Gender Overcoming Roadblocks in Hiring & Promotion

Address Burdens of Diverse Faculty

Race & Gender Still Important Supports Current Focus on Diversifying Faculty

Caution: Diversity does not necessarily equal Multicultural Competence

Multicultural Experience & Multicultural Education Similarities & Differences from Student Affairs

Caution with Multicultural Experience Variable

Results: Correlations

Variables Multicultural

Practices

Race .276 ***

Socially Marginalized -.316 ***

Gender -.324 ***

Sexual Orientation 0.16 **

STEM / Non-STEM -.510 ***

Racial Identity Phase I -.340 ***

Racial Identity Phase II .397 ***

Multicultural Education .396 ***

Multicultural Experience .407 ***

Multicultural Competence .636 ***

***p < .001, **p < .01

Variance in M. Practices

010203040506070

Overall RacialIdentity

M. Ex &Ed

M. Comp

62.2

40 40 40

7.4 11.3 14.5 M. Comp

M. Ex & Ed

R. Identity

Dem & Acad

Overall

Significant Individual Predictors

Overall Model Racial Identity Model M. Ex & Ed Model M. Competence Model

M. Competence *** STEM/Non-STEM *** STEM/Non-STEM *** M. Competence ***

STEM/Non-STEM *** R. Identity Phase II *** M. Experience *** STEM/Non-STEM ***

M. Education *** Race *** M. Education *** Race **

M. Experience *** Gender ** Gender *** Sexual Orientation *

Sexual Orientation ** R. Identity Phase I ** Race ** Socially Marginalized #

Sexual Orientation * Sexual Orientation #

***p < .001, **p < .01, *p < .05, #p = .05

Key Findings: M. Practices Multicultural Competence Strongest Predictor

Comprehensive Framework: Awareness, Knowledge, Skills Ongoing Development with Goal of Effective Practices

Demographic & Academic Predictors STEM/ Non-STEM

Relevance to Discipline, Training & Classroom

Sexual Orientation Experiences of Prejudice / Heterosexism Visibility, Identity Development & Involvement on Campus

Multicultural Experiences & Multicultural Education Multicultural Experiences

Personal Experiences & Willingness to Address/Include Multicultural Issues

Multicultural Education Opportunities for ongoing reflection, dialog & strategies

Additional Findings from Follow-up Regressions Racial Identity Combination Other Demographic Variables

Implications Developing Multicultural Practices

Multicultural Competence & Multicultural Practices

Multicultural Competence Framework: Awareness, Knowledge, Skills

Ongoing Personal Process & Time

Multicultural Experience & Multicultural Education

Training Focusing on Multicultural Competence & Practices

Support for Fostering Multicultural Experiences

Incentives for Both (teaching load reductions, funds, time, etc)

Demographic & Academic Implications

STEM/Non-STEM

Sexual Orientation

Other variables still important in some of the follow-up regressions

Implications Academic Discipline

Discipline an Important Variable for Faculty Targeted Approach Necessary

In this study (differences gender & social marginalized)

Predictor of Multicultural Competence & M. Practices Perception and Relevance to Discipline/Classroom

Different Levels of Training & Experiences with Multicultural Issues

Explore Best Practices for STEM faculty

Don’t Overlook Development Within Non-STEM Disciplines

M. Competence Stronger than Academic Discipline Focus on Fostering Multicultural Competence for STEM

Faculty

Discussion 2 Faculty & Multicultural Issues How can we assist faculty to further

develop their multicultural awareness, knowledge, and skills?

What should we consider when asking faculty to assist with multicultural issues or projects on our campuses?

Understanding Faculty Culture How can we work more

effectively with faculty on our campuses?

What do we need to be aware of?

What knowledge do we need?

What skills may help us?

How can an understanding of faculty culture impact our collaborations with faculty?

Faculty Rank Non-Tenure Track

Adjunct Faculty

Lecturer

Visiting Professor

Full-Time Non-Tenure

Tenure Track Assistant Professor

Associate Professor

Full Professor

Emeritus

Faculty Responsibilities Research

Scholarship, Publications,

Grant Funding

Teaching Curriculum, Pedagogy,

Instruction, Evaluations Systemic/Individual

Service Discipline,

Institutional, Community

Variation Institutional Emphasis Value to Promotion & Tenure

Tenure & Promotion Requirements for Tenure

Research (publications, grants)

Teaching (evaluations)

Service (institution, community)

Portfolio

Time Limits

Politics

Variations Emphasis

Bias

Faculty Discipline Broad Categories vs. Specific Disciplines

Business, Education, Humanities, Social Science, Science, Technology, Engineering, Math (STEM), etc…

Differences among disciplines

Training

Focus / Methods

Subject

Recognition

Faculty Training & Development Goal: Experts in their Field

Reluctance to Cover Diversity Unprepared or Overwhelmed

Training & Development Graduate School Preparation

Mismatch in Socialization (Austin, 2002)

Peers / Mentoring Institutional Development Professional Organizations Limited Time & Budgets

Best Practices Ongoing / Long Term Reflection / Dialog

Course Loads & Schedules Level

Undergraduate Graduate Mixed

Load 3-3 3-4 4-4 5-5

Variation Overloads Downloads Sabbaticals

Course Schedules

2 or 3 days

Seminar

Online/Hybrid

Faculty Governance / Politics Chairperson

Faculty Governance

Collective Bargaining / Contract

Shared Governance?

Involvement

Campus Politics

Institutional Climate

Fiscal Climate

Departmental Politics

Functional & Dysfunctional

Burdened Faculty / Inequalities

Demands of Tenure & Promotion

Lack of Time

Unfilled Lines

Popular vs. “Marginal” Programs

Differences in Teaching and Expectations Multicultural Faculty

Women Faculty

LGBT Faculty

Faculty – Student Interaction Many positive outcomes

Interest in grad school, college teaching, research, satisfaction (Astin, 1993)

Intellectual, Social, & Personal Values along with Educational Attainment (Pascarella & Terenzini, 2005)

Faculty may assume advising and support roles

Satisfaction / Experience Varies for Some Student Populations

Identity / Personal Implications

Outside Influences

Family

Health

Finances

Interests

Unique Identities

Experiences & Education

Different Motivations

Embrace/Resist Multicultural Issues

Best Practices Faculty

Champions

Experience

Involvement

Relationships & Respect

Faculty Champions Who are the faculty that are involved and often

willing to assist?

Similar interests and philosophies?

Willing to help

Often on the front lines

Models for other faculty

How can we help get other faculty involved?

Can’t always depend on faculty Champions

All faculty have the potential to offer assistance

Experience How much do you

interact with faculty on a daily, weekly, or monthly basis?

Working alongside faculty builds experience

Gain a sense of the needs of your faculty

Better understand individual faculty

Involvement Invite faculty to the

table from the beginning Committee Procedures

Avoid Surprises

Invite faculty to the table from the beginning Committee Procedures

Avoid Surprises

Ask faculty their opinions Gain Input

Gauge Support / Resistance

Relationships & Respect Developing Relationships

Foster Ongoing working relationships

How can we assist faculty?

Mutual Respect

Need to respect faculty roles & responsibilities

Proven Track Record

Narratives

How we become who we are

Natural part of us

Faculty Collaborative Competence Ability to demonstrate a certain amount of

awareness, knowledge, and skills related to faculty that fosters effective collaboration.

Awareness

Knowledge

Skills

Ongoing Process: Constantly reflecting,

learning, and adjusting our understanding.

Awareness of Faculty Issues Recognizing faculty issues/needs

Where? Advisement with Students

Committee Work

Policy Development

Event Planning

Surroundings

What? Do you need faculty input?

Does it impact faculty?

Compatibility with faculty schedules?

Would faculty involvement help?

Knowledge of Faculty Culture Understanding faculty culture

What knowledge is needed to collaborate with faculty? Rank

Responsibilities

Tenure Status

Discipline

Course Loads

Governance

Inequalities

Personal Perspective

How might this influence your practices?

Skills for Working with Faculty The ability to turn awareness & knowledge into action

What skills do you need to work with faculty?

How do such skills impact or enhance your practices?

Discussion 3 Applying Faculty Collaborative Competence

How can you apply faculty collaborative competence to the issues you mentioned at the beginning of the presentation?

What do we need to be aware of?

What knowledge might be helpful?

What skills do we need to have?

Questions & Further Discussion

Presentation Resources

WNYadvising.weebly.com/johnsauter.html

Presentation Slides

Handout

Bibliography