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How Do We Measure The Cultural Climate/
Diversity?
Convened by: Guy McCombs
Reported by: Gary Boden
| Participants |
| Guy
McCombs |
Lynne
Derbyshire |
Donna
Figueroa |
Kimberly
Steger |
| Gary
Boden |
Paul
Richmond |
Ed
Givens |
John
Soares |
| Mark
Davis |
Mary
MacDougall |
Ayn
Plant |
Judith
Swift |
| Linda
Palazzo |
Abu
Bakr |
Stephen
Myces |
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- Why measure the Cultural Climate at URI ?.
- What keeps people from wanting to measure the Climate ? a) once
we find the need, then there is a lot of work to do, b) time
commitments to other things, c) climate constantly changes, so we
need a constant monitoring system & person.
- Groups and depts. are not communicating their own diversity
efforts broadly enough.
- Efforts have been episodic and isolated. Lack of a sense of an
overall University process.
- What is the comfort level with integration ?
- Unity is lacking. There is no "glue" uniting all the
diverse groups.
- What makes up cultural competence ? What pieces need to be
measured ?
- Lack of mentoring or supporting of students away from home for
the first time can lead to problems of cultural interaction. Mom
and Dad used to steer the student the right way, but now there is
nobody to turn to. Talent Development fills this mentoring
function, but non-TD students don’t get this.
- We may be thinking too monolithically (e.g., racial group) and not
seeing our connections in many other categories.
- We just need to take risks, regardless of whether we think we
will be rejected.
- The assessment process is already underway. More input needed to
make it the best possible.
- Faculty training in cultural competence is necessary.
- Need to determine all the things that should be measured and are
important (example: civility. How do we measure
"politeness" ?)
- URI has some diversity, but it is skewed toward certain groups
and not wide-spread.
- URI needs to bridge the gap between a student’s state of
dependence and eventual independence.
- Students don’t seem to want to have more control over their
environment. Do they think they can make any difference ? There is
disinterest and lack of passion about issues.
- Things to measure: ask if people are doing things to increase
their appreciation of other cultures.
- The white male perspective is needed as well as the minority
perspective.
- Campus hierarchy is an important element of campus divisiveness.
How do people see themselves fitting in ? Class status is
associated with perceived sensitivity to cultural issues. Barriers
are broken by personal interaction – this is the start of
relationships.
| Action
Steps/Recommendations: |
- Better utilization of PDLOT resources.
- Coordinate the different diversity initiatives
- Release time for employees to attend the cultural compenancy
classes.
- When developing assessment questions, include all groups
including the majority.
- Include student organizations in developing the assessment
instruments.
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