If we the students cannot desegregate ourselves,
what role should the faculty of Wittenberg play in the desegregation process? Faculty
members, by many, have been described as “designated socializing agents” on
college campuses. A college campus being a social institution, and one that is
becoming more common in the life of the average American, the professors and
leaders of these institutions become the directors of our decisions and
influence student attitudes. It has been reported that “the most significant
climate measure for black students was their perceptions of racial
discrimination by college administrators” (Allan et. al 291), which could
explain Devyn’s frustration with the social structures of Wittenberg and his
plan to not return for his sophomore year. Not only is this a detriment to
minority students but also to their white counter-parts as “white students’
sense of belonging was negatively affected by a poor racial climate,” like that
of Wittenberg, and “perceptions of discrimination” (Allan et. al. 291) could
also influence school attachment and structures of campus climate. Though Matt
and Devyn have differing opinions on diversity, they are still very good
friends and teammates. When discussing Devyn’s belief that his professor is
indifferent towards his black students, Matt expressed that he thinks the
indifferent behavior is “fucked up.” Though he isn’t the subject of this
treatment, he still sympathizes with Devyn and recognizes the professor’s
alleged actions as wrong.
Failures in restructuring the campus climate towards diversity have been seen in the faculty's inability to address issues of diversity as well. Issues in the larger society cannot be ignored by students and these events inevitably influence opinions and attitudes. Reportedly “students of color who pursue research on issues relevant to their cultural/ethnic background, frequently report difficulty in finding faculty who encourage and support their work” (Allan et. al. 291). This implies that the faculty member does not care. Even though the issue may be avoided because it is too touchy, experts urge faculty members to face issues head-on. Otherwise, minority students who are more sensitive to nuances than their white peers, will have their perception of their institution negatively influenced.
Others suggest that diversifying the faculty itself will enhance the climate for diversity (Taylor et. al.). If a minority student has a minority professor then he will be able to better relate to that professor and if a non-minority student has a minority professor, he will be exposed to diversity regardless of student interaction. This can be observed in the 1995 film “Higher Learning”. The protagonist Malik throughout the movie is at odds with what he considers White-America. It is his belief that because he is black that he will forever be a second class citizen regardless of his performance scholastically or athletically. It isn’t until he meets Dr. Maurice Phipps, a black professor, that he changes his views. Dr. Phipps opens Malik’s mind and teaches him that his attitude is only crippling him and to be successful he mustn’t allow himself to be stereotyped. Had Dr. Phipps been a white professor and put forth the same efforts to help Malik, the results would not have been the same. As a white man, Malik would not have been able to see Dr. Phipps knowledge as relevant because he wouldn’t relate to being a black man in America.
Illinois Wesleyan University (IWU), a liberal arts college in Bloomington, Illinois offers a voluntary three day program called Engaging Diversity in which first year white students are educated on social issues involving diversity (Gose et. al.). The program has been reportedly successful since its implementation. Co-founder of the program, Ms. Burke, states that “a lot of former participants become RA’s or get involved in student organizations and really take the changed insights they have and get it out there into the community”(Gose 2). Ryan Winter, a former participant says the program “encouraged him throughout his college years to meet students who might seem different” (Gose 1). Even with the success of those who do participate, only “twenty or twenty-five students out of a possible 350 white freshmen” (Gose 1) participate. Though there has yet to be a similar program at Wittenberg, I’d expect similar results.
Students arrive at universities already socialized. The lives they lived before attending college have already established their morality, values, and decision making. Student’s arriving at a university like IWU or Wittenberg are most likely from the Midwest, therefore, having a Midwestern socialization. A large majority of our students are already used to and comfortable with a lack of diversity. Experts believe that “desegregating predominantly white institutions”, like Wittenberg, “is particularly important in states and communities where high-school segregation has continued” (Allan et. al. 287), like Ohio, the state in which Wittenberg is located. Many of my white peers from Ohio that I’ve spoken to have told me that there were hardly any non-white students from their respective high-schools, and sophomore Josh Link says that he has seen more black people here at Wittenberg than in his entire hometown Students’ predisposition to diversity could be responsible for aversion to programs like Engaging Diversity.
Failures in restructuring the campus climate towards diversity have been seen in the faculty's inability to address issues of diversity as well. Issues in the larger society cannot be ignored by students and these events inevitably influence opinions and attitudes. Reportedly “students of color who pursue research on issues relevant to their cultural/ethnic background, frequently report difficulty in finding faculty who encourage and support their work” (Allan et. al. 291). This implies that the faculty member does not care. Even though the issue may be avoided because it is too touchy, experts urge faculty members to face issues head-on. Otherwise, minority students who are more sensitive to nuances than their white peers, will have their perception of their institution negatively influenced.
Others suggest that diversifying the faculty itself will enhance the climate for diversity (Taylor et. al.). If a minority student has a minority professor then he will be able to better relate to that professor and if a non-minority student has a minority professor, he will be exposed to diversity regardless of student interaction. This can be observed in the 1995 film “Higher Learning”. The protagonist Malik throughout the movie is at odds with what he considers White-America. It is his belief that because he is black that he will forever be a second class citizen regardless of his performance scholastically or athletically. It isn’t until he meets Dr. Maurice Phipps, a black professor, that he changes his views. Dr. Phipps opens Malik’s mind and teaches him that his attitude is only crippling him and to be successful he mustn’t allow himself to be stereotyped. Had Dr. Phipps been a white professor and put forth the same efforts to help Malik, the results would not have been the same. As a white man, Malik would not have been able to see Dr. Phipps knowledge as relevant because he wouldn’t relate to being a black man in America.
Illinois Wesleyan University (IWU), a liberal arts college in Bloomington, Illinois offers a voluntary three day program called Engaging Diversity in which first year white students are educated on social issues involving diversity (Gose et. al.). The program has been reportedly successful since its implementation. Co-founder of the program, Ms. Burke, states that “a lot of former participants become RA’s or get involved in student organizations and really take the changed insights they have and get it out there into the community”(Gose 2). Ryan Winter, a former participant says the program “encouraged him throughout his college years to meet students who might seem different” (Gose 1). Even with the success of those who do participate, only “twenty or twenty-five students out of a possible 350 white freshmen” (Gose 1) participate. Though there has yet to be a similar program at Wittenberg, I’d expect similar results.
Students arrive at universities already socialized. The lives they lived before attending college have already established their morality, values, and decision making. Student’s arriving at a university like IWU or Wittenberg are most likely from the Midwest, therefore, having a Midwestern socialization. A large majority of our students are already used to and comfortable with a lack of diversity. Experts believe that “desegregating predominantly white institutions”, like Wittenberg, “is particularly important in states and communities where high-school segregation has continued” (Allan et. al. 287), like Ohio, the state in which Wittenberg is located. Many of my white peers from Ohio that I’ve spoken to have told me that there were hardly any non-white students from their respective high-schools, and sophomore Josh Link says that he has seen more black people here at Wittenberg than in his entire hometown Students’ predisposition to diversity could be responsible for aversion to programs like Engaging Diversity.