Faculty Focus Group Discussions and Summaries
The following focus group summaries were developed from audiotapes of ninety-minute sessions with college faculty and administrators. The focus group processes complied with guidelines set by the Kansas State University Committee on Research Involving Human Subjects.
Confidentiality of focus group participants has been protected throughout the analysis component of this research project. Focus group members could withdraw at any time from focus group discussion without penalty or explanation.
A moderator from the Tilford Group was present to ask focus group questions and to keep discussion moving, but was not involved in actual discussion. Tilford members also served as assistant moderators and note-takers.
Agriculture
Architecture
Arts and Sciences
Business Administration
Education
Engineering
Human Ecology Diversity Council
Human Ecology Family Studies and Human Services
Technology and Aviation
Veterinary Medicine (no faculty focus group held)
College of Agriculture Faculty Discussion
Question 1: When you hear the word "multiculturalism" what comes to mind?
Faculty described multiculturalism as "awareness of more than your culture and as experiencing other cultures." Faculty also agreed that multiculturalism meant "living and working with people from other cultures." A faculty member remarked, "diversity and multiculturalism are the same. However, multiculturalism seems to address different cultures which has implications for our College because of the large number of international students." A faculty member expressed the view that "multiculturalism focuses on ethnic differences and has a historic emphasis ."
Question 2: When you hear the phrase "multicultural curriculum" what comes to mind?
According to the faculty it is important to define multicultural curriculum, and to begin to understand how it is actualized, "so that it has meaning for everyone." A faculty member suggested that "a multicultural curriculum could provide insight about workplace diversity issues." It was also acknowledged that implementing a multicultural curriculum would require instructors who were sensitive to multicultural issues, and were aware of students' diverse learning styles. Faculty expressed a need to reassess current courses and determine ways to effect multicultural infusion. It was also noted that practicing agronomists needed to understand the global implications of their work, for example, the differences between Kansas farming and Chinese farming. Faculty also discussed the pros and cons of adding a diversity class to the curriculum versus emphasizing diversity through curriculum infusion, and ultimately did not support a separate course.
Question 3: Where in your current curriculum are students exposed to multicultural knowledge, skills and practice?
According to the faculty there were currently only limited opportunities for student exposure to multicultural knowledge, skills and practice--one exception being those available through internships. Further, faculty agreed there was a greater discussion of global diversity issues than national ones in College of Agriculture courses. A faculty member remarked, "There is a lack of exposure to African Americans, Mexicans and the Amish." Faculty conceded that most student exposure comes from taking "social science electives ."
Question 4: How do accreditation guidelines influence how you prepare students to live and work in a diverse world?
Overall, faculty were not aware of how accreditation guidelines impacted students' preparation to live and work in a diverse world. A faculty member commented, "there are few if any guidelines with the formal accreditation process, but the professional society for the Ranger Park Resident Managers have a certificate program ."
Question 5: When you hear the phrase "multicultural competence" what comes to mind?
According to faculty, multicultural competence involves cross cultural communication and respect for others. Getting students to be more appreciative of others from diverse backgrounds was seen as a positive goal. A faculty member remarked, "Multicultural competency means sensitivity and being aware of how easy it is to offend others ."
Question 6: How relevant is multicultural competence to graduates in your college?
Faculty agreed that multicultural competencies are very important to graduates of their College but acknowledged that students get very little exposure to them. Faculty recognized the need to prepare students for living and working in global markets. A faculty member also remarked, "The fear of not being multiculturally competent limits some of our students." Another member said, "Multicultural competency is not a degree requirement, but it is an opportunity a student can get, if he or she chooses." Faculty also discussed the importance of students becoming multilingual.
Question 7: Of all areas discussed what area is most important to you?
Faculty reiterated the importance of multicultural competence and its implications for the College of Agriculture especially as they prepare students for the challenges of understanding and working in global markets. Multicultural curriculum infusion was seen as an important issue for further discussion. Some faculty expressed the need for the College to have a more diverse student body, and one commented, "The issue is not having more minority students here, but having a student body that is multiculturally competent--there is a need to put your money where your mouth is." Faculty also expressed the importance of retaining minority students who are recruited, and said it was important for them to pursue multicultural experiences, so they could share this knowledge with students.
Summary of Faculty Discussion
Faculty agreed that multiculturalism was awareness about differences and that it was important to experience and understand other cultures. Because the College had a large number of international students, faculty believed a greater emphasis on preparing students for living and working in global marketplaces was needed. Faculty expressed the need to recruit and retain a more diverse student body, and to understand the processes of multicultural curriculum infusion. They did not support the development of a separate course. It was agreed that students currently had very few opportunities for exposure to multicultural knowledge, skills and practice. The majority of students' multicultural knowledge was seen to come from social science electives or through seeking their own multicultural learning opportunities. In the current curriculum there appeared to be limited emphasis placed on ethnic groups within the United States and a greater emphasis on global diversity issues. Faculty recognized the need for students to become more sensitive to diversity issues, and were curious about curriculum infusion models that could be used in their classes. Overall, faculty were not aware of accreditation guidelines and how they might impact preparing students to live and work in diverse world.
College of Architecture, Planning and Design Faculty Discussion
Question 1: When you hear the word "multiculturalism," what does this mean to you?
Faculty focused on the number and variety of differences--many cultures, various facets of cultures, diversity of people and their interests, different ways of doing things and of thinking about the world. One person noted that "culture has not to do with people themselves as much as with people's habits, customs, the way people look, the way people perceive the world, the way people react to the world." Another spoke about the popularity of the term but believed there was confusion about the word, and that few really knew what it meant.
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
Two cast their understanding of the phrase in terms of preparing to work in a global economy or knowing how to behave and to treat others in the workplace. Another referred to other universities that included particular courses, such as "Introduction to Multiculturalism," in their curriculum. "Exposure to many different types of people, cultures, interests and backgrounds" was suggested "so that we can better understand one another." Another believed that students have to develop an appreciation of culture or cultures, but within the context of the culture in which they live. Finally, one participant emphasized an appreciation of diverse views and perspectives.
Question 3: Where in your current curriculum are students exposed to multicultural knowledge, skills, and practice?
The focus of this discussion was on the opportunities afforded by study in another country, and through experiencing and learning another language and culture while studying the major. Another element was interaction with international students in classes at K-State. One person mentioned the "potential" for multicultural knowledge from speakers in lecture series or special seminars. It was believed that the studio environments offered potential for many cultures to work together even though the cultural range might be narrow, and that "Topics of Design" problems might offer students some chance to learn about other cultures. Basically, the group agreed that the College dealt in some ways with multicultural knowledge but not with skills and practice.
Question 4: How do accreditation guidelines influence how you prepare students to live and work in a diverse world?
Faculty returned to discussion of multiculturalism, multicultural curriculum and skills. After some time, discussion centered on accreditation guidelines. These guidelines were seen to require attention to diversity, but faculty asserted that outcomes of the accreditation process had not demonstrated an impact on student preparation in multicultural competencies.
Question 5: When you hear the phrase "multicultural competence," what comes to mind?
The discussion began with, "Interacting with people in a way that values everyone," and "Be nice." Others gave examples of ways that those with multicultural competence learn from each other and behave so that others feel valued. One person made the point that simple knowledge did not lead to competence, rather competence required understanding and appreciating the other side.
Question 6: How relevant is multicultural competence to the preparation of graduates in the College of Architecture, Planning and Design?
All agreed that the professions were very people and relationship based, so multicultural competence was very important, very relevant. One pointed out that the profession's clientele was very diverse, and another noted that the practice of these professions was quite global.
Question 7: What, in your opinion, are the multicultural competencies prospective employers are looking for in graduates from the College of Architecture, Planning and Design?
The group's list of competencies included exposure to different aspects of the world, and a desire and ability to work in international markets and with teams whose members come from different perspectives and backgrounds. One noted that employers are looking for "tough architects"--those who will be strong, confident, and capable of communicating ideas to others different from themselves.
Question 8: Of all areas discussed today, what area is most important to you?
One faculty member noted that if graduates had the knowledge of multiculturalism, they would be better people and better professionals. Others spoke of their own experiences as being the "one who was different," and expressed a desire to encourage students to work more successfully in those environments. The group acknowledged that it was important to arrive at a commonly held definition of multiculturalism, and to understand how they might help students learn and develop critical multicultural competencies.
Summary of Faculty Discussion
The focus group from this College was different in that the participants were all women. They focused on differences among people and exposure to those differences when discussing multiculturalism and the multicultural curriculum. Appreciation of diverse views and perspectives was also noted.
The group agreed that the College dealt in some systematic ways with multicultural knowledge--study abroad, lecture series, special seminars, studio environments--but not with multicultural skills and practice. They acknowledged that accreditation guidelines required attention to diversity, but offered no indication of how those guidelines impacted current student preparation.
Multicultural competence was considered to be very relevant and important to the professions of architecture, planning and design. Focus group impressions of multicultural competence included valuing and understanding others, and "appreciating the other side." The group's list of multicultural competencies sought by employers included exposure to different cultures, an ability to work in international markets, and the capability of communicating ideas to others different from themselves.
This focus group noted that graduates with knowledge of multiculturalism would be better people and better professionals. They acknowledged the challenges of helping students develop multicultural competencies.
College of Arts and Sciences Faculty Discussion
Question 1: When you hear the word "multiculturalism," what does this mean to you?
Several of these faculty voiced concern about the "'racialization' of the notion of multiculturalism"--a tendency to focus on skin color alone when depicting differences among people. One person noted that many assume the word means African American, but "It's much larger than that." Another pointed out that the United States has ."..always been a multicultural nation. The myth of one culture in this nation is precisely that." Some talked about multiculturalism being a code word or a buzz word. There was some discussion about the need for students to understand the contemporary effects of different cultures on their lives, not just the history of various cultures. Others wanted the word to connote "opening your mind," "alienating us from our ever-existing assumptions," and being "exposed to all cultures and learning more [about them]."
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
One person spent some time on the need for the university and faculty to help students understand the value of a multicultural curriculum. One spoke of the expectation of variety within a course; another talked about the distribution of different types of studies of different cultures. Developing the ability to perceive the interrelated relevance of all aspects of recently gained knowledge was suggested as a way to begin thinking about a multicultural curriculum. Finally, someone noted that the multicultural curriculum was the responsibility of all disciplines--even the technical fields, sciences, math, and engineering.
Question 3: Where in your current curriculum are students exposed to multicultural knowledge, skills, and practice?
Much of the discussion did not answer the question directly, but rather debated related issues. Someone felt that the Arts and Sciences distribution requirements in all programs of study were an attempt to expose students to multiculturalism. Others believed that course discussions on certain topics provided an opportunity to approach the issues, but were unsure of how many faculty and students availed themselves of these opportunities. Several voiced the hopeful assumption that, "there's a lot happening outside of the courses," and that students were "exposed to multicultural knowledge, skill, and practices in everyday social interactions."
Question 4: How do accreditation guidelines influence how you prepare students to live and work in a diverse world?
Everyone agreed that where accrediting programs were a factor, the guidelines did have "some driving force." But basically, program accreditation was not a relevant concern for most Arts and Sciences programs.
Question 5: When you hear the phrase "multicultural competence," what comes to mind?
Someone noted that the College wanted to provide students with a broad-based education. However, this group struggled with the term "multicultural competence" and spent quite a while explaining their discomfort with it--trying to figure out what the phrase might mean. While dealing with the question of how one might measure competence, another talked about a diversity depth chart. One person thought competence at least had the positive focus on skill. Another rephrased multicultural competence as, "Use your head, be open, be nice, respect people." Yet another talked about "getting rid of one's ethnic chauvinism and the ability to think on multiple levels of being, and then recognizing that there is something transcending all these cultural differences, namely, our common humanity."
Question 6: How relevant is multicultural competence to the preparation of graduates in the College of Arts and Sciences?
One person stated, "Whatever it is, it's incredibly important." Others agreed. There seemed to be a consensus that because of its more homogeneous population, K-State had to create innovative ways to offer students the opportunity to learn what they might naturally learn in an environment with a broader diversity of ethnic, cultural and racial backgrounds. Several participants thought it unfortunate that many K-State students were ignorant about the world and yet did nothing to improve their knowledge and understanding of it.
Question 7: What, in your opinion are the multicultural competenciesprospective employers are looking for in graduates from the College of Arts and Sciences?
One person summed up his response by saying, "It's not knowledge-based so much as the ability to work with a variety of different types of people." The following list evolved: ability to work effectively in groups, communication skills, knowing that others' opinions have value or worth, and empathy with various points of view.
Question 8: Of all areas discussed today, what area is most important to you?
(There was not time for this question)
Summary of Faculty Discussion
These faculty voiced the concern that too many people focused on skin color alone when interpreting the concept of multiculturalism. In addition to the confusion about the word's meaning, they discussed its current prevalence as a code word or a buzz word. Many wanted the concept to emphasize open mindedness and learning about many cultures.
A multicultural curriculum was not defined by this group, although people spoke of variety within a course, distribution of different types of studies, and the responsibility of all disciplines to promote such a curriculum. Many believed that students needed a clearer understanding of why it was important for them to experience a multicultural curriculum. These faculty believed that students in their college programs experienced very different degrees of exposure to multicultural knowledge, skills and practice, and hoped that much more was happening outside of the classroom in social interactions.
This group struggled with the term multicultural competence and spent quite a while exploring their complexity and meaning of the phrase. One rephrased it as, "Use your head, be open, be nice, respect people." Others seemed to agree with that interpretation. Another idea was that such competence represented an ability to get beyond one's own "ethnic chauvinism" and realize the common humanity of all. "Whatever it is, it's incredibly important." Although the group had no ready description of or list of skills for multicultural competence, they were resolute that it is essential to their students' education. There was some discussion on the challenges of developing greater multicultural competencies within a homogeneous K-State student population.
Interestingly, the group did produce a list when discussing their assumptions about prospective employers' expectations of K-State graduates' multicultural competence: ability to work effectively in groups, communication skills, knowing that others' opinions have value, and empathy with various points of view.
College of Business Administration Faculty Discussion
Question 1: When you hear the word "multiculturalism," what does this mean to you?
Faculty perceived multiculturalism as "valuing people from different backgrounds," and as respect and recognition given to the strengths of diverse groups. Multiculturalism required that "you tolerate and understand other cultures, but sometimes communication can be a struggle between cultures." One faculty member remarked, "It is important for people to see the benefit of the struggle." Faculty recognize the importance of multiculturalism, but were not sure how to "create it or recognize it." They agreed it was better to have than not have.
Question 2: When you hear the phrase "multicultural curriculum" what comes to mind?
Faculty comments on multicultural curriculum could be organized in the following categories: (a) multicultural curriculum goals, (b) processes faculty should use to promote multicultural curriculum, and (c) a multicultural curriculum content focus.
(a) Faculty agreed that the goals should be to "prepare students for living in multicultural environments," and they should include a "discussion of how to enhance an understanding of diverse elements of society." (b) Faculty also discussed the importance of curriculum infusion rather than "requiring a course." Curriculum infusion would "teach skills and provide opportunities for students to develop cross cultural relationships in the workplace." Faculty agreed that this knowledge should be broad-based. Also discussed was the importance of infusing global, multinational issues within their specialty as it relates to consumer behavior within a multicultural framework. (c) Faculty finally discussed whether or not multicultural content should be part of all classes. For example, in the finance class, "we are so busy just doing numbers that we generally don't get to it." A member expressed, "I don't think you can infuse multiculturalism in each class."
Question 3: Where in your current curriculum are students exposed to multicultural competencies?
Faculty saw exposure in the following courses: "Management," "Business, Government and Society," "Organizational Behavior," "Consumer Behavior," and "Accounting Theory and History." A participant explained that students enrolled in the Business Administration and Preparation Program (BAPP) have an opportunity to take general education courses outside the College of Business Administration such as "Introduction to American Ethnic Studies," "World Regional Geography," and "World Politics." Another faculty member noted that BAPP "provides students with an opportunity to gain knowledge and be able to go out and communicate and feel comfortable living in a multicultural environment." Faculty discussed the importance of advisors encouraging students to take advantage of multicultural and foreign language courses and study abroad opportunities. It was noted that students enrolled in the Advanced Accounting program are required to take six hours outside the College of Business, which has allowed students to take diversity classes. Faculty also discussed the opportunity for students to learn multicultural knowledge and skills through multicultural curriculum infusion.
Question 4: How do accreditation guidelines influence how you prepare students to live and work in a diverse world?
According to faculty, the International Institute of Education accrediting body requires the College to have a global curriculum focus. One faculty member commented, "In preparation for accreditation a few years ago, we went through every class and asked faculty to describe where they touched upon international issues." In the summary submitted for the accreditation self study, faculty agreed that current accreditation guidelines discussed the importance of diversity of students and faculty, but did not give specific guidelines for discussing multiculturalism in the United States and how to educate students about different cultures. Faculty did agree that multicultural issues were important to the business community and therefore merited greater focus in the curriculum.
Question 5: When you hear the phrase "multicultural competence," what comes to mind?
Faculty responses included: identifying specific skills, discussing the stages of multicultural growth, and the need to seek learning opportunities outside the classroom. One member commented, "When I think of multicultural competence, I think of cognitive, moral development and moral maturity."
Faculty identified the following skills as essential for multicultural competence: cross cultural communication, speaking another language, and acquiring knowledge about cultural differences. Other essential qualities identified for multicultural learners were coping skills, acceptance, empathy, tolerance, and the seeking out of multicultural learning opportunities. Faculty also commented that in the finance department, most of the professors are from other cultures. Therefore, it was noted, students had an opportunity to be exposed to cultural differences and learn from other faculty and students.
Question 6: How relevant is multicultural competence to the preparation of graduates in the College of Business Administration?
Faculty agreed that multicultural competence was about more than formal instruction; they saw it as a process. Faculty also commented, "It is the informal teachable moments that faculty need to take advantage of in order to reinforce and role model what they feel is important." Two faculty members emphasized the significance of multicultural preparation, but commented, "I don't know how to prepare them."
Question 7: What in your opinion are the multicultural competencies prospective employers are looking for in graduates from the College of Business Administration?
Faculty agreed that skilled verbal and nonverbal communication across cultures, and knowledge and awareness about differences were important multicultural competencies for prospective employers. A faculty member commented, "You need tolerance for others and political correctness." Faculty also agreed that the primary concern of any employer is: "Can you fit in with the organization, and can you fit in with the team of employees."
Question 8: Of all areas discussed today, what area is most important to you?
Faculty desired to convey to students the important of receiving a "broad based education" and of seeking experiences to enrich their lives. Faculty agreed that the discussion related to multicultural competencies was important, and that an identification of these competencies would be helpful. They also said it was important to discuss the concept of multiculturalism, identify what it meant, and ascertain what steps could be taken to implement it. Faculty also noted that multicultural learning can and did take place outside the classroom.
Summary of Faculty Discussion
Overall, faculty recognized the importance of multiculturalism, but were not sure how to create multicultural learning opportunities. They believed the goal of a multicultural curriculum should be to prepare students to live in diverse environments. Faculty supported multicultural curriculum infusion, but were not sure if it could be accomplished in all business courses. They expressed the need to incorporate a discussion of global issues and its impact on business within their classes.
The College saw only limited classes within their curriculum that exposed students to multicultural knowledge and skills. Students enrolled in the Business Administration and Preparation Program (BAPP) had an opportunity to take electives that explore diversity issues.
Faculty interpretation of current accreditation guidelines included an acknowledgement of the importance of a diverse student body and faculty, but saw no guidelines on multicultural curriculum infusion or the discussion of diversity issues within the United States.
Faculty agreed that multicultural competence was relevant to the preparation of its College's graduates. They described multicultural competence as a set of specific skills and behaviors (e.g., cross cultural communication, knowledge of diverse groups, the ability to work with diverse teams, and the ability to seek multicultural learning opportunities outside the classroom).
College of Education Faculty Discussion
Question 1: When you hear the word "multiculturalism," what comes to mind?
Faculty commented that multiculturalism "represents a lot of ethnic diversity, and it is important for students to understand multi means many and mono means the opportunity to learn about more." Faculty discussed how the word multiculturalism was often overused and stated that undergraduate students questioned whether it pertained to gender or ethnic diversity. A faculty member said, "Multiculturalism has come to mean so many things for so many people that teachers cannot pinpoint what the expectations are." Faculty also noted that students "wrestle with the questions of whether they should use the word diversity, pluralism or multiculturalism."
Another faculty member said, "Multiculturalism is one of the most misunderstood words in the English language. No one has a true grip of what multicultural education really is, so it becomes very misinterpreted, misunderstood and misdirected by some." Faculty also expressed the view that students and many public school teachers had a negative connotation of the concept. One faculty member said that multiculturalism means "enrichment." It was also noted that the discussion of multiculturalism or diversity was influenced by the classroom instructor or educational leader facilitating the dialogue, that regardless of their ethnicity or gender, faculty in the classroom have a "cultural point of view " to discuss.
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
To this faculty multicultural curriculum meant integrating multicultural materials into all courses. Faculty commented on the difficulty public school teachers had in "conceptualizing " curriculum infusion. They discussed Dr. James Banks curriculum infusion model that outlined four levels of curriculum infusion--transformation being the highest level of change. A faculty member commented that curriculum transformation "is not well received in a lot of places yet, and the world is not quite ready for it." Faculty also discussed the challenges of evaluating curriculum infusion and how to make sure you don't lose track." Faculty also discussed the importance of a well planned curriculum.
Question 3: Where in your current curriculum are students exposed to multicultural knowledge, skills and practice?
Faculty described several areas of student exposure to multicultural knowledge, skills and practice. In the secondary education curriculum, the Block One component, students are exposed to a unit titled "Faces in the Classroom" where gender diversity, racial ethnic and intellectual diversity are discussed.
The field experiences for secondary and elementary education are also designed to provide multicultural experiences, but one faculty member said, "They are somewhat single culture experiences." In the administrator training program (graduate level) students were said to work with a diverse population or settings. A faculty member commented, "I am not always sure we are as faithful as we'd like to be." In the English as a Second Language course there is emphasis on how culture impacts "language and how strategies and methodologies become accessible to all families and students."
Students enrolled in Block Two, "Teaching In a Multicultural Society," initially spend time on what multicultural education is not . Faculty expressed the view that this was important to clarify before students could understand multicultural education. Faculty also believed that the Manhattan and Junction City area provided excellent opportunities for students to work with diverse students thus enriching multicultural learning experiences. Faculty viewed diversity as an integral part of the Special Education curriculum, especially as it relates to assessment, methodologies and discussions about the characteristics of exceptional learners.
Faculty also described feeling "overwhelmed" by the numbers of different cultures represented in any one public school, and acknowledged the impossibility of truly understanding each of these ethnic backgrounds. Teachers are "not likely to encounter one different culture when we work in schools...." Rather, one faculty member suggested, "We need to be teaching the process of learning about culture." Faculty commented that "students will not care how much you know, until they know how much you care."
Question 4: How do accreditation guidelines influence how you prepare students to live and work in a diverse world?
Faculty said that accreditation guidelines "make us accountable" by providing multicultural guidelines. They also encourage faculty to do a better job of "carrying multicultural education through from planning to assessment." Accreditation guidelines have influenced faculty hiring. A faculty member who has studied the North Central guidelines commented, "Defining equity is a weak component, and it is a double edged sword because accreditation sanctions help give some voice, but they also do a lot of damage."
Question 5: When you hear the phrase multicultural competence what comes to mind?
Multicultural competence is an ongoing process which should "encourage individuals to be reflective." The discussion of sexual orientation, it was noted, is uncomfortable for many students. One faculty member commented, "I don't know what it is like to be multiculturally competent, but there a lot of times I have felt multiculturally incompetent." Faculty also discussed the need for "in-service" to improve the facilitation of multicultural discussions in the classroom. One member reflected upon where the notion of multicultural competence takes one, "Does it take you to the student's competence or does it take you to yourself?" Faculty also discussed the importance of multicultural competence as it related to faculty moving beyond the classroom and working in the community, "There's a different kind of competence on the teachers part as well as the students."
Question 6: How relevant is multicultural competence to the preparation of graduates in your college?
Faculty agreed that multicultural competence "is incredibly relevant to the College of Education. When you become a teacher you become prepared to teach all children. Teachers must become reflective about teaching all children, regardless of ethnicity and language. Students' reflective journals demonstrate comments that lack sensitivity to diversity." Faculty also commented on feedback from teachers "who want to make some changes, but whose leaders won't allow them to change."
Question 7: What in your opinion are the multicultural competencies prospective employers will be looking for from graduates in your college?
Faculty discussed the importance of working successfully work with diverse populations and the "management of a classroom that is diverse in terms of behaviors, especially as it relates to special need students." "Flexibility is important especially as teachers work with parents and other adults (i.e., paraprofessionals) in the classroom." Faculty discussed the importance of working with people from different socio-economic levels and the need for a greater curriculum focus in this area.
Question 8: Of all areas discussed today, what area is most important to you?
Faculty expressed a need for in-service education, "cutting edge multicultural training to help faculty with curriculum infusion and facilitation of classroom challenges." The College of Education has multicultural consultants on faculty who could act as in-service trainers within the college, but it was suggested that, "Unfortunately, many faculty will be much more comfortable with outside consultants." Faculty discussed the importance of sensitivity to the "culture of change."
Summary of Faculty Discussion
Faculty agreed that the word "multiculturalism" was many times misunderstood, and sometimes presented a negative connotation, that multiculturalism represented all forms of diversity (e.g. race, ethnicity, gender, age, socio-economic status, sexual orientation, etc.), and that not everyone was comfortable with all components of multiculturalism. Faculty were supportive of multicultural curriculum infusion, but stated that many teachers in public schools were not sure of how to achieve it. Faculty described several classes where students were exposed to multicultural knowledge and skills. They felt that students' field experiences allowed for excellent multicultural exposure and experiences. Faculty agreed that accreditation guidelines encouraged the College of Education to be more accountable. However, faculty did not believe the guidelines were explicit about planning and assessing multicultural efforts. The Dean of Education was seen as very supportive of the College's multicultural efforts. Faculty believed that multicultural competence was a process; that it was much easier to describe a multiculturally incompetent person than a competent one; that having the skills to work with multicultural communities was important; that multicultural competence was very relevant for their graduates; and finally that students should develop the following skills to demonstrate multicultural competence: ability to manage classroom diversity, flexibility, and the ability to work with lower socioeconomic students. Faculty discussed the need for multicultural in-service education, and thought that faculty within the college could conduct these sessions.
College of Engineering Faculty Discussion
Question 1: When you hear the word "multiculturalism," what does this mean to you?
Faculty focused on the myriad of ways in which people are different from one another. Most wanted to promote awareness of those differences and to promote the understanding that the differences are "really a good thing." There was discussion of the need for language and communication skills in a diverse world. One person noted that faculty must remember that "students have different learning styles and different backgrounds that might affect what they're getting out of class." One characterized multiculturalism as a buzzword. "People may not know what they mean by it or may mean different things by it." Another believed it to be a very "sensitive" word. "People usually want to know your agenda when you use the word." Finally, one person spoke on the continuum of being aware of differences, tolerating differences, and respecting and appreciating differences.
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
Two peoples' comments targeted the need to find ways to explain concepts that connect with the experiences of everyone in the class rather than just the "standard western white-male point of view." A textbook designed to present word problems using characters of diverse attributes and from many different cultures was used as an example of "keeping your eye out for things that you can introduce in subtle ways." Another responded that students may have to realize that the teacher's explanations and examples are likely to be garnered from that person's own frame of reference, which may be limited until the teacher can acquire "a knowledge base to build upon." There was discussion of the College's responsibility to "turn out good engineers" versus the responsibility to "turn out the best people we can." No one wanted the multicultural curriculum to be a single course imposed on all students.
Question 3: Where in your current curriculum are students exposed to multicultural competencies?
Some believed that Engineering students were likely to encounter faculty members who come from different cultures, meaning faculty members and G.T.A.s from other countries. Others talked about students working in groups. Otherwise, the faculty acknowledged that students are rarely exposed to multicultural competencies in Engineering classes.
Question 4: How do accreditation guidelines influence how you prepare students to live and work in a diverse world?
In general, the faculty indicated that the new Accreditation Board for Engineering and Technology (ABET) guidelines are flexible but will necessitate that the college demonstrate that they have "prepared students to live and work in a diverse world." The college will be held accountable by ABET for accomplishing this goal, and faculty asserted that discussions were underway on how best to meet and assess achievement of the goal.
Question 5: When you hear the phrase "multicultural competence," what comes to mind?
The discussion revolved around the questions of "How are we going to assess the multicultural competence of the students?" and "How will we assess the multicultural competence of the faculty?"
Question 6: How relevant is multicultural competence to the preparation of graduates in the College of Engineering?
One person said that if multicultural competence is "being prepared to function in a diverse setting," then it's very relevant. There was discussion about a graduate's need to function successfully and effectively in the global marketplace.
Question 7: What, in your opinion, are the multicultural competencies prospective employers are looking for in graduates from the College of Engineering?
One person noted that companies would want graduates who were "not going to start from a position that 'my world view is the default world view.' " Employers would want to hire people with an awareness of the world's diversity and of the need to function successfully in such a world. Students would need to relate to global markets: people, culture, and language. "They're going to have to truly integrate with people from other cultures. They'll have to be able to relate to the people in those [other] countries and get through the code checking processes in those countries. They'll have to be able to adjust to a totally different environment. It will be important to know other languages." Another noted that companies would want to hire people willing to "go there and work in those [other] environments."
Question 8: Of all areas discussed today, what area is most important to you?
One person noted that the faculty have to model the behavior they wanted their students to pick up. Another said, "We can't just say, the College of Engineering now announces that everyone will develop multicultural competence. GO!" The statement that faculty must be provided with "resources and ideas and support and time to develop this" was well supported. Much discussion focused on a recent decision to close a minority study room in the college, on the question of how to meet the diverse needs of students without alienating others, and on how to meet all people's needs.
Summary of Faculty Discussion
The faculty acknowledged that their students needed to deal effectively with differences among people in the workplace--especially in a global market. In point of fact, much of the group's conversation about multiculturalism and multicultural competency focused on the global market rather than domestic environments.
Everyone agreed that the ability to function effectively in a diverse work setting was a necessary skill for graduates. There was, however, no clear understanding of how to provide students with opportunities to develop that skill. The faculty were concerned that students experienced little diversity within the College of Engineering--with the exception of taking courses from teachers who come from different countries and cultures. How to best provide Engineering students with opportunities to develop multicultural awareness and competency was said to be a current topic for discussion and decision making among the faculty and administration. Many believed that active learning experiences outside the college--perhaps outside the country--would be necessary.
Assessment played a major role in this focus group's discussion. ABET, the college's accrediting agency, now requires that the Engineering College demonstrate how they have prepared students to live and work in a diverse world. Faculty were unsure of the definition of multicultural competencies and were even less sure of how to assess whether students and faculty demonstrated such competence.
Faculty believed that it would be necessary for them to model the multicultural attitudes and behaviors they wished students to develop. Several agreed that faculty will need time, resources and support to accomplish their own multicultural development and to create critical learning opportunities for students.
College of Human Ecology Diversity Committee Discussion
Question 1: When you hear the word "multiculturalism," what does it mean to you?
One committee member said that, "Multiculturalism at Kansas State means nothing and is just a word, but in my life it means something. People do not understand it and they certainly do not value it." Another thought that multiculturalism was "just a buzz word," and that to K-State's primarily Caucasian students, "multiculturalism means something like international students, cultures from abroad, but not here." Some remarked upon the importance of "accepting people from different races," and thought that multiculturalism might be "more of a construct...how people should live their lives."
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
Undergraduate students at other universities "see it as something you take to meet general education requirements." Committee members perceived a multicultural curriculum as a "planned program to introduce others' ethnicity, and culture to those who have not had any experience with cultures outside their own", and hoped that "those who engaged in a multicultural curriculum process would leave with some predetermined competencies or knowledge related to a number of cultures other than the one of their primary origin." Another Committee member suggested that "multicultural curriculum doesn't mean anything and that efforts should be made to integrate multicultural issues into the curriculum so that the word "multicultural curriculum" does not have to be used. Other saw a multicultural curriculum as narrowly defined, and associated with "difference" (i.e. gender, color and customs).
Question 3: Where in your current curriculum are students exposed to multicultural knowledge, skills and practice?
There was general faculty agreement that minority/gay students and faculty had to be bi-cultural or multicultural by virtue of having mastered the expectations, skills and practices of the majority culture in which they successfully lived. One member asked what could be expected of the university's teacher graduates if everything taught in the classroom is centered on the norms of dominant culture. "You can only lead where you go."
It was noted that, "Several years ago, at the request of the American Dietetic Association, we reviewed our curriculum and did not find curriculum integration." Enrollment in the public health option, which requires students to take "American Ethnic Studies, " is the only place students are exposed to anything about identity of another culture or ethnicity," said one member. Others felt that they had run into barriers trying to get multicultural information discussed in their courses even though that focus would have been appropriate to the course goals. Another part of the difficulty in curriculum integration was attributed to lack of adequate training in multiculturalism and consequent faculty discomfort with the material.
Question 4: How do accreditation guidelines influence how you prepare your students to live and work in a diverse world?
Faculty did not believe curriculum guidelines were designed to prepare students to live and work in a diverse world. One said that only "minor lip service was given to issues concerning people from diverse groups and working with diverse populations," and another said that "to some extent accreditation guidelines may be an hindrance" because they did not encourage development of skills, but rather tended to enforce stereotypes.
Question 5: When you hear the phrase "multicultural competence," what comes to mind?
Generally, multicultural competence was found to mean a comfort level in "working with someone of a different race or culture," a "capability and ability to handle different situations." Also noted were the various stages of multicultural competence, and the view that exposure was not necessarily sufficient to bring about skilled interaction or broadened awareness.
Question 6: How relevant is multicultural competence to the preparation of graduates in your college?
Faculty agreed that multicultural competence was very relevant to the preparation of Human Ecology graduates. A faculty member said, "There are faculty who are not showing respect to one another and students see it." Faculty discussed the importance of listening to students' needs, but also saw a higher level of faculty competency as a prerequisite to successful preparation of graduates.
Question 7: In your opinion, what are the multicultural competencies prospective employers will be looking for from graduates from the college of human ecology?
Faculty focused on the skills needed to live and work in global environments, forge strong human relationships regardless of a person's background, and to be aware of behaviors that may be offensive to others. The importance of faculty demonstration of multicultural competence in the workplace, especially while working with other faculty and students, was discussed.
Question 8: Of all areas discussed today, what area is most important to you?
(not discussed)
Summary of Diversity Committee Discussion
Multiculturalism had various meanings and implications for this group. Some perceived it has a "buzz word" and others perceived it as a construct with the goal of "accepting people from different races." One faculty member defined multicultural curriculum as a planned program that had a set of predetermined knowledge objectives and competencies. Faculty also recognized the importance of curriculum infusion. They felt that there were few opportunities for student exposure to multicultural knowledge and skills within the College. Some faculty appeared to be uncomfortable teaching multicultural material. Overall, there are no clear guidelines regarding multicultural curriculum infusion, especially as it related to knowledge acquisition and skill development.
Faculty agreed that multicultural competence was relevant to the preparation of Human Ecology graduates. Focus group participants pointed to the importance of demonstrating multicultural competence in the college, especially while interacting with other faculty and students.
College of Human Ecology Family Studies and Human Services Discussion
Question 1: When you hear the word "multiculturalism," what does this mean to you?
Faculty found that multiculturalism meant "creating space for people with lots of differences in background, where there is not a push for assimilation, not a push for everyone to be alike, but a curiosity about differences as well as similarities." One faculty member thought, "The plus of multiculturalism is everyone is different. The negative aspect of multiculturalism [is] when we use it to focus on differences, not on the sameness across people."
Question 2: When you hear the phrase "multicultural curriculum," what comes to your mind?
An early childhood faculty member said, "Multicultural curriculum often means the tourist approach, taking snapshots of different geographical regions" (e.g., Africa, Mexico and Australia), and drawing from stereotypes of those people. Another commented that multiculturalism brought to mind doing "what is politically correct" in an expedient, separate, perhaps one-week class, when that education would more correctly be an integrated, underlying concept across the curriculum. "Faculty have to teach themselves, to change themselves first.
"Because it does mean different things," the concept was found to be confusing. A definition of multiculturalism and its goals was thought important. Multiculturalism was considered a guideline for the University's general education courses. Other remarks on developing curriculum were, "Curriculum sometimes focus on differences, and I do not think this is a good approach because I'll never understand what it is like to be someone else and nobody else can teach what it is like to be me," and "Not everyone experiences life the same way you do, yet all have similar needs that cut across race and geographical boundaries."
Question 3: Where in your current curriculum are students exposed to multicultural knowledge, skills and practice?
Students enrolled in the family therapy program have dealt with the issue of ethical assessment vis a vis client family background and the student's own bias. Another opportunity has been in a class, "Family Systems in Cultural Context." "Child Development 310" was thought to uncover normative expectations for children's' behavior, but was still found to have a Western bias. The exposure of students to a multicultural faculty was thought to be a plus within the College. One member of the group discussed experience with classes taught at another university and said that it was perennially surprising that white students had the "concept that 'Everyone else has culture, except me.' " Another suggested that a great place to start was "first, with who I am." It was recognized that too often multicultural curriculum evolved into "an [impossible] assignment to write about what the black family is like ." Finally, it was pointed out that in therapy "we don't know...we have to get to know them... see what we have and work accordingly." From that perspective, this faculty member preferred the method of integrating multicultural competencies into the curriculum by teaching skills of evaluation versus the presumptions based upon data that has been gained primarily from studies on the white middle class and then applied to other groups.
Question 4: How do accreditation guidelines influence how you prepare students to live and work in a diverse world?
Faculty described accreditation guidelines as a "kick-start" and "helpful to improve the program." One of the College's Program Director had the responsibility of completing the accreditation surveys, "three fourths" of which related to multicultural curriculum. However, these surveys appeared to offer "no working definition of multicultural curriculum. So we try to integrate it the best we can." The National Council on Families "does not use the words 'multicultural curriculum.' They talk about cultural context and understanding families within this context" in early childhood education. Faculty also expressed the view that accreditation guidelines emphasized student and faculty representation.
Question 5: When you hear the phrase multicultural competence, what comes to mind?
Faculty expressed various thoughts about multicultural competence. Some perceived it as "awareness of self, having a genuine curiosity about others." A multiculturally competent individual was described as one who was: "respectful, inquisitive, not quick to judge, listens more than talks, and is interested in what others think." Multicultural competence was thought to start in early childhood. Faculty described competency as "special objectives and outcomes to be measured," and as a process of "life long learning." Finally, the challenges involved in the teaching of multicultural competence were acknowledged.
Question 6: How relevant is multicultural competence to the preparation of graduates in your college?
All faculty agreed that multicultural competence was important for the preparation of Human Ecology graduates. They expressed the view that students would have to "deal with people who were different, learn to respect others, and learn tolerance."
Question 7: What in your opinion are the multicultural competencies prospective employers are looking for in graduates from the College of Human Ecology?
Faculty reported that graduates in Early Childhood Education needed "awareness, some exposure, ...to be able to pick up enough information to understand...the factors that shape a child's developmental competence." A faculty member said, "The most typical job for our family therapy graduates is in home care therapy, and they must be sensitive...." Because many of the graduates in the college will be working with all kinds of people, faculty said, "They have to be accepting of diversity." Faculty members also discussed the importance of acknowledging sexual orientation as a component of the multicultural competence package.
Question 8: Of all areas discussed today, what area is most important to you?
"How you define and interpret multiculturalism. Because unless we develop a shared understanding of that, then we're not going to communicate with each other very well about all the different issues. I see that as a core foundation--understanding."
One member said, "I can't set objectives and goals, or agree to objectives or goals unless I know what the definition is that we're supposed to be dealing with." However another countered that, "This may change in a year. I can't wait twelve years for us to figure out what it is. We have to do our curriculum now, even though we're fumbling through what it means." Yet another view was, "I keep coming back to understanding about our own individual culture--our bias starts there.
Summary of Family Studies and Human Services Group Discussion
Faculty recognized the significance of student multicultural competence, both as a skills based competence and as a ground for modeling appropriate behaviors. Though there were various descriptions of multiculturalism discussed by the group, they ultimately could not arrive at a consensus of its meaning, nor did they arrive at a working concept of a multicultural curriculum, its goals or processes. Previous attempts to facilitate a multicultural curriculum in the classroom were acknowledged to be lacking in focus and direction. Students, overall, appeared to have limited opportunities for multicultural exposure, knowledge and skills in current curriculum offerings. However, it appears that students enrolled in the family therapy program and in early childhood education have had some opportunities to discuss multicultural issues in a few of their classes.
College of Technology and Aviation Faculty Discussion
Question 1: When you hear the word "multiculturalism," what does this mean to you?
Multiculturalism had different meaning for the focus group participants. Some participants were confused by the term's meaning, others thought it meant different cultures. It was seen as broad based and inclusive. One participant concluded, "Multiculturalism means fear, we are scared to reach out to each other." Another participant remarked that multiculturalism embraced "people from all walks of life." In summary, multiculturalism, though confusing, was found to imply differences, tolerance, and an understanding of appropriate behavior.
Question 2: When you hear the phrase "multicultural curriculum," what comes to your mind?
Respondents perceived multicultural curriculum from diverse philosophical perspectives. Some perceived it as necessary, "if we are to move students along the multicultural continuum." Instructors found it frustrating when students were unable to comprehend or appreciate the value of multicultural knowledge.
Other respondents perceived a multicultural curriculum as "helping with the learning process. But it would cause more problems because multicultural curriculum means separating and sometimes this causes confusion." It was suggested that "the terms multicultural and curriculum do not necessary go together." Another respondent suggested that the aviation and technology curriculum combined within a multicultural framework would focus on "things that make us different and not so much on how we can work together."
Overall, it appeared that focus group participants were not sure what a multicultural curriculum was and whether or not it should be infused into the courses offered at their College. Some, however, saw a need to do so but "questioned if there would be a genuine buy into it."
Questions 3: Where in your current curriculum are students exposed to multicultural knowledge, skills and practice?
Focus groups participants expressed the view that there were few opportunities to acquire multicultural knowledge, skills and practice. One respondent remarked, "I don't think it's covered anywhere." Another said that some multicultural knowledge occurred in public speaking classes. Respondents frequently referred to multicultural learning opportunities that occurred within the classroom by virtue of the international instructor and/or students present. One respondent remarked, "I think, on this campus, there's an assumption that diversity and multicultural awareness comes from simply being in class with different people." One participant said, "It's been intentionally avoided, because I think it would cause conflict." While another replied that "I value being in a classroom with other cultures, because we have very little diversity here."
Other comments were, "I think some teachers try, however, some students are uncomfortable when multicultural material is presented," and "I had a student walk out on the first day of our discussion when talking about people from different backgrounds because he thought I was stereotyping people."
Question 4: How do accreditation guidelines influence how you prepare students to live and work in a diverse world?
Overall, focus group participants were not aware of accreditation guidelines that would influence student preparation in this area. One remarked, "It seems to be mentioned in the mission statement, but other than that I don't recall any specific points, guidelines or criteria being addressed." Another commented, "My experience with accreditation has been looking at the leadership components of the curriculum, and what I have learned is if it's not in there, its not important."
Question 5: When you hear the phrase "multicultural competence," what comes to mind?
There were varying definitions of multicultural competence. Participants said it meant
"completeness, knowing what to say, being sure of yourself and where you are going." It was also defined as the ability, knowledge and skills to function in a diverse work environment without fear and with competence. A multiculturally competent person was said to be able to see differences as strengths and not be afraid of them, one who can "really get along with others."
Question 6: How relevant is multicultural competence to the preparation of graduates in your college?
All respondents were in agreement that multicultural competence is relevant to the preparation of Aviation and Technology graduates, but "it is not happening." Some students leave the College according to one respondent, "because they are uncomfortable." It was also mentioned that students were not sensitive to those who faced challenges different from those of majority students, and that majority students needed to "stand up and let their voice be heard that discriminatory behavior is wrong."
Question 7: What in your opinion are the multicultural competencies prospective employers will be looking for from the graduates of the College of Technology and Aviation?
Respondents agreed that getting along with the next person, respecting people and having positive cross cultural skills was essential. A focus group member who had just recently participated in a job interview, agreed that employers are looking for the above skills.
Question 8: Of all the areas discussed today, what area is most important to you?
Multiculturalism, multicultural competency and curriculum were areas discussed during the focus groups and found to be important to respondents.
Summary of Faculty Discussion
Faculty had diverse meanings of multiculturalism. The concept is confusing, but overall it implied "differences, tolerance and an understanding of appropriate behavior." Faculty are not clear about what are multicultural curriculum infusion strategies. Faculty agreed there were limited opportunities for student exposure to multicultural knowledge and skills within the current curriculum. Faculty were not aware of how accreditation guidelines influenced how they prepare students to live and work in a diverse world. There were varying definitions of multicultural competence. Faculty agreed there were specific knowledge and skills essential for achieving multicultural competence, especially cross cultural communication. They also agreed that multicultural competence was relevant to the preparation of graduates in their college.
