Student Focus Groups
The following focus group summaries were created from audiotapes of ninety-minute sessions with college students. 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. Students served as assistant moderators and note-takers.
Student Focus Group Discussions and Summaries:
Agriculture
Architecture
Arts and Sciences
Business Administration
Education
Engineering
Human Ecology
Technology and Aviation
Veterinary Medicine
College of Agriculture Student Discussion
Question 1: When you hear the word "multiculturalism," what comes to your mind?
Students suggested that multiculturalism meant many cultures, and involved cross cultural communication with the goal of having people work together harmoniously. It also was said to involve understanding demographics and diverse ethnic backgrounds.
Question 2: When you hear the phrase "multicultural curriculum," what does that mean to you?
Students expressed the view that multicultural curriculum related to a diversity of thought. One student commented that a multicultural curriculum meant "Black History. It is always about blacks and whites getting along, about learning each others history, but it should not be forced." Students commented that multicultural curriculum addressed diverse languages and learning styles. It also was thought to involve an understanding of culture's influence on behavior, i.e., awareness of appropriate gestures and other non-verbal and verbal behaviors. One student was not interested in taking a required course, but would like to see it infused within the curriculum. Another student would like to see "multicultural curriculum as optional. If it would help you." Students felt more emphasis should be placed on study abroad and internships.
Question 3: Where in your current classes are you exposed to multicultural knowledge, skills and practice?
Students identified the Agronomy class as one where they had been exposed to multicultural knowledge, practice and skills. One student thought there needed to be more issues relating to diversity discussed in the "Agricultural Leadership" class. Most agreed that much of their multicultural learning had occurred outside the College of Agriculture, in the College of Business, in literature classes, and political science courses. There was also some discussion on the exposure to cultural differences gained in learning experiences with international faculty and G.T.A.s.
Question 4: When you hear the phrase, "multicultural competence," what comes to mind?
Students concluded that, "Multicultural competence is what you know about a different culture and how well you practice it. It requires students to be adaptable and flexible." One student commented that multicultural competence meant "finding a common ground and going from there." A student also remarked that, "One must figure out your own culture before you can study someone else's culture." Students expressed the view that multicultural competence was "more than understanding international cultures."
Question 5: How relevant is multicultural competence to your academic preparation?
Because agriculture is becoming more global, students viewed multicultural competence as very relevant to their professional preparation, but were not convinced they were receiving adequate academic preparation in the area. According to the students, ethnic diversity was becoming more prevalent in Midwestern farming communities. For example, a student remarked that in the Midwest "we will be working with more Hispanic farmers." Students also expressed a need to "rid themselves" of cultural and ethnic bias as they prepare to live and work in a diverse world. Finally, students expressed concern about the intolerant attitudes they saw expressed in their own communities and families.
Question 6: What in your opinion are the multicultural competencies prospective employers will be looking for when you graduate?
Students thought that employees would be looking for graduates who were adaptable, had excellent communication skills, knew a second language and who could work effectively with others. One student commented, "You must be comfortable with yourself. If you are not comfortable with yourself, how will you successfully interact with others."
Question 7: Of all areas discussed what area is most important to you?
Students reiterated their concern that they possess the multicultural competencies sought by employers. One student said that you "cannot teach multiculturalism, but you must practice it." Students also expressed a need for exposure outside the classroom, but thought that opportunities for first hand multicultural experience were scarce.
Summary of Student Discussion
Students understood multiculturalism to mean many cultures, and they recognized the importance of cross cultural communication. Some students saw multicultural curriculum as Black History, others perceived it in terms of an infusion of multicultural learning into the broad curriculum. The students recognized the influence of culture on behavior, and had differing opinions about whether diversity should be a required course, optional, or infused. Concern was expressed about the scarcity of multicultural learning opportunities in College of Agriculture classes. However, students did feel that they had benefited from exposure to cultural backgrounds different from their own through their interactions with international teaching faculty and G.T.A.s. Students emphasized the importance of "practicing multicultural competence" over solely having knowledge of different cultures. Moreover, students clearly recognized that future employers would place emphasis on hiring multiculturally competent employees. They acknowledged the College's emphasis on global diversity, but would like to see more emphasis placed on diversity within the United States.
College of Architecture, Planning and Design Summary of Student Discussion
Question 1: When you hear the word "multiculturalism," what does this mean to you?
The students focused on differences. "Differences. Lots and lots of differences. And a lot of hardships and difficulty." "People from different ethnic backgrounds." "Different cultures both internationally as well as within the United States." "Depends on scale--a shared system of beliefs and values that is different from others around, whether that be within a country or within a family." "More of a study in the different cultures...for understanding, for respect." One student ended the discussion by saying that multiculturalism could be viewed not only as a trait but as an opportunity for "widening your own views, for creating interest, and adding flavor to life."
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
This discussion focused on experiences and interactions with people and places and ideas that were different from "your own." Multicultural curriculum meant, "a lot of exposure to just different experiences," "interaction, communication," "interaction and exposure with different types of people--not just exposure but how to work with that." Another replied, "I question whether a multicultural curriculum can be formally taught. I think you just need experience with it to become more aware and learn how to successfully deal with it." One student said, "We need to stop seeing culture as 'that hurdle' and more as an opportunity to improve design and to expand our ways of thinking."
Question 3: Where in your current classes are you exposed to multicultural knowledge, skills and practices?
Many talked about their studio classes as a place to "overcome cultural biases because we all have one thing in common and that's architecture." One student said, "Unfortunately we don't have any classes that teach us to work with other people." Others talked about "Environment Behavior" as the "big class for that"--learning how other cultures do simple, everyday things differently. Some believed experience with different instructors exposed them to different ideas and ways of thinking. Study abroad was acknowledged as a multicultural experience. Many indicated that most of their exposure to multicultural knowledge, skills and practices occurred in their lives outside of class, interacting with many different people in campus and off-campus activities. A few talked about encouraging students to take courses outside of the college to increase their exposure to other ideas. One student said it was necessary to be proactive in seeking these experiences. "I didn't wait for the education system to kind of catch up." Another agreed, "These opportunities are out there, you just gotta, you gotta take 'em.''
Question 4: When you hear the phrase "multicultural competence," what comes to mind?
The conversation began with the comment, "I think maybe three people on this entire campus have multicultural competence." Others agreed that multicultural competence was not a static state but a constant learning process. "It comes in degrees, your competence." Another student gave an example, "Some of the most learning moments of my life have been in terribly uncomfortable situations, and having to walk through that situation, and at the end look back and say, 'OK, this is what I did wrong, this is how I can improve myself and this is what I learned.' And I feel that's competency. It's a process. You're always in it, you know." A few specific definitions were proposed: an appreciation and willingness to work together, and take advantage of other multicultural opportunities; the ability to practice in an informed way or an informed manner; comfort in dealing with all types of people; the ability to function harmoniously in diverse work environments; and the ability to carry on in a professional manner. This question period ended with considerable debate on whether or not multicultural competence required a proactive intent to seek out opportunities to learn from and to teach others.
Question 5: How relevant is multicultural competence to your academic preparation?
The responses to this question revolved around the notion that multicultural competence was concerned more with personal preparation than with academic preparation. There was some disagreement about whether the point of developing multicultural competence should be success in the workplace or success in life. One individual posed the idea that, "We need people who are culturally incompetent as well, and who feel very strongly about their beliefs at the same time as we need people who are culturally competent. "I think that just enriches our experience of the world by encountering people of both abilities or attributes."
Question 6: What, in your opinion, are the multicultural competencies prospective employers are looking for when you graduate?
Initially, students had difficulty with this question. They were clearly of the impression that those who hire them will be looking for skills in drawing, drafting and basic communication which one participant considered to be the "trade of our profession." Eventually, they mentioned several possible multicultural competencies sought by employers: ability to talk about things other than our own small culture; foreign studies experience; experience working with people from other cultures--volunteer experiences and internships; class experiences such as "Diversity in the Workplace." Most believed that this issue would be handled during an interview, when they would have an opportunity to "show" or "tell" their competence. One student noted that "the idea that I could be discriminated against by a future employer because I do not apparently have a multicultural background is dangerous in itself."
Question 7: Of all areas discussed today, what area is most important to you?
Many ideas were expressed. Some participants focused on the development of communication skills. Another had been impressed by the idea of making K-State students more employable through the development of multicultural competence. Many expressed the opinion that each person had to be proactive--to seek new experiences, "to be aware of what's going on around you, to embrace experiences and reflect on what you learn from them, maybe help others understand." One pointed out that, "It's a never-ending cycle." Yet another gave an example: "You really need to accept people's differences and not just say, 'OK I can accept you for this hour that I have to work with you and then I'm gonna just forget about everything I've just learned.' " Two noted that "change only goes so far as personal initiative" and "you have to be willing to change yourself." For one person the most interesting aspect was "whether it can be taught or just learned, whether or not you should be--not necessarily forced--but you know, required to classes in that field."
Summary of Student Discussion
When describing multiculturalism, these students focused on difference, and a consideration of the opportunities rather than the hurdles involved in multicultural learning. The discussion about multicultural curriculum focused on experiences and interactions with people and places and ideas that are different from "your own."
These students viewed multicultural competence as personally relevant and professionally beneficial. However, they were less convinced of multiculturalism's relevance in academic preparation. They were adamant that they would be developing multicultural competence throughout their lives and that it would be a never ending learning process. They looked forward to that learning process in order to better understand their future clients and professional colleagues.
A few discussed classes that offered exposure to multicultural knowledge, skills and practices: studio classes, "Environment Behavior" and "Diversity in the Workplace." Many cited study abroad programs as a good way of gaining multicultural experience. However, most believed that their exposure to and experience of multiculturalism occurred outside their classes, even outside their College.
Though the students initially had trouble defining which multicultural competencies would be expected or desired by prospective employers, communication skills and experiences with other cultures were noted.
Many times, the students stated their conviction that each person had to take the initiative to develop multicultural competencies. They said the College and University alone didn't, and maybe shouldn't, do that for them. They believed that people needed to be actively aware of what's happening around them, reflect on what they experience, and learn from it.
College of Arts and Sciences Student Discussion
Question 1: When you hear the word "multiculturalism," what does this mean to you?
The discussion laid emphasis on differences, i.e., being aware of different cultures, different possibilities and ideas, different backgrounds and experiences. Multiculturalism was valued as it became actualized through "not only knowing about it but having people adequately educated about it and dealing with it." One student thought it should be viewed "more in the context of a salad than a melting pot." A wide interpretation of the term was held by some of the students who extended the conceptual boundaries from race and ethnicity to encompass vegetarianism, homosexuality, tastes in art, religions, class background, etc.
One student thought that multiculturalism could not be learned in the classroom, and required a direct human interaction with other cultures that was lacking at K-State, despite brochures and other materials that promoted the campus as a diverse one. The discussion ended with recognition that panel participation was voluntary, and therefore, members were already interested in diversity. "The reason why I came here today, I am from a small town. I am not aware of other cultures or where they are located. I think I am not alone. I was never taught. I do not discriminate. I just do not know."
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
Most students felt that a multicultural curriculum should prepare them to live and work in a world of people unlike themselves. This curriculum should "prepare students to land on their feet in any situation, to be open minded," "to learn how to communicate with others," "to accept other people's differences and understand where they are coming from." Several thought it was not the job of the minority to inform the majority, that there was a need to provide incentives for majority students to take classes that would "open their eyes." Classes that asked students to work together in groups were seen as part of a multicultural curriculum. Another believed that students must take opportunities to get "involved with others whose experiences are different from your own." Finally, one person thought the word curriculum focused on academic things and that the phrase "multicultural program" might be better.
Question 3: Where in your current classes are you exposed to multicultural knowledge, skills and practices?
Several specific classes and programs were mentioned: "Senior Seminar in Women's Studies," "Gender Issues in the Media," "Freedom of Speech," a "Family Studies" class for dormitory Resident Assistants, and summer service teams that travel to Mexico and other places. One student noted that exposure to multicultural ideas was pervasive in the humanities and social sciences, but not in the sciences. Another reported receiving multicultural knowledge, skill and experience in campus courses but then not receiving the chance to "practice what I have been taught."
Question 4: When you hear the phrase "multicultural competence," what comes to mind?
Again, there was considerable focus on dealing with differences. One person noted that similarities and differences existed--competence meant learning and understanding the differences. The list of competencies included: being open-minded, desiring to learn about the differences, being knowledgeable about different cultures and experiences, respecting others and their different ideas, understanding without judging, being able to interact successfully with others, communicating effectively with those from other cultures, celebrating differences, and learning to deal with the biases learned during your childhood. Another student asserted that "One can never have multicultural mastery. We cannot learn it all." Several agreed that there were stages of competence, and that K-State students must be given the opportunity to move from awareness to action.
Question 5: How relevant is multicultural competence to your academic preparation?
Acknowledging that the world is getting smaller and that companies are employing a more diverse work force, one student said that multicultural competence is a "big part" of academic preparation. Another said it was very relevant and that students must explore it because "even a Kansas farmer may have to deal with immigrant workers." Yet another mentioned how many people are studying other languages and concluded that language is a first step in multiculturalism. "It is the key to understanding others."
Question 6: What, in your opinion, are the multicultural competencies prospective employers are looking for when you graduate?
The list provided by these students included: communication skills, willingness to work within a diverse group, willingness to relocate to another culture, being comfortable in any situation, able to work with people different from you on a daily basis, adaptability, and being open to trying something new. Several noted that an employer would look for evidence of experiences and activities that would lead to multicultural competence.
Question 7: Of all areas discussed today, what area is most important to you?
Several ideas seemed to be important. "How multiculturalism relates to my career." "The more I learn about other cultures, the more I learn about myself." "It's important to be open to all cultures." "We have to get people to learn about new things." "People must accept others. No stereotypes. We all judge others but should judge them on their individual merits." Someone reiterated the idea that it was the majority's responsibility to learn about multiculturalism, not the minority's responsibility to inform the majority. One person expressed a desire to "know how to show employers that I am ready for dealing with multiculturalism."
Summary of Student Discussion
The students from the College of Arts and Sciences were divided into two focus groups: Humanities/Social Sciences and Science/Mathematics. Unfortunately, there were multiple problems with the tape recorders used in both sessions. Very little of the Science/Mathematics tape was audible, and there were several gaps in the Humanities/Social Sciences tape. So this summary can no means be considered a full representation of the students' conversation.
The students focused on differences when defining multiculturalism and considering a multicultural curriculum. Like the faculty, the students believed that many people interpret multiculturalism as "just about race and ethnicity" rather than the broader scope of human diversity. The Humanities/Social Sciences group wanted a curriculum that would introduce students to other cultures and that would "open their eyes." They also believed that students had to take advantage of opportunities to get involved with people whose characteristics and ideas were different from their own.
Specific courses were found to expose students to multicultural knowledge, skills and practices. However, the group pointed out that "exposure to multicultural ideas was pervasive in the humanities and social sciences" and didn't believe that would be the case in the sciences. When discussing multicultural competence, the group had several specific ideas and believed that developing this competence was going to be a life-long process. "One cannot have multicultural mastery. We cannot learn it all."
They acknowledged that multicultural competence was a "big part" of academic preparation, even for those students who intended to stay in Kansas, and noted that employers would look for evidence of experiences and activities leading to multicultural competence. There was some discussion of second language acquisition as a part of developing this competence. Several expressed the contention that developing multicultural competence was a personal responsibility.
College of Business Administration Student Discussion
Question 1: When you hear the word "multiculturalism," what does this mean to you?
Students perceived multiculturalism as "many cultures representing a society." One student commented, "the first thing that comes to my mind is diversity." Students also saw multiculturalism as the importance of understanding and appreciating differences." Multiculturalism was also discussed in terms of a "salad bowl" that kept the flavors of its ingredients rather than "traditional idea of melting pot" which amalgamated differences.
Question 2: When you hear the phrase "multicultural curriculum," what does that mean to you?
Students had varying responses to the phrase multicultural curriculum. Some saw it as classroom experience, others thought of it more in terms of experience of culture outside the classroom. Another student perceived multicultural curriculum as akin to the educational experience gained through such programs as the K-State Upward Bound Math and Science Program which provided opportunities for both intergroup and cross cultural communication. One student commented that multicultural growth is "a process--you learn to broaden your horizons, step out of your own comfort zone and experience something new." Another student commented, "The first thing that comes to my mind is more general education classes."
Question 3: Where in your current classes are you exposed to multicultural knowledge, skills and practice?
Students replied that multicultural knowledge, skills and practice were learned in the "International Marketing" and "Business Strategy" classes. These classes provided students with an opportunity to discuss the challenges of a diverse workplace. Students also spent time discussing the ways in which elective classes such as "Intercultural Communication" and the "Introduction to American Ethnic Studies" were able to "enlighten students about diverse cultures, and the development of American ethnic history."
Question 4: When you hear the phrase "multicultural competence," what comes to your mind?
Student responses referred to the value of gaining knowledge, attitudes and skills of cultures other than their own that would lead to a competence inclusive of "open mindedness" and "patience" with different viewpoints. They reasoned that knowledge alone was not sufficient to arrive at behaviors that reflected competence in interactions with others. For example, one student commented, "I think it is one thing to have knowledge of multiculturalism, but it is another thing to act in that manner and be open and accept people." Students also referred to discernable levels of multicultural competence, the highest level being one that demonstrated an ability to communicate across cultures. Another student thought that "multicultural competence was being able to interact with different cultures, and the ability to switch from one cultural setting to another without even being aware of it--that is the highest level of competence." Students remarked that life in Kansas put them at a disadvantage in this area. "I think a lot of it is due to the exposure I have received."
Finally, some discomfort with the phrase "multicultural competence" was acknowledged. Some reflected that it sometimes was seen as "taboo, because you don't want to offend anyone." It "is sort of a catch phrase."
Question 5: How relevant is multicultural competence to your academic preparation?
Overall, students agreed that multicultural competence was important to their academic preparation, but that, unfortunately, success in that area could rise or fall dependent upon one's major. One student questioned whether multicultural competence wasn't a "trendy concept, and we are putting too much relevance on this." Students agreed that multicultural issues are meaningful to corporate employers, and should therefore be of importance to students. One student, however, remarked that "I don't see multicultural competence to be of extreme importance to an accounting major, but to an international marketing major it would be of great relevance."
Question 6: What in your opinion are the multicultural competencies prospective employers will be looking for when you graduate?
Students discussed the importance of communication skills as a necessary prerequisite for effective performance in multicultural environments. In that regard, they believed that employers were "more likely to hire a person who was bilingual, than one who did not speak another language." Study abroad opportunities were seen as opportunities for students seeking multicultural learning experiences. One student remarked, "It's not so how much you know, but how long have you been exposed. It's not just knowing, because anyone can know--it is experiencing."
Question 7: Of all areas discussed, what is most important to you?
Students felt multicultural personal growth was one of the key issues in the focus group discussion, and consistently expressed the need for co-curricular exploration and experience to enhance that area. One student also expressed the importance of curriculum in the strategy to enhance multicultural learning. There was earnest agreement in the group that students with higher levels of self esteem were more apt to seek out multicultural experiences. One student commented, "Self confidence comes through experience, diversity and multiculturalism has a lot to do with self esteem."
Summary of Student Discussion
Students held a wide variety of views on multiculturalism. Some perceptions revolved around the classroom while others concentrated on more co-curricular experiences. Yet still another student valued the multicultural experience found within an educational support program such as Upward Bound Math and Science or the McNair Scholars Programs. With the exception of "International Marketing" and "Business Strategy," students found only limited opportunities for multicultural skills, knowledge and experience within the College of Business Administration. Elective classes such as "Introduction to American Ethnic Studies" and "Intercultural Communication" had been thought to be instrumental in helping students enhance their multicultural knowledge.
Students agreed that multicultural competence was important to their academic preparation, and thought that it would include: knowledge, attitude, skills and levels of achievement and exposure. They believed cross cultural communication skills, the ability to speak another language, and the willingness to seek multicultural learning opportunities were important.
College of Education Summary of Student Discussion
Question 1: when you bear the word "multiculturalism," what come to your mind?
Student definitions for multiculturalism included, "many cultures," and "different people, beliefs and backgrounds." They believed it important to have cultural awareness about self as well as others, and included an understanding of all forms of culture (i.e., food, dress, etc.) in their interpretation of the term. Educational experiences, as well as the students' "own reading" were thought to be possible means of gaining these understandings.
Question 2: when you hear the phrase "multicultural curriculum," what comes to mind?
Most of the dialogue was centered upon what multiculturalism would mean to students as they took their education into the field of teaching. It was suggested that a multicultural curriculum involved all aspects of the social science curriculum, and could be "in every class." One student asserted that "the classroom is only as good as the teachers; and multiculturalism does not work if the teacher doesn't care." There was, among the students, a general expression of the need for exposure to multicultural knowledge, skills and languages at a young age. Finally, a multicultural curriculum was thought to be most effective when students took upon themselves the active pursuit of multicultural experiences.
Question 3: Where in your curriculum are students exposed to multicultural knowledge and skills?
Students said they were exposed to multicultural knowledge by taking classes outside the department, such as English, History, "American Ethnic Studies" and Anthropology, and thought that multicultural learning should be infused throughout the curriculum. Classes within the College of Education, such as "Teaching in A Multicultural Society" had been instrumental in exposing students to multicultural knowledge through guest speakers." Students said they learn best when listening to "personal stories" from faculty and other "authentic voices." One student shared an experience in which multicultural learning in the classroom went against her own cultural roots by exposing her to issues--in this case human sexuality--before home values permitted such exposure. The teacher of the class was said to have handled that situation with understanding and tact.
Question 4: when you hear the phrase "multicultural competence," what comes to mind?
"A person [who] understands diversity and the differences in culture," one student replied. Students remarked that "multicultural competence requires an individual to look beyond past wrong doings and to move toward respect, if not, this becomes a never ending circle of hatred." Some students perceived varying levels of multicultural competence, and found many people to be "multiculturally incompetent." In fact, two of the focus group members thought that description could apply to them. Culture's influence on behavioral differences was recognized. For example, a student commented that in "her culture people are taught to look down, and not look the person in the eye." Finally, students gave expression to the influential role faculty and public school teachers played in promoting multicultural competence.
Question 5: How relevant is multicultural competence to the preparation of graduates in your college? (the moderator for this session has combined Questions 5 & 6 from the "Rationale and Process" section of this report into a general relevancy inquiry.)
All participants were in agreement about the relevance of multicultural competence to their profession, and some reiterated earlier discussion that called for its integration into the classroom. The reason given for this view was the importance participants gave to the mutual understanding of each other's backgrounds. Students did comment that some teachers were not prepared to deal with this area, believing they were "content experts, and not responsible for teaching morals and values."
Question 6: Of all areas discussed, which area is most important to you?
A definition of multiculturalism was thought to be critical to the discussion. Multicultural competency development was seen as worthwhile and allied to the student's interest in becoming more employable in those school districts who increasingly looked for teachers able to work successfully with diverse student bodies.
Summary of Student Discussion
Student definition of the term "multiculturalism" was that it " encompasses many cultures," and "different people and beliefs." Self-knowledge and exposure to multicultural educational experiences was seen as a crucial starting point to the process of acquiring multicultural competence. Students found the College of Education's offerings in multicultural curriculum to be limited and commented that even then "the classroom is only as good as the teachers." The BESITOS Program was considered a successful unit within the College when it came to delivering multicultural knowledge. Students believe multicultural competence was crucial for their professional success, and therefore were concerned that they be provided with opportunities to grow in this area.
College of Engineering Student Discussion
Question 1: When you hear the word "multiculturalism," what does this mean to you?
One student described multiculturalism as "a comfortable environment for people who are different--a place where everybody has been taken into consideration." Most of the discussion focused on differences--backgrounds, ideas, opinions, colors, nations, ethnicity, religion, gender, professional or life experiences, sexual orientation, etc.
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
"I think it isn't what I've had at K-State." "You have to find it on your own." Students described a multicultural curriculum as "having the opportunity to work with people that don't come from the same place you did, that don't have the same experiences you had." Another defined it as "interesting classes that are not based in Engineering so I can be prepared and be able to succeed out there." Several agreed that a multicultural curriculum would be content based. Some acknowledged that such a curriculum at K-State would be found in "all the organizations and activities that you're involved in." One student claimed that "a multicultural curriculum would reduce the isolation, and reduce the communication barrier between student and instructor."
Question 3: Where in your current classes are you exposed to multicultural knowledge, skills and practices?
Students had few answers to this question. Most felt that their multicultural experiences were gleaned from different organizations and activities "because those people want to get involved and meet other people." One mentioned getting "all my multicultural knowledge outside the college." Others mentioned working in groups in Engineering classes and taking courses from international professors.
Question 4: When you hear the phrase "multicultural competence," what comes to mind?
Two students talked about competent people as those who would understand that while others may be different, perhaps enjoying a different kind of music, these differences could be accepted. Others thought it was more--not just "putting up with the difference but wanting to learn more about it. It's being comfortable with other people." One person described it as a skill that you keep--an aura, a personality thing--and characterized it as having the "potential of reducing violence, fears, and even sicknesses, anxiety because if you know how to interact with other people, you're not afraid to do a lot of things." Although many agreed that multicultural competence was getting along with people, others believed it meant assuring the comfort level of others, an "active, everyday process, not a stopping point, but rather, something to always work toward."
Question 5: How relevant is multicultural competence to your academic preparation?
Students believed multicultural competence to be "at least as important as academic preparation." It's "good for your resume." It was suggested that students start early to develop multicultural competence during their college years. One noted, "If you can clear out all the barriers and people start getting interested in other people instead of being close-minded or scared...then the next four years of your education would be a lot more valuable." Several talked about being prepared for new, scary and uncomfortable situations so that they could handle them. There was some discussion of exposing students to new situations--setting them up for success.
Question 6: What, in your opinion, are the multicultural competencies prospective employers are looking for when you graduate?
The students talked about abilities to communicate with people, being able to adapt to many situations, being flexible, and respecting others who are different from you.
Question 7: Of all areas discussed today, what area is most important to you?
Participants wanted Kansas State University to understand that students must be exposed to multiculturalism and somehow understand its importance while they are undergraduates. They should be "required" to participate in multicultural experiences. Several wanted the college and the university to provide more opportunities for students to experience and learn about multiculturalism. One student noted that "the most important thing is preparing us to survive and succeed in the workplace and the rest of life, too." Another student used a metaphor. "You can lead a horse to water, but can't make him drink. And I think a lot of us have seen how tasty the multicultural water is, but I don't think you can always make people, you can't stick their noses in it. I mean some people, you're going to drown them....there should be more pools of multicultural water lying around so that if I want to try some I can." Finally, a student summarized with a reference to a saying learned during basic training. "Let no soldier cry from the grave, 'Had I the proper training .' "
Summary of Student Discussion
Students focused on differences when defining multiculturalism and talked about being comfortable with people who were different. They characterized multicultural competence as an active process that never stops. Students talked about ability to communicate, being adaptable and flexible, and respecting others different from you.
With the exception of taking courses with teachers who are from other countries and cultures, most believed that classes in the College of Engineering offered little opportunity to work with people that "didn't come from the same place you did." Group work in Engineering classes was mentioned as one possible way to learn to work with others. Many talked about having to find multicultural experiences on their own, often in organizations and activities outside the College.
Students recognized that multicultural competence would be considered a valuable, even necessary skill by future employers. They suggested starting early--as freshmen--in college to develop this skill. They wanted to be able to handle the new, uncomfortable, and even scary situations they might face on the job.
Students believed that Kansas State University and the College of Engineering should provide more opportunities for students to experience and learn about multiculturalism. They considered it the responsibility of the institution to require such opportunities as a part of their undergraduate education.
College of Human Ecology Student Discussion
Question 1: When you hear the word "multiculturalism," what comes to mind?
Students defined multiculturalism as an understanding of people from different cultural backgrounds. A student commented, "You have the concept, but many times people are not necessarily working together." Students also felt that "multiculturalism is often misunderstood and is perceived as a catch all." Students regretted that multiculturalism was not actualized on campus, and thought that "change is not going to occur quickly." For example, homecoming activities were described as segregated, and the University was said to lack a diverse faculty. Students believed that efforts toward multiculturalism should include recruitment, retention, and follow-up.
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
"Having classes where you learn about cultures, not in just one course." Students should have the opportunity "to understand their own diversity within a nurturing classroom environment." Students expressed the importance of exposure to a multicultural curriculum prior to college and especially during their freshman collegiate year. It was thought that multicultural collegiate experiences should include field experiences that go beyond the classroom. Though most students expressed the importance of infusing multiculturalism within all classes, and being reflected in all syllabi, one student said, "Classes cost money--multicultural classes should be free--don't force it...incorporate it in each class."
Question 3: Where in your current classes are students exposed to multicultural knowledge, skills and practice?
Students commented that many times class discussions focused on black and white, but were not inclusive of other groups. For instance some wished to see more class discussions related to gender issues. Students found exposure to multiculturalism in the following classes: "Apparel and Textiles," "Family Relations and Gender Roles," and "Personnel and Law." A student stated that multicultural knowledge "is not totally integrated within the Family Studies classes, and many times it is discussed at the end of the class." Students also expressed a need for multicultural curriculum infusion at the graduate level.
Question 4: When you hear the phrase "multicultural competence," what comes to mind?
One student said, "Being aware of similarities and differences, and having a knowledge of self" came to mind. Another commented that multicultural competence is "understanding where we need to be and getting people to that point."
Question 5: How relevant is multicultural competence to your academic preparation?
Students agreed that multicultural competence was relevant to all students enrolled in the College, especially the service fields, family studies and human development, marketing and apparel and textiles. Students also expressed the importance of understanding their own culture.
Question 6: What in your opinion are the multicultural competencies prospective employers will be looking from K-State graduates?
Students felt it important to speak Spanish, to "work in groups, have global awareness and be aware of one's own bias and prejudices especially as it related to socio-economic status." Central to this process was the ability to respect others, be tolerant and facilitate cooperation.
Question 7: Of all areas discussed today, what area is most important to you?
Students determined that curriculum, especially gender studies and working with gays and lesbians, was important. Also, students perceived competence, recruitment, and development of an inclusive environment as significant. "Educating faculty to become more sensitive to multicultural issues," was regarded as a vital task of the University.
Summary of Student Discussion
Students determined that implementation of a curriculum for multicultural competence--to include knowledge of the learner's culture--was an appropriate and meaningful field for study and co-curricular experience at institutions of higher education. At present, they didn't see this objective actualized on the K-State campus. Students regretted that only limited opportunities for multicultural knowledge and skill acquisition were available in their classes and felt that greater efforts should be made toward multicultural curriculum infusion at the undergraduate and graduate level.
Multicultural competence was defined as skills and behavior based upon self-knowledge and knowledge of others. Students agree that multicultural competence was relevant to the academic preparation of Human Ecology students and expressed the importance of second language acquisition, development of a global awareness, and awareness of their own biases and prejudices. Students also stressed the importance of "educating faculty to become more sensitive to multicultural issues."
College of Technology and Aviation Student Discussion
Question 1: When you hear the word "multiculturalism," what comes to mind?
Students voiced opposing views. Although differences related to religion, sexual orientation and race were mentioned, there was no agreement about what groups should be included in a definition. Some students thought the definition of multiculturalism was "confusing, complicated and scary." When one student complained that the campus was not diverse, another countered that it was "full of diversity. I don't agree with multiculturalism putting up barriers--people are individuals." One student offered the opinion that the "town would push blacks out." Another said that "racism was hidden in Salina." Students also expressed the view that multiculturalism "takes away a persons individuality, you see "race" and many times it is "political and forced."
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
Students did not arrive at a general consensus regarding a "multicultural curriculum." For some student's specific classes such as "American History," "Black History" and "Chinese Literature" came to mind. For others it meant "international and language classes" and an opportunity to" learn about differences." Students also believe that a multicultural curriculum should focus on difference and that it was an important offering.
Students also differed on the implementation of a multicultural curriculum. Some students said a multicultural curriculum should be offered "because students will be required to work in multicultural environments." Others felt it would be difficult to mandate a multicultural curriculum at the Salina campus, because many students would perceive it as "negative." Students agreed that a multicultural curriculum was lacking on the Salina campus.
Question 3: Where in your current classes are students exposed to multicultural knowledge, skills and practice?
Courses identified were Sociology, Speech, and an English course in which community stories were shared. One student mentioned a minority instructor as an example while another asserted no such exposure.
Question 4: When you hear the phrase "multicultural competence," what comes to mind?
Students expressed that the phrase multicultural competence is "politically correct," and that "not many people have it." Students variously saw multicultural competence as "experience and interaction on a human level," "being aware of differences," and "dealing with people from different races."
Question 5: How relevant is multicultural competence to our academic preparation?
All students agreed that multicultural competence is very important and relevant to their academic preparation especially in pilot training. Students expressed a need to "interact" "in every area of study" with those from global marketplaces and to communicate with those who speak other languages. Students voiced the importance of "learning to respect others with different values."
Question 6: What in your opinion are the multicultural competencies prospective employers will be looking from K-State graduates?
"How well you are able to relate to others," "Language skills, bilingualism--especially Spanish," "It will be dependent upon your job and its location," were some answers to this question. Students did see a need to experience other cultures and look for global learning opportunities, and they agreed that it was important to be able to accept and adapt to different people.
Question 7: Of all areas discussed today, what area is most important?
Students said the Salina student body needed to treat each other with respect and to learn more about students from diverse cultural backgrounds. One student remarked, "People are afraid of differences--some things will never change, but its never too late." Another student said it was important for the Salina campus to focus not just on race, but to respect religious differences, too." Students commented that the Salina campus needed "academic learning related to multiculturalism." Students also addressed the issue of "who can best teach a multicultural course? A multicultural team?."
Summary of Student Discussion
Students' discussion reflected an initial discomfort with the term "multicultural." After getting through the first few questions they seemed to gain a sense of each others frame of reference and discussion became more relaxed. A general view was held that multicultural competence was valuable and relevant to their futures, and that there was inadequate preparation in this area. However, there was no consensus, on what a curriculum to address this need would look like or how it might be effectively implemented. Students voiced strong support against adding diversity courses to the required curriculum. Students expressed a need to learn about diverse cultures and would like the student body to be more cognizant of treating others with respect.
College of Veterinary Medicine Student Discussion
Question 1: When you hear the word "multiculturalism, "what does that mean to you?
One student suggested that "multiculturalism was what the United States stands for, people respecting others cultures." Others allowed that while that might be true, our society had not truly embraced other cultures. Students commented that everyone has a culture, and it is important that "individuals respect and appreciate each person's cultural self "
Question 2: When you hear the phrase "multicultural curriculum," what comes to mind?
Students saw a multicultural curriculum as offering opportunities for knowledge and exposure to cultures, especially for students who have not been exposed to diversity or multiculturalism. A multicultural curriculum, it was thought, would provide students with an opening in which they could come together to build stronger communities. However, another student said "a specific class...that's kind of what I think of...how to interact with people as part of that course." Still another student noted that the forming of friendships in a diverse student body and with international and minority faculty was "as much a part of the curriculum as the schooling."
Question 3: Where in your current classes are you exposed to multicultural knowledge, skills and practice?
Students agreed that their opportunities in this area came "not so much from the lectures, but from my interactions with classmates." "Some of our instructors will give us hints on dealing with different clients...there's not much overt multicultural education in Vet School." Another student asked, "How are we defining multicultural? As different ethnic groups? There are many cultures. I am still in culture shock. I am from the East Coast...moving to Kansas. Is it more than ethnic groups?" A student answered that "it is broader than that."
Question 4: When you hear the phrase "multicultural competence," what comes to mind?
Students mentioned "recognizing different cultures, accepting them and relating to other people," "not being afraid to interact with those from diverse cultural backgrounds," and "learning and changing." One student emphasized that multicultural competence required one to be "open minded, and empathize with others and ask questions that are not offensive to others." Another student commented, "Multicultural competence is not formal curriculum, but more about getting along with other people."
Question 5: How relevant is multicultural competence to your academic preparation?
One thought, "No, not in a book sense," another that "Multicultural competence is very relevant to the field we are going into, because we are public servants and it is our responsibility to make people feel comfortable," and another that, "I come from a small town. I do not want to stay there. I want to leave the Midwest--to see another part of the world. I need multicultural competence." Students expressed the view that multicultural competence was a "lifelong thing. Enthusiasm about others." Finally, one student pointed out that "competence is not just limited to personal skills. This helps you have a jump on other things. Open mindedness to people might lead to open mindedness to other techniques and treatments. It carries over to career."
Question 6: What in your opinion are the multicultural competencies prospective employers will be looking for when you graduate?
Students said that employer interest in multicultural competencies might be dependent upon the "geographical location, rural versus urban and whether you were working with large or small animals." All students agreed that good communication skills were essential for working with clients to "recognize when clients do not understand you." Also, having the ability to speak more than one language was seen as extremely helpful. Another student commented, "No matter how skilled you are, without people skills, you are in trouble."
Question 7: Of all areas discussed today, which are most important?
Students expressed the view that the most important areas discussed were the need for Veterinary Medicine students to possess good communication skills, have a willingness to adapt to change, and to be open minded. The importance of going out to meet others who are culturally different and motivating one's self to seek multicultural learning opportunities outside the classroom were noted, but few felt the demands of the Vet Med school curriculum gave them the freedom to do that. One student also reiterated the value of second language acquisition.
Summary of Student Discussion
Multiculturalism was found to be a respect for those from cultures different from one's own. Thoughts about a curriculum ranged from a specific class, to exposure to an international and culturally diverse student body and faculty, and to an "opening in which they could come together to build stronger communities." Exposure to multicultural knowledge, skills and practice at the Vet Med School was said to be limited to advice by faculty on how to deal with diverse clients. Multicultural competence was seen as a set of traits such as adaptability, recognition and appreciation of differences, and open mindedness. Open mindedness was seen to have tangential benefits to professional preparedness and growth. Students generally agreed upon the relation of multicultural competence to future professional opportunities, and viewed second language acquisition as of potential value.
