Dillard University, a historically black institution, might not be an expected site for an appearance by David Duke (right), the white supremacist former Ku Klux Klan leader who is running for U.S. Senate in Louisiana. But the rules for a debate a local television station will host at Dillard next week called for any candidate receiving at least 5 percent in polls to be eligible, and Duke made it over that threshold.
Duke told The Advocate that he was concerned because "Dillard is pretty supportive of Black Lives Matter, and I’ve been pretty critical of them." Many supporters of Dillard have been asking why the university would host Duke.
On Saturday, Dillard issued a statement noting that it agreed to host the debate and did not set the rules on who would be included. "We were requested to provide a space for an undetermined number of candidates for a forum that would not be open to the public. As an engaged member of our community, Dillard provides space for numerous events each year," the statement said. "WVUE set the criteria for participation and is the sole sponsor of this event. Under the criteria established by Raycom Media, David Duke qualified by reaching at least 5 percent in independent statewide polling. Dillard University does not endorse the candidacy of any of the candidates who will appear at this debate."
As an adviser to college-age students, it could be easy for me to say “major in what you love” and be done. Research shows that employers often recruit for transferrable skills, and there is no direct correlation between one’s major and career. In fact, Forbes magazine has presented research findings indicating that only 27 percent of college graduates are working in a job that relates to their major.
The story I most like to tell is of a former student who studied religion and went on to immediately work for a National Basketball Association team in marketing and sales. However, I then recall one of my most challenging advising situations with an Asian-American student whose passion was English, but her parents held to the idea of a “practical” major that would assure her employability. In that situation, an English major alone would not be the option for her -- she could never satisfy cultural values surrounding interdependence and filial piety and be content with following her passion. This situation resolved itself with a compromise: she double majored in English and finance.
Google the phrase “Does your major matter?” and you will find that most articles out there succinctly state, “Nope, doesn’t matter.” Yet, sometimes, it does. To be better advisers, we need to consider the cultural baggage a student brings to a conversation when discussing their major.
We should not presume that factual arguments surrounding employability, regardless of major, will suffice in discussions with parents and other family members. That can appear ethnocentric, as it fails to consider cultural values and norms that are outside American ideologies of independence. If we continually advise without understanding diverse students’ practical concerns, while appreciating their distinct cultural value systems, we inadvertently project the idea that independence is the norm and interdependence is an erroneous way of thinking. In short, we add to the already pre-existing dissonance that a student is bringing to the academic discussion.
For example, one student whom I queried recalls focusing on biology and medicine because she wanted to make her parents happy. While a discussion with an adviser about alternate options would have been fruitful, advisers who merely espouse majoring in one’s own personal interest could have devalued the real, interdependent factors at play in her decision-making process. Although some experts such as Richard M. Ryan and Edward L. Deci may argue that decisions made based on one’s own interests may be less depleting than those based on external factors like family wishes, a confounding variable must be considered: If the intrinsic beliefs of interdependence are held strongly, how does a college-age student balance that conflict?
When I asked a Korean international student about her major, she said that had her parents not been happy with her major, she would not have been happy herself. A Nigerian-American student said to me, “The family that helped you get to a point where you could make a choice between what you love and what pays better: When it comes time to choose, how could you not choose them? [It] is no longer a choice between two careers but a choice between loves -- the love for your family and for your career. It also becomes a choice between two futures -- one where you are happy and your family miserable, or vice versa. That is when you look at how they helped you get to where you have this choice, and you realize that there is really no choice.”
Happiness in pursuit of one’s own interest may then sacrifice happiness in areas of interdependence. The question for advisers is how our own cultural values influence our advising and potentially devalue the cultural history a student brings into our office.
As culturally competent advisers, we need to allow students the space to share their employability concerns, ask the questions of where their concerns come from and engage in conversation about how feasible it is for them to minimize family conflict (if it is incongruent to their well-being) while pursuing a passion. It is our responsibility to ferret out reasons why a student may not readily adopt the idea that majoring in a passion is a path to consider -- and that it may not necessarily be the “right” and “only” path a student can and should take.
As we advise, it is also important to consider acculturation in discussions with students from diverse backgrounds. For Asian-Americans, studies have shown that differences in acculturation levels between parents and young adults can lead to an increased likelihood of family conflict. But they have also highlighted the importance of family social support in mitigating psychological and bicultural stress.
In addition, many studies continue to indicate differences between white American college students and those from ethnic minority groups. Thus, when we as advisers only advocate following one’s passion, we should ask of ourselves if we are microaggressors, telling students that is the only right way to engage in education. This generation of college students will probably be the first that does not outstrip their parents in earnings. Therefore, a practical major and earnings potential are a real and true concern for our student population.
That is not to say, however, that we, as seasoned advisers, should not continue to encourage students to major in their areas of interest. Indeed, our goals are to help students discover what they enjoy and want to engage with more deeply, and to encourage them to consider education as part of their engagement in developing their identities. Surely, we can all easily identify a vast number of students who have majored in what one may consider an “impractical” major and gone on to make more money than we, with our doctorates, may ever see.
But given the vastly different backgrounds of the students whom we advise, to be an effective adviser, to connect and encourage, we must also be cognizant that our roles will also entail tactful discussions that go beyond merely saying, “Do what you love, and it will all work out.”
June Y. Chu is dean of Pierson College at Yale University.
It’s the gray chair. You know, the one across the desk or at the edge of the cubicle occupied by a financial aid counselor, academic adviser or other staff person on campuses everywhere. As colleges and universities have welcomed students back to school and freshmen have begun their much anticipated college years, these gray chairs have been in high demand. As an undergraduate then medical student, I occupied that chair more times than I can count, and more than a decade later, I still remember it well. More important: I remember the staff members who sat across from me.
Today I am an academic pediatrician at an Ivy League institution. When I retrace the path that brought me here, I recall my relationships with staff members as much or more than those with faculty members. In their own way, they were equally -- or even more -- important.
That was especially true for my undergraduate years, when as a female minority student, I watched the rapid decline of pre-meds who looked anything like me. During those years, you would often find me perched in my gray chair, talking to my favorite staff members about life, goals, relationships, clubs and organizations. They were the ones who supported me through the sorrow of my mom’s losing battle with cancer, the joy of planning my wedding and the excitement mixed with apprehension of having a baby. They were my academic family.
There are more than 1.7 million staff members at postsecondary institutions in the United States, a number that continues to grow. In addition to their core functions, they often serve as advisers to student clubs and organizations, teach students life lessons as they navigate their newfound independence living away from home, and serve as support systems as students deal with personal and peer conflicts. Often these additional activities require staff members to attend events or student meetings after business hours, cutting into their personal lives. Yet they still show up smiling.
The role of staff assumes added importance as colleges and universities make plans to increase diversity initiatives in the aftermath of the Black Lives Matter movement. Many of these student-led movements across the country called for increased student support and a more diverse presence within the classroom. Staff members from a diverse range of identities are also integral to the overall student experience and the creation of inclusive campus environments. At many institutions, the staff is much more diverse than the faculty. However, that trend often dissipates when you look at senior administrators across college campuses.
To address that, some institutions are incorporating staff initiatives in to their diversity plans. For example, Brown University is starting initiatives to help foster the professional development and career growth of staff members. If other institutions are committed to changing the cultures of their campuses, they should acknowledge the vital role of administrative staff members and ensure their diversity plans incorporate ways to foster those staffers' career growth.
While we as faculty are experts in our fields, we are not the experts in all fields. As we ascend to leadership positions, it behooves us to keep a finger on the pulse of the larger campus community and to foster an opportunity-rich environment for all. Staff members have goals, career plans and ambitions that need to be supported. No one would accept a job if they were told from the beginning that they would have minimal to no potential for growth. But for many staff members at academic institutions, that becomes the reality. They often receive little, if any, career mentoring from supervisors and have to consider other job opportunities (often at other institutions) to advance or reshape their careers. Many of us have had annual reviews that simply serve the purpose of checking the box. While perhaps simple in theory, we should make these opportunities meaningful and substantive. Faculty or leadership development programs may be necessary to support supervisors in providing meaningful mentoring and career advice.
In recent years, inflated administration paychecks have come in for attack as one reason for the soaring cost of student tuition. But let’s be clear: few staff members are making impressive salaries, let alone the jaw-dropping seven-figure packages that have drawn the most attention. This is not an argument for or against increased pay or an increased number of administrators on campuses. Rather, it means to highlight the importance of diversifying the current staff and faculty at colleges and universities. If increased attention were given to current staff members, noting their skill sets and future ambitions, perhaps it could lead to more productivity, lower turnover and increased job satisfaction. All of which could save money in the long run.
In his last State of the Union address, President Obama asked, “How do we reignite that spirit of innovation to meet our biggest challenges?” I believe the challenges that many colleges and universities will need to address over the coming year as they create inclusive environments, valuing diversity of all types, will be solved by retaining and strengthening all members of the team. That includes the countless campus staffers who welcome students to their gray chairs.
Stephanie White, M.D., is an assistant professor of pediatrics at Geisel School of Medicine at Dartmouth/Children’s Hospital at Dartmouth-Hitchcock and the Geisel Diversity Liaison for Student/Resident Advising. She is a Public Voices Fellow with the Op-Ed Project.
One of Canada's major initiatives in higher education in recent years has been the Canada Excellence Research Chairs, in which universities compete for 10 million Canadian dollars (about $7.6 million U.S.) in funding over seven years for leading researchers to build up various programs. The program has been criticized because, since its founding in 2008, only one of the 27 chairs has gone to a woman.
This week, Canada announced a new round of funding for 11 new chairs. And the announcement stipulated a new requirement: "The new competition will require institutions to include detailed equity plans and recruitment strategies that promote the participation of women and other underrepresented groups in the CERC program."
The press release announcing the program said that "the government also believes that equity and excellence in the sciences are not mutually exclusive. When all people, regardless of gender, race, age and ability, are welcomed into the lab, they can work together to create breakthroughs that will help Canada seize new opportunities and respond to grand, global challenges."
Douglas Muir, a lecturer at the University of Virginia's engineering and business schools, has apologized for a statement he made about the Black Lives Matter movement. Muir has been on leave since the comment attracted attention last week, but is expected to return to teaching soon. In a Facebook post, he said (all spellings sic): “Black lives matter is the biggest rasist organisation since the clan. Are you kidding me. Disgusting!!!”
In a new statement he said, in part: "I was wrong in my comparison and want to offer my profound apologies for my words. To my students, the University of Virginia, the citizens of Charlottesville and the thousands of responders, I am truly sorry. I have been saddened by the pain it has caused this wonderful community. This careless post was called out by many for ridicule. I accept those criticisms and promise to take these hard lessons learned to heart as I go forward. Whatever my initial intention was from the post has been overshadowed by those who are rightly offended by it and others who want to use my words to further divide this community. It was never my intent for my words to cause so much turmoil."
Can a syllabus be a form of sexual harassment? And should a professor know when he's being investigated for his extra-credit policy, use of triangles and declaring that his class is not a "safe space"?
A student at the University of Alabama at Tuscaloosa who last week was suspended over a racially charged threat has now been arrested and charged with harassing communications, AL.com reported. The student is accused of writing on Twitter, "I'll kick your black [expletive]. I'll kill you [racial slur], don't speak to me wrong." The student posted bond and is not in jail.