Student voice

After students propose racial justice club, some professors deem it divisive

Students at the University of Dallas proposed a club focused on racial justice. Some students and faculty members argued the club would be divisive.

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Some students do feel political pressure from their professors, but few change their views

Some students do feel political pressure from their professors, but few change their views.

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Massive surge in college student voting in 2018

A new Tufts study documents that voter turnout among college students doubled in the last midterm election, which may likely influence the coming presidential election.

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Professor's removal at debate brings scrutiny to CSU L.A.

Faculty members and students rallied around a professor at California State U, Los Angeles, after police physically removed her from a mayoral debate on campus. More such confrontations are expected on campuses in the current political climate.

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Melina Abdullah, a Black woman wearing a black face mask, and colleagues who are also people of color.

Colleges update systems to include preferred pronouns, names

Institutions are tweaking campus information systems to make them better reflect students’ gender identities but are finding the technology to do so challenging.

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Long-Term Care for Student Pandemic Pains: Student Voice Compilation

Inside Higher Ed today publishes “Long-Term Care for Student Pandemic Pains,” a new collection of articles and essays from our Student Voice research project. The free booklet can be downloaded here.

On Wednesday, Dec. 1, at 2 p.m., Inside Higher Ed’s editors will discuss the themes of the booklet during a free webcast. Please register for the virtual event here.

Student Voice is a news hub spotlighting the student perspective on higher education. This collaboration is presented by Kaplan in association with Inside Higher Ed and College Pulse.

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Lessons from a student board and president that worked exceptionally well together (opinion)

Higher education researchers and administrators have long recognized the value of integrating students into university governance structures and processes. But what is less clear is how best to do so. In practice, striking the balance between maximizing efficiency and maximizing student input across a breadth of institutional issues has typically proved a difficult task. If university leaders seek a best practice, we suggest you consider the example of the 100-year-old Board of Aeons at Indiana University Bloomington.

Since 1921, the Board of Aeons has served as a student advisory board to the university’s presidents and chancellors. At times in its history, the board has been a student government-type organization or a kitchen cabinet sounding board -- depending on what the university president has needed most at any point in time -- and has had a checkered history of effectiveness.

Indiana University president Michael McRobbie, who will complete his tenure as president this year, has forged a uniquely dynamic relationship with the Board of Aeons during his 14-year presidency. Simply put, his revitalization of and investment in the Board of Aeons may be one of his most meaningful, though perhaps lesser known, legacies. It serves as an instructive case for university leaders looking to improve the quality of student engagement in university governance at their own institutions.

When McRobbie charged his first Board of Aeons in 2007, he challenged its 12 undergraduate members to raise the expectations of their work and their contributions to the university. He encouraged the Aeons to direct their energy toward developing policy recommendations that were holistic, strategic and meaningful for the institution as a whole. Most important, he also gave them the institutional resources and support required to elevate their work, ensuring that the Aeons were given high priority for administrator and staff interviews, supporting large-scale student and faculty surveys, and emphasizing higher education research best practices like peer institution comparisons.

His efforts made all the difference. Today, one would be hard-pressed to find an aspect of campus life untouched by the collaborative work of the Aeons with McRobbie and other university leaders. Under his tenure, the Board of Aeons has consistently produced pragmatic policy recommendations that have contributed to real change.

One highly visible and impactful example is the reclamation of academic space in the campus’s oldest quad, known as the Old Crescent. Over a period of several decades, buildings in this historic part of the campus that were built to house libraries, laboratories, classrooms and study halls were converted for use by administrative units -- units that could be situated in less physically and symbolically important central locations. Students walked through this part of campus but rarely had any cause to visit any of the buildings.

The Aeons conducted a yearlong study that concluded that the way the university was using these magnificent historic buildings did not properly reflect the university’s core missions of education and research. McRobbie and other administrators subsequently convened an Old Crescent Academic Working Group to develop a long-term plan for the return of the iconic buildings in the Old Crescent for academic purposes. After $120 million in renovation investments, these iconic buildings have now been beautifully restored, and the Old Crescent is a vibrant hub of student life.

Collaboration between the Aeons and the university’s administration since 2007 has spurred many other projects with lasting impacts, including:

  • Technology infrastructure: conducting several redesigns of campus e-learning and student service platforms, and improving access to equipment and tech services;
  • Academic and co-curricular programs: increasing the number of students who study abroad, catalyzing the development of a cultural collections strategic plan, reviewing the campus honors college, informing the university’s online program structures and elevating student leadership development programs;
  • Student services: making improvements in health center offerings and priorities as well as academic and career advising innovations;
  • Access and affordability: redesigning the campus tuition model, streamlining services for students with disabilities, tackling food insecurity and building networks and mentoring programs for students of color; and
  • Capital projects: redesigning the campus library space and improving the student union space.

Such collaboration was by no means superficial. At the heart of this effort is a sincere belief that, with information and resources and a long time horizon for change, students can be partners in university development, strategic decision making and planning. In educational terms, the Board of Aeons might be described as a high-impact, interdisciplinary undergraduate research practice. In business terms, you might describe it as an internal management consulting firm. Call it what you will, but from our perspective, serving on the Board of Aeons has fundamentally changed our experiences as students and our relationship with the university -- both while we were on campus and in the years since.

Because of this legacy of real impact, the board attracts many of the campus’s best and brightest: entrepreneurial student leaders looking to leave Indiana University a little better than they found it. It is not an advisory board composed of advocates for varied interest groups, but rather it reflects a diverse set of students who work together to make well-reasoned recommendations for improving the university as a whole. Over all, 130 undergraduate students have served on the board since 2007, and these individuals have gone on to attend the most competitive graduate, law, medical and business schools in the world. They have received more than a dozen major international graduate school fellowships and have been employed by some of the most successful nonprofit, governmental, educational and corporate organizations in the nation.

Serving on the Aeons was the first time that many of us were allowed “under the hood” to gain an understanding of how the university -- or any large organization -- works. We learned how to navigate bureaucracy and get things done. We learned how to balance stakeholder opinions and negotiate consensus-based outcomes for real-world solutions. We also learned that lots of people can have input, but at the end of the day, someone has to make the hard decisions.

We learned that instead of becoming frustrated with policies or administrative decisions, we could delve deeper to understand the competing pressures of managing and improving the institution. We learned how to see our peers as a professional network. We learned that campus service does not cease when we graduate. And with virtually unfettered access to the senior leadership of every office at the university, we learned that there are thoughtful, hardworking professionals and faculty who work in American higher education and who spend their time trying to improve the lives of their students. Chief among them for the past 14 years has been Michael McRobbie.

We have learned a lot from McRobbie. On the occasion of his retirement from the presidency this year, we felt perhaps it was time that other university leaders learn something from him as well.

Submitted on behalf of the alumni Society of Aeons by past members of the Board of Aeons Clare Krusing (’10), Lauren Meadows (’20) and Daniel Oates (’10). Krusing is currently a health policy and advocacy lead,  Meadows is a James C. Gaither Junior Fellow at the Carnegie Endowment for International Peace, and Oates is a foreign affairs officer. They all work in Washington, D.C.

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First-generation students often view their identities as a source of influence and power (opinion)

“At my high school, folks said because I was brown and an immigrant, I was going to have ​duck​ and impostor syndrome ​at Stanford. The expectation was that I would hit a wall, but I feel like I belong at Stanford and I’m happy to be here,” Xavier, a second​-year undergraduate, told us.

“The transition wasn’t always easy, though, as Hispanic households want you to stick close to home,” he added. “However, I wouldn't be here without my parents’ unconditional support and reassurance. My mom says ‘You grew your wings yourself -- I’m not going to cut them.’”

Although highly accomplished scholars, students like Xavier share identities that are often minoritized within higher education. Xavier’s reflection highlights how, too often, narratives about the identities of first-generation and/or low-income students, or FLI students (pronounced “fly”), center on stories of depravity, otherness and barriers to success. Xavier, like other trailblazers, arrived on our campus well aware of the ​deficit-based assumptions people have about his background: that he and others like him lack the cultural skills and experiences needed​ to successfully acculturate to institutions of higher education.

Our conversation with him led us to additional discussions with other students at Stanford University who identify as first generation and/or low-income. Although many people have tried to define such students by their disadvantages, our students viewed their first-generation and/or low-income identities as a source of influence and power. To them, FLI people persist and thrive because of, not despite, their identity.

Nov. 8 is National First-Generation College Celebration Day, where campuses across the country celebrate the success of students, faculty and staff who identify as part of the first-generation community. In this article, we hope to contribute to this celebration by exploring how: 1) FLI students leverage their backgrounds as assets when navigating higher education and 2) what practices administrators can employ to support their advancement.

Perspectives of FLI Students

Though challenging, our students told stories of reclaiming painful experiences as motivation for academic pursuits, a form of navigational capital. Navigational capital is part of ​Yosso’s model of community cultural wealth -- an asset-based approach that was originally applied to highlight the unrecognized cultural skills and knowledge students of color bring to social institutions.

Yosso’s model is a lens through which we can also frame our interactions with FLI students by understanding the precollege skills and experiences that they bring to campuses across the country. One Ph.D. candidate in engineering told us about pursuing his doctorate: “I benefit from my military training and being older, especially when it comes to presenting myself in a certain way, being strategic and being political.​” He explained further, “Given we were a low-income family and my parents had to work five jobs growing up, I was surrounded by kids who had little parental oversight, which led me to a street life that landed me in jail. Through these experiences, I became comfortable with uncertainty, vigilance and situational awareness -- skills I use when planning a project or experiment and working on a team.”

Chris, another one of our interviewees, exemplifies how his multiple intersecting identities have influenced his academic pathway. ​Intersectionality is a theoretical framework coined by law professor Kimberlé Crenshaw ​for understanding how aspects of a person's social identities overlap and interact with various structures of discrimination and privilege.

We discussed with Chris how being at the intersection of FLI, Black and queer identities has shaped his experiences as a third-year law student. “Being Black and being queer are the two biggest additions to my FLI identity,” he said. “There is privilege that comes with being a man and a Stanford alum, but I’ve also experienced the impact of how others perceive me, given how I present. Namely being vulnerable and showing softness are things that others don’t expect of Black men, but they are traits that are assumed in the queer community.” He concluded, “But I don’t view all of these stereotypes as barriers. Navigating these various experiences will help me become a better lawyer and connect with so many different people.”

FLI students often convert challenges into victories. Motivated by her experiences, Karla, a second-year undergraduate, has channeled her fear into activism. “As a FLI and Latinx Dreamer, [I was] kind of scared to open up and form connections for fear that others will look at me differently, and question if [being a Dreamer] is the only reason I got in [to Stanford],” she told us. “There’s an increased fear given the current political climate. Despite this fear, I want to build community, so I am researching how to create an organization for Dreamers.”

Despite feeling isolated because of her undocumented status, Karla, like many undocumented students, is highly active and civically engaged.​ Indeed, activism and advocacy were strong connecting themes throughout our interviews.

As one recent graduate has described to us, activism is often symptomatic of her intersecting identities: “At Stanford, my white identity is modulated -- especially by the intra-differences of being one of the few working-class white people. Having conversations about income inequality with my white peers has helped me reflect on my positionality. Working at the Martin Luther King Jr. Institute has also given me a perspective on activism historically. I understand that the brunt of this work falls on FLI folks of color.” As an active ally for FLI folks of color, she not only has ​​a ​strong willingness to understand her own privilege, but she takes action on behalf of nondominant groups when it’s her turn to do so​.

Strategies to Support FLI Students

As those of us who work in higher education prepare our students to be successful in and beyond college, we need to take a closer look at how we support FLI communities. We recommend that faculty members and administrators consider the following tangible strategies to champion the success of FLI students.

Recognize, appreciate and affirm differences that exist within the community. ​That is crucial to helping FLI students navigate their personal identity development and flourish within their intersectional experiences. Forming a FLI student group, ​building Listservs, ​​establishing a physical space​, addressing food insecurity and materials costs, and investing in branded FLI materials such as ​​stickers, shirts and media spotlights​ are avenues to highlight the experiences of FLI students on campus. Prioritize visibility and representation by incorporating diverse voices and perspectives into the fabric of such institutional efforts to support FLI students.

Assess needs throughout the full student life cycle and extend resources beyond the first year. Administrators often focus on FLI students at the beginning of the undergraduate experience, but this support must be expanded. Research suggests that as the ​​level of influence coming from students’ family career values increases​​, ​their active pursuit of graduate school decreases. In this way, FLI students need to be ​exposed to academic role models throughout their undergraduate career​. FLI doctoral students often have a ​​diminished sense of belonging and exhibit feelings of “intellectual phoniness.​” In particular, they often speak of the ​​divide between their daily academic practices and their family lifestyle​​.​ Resources to help FLI doctoral students navigate these challenges include ​​onboarding programs, mentorship opportunities with FLI faculty and ​​engaging FLI graduate student groups​.

Create outreach tools to increase visibility and representation. ​For example, Stanford Engineering distributes #DearFutureGradEngineer postcards ​at national conferences and outreach events, which allow prospective graduate students to see themselves at Stanford. Among those profiled are many first-generation and/or low-income students from underrepresented backgrounds, whose postcards inspire prospective students to apply. Additional recommendations include hosting affinity groups for DACA students, inviting queer and trans alumni to FLI career panels, and introducing FLI students to multicultural community centers that provide intersectional programming. ​

Faculty and administrators should also consider whether and how ​they ask students to compartmentalize and conform themselves to a narrow definition of a first-generation and/or low-income person. A holistic institutional approach to supporting FLI students is vital. For example, Texas A&M University’s Regents Scholars Programs provides more than ​​900 FLI students with scholarships, an academic success program, a student group and a newsletter​​ ​​each year.

Equip and empower FLI students with knowledge and tangible strategies to master the ​​hidden curriculum of academe.​ Beyond grades is the hidden curriculum of academia, which assumes that all students: 1) know how to ask for support and resources, 2) are at ease when engaging with faculty and administrators in positions of authority, and 3) will acclimate to a university culture that emphasizes individualism and independence. Colleges can support students’ development of interpersonal skills by hosting workshops and creating resource guides that demystify networking with faculty, navigating office hours, finding research opportunities, managing finances and conducting informational interviews. ​​

Mentorship programs​ and student-led study groups ​can also combat isolationism by providing spaces for FLI students to engage academically with peers while connecting over shared experiences. In addition, communal spaces affirm a cultural normal of interdependence and provide FLI students with leadership opportunities to give back to their communities. Student affairs offices can partner with student groups and invest financial and human resources to support, rather than duplicate, their efforts.

Expand knowledge of first-generation and/or low-income students within and beyond the context of student affairs. ​Many faculty and administrators working with underrepresented populations may draw from personal experiences to connect with the communities they serve. Although helpful when building connections, we must acknowledge the limitations of projecting our own experiences onto students.

Also, as colleges recruit and admit students from historically underrepresented backgrounds, our institutions’ connections to those communities only grow deeper. ​​Sociologists, ​​urban designers and ​​policy analysts​ are just a short list of those who can provide insight into the cultural and societal factors that shape the students who enter our institutions -- and inform us of the environments those students return to when they leave our campuses to navigate the duality of their college and home personas.

Leverage first-generation and/or low-Income alumni groups. FLI alumni serve as an excellent source of collaboration for faculty and administrators working to empower their students because they have successfully navigated institutions of higher education. Alumni are distinctly positioned to provide insight and guidance to current FLI students, often having the necessary institutional context to provide tactical and institution-specific advice.

At Stanford, the ​First-Generation and/or Low-Income Network (FLAN) co-creates mentorship opportunities with several faculty and administrators. FLAN recently launched its AlumFli series, an initiative to support graduating undergrad and graduate FLI students and welcome them to FLI alumni life. The series has provided students with a series of workshops, webinars and virtual social events. Example events included a “FLI-nancial Literacy” focused on planning for retirement and “Help! I don’t know what to do after graduation,” which included a panel of FLI alumni sharing their experiences navigating uncertainty in life after undergrad or graduate school.

In conclusion, by centering the perspectives of FLI students and highlighting current literature, we hope we’ve provided insight into their personal narratives and suggested some practical tools for faculty members and administrators at other institutions to engage and empower this important and vital community.

Marlette Jackson, she/her ([email protected]), is the manager of diversity and inclusion at the University of Texas Southwestern Medical Center. Ngoc Tran, she/her ([email protected]), is the assistant director of equity and inclusion initiatives at the Stanford University School of Engineering.

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Tuesday, November 10, 2020
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Thriving Because Of, Not Despite, Their Identity
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Colleges undermined their reopening plans by not communicating effectively (opinion)

It’s a simple persuasion strategy. Had it been used effectively, it might have helped campuses safely reopen, and stay open, this fall semester.

But it’s not clear any college or university fully deployed it.

This strategy leverages peer credibility over edicts issued by leaders and goes by different names, depending upon the social science discipline. Thus, one version is commonly called peer education, and colleges and universities regularly use variations of it to promote better understanding of such sensitive subjects as sexual health, alcohol and drug use, and other challenges to student well-being.

It goes by other names, as well. In my Propaganda and Political Communication course, we discuss Jacques Ellul’s version of it. In Propaganda: The Formation of Men's Attitudes, his classic 1965 analysis, Ellul names it “horizontal” versus “vertical” propaganda.

It's also what we all intuitively understand as peer pressure, and its known effectiveness long predates Ellul. During World War I, several of the Committee on Public Information’s most successful propaganda campaigns used it, and Edward Bernays -- the “father of spin” -- exploited it for commercial clients in the 1920s.

Scholars who study and publish research on applied persuasive communication know students will generally be more influenced by messages that their peers and campus student opinion leaders deliver than by top administrators. Yet judged by the apparent ineffectiveness of COVID-19 messaging across American colleges and universities, it appears that much campus communication expertise was overlooked. It seems as though institutional leaders believed that their authority and credibility alone would suffice to significantly alter student attitudes and behavior. Oddly, they remained committed to that belief even when, over the summer, evidence kept mounting that their assumption was faulty.

Instead of reconsidering their messaging, or prioritizing an understanding of how others were receiving key messages, they seemed dedicated to their faith that students would fear COVID-19 as much as they did -- and that their accrued credibility would be enough to prevent the occurrences they feared.

It didn’t work. When students returned to campuses and behaved as students normally do, college leaders professed shock and disappointment that their top-down, vertical messaging proved ineffective. Many blamed students for not responsibly translating communicative directives into prescribed attitudes and behavior. In complaining about students, leaders avoided accepting their own responsibility for a much more essential misunderstanding: that communication is always dynamic, and persuasion is a difficult, complex and multifaceted problem.

What we had here was a failure to communicate.

That failure is especially notable when compared to successful approaches already demonstrated for COVID-19 communication. Last spring, peer-to-peer public health messaging had already proven effective in places like Japan, where networks of “cluster busters,” or contact tracers, were successful in quickly reminding people to avoid “the three C’s” (closed spaces, crowded places and close contact settings). The Japanese government did not authorize those cluster busters to fine people, suspend them from their employment or expel them from educational institutions. Their efforts were not seen as punitive, but rather as encouraging more collaboration from fellow citizens to mitigate COVID’s spread.

The good news is that it appears some American college students, who have completed contact tracing training, have begun acting as independent cluster busters on their campuses. A few colleges have instituted “student health ambassador” programs in which students are employed to gently remind their peers about required protocols. Yet the very nomenclature of these programs (the word “ambassador” implies mediation between two distinct groups) suggests they exist to promote behavioral prescriptions rather than encourage authentic cooperation.

That these programs are only now being instituted illustrates just how badly strategic communication has been neglected. Imagine if, early in the summer, colleges and universities had assembled campus opinion leaders -- the editor of the school newspaper; the captain of the football team; the heads of the Christian, Jewish and Muslim student organizations; the heads of the campus Democrats and campus Republicans and so on -- and asked them for assistance, not as a directive but in the spirit of shared cooperation. Student opinion leaders obviously enjoy college and campus life and are clearly invested in its continuation. Having worked with such student leaders in my career, I am confident they would not only comprehend but also embrace the essential communicative role they could play in keeping campus open and the activities they love ongoing.

This mode of communication requires sincere respect, an admission of humility and candor. Honesty and transparency are essential. Yet far more often, we’ve seen incidents that stoke student suspicions about the motivation of their campus leaders. For example, the student journalists at the University of Kansas have asserted that their institution’s leadership used a biased survey to obtain a predetermined result and then mischaracterized the results for the press. Similarly, University of North Carolina students discovered and publicized the discrepancy between their campus leadership's shared belief in the likelihood of COVID-19 outbreaks tied to reopening and their public communication on the subject.

To again use social science terminology, every such example of motivated reasoning and confirmation bias that backfired ended up damaging the respect for, and authority of, university leaders. These events reaffirm the truism that nothing is as difficult to accrue, and as easy to squander, as credibility.

Judging by what has occurred on campuses around the United States, competent surveys of student attitudes would likely have revealed a seemingly unresolvable paradox. What’s particularly clear now is that many students wanted to return to their campuses for both in-person learning experiences and to party. Had campus experts surveyed them in advance, senior administrators could have used the revelation of this dilemma to produce focused strategic messaging campaigns. It still might not have worked, but by and large, it wasn’t even tried -- probably because so few college and university leaders wanted to face unpleasant facts about their own students.

Communication is always negotiated, even when authorities believe their messaging will be accepted, respected and fully integrated into specified behavior. The notion of the hypodermic model of communication -- where ideas can be “injected” into audiences -- is so anachronistic that no serious scholar would argue its application could ensure significant compliance. Similarly, basic carrot-and-stick approaches that emphasize incentives and punishments have limited utility in a situation where overwhelming compliance is demanded. Events have demonstrated how overconfidence in both approaches can backfire.

I’m not asserting most reopening plans were fraudulent or that those who promoted and implemented them acted mendaciously. I’m only saying that many plans apparently relied far too heavily on simplistic notions of effective persuasion. That so many plans have already failed because of unmodified student attitudes and behaviors, despite extensive and costly efforts in other planning areas, provides evidence for this conclusion.

Perhaps it’s too early to second-guess and point fingers. But if we’re to learn from this experience we must examine every success and failure and apply basic lessons in real time, right now, as well as in the future. It’s clear, in retrospect, that focusing so tightly on legal ramifications, scientific and medical frameworks, and political and economic consequences -- while neglecting to emphasize the importance of focused, engaged, collaborative and interactive messaging -- ultimately rendered a lot of herculean effort fruitless.

And that might be the most important lesson that college and university leaders can learn from the COVID-19 crisis.

Michael J. Socolow is an associate professor of communication and journalism, and the director of the McGillicuddy Humanities Center, at the University of Maine.

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Fraternity chapter suspended for statement on ties to Confederacy

Kappa Alpha Order chapter at Southwestern University suspended for releasing a statement denouncing the organization's historical ties to the Confederacy.

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