Eighth Annual National Conference, POCPWI (2003)

The Price We Pay: The Value of Complexion

Bryant K. Smith — Thu, 20 Apr 2006 08:37:18 PDT

Diversity as a Way of Life: Achieving Success in Predominantly White Institutions

Janet C. Lu — Thu, 20 Apr 2006 08:33:59 PDT

Establishing a Latino Intellectual Presence in the Academy: Opportunities and Challenges

Gilberto Cardenas — Thu, 20 Apr 2006 08:31:39 PDT

Affirmative Action in Higher Education After the Michigan Cases

Linda R. Crump — Thu, 20 Apr 2006 08:29:21 PDT

Thurgood Marshall: Little Man's Lion

Carl Holmes — Thu, 20 Apr 2006 08:25:03 PDT

Affirmative Approaches to Ensuring Diversity

Dorothy Hayden-Watkins — Thu, 20 Apr 2006 08:22:45 PDT

Exploring Ethnic Studies as a Model in Advancing a Multi¬Faceted, Multi-Cultural Academic Curriculum, Without Losing Specific Ethnic Identity Significance

Ravi Kumar Perry — Wed, 19 Apr 2006 11:45:43 PDT

Using the University of Michigan-Ann Arbor as a case study this project highlights the 'usefulness' of race and ethnic courses in terms of factual evidence presentation from faculty-student relationships in the classroom and the broader influence in the corresponding ethnic communities. Therefore, while many predominantly white institutions of higher learning may offer a variety of courses that pertain to race and ethnic issues, like the University of Michigan's College of Literature, Science and the Arts (LSA) Race and Ethnicity requirement, many institutions do not necessarily require a discussion concerning the relations among such ethnic groups in a historical, political, current, social or academic environment. The field of Ethnic Studies requires that the concepts of ethnicity, race, and culture include this global multi-faceted perspective. It is this type of perspective from which students may connect a diverse setting, with both historical and present realities concerning the dynamics of that interaction.

Pimps, Thugs and College Students; A Glimpse Into Hip Hop and Higher Education

Ricardo Hall et al. — Wed, 19 Apr 2006 11:40:33 PDT

The globalization of hip-hop culture has created opportunities and challenges for students of color attending predominately White institutions. Overexposure to urban culture through music, fashion, movies, etc. combined with limited interaction with urban youth has created volatile and in some cases hostile environments on predominately White campuses. This workshop examines what happens when myth and reality meet in the halls of academia.

The Experiences of African American Ph.D. students at a Predominantly White Carnegie I - Research Institution

Chance W. Lewis et al. — Wed, 19 Apr 2006 11:37:01 PDT

The purpose of this session will be to explore the dynamics and experiences that African American doctoral students in this study faced at a predominately White Doctoral-Extensive University in the Rocky Mountain Region. Research was conducted in the qualitative research paradigm using retrospective interviews

Action Research Dialogue and Praxis: How a Participatory Evaluation Design as a Case Study Unfolded to Restructure an American Indian Program (AlP) and Reconstruct a Thirty Year Relationship With an Ivy League, Land-Grant University

Rebecca Maldonado Moore — Wed, 19 Apr 2006 11:26:30 PDT

The AlP at Cornell University underwent a major internal restructuring process that engaged multiple stakeholders between 1998 and 2000. The methodological, philosophical, political, and pragmatic value of this process will be detailed along with implications for other ethnic programs needing to reassess their relationship with a given institution. Key Terms: Action research, participatory evaluation, search conference

Failing to Mentor Sapphire: Obstacles Facing Black Women Who Seek Mentors

Pamela J. Smith — Tue, 18 Apr 2006 08:58:39 PDT

Despite their best efforts, many women of color find themselves in a revolving door, going from one institution to another seeking information, opportunities and mentors to succeed. This talk will discuss the societal and institutional obstacles facing Black women who seek mentors and puts forth several suggestion to universities on how they can facilitate mentoring between junior Black women academics and the majority of white (and perhaps male) potential mentors

Spirituality and Culture in Higher Education

Larry C. Menyweather-Woods — Tue, 18 Apr 2006 08:30:24 PDT

This session will examine the need for students of color to be active or involved within local Community, both "Faith & Secular." The session will discuss the historical writing of Richard Niebuhr, author of Christ and Culture. who challenged faith groups to discover the role of "faith," [that which now is referenced as "spirituality}, and culture can enhance the maturing process, especially in relationship to Higher Education. The presentations will focus specifically on the role of spirituality and culture relating to students of color in a predominantly Eurocentric environment.

Preparing for the Next Generation, Building a Recruitment Program for Students of Color

Kent Hopkins — Tue, 18 Apr 2006 08:14:37 PDT

As the college bound population becomes more diverse, colleges and universities are faced with the task of recruiting these students. A recruitment plan must include strategies that will help students make wise decisions in determining what institution is the right choice for them.

Service-Learning with Native American Communities

Valerian Three Irons — Tue, 18 Apr 2006 08:06:08 PDT

The International Partnership for Service-Learning along with South Dakota State University engages North and South Dakota Native American Communities with service learning. College students from the United States as well as foreign countries participate in 2-13 week sessions in service learning. Students have a two week orientation session on Native American Culture. Students meet with SDSU Faculty as well as Native American Cultural Presenters. Orientation concludes with a one week academic field trip visiting historical sites and SD Reservations. Students then spend up to 10 weeks living and serving in Native American communities. Students may earn up to 15 credits from SDSU in Anthropology, Sociology, English, and Geography.

African American Women Community College Administrators: The Legacy of Being Black and Female

Donna Moore Ramsey — Mon, 17 Apr 2006 10:35:55 PDT

This presentation reports the results of a 1998 study of African American women community college administrators conducted by Dr. Moore Ramsey. The 94 women in the study represented a diverse range of administrative levels, responsibilities and professional experiences. It was determined that African American women remain underrepresented, isolated and at risk in many higher education environments. They constantly encounter discrimination and challenges to their leadership. Using the lecture format, as an initial workshop component, providing the results of the study, participants, based on their experiences and perceptions will complete a questionnaire. Using an open discussion/interactive forum, the workshop will focus on the cultural experiences, mentoring relationships and the affect that race and gender had on the professional careers of the women in the study and continue to have on African American women administrators today.

African American Women Community College Administrators: The Legacy of Being Black and Female

Donna Moore Ramsey — Thu, 13 Apr 2006 08:54:37 PDT

This presentation reports the results of a 1998 study of African American women community college administrators conducted by Dr. Moore Ramsey. The 94 women in the study represented a diverse range of administrative levels, responsibilities and professional experiences. It was determined that African American women remain underrepresented, isolated and at risk in many higher education environments. They constantly encounter discrimination and challenges to their leadership. Using the lectureformat, as an initial workshop component, providing the results of the study, participants, based on their experiences and perceptions will complete a questionnaire. Using an open discussion/interactive forum, the workshop will focus on the cultural experiences, mentoring relationships and the affect that race and gender had on the professional careers of the women in the study and continue to have on African American women administrators today.

Surviving the "Diverse" (White) University

Sharon Elise et al. — Wed, 12 Apr 2006 11:53:45 PDT

This paper reports findings from a study of Black student retention at a predominantly white state university. Race, class, age, and gender mediate Black student experience while middle-class status, experience in predominantly white school settings, a pragmatic view of college, parental expectations, and residence in a Black community affect retention.

Women of Color and White Women: In Dialogue across the Boundaries

Kathleen Brown — Wed, 12 Apr 2006 11:48:32 PDT

Most of the time will be spent in structured dialogue, focusing on our experiences as women of color and as white women in the academy. Topics will include the issues that impact us as women and ways in which we can work together collectively and collaboratively

Exploring Race, Racism, Racialism, and Empowerment: The Importance of Researching and Documenting the Historical Experiences of People of Color at PWIs

Richard M. Breaux — Wed, 12 Apr 2006 11:45:11 PDT

The presenter discusses his experience with researching African and African American students' experiences in the archival collections of over 20 public and private PWls. Offers suggestions for research on campuses with little or no such documentation, and discusses the importance of oral history projects and research initiatives to build collections.

Working in the Trenches: Teaching Diversity at a Predominantly White College

Gary Perry et al. — Wed, 12 Apr 2006 11:38:59 PDT

This presentation is twofold. We begin by examining the degree to which teaching diversity, at a mid-western predominately white institution, is disproportionately devolved onto academic departments and faculty who occupy devalued statuses within and outside academe. Finally, we highlight the hidden and unhidden challenges and obstacles that accompany this obligation.