Mahauganee D. Shaw University of Michigan Student Affairs Symposium May 12, 2009

1. Mahauganee D. Shaw University of Michigan Student Affairs Symposium May 12, 2009 Our research connects existing literature on university cultural centers and ethnic student identity construction, and explores the roles that these centers can play in both fostering students� ethnic identity development and shaping the campus culture in matters of racial, ethnic, and cultural diversity. Our research connects existing literature on university cultural centers and ethnic student identity construction, and explores the roles that these centers can play in both fostering students� ethnic identity development and shaping the campus culture in matters of racial, ethnic, and cultural diversity.

2. Learning Outcomes Understand the concept of cultural nourishment Identify cultural nourishment as a framework to assess campus programming initiatives Apply the concepts presented to a campus program you organize Develop the ability to apply these concepts in the future

3. Session Outline Theoretical Framework Methods Research Findings Implications for Practice Planning Activity Discussion/ Furthering Research

4. Purpose The purpose of this study was to determine whether the programs provided by La Casa serve as a source of cultural nourishment, both to La Casa�s target audience and to the overall IU campus community.

5. Definitions Cultural Nourishment The way that various campus constituencies embrace, recognize, and educate the campus community about different cultures. Culturally nourishing aspects of a campus environment cultivate students� ethnic identity development and provide them with a sense of belonging Epistemological Element of Campus Culture Knowledge that exists and is exchanged within various social spaces on campus

6. Kenneth Gonz�lez (2000, 2002) found three elements (physical, social and epistemological worlds) within the campus environment that have the power to make students feel both marginalized and alienated. When a student�s culture is neglected within the physical, social, or epistemological aspects of the campus environment, the student feels the effects of marginalization and alienation. However, when these aspects of the campus environment are inclusive of a student�s culture, they contribute to the cultural nourishment of these students. We framed our study around the belief that these elements can also be used to examine the differing sources of cultural nourishment. Focusing specifically on the epistemological world, we assessed the extent to which programs provided by La Casa serve as a source of cultural nourishment. Kenneth Gonz�lez (2000, 2002) found three elements (physical, social and epistemological worlds) within the campus environment that have the power to make students feel both marginalized and alienated. When a student�s culture is neglected within the physical, social, or epistemological aspects of the campus environment, the student feels the effects of marginalization and alienation. However, when these aspects of the campus environment are inclusive of a student�s culture, they contribute to the cultural nourishment of these students. We framed our study around the belief that these elements can also be used to examine the differing sources of cultural nourishment. Focusing specifically on the epistemological world, we assessed the extent to which programs provided by La Casa serve as a source of cultural nourishment.

7. Observation Process Research Questions Data Indicators Though we also conducted a few informational interviews with La Casa staff members, our major data collection method was participant observation. This slide explains our process of data collection and analysis.Though we also conducted a few informational interviews with La Casa staff members, our major data collection method was participant observation. This slide explains our process of data collection and analysis.

8. Focus on the �presenter characteristics� columnFocus on the �presenter characteristics� column

9. Major Themes Programs served multiple functions Program�s Organization and Presenter�s Pedagogy Influenced the Climate Programs Encouraged Active Participation Audience Knowledge was Actively Integrated into the Programs Our 4 major themesOur 4 major themes

10. Major Themes Programs Served Multiple Functions To disseminate new knowledge Actively collaborate with campus and community entities To highlight the interconnection between various cultures and backgrounds Organization and Pedagogy Influenced the Climate Use of culturally specific language Reference to theories and concepts Media usage Program overviews explained learning outcomes

11. Major Themes The Topics Encouraged Engagement The influence of the presenter shaped the flow and tone of the program Attendees� engagement level Organizational structure of the program Addressed and refuted stereotypes Audience� Knowledge was Actively Integrated into the Program Discussion format was predominant among all programs Audience�s preexisting knowledge often led the flow of discussion Presenter provided resources for further research on program topic

12. Implications for Practice Incorporate more undergraduate student presenters Contributes to students� sense of purpose (presenter) connection to information (participants) persistence at university (both) Increases peer knowledge building and sharing Offers students opportunity to develop/enhance presentation and facilitation skills

14. Programming Activity This activity is designed to explore how the four themes presented earlier and the concept of cultural nourishment can be applied to the daily work done by practitioners in various areas. This activity is designed to explore how the four themes presented earlier and the concept of cultural nourishment can be applied to the daily work done by practitioners in various areas.

15. Avenues for Future Research Interconnection between the social, physical, and epistemological worlds To understand if and how physical location and social climate influence knowledge sharing process Incorporate information on topic and presenter selection To understand how programs are selected (topic) � which types of programs prove more or less engaging and influential in knowledge sharing process -Physical world may be as simple as using different programming venues-Physical world may be as simple as using different programming venues

17. Contact Information Mahauganee D. Shaw Ph. D. Student Indiana University - Bloomington shawmd@indiana.edu