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How Technology Impacts Underrepresented Students: A Student Affairs Perspective Division of Student Affairs Professional Program February 17, 2008 Kim Becker, Ryan Hamachek* & Cari Urabe Seattle University
How Technology Impacts Underrepresented Students:A Student Affairs Perspective
Division of Student Affairs Professional Program
February 17, 2008
Kim Becker, Ryan Hamachek* & Cari Urabe
“Despite the increase in all types of technology, little is known about how these technologies impact student development”
(as cited in Llyod, Dean, & Cooper, 2007, p.483).
With the increase of online social networks, virtual classrooms, and access to information, how are racism, sexism, homophobia, and heterosexism impacting our students in ways not previously possible and how should student affairs professionals respond?
Online harassment is defined as repeat messages that threatened, insulted, or harassed.
Considering this definition, Finn (2004) “found 10% to 15% of students reported having experienced online harassment either from strangers, an acquaintance, or significant other” (p. 474).
Facebook is a social utility that connects people with friends and others who work, study and live around them. Students use Facebook to keep up with friends, upload an unlimited number of photos, share links and videos, and learn more about the people they meet.
Facebook users can create social groups to support and promote a common interest, memorial or tribute, social cause, or viewpoint. This common interest group is an example of xenophobia (or a fear of foreigners or strangers) and oppression against individuals in America who do not speak English.
These featured groups portray negative stereotypes and prejudices of women.
While groups can be discriminatory…
it’s important to acknowledge groups can serve as positive support systems too.
A group of white Louisiana college students decided to dress in blackface and reenact the Jena 6 assault. They posted a video clip and photos on a Facebook album called, “The Jena 6 on the River” (Adams, 2007).
The video clip can still be seen on this web site: http://www.thesmokinggun.com/archive/years/2007/1002071jena1.html
For those who identify as a sexual minority, e-mail harassment is more prevalent—Approximately 1/3 of survey participants “who identified as GLBT reported getting repeated e-mail from someone they did not know, or barely knew, that threatened, insulted, or harassed them” (Finn, 2004, p. 475)
“Gender and harassment and invasions of women’s on-line privacy by men has, in some cases, gone beyond macho posturing and sexist language to rating the looks of women who post photos on their homepages…” (Machanic, 1998, p. 1).
(Machanic, 1998, p. 4).
Chilly Campus Climate
How will racism, heterosexism, homophobia, and sexism effect various Student Affairs Departments?
Fostering Student Learning
“Students with disabilities encounter stereotypes and prejudices that are similar to those faced by individuals from other underrepresented groups”
(Junco & Salter, 2004, p. 264).
“Psychiatric disorders comprise the fastest growing category of disability among college students as evidenced by the increasing numbers of students seeking mental health services on campuses” (as cited in Belch & Marshak, 2006, p. 465).
“Chickering and Reisser (1993) provide a psychosocial development model through which college students progress in developing an identity. One of the key components includes developing interpersonal relationships with peers. Technology provides and opportunity for students to stay constantly connected with one another, but how the technology impacts peer relationship has not been fully examined” (Lloyd, Dean, & Cooper, 2007, p. 485).
Virtual Classrooms and Distance Education
Definition for Distance Education from http://en.wikipedia.org/wiki/Distance_education
Student Development Theory
Can professionals within Higher Education provide distance
learners the vibrant, in-depth assortment of a traditional on-campus learning experiences?
Technology has radically changed how the college delivers it’s programs and services to students. This has the ability to either help or hinder the underrepresented students we serve.
(Lloyd, Dean, & Cooper, 2007, p. 492).
Adams, D. (2007). Facebook, america’s racist photo gallery. Retrieved Februrary 15, 2008 from, http://laist.com/2007/10/04/facebook_americ.php.
Barrat, W. (2001). Models for evaluating student affairs web site. Retrieved February 15, 2008, from http://studentaffairs.com/ejournal/Spring_2001/will1.html
Belch, H. A. & Marshak, L. E. (2006). Critical incidents involving students with psychiatric disabilities: The gap between state of the art and campus practice. NASPA Journal, 43(3), 464-482.
Dadhaboy, Z. (2001). Distance learning and a well rounded education: A dichotomy? Retrieved February 15, 2008, from: http://studentaffairs.com/ejournal/Spring_2001/policy.html
The facebook unplugged at standford etl. (2005). Retrieved February 15, 2008, from: http://blog.softtechvc.com/2005/10/the_facebook_un.html
Finn, J. (2004). A survey on online harassment at a university campus. Journal of Interpersonal Violence, 19(4), 468-483.
Fortson, B. L., Scotti, J. R., Chen, Y., Malone, J., & Del Ben, K. S. (2007). Internet use, abuse, and dependence among students at a Southeastern regional university. Journal of American College Health, 56(2), 137-144.
Foster, L. The impact of education innovation on student freedom: The case of distance education in higher education. In Ackerman, R., Werner, W., & Vaccaro, L (Eds.), Student Freedom Revisited: Contemporary issues and perspectives (pp. 103-113).
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Hamrick,F, Evans, N, & Schuh, J. (2002). Foundations of student affairs practice: How philosophy, theory, and research strengthen educational outcomes. San Francisco, CA: Jossey-Bass.
Junco, R., & Salter, D. (2004). Improving the campus climate for students with disabilities through the use of online training. NASPA Journal, 41(2), 263-276.
Langdon, E. Student governance and leadership. In Ackerman, R., Werner, W., & Vaccaro, L (Eds.), Student Freedom Revisited: Contemporary issues and perspectives (pp. 135-149). NASPA.
Lloyd, J. M., Dean, L. A., & Cooper, D. L. (2007). Students’ technology use and its effects on peer relationships, academic involvement, and healthy lifestyles. NASPA Journal, 44(3), 481-495.
Machanic, M. (1998). Gender and power issues in on-line learning environments. From 1st Int’l Conference on the Social Impacts of Technology, St. Louis, MO.
Nontraditional students in higher education- types of nontraditional students in the united states, support for nontradional leaders. Retrieved February 15, 2008, from http://education.stateuniversity.com/pages/2298/Nontraditional-Students-in-Higher-Education.html
Student in black face ‘jena 6’ renactment. Retrieved February 15, 2008, from http://www.thesmokinggun.com/archive/years/2007/1002071jena1.html
Weintraub, E. (2006). Facebook groups are jokes, not ‘evil.’ Retrieved February 15, 2008, from http://media.www.dailytargum.com/media/storage/paper168/news/2006/03/22/Opinions/Facebook.Groups.Are.Jokes.Not.evil-1711724.shtml