Campus Climate at Oceanside University

1. Campus Climate at Oceanside University Case Study Group Four Katelynn James, Alex Owens, A’dja Jones, Brett McKnight, Logan Franklin, KelsieYoung, and Kim Dubree

2. The Setting: Oceanside University Public land-grant university on the West Coast in an upper-middle class suburban area 30,000 students Nationally recognized for excellence in several academic programs Less than 2% of all students are African American

3. The Characters Our Role: Dr. Jackie Martin Vice President of Student Affairs and Dean of Students Dr. Julius Gilbert Oceanside’s Eleventh President Abigail Moyes Student and president of the Undergraduate Student Government Association

4. The Characters, cont. Terry Vivas Student and president of the Black Student Union Evan Hawkin Student and president of the Sigma Omicron fraternity Wendell Wells Director of University Communications

5. Stakeholders Mentioned Current and incoming students Greek Life and Greek Programming Board Sigma Omicron Executive Board (particularly the President) Student Government Association Black Student Union

6. Stakeholders Not Mentioned Student Conduct Coordinator Greek Advisor PHA and IFC Alumni (particularly Greek alumni) University donors

7. The Story The Party Sigma Omicron hosts a party under the theme of “culture” The Problem The party purports negative stereotypes of African Americans; the Black Student Union is dissatisfied The Fallout The President of the University hosts a meeting to address the problem that backfires

8. Theory Application: Addressing the Issue

9. Ecological Models: Campus Climate • “Areflection of institutional mission and identity” • Mission statements should be represented in campus climate. Sometimes, this is not the case • Traditions, beliefs, values, and behaviors • Status quo

10. Bolman and Deal’s Four Frames of Higher Education • Must be a balance/utilization of all frames • Political • Human Resources • Symbolic • Structural

11. Kohlberg’s Theory of Moral Development • Used to understand the behaviors and reactions of the key players involved • Evan Hawkin: Stage 1, Heteronomous Morality • Dr. Julius Gilbert: Stage 2, Individualistic Instrumental Morality • Dr. Jackie Martin: Stage 4, Social System Morality • Terry Vivas: Stage 5, Human Rights and Social Welfare Morality

12. Solutions

13. Immediate Solutions Draft a behavioral proposal  Incorporate diversity training to students for understanding of underrepresented students  Meet with student conduct and Greek life advisor about behavior and conduct Develop application or proposal that specifically questions the theme, target audience, utilizing the theme (Social Paperwork)  (E. Doman, personal communication, October 17, 2012)

14. Immediate Solutions, cont. • Implement checks and balances; Greek life advisor can restructure social paperwork to be approved/receive final say from advisor  • Education on freedom of speech just because you have the right, does not always mean you have to say what you mean  • Don't want to get in a first amendment right fight—it is your right but there should be a measured reaction to the feelings of what is going on (E. Doman, personal communication, October 17, 2012)

15. Immediate Solutions, cont. Have an outside expert come in and facilitate the discussion of underrepresented issues Adopt the BSU’s idea of developing center for dispute resolution Demonstrate the university’s lack of understanding on the issue (E. Doman, personal communication, October 17, 2012)

16. Long-Term Considerations

17. Risk Management • Programs about policies/procedures • Speakers • Demonstrations, Interactive Risk Programs • Health and Wellness Initiatives • Counseling • Sexual/Behavioral Health

18. Accountability • Review mission, policies, procedures • Challenge “initiatives” • Creating positive, welcoming environment • Solid recruitment efforts to increase diversity on campus

19. Policy • New policies for the student handbook and student organization handbook • New curriculum for GEP 101 • Scholarships and grants to attract minority students

20. Internal Approach to Diversification • Multicultural history months • Breaking down stereotypes • Finding common ground (similarities between fraternities, sororities, student organizations) • Cultural centers • Diversifying faculty

21. Parks’s Faith Development Theory • Importance of Mentoring Community • Living Learning Communities • Involvement in multicultural organizations • Assessment of current programming

22. References Chang, M. J., Milem, J. F., & antonio, a. l. (2010). Campus Climate and Diversity. In Schuh, J. H., Jones, S. R., Harper, S. R., & Associates (Eds.), Student services: A handbook for the profession (pp. 44-56). San Francisco: Jossey-Bass. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L., D. & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco: Jossey-Bass. Stage, K. & Hubbard, S. (Eds.). (2012). Linking theory to practice: Case studies for working with college students (3rd ed.). New York: Routledge.

23. Questions?