1. BUILDING THE BRIDGE TO THE FUTURE: SETTING FOUNDATIONS TO CREATE GLOBAL CITIZENS Presented by: Anthony Porcelli and Jeunelle Sanabria New York University February 14 th 2014

2. Your Presenters: Anthony  Undergraduate and graduate work at University of Dayton  Experience working with Middle Childhood, AYA, and University students  Taught American Government to seniors in Dayton, OH

3. Your Presenters: Jeunelle  Undergraduate and graduate work at Pace University  Masters in Childhood Education  Served as a Graduate Resident Director at Pace University (2008-2011)  Served as a Resident Director at Bethune-Cookman University (HBCU) (2011-2013)  Advisor for Student Actives Board, FACES Modeling Troupe  Currently a Resident Director at Hofstra University  Co-Advisor for Black Student Union

4. The Building Blocks to Education  System is broken into blocks  Each is to prepare a student for the next step  Gaps exist in many ways  Funding, curriculum, distribution of materials, etc.  Diverse student populations often fall into these gaps

5. Understanding the Gaps For Diverse Student Populations  Balancing of cultures  What does it mean to succeed? Is college/education the answer?  “The Burden of Acting White” (Dr. Jonathan Ogbu)  Specific challenges facing international students and first generation students

6. Who is the College Student?  Over the past ten years minority student populations in colleges have grown over 30%. (Bowman, N., p. 874)  Diverse student populations, who are they?  Challenging students to partake in diverse student interactions to effectively enhance global perspective.  A student’s openness to diversity is a result of numerous factors; course work, where they live, how much they work, their involvements/interactions and their overall environment. (Edison, M., et al p. 187)

7. How Do We Bridge These Gaps?  Challenges for University educators  Partial remedial approach  Identity theory  Recognizing and utilizing aspects of this to our advantage  Setting the example

8. What do we offer the College Student?  Increasing Cultural Awareness  During a student’s matriculation, there is a significant increase in student’s openness to racial and cultural diversity (Edison, M., et al p.175)  Interracial interactions are positively related to an increase in leadership skills, well being, intellect, and cultural awareness (Bowman, N. p.886)  What does that mean for us?  Our work matters!  Get involved  Openness  Continual Learning  Mentorships  Minority Faculty and Staff support

9. At Hofstra…  Of Hofstra’s first year student population: 1. 3.8% are non resident aliens 2. 16% are Hispanic 3. 8.6% are Black/African American 4. 52.5% are White 5..4% are Native American 6. 9.2% are Asian  New Opportunities At Hofstra (NOAH)  Peer-Peer Mentorship  Heritage Months  Emphasis on learning about cultures StatsResources

10. SCENARIOS

11. Scenario 1  You’re a Multicultural Director at your University. One of your international students from China comes to you with a letter from University Conduct Office asking you to explain what the letter means. The letter states that the student had an illegal cooking appliance in their room and it was confiscated. How would you go about assisting the student to understand what the letter says and why certain cooking appliances are against the rules?

12. Scenario 2  You’re an Academic Advisor at your university. A student approaches you asking for advice for choosing a major. The student informs you that they are only in college because their parent is making them attend. They also inform you that no one in their family has attended college and they are struggling to pick a major. How do you go about helping this student?

13. Scenario 3  You’re a Resident Director at your university. A roommate conflict is brought to your attention involving two male students, one which is homosexual and the other one being heterosexual. Upon discovering having a homosexual roommate the heterosexual roommate (Without having spoken to his roommate) is demanding a room change. The student states “I can not live with people like that”. How do you address the situation?

14. Scenario 4  You’re a Club Advisor for a Hispanic organization at your university. The club is comprised of immigrant Hispanic students and American students of Hispanic decent. The organization is hosting a cultural event that is taking place at the end of the month. One of the immigrant Hispanic student approaches you and informs you that they do not feel comfortable with the portrayal of the Dia de los Muertes event the organization is hosting. How do you address the concerns of the student while still supporting the event?

15. Questions?  Jeunelle Sanabria  Hofstra University, Resident Director for Colonial Square  Jeunelle.m.sanabria@hofstra.edu Jeunelle.m.sanabria@hofstra.edu  Anthony Porcelli  Hofstra University, Resident Director for Liberty Republic  Anthony.j.procelli@hofstra.edu Anthony.j.procelli@hofstra.edu

16. References  Bowman, N. (2012). How Much Diversity is Enough? The Curvilinear Relationship Between College Diversity Interactions and First-Year Student Outcomes. Res High Educ, 54, 874-894.  Edison, M., et al (1996). Influences on Students’ Openess to Diversity and Challenge in the First Year of College. Journal of Higher Education, 67 (2), 174-195.  Lew, J. (2006). Burden of acting neither white nor black: Asian American identities and achievement in urban schools. The Urban Review, 38 (5), 335-352.  Ogbu, J. (2004). Collective identity and the “burden of acting white” in black history, community, and education.  Tapia, R. (2010). Hiring and Developing Minority Faculty at Research Universities. Viewpoints, 53(3), 33-35.