1. education

PA-NAME 10TH ANNUAL STATE CONFERENCE
How Far Have We Come and
Where are We Going?:
A 40-Year Retrospective on the Movement
for Multicultural Education
_______________________________________________________________________
April 4-5, 2008
Hosted by:
Temple University
Pennsylvania Chapter of
National Association for Multicultural
Education
▼ NAME VISION ▼
The Founders of NAME envisioned an organization that would bring together individuals and groups
with an interest in multicultural education from all levels of education, different academic disciplines
and from diverse educational institutions and occupations.
Philosophy
The National Association for Multicultural Education is committed to a philosophy of inclusion that embraces
the basic tenets of cultural pluralism. NAME celebrates cultural and ethnic diversity as a national strength that
enriches a society and rejects the view that diversity threatens the fabric of a society.
NAME believes that multicultural education promotes equity for all regardless of culture, ethnicity, race, class,
language, age, gender, sexual orientation, disability, or religion. Thus, fair and full participation in a society’s
institutions is paramount as both means and end in NAME’s philosophy. Xenophobia, discrimination,
ethnocentrism, racism, classism, sexism, and homophobia are societal phenomena that are inconsistent with
the principles of democracy and lead to the counterproductive reasoning that differences are deficiencies.
NAME believes that multicultural education enables the individual to believe in one’s own intrinsic worth and
culture, to transcend monoculturalism and, ultimately, to become multicultural. This developmental process is
at the center of the individual’s noble quest to define one’s relationship and responsibility to our global society.
NAME recognizes that individuals have not always been, and perhaps never will be, in complete agreement
regarding the definitions and goals of multicultural education and that continuing debate is healthy.
Goals
There are six points of consensus regarding multicultural education that are central to NAME’s philosophy, and serve
as NAME’s goals:
• To respect and appreciate cultural diversity.
• To promote the understanding of unique cultural and ethnic heritage.
• To promote the development of culturally responsible and responsive curricula.
• To facilitate acquisition of the attitudes, skills, and knowledge to function in various cultures.
• To eliminate racism and discrimination in society.
• To achieve social, political, economic, and educational equity.
Objectives
The following specific objectives highlight several of NAME’s future directions:
• To establish a clearinghouse for multicultural education resource materials and educational strategies.
• To establish standards and policy statements for educational institutions, organizations and policy makers.
• To facilitate initiatives supportive of culturally diverse faculty, administrators, students, and parents in schools at all
levels, from pre-K through universities.
• To develop a national clearinghouse for consultant services to assist educational institutions with multicultural
training, research, inservice programs, curriculum development, and solutions related to the creation of a
multicultural society.
• To create a national headquarters to serve as a resource and archive-and as a space for fostering growth, social
justice, collegial and community support, and communication about multicultural issues.
The NAME Annual Conference
NAME hosts an exceptional national conference each year. People across the country and other countries attend to
interact and exchange ideas, resources and strategies. The conference program features nationally known speakers
and a broad variety of interactive workshops, symposia, and paper presentations on topics relevant to multicultural
education, diversity, and equity.
▼ Membership ▼
NAME's membership encompasses the spectrum of professional educators and specialists, including early childhood,
classroom and higher education faculty, administrators, psychologists, social workers, counselors, curriculum
specialists, librarians, scholars, and researchers. Persons affiliated with teacher education, ethnic studies, ESL and
bilingual education, social science, anthropology, liberal and fine arts programs, and other departments, colleges, and
schools with an emphasis on multiculturalism are also encouraged to become members.
Go to http://www.nameorg.org/membership.html to obtain a membership application
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PA-NAME Officers
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University Sponsor:
Temple University
Tchet Dereic Dorman, President, Temple University, [email protected]
Kimetta Hairston, Vice President/President-Elect, Pennsylvania State
University Harrisburg, [email protected]
Bonnie Block, Secretary, Kutztown University, [email protected]
Kathleen Kaminski, Treasurer, Wilson College, [email protected]
Carol Watson, Parliamentarian, Kutztown University, [email protected]
OFFICE OF
MULTICULTURAL
AFFAIRS
Rhonda Brown,
Associate Vice President
www.temple.edu/omca
Conference Committee
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Laura Reddick, Temple University — Development Chair
Kimetta Hairston, PSU Harrisburg — Evaluation Coordinator
Bonnie Black, Kutztown University — Hospitality Chair
Carol Watson, Kutztown University — Cultural Interlude Coordinator
Tracey Hamilton, Temple University — Webmaster
Rhonda Brown, Temple University — Budget Director
Marquita Pellerin, Temple University — Program Booklet Chair
Nobumasa Hiroi, Temple University — Registration Coordinator
Melissa Rowe, Temple University — Registration Chair
James Felton, Lebanon Valley College — Government Relations Director
Matthew Biedrzycki, Temple University — Student Volunteer Coordinator
Joy Barnes-Johnson, Temple University — Grant Writer
Andrew Jackson, Pennsylvania State University — Chapter Founder
Sandra Swain, Temple University
Tiffenia Archie, Temple University
Ibram Rogers, Temple University
Karen Parker, New Jersey School Counselor Association
Valerie Dudley, Saint Joseph’s University
Shirley Dixon, Cabrini College
Cheryl Browning, Pennsylvania Higher Education Assistance Agency
Angela McIver, Fair Housing Rights Center in Southeastern Pennsylvania
Jacqueline Irving, Eastern University
Adina Stonberg, Temple University
Cassandra Aguilar, Temple University
Tom Gallowitz, Temple University
Leila Anglin, Temple University
Jovan Brown, Temple University
Lorraine Savage, Temple University
Rashad Waleed, New Born Productions
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Temple University
National Association
for Multicultural
Education
NAME President:
Debra Johnson-Jones
[email protected]
Executive Director:
Joyce E. Harris
[email protected]
Region 3 Director:
Rita Robinson
[email protected]
NAME
National Office
5272 River RD
Suite 430
Bethesda, MD 20816
Tel: 301-951-0022
Fax-301-951-0023.
[email protected]
www.nameorg.org
How Far Have We Come and Where are We Going?:
A 40-Year Retrospective on the Movement for
Multicultural Education
In 1968, students in the United States gave birth to the movement for multicultural
education. The various forms of oppression that had existed unopposed and
unconstrained in American education for centuries were aggressively challenged.
Students at hundreds of high schools and colleges all over America took over
classroom and administrative buildings, signed petitions, staged marches, sit-ins and
protests and even organized strikes demanding for a more relevant education. They
demanded a multicultural ambiance with more non-white and/or non-male programs,
students, faculty and administrators. They also demanded that the culture, history and
perspective of each group in American society be respected equally in academic
discourse and curricular planning.
The discipline of Black Studies was established during that momentous year, which
paved the way for the others multicultural initiatives like Chicano/Latino Studies and
Women’s Studies. Students of color arrived on college campuses in unprecedented
numbers. The Black Student Unions and the predominantly-white Students for a
Democratic Society were the most bombastic in their calls for multicultural education.
There had been calls for multicultural education before 1968, but never had they
reached that deafening pitch of mass protest.
This year marks the 40th anniversary of the year when American education began its
trek towards multiculturalism. With the hope of creating a renewed sense of urgency
among multiculturalists across disciplines, participants will leave this conference with a
clear response to this call to action. This conference will allow the drivers of the
multicultural education movement to look in the rear view mirror to survey the last 40
years and ask: "How far have we come?" More importantly, it will allow those drivers
to map out the next 40 years of the movement, answering the question "What's next?"
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10th ANNUAL PA-NAME CONFERENCE
Temple University
April 4-5, 2008
How Far Have We Come and Where are We Going?:
A 40-Year Retrospective on the Movement for
Multicultural Education
Friday, April 4, 2008 - Howard Gittis Student Center
12-5pm
1-1:30pm
1:45-3:15pm
3:15-3:30pm
3:45-5pm
5-7pm
6-8pm
7-9pm
Registration — Student Center 200 Lobby
Opening Session — Student Center 200
• Welcome: Kimetta Hairston, PA-NAME Vice-President/PresidentElect, Pennsylvania State University-Harrisburg
• Cultural Interlude: Andrew Wright
Concurrent Sessions
Break
Concurrent Sessions
Dinner Break (On Your Own)
Registration
Plenary — Student Center 200
• Welcome: Tchet Dorman, PA-NAME President, Temple University
• Cultural Interlude: Modern Dancers of Cultural Shock Performing
Arts Center
• Remembrance of Martin Luther King, Jr.
• Rhonda Brown, Associate Vice President,
Office of Multicultural Affairs, Temple University
• Multicultural Education Leadership Forum
• Cultural Interlude: The Archana Dance Academy
Entertainment — Student Center 200
• Yewande Austin www.yewande.com
Keynote Speaker
Dr. Patricia Hill Collins
Patricia Hill Collins is a social
theorist whose research and
scholarship have examined issues of race, gender, social class,
sexuality and/or nation. Her first
book, Black Feminist Thought:
Knowledge, Consciousness, and
the Politics of Empowerment,
published in 1990, with a revised
tenth year anniversary edition
published in 2000, won the
Jessie Bernard Award of the
9:15-10pm
American Sociological Association (ASA) for significant scholSaturday, April 5, 2008 - Howard Gittis Student Center
arship in gender, and the C.
7:30-11am
Registration — Student Center 200 Lobby
Wright Mills Award of the Soci7:30-8:30am
Continental Breakfast — Student Center 200C
ety for the Study of Social Prob8:30-9:30am
Plenary — Student Center 200
• Welcome: Kathleen Kaminski, PA-NAME Treasurer, Wilson College lems. Her second book, Race,
• Student Panel
Class, and Gender: An Anthol• Grace Obando, Temple University, Moderator
ogy, 6th ed. (2007), edited with
• Lisa Parladè, Temple University
Margaret Andersen, is widely
• Peter Nguyen, Shippensburg University
used in undergraduate class• Leah Eslinger, Juniata College
rooms in over 200 colleges and
• Walter Randolph, Villanova
universities. Black Sexual Poli• Cultural Interlude: Gina Ferrala
9:30-9:45am
Break
tics: African Americans, Gender,
9:45-10:45am Concurrent Sessions
and the New Racism (Routledge,
10:45-11am
Break
2004) received ASA’s 2007 Dis11am-12pm
Concurrent Sessions
tinguished Publication Award.
12:15-2pm
Luncheon and Keynote Address — Student Center 200
• Welcome: Bonnie Block, PA-NAME Secretary, Kutztown University She has published many articles
• Cultural Interlude: Cecelia Chaisson
in professional journals such as
• Eating/Networking
Ethnic and Racial Studies, Signs,
• Cultural Interlude: Melissa Friel
Sociological Theory, Social
• Keynote Address: Dr. Patricia Hill Collins
Problems, and Black Scholar, as
2-2:15pm
Break
well as in edited volumes, along
2:15-3:45pm
Concurrent Presentations
3:45-4pm
Break
with several other books.
4-4:30pm
Closing Session — Student Center 200
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Friday, April 4, 2008 Plenary and Entertainment
Multicultural Education Leadership Forum
Dr. Maria Sanelli is currently an associate professor of history education and Director of the
Frederick Douglass Institute at Kutztown University. She received her Ed.D. at the University of the
Pacific, Stockton, California in Foundations and Multicultural Education in 1998. After teaching nine
years in the PA public schools, Maria obtained her doctoral degree and has taught multicultural
education seminars for the last two decades. She has been active in NAME (National Association for
Multicultural Education), NCSS (National Council for the Social Studies), MSCSS (Middle States
Council of the Social Studies), SEA (Sociology of Education Association), as well as in state and local
educational organizations. Most recently, Maria is the past president PA-NAME (Pennsylvania
Chapter of the National Association for Multicultural Education) and MSCSS president.
Dr. Janet E. Walbert, currently the Vice President for Student Affairs at Arcadia University, has
exhibited her commitment to the enhancement of personal, academic and social development of
students and individuals. During her career she has held numerous administrative positions in higher
education, including 19 years as the Senior Student Affairs Officer at Arcadia (formerly Beaver
College) and prior administrative positions in Student Affairs at Lehigh University, LaSalle University
and Drexel University. Dr. Walbert received her Ed.D. from Lehigh University, her M.Ed. in Student
Personnel Services in Higher Education from the University of Vermont, and her B.A. in Counseling
and Foreign Studies from Juniata College. In addition to her active role presenting and serving in
leadership roles in NASPA, she has participated on numerous campus evaluation teams for Middle
States Accreditation visits. She has been recognized by colleagues for her work in the field, receiving
the University of Vermont Salve Dignatate Award, 1999, and being named a NASPA Pillar of the
Profession, 2007.
Johnny Irizarry holds a Masters in Urban Education from Temple University and a Bachelor’s
degree in Fine Arts from Philadelphia College of Art (University of the Arts). Before coming to Penn
to serve as Director of La Casa Latina Irizarry served as Executive Director/CEO of The Lighthouse, a
114-year-old multi-service community based Neighborhood Center for the past 7 years. Irizarry has
served as an educator in various community-based schools. Irizarry worked as Program Specialist for
Puerto Rican and Latino Studies for the School District of Philadelphia's Office of Curriculum
Support. Before joining the Philadelphia School District Irizarry served as Executive Director of Taller
Puertorriqueño (Puerto Rican/Latino arts/cultural community based center) for twelve years. Irizarry
has served as adjunct instructor at La Salle and Temple University teaching Puerto Rican/Latino art
and history and lectures and facilitates workshops on the development of Puerto Rican and Latino
history, arts and culture, community arts, culturally inclusive education, arts education and arts and
non-profit management.
Ibram Rogers is a doctoral student in African American Studies at Temple University. He earned his
master’s degree in African American Studies at Temple University, and two bachelor’s degrees from
Florida A&M University in African American Studies and Journalism. His dissertation is on the
nation’s first Black Student Union at San Francisco State College (now University) that emerged in
1966 and became one of the most influential and powerful campus organizations in American history.
His research interests include the Black Power Movement generally, and the Black Student Movement
in particular.
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Conrad Tillard serves as the Designated Sr. Pastor of Nazarene Congregational Church a United
Church of Christ Congregation in the Bedford Stuyvesant community in Brooklyn, New York, one
of the oldest African-American congregations in the city. He earned a Bachelor of Arts degree from
the University of Pennsylvania in Philadelphia, PA, majoring in African American Studies. He has
pursued graduate studies at both the Harvard Divinity School and Harvard’s John F. Kennedy School
of Government, and completed his theological training in systematic theology at The Union
Theological Seminary in the City of New York, at Columbia University, studying under the esteemed
scholar Dr. James H. Cone , the father of Black Liberation Theology.
Rev. Tillard started his career as a student activist, working as a National Student Coordinator in the
1984 presidential campaign of Rev. Jesse L. Jackson. In 1984 he joined the Nation of Islam and rose
rapidly in that movement, he was appointed the National Youth Minister in 1989 and in 1991 he was
installed as Presiding Minister of the organization’s legendary Mosque #7 in Harlem where he served
for seven years. In 1998 he resigned from that movement and started down the road that would reunite
him with the Body of Christ, he enrolled at the Harvard Divinity School. In 1998 he founded A
Movement for CHHANGE, a youth organization credited with creating the thrust of hip-hop political
activism. He has been both a mediator of hip hop’s violent conflicts and spiritual mentor to troubled
hip-hop personalities such as, Sean “P-Diddy” Combs and Jamal “SHYNE” Barrow. He has been an
outspoken critic of negativity in youth culture and the Hip-Hop industry. Recently, he was featured in
Essence Books, 50 of the Most Inspiring African-Americans, and in 1999, he was among leading
African-American men in another of Essence Books entitled, Essence in Celebration of Our Brothers.
Selected in 2005 and 2006 by Beliefnet.com as one of “The Most Influential Spiritual Black Leaders"
in the United States, the Reverend Conrad B. Tillard is an important ecclesiastical voice growing in
America.
Cultural Interlude Presenters
Modern Dancers of Cultural Shock Performing Arts Center: And Still I Rise: An Interpretive
Dance—Choreographed by Hannah Wolfing (Kutztown University).
Shaily Dadiala and The Archana Dance Academy and Usiloquy Dance Designs
After two years of the Archana Dance Academy’s successful operation, Shaily Dadiala has founded Usiloquy
Dance Designs - a contemporary Bharatanatyam dance troupe. Her passion for pushing the boundaries and
experimentation led to choreographies on Indian film music. The Annual Pune University cultural festivals in
1995 and 1996 were stage to successful fusion group dances. She established The Archana Dance Academy for
Bharatanatyam and Indian Cinematic dance in Queens, New York in 2002 before moving to its current location
in Pennsylvania.
Entertainment
Yewande Austin: “Bridging the Gap”
From M.T.V. and B.E.T. to the prestigious Rock and Roll Hall of Fame, Yewande is one of today’s most sought
after independent artists in the world. Her socially charged Alternative Soul music has already taken center
stage with the likes of the Black Eyed Peas, Maroon 5, Sean Paul and India Arie, but it is her work as a social
and cultural activist that has become perhaps her greatest achievement. For four years in a row, Yewande’s
educational programs have earned national awards including APCA’s 2004 and 2006 “Solo Artist of the Year”,
Campus Activities Magazine’s 2005 “Top 20 College Events” and the reigning title as APCA’s “2007 Diversity
Event of the Year”. Today’s award-winning multicultural presentation, Bridging the Gap: Rhythms, Rhymes
and Race in America, will take you on a compelling journey through the evolution of American music and
popular culture. From the Trans-Atlantic Slave Trade to the 21st century, the history of this country has been
deeply rooted in division of class, race and culture. But through fascinating study of the three central races that
established America – African, European and Native American - Yewande will reveal our undeniable human
connection through the melodies of our ancestors. Are you ready for the journey?
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FRIDAY, APRIL 4, 2008 CONCURRENT PRESENTATIONS
DESCRIPTION: This paper examines multiculturalism
and language issues using Nigeria and the United States as
case studies. It compares Nigeria’s bilingual language
policy in education with bilingual education and foreign
language learning in the United States. The paper notes
that in Nigeria, the compromise solution of teaching the
language of the community at the elementary level side by
side with English - the official language constitute an
attempt at reflecting multiculturalism in the educational
system. Similarly, the paper points out that the teaching of
languages, especially Spanish, in American schools, as
well as ESOL is geared toward addressing diversity in
American educational system.
1:45 to 3:15 P.M.
CONCURRENT
PRESENTATIONS
Session 1: TITLE: Leadership with Multicultural
Focus: Promoting Supports and Strategies for
Diverse Student Success Student Center 217C
PRESENTER: Mary I. Ramirez, Director, Bureau of
Community and Student Services, Pennsylvania Department
of Education.
Session 4: TITLE: The Transformative Power of
DESCRIPTION: This workshop will offer participants the
opportunity to strengthen their leadership knowledge and
skills in multicultural education efforts. Our nation, the
Commonwealth of Pennsylvania, and cities and towns are
increasingly becoming more diverse in population
groups. Many communities are challenged to consider what
strategies will be most effective in preparing future citizens,
connecting with diverse families, and educating all youth to
the highest standards. This workshop will help participants
develop an action plan for designing an aligned-systems
approach to meet diverse student needs and eliminate
achievement gaps. Highlighted will be an overview of the
Pennsylvania
Chapter
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regulations,
the
PA
resiliency/wellness framework approach, and state efforts
regarding special student populations such as Latino, African
American, Refugee, Migrant, and English Language
Learners. Participants will receive a resource packet with
research references and have time for discussion.
Real World Experience: Dispelling the
Stereotypes of Urban Education Student Center
217B
PRESENTERS: Dr. Larry Vold is the PASSHE
coordinators of the Philadelphia Urban Seminar program.
Lindsey Knab is a junior, elementary education major at
Indiana University of Pennsylvania (IUP). Tiffany Brown
is a junior, elementary education major at Indiana
University of Pennsylvania.
DESCRIPTION: The presenters will describe a program
that began as a result of having to meet the NCATE and
PDE standards for multicultural education. They will
provide a brief discussion of the program’s growth from 26
students to over 450, and explain how pre-service teacher
attitudes and perspectives have changed as a result of their
involvement in classrooms and communities. Quantitative
data from pre and post questionnaires will be used to show
the level of change. In addition, two pre-service teacher
presenters, one black and one white, will narrate from their
personal perspectives and backgrounds and how they dealt
with their prejudice and stereotypic views about inner-city
students, teachers, parents, communities, and school
conditions. Issues of race and class will be tied to the
problems associated with urban education. The
transformative power of the cultural immersion experience
will be shown as they explain their continued involvement
in the urban education track in an inner-city professional
development school (PDS).
Session 2: TITLE: Creating a Safe Space for
Interracial Relationships Student Center North
Study Lounge
PRESENTERS: Dina Stonberg, MPH, Coordinator, and
Sabina Velilla, MHA, Assistant Coordinator Temple Health
Empowerment Office, Temple University.
DESCRIPTION: This facilitated discussion about creating a
safe space for interracial relationships is primarily focused on
talking about the internal and external factors faced by
interracial couples, families, etc.
A brief historical
perspective and longer term projections about interracial
relationships will provide the framework for this interactive
discussion.
Session 5: TITLE: Without a Script: Using
Improvisation and Storytelling Skills in Diversity
Training to ‘Entertrain’ and Create Memorable
Moments Student Center 217A
Session 3: TITLE: Multiculturalism and Language
Issues in Nigeria and the United States Student
Center 205
PRESENTERS: Marie Amey-Taylor, Ed.D, Director of
Human Resources, Temple University; and Eric Brunner,
SPHR, is a manger in the Organizational Development and
Training Division of Temple University’s Human
PRESENTER: Dr. Genevieve Dibua, Assistant Professor,
Reading, Baltimore City Community College.
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Resources Department.
learned developing this course.
DESCRIPTION: Explore and practice improvisational
theater and storytelling techniques and skills that can be
useful in diversity training programs in institutions of higher
education. Practice using improvisation and storytelling skills
in a safe learning environment and identify ways these skills
can be effective tools for diversity practitioners who are
charged with the responsibility of assessing diversity needs,
visioning and strategically planning diversity initiatives,
building diverse teams, deepening diversity-related
competency development, establishing credibility, and
generating energy, exciting and just plain fun.
Session
8: TITLE: Exploring African and
Caribbean Immigrant Identities across Home,
School, and Community Contexts Student Center
223
PRESENTERS: Chonika Coleman, Doctoral Candidate,
Teaching, Learning, and Curriculum, University of
Pennsylvania; Janet Awokoya, Doctoral Candidate,
Minority and Urban Education Department, University of
Maryland, College Park; and Bedelia Richards, Doctoral
Candidate, Sociology, The Johns Hopkins University.
Session 6: TITLE: Leader as Participant: The
DESCRIPTION: The unmet needs of black immigrant
youth within U.S. educational institutions stem in part from
their relative invisibility within schools and from the
dilemmas and contradictions that ensue in negotiating
different expectations regarding their racial and ethnic
identities.
This panel addresses these issues and
contributes to the immigration and education literatures
through an examination of: 1) how race and ethnic identity
formation processes among black immigrant youth vary
across different social contexts 2) how race and ethnic
identity formation processes vary across different black
immigrant groups 3) the ways in which black immigrant
youth navigate and negotiate educational and social
institutions and 4) how educational institutions can
implement policies and practices to better serve black
immigrant students.
Impact of Self-Disclosure on a Black Woman’s
Support Group Student Center 220
PRESENTERS: Melanie A. Cosby, Ph.D., Senior
Psychologist, Tuttleman Counseling Services, Temple
University, and Sonya R. Clyburn, Psy.D., Staff
Psychologist, Counseling Center, Morgan State University.
DESCRIPTION: The presenters will discuss a support group
offered to Black female college students. The group
demographics along with the rationale, objectives of the
group, themes, developmental approach, group leader
dynamics and feedback from group participants will also be
discussed. Implications for counseling and effective group
treatment methods for Black students will be discussed.
Session 7: TITLE: Psychoeducational Interactions
with Black Males Student Center 217D
Session 9: TITLE: Classical Indian Dance in
PRESENTERS: Robert E. Carter, Jr. Associate Director at
the University of Pennsylvania's African American Resource
Center; Lathardus Goggins II, Ed. D. Associate Dean for
Multicultural Affairs at Arcadia University; Eric K. Grimes (Shomari) Researcher; Howard C. Stevenson, Jr., Ph.D. is an
Associate Professor and Chair of the Applied Psychology and
Human Development Division at the Graduate School of
Education at the University of Pennsylvania.
Center Underground
Contemporary Context – An introduction to the
theory and practice of Bharatanatyam Student
PRESENTERS: Ms. Shaily Dadiala, Artistic Director, The
Archana Dance Academy and Usiloquy Dance Designs.
DESCRIPTION: Participants will be given handouts with
basic Bharatanatyam hand gestures-‘Mudras’. A slide
show depicting Bharatanatyam and other classical dances
of India and live, interactive demonstration by the
presenter explaining the basic dance techniques will be
included.
DESCRIPTION: Using an African-centered philosophical
worldview and a racial socialization framework, Psychoeducational Interactions with Black Males was developed as
a participatory education to empower individuals to
overcome the systemic disadvantaging processes limiting
their interactions with Black males. The goal is to equip
undergraduate and/or graduate students, in conjunction with
young adult Black men from various Philadelphia
neighborhoods, with the analytic knowledge, skills and life
supports to understand and overcome oppressive life
outcomes. The core tenet underlying this class is that racial
oppression exists, matters, is ubiquitous and pernicious and
that those most affected are ignorant of this reality. Students
will examine and develop strategies to restore a healthy
definition of Black manhood and its significance for self,
family, and community relationships. The facilitators will
discuss the challenges, obstacles, rewards, and the lessons
Session 10: TITLE: Society, Teaching, and
Dispositions Student Center 206
PRESENTERS: Drs. Linda McMillan and Lisa
Schonberger, Education Department, Kutztown University.
DESCRIPTION: This presentation provides participants
with experiences developing and assessing dispositions
expected of professional educators in pre-service
teachers. Participants will gain knowledge, understanding,
foster values about cultural and community diversity while
connecting instruction to students' experiences. The
participants will: define dispositions as they are related to
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personal values and recognize how they relate to the NCATE
definition of teacher disposition, make reflective judgments
about personal values and interests related to their own
dispositions, discuss cultural and community diversity,
discuss knowledge of cultural influences on learning, and
participate in a series of role plays, read and interpret stories,
react/respond to selected pieces of literature.
Session 13: TITLE: I Hear What Your Hair is
Saying: The Non-Verbals of Hair Student Center
220
PRESENTERS: Gina Zanolini Morrison, Ph.D., Assistant
Professor; Evene Estwick, Ph.D., Education Assistant
Professor, Communications, Wilkes University.
Session 11: TITLE: Fair Housing Rights: Reality,
Façade or a Work in Progress? Student Center
200A
DESCRIPTION: Multicultural education and intercultural
communication course content often includes the basics
about cultural differences in communication. But hairstyles
and hair care issues—those subtleties that say so much and
are interpreted so differently depending on group
membership -- are rarely discussed in the educational
setting. The co-presenters will discuss Black, White, and
international practices and perspectives on hair.
Participants will be invited to share their reactions to
images of various hairstyles--such as corn-rows, locks,
mohawks, perms, braids, weaves, highlights, and
extensions—and join in the discussion about what
hairstyles communicate to others.
PRESENTERS:
Elizabeth
Vazquez,
Enforcement
Coordinator, Fair Housing Rights Center in Southeastern
Pennsylvania; Stephen Glassman, Chairperson, Pennsylvania
Human Relations Commission; Michael Hardiman, Chief
Counsel, Pennsylvania Human Relations Commission;
Angela Mclver, Executive Director, Fair Housing Rights
Center in Southeastern Pennsylvania, Moderator.
DESCRIPTION: Integrated housing became a partial reality
when Title VIII of the Civil Rights Act of 1968, as amended
(the Federal Fair Housing Act), prohibited discrimination in
all housing-related activities on the basis or race, color,
religion, sex, national origin, familial status and disability.
Section 808(e)(5) of the Fair Housing Act also requires the
Secretary of HUD to administer the Department’s housing
and community development programs in a manner to
affirmatively further fair housing.
Session 14: TITLE: Hearing the Whole Side of
the Story: An Introductory Session on Creating
Safe Spaces for Students Regardless of Sexual
Orientation and/ or Gender Identity Student
Center 217A
PRESENTERS: Michelle Kline, Director, and J. Mason,
Education Specialist, The Bryson Institute of the Attic
Youth Center in Philadelphia which conducts trainings in
various settings such as faith communities, schools, and
social service agencies on how to best serve and be
supportive of LGBTQIA youth.
Friday, April 4, 2008
3:45 to 5 P.M.
CONCURRENT
PRESENTATIONS
DESCRIPTION: The purpose of this workshop is to equip
teachers and other school staff with up to date research,
tools, and support in order to create supportive age
appropriate environments for lesbian, gay, bisexual,
transgender, queer, questioning, intersexed and ally
(LGBTQIA) youth and families.
Session 12: TITLE: Using the Voices of English
Language Learners to inform Teacher Learning
Student Center 223
PRESENTERS: Beth Wassell is Assistant Professor of
Teacher Education at Rowan University, Glassboro, NJ.
Jackie McCafferty is Director of the ESL Program at Rowan.
Sarah-Kate LaVan is Assistant Professor of Science
Education at Temple University. Jason Rindosh is a student
in the Honors Program at Rowan University.
Session 15: TITLE: Alcapurrias, Tacos, Mangu,
and Papusas: Building Bridges between Latino
Communities Student Center 217B
PRESENTERS: Liza M Rodriguez, Ph.D.; Biany Perez,
M.Ed.; Cassandra Aguilar, M.Ed. Candidate, Temple
University.
DESCRIPTION: Although most teachers take courses in
multicultural education, many feel unprepared to effectively
meet the needs of English Language Learners (ELLs) in their
classrooms. Recent efforts to provide training on best
instructional practices for ELLs are important; however,
teachers also need to critically consider the unique social,
cultural, and linguistic variables that ELLs bring to the
classroom. To accomplish this, we have invited ELL students
to workshops to discuss their life experiences and needs as
learners. In this session, we describe our efforts and share our
understandings. We also consider ways that we can further
promote equity for ELL students through teacher education.
DESCRIPTION: The Latino population in Pennsylvania
has dramatically grown and become more diverse over the
past decade. Even though Puerto Ricans still constitute the
large majority of Latinos in the state, the fastest growing
populations are Mexicans and Dominicans. Communities
and schools with new Latino populations are struggling to
engage recent immigrants. Those with established Latino
populations are facing new challenges as they realize the
need to tailor programs and interventions to different
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Latino cultures. Based on their research, teaching, and
personal experience, the presenters have developed a set of
key principles and strategies to enable groups and
organizations to build collaborative relationships in the
context of increasingly diverse Latino communities.
Session 18: TITLE: From the “Freak Factory” to
“Polka-dot Studies” to Black Studies: The
Struggle to Inaugurate the Nation’s First Black
Studies Department at San Francisco State
Student Center Underground
Session
16:
TITLE:
Understanding
Intergenerational Conflict and Identity Patterns
Among Asian American Youth and Parents:
Reducing Barriers to Assistance and Identifying
Educational/Therapeutic Intervention Options
Student Center 217D
PRESENTER: Ibram Rogers, Ph.D. Student, African
American Studies, Temple University.
DESCRIPTION: The members of the Black Student
Union at San Francisco State College (now University) of
the late 1960s referred to their college (and the American
academy that is a part of) as a “freak factory.” According
to the BSU, it only produced lackeys or “freaks” for the
establishment in California. In order to stop the production
of these black “freaks,” the BSU came up with the idea of
instituting some Black Studies courses in 1966 that first
were taught in San Francisco State’s nationally renowned
Experimental College and later were placed in the various
departments at State for credit. Nathan Hare called these
scattered courses in the various departments in which those
departments had control over the Black Studies courses as
“Polka-Dot Studies.” This paper will reveal the BSU’s
almost three-year battle for a Black Studies department.
The climax of that struggle was a four and a half month
strike from November 1968 to March 1969—the longest
student strike in American history—which led to the BSU
finally opening the doors to a Black Studies department at
San Francisco State in the fall of 1969. This paper will
also explain how the Black Studies visionaries at State—
principally Jimmy Garrett (BSU chair from 1966-1968)
and Nathan Hare—conceived of Black Studies.
PRESENTERS: Takako Suzuki, Ph.D., Assistant Professor
and Assistant Director of Clinical Services, Shaheen
Fazelbhoy, Psy.D., Clinical Professor, School Psychology
Program; Raymond Carvajal, M.A; Urmi Jani, M.A; HwaSun
Yi, M.S., Clinical Psy.D. program, and Narrimone Vivid
Thammavongsa, M.A.T., School Psychology, Educational
Specialist Program. Philadelphia College of Osteopathic
Medicine.
DESCRIPTION: Deeply personal poignant stories by six
different immigrants/descendants of Asian heritages
(Filipino, Indian, Korean, Thai/Laotian, Pakistani and
Japanese) will highlight intergenerational conflict issues and
patterns from the perspectives of child/youth and parent(s) in
their familial contexts, and are examined through the variable
lenses among Asian and American value priorities such as
filial piety, language preference, nature of self-expression,
shame, fatalism, emotionality, parenting and disciplining
styles, harassment and discrimination and etc. The panel
will then focus on "bridging the gap" between familial
resistance to educational and/or therapeutic assistance, and
practical possibilities for providing appropriate assistance
through community public and private resources and
agencies. Emerging ideas and recommendations will be
shared with audience participation.
19: TITLE: Recommendations for
Assessment Tools That Measure Impact of
Instructional Pedagogy on Urban Students
Session
Student Center 205
PRESENTERS: Jamie M. Bracey, M.Ed., and Adjua
McNeil, M.Ed., Temple University.
Reaching Out: Raising
Consciousness across Academic and Geographic
Session
17:
TITLE:
DESCRIPTION: Presents and critiques development of a
qualitative psychometric assessment tool designed for use
with linguistic minorities. The Cognitive Apprenticeship
Participant Evaluation tool is based on explicated
constructs from the situated learning theory.
Lines through a Graduate On-Line Course, Literacy &
Diversity Student Center North Study Lounge
PRESENTER: Patricia A. Gross,
Professor, University of Scranton.
Ed.D.,
Associate
Session 20: TITLE: Why Can’t These Children
Be Normal!? Student Center 217C
DESCRIPTION: This session will provide a brief overview
of a graduate on-line course in Literacy & Diversity designed
to raise multicultural awareness and equity education. It
seeks to involve participants in an interactive examination of
the extent to which they have reflected upon the needs in
home districts for addressing academic equity. Participants
will sketch professional autobiographies, identify pertinent
concerns, and brainstorm how they can make real changes as
teachers and/or administrators to further the goal of
multicultural awareness for greater student engagement and
achievement. Handouts will outline the course sequence for
easy replication in advanced courses or in-service settings.
PRESENTER: Lori Harris, Coordinator of Student
Discipline, Imhotep Institute Charter High School.
DESCRIPTION: How far have we come when teachers
and/or other school personnel comment or ask, “Why
Can’t These Children Be Normal!?” This workshop will
examine who the children are that we serve. Whether it is
in the suburbs, city, or country, who are our students? This
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has been published in Newsday, the Philadelphia Inquirer,
Philadelphia magazine and the Philadelphia Tribune. He
also serves on the board of the Philadelphia Committee to
End Homelessness.
is an interactive discussion comparing students of today with
students of yesterday.
Session 21: TITLE: Reaching Black Boys Student
Center 200A
DESCRIPTION: The black boys in your classrooms can
achieve things beyond our wildest dreams. The questions
for us, as educators: Do we still have the capacity to teach
them? Do we still have the willingness to guide them? And
most of all, do we have what it takes to reach them? That’s
what we’re here to find out today.
PRESENTER: Solomon Jones, critically acclaimed author
and public speaker, teaches Creative Writing as an adjunct
professor in Temple University’s College of Liberal Arts. A
former Philadelphia Weekly columnist, Jones graduated cum
laude with a journalism degree from Temple in 1998. Jones
SATURDAY, APRIL 5, 2008 CONCURRENT PRESENTATIONS
equality, there is a compulsion to move beyond our comfort
zones. Often times that means working or volunteering in
communities that may not reflect our cultural and/or
economic background. How do we allow ourselves to be
effective in our responsibilities, as well as being open to
learning about an unfamiliar demographic in a way that is
helpful and not patronizing?
9:45 to 10:45 A.M.
CONCURRENT PRESENTATIONS
Session 1: TITLE: ‘Inclusion’ Confusion: The
Tension between Policy and Practice in the
Education of Students with Disabilities in the
Commonwealth of Pennsylvania Student Center
Session 4: TITLE: The Color of Teaching:
217B
“Mentoring to Recruit and Retain Students of
Color in Education Programs” Student Center
PRESENTER: Juliet DiLeo Curci, Ph.D. Student, Urban
Education, Temple University.
217A
PRESENTER: Miriam M. Witmer, Instructor and Director
of Color of Teaching Program.
DESCRIPTION: In this session we will review the federal and
state mandates for educators as related to LRE and discuss next
steps for educators and advocates of students with disabilities
who want to support inclusion.
DESCRIPTION: How do you recruit and retain
underrepresented students for education programs? Meet
university education majors of color to learn how one
university is addressing the needs of these students.
Session 2: TITLE: Margin to Center, Agent to Ally:
The Importance of Ally Work in the Struggle for
Equity and Diversity Student Center Room 223
Session 5: TITLE: My Skin Color is NOT a Disease
Waiting to Happen Student Center 220
PRESENTER: Diana B. Waters, Ed.D., The Philadelphia
Center.
PRESENTER: Marquette L. Cannon-Babb, Pharm.D., CGP,
Assistant Dean of Admissions, Professor, Department
Pharmacy Practice, School of Pharmacy, Temple University.
DESCRIPTION: Dr. Diana B. Waters will facilitate an
interactive workshop briefly reviews the history of Ally work in
the major movements of the 20th century, examines the
backlash against ally work in the beginning of the 21st century,
and investigates the appropriateness, challenges and benefits of
ally work in the current socio-political climate. Dr. Waters is
faculty advisor for the Philadelphia Center, an off-campus
study program and president of Maya Marc Educational
Consulting.
DESCRIPTION: The workshop is designed to challenge
participants to think “outside of the box”. Scientific racebased stereotypes (illusions) are presented in parallel
sequence with credible biological concepts. A model
showing the relationship between race and health is
introduced to demonstrate its complexity (and simplicity) in
understanding. Areas of discussion include: Biological data;
The Human Genome; Pharmacogenomics/-genetics; racebased Epidemiology data (mortality/morbidity); Culture
versus Class.
Session 3: TITLE: In a Foreign Land: Volunteering or
Serving a Community Unlike Our Own Student
Center 217D
PRESENTER: J. Mason, Education Specialist, The Bryson
Institute of the Attic Youth Center.
DESCRIPTION: For many passionate about creating social
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TITLE: Dare to be Different: Songs of Diversity
POSTER PRESENTATIONS
PRESENTER: Caroline Giles, Kutztown University.
Student Center 200C
DESCRIPTION: Dare to be Different: Songs of Diversity is
a CD and Lyrics songbook relating to issues of diversity such
as linguistics, ethnic diversity, gender issues, poverty and
wealth and alternative lifestyles.
TITLE: Global Learning-On the Wall
PRESENTERS: Joana Davis-Díaz, Project Manager, Training
and Publications, Center for Afterschool Education; Jennifer
Brevoort, Special Projects Manager, Center for Afterschool
Education
TITLE: A Patchwork of People
DESCRIPTION: Get kids working together to learn more
about culture, world languages, and geography while looking at
maps, talking about themselves, asking questions, and finding
answers using resources and technology. Learn how to adapt
games to different ages, levels, and interests and to expand
activities into projects or service learning to deepen the
learning.
PRESENTER: Marisa Burt, Kutztown University.
DESCRIPTION: A hand-sewn quilt where one side
represents a world where everyone is exactly the size and the
other side where everyone is has similar qualities, but all look
different.
TITLE: Humanistic Approach Model
TITLE: Broadening Perspectives: From Allentown,
PRESENTER: Terry Watson, Residence Life Coordinator,
Student Affairs, Pennsylvania State University.
PA to the World
DESCRIPTION: The Learning Outcome of the Humanistic
Approach- The humanistic approach characteristics are
individuality, social norms, and societal changes. More
specifically when you approach someone, these three
characteristic are taken into account: Individuality, Social
Norms and Societal Changes.
PRESENTER: Susan McNeil, Kutztown University.
TITLE: Creating Multicultural Learning Experiences
TITLE: Black on Both Sides: The College
DESCRIPTION: This presentation is a slide show (with
music) chronicling my roots growing up in middle-class
Pennsylvania and what I learned since then (almost a half
century!) about bias, diversity, tolerance and acceptance.
for LEP Students in Pennsylvania
Experience for Native and Immigrant Students
PRESENTERS: Tynisha Willingham-Meidl, Ph.D. Candidate,
Curriculum and Instruction, The Pennsylvania State University;
and Candace Head-Dylla, Ph.D. candidate, Educational
Leadership, The Pennsylvania State University.
PRESENTER: Candice Mathews, Master’s Student, Urban
Education, Temple University.
DESCRIPTION: This workshop presents issues in the
minority student college experience, specifically those of
Black students. Participants have the opportunity to discuss a
number of topics, including intra-group diversity and
differential treatment, and find connections to multicultural
education.
DESCRIPTION: The session will be conducted as a dialogue,
in keeping with Freirean-inspired pedagogy. Participants will
be asked to contribute comments and their own experiences to
the conversation as we engage the audience in reflecting on
critical engagement.
TITLE: The Game of Life…in Poverty
TITLE: Cultural Competence; It Starts With Me
PRESENTER: Nick Walsh, Kutztown University.
PRESENTER: Marilyn G. Stein, M.Ed., Pennsylvania DUI
Court Consultant and Pennsylvania DUI Association Master
Trainer.
DESCRIPTION: This project is a board game designed as a
final project for a course at Kutztown University called
Society, Teaching, and Dispositions. The game board, cards,
and tasks reflect the hidden rules and values of various
cultures associated with race, class, gender, lifestyle, and
other minority populations.
DESCRIPTION: This 90 minute workshop is designed to
increase the participant’s awareness of how their personal
experiences influenced their beliefs. It looks at how these
beliefs affect our day to day behavior with co-workers, clients
and family members. This non-confrontational program
includes activities that challenge attitudes, uncover hidden
biases and promote inclusion.
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founder of the Center for Race Relations and Common
Ground, Amy Lazarus will create a shared vision and
tangible next steps for catalyzing this student movement.
Saturday, April 5, 2008
11 A.M. to 12 P.M.
CONCURRENT PRESENTATIONS
Session 9: TITLE: Students of Color in Graduate
School: A Case Study of Science, Technology,
Engineering, and Math Programs. Student Center
Session 6: TITLE: It’s Not Just About Spanish, It’s
About Culture! Student Center 223
217A
PRESENTER: Sra. Joyce Marie Ramos Gomez de Avila,
M.A.; CAFÉ Creating and Facilitating Equality.
PRESENTER: Corinne Castro, Ph.D. Student, Sociology,
Temple University.
DESCRIPTION: This workshop is designed specifically for
those who want to broaden their understanding of Latino
Culture. In our workshop we will discuss Deep Culture of
Latinos, by dismantling stereotypes with an understanding of
the why and where some cultural tendencies come from. We
will explore the 21 Spanish speaking countries similarities and
differences. Latino and Non Latino Participants will learn
ways to be better communicators with Latinos by
understanding their own cultural communicative tendencies.
Will we discuss current issues of immigration and English only
laws and the affects they have on education.
DESCRIPTION: This study is designed to track a cohort of
students of color through their graduate careers to assess first,
what challenges and barriers do these students bring to the
table when they enter, and second what institutional policies
and practices help minority student retention and success in
graduate school in STEM fields and help them foster selfconfidence.
Session 10: TITLE: "The Native American Oral
Tradition Is America's First Literature: Chants,
Legends, Stories, Songs, Drumming, Dancing, and
Speeches" Student Center Underground
Multicultural Education:
Exploring Cultural Diversity in the Teaching
Profession Student Center 200A
Session
7:
TITLE:
PRESENTER: Namorah Byrd, Faculty, Gloucester County
College.
PRESENTERS: Susan Robachefski; Jessica Finnerty; Patty
Ising; Mary Murphy-Kahn. The four presenters are current
candidates in the Doctor of Educational Leadership program at
Wilkes University in Wilkes-Barre, PA.
DESCRIPTION: The First Literature of North America is
the Native American Oral Tradition which includes stories,
legends, poetry, speeches, songs, chants, sign language,
drumming, and dancing. These are the original modes of
communication Native Americans used before the arrival of
all immigrants to America's shores, and the tradition is still
operating in force within the culture today. It is important to
diversity interests to: 1) understand and appreciate how the
Oral Tradition powerfully informs Native American literature
and the aspects of the culture, 2) approach how non-Natives
can come to appreciate the positive power, force, and
influence that arises from early indigenous forms of
communication, and 3) contemplate ways to more sensitively
and accurately explain the philosophical, theoretical, and
cultural framework of Native American literature and the
traditions it seeks to impart. As the First Literature greatly
informs subsequent Native American literature that makes its
way into print, it is vital for people to understand the
ontological literary principles inherent in the early oral
traditions.
DESCRIPTION: This workshop will provide: an overview of
the historical perspective of multicultural education, a
discussion of multicultural activities in the classroom, an
exploration of web resources for teaching culturally diverse
lessons, and an investigation into the lack of minorities in the
teaching profession
Session 8: Building Common Ground: Catalyzing a
National Movement based on the Student-Initiated,
University Supported model for Intergroup Relations
and Campus Life at Duke University Student Center
217C
PRESENTER: Amy Lazarus, Human Capital Strategies
Associate, ICF International.
DESCRIPTION: Duke University’s student-led Center for
Race Relations is dedicated to improving the quality of campus
life through meaningful interaction among diverse students
through dialogue, peer training, academic and social
interaction, and Common Ground retreats. This session, with
clips from the Common Ground documentary, describes the
Center’s powerful effects on campus climate, and provides
concrete steps to creating a national student movement to
replicate this successful model on your campus and to involve
sponsorship from private and public sectors. Led by the co-
Session 11: TITLE: Meaningful Multiculturalism:
Moving From Ideals to Substance Student Center
North Study Lounge
PRESENTER: Tom McFadden, Associate Director, Center
for Black Culture, West Virginia University.
DESCRIPTION: Current propensities to view American
society as now “post-racial” or other such labels can often
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education candidates. This initial step towards global
connections will provide opportunities for candidates to
improve teaching and learning and become more aware of
and sensitive to diverse cultures.
Teacher education
candidates will also learn how to build relationships by
promoting respect and responsibility for self, family,
community, and others.
cause the ideal of multiculturalism to obfuscate and hinder
efforts toward effecting positive gains in real diversity –
especially on college campuses. Confusing the real with the
ideal can make achieving goals for diversity difficult if not
impossible. Campus leaders, however, can use real and
meaningful information and ideas about racial identity
development, inter-racial dynamics, cultural competence, etc.
to inform real and meaningful strategies toward positive gains
in diversity. Some of these strategies will be presented utilizing
the work of Diller and Moule, Bolman and Deal, and Tatum.
Saturday, April 5, 2008
2:15 to 3:45 P.M.
Session 12: TITLE: Employing Freirean Pedagogy
in Textbook Driven Curricula Student Center 220
CONCURRENT
PRESENTATIONS
PRESENTERS: Tynisha Willingham-Meidl, Ph.D Candidate,
Curriculum and Instruction, Pennsylvania State University; and
Candace Head-Dylla, Ph.D. Candidate, Educational
Leadership, Pennsylvania State University.
Session 15: TITLE: If These Halls Could Talk: A
Program to Deal with Bullying in Our Schools
Student Center 220
DESCRIPTION: Those involved in the study are seeking ways
to help students understand micro-, meso-, and macro level
structures that are at work in their society and their world. This
presentation will include the methodology as well as the
findings and sample lesson plans from a study the authors
conducted to integrate Freirean principles into textbook driven
curricula.
PRESENTER: John Boiano, Pulse Integration.
DESCRIPTION: "If These Halls Could Talk" is a
groundbreaking program for teachers and parents wishing to
gain a deeper understanding of bully behavior and school
violence. This workshop will discuss the effects of cultural
and personal bias on bullying behavior and how one can
effectively implement a safe school environment and attitude.
Session 13: TITLE: The Critical Role of Non-Profit
Session 16: TITLE: It Takes a Village: Ethnic
Organizations in the Creation and Sustenance of
Multicultural Colleges and Universities Student
Mentoring As an Agent for Change among Black
Youth in Canadian Urban Schools Student Center
Center 217D
217D
PRESENTERS: Lina Buffington, Ph.D., Director of College
Retention and Success, Philadelphia Futures.
PRESENTERS: Dr. Michael Baffoe, University of
Manitoba, Winnipeg, Canada, and Dr. Lewis AsimengBoahene, Pennsylvania State University Harrisburg.
DESCRIPTION: This work shop will focus on the critical role
that non-profit organizations play in helping students to
overcome some of the disparities that exist in the public
education system. By helping underrepresented students
navigate the college admissions and financial aid process, these
organizations contribute to the overall success of college and
university diversity and multicultural initiatives. In this way,
these non-profit organizations provide a necessary bridge
between underserved students, who attend public schools that
cannot provide adequate college preparation and access
services, and the colleges and universities that they attend.
DESCRIPTION: This study examines ethnic mentoring, a
purposeful effort to support youth by the Black Star Big
Brothers. The program is modeled after the Big Brothers/Big
Sisters movement. This combines the best elements of
traditional mentoring, with deliberate and purposeful
mentoring by Black Canadian adults using a one-on- one,
school-based approach. The goal is to actively engage and
support Black youth in Montreal public schools to raise their
self esteem and to decrease potential drop-out rates. The
results of the study show that such purposeful mentoring by
adults from the same ethnic background, tailored to the needs
of the specific ethnic youth group, contributes in very
significant ways to helping Black youth increase their self
esteem and sustain school engagement.
Session 14: TITLE: Project DESIGN: Going Global
with Candidate Collaboration in the 21st Century
Student Center 217B
PRESENTERS: Dr. Wanda Hutchinson, Associate Professor,
College of Education, Athens State University; and Dr.
Gwendolyn Durham, Shippensburg University.
Session 17: TITLE: Why Is Everyone Laughing?
An Analysis of Race-Based Humor in Popular
Culture Student Center 217B
DESCRIPTION: Through Project DESIGN, the College of
Education at Athens State University and the Department of
Education and Human Services Shippensburg University
endeavor to increase the collaboration of diverse teacher
PRESENTERS: Brandon K. Ice, Assistant Director,
Residential Education, Temple University; Ty Crisman,
Community Development Educator, New York University;
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workshop is comprised of several exercises such as “Role
Play,” “Walk in my Shoes,” and “People Treasure Hunt.”
Thomn Bell, Residence Director, University of Vermont.
DESCRIPTION: Racial-comedy: Analyzing Dave Chappelle
and others’ impact on student development.
Session 21: Mini-Symposium: Latino Students
and Social Justice
Session 18: TITLE: Social Justice Belly Flops:
Connecting the Dots with Organizations and Clubs
Student Center 200A
TITLE: Mí Mestizaje es Mí Resistencia: Chicana
Student Center 217C
College Students Embracing their
Identities as an Act of Resistance.
PRESENTERS: Dustin L. Gee and Brenda Tyler, Juniata
College.
Multiple
PRESENTER: Cassandra Aguilar, Master’s Candidate,
Urban Education and Women’s Studies, Temple University.
[email protected]
DESCRIPTION: Is your campus having trouble motivating
clubs and organizations to get involved in social justice issues?
Then Social Justice Belly Flops are exactly what you need! We
have designed a unique analogy that shows clubs and
organizations how social justice issues do not just revolve
around domestic students of Color but all of us. During the
process of making Jelly Bellies, a large number of these turn
out deformed or oddly colored and end up getting tossed out
before final packaging because they look or are different. By
the end of our presentation, individuals will leave knowing how
to use Social Justice Belly Flops as way to connect with clubs
and organizations and get them involved in social justice and
multicultural campus activities.
DESCRIPTION: Through a Muxerista’s lens, this
presentation will highlight the college experience of Chicana
students in the Northeast, and examine how student activism
and leadership became a means of survival and collective for
Chicanas at predominantly-white institutions.
This
presentation will reveal the ways in which, these women
negotiate their cultural, gendered, and sexual identities and
how it is shaped throughout the University setting, while
paying particular attention to the inner workings of language,
conceptions of whiteness, Chicana feminisms, student
support systems, machismo and the expectations/ideals of
what it means to be mujer. Lastly I will explore how these
social locations have all facilitated the acceptance and/or
isolation of Chicanas in their own communities.
Session 19: TITLE: Beyond
Tolerance: Using
College/University Requirements to Advance ProActive Multicultural Education Student Center 217A
TITLE: The Latino Social Justice Arts Movement:
PRESENTERS: Rosalie M. Rodriguez, Special Assistant to the
President for Diversity and Inclusion, Juniata College; and Dr.
Neil Pelkey, Assistant Professor of Environmental Science and
Studies and Information Technology, Juniata College.
DESCRIPTION: Diversity and Social Justice continue to be
major goals in higher education and yet many colleges and
universities struggle with working these goals in with other
academic priorities When courses don’t originate in the
diversity disciplines –e.g. Women’s Studies or African
American Studies - how can we teach them? Who should teach
them? What weight of importance should they be given? This
session will give the audience a chance to hear about a new
course, Beyond Tolerance, which is using interactive teaching
methods along with critical oppression theory to meet one of
Juniata College’s graduation requirements.
The People's Voice to an Education That Ignores
Us.
PRESENTER: Johnny Irizarry, Director, La Casa Latina,
University of Pennsylvania.
DESCRIPTION: A multi-media workshop exploring
Latino/a artists as popular educators of the people in response
to a lack of historical curricular inclusion in Schools. The
workshop will explore how Latinos/as established a
grassroots movement to educate about our diverse histories
and cultural heritages utilizing the arts as a tool of resistance.
Session 22: TITLE: Care and Community in Urban
Education Student Center North Study Lounge
Session 20: TITLE: Victory over Violence Student
Center 223
PRESENTERS: Jodi L. Bornstein, Ph.D., Assistant
Professor, Teacher Education, Rowan University; Kristine S.
Lewis, Ph.D. Assistant Professor, Multicultural and Urban
Education, School of Education, Drexel University; Patrick
T. Spearman, Ph.D., Assistant Professor, Foundations of
Education, Rowan University.
PRESENTER: Nobumasa Hiroi, Master’s Student, Creative
Writing, Temple University.
DESCRIPTION: VOV is designed to “promote awareness,
introspection and the spirit of non-violence through dialogue
among our youth, our families, our schools and our
communities in order to inspire and awaken the energies for
positive change1.” Violence sprouts from refusal of
acknowledging the sanctity of life. This refusal often takes a
form of segregation or discrimination. Multiculturalism,
therefore, is an intrinsic aspect of our VOV movement. Our
DESCRIPTION: A random sample was taken from a
population of over 180 students enrolled African American
Studies courses. The majority of students enrolled in African
American Studies courses because of their interest in the
African American experience.
In addition, students
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question and answer segment, and will be closed with a
performance by the Psi Sigma Phi National Stroll team and
National Salute Squad.
appreciated the high expectations, passion, care, and concern
they experienced, which encouraged them to challenge existing
societal inequities. This study has implications for African
American Studies and higher education, as faculty strive to
create a comfortable environment for students.
Session 24: TITLE: ARCHIE BUNKER’S
NEIGHBORHOOD Student Center Pre-Function
Room, Lobby
Session 23: TITLE: The Brothers of Psi Sigma Phi
Multicultural Fraternity Present: The Progression of
Multiculturalism in American Institutions of Higher
Learning Student Center Underground
PRESENTERS: Rochelle Peterson, Founder and CEO of
Perceptions Unlimited, and Partner, Omni Leadership
Alliance;
Petritsa
Chatzitziva,
Assistant
Director,
Multicultural Services, Kutztown University; Corinne Green,
Adjunct Faculty of Communication Studies,
West Chester University; and Michelle Meekins-Davis,
Director of Multicultural Student Affairs, Widener
University.
PRESENTERS: Gem Jefferson, student, journalist, and
historian; Vince Dorvil, student, entrepreneur, and sociologist;
Tyler Wellington Thomas, Psi Sigma Phi National Stroll Team.
DESCRIPTION: This presentation focuses on the campus
climate of American institutions of higher learning and its
receptiveness toward the multicultural school of thought. One
may ask what is the multicultural school of thought? The
multicultural school of though encompasses the idea that much
can be learned through cultural education and diversity. Topics
will include: what is multiculturalism, friendships and
relationships beyond cultural parameters, the multicultural
Greek Letter organization and its contribution to the campus
climate, and how an individual benefits from multiculturalism.
The workshop will include multimedia presentations, skits, a
DESCRIPTION: In this session, participants will examine
the social construction of various forms of discrimination and
its impact on those with privilege and those without
privilege. Entrance into the room is consent to participate.
That’s all we can tell you. This workshop is for those
seeking to deepen empathy for those targeted by
discrimination and for those seeking to gain another
experiential activity to teach multicultural education.
The Archana Dance Academy
Absorb yourself in the at once ancient and contemporary dance traditions of India. Sign up for
Beginner’s and Intermediate Bharatanatyam Classes offered in Center City Philadelphia on
convenient weekday evenings. Contact Shaily Dadiala at (267)202-6700 or
[email protected] for more details www.thearchanadanceacademy.com
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Cecelia Chaisson
Soprano
4925 Hazel Avenue, Suite 2
Philadelphia, PA 19143
(215) 476-3482 (DIVA)
[email protected]
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18th Annual International Conference
Beyond Celebrating
Diversity:
ReACTivating the Equity
and Social Justice Roots of
Multicultural Education
November 12 – 16, 2008
Sheraton New Orleans Hotel
New Orleans, Louisiana
www.nameorg.org
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Huntingdon, PA
2009 PA-NAME
Conference
April 3-4, 2009
Juniata College
TEMPLE UNIVERSITY SALUTES
THE 10th ANNUAL CONFERENCE
PA-NAME
PENNSYLVANIA CHAPTER — NATIONAL
ASSOCIATION FOR MULTICULTURAL EDUCATION
Located in historic Philadelphia, Temple University is a major teaching
and research university, known for its celebrated faculty, quality
academic programs and diverse student body.
Temple University’s Office of Multicultural Affairs offers services for the entire
Temple Community.
-STUDENT MENTORING & LEADERSHIP DEVELOPMENTCommitted to creating a campus community that is dedicated to numerical, intellectual
and interactional diversity.
-PROCUREMENT & BUSINESS RELATIONSFunctions as the resource for increasing and improving partnerships with female and
minority-owned businesses.
-FACULTY RECRUITMENT & RETENTIONMaintains responsibility for attracting and retaining women and faculty of color at all
levels of the institution.
-AFFIRMATIVE ACTION COMPLIANCE & INVESTIGATIONInvestigates complaints of discrimination/unlawful harassment and assures compliance
with nondiscrimination/affirmative action laws and regulations.
TEMPLE UNIVERSITY
OFFICE OF MULTICULTURAL AFFAIRS
www.temple.edu/omca
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