Running Head: Multicultural Assessment of the First Year Experience Office Kadell 1

Alexandra Kadell
Lee Brossoit
EDU 704: Multicultural Issues in Student Affairs
Multicultural Assessment of the First Year Experience Office
April 7, 2017
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Student offices and support services at various institutions of higher education

predominantly focus on providing students with essential resources that foster a student’s

development and success throughout their college career. In order to adequately serve a student

population crucial elements such as funding, publicity, staffing, organization, and technology

need to be instilled into the offices foundation. However, diversity has become one essential

component that many offices within higher education have set precedence in achieving. By

incorporating diversity into an office structure the service may represent the student population,

provide a safe and inclusive space, offer adequately services, and overall better the experiences

and impact of the student. As offices begin to implement diversity standards it is critical that they

also analyze and assess the efficiency it has on the office environment, operations, and students.

Within the analysis of the First Year Experience (FYE) office at Salem State University

(SSU) the Student Affairs Multicultural Organization Development (MCOD) Templates ten

categories will be used to assess the offices diversity standards. Concepts, theories, FYE

resources, and personal experiences will be incorporated into the analysis of the categories in

order to showcase the strengths and weaknesses regarding diversity. Therefore, particular

recommendations will be presented for the office and myself to consider as we continue to serve

all first year and transfer students.

Comprehensive Definition of the Term Multicultural

The comprehensive definition of the term multicultural is the first category in the MCOD

template. Incorporating diversity standards into an office setting is only effective if the

practitioners are able to clearly articulate what and how the meaning of multicultural influences

their foundation. The MCOD template outlines that the purpose of defining multicultural is to

encourage discussion amongst colleagues to properly provide services to students. The definition
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should possess inclusive language that is applicable to all identities that have historically been

marginalized. It is crucial to have an agreed definition particularly to keep consistent when staff

members are creating and executing diversity initiatives (Pope, Reynolds, & Mueller, 2004, p.

64).

In the context of the FYE office, a comprehensive definition of the term multicultural has

not been established amongst the staff. Although, we engage in conversation revolving around

how to support students with diverse backgrounds, a clear explanation on what multiculturalism

means to the staff individually and the office specifically has not occurred. Each graduate fellow

working in the office has a different approach to working with students, therefore it would be

beneficial to outline, agree, and follow a diversity definition for the office that produces

consistency for all students utilizing our services.

The definition of multiculturalism should be created each academic year since new

graduate fellows join FYE annually. When training occurs at the beginning of the Fall semester,

the definition should be established. Incorporating elements of theories will provide substance,

clarity, and inclusive language to be formulated within the definition. The theories may include,

but are not limited to Solórzano and Yosso (2001) critical race theory; the commitment to social

justice or the centrality of race and racism (Hernández, 2016). As well as D’Augelli (1994)

identity development process; the developing lesbian/gay/bisexual social identity or entering a

LGB community (Evans, Forney, & Guido-DiBrito, 1998, pp. 98- 106). Every one to two

months the definition should be read and discussed within a staff meeting to ensure initiatives

and interactions are being upheld, while also giving an opportunity for staff to reflect upon their

experiences. After the spring semester, since most new graduate fellows have taken the
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multicultural class and the entire staff engaged in a semester of implementation the definition

should be adjusted as needed.

Mission Statement
Throughout student affairs offices, many have a distinct mission statements which

encompasses aspects of the institution mission while showcasing the unique resources, learning

outcomes, or objectives that the particular office has to offer students. The MCOD template

describes mission statement as the values, priorities, and ideals that the office holds itself

accountable for achieving. In order to meet the MCOD category a departments mission statement

must incorporate the language of diversity or multicultural into it, as well actively engage the

mission of the office in the daily operations (Pope et al., 2004, p. 64).

Housed under academic affairs, the FYE office does not have a defined mission

statement, however the office does have a philosophy. The philosophy encompasses FYE’s goals

to help first year students successfully transition academically, intellectually, socially, and

civically to our campus community and beyond. Through initiatives, the active awareness of

multiculturalism, and the exposure of diversity that FYE provides for not only first year students,

but the campus community it is imperative that the office includes multiculturalism this within

their philosophy statement.

FYE’s purpose is to help engage and retain students, therefore it is crucial that when

establishing multiculturalism, the two concepts intersect. Christina Baker and Belinda Robnett

(2012) articulate the various challenges that students of color may experience throughout their

academic career. In order to help acclimate the students, defining on-campus or off-campus

support as well as analyzing the individual and the campus environment. Overall, the FYE office

should establish diversity into its philosophy. However, in doing so FYE should take into
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consideration the literature of retaining students of diverse backgrounds to informatively define

its philosophy as well as develop and defend the current practices of the office.

Leadership and Advocacy

MCOD outlines that diversity incentives begin at the top-level leadership in student

affairs. Whether that is a department head, supervisor, administration, or director positions

within higher education they have the authority to set a precedence for achieving diversity

standards. However, leadership does not always fall within a positional role and can be

implemented by individuals who have an influential role in their environment. By setting

diversity goals each year, recognizing staff who uphold the multicultural mission of the office,

providing guidance towards staff development of multicultural comptencies, and actively

participating in multicultural training leaders can showcase a commitment to successfully

cultivating change (Pope et al., 2004, p. 65).

The leadership and advocacy within the FYE office is monumental. From the director to

the graduate retention fellows we are constantly trying to immerse ourselves with self-education

and being aware of our own identities. The FYE director will send the graduate students

materials to read, engage in dialogue, and challenge thought processes. Most importantly, the

director significantly focuses on White race consciousness (Pope et al., 200, pp. 172 - 173).

During one of my first interactions with the director he looked at each of us and said “I’m not

sure if you all noticed, but we are predominately an all-white staff, this means something!” The

director actively showcases examples of how our identities influence the student perspective and

how we as emerging student affairs educators need to be aware in order to effectively impact

students.
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Additionally, I have personally witness my director advocating on behalf of students.

Recently after the Trump election this past year, the institution had a campus wide meeting to

discuss regular operations and provide updates. Throughout the meeting, no conversations about

how to assist students who were impacted by the elections were brought up by the

administration. With no hesitation when open forum took place the FYE director stood up and

asked the administration about what their plans were in addressing student’s concerns.

Unsatisfied, later on that week the director pushed out an initiative by purchasing and dispersing

safety pins throughout the campus encouraging the community to wear the pins in support of our

fellow peers who were impacted by the election.

Policy Review
Throughout many institutional organizations in higher education policies are in placed to

provide rules, regulations, and structure. However, it is critical that these organizations are

actively engaged in the reviewal process of their policies to ensure that they are relevant and fair.

The reviewal process also allows an opportunity for an organization to analyze and instill

diversity standards into areas that are lacking. Overall policy review provides student affairs

educators to critically assess their influence on student and restructure their foundation to

incorporate all who are impacted (Pope et al., 2004, p. 65).

There are very few policies that the FYE office enforces. The primary one that the

graduate fellows created this year for our student staff is the disciplinary charts. Six categories

ranging from attendance to behavior in the office are outlined to hold our student staff

accountable for their quality of work. We have not used the charts often, however through its

execution this semester, there are a few flaws. Above all is that the graduate fellows implicit

biases were not considered when developing the policies. Rather than having the same standard
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for all student workers, it is easy for a graduate fellow to hold some student staff accountable

over others. Our biases to certain individuals whether it is because we identify closely with one

student versus another or judge another worker more harshly because of our stereotypical

perceptions, the policy is not structured in order to prevent these situations from occurring.

Additionally, the chart does not take into account the different abilities that our student workers

have. Furthermore, as FYE transitions to a new academic year I hope to reevaluate the chart to

ensure that we are holding all students to a fair standard. If we cannot resolve the gap the FYE

office should eliminate the chart.

Recruitment and Retention of Diverse Staff

Support services and offices within an institution primarily have a focus on providing a

specific resource or guidance to students. The MCOD template states that in order for an

institutional organization to effectively serve students they must also represent the students.

Creating a staff that has different backgrounds, life experiences, or cultures fosters opportunities

for students to connect with members of the campus community. In turn those students may be

more receptive to utilizing the particular services and feeling represented within their

community. Not only do institutional organizations need to recruit a diverse pool of individuals,

but also establish an inclusive environment that individuals are able to excel within. Through

clearly defining diversity strategies of marketing and job descriptions an institutional

organization can target their recruitment efforts and potentially produce a diverse pool of

candidates (Pope et al., 2004, p. 66).

This is one aspect of the FYE office that I am most critical of. As stated FYE is a

predominately white staffed office and although we acknowledge this, the recruitment efforts

and retainment of our students of color is low. While I was not a part of the hiring process of our
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student staff last year, I am responsible for the retainment of our student workers. Within the past

year, two workers both students of color, quit during the transition between semesters. One

student gave no explanation while the other simply had too much going on in the Spring.

Whatever the situation entailed, FYE has to question if something was occurring in the office

that did not provide the students the inclusive and equal opportunities as their peers. From my

observations, unequal regimes is a key component to the lack of recruitment and retention

(Acker, 2006). From the leadership of the office to the student workers, there are physical

disparities that create a work environment which cultivates inequalities to continue against

historically marginalized students.

The FYE office is not intentionally seeking to create this environment however, in order

to encourage students to utilize our services as well as work for the office, a stronger

representation of diverse backgrounds needs to be present. Therefore, as we are in the process of

interviewing new students for the graduate and student worker level, diversity of our office needs

to be a priority. Having staff discussions about who to hire, setting diversity standards, and

interviewing all candidates fairly is critical for the FYE office to have a staff that is inclusive and

representative to all students.

Multicultural Competency Expectations and Training

As student affairs educators, it is expected that a standard of knowledge, awareness, and

skills of multicultural competency are achieved in order to properly serve student needs.

Institutional organizations should not be referring all students of diverse backgrounds to one

designated staff member that is an expert or identifies within a marginalized group. Staff

members that engage in conversations with students should be acquit to understanding and

discussing the concerns of students. Through several initiatives outlined by the MCOD template
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such as providing student affairs educators an opportunity to attend conferences or workshops,

require diversity training each academic year, demonstrate and practice multicultural

competencies, or setting standards on evaluations allows individuals to develop awareness,

knowledge, and skills to becoming a genuine ally for all students (Pope et al., 2004, pp. 66 - 67).

FYE participates in various office run trainings throughout the year. For the new and

returning graduate fellows a training occurs before the start of the fall semester. Additionally, our

student workers go through a training during the beginning of each semester. In these trainings

procedures, expectations, goals, and team bonding occur. As stated within the graduate training

dialogue regarding awareness of our identities and how it influences the environment of the

office was discussed. Additionally, we had conversations surrounding how to effectively aid

students who have historically been oppressed as well as those students whose intersectional

identities influences their perceptions and performance (Wijeyesinghe & Jackson, 2012, pp. 169

-172). Understanding and distinguishing how their targeting identities impact their experience is

important to consider when assisting students in their college success. However, within the

student staff training a there was a lack of diversity related conversations and our staff expressed

this. Therefore, during the spring semester the graduate fellows brought a guest speaker to

engage the students in a conversation about diversity. Nonetheless, the conversation stayed

within the student’s comfortability in topics such as LGBTQIA+ issues. Although LGBTQIA+ is

a crucial identity within our student population it is not the only demographic of student who

utilize our services. For the future, I would recommend that the structure of training intentionally

forces our student staff to develop skills and understanding the multiple identities that are present

within our campus community.

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On a larger scale, the opportunity to participate in local and national trainings that

surround diversity issues is an aspect of the FYE office that is personally lacking for myself. As

a graduate student, I am learning fundamental concepts and beliefs that are shaping my attitude

as a student affairs educator. As I progress through the program at SSU I would like to begin

exposing myself to issues outside of an SSU context and have a dialogue with other

professionals. However, the funds to self-participate in these conferences are not always there as

well as the encouragement from the FYE office. I have encountered many situations where my

fellow cohort members have their departments supporting finances to attend conferences.

Furthermore, I would like to participate in more self-avocation to gain financial support from the

FYE in the interest of bringing knowledge and skills back to the office.

Scholarly Activities
Daily practices establish the priority and intentionality that student affairs educators have

towards achieving multiculturalism. Therefore, it is essential that student affairs educators also

engage in professional writing, presentations, and reflections about their experiences with

multiculturalism. In doing so, student affairs educators become engrossed and held accountable

for their daily work. Institutional organizations can encourage individuals seeking to pursue

scholarly activities by rewarding and supporting them. Lastly, by sharing scholarly work with the

larger student affairs field it fosters constructive dialogue which allows for a larger scale of

awareness of multiculturalism to occur amongst the field (Pope et al., 2004, p. 67).

Beyond the graduate research day that all graduate retention fellows need to participate

in, the FYE office does support some scholarly activities regarding multiculturalism. For

example, this past spring semester, our director encouraged us to take part in a case study

compitition. As a team, we had to develop a program that focused on providing services to

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students who are on the autistic spectrum. Through our efforts, the FYE staff created a

transitional program that students would participate in the summer and continue throughout the

academic year. Although, we did not win the competition, engaging in the activity did challenge

us to utilizes current literature as well as develop and articulate a service that would provide

equal accessibility for students. Since the learning outcome from this scholarly activity was

impactful, I would recommendation the FYE office to continue participating in the case study

again next year as well as encourage additional opportunities to present at national or local

conferences.

Departmental and/or Division Programs and Services

Within each avenue of student affairs, different programs or services are provided to help

support and involve students into their campus community. The MCOD model conveys that

diversity standards need to be incorporated into the advertising and execution in order to

effectively serve all student’s needs. Aspects such as accessibility and meaningful learning

outcomes are examples of diversity standards that should be met when planning a program. In

addition, institutional offices should also be reflecting on the current services and programs they

implement. Due to the ever-changing demographics of an institutions when areas begin to lack

new programing and services need to be created (Pope et al., 2004, p.67).

Throughout the year, the FYE office puts on numerous programs to help transition and

support students socially and academically. Within these programs the FYE office has multiple

learning outcomes and objectives that students should be engaging in. A primary initiative the

FYE office implements is the First Year Reading Experience (FYRE), which entails that all first

year student are required to read a selected book before entering their Fall semester. The book

must demonstrate applicable lessons that first year students can apply to their experiences and is
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typically rooted around a social justice issue. In the past issues about race, gender, and class have

been explored by the incoming class. The goal of the FYRE book is not to simply engage

students in academic learning, but it provokes students to begin critically thinking about issues

that surround our society. Similarly to the cycle of socialization, first year students from their

high schools, parents, friends, and media have been socialized to think and learn in a particular

way (Harro, 2000). Now they are encountering an abundance of new experiences that challenges

their beliefs and lifestyles. College provides an opportunity to empower students to become

democratic and productive members of our society. The FYRE book and the vigorous programs

put on throughout the year begins this journey for new students by raising consciousness and

educating students on the multicultural issues facing our society.

Physical Environment
The MCOD template also outlines that the physical environment of a space influences the

inclusiveness of the institutional organization. When an office integrates artwork and images that

are culturally diverse or organizes their furniture to be mindful of all abilities, it showcases a

level of awareness the office has towards making everyone feel welcomed and valued. Creating

an environment that is accepting requires intentional work by the staff within the office.

Avoiding offensive materials while supporting inclusive and accessible features can help an

institutional organization create an atmosphere for all students (Pope et al., 2004, p. 68).

The FYE office is currently located on the first floor of Meier Hall. The office is shared

with the Center of Creative and Performing Arts director. On the outside, a sign with our office

number is in brail and the entry point is open to allow easy access into the office. The office is

relatively large, but there is still limited wall space for art work to be displayed. Mainly, the

office is decorated with Salem State pride. On display, there are posters for different events for
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the office as well as around campus. For example, there is Raspberry Swirl and event put on by

the LGBTQIA+ Alliance group on campus and Mental Health awareness week posters.

Additionally, to prevent any offensive materials coming into the office, we hold our student staff

accountable for dressing and speaking appropriately. By keeping the FYE neutral provides an

inclusive space for all students, however incorporating diverse aspects into the office space

would create an environment that matches our efforts. The FYE office is potentially getting a

new space within the next academic year. The changing of space can provide an opportunity for

the FYE office to incorporate art work, LGBTQIA+ safe space stickers, and organize the layout

to be obtainable for all students.

Assessment
Lastly, throughout the MCOD template categories many are influenced with the value of

assessment in order to critically analyze their efforts of multiculturalism. The purpose of

assessment is to gather the perspectives and attitudes regarding the offices approach to diversity.

The results allow for an institutional organization to unbiasedly evaluate if they are achieving

their diversity standards. The raw information gathered can help restructure insufficient areas

and provide evidence to defend efforts. Offices throughout higher education should develop and

implement assessment tools that measure the satisfaction, yearly goals, effectiveness in serving

the student population, and the student demographics that utilize their services. Overall,

assessment is essential to understanding the genuine impact institutional organizations have on

students. Without assessment student affairs educators, would not be able to adequately enact

change to support student in their academic career (Pope et al., 2004, p. 69).

Working with the FYE office for one year now, I am unaware of any assessment that

specifically targets the evaluation of multiculturalism. However, the FYE office does develop
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and implement surveys throughout the year that analyzes the different programs first year

students participate in. Within those surveys questions about student demographics are

incorporated, but it is not the main focus. In order to justify the work that we are doing for all

students it is imperative that FYE develop and administer an assessment focusing on the

achievement of multiculturalism. Since the student population is ever changing in the office an

annual assessment should be given for all first year students complete. The development of the

assessment can be done by the graduate students working in the office. In return the office will

be provided with substance for areas that we can improve upon as well as develop new

incentives that cater to student’s needs.

Conclusion
FYE genuinely puts a tremendous effort into creating a space that is open and accepting

of all students. A student’s first year at college can be daunting and our services help transition

any and all into the campus community. In order to achieve our goals a foundation of diversity

needs to be incorporated into our daily operations. Although, there are areas for improvement

FYE actively seeks to immerse the office in multicultural competencies in order to successfully

assist students. The MCOD template detailed outline of multiculturalism allows a critical

analysis of the FYE office. Changes to the structure, implementation, and professional practices

can have a monumental impact on student’s experiences at SSU.

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References
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Society, 20(4), 441 – 464. Retrieved from:

http://www.jstor.org/stable/27640904?seq=4#page_scan_tab_contents

Baker, C. N., & Robnett, R. (2012). Race, social support and college student retention: A case

study. Journal of College Student Development, 53(2). Retrieved from:

http://muse.jhu.edu/article/469348

Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college. San

Francisco, CA: Jossey - Bass.

Harro, B. (2000). Cycle of socialization [PDF print file]. Routledge: Reading for Diversity and

Social Justice.

Hernández, E. (2016). Utilizing critical race theory to examine race/ethnicity, racism, and power

in student development theory and research. Journal of College Student Development,

57(2), 168 -180. Retrieved from: http://muse.jhu.edu/article/613246/pdf

Pope, E. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student

affairs. San Francisco, CA: Jossey - Bass.

Wijeyesinghe, C. L., & Jackson, B. W III. (2012). New perspectives on racial identity

development: Integrating emerging frameworks (Second ed.). New York and London:

New York University Press.