Multicultural Competence

in Student Affairs
By: Lori Spencer and Tony Miller, Jr.

Chapter 1
Multicultural Competence in Student
Affairs

Introduction
Experiences:
White male faculty member teaching at a PWI
Latina assistant director of student activities
White lesbian graduate student in student personnel
Student Affairs Core Competencies:
Administrative and Management
Theory and Translation
Helping and Interpersonal
Ethical and Legal
Teaching and Training
Assessment and Evaluation
Multicultural awareness, Knowledge, and Skills

Multicultural Competence in Student Affairs

According to Pope and Reynolds, multicultural

competence is a necessary prerequisite to effective,
affirming, and ethical work in student affairs (1997, p.
270)

Student affairs professionals need concrete and applied

examples that illustrate how to implement the various
multicultural competency models and translate ideas into
action.

Exemplary Multicultural Practices in Student

Affairs
Pope and Reynolds identified thirty-three characteristics of a
multiculturally competent student affairs practitioner.
There is no such thing as one size fits all.
Multicultural Awareness
Multicultural Knowledge
Multicultural Skills

Exemplary Multicultural Awareness

A student affairs professional becomes aware that he/she

has limited knowledge and experience with a specific
group that is culturally different from him/her.

A student affairs professional needs some awareness of his

own cultural heritage and how it affects his/her worldview,
values, and assumptions.

Exemplary Multicultural Knowledge

A student affairs professional who is working in student

activities with diverse student groups becomes aware of the
lack of information she has about many cultural groups. He/she
begins to feel it is affecting her advisement and his/her ability
to form close and meaningful relationships with these students.

-Knowledge about the process of identity development allows

us to understand the individual experiences and needs of a
given student.

Exemplary Multicultural Skills

- A student affairs professional realizes that he/she
communicates differently with women than with men. He/she
knows that he/she doesnt understand how members of other
racial groups deal with their emotions. More important, he
knows his lack of understanding of cross-cultural
communication is affecting his/her relationships with
individuals who are culturally different from him/her, yet he
is unsure how else to act.

Chapter One Summary

Multicultural competence is a compelling area of study

that enable student affairs to enhance the theories, services,
and programs offered to college students (p. 27).
The goal of multicultural competence is to create a more
welcoming and affirming campus for all students by
developing more relevant, meaningful, and culturally
appropriate services (p. 27).
This chapter suggests that multicultural competence is one
of seven core competencies need in student affairs (p. 27).

Chapter 2
Multicultural Competence in Theory and
Translation

Introduction
Experiences:
White male vice president for student affairs
African American female graduate student in SA prog
White female professor in higher ed program
Why Student Affairs Theories:
Communication
Learn about students
Staff and SA departments
SA programs

Theory and Translation in Student Affairs Work

Theory base must be complete
Winston, Creamer, and Miller (2001)
student development; program design and
implementation; organization development; assessment and
evaluation; research design and implementation; interpersonal
communication and facilitation, group dynamics, staffing
practices, budget development; resource allocation; gender;
sexual orientation; ethnicity; cultural background

Theory and Translation in Student Affairs Work

Rodgers (1991) continuum for understanding theory:
Level 1-vague understanding (cant use it)
Level 2-sufficient recognition (knows core constructs)
Level 3-greater understanding (meaningful/relevance)
Level 4-understands deeper relationships (professional
can create developmental or organizational change using the
theory)

Theory and Translation in Student Affairs Work

Understanding limits and hazards of theory:
Parkers cautions:
be descriptive, not prescriptive
does not tell us how students should think or act
(students should find their own way)
do not lose sight of the complex individual

Theory and Translation in Student Affairs Work

Underlying assumptions:
Assumptions are applied to our perceptions and
interactions
Assumptions of universality limit our ability

Multicultural Competence in Theory and Translation

Redefining competence in theory and translation
Finding a balance between culture-specific knowledge
and universality
To be meaningful:
Theories need to effectively balance
Theories need to be developed appropriately

Multicultural Awareness
Awareness begins with basic understanding of:
Social identities
Race
Ethnicity
Gender
Religion
Sexual Orientation
Class

Multicultural Knowledge
Knowledge includes:
Knowing about diverse cultures
Positively affecting the application of organizations
Understanding specific cultural constructs
Expanding ones knowledge about diversity
Appreciating within-group differences

Multicultural Skills
Skills needed:
Deconstruct your personal assumptions and core
beliefs
Explore the core constructs
Examine how essential values of dominant culture
influences