Shawna M.

Patterson provides a model for becoming cultural workers and

transforming our campus cultures as we support the development of our students
into culturally competent citizens.
By Shawna M. Patterson

Layers of Critical
Engagement:
Exploring the Intersections
of Leadership, Critical
Theory, and Learning

fter a daylong, departmentled exercise on multiculturalism, I felt

fatigued, unmotivated, and skeptical. Although our
mission and focus were centered upon developing a
safe work environment and building inclusive communities for our students, our efforts continued to
manufacture the same outcomes. This was not the
first retreat where we attempted to forge connections
between our individual identities, our personal experiences, and our work as student affairs practitioners.
However, with each new segment, we were left with
unanswered questions and insufficient space to process,
which eventually led to complacency. It was apparent that although my peers valued the premise behind
the exercises, it was clear that a disconnect remained
between the intent of these diversity trainings and their
actual impact. As a woman of color, it was particularly difficult for me to observe my colleagues growing
resistance, although I felt conflicted because I shared

in their frustration. When would we progress past our

superficial examinations of difference? And how did
any of this relate to our students learning?

T he I nstitution

as a

C ulture . . .

At the national level, it is common knowledge that institutions throughout

the country have observed fluctuations in the makeup of their student body. Mark E. Engberg and Silvia
Hurtado note that growth patterns in the US population are reflective of the diverse nature of our globalized reality. As the expansion of the cultural landscape
persists, educators have been charged with the task
of creating culturally competent, critically conscious,
global citizens. However, this responsibility comes
with its challenges. Colleges and universities require
faculty and staff who are apt and prepared to cultivate a
holistic college experience for students. And although

Published online in Wiley Online Library (wileyonlinelibrary.com)

2013 by American College Personnel Association and Wiley Periodicals, Inc.
DOI: 10.1002/abc.21106

9
ABOUT CAMPUS / marchApril 2013

studies demonstrate that students require authentic dialogue and interaction with diverse peers in order to
truly develop a pluralistic foundation, academicians and
practitioners struggle in facilitating this process.
The integration of social justice and multicultural
education within the multiple layers of the college
curriculum is an arduous undertaking. Educators hold
different levels of multicultural proficiency, and institutional differentiation makes it difficult to accurately
implement theoretical models. If educators are going
to move beyond cursory conversations about difference
and role model inclusive behaviors, we must engage
ourselves in a dialogue that includes developing theories
that emerge directly out of that dialogue. Also, in order
for us to serve as transformational change agents in the
cultivation of holistic students, it is necessary for faculty
and staff to define their leadership philosophy within the
context of a theory that considers social justice themes.
In Cultural Leadership in Higher Education, Robert
A. Rhoads and William G. Tierney invite educators to
view themselves as leaders, but, more importantly, as
cultural workers. The authors state that it is first necessary for us to recognize the organization as a culture in
itself, remembering that culture is not stationary but
complex and fluid. Rhoads and Tierney encourage
us to become knowledgeable about our campus history, traditions, symbols, and rituals, as these artifacts
influence individuals within the campus community.
Cultural workers are well versed in openly recognizing institutional values and beliefs, in addition to learning more about the subcultures within their university
system. Rhoads and Tierney also suggest that we gain
a propensity for utilizing symbolic meaningevents
and practices that have an underlying significance
which extends beyond their obvious or explicit
purpose (p. 13). Cultural workers grasp the importance of symbolic meaning by ensuring that they forge
genuine connections with underrepresented groups on
campus, actively engage these groups in an authentic
dialogue, and remain visibly supportive of their efforts.

C ritical R ace T heory :

M oving B eyond the N ebula
According to Lee Anne Bell, social
justice includes a vision of society in which the
distribution of resources is equitable and all members
are physically and psychologically safe and secure (p.
1). Thus, colleges and universities should be invested
in engaging their students in genuine intercultural
exchanges that create an atmosphere where students
feel assured and safe in their vulnerability. In this
regard, the present environment in higher education

is primed for the adaption of Critical Race Theory

(CRT), which focuses upon the relationship between
social constructs, individuals, and society. The challenge is identifying methods that serve as a vehicle for
making this theory more accessible to educators and to
the students they serve.
Richard Delgado and Jean Stefancic note that the
underpinnings of CRT involve traditional conversations about social justice and civil rights, which have
been expanded to include perspectives about the historical, economical, and contextual implications of
institutionalized principles. It specifically implies that
racism is a common function of everyday American
life and that race is a product created by society, not
as a result of biology. CRT also suggests that a current
system may not possess the ability to facilitate social
reform since it is a machine that was created to institute
the situation. It therefore lacks the vocabulary or tools
required to allow change. In support of this assertion,
Rhoads and Tierney state that innovation and change
cannot be enacted until educators are able to distinguish the values and beliefs that undermine efforts to
achieve sustainable, systemic change.
CRT was developed by scholars with a vested
interest in creating a transformational relationship
between individuals and the manner in which they
participate in institutionalized systems. Consequently,
the application of CRT in curriculum development,
in the execution of student recruitment and retention, the operation of academic and support services,
the establishment of professional development, and the
administration of academic programs would strengthen
efforts to build a learning environment that fosters a
sense of security and inclusivity. As Rhoads and Tierney suggest, it is essential for members of a college
or university to examine the organization beyond its
physical boundaries and begin to build a system that
incorporates intercultural intelligence, global themes,
and community concerns.

Shawna M. Patterson has seven years of student affairs

administration experience in residence life and multicultural
services within the Big 10 sector. She has received facilitation certification from the Social Justice Training Institute
(SJTI) and has served in multiple roles on projects centered
upon improving the experiences of faculty, staff, and students
of color on predominantly white campuses. She is currently
completing a PhD in higher education at The Florida State
University, with a focus on social justice and student of color
identity development.
We love feedback. Send letters to executive editor Jean M.
Henscheid (aboutcampus@pdx.edu), and please copy her
on notes to authors.

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ABOUT CAMPUS / MarchApril 2013

Table 1. Layers of Critical Engagement: Educator

(Adapted From Rhoads and Tierneys Principles for Effective Leadership)
Agent
The Educator

Awareness

Discovery

Involvement

Transcendence Implementation

Assess your talents,

Acknowledge that
strengths, values, and growth is uncomfortinterests.
able.

Seek out opportunities that stretch your

thinking and assist
you in adapting a
multifarious perspective.

Reflect on experiences that helped

formulate your belief
system.

Begin to process your

feelings and think
critically about your
responses to new
interactions, materials, and media.

Develop ties with

Attempt to distininstitutional partners. guish instances of
micro-aggression or
inequality.

Welcome civil discourse.

Recognize that beliefs

challenging your core
values are simply a
different perspective.

Realize that who you

are as an individual
intersects with your
professional self.

Become an active
participant in functions hosted by institutional subcultures.

Utilize other prominent cultural workers

within the institutional community.

Continue to challenge and enhance

your personal values, strengths, and
talents.

Seize professional
development prospects that provide
opportunities to
continue to develop
a critical lens.

Create a continued
reflection loop with
your mentor/ally.

Ensure you are

accessible and visible to your students,
allies, institutional
partners, and constituents outside the
university.

Become acquainted
Seek opportunities to
with the objectives of discuss and analyze
institutional partners. oppressive situations
that students and
peers have experienced.

Work to identify
symbolic meanings
in tone, speech
patterns, policies,
media, interpersonal
communications, and
group environments.

Counter bias, discrimination, and

exclusive policies,
procedures, and
programming.

Pinpoint a mentor
or ally.

CRT taps into the interpersonal dynamics of race

that are applicable to multiple facets of postsecondary education, allowing educators to situate themselves as advocates who are capable of addressing the
various needs of a campus community. For example,
broader critical theory frameworks could be used in
discussing how otherblind conceptions of equity fail
to address institutionalized inequality. Otherblindness is the assumption that disparities no longer exist
within a structure because the population is more
visibly diverse. Such a perspective fails to tackle the
mechanisms that have formulated inequitable practices. College or university residence hall guest policies that portray heterosexist undertones, programs
that tokenize ethnic customs and celebrations, and
the omission of accessible accommodations for individuals living with disabilities are examples of practices
exacerbated by otherblind typologies. Critical theory
possesses the authority to assist faculty and staff in identifying and naming instances where difference has been
disregarded. In applying critical theory to practice,

educators could coach students through the process of

becoming responsible citizens by developing curricula
that involves them in projects that focus upon recognizing and eradicating otherblindness. Not only would
this process reinforce our students capacity to develop
a more informed outlook on intercultural exchanges,
but it would also provide them with a venue to explore
how leadership opportunities reinforce their overall
academic success.

L ayers

Critical E ngagement:
A F ramework

of

Paige Haber and Susan R. Komives

state that the integration of leadership theory into
college curricula and opportunities for involvement
provide students with positive reinforcement in their
academic endeavors and serve as a catalyst for generating competent citizens who are skilled in navigating the
global nature of todays job market. Integrating leadership concepts with CRT would create a developmental

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process that is organic and supports innovation, community engagement, self-authorship, and the deprecation of structural inequity. The following framework
therefore juxtaposes leadership, critical theory, and
learning to address the needs of educators, the organization, and students. Based upon Rhoads and Tierneys
principles for effective leadership, this model provides
educators with a foundational approach to nurture students critical consciousness through self-awareness and
to actualize transformational change within their institution. The Layers of Critical Engagement outlined in
the accompanying tables also help educators to frame
and employ multiculturalism through identity development processes and contexts.
Table 1 prompts educators to focus on the self. It
is important for individuals to become self-aware, as
their own identities intermingle with their professional
selves. Discerning how these two forms of consciousness intersect helps educators come to terms with conflicts that may arise between their principles and the
values they are expected to uphold within their organizations. In addition, engaging belief systems that are
counterintuitive to their personal philosophies provides
practitioners with the opportunity to learn more about
the origins of their values.
Educators should identify and use the support of
a mentor or ally. Faculty and staff should select individuals who are trustworthy and have successfully demonstrated a capacity for navigating political structures
while simultaneously operating from a critical lens.
An ally will be especially helpful as individuals work
through feelings of discomfort and reflection throughout their developmental process.
In becoming an active participant in functions
hosted by underrepresented communities, it is important to note that these activities must be revered as
rituals with deep symbolic meanings. Often, cultural
events are inappropriately partitioned as entertainment,
which demeans and tokenizes the original purpose of
the occasion. Instead, educators should engage and
learn from these experiences and recognize that these
observances serve as opportunities to process and identify ways in which the institution can demonstrate its
appreciation for difference.
Also, when collaborating with institutional partners, particularly those representing traditionally
marginalized populations, it is essential for educators
to work with their peers. Too often, issues involving
diversity, inclusion, and social justice rest upon the
shoulders of special interest groups and offices of multicultural affairs. They become depositories for campus conflicts, student referrals, intercultural training
requests, and program proposals. Educators within each

academic and functional area should therefore strive to

establish themselves as cultural workers, recognizing
that multicultural services should not be the only site
within the organization that is prepared to address and
educate students on issues of diversity.
In Table 2, educators are called to examine
their organizations. Whether public, private, large,
small, research-intensive, or liberal artsfocused,
each institution has a culture. By recognizing colleges and universities as cultural entities, this model
draws upon anthropological references, which place
emphasis on the importance of symbolism, ritual,
and history. Faculty and staff who have undergone
the process of distinguishing their values and intersections of self will find it less challenging to work
within this framework, particularly as it relates to
defining positive change, developing models that
promote this definition, combatting otherblindness,
and avoiding the recycling of initiatives that preserve
the status quo.
A system in its current state cannot manifest transformational results because it is predisposed to maintaining its structure. It is therefore incumbent upon
educators to formulate connections between the
institutional mission, vision, and the symbolic needs
expressed by students, faculty, and staff. They must
collaborate with institutional community members to
evaluate the pros and cons of the college or universitys
infrastructure. Through focus groups, open forums,
and committees, educators should assess which beliefs,
values, policies, and procedures community members
support within the current system, as well as those that
lack pluralistic foundations or inclusive perspectives.
This dialogue may present expressions of new value
sets and goals that can be used to create a new infrastructure that merges traditional symbolism with contemporary philosophies. In processing this information,
educators will have the opportunity to create a new
vocabulary and shared language that evokes transformational change.
When educators are asked to assess the physical structures of their institutions, the focus of the
evaluation tends to center upon whether the buildings are architecturally sound and sustainable. However, within the context of this model, educators are
invited to consider the cultural implications of these
buildings: Are they accessible to individuals of varying ability? Do they appropriately represent the diversity that spans races, sexual orientations, ages, genders,
sizes, and religions featured on campus? If the institution lacks gender-neutral spaces, meditation/prayer
rooms, or other essentials necessary to create an
inclusive environment, how could members of the

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ABOUT CAMPUS / MarchApril 2013

Table 2. Layers of Critical Engagement: Organization

(Adapted From Rhoads and Tierneys Principles for Effective Leadership)
Agent
The Organization

Awareness

Discovery

Involvement

Delineate the action

steps established
within the organization that have been
formulated to carry
out the mission and
vision statements
of the institution
and your respective
department.

Work with constituents within the community to develop a

safe, inclusive, and
trusting environment.

As a community, define positive

change.

Forge a renewed
organizational
infrastructure that
promotes change,
inclusivity, and multiculturalism.

Recruit, select, and

retain qualified students, faculty, and
staff that contribute
unique perspectives
and diverse backgrounds.

Research the history,

traditions, rituals,
values, and prominent belief systems
within the culture.

Observe how students, faculty, and

staff navigate, interact, process, and
internalize the traditions and symbolism
espoused by the
institution.

Make certain that

all members of the
community have a
voice.

Create new value sets

that intertwine campus beliefs and rituals with traditionally
underrepresented
perspectives.

Abstain from the

tokenization of students, faculty, and
staff.

Assess the physical

structures of the
institution to determine how these
facilities reflect the
organizational culture.

Determine if values
are inclusive of the
campus community.

Ensure that all viewpoints are heard and

are valued.

Provide organizational members with

a venue to provide
feedback on new
value sets.

Include diverse
constituencies in
decision-making
processes.

Measure the adequacy of campus

facilities.

Work with institutional partners to

distinguish organizational norms that
reinforce institutionalized conditions
that hamper strategic
change.

Develop models
and initiatives that
promote a renewed
definition of safety,
trust, and change.

Avoid recycling programs that perpetuate the status quo.

Establish why these

paradigms continue
to subside.

campus community collaborate to improve facilities?

If these options are available, how could they be better implemented?
Finally, to create a more intentionally diverse
campus climate, it is imperative that colleges and universities invest as much effort into retaining diverse
students, faculty, and staff as they place into their
recruitment and selection efforts. Institutions could
connect new members with community and campus
resources, including social and professional associations,

Transcendence Implementation

Prescribe a continuous method of

assessment.

medical and child care services, intercultural groceries,

adult-centered social environments, residential assistance, and hair care providers. Educators should also
determine whether these individuals are interested in
securing a mentorship with more established cultural
workers within the institution. Also, faculty and staff
could integrate diverse individuals into the community
by explicitly orienting them to the campus culture and
allowing them to express their interests or share their
expertise at their own pace.

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ABOUT CAMPUS / MarchApril 2013

Table 3. Layers of Critical Engagement: Student

(Adapted From Rhoads and Tierneys Principles for Effective Leadership)
Agent
The Student

Awareness

Discovery

Involvement

Transcendence

Implementation

Introduce and orient

students to revitalized rituals and traditions.

Acknowledge that
growth is uncomfortable.

Generate curricula
and extracurricular
activities that integrate a critically conscious lens.

Challenge students to Integrate students in

identify techniques
decision-making prothat will cause them cesses.
to forge relationships
with their peers and
organizational leaders independently.

Encourage students
to engage in activities
that will contribute
to the early stages of
their development
process.

Familiarize students
with the effects of
sustaining an otherblind outlook.

Foster authentic
connections among
students.

Challenge students
to explore situations
that enhance their
cognitive capabilities
and assist them in
adapting a multifarious perspective.

Empower students
to create curricula,
activities, and policies
that will stimulate
their mastery of social
justice issues.

Provide students with

a space to reflect
upon how their
pre-collegiate experiences shaped who
they have become.

Support students as
they begin to identify
areas of strength and
improvement.

Promote relationships between students and faculty/

staff.

Inspire students to
become active participants in functions
hosted by institutional subcultures.

Cultivate a reflection
loop that students
are able to access
throughout their college career.

Aid students in navigating the process of

self-authorship and
independence as
they begin to develop their identities.

Encourage students
to process their feelings and to think
critically about their
responses to new
belief systems, materials, relationships,
and media.

Afford opportunities for students to

discuss and analyze
oppressive situations
that individuals continue to experience
at the local, national,
and global levels.

Involve students in
developing curricula
and implementing
programs that infuse
underlying social justice concepts.

Introduce students to
the idea of civility in
discourse.

With its focus on the student experience, Table 3

articulates the manner in which educators can begin
to develop a foundation for nurturing a critically
conscious student body. Because this framework is
dynamic and nonlinear, educators progressing through
the awareness phase may be able to draw parallels
between their process of self-reflection and observations of their students development. Members of the
campus community will also find that as they are able
to connect issues of multiculturalism and social justice
with their practice, cultivating a holistic college experience for students becomes less arduous.
In Theoretical Considerations in the Study of
Minority Retention, Laura I. Rendn, Romero E.
Jalomo, and Amaury Nora allude to the fact that students are most productive and academically successful if

they are situated in a diverse campus community. Haber

and Komives add that student-to-student interactions are
positive influencers in building leadership skills as well.
In essence, students must be placed in an environment
that cultivates authentic dialogue and interactions with
their peers and educationists. However, pursuing these
relationships can be difficult for students to accomplish
on their own. Students require faculty and staff who can
coach them in working through discomfort and independently identifying techniques that will lead toward
self-initiated relationships. Educators should therefore
provide students with spaces to learn how to develop
these skill sets. Options could include cocurricular
activities, interpersonal skill development workshops,
academic curricula, and seminars. These newly acquired
skill sets can then be applied to seeking connections

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ABOUT CAMPUS / MarchApril 2013

with educators, where students have an opportunity to

observe the role-modeling behaviors of cultural workers.
Finally, by cultivating a reflective loop between
the student, their leadership and civic experiences, and
their clarification of values, faculty and staff provide
students with a space to make sense of their personal
experiences. As Rhoads and Tierney indicate, people
function as symbolic processors who create meaning
out of their experiences (p. 14). The reflective loop
therefore continuously filters students reality through
a critically conscious lens by administering checkpoints
throughout students self-exploration and cocurricular participation. Consequently, students progression
through the five layers of critical engagement eventually effects positive change, as they make sense of
their experiences, proactively counter their own deficit thinking, and take on a critically conscious lens.
The Higher Education Research Institute suggests that
this neoteric awareness has a positive effect on society,
because these individuals are more connected to the
community and are invested in efforts to improve it.

C onclusion
College and university educators
require training and exposure to experiences
that will aid them in becoming self-reflective, in recognizing institutionalized otherblindness, and in manifesting productive ways in which they can serve as actively
engaged advocates for change. In this regard, they position
themselves within the institution as cultural workers who
have successfully negotiated the application of the Layers
of Engagement. Students need these cultural workers to
generate genuine relationships with diverse populations
and to help them develop into culturally competent citizens. The Layers of Engagement impact student learning

by challenging students to construct a critically conscious

lens, which empowers them to enhance their cognitive abilities and to involve themselves in implementing
transformational change at the institutional, regional, and
global levels. In order for this synthesis to transpire, the
organization must reflect safe, inclusive, and intercultural themes. Members of the campus community should
exhibit several forms of diversity, each sharing vocabulary
and customs that encompass all constituencies and subcultures. This climate will foster global citizenship and will
accommodate positive, sustainable change.

Notes
Bell, L. A. (2007). Theoretical foundations for social justice
education. In M. Adams, L. A. Bell, & P. Griffin (Eds.),
Teaching for diversity and social justice (pp. 114). New
York, NY: Routledge.
Delgado, R., & Stefancic, J. (2001). Critical race theory:
An introduction. New York: New York University
Press.
Engberg, M. E., & Hurtado, S. (2011). Developing pluralistic skills and dispositions in college: Examining racial/
ethnic group differences. Journal of Higher Education, 82,
416443.
Haber, P., & Komives, S. R. (2009). Predicting the individual values of the social change model of leadership:
The role of college students leadership and involvement
experiences. Journal of Leadership Education, 7, 133166.
Higher Education Research Institute. (1996). A social
change model of leadership development: Guidebook version
III. College Park, MD: National Clearinghouse for
Leadership Programs.
Rendn, L. I., Jalomo, R. E., & Nora, A. (2000). Theoretical
considerations in the study of minority retention. In
J. M. Braxton (Ed.), Reworking the student departure puzzle
(pp. 2756). Nashville, TN: Vanderbilt University Press.
Rhoads, R. A., & Tierney, W. G. (1992). Cultural leadership
in higher education. University Park, PA: National Center
on Postsecondary Teaching, Learning, and Assessment.

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ABOUT CAMPUS / MarchApril 2013

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