Do Institutions Have a Moral Right?

A common realization across the U.S. is that diversity in schools will continue to increase in terms of ethnic groups, cultural diversity, socio-economic status, learning styles, linguistic diversity, and the list goes on. How teachers and students view this diversity is significant in each person’s acceptance and acknowledgement of their own identity, values, culture and language (Maduram, 2011). Therefore, it is necessary for faculty and college staff to become aware of the unique differences within cultures and to broaden their understanding of how a student’s cultural identity is shaped outside of the school environment (Edwards & Kuhlman, 2007).

Can this be done by the presence of identity centers on college/university campuses?  Or do such centers divide cultures, cause discrimination and/or cause campus racial strife?

Typically, identity centers are designed to promote learning and development of the student defined as, “disempowered, underrepresented, or otherwise in need of designated support programs and services” (Renn, 2011, p.246). Yet, Identity Centers are continually under the watchful eye of administrators; cost, space, staffing, segregation of groups and increase in campus discourse. The majority (most often, White males) often wonder why there is a women’s center, a LGBT center, multi-cultural center. Why do they need a space? 

 Patton (2006) did a study of an identity center on the University of Florida’s campus. She found that although it was underfunded and on the corner of campus, students looked at it as a safe comfortable refuge on the predominately white campus. Students used words and phrases like “my space” and “house” to describe the center (Patton, 2006). Patton’s response to Renn’s insights related to identity centers, suggests “diverse campus settings are important for the education of majority groups, White students in particular, because they gain benefits from cross-cultural interactions” (2011, p. 255). These arguments have brought attention to the debate: Do college institutions have a morale right to provide diversity initiatives to students as a way for them to learn their identity and diversity? If so, are identity centers addressing or hindering these issues? 

References: 

Edwards, S. & Kuhlman, W. (Summer 2007). Culturally responsive teaching: Do we walk our

talk? Multicultural Education, 14(4) 45-49. Retrieved from http://www.accessmylibrary.com/article-1G1-168587715/culturally-responsive-teaching-do.html

Maduram, I. K. (2011). The significance of cultural center and text in shaping Native American student’s cultural identity. JGIP 4(4), 19-25. Retrieved from http://web.ebscohost.com.proxy.library.ohiou.edu/ehost/pdfviewer/pdfviewer?sid=0f3af495-62f-43c3-b397-43b12321986f%40sessionmgr112&vid=7&hid=113 

Renn, K. A. (2011). Do identity centers (e.g., women’s centers, ethnic centers, LGBT centers) divide rather than unite higher education faculty, students, and administrators? If so, why are they so prevalent on college campuses? In P. M. Magolda & M. B. Baxter Magolda (Eds.), Contested issues in student affairs: Diverse perspectives and respectful dialogue (pp. 244-254). Sterling, VA: Stylus.

Patton, L. D. (2011). Promoting critical conversations about identity centers. In P. M. Magolda & M. B. Baxter Magolda (Eds.), Contested issues in student affairs: Diverse perspectives and respectful dialogue (pp. 255-260). Sterling, VA: Stylus.