By 1995, a third of all U.S. students in public schools will be from minority groups. Minorities will total some 13.7 million, up from 10.4 million ten years ago. In 1985, whites constituted 71 percent of total public school enrollment. In 1995, however, they will constitute only 66 percent of the total.

By most standards, America has always been a pluralistic society. Our national strength has been a byproduct of our diversity...something that should continue as the number of African-Americans, Hispanics, Asian- Americans, American Indians, Alaskan Natives, and other population subgroups continue to grow collectively at a rate exceeding that of the traditional "majority."

The reality is that the traditional white majority is quickly becoming a thing of the past. The "majority" is now made up of a melange of different cultures that must, if they are to survive and flourish, work together toward for the collective good.

So what do we mean by "cultural differences"? Culture often refers to commonality of experience: it can refer to any group of people who share past experiences, history, human action, and tradition. At some point, most cultures shared a common geography.

Multiculturalism can be defined in different ways. Most definitions include aspects such as communication, cultural information, and the appreciation of differences. Multiculturalism entails a commitment to interaction between divergent cultures so that everyone feels productive, effective, and inclusive.

Administrators have attempted to promote multiculturalism primarily through activities aimed at increasing awareness within the academic community. The idea is that if you can precipitate greater awareness of cultural differences then that heightened understanding and appreciation will automatically translate into corresponding attitudinal and behavioral changes.

Although there is a certain degree of truth in this assumption, awareness by itself is insufficient to bring about the kinds of changes needed within our societal institutions. Awareness is simply the initial component in a comprehensive change strategy which must extend into proactive intervention.

Our ultimate challenge and obligation is to foster within our students a genuine sense of appreciation for the tremendous advantages of a pluralistic society. Education should extend far beyond the mere acquisition of technical information; to be truly successful, it must encompass every aspect of a student's total being. And an important aspect of educating the whole person entails nurturing an appreciation for individual and collective differences.

The task is not as easy as it might appear and must be institutional- wide in scope. Faculty, administration and staff must work together in concert to bring about the kind of sweeping ideological change that is needed.

History has demonstrated time and time again that the majority; i.e., the "dominant" culture, seldom relinquishes its status voluntarily. Attitudes and perceptions continue to linger long after any numerical rationale for their existence ceases to exist. If you have been a member of the dominant culture for an extended period of time, it is difficult to see the world from anything other than a "dominant" perspective. Witness the drama which continues to unfold in South Africa.

Resistance to anything unfamiliar is always to be expected. There will always be those who resist any change simply out of a fear of the unknown. Opportunity for growth inherently involves some degree of risk. Many are simply unwilling to take even the slightest degree of risk--unaware that the potential gain is incalcuable.

But resistance, and the conflict it inevitable precipitates, should not be viewed within a negative context. When viewed multiculturally, resistance is a desirable phenomenon. Change does produce anxiety. But anxiety tends to be a prerequisite for growth. If the anxiety associated with broadening one's perspective is dealt with in a straightforward, conscientious and consistent manner, students will benefit from the experience.

Manning and Coleman-Boatwright have developed a Cultural Environment Transitions Model that helps to explain how educators can foster a multicultural environment within institutions of higher education. The model is centered on the notion that institutions tend to progress through several stages on their way to acquiring a multicultural point of view. Institutions that are successful in making the transition typically move from a monocultural perspective based on segregation, suspicion and paranoia toward a multicultural perspective based on appreciation, celebration, and support.

A key concept in the Cultural Environment Transitions Model involves institutional commitment. The institution must play a pivotal role within the context of the multicultural transformation. All segments of the academic community share a tremendous responsibility in bringing about and maintaining this change. It is an ongoing process that requires constant attention. Faculty, staff, and administrators at every level must be meaningful contributors to the multicultural enhancement process.

Providing an appropriate environment in which multiculturalism can flourish constitutes a very formidable task. It involves making a conscientious effort in areas not traditionally thought of as being consequential. It involves sensitivity. It involves making sure that everything we do is fair and equitable to all of our students. It involves doing what is right and good.

The Cultural Environment Transitions Model also deals with how student growth and development is intimately linked to the acquisition of new information about other cultures provided within the institutional environment. As students gain exposure to individuals who are different from themselves, they are inevitably challenged both internally and externally. Reality may not coincide with what they have been led to believe. This creates internal conflict. Students are forced to make decisions. They can choose to move away from a traditional, less-tolerant philosophy to a more multicultural vantage point. Or they can continue to hold to their preconceived notions about people who are different from themselves.

It is imperative that the academic community constantly espouse the former of these options. Multiculturalism can only be realized through a comprehensive effort aimed at both dramatic and subtle changes in individual and collective behaviors, attitudes, and beliefs. Multiculturalism cannot be achieved via mandate. It cannot be realized through legislative action or administrative decree. It will only be realized through the collective efforts of all those associated with the educational process.

Administrators must realize that the obligation to promote multiculturalism extends beyond the classroom arena to student services such as housing, counseling, food service, and other extra-curriculars. Administrators and support staff can work toward developing and implementing programs that encourage students of divergent backgrounds (and viewpoints) to work together for the common good. The literature abounds with descriptions of efforts aimed at reducing cultural and ideological barriers- -many of which seem to be especially adroit at accomplishing this goal.

A number of rather innovative programs have been built around the basic premise that success in accomplishing the program objective is only possible with a high degree of multicultural cooperation. Student entertainment committees, for example, are traditionally faced with the dilemma of choosing what type of speakers and/or musical groups to bring to campus. In order to make such events appeal to several different cultural subgroups, a considerable degree of cross-cultural discussion is required.

Along these same lines, traditional programs should be multi-culturally enhanced at every opportunity. Students need exposure to other cultures so that the fallacies of stereotypic thinking can be demonstrated in a practical sense. This is not always possible when the primary focus of a program is to achieve "multicultural awareness" in and of itself. Student responsiveness is often much better if such "awareness" comes in the form of a nonthreatening byproduct.

Another approach is to actively promote more, rather than less, debate and discussion concerning multicultural issues. It is imperative that discriminatory ideologies be challenged and condemned wherever they find expression. Contrary to the belief held by some, it is possible to affirm freedom of expression while also firmly denouncing the contents of that expression.

Education can have a profound ability to discredit many views that run counter to multicultural ideals, but only in an atmosphere that encourages free and open discussion of a wide range of opinions.

The acquisition and use of multicultural skills can be difficult to both foster and maintain. But it is essential that administrators make the move from awareness to action. There are a number of strategies and techniques that we can, and should, implement in our efforts to actively promote multicultural values among our institutions and especially among our student populations.

Reference

Manning, Kathleen, & Coleman-Boatwright, Patrice. (1991).
Student affairs iniatives toward a multicultural university.
Journal of College Student Development, 32 (4), 367-374.