Multicultural Advising Portfolio

35610804082415571500014693905836920167830574295-550545192405-3429000269176519240527362153412-14310200 367855521590323850179705Purpose of my PortfolioAt the age of 24, I have been in both familiar and unfamiliar territories when it comes to advising. For my portfolio, I made this a learning experience where I took what I knew, discovered, interviewed, and researched what others knew, and combine the information into my entire multicultural awareness portfolio.00Purpose of my PortfolioAt the age of 24, I have been in both familiar and unfamiliar territories when it comes to advising. For my portfolio, I made this a learning experience where I took what I knew, discovered, interviewed, and researched what others knew, and combine the information into my entire multicultural awareness portfolio. -2286001746253175292100 5054600673105290820221615 Table of Contents Title Page and personal purpose statement of project ………………………….............. 1 Table of Contents………………………………………………………………………………………..2 Statement of Objectives, and Appendix ..…………………………………………………..…..3 Personal thoughts about my Multicultural Awareness Favorite responses of Multicultural Definition Ultimate Operational Definition of Multicultural Academic Advising………3-6 Special Populations: Thoughts on topic Olivia (Academic Probation) and Xavier (Undecided Student) Story Activity Implications of two of many special populations Academic Advisors encounter………………………………………………………….7-11 After conversation with old advisor, Brenna Vogel (Marquette University Arts and Science general Advisor… my concluding personal opinions how Multicultural principles can be applied to advising service delivery………………………………………..……12-13 Reflections on Interview with Mamadou Cellou Diallo, international student from Guinea, Africa Demonstrates how Multicultural Advising is implemented into curriculum/academic setting………………………………………………………14-15 Definition of Retention Annotated Bibliography of articles based on topic of student retention Summary of Articles and Multicultural Academic Advising Implications....................................................................................................................15-17 Case study of Patrick Coffey (college bound since young) and Travis Bennett (unable to go to college) Definition of White Privilege Summary of case scenario and Free Association of reflection on activity Demonstration of how privilege shapes both life experiences and path towards decision of college enrollment………………………………………………………...18-20 Marquette University break down of their Institutional Climate Define Institutional Climate Statistics of Marquette (Awareness) and Influences of Institutional Climate Programs Overall and mood of climate…………..………..……………..…….…20-21 ,[object Object],Statement of Objectives Demonstrate my increased cultural awareness throughout the progression of the Multicultural Aspects of Academic Advising class Create a clear image of what Multicultural Advising means to me Demonstrate the heightened importance that college facilitators should be fully aware and accepting of the various multicultural issues surrounding their students and use every aspect of this cultural identity while advising an individual in order to allow this student to reach his or her optimal potential Appendix ,[object Object]

Mamadou Cellou Diallo Powerpoint interview (multicultural advising implemented into curriculum)

Travis Bennett Video Taped Interview (White Privilege) Mr. Bennett's Interview.pptxMy Multicultural Self Awareness After talking to Brenna Vogel about multicultural advising, I really was able to finally talk out how I felt about institutional practices, the positive/negative aspects of each topic we learned in class, and how we each would go about practicing advising, her already an advisor herself etc. It was only then that I felt ready to approach the topic of my multicultural self-awareness. I was definitely ready with ideas before, but brainstorming and learning from such an important influence in my life, my undergrad academic advisor who has followed and supported my graduate school journey, I finally knew I was ready to make my final leap and express my awareness! There are three things that I surmised in my mind that are important in my self-awareness journey. As an advisor, I believe you need to understand yourself before you can advise, see the advisees as people, and put yourself in their shoes. As I did interviews, literature reviews, and overall research I learned this entire portfolio was part of a critical learning experience. Unlike other students in this program, I did not have direct advising service experience, especially multiculturally related; what I did have was my abundant undergraduate experiences/other general life experiences that contributed to my overall sense of being. I truly believe that to understand anything, or at this juncture, the concept of my own multicultural self-awareness, you need to first understand yourself. I truly believe that you cannot love, teach, help, understand, or even advise someone else until you (insert verb) yourself. Therefore, as an advisor, one must understand their personal relationship with multiculturalism and the existence of special populations in order to find where they fit on the multicultural spectrum. Then, they can become aware and able to positively contribute to multicultural advising as a whole. 18472152955925As people, we ALL can fit into a “special category,” just like those studied in class in the multicultural groups. When you break it down, we are ALL different, having ALL different circumstances, therefore really making us ALL the same.” –Melanie Lachecki4000020000As people, we ALL can fit into a “special category,” just like those studied in class in the multicultural groups. When you break it down, we are ALL different, having ALL different circumstances, therefore really making us ALL the same.” –Melanie LacheckiAlso, one must see the advisee as a person instead of the labeled multicultural “different” student sitting in the advisee chair. When I first sat down to interview my undergraduate advisor, Brenna Kean, I knew it was going to be more of a free association structure of us comparing and contrasting ideas. While we both worked together, it seemed it was a collaborative effort on sorting out the views on multicultural advising rather than me playing the role of the interviewer and she the interviewee. Instead, we were both people working on a common goal. This brings me to my point concerning multicultural advising awareness. We are all people. Each and every person involved in the advising process, or any communication process, cannot be helped until the “helper” sees the “helpee” as a basic person first. As Brenna explained the main message she learned as a master’s student of education at Notre Dame, we both concluded and agreed with her quote “Kids are Kids.” This message demonstrates that all students have the come commonality of being people, and to be a good advisor, one must realize that assumptions about your advisee will only hinder your helping process. It is here where one gets to know that individual personally where the true advising magic begins. By servicing the person first, whether black, white, gay or straight etc., topics of multicultural advising will subsequently be addressed without even trying because they will naturally come out. Therefore, no one is labeled and the lines of communication are opened for conversation built on respect, openness, and acceptance. As Brenna was my advisor, I was her advisee. Now as she is being interviewed, I am the on interviewing her. As stated in the beginning, however, all labels were dropped; we were just communicating. We became equal with a common goal to help each other and let our progress naturally flow. Consequently, and most importantly, there was a definite increase in our multicultural awareness. Finally, to become multiculturally aware in an advising setting, you need to walk in the shoes of an advisee. I am going to talk about my story about fitting into the label of a “special population” advisee. This story will be brief, more so because I do not like talking about it. Yet, this is exactly the reason it is so important to do. How do you think people in the “multicultural realm” or population feel? By putting myself in the shoes of these individuals, as I am actually one of them, I truly know and feel their difficulties. This knowledge allows me to help as a future advisor due to my multicultural awareness. Here is my story… Story All my life, I have had this certain medical condition. I don’t usually like to talk about it, yet it always comes up. I walk around with it as close to my heart, as confidential as I can make it. I have been judged, stereotyped, and everything in between; I feel I am a special population that was academically advised at Marquette University. After two drop out sessions due to this condition, I truly was down in the dumps. Most people would say buck it up, and just keep chugging, but the situation was more than that. It was such a challenge, and what I really needed at that time was support. My grades and academic success has always been good, but when something like an illness takes that out of your control, no amount of A’s can help you succeed when a requirement was to be present in class. After my first official hospital stay while being in college, I was told I could have incompletes. Slowly, everything was taken away from me. Certain advising staff did not help me at all, and I saw my life crumbling before my eyes. However, for some reason my family for the first time in my life came to my aid. Also, I grew very fond of my general advisor, Brenna Kean (Vogel now, as she is married.) If it weren’t for the support of these people, I do not think I would be here today. Here in existence, here in graduate school, or here striving to succeed. Truly, if I did not have an academic advisor to help me and take my hand and believe in me, I do not know where I would be today. I am still struggling with everything, yet it truly gives me hope. Also, when I walked into the room to meet Brenna for the first time, I thought one thing, and that was “this girl is JUST LIKE ME.” To have such a role model, and then in addition she helped with my problem, I truly felt that I was understood even though a lot of Marquette gave me the cold shoulder. Of course I will never hate Marquette because I can look at the positive experiences I received, and just as we are learning the importance of dealing with populations in multicultural advising, I felt I was discovered and pushed to succeed because this topic was just that, important. I felt important, and I would like to contribute the importance on by working in advising and passing the love/aid along. Multicultural Advising Definition My Operational Definition of Multicultural Advising Multicultural Advising is defined as the process by which an advisor enters into a helping relationship with his or her advisee with knowledge, cultural awareness, and mindfulness of said advisee’s multifaceted identity, both at an individual and cultural level, not dissecting the two as separate entities. This allows the relationship to foster and benefit from the understanding of both as cultural beings with similarities and differences, all of which allow the advisor to guide the student in their educational endeavors. Multicultural Advising is analyzed through both advisor and advisee rating of overall experience based on these three areas. listening empathically listening empathically is to assume difference between oneself and the other focusing on meaning Advisor understood what the student meant to communicate Advisor communicated what was meant for the student to understand ongoing exploration of personal competence Verification that helping relationship is ongoing process and should be consistently monitored Showing how to use system: Advising Special Populations 531812521653500My quote from a previous discussion posting… “While reading about probationary students, one might think, well of course, a person is bad in school, [probably] drinks too much, doesn't focus, and does not have any goals. Of course this is the extreme case, but I use it to prove a point. There are SO MANY types of students that can end up on probation, including the underprepared students, overextended students, students with nonacademic issues, first year, first generation, and transfer students, student scholars, and students making judgment mistakes. What I would like to pose to the class is, who if anyone could NOT fall into one of these categories? I believe we all could fit into one, and therefore, I believe this demonstrates an overarching theme. As an academic advisor, one needs to look at the details of the student. Whether a student is an international genius, white volleyball player, shy freckled kid (secretly has it all together,) or a talkative first year that tells the advisor she has everything under control (her mother just died last year.) As advisors, I think we also need to be counselors and be ready for anything. […] We need to find out about our students. In closing, one needs to KNOW their students because any student has the ability to fall behind, and with your help, they all also have the ability to succeed.” 7956557239000 Olivia’s Story Why People Live Olivia end up on Academic ProbationConsequences of those on Academic ProbationUnderpreparedOverextendedStudent with nonacademic issuesFirst year, first generation, transfer studentStudent scholarStudent making judgment mistakeRepeat classesPay more money to continueWill not graduate on timeLow self-esteem, afraid to tell parentsTempted to drop outLose motivationDo not know where to go now ??? Olivia Mercer was an excellent student; she always had been. She was excellent with time management, focusing on studies while not getting distracted, and organizing her planner. Everything was color coded and her life seemed very intact. At the age of nineteen, this young, African American student found out that her mother was diagnosed with ovarian cancer. Life as she had known it was about to change. She was not one to get help, and her family had always said that if anyone could do it, she could. Therefore, she kept plugging along, now the oldest of her siblings and the sole provider for her family because her mom was at home sick on disability. Many weeks, Olivia was working greater than fulltime hours, and her job was twenty minutes away from the Washington University in St. Louis, Missouri. She had already been accustomed to her 18 credit semesters, and her mom was diagnosed in the middle of her sophomore fall semester. Soon, she came bogged down with having to move home, take care of her mother and two siblings, rush to work, and handle her 18 credits in pre-med. Before she knew it, she received a letter stating that she was close to academic probation. She pushed on, dedicated to all her priorities. The next semester, she sadly ended up on academic probation. She was then asked to a mandatory meeting with her academic advisor. Meeting with Advisor 863606216015What Olivia AccomplishedShe was not alone, and it is ok to ask for help! Overwhelmed students, no matter how smart they are, can sometimes need the help. The situations in her life were out of her control, and Michelle, her academic advisor, was here to help!00What Olivia AccomplishedShe was not alone, and it is ok to ask for help! Overwhelmed students, no matter how smart they are, can sometimes need the help. The situations in her life were out of her control, and Michelle, her academic advisor, was here to help!150558514909800The first thing Olivia’s Academic Advisor, Michelle, wants her to know is that she is not alone in this struggle. She should not be ashamed nor discouraged about college because it is clear she is extremely bright. If anything, she should be applauded for taking on such a mature role in her family as the sole provider. That is a lot of responsibility and definitely a far greater achievement than most 19 year olds. Seeing that Olivia is wearing a cross necklace on her chest, she asks her if she believes in God. With the answer of “very much so,” Olivia is told that sometimes God gives the toughest challenges to those who are the strongest. She must be a quite a strong woman. Michelle next tells Olivia that she wants to take an active interest in helping her move out of academic probation. She speaks of the fact that in her circumstance, she may want to reduce her credit limit. It is even ok to withdrawal from a class or two at this difficult time. Michelle talks to Olivia about making a list of priorities. They do it right in the office and work on something she can either change or adjust in her life. After knowing she can reduce her credits, Michelle also lets Olivia know about some of the campus jobs, which would allow her the flexibility of doing school and working at the same location. Also, work study would be applicable in her case. Michelle ends by giving Olivia a hug and saying that she wants to see her every Tuesday. They decide that noon is a very good time, one of the only times Olivia has on her schedule. They are to eat lunch together and work on supporting Olivia in her tough time. Michelle also lets Olivia know about a free psychological service center (run by the psychology department) that has free counseling services. Olivia says thank you so much and realizes that having someone support her, and knowing it is ok to have this support, may be just what she needs. Michelle hugs her again and says she cannot wait to see her again next Tuesday. “We will work through this together,” Michelle says, and for the first time ever, Olivia believes it. Xavier’s Story “Why is there always so much pressure to make up my mind about my whole life,” Xavier yells into the courtyard as he exits the Arts and Sciences building after having a meeting with the department about finalizing his major. He is only 18, just a starting freshman, and he has no idea WHY he needs to know so soon. Such pressure, and the only reason he feels like he hasn’t decided in the first place is because his parents want him to go into dentistry like his father. If they could just leave him alone for a second, he could actually think about what he wanted to do, and this would be a lot easier. Xavier looks around the courtyard and all the happy students playing Frisbee and football. “Why are they all happy? Oh that is right, because they have things figured out!” Xavier just does not know what to do with himself, and he feels like he has no where to go. He has an advisor, but he only met with him once. His name was Matthew, he thinks… Xavier asks himself why he is even thinking about his academic advisor. He is only there to help with scheduling classes, and worst of all, his academic advisor is back in that horrid building he just exited all anxiously. Xavier goes back to his dorm, turns on the TV to drown out his problems, and starts to check Facebook and his email. Low and behold he has gotten an email from his advisor. Terrified to open it, he finally does. It actually isn’t half bad. His advisor wants to meet to, did he read that right?...help him! “Well,” Xavier says to himself, “I’ll take anything at the point I am now. I’m desperate.” He mentally prepared himself for the meeting, scheduled the next day. Here goes nothing! Why people like Xavier are undecided or consequently end up in Wrong MajorFear the unknown, lack of interest, unknowledgeable about aid he or she can receive, pushed to pick major, picks major with quickest path to graduation, picks a major to avoid certain classwork (ex. English major so no math classes)If getting ready to transfer (going to community college first,) brief time to discover limits the student exploration because needs to know collaborating transfer classes right awayWith specific programs (ex. Pre-med/pre-dental,) although not needing to declare, already have to follow required curriculum, which stunts explorationTime limits (usual by sophomore) in which you have to decide, sometimes right away to be admitted to school, and sometimes able to declare major as “undecided”Negative connotation of “undecided major” as it is somewhat a bad thing to not know right away Meeting with Advisor “So do you like football,” Matthew asks Xavier as he walks into the door. “What??” Xavier responds. Matthew re-asks his question. Football. Do you like it?” Xavier finally catches on and starts to explain how he loves it. He is originally from Illinois and loves the Chicago Bears. Matthew laughs about how he is lucky he is not a packer fan, so liking the Bears is ok in his book. He then moves into the topic at hand, about how he bets Xavier is having one hell of a time finding a major. “There are so many in this place!” his advisor exclaims. “Would be hard for me.” Xavier, a little apprehensive to open up to this strange guy, but intrigued that he actually said hell, starts to explain his dilemma. At the end, Xavier tells his advisor that he is basically lost. “Have you ever taken tests to see what you like to do, or what you would be good at?” Matthew asks. He starts to tell him how one time he took a test and it said he would be a great coroner. They both laugh, and Xavier feels a bit more at ease. Matthew turns to the computer and pulls up some psychological tests. They actually do them together so Xavier does not think there is something wrong with him. Usually hearing the word “psychology” makes him nervous like he did something wrong. His parents always gave him this idea, yet he never understood it because helping people is amazing, and who doesn’t like taking fun tests! After taking the tests, they both start laughing because his results gear him towards…you guessed it, the psychology field. “I knew it,” Xavier said. Matthew asks him what is holding him back. Xavier explains about the expectations of his parents and how he 2065655152844500never really thought he had a choice in his career path. With all this pressure from the school, however, he still could not fill out the form stating that he wanted to go pre-dentistry. Matthew immediately sympathizes with Xavier and tells him how many students have this problem. He asks him what he really wants to do with the rest of his life. Xavier tells him straight out, “I really want to do psychology.” His advisor looks at him and says “tell you what I am going to do. I am going to make a special request to your favorite friends on the floor above, those pestering you about picking a major, and I want you to take the next two weeks to really think about what you want to do with your life. AND, better yet, whatever you choose, you can come back and see me 10 times and change it. I do not care. All I want you to know is that I know you have to confidence to do what you want to do. It is just hiding behind that insane obsession you have with the Chicago Bears.” Xavier laughs for what he feels like is the 100th time, and he goes, “Ok, Matthew, you have a deal!” 259715417830What Xavier AccomplishedMatthew, his academic advisor, empathized on how hard it is to pick a major that is going to serve for the rest of his life. With parental pressure, school pressure, and personal confusion on what he wants to do, it is clear he may need some guidance that focuses on what he wants to do and the positives of picking a major. Career assessments and personality inventories, therefore making learning about himself and what he wants to do, are definitely in order! 0What Xavier AccomplishedMatthew, his academic advisor, empathized on how hard it is to pick a major that is going to serve for the rest of his life. With parental pressure, school pressure, and personal confusion on what he wants to do, it is clear he may need some guidance that focuses on what he wants to do and the positives of picking a major. Career assessments and personality inventories, therefore making learning about himself and what he wants to do, are definitely in order! Multicultural Principles applied to Service Delivery: Marquette University as special case study school 037508GO… GO…00GO… GO… 5273566853353GO MARQUETTE!GO GO GO!00GO MARQUETTE!GO GO GO! 5118103001010All colleges are different, yet for the Arts and Science Department, a department I am the most familiar with at Marquette University, multicultural delivery is up to the discretion/responsibility of the individual advisor, although initially instilled by the advisor administration to be aware of and treat the advisee as a whole person.00All colleges are different, yet for the Arts and Science Department, a department I am the most familiar with at Marquette University, multicultural delivery is up to the discretion/responsibility of the individual advisor, although initially instilled by the advisor administration to be aware of and treat the advisee as a whole person. Important strategies to use that are directed at the multicultural population ,[object Object]

(counseling = advising) To be an advisor, you need to care about the whole person and therefore be a counseling aid for the student in order to meet their individual needs

Student knows somebody is concerned with the welfare of him/her, not only as a student, but as a person

Structure that can guide the student step by step, helping with their original goal of autonomy to do these things themselves, yet knowing they had a strong basis of structure to start with

One must say the same topic in different versions and often, allowing each individual type of student to understand the message/important information in his or her own desired manner, as there are numerous learning styles and personality characteristics that enter an office

Many students can hide what they are feeling or give off what they do not mean to give off. You need to learn the entire person and not make assumptions about who they are, what they desire, and how you feel they need to be helped. You need to learn the student, and then you can start your advising process.

Pegging a student can be very damaging

A student with money does not always have it all together

A first generation college students may be fine with his transition

A white student may be struggling to pay for college

A homosexual man may have gone through his coming out and acceptance stage earlier in high school, therefore not being so much of a crisis as a junior in college

State/structure your dialog under the plan of positive connotation instead of a negative light

Ex. You got 15 credits done this semester, and you successfully completed all of them! VS. You took the lowest amount of credits this semester. We need to get you up to par so that you can graduate on time.

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