the Wabash Center for Teaching and Learning in Theology and Religion)
Provide sensitivity training for administrators and faculty about race and diversity issues, specifically:
That the book Confronting Diveristiy Issues on Campus by Benjamin P. Bowser, Gale S. Auletta, and Terry Jones be adopted for use by administrators and faculty as a resource for raising consciousness regarding diversity issues in academia, for instance, as a resource during faculty and staff development workshops.
That activities for the academic community involving the use of movies, novels, and past television programs in video form be encouraged. Some titles are: The Color ofRage (PBS), Answering Children's Creation (PBS), etc.
Encourage consideration for adoption the following recommendations regarding the canon of knowledge and curriculum, issues in pedagogy/teaching and learning:
Include more works by and about Asians and Asian North Americans reflecting their experience more fully and accurately.
Include courses on teaching and learning in doctoral programs.
Include specific reference to Asian North Americans as part of general training/consciousness raising for students, faculty, staff, and administrators.
B. Pedagogical approaches and learning/teaching styles:
Provide training for faculty to become knowledgeable about their own as well as their students' learning styles and personality types, using various instruments and programs now available.
Facilitate more intentional discussion among faculty on multicultural pedagogy issues, seeking out appropriate resource persons to do this.
Address issues of different teaching/learning styles, including the value and importance of lectures (which are often within the learning style of Asian North American students).
Be aware of the “politics of silence” by encouraging diverse ways of class participation such as small group discussion, e-mail discussion, “shoe box” input, prepared presentations, etc.
Encourage the acquisition of audio-visual resources in the teaching of culture-specific components/aspects of courses.
Make available for consideration and action the following recommendations from Shirley Hune’s “Asian Pacific American Women in Higher Education,” pp. 8-9, 11-13, to facilitate greater awareness of hidden expectations and difficulties facing the Asian and Asian North American women on your campus:
Especially where such faculty and staff are concerned:
Recognize the “exotic,” “passive/demure” and other Asian North American stereotypes that discount the academic and professional qualifications of [these] women and erase their distinctions.
Monitor encounters that Asian North American women at all levels have with harmful stereotypes, and correct policies and practices based on stereotypes that limit the access and opportunities of these females and hinder their academic, personal, and professional development.
Provide a variety of forums, both curricular and co-curricular and in-service training, to teach the campus community about the historic racial and sexual discrimination against Asian North Americans.
Have firm policies and grievance procedures that address sexual harassment and racial harassment and ensure their dissemination and implementation on campus.
Provide appropriate counseling and legal advisement services for Asian North American women who may experience racialized sexual harassment.
Adopt effective and fair policies and practices that include Asian North Americans and account for the great variation among Asian North American groups and between men and women.
Provide spaces and structures where Asian North Americans can deepen their own understandings of one another with an aim to reduce biases within their community itself.
Especially where such students are concerned:
Understand the variety of Asian North American home cultures and communities to enhance support for students and their families in making educational choices and following through successfully.
Recognize that all Asian North American women are not the same; different groups have different points of entry into higher education: a Cambodian-born Khmer American is likely to have a higher level of need than, for example, a third- or fourth-generation Chinese American. Work toward providing policies that reflect and satisfy this variety.
Through campus/community partnerships help Asian North American communities, especially newcomer parents, better understand American education and career opportunities.
Provide all Asian North American college students and newcomer, working-class, and first-generation students in particular, with the information, academic guidance, personal counseling, and other institutional support necessary to ensure their full and active participation in academe.
Acknowledge the “model minority” as an Asian North American stereotype that erases distinctions within the population and remedy policies and practices based on it that harm the academic, personal, and professional development of Asian North American women, and men as well.
Provide resources and support the Asian North American faculty in your midst to attend conferences/consultations like this one.