March 31, 2016,
N300 Lindquist Center

The College of Education Diversity Committee hosts this event annually.


  • 10:30 a.m. - 2:30 p.m. Registration for Conference (N300 Lindquist Center)
  • 11:00 - 11:50 a.m. Breakout Session One
  • 12:00 - 1:00 p.m Lunch and Phyllis Yager Diversity in Teaching Award Ceremony
    Keynote Address given by Barbara Kutzko
  • 1:30 - 2:20 p.m. Breakout Session Two
  • 2:30 - 3:20 p.m. Breakout Session Three

Breakout Sessions

Responding to Student Demands: Drawing Upon Multiple Perspectives to Increase Understanding
This presentation will provide an overview of student demands on college campuses across the country. It will then use different perspectives to understand the context and inform the response. It will draw upon different content areas such as history, policy, law, finance, organization theory. Using these multiple perspectives, the audience will have an opportunity to discuss how administrators should respond to student demands on campus.

The House of Cards: Lessons in Smart Social Advocacy for Fighting the Good Fight for Diversity
This session leads participants through an exploration of the research on belief and attitude change in order to examine how to most effectively create social and cultural change as civil rights advocates working for change for greater multiculturalism. Using theories from social and counseling psychology, we look at how to have the “good fight” while effectively caring for those from whom we want change and caring for ourselves at the same time as we make for social change that gives more equitable distribution of power.

Refugees with hope on a rural Community College Campus
This presentation will consist of a general overview of refugee issues in higher education and then focus on refugee issues on a community college campus in Muscatine, Iowa. After reading qualitative studies and interviewing students at Muscatine Community College (MCC), what I found is that although the individual circumstances are varied, the needs of these students in higher education are much the same.

Accessibility, finances, cultural capital, language barriers, educational approaches, and lack of appreciation of previous knowledge or education create obstacles for these students and diminish their chances of completion, but it does not diminish their hope. These students carry great hope with them that they can complete their education and achieve their dreams. Many are driven by the hope of returning to their homelands one day and helping rebuild their countries. Education is the pathway to a better life while in the host country, but also a pathway to their homeland's future.

At community colleges, we have the opportunity to serve these students in a more personal way in student services and in the classroom so the student can transfer successfully. What is missing is a stronger connection from the community college to the four-year institution.

If the MCC students are available, I would like to have the audience interact with a student panel so that the students can speak on their own behalf. This can be a question and answer session, followed by small group discussions about the barriers that may be in place at institutions to prevent these students from achieving their dreams of higher education.

Let's talk about our country's diversity issues: Cross-cultural understanding by using one Korean movie
By showing one Korean movie, which includes diversity issues such as social class, disability, immigration, and multicultural families, U.S. educators and international students/educators can share their own society's issues of diversity. In doing so, educators can foster/strengthen their cross-cultural understanding. Further, they can incorporate the shared views into K-12 and higher education classrooms.

Deconstructing Spaces that Shatters Black College Students' Self-efficacy 
The workshop will address societal and psychological challenges that African American/Black students have to navigate on predominately White college campuses. A college campus environment can shatter Black student’s self-efficacy. Black’s self-efficacy is influenced by stereotypes (DeFreitas, 2010; Reid, 2013). Aronson, Fried, and Good (2001) shared that Black college students despite having equivalent test scores to their White peers tend to underperform academically.

Research suggest that negative stereotypes impede on the psychological wellbeing of Black students and their academic achievement. “Stereotype threat” (Aronson et al., 1999; Aronson et al., 1998; Fischer, 2009; Johnson-Ahorlu, 2013; Rovai, Gallien, & Wighting; 2005; Steele, 1997; Steele & Aronson, 1995) is defined as a psychological factor that fosters a negative perspective of Blacks being intellectually inferior. Arons, Fried, and Good (2001) argue that Black students have the extra burden of enduring cognitive and emotional liability than those who are excluded from the stereotype of being Black. Black students do not need to accept the stereotype in order for it to have psychological consequences.

These consequences effect Black students’ performance, and anxiety levels by trying not to be viewed by the negative racial stereotype of being less than non-Black peers and faculty (Good, Aronson, & Harder, 2000). In addition to psychological setbacks that Black student’s experience, college progress for Black students’ is further compromised by societal challenges. Unwelcoming campus environments that Black students face is not new. Savas (2014) argues critical race theory stems out of a legal perspective that racism is engrained in the legal and social structure in the United States.

Looking at that this theory from an educational perspective, Ladson-Billings and Tate (1995) argue that racism is prevalent and ingrained in structural and institutional educational pathways for students of color. Institutional racism exists with the birth of our first institutions’ in the United States. Historically, Black people along with other groups were excluded from the college environment. This poster will examine the recent incidents surrounding hostile campus climates for students from racialized backgrounds across the United States.

This workshop will examine the historical foundation of racism norms that have intentionally or unintentionally been carried over into the 21 century. This will be explored by discussing current incidents across our country that highlight racialized tension for African American/Black students. This examination helps leaders, scholars, and innovators in higher education to consider these challenges when creating safe spaces in and out of the classroom for Black students.

Beyond White Boys: Using Art to Foster Inclusive Classrooms and Educational Experiences
In 2015, Marely Dias, an eleven-year-old African-American girl in Philadelphia, told her mother that she was “sick of reading about white boys and dogs.” Dias’s statement has implications beyond the books available in school libraries and taught in classrooms. Students of color, LGBT students, and female students encounter few people in their textbooks and lessons in elementary, middle, and high school who are like them.

I argue that to encourage a more inclusive educational experience images of diverse and underrepresented populations need to be presented to students. Because the lack of representation extends beyond the classroom, I will begin my analysis with an examination of the extent to which minorities are represented in the media and politics and the effect that this has had on minorities. From this data, I will draw parallels from the lack of diversity represented in the media and politics to the lack of diversity represented in educational materials in classrooms.

After establishing the importance for students of all backgrounds to encounter historical figures and literary characters beyond white male examples, I will examine strategies to incorporate more diversity into elementary, middle, and high school curriculums through the use of art.

Art has the potential to provide students with concrete, visual examples of people from a variety of ethnicities, sexual orientations, and genders participating in society in meaningful ways, but it is often overlooked outside of art class. Therefore, I will provide ways that teachers can incorporate Western and Non-Western art into their lesson plans. Doing so will not only enhance students’ understanding of a variety of content areas, including English Language Arts, Social Studies, Science, Math, and Foreign Language, but it will also build a climate of inclusiveness and diversity.

Defining myself for myself: Self Authorship and African American student success
This program explores the utility of self-authorship theory to promote the academic success of African-American students at predominately White institutions. Research suggests that African American college students would benefit from opportunities to resolve dissonance between their sense of self and their academic success.

What's it Worth: The Value of Diversity in the Classroom
We believe that it is important to be culturally competent in any field that we are working in. In that same vein, we want to address culture and diversity in the classroom as assets and not deficits, while still acknowledging that a student's environment impacts their education.

The purpose of our presentation is to inform teachers on how to use cultural knowledge to their advantage, and to emphasize the strengths that exist within their students. We hope to touch on factors such as race, class, gender, and sexuality; as well as general theory and evidence-based practices that affect a student's learning experience.

Who Am I
The senior author has been conducting interactive workshops on “Respecting Differences “for the last ten years with professionals, college students, and high school youth. In 2010, the senior presenter taught a first year seminar to 14 first year students at the University of Iowa on Respecting Differences and have continued to teach this course for 2 years. For the course, this textbook was used: Blaine, B. E. (2012), 2nd edition, Understanding the psychology of diversity. Sage Publications Ltd.: London.

The workshops consist mostly of activities that require all attendees to participate and are tailor-made for each audience such as Latino youth, African American youth, teachers, school psychologists, etc. The course has more didactic training, uses movies and vignettes, role plays and required “Stepping Out” and “Stepping Up” Activities. The evaluations from the workshops and the course are positive and we have been able to observe changes in attitudes in the semester long course. We have not formally assessed attitude change over time following the workshops or courses, but have observed many changes.

Skills of Interactive Teaching Using Lessons on Mah Jong Learning
Mah Jong is a popular game found in China. Participants of this workshop will learn the basics of how to play Mah Jong.

Student Veterans on Campus: More than Just the G.I. Bill
There is a growing population of student veterans on college and university campuses. This session will highlight the perspectives and experiences that student veterans experience, while incorporating strategies helpful to ensure their inclusion on campus spaces.

Educating with Food and Media from Around the World
The media has a strong presence in today's digital world. This workshop will incorporate media methods to look at global perspectives on popular food items. Free sampling of snacks from around the world will be included!

Bringing Multiculturalism into the Classroom via New Media: Philosophies and Practices
This presentation considers methods for sustaining diversity via new media. It is targeted at educators in social studies and the language arts. Its purpose is to overview philosophies, models, and tools for both promoting the classroom's preexisting diversity and for bringing multicultural and pluralistic media into the classroom. 

The 'philosophies' section will dig deep into the question of why we should include diversity-sustaining media and is based on the belief that the better we understand our motivations for inclusion, the more deftly we are able to shape our day-to-day practices. 

The 'models' section considers broad strategies for inclusion and the subsequent 'tools' section explores technology-driven tactics for putting those strategies into effect in ways that move beyond the textbook. This presentation will employ a strong focus on social media and will include practical demonstrations for tools like ThingLink, TodaysMeet, Piktochart, and Blendspace.