Synthesis Statement for Learning Outcome #5

Examine personal values, assumptions, biases, and worldview and

study the worldview of others in order (a) to gain information about
diverse groups and (b) to work and lead in the multicultural
environments of higher education and continuing education.
There were many opportunities on my journey through the CCE/AHE
program to reflect on my values, biases and worldview of diverse
groups as they relate to my ability to lead in multicultural
environments of higher education. I learned new insights and skills that
I have used to enhance how I think about others that are different from
me.
An interesting discovery I made when developing my philosophy on
diversity for AHE 544, was how literature on diversity is confusing and
difficult to synthesize because it is so diverse. (Harrison & Klein, 2007)
In a way this was discouraging, but the more explored the clearer it
became that I should glean the best findings that are helpful for where
I work and what I do and apply that knowledge.
Harrison & Klein (2007) in found the benefit of belonging to a diverse
student body depends on the substance and quality of the interactions
between students. Gurin, Dey, Hurtado & Gurin (2002) found that just
having a ethnically diverse student population is not enough. They
created a category called interactional diversity. Interactional diversity
addresses frequency and quality of interactions as being important to
meaningful experiences for students. I believe quality interactional
diversity is the key to gaining understanding to people other than us.
This belief is how I work with diverse students and how I lead in
multicultural environments of higher education.
An article we were assigned to read for AHE 501, research class, was
an ethnographical study by Sparks (1994). Sparks wanted to find out
why this population often dropped out of high school and did not
participate in programs that offered high school completion offered by
community services. The community I live and work in has a large
population of Mexican Americans. The narratives and insights Sparks
revealed in her paper were very useful for my growth and
understanding of how survival, money, family and culture influences
why choices are made to not continue higher education.
Within each course taken in the CCE/AHE program, it would be easy to
find some reference, theory or practice that added to my growth in
multicultural competence.
The artifact I chose to illustrate this growth is a reflection written in
AHE 544 titled, Im not who you think I am.

Gurin, P., Dey, E.L., Hurtado, S. & Gurin, G. (2002). Diversity and Higher
Education: Theory and Impact on Educational Outcomes. Harvard
Educational Review, Vol. 72 No. 3, Fall 2002.
Harrison, D.A. & Klein, K.I., (2007). Whats the Difference? Diversity
Constructs as Separation, Variety, or Disparity in Organizations.
Academy of Management Review 2007, Vol. 32, No. 4, 11991228.