Introduction
The focus of this research is to discover more about the experiences of multicultural administrators who manage bridge programs that help historically underrepresented students of color attract and retain them. The research also aimed to explore the multicultural administrator’s experiences and the significance they ascribed to their job as a diversity leader, and the obstacles they confront in achieving diversity goals while being racially neutral. The main objective of this article is to consider various perspectives of higher education in the USA.
Description of Research Questions or Hypotheses
Race-neutral policies and initiatives aim to broaden the notion of diversity by focusing on factors other than race to target groups. When so-called race-neutral policies and practices are implemented, state and institutional support for programs mainly designed for students of color is frequently cut or eliminated (Jones, 2014). There is one overall question that this research attempted to answer. Under race-neutral rules and procedures, how do MAAs deal with and negotiate their obligation to maintain and advance campus diversity goals? The conceptual framework for this study focuses on the skills recognized as necessary for student affairs practitioners aiming to become effective change agents to investigate how MAAs have responded to this new era of race neutrality.
Description of Research Participants and Measures
MAAs from a few Virginia public colleges and universities were interviewed over the phone. Six MAAs were invited to participate in this study, and four of them were accepted. Due to race-neutral rules and financing in the state, the four handled formerly race-specific bridge programs that had been canceled, and MAAs reorganized. Two men and two women were among the four participants, all of whom were people of color. Their ages varied from 33 to 45, and they had all spent at least five years at their respective schools. The transcripts from the interviews were used to perform analysis, which included both thematic and open coding. Closed coding, also known as thematic coding, is a method of scripting with particular focuses and is based on an existing theory or model, with essential words and phrases drawn from a “niche” inside the conceptual framework.
Description of Results
Regarding recruitment and retention initiatives, including bridge programs, the interviews revealed that race neutrality made it difficult to increase and foster diversity at PWIs. Moreover, three of the four respondents predicted that race neutrality would eventually suppress past recruiting students of color. One of the effects of the new race-neutral standards appears to be a greater awareness of how colleagues perceive diversity programs. Managing change successfully appears to be an expected component of all MAAs’ responsibilities. Not only did they anticipate change and react accordingly, but they also appeared to be so tuned in to their environment’s political and financial restrictions that they learned to plan tactics of change. According to all administrators, building allies both inside and outside the institution is critical to retaining the knowledge and abilities needed to navigate through the changing terrain at their institutions.
Summary
This study shows that MAAs can withstand external challenges such as policy and financing changes. By being educated, expecting change, and establishing a strategic plan for dealing with change, the participants in this research managed transformation successfully. The approach of cultivating supporters within the institution who can give financial, political, and social support is perhaps essential. While this study demonstrates that MAAs are good at anticipating and adapting to change, it also illustrates how state and institutional leaders may be more supportive of leaders and programs that play a crucial role in attracting and maintaining underrepresented students of color.
One Implication for Organizational Leaders
MAAs must utilize ally building among senior administrators and colleagues to gain financial and political support for their cause to maintain their bridge program in the face of the requirement or policy of race neutrality. They should also take part in campus-wide events, collect information on their programs, perform assessments, and report on the impact of their program(s) to a broader audience. Thus, there will be more opportunities to create a race-neutral educational environment.
Reference
Jones, S. (2014). Diversity leadership under race-neutral policies in higher education. Equality, Diversity and Inclusion: An International Journal, 33(8), 708 – 720.