PRESENTATION OVERVIEW

Transcription

1 CULTURAL FITNESS CHALLENGE FLORIDA STATE UNIVERSITY PRESENTATION OVERVIEW ACTIVITY REALITY OF PROFESSION MULTICULTURAL COMPETENCE PLAN OF ACTION RECOMMENDATIONS

2 ACTIVITY NIRSA celebrates equity, diversity, and inclusiveness. We embrace these pillars of excellence as crucial to healthy people and healthy communities. NIRSA GENERAL STATEMENT

3 REALITY OF PROFESSION SOCIAL SUSTAINABILITY PROFESSIONALS FOUNDERS OF NIRSA STUDENTS REALITY OF PROFESSION

4 REALITY OF PROFESSION 8% 1% 3% 3% 0% STUDENTS 2% 83% RESPONDENTS- MALES (39.1%) & FEMALES (55.7%) Caucasian African American Hispanic Other or Unknown Asian American Biracial Native American National Intramural-Recreational Sports Association Comprehensive Member Survey Results 2007 REALITY OF PROFESSION 5% 2% 3% 2% PROFESSIONALS 1% 0% 87% RESPONDENTS- MALES (60.9%) & FEMALES (39.1%) Caucasian African American Hispanic Other or Unknown Asian American Biracial Native American National Intramural-Recreational Sports Association Comprehensive Member Survey Results 2007

5 REALITY OF PROFESSION RACIAL COMPOSITION OF STUDENT BODY FLORIDA U.S. African American 17% 13% Asian American 3% 5% Hispanic/Latino 23% 17% Native American 0.50% 1% Non-Hispanic White 57% 63% Florida Board of Governors State University Systems Report 2007 STUDENT VOICES GENDER I have felt excluded in fitness in regards to my gender when it came to the weight rooms at UGA. The largest most comprehensive weight room was often referred to as the "Boys' Weight Room" because of the free weights. Women were told that was the Boys' gym because women do not use free weights. Every time I was in that weight room, I felt that I had to go straight to the elliptical or treadmills. In my four years (plus this year in my masters), I have actually never touched a weight in there because I thought it was just the Boys! I would always go to the so called girls' weight room. I have felt included related to fitness when it comes to the free classes that they offer on the first week of every semester. They always are offering Zumba, yoga, or spin class. These classes never said women only, but the marketing for the classes would strategize to reach women in sororities or groups of women friends. In my time participating in free week, rarely did I see men in the classes. I felt like free week was geared toward women. -COLLETTE TONEY, University of Georgia

6 STUDENT VOICES ETHNICITY During free week on our campus, when fitness classes are free, I attended a Zumba class where the instructor wanted to use dance moves from a variety of cultures. This made me very nervous as most people attempt to throw some hand gestures from a Beyoncé concert and call them "African" or they will just go completely urban and start twerking. By the end of the workout, she managed to simply leave out the African American dance moves all-together. She didn't even attempt to include Caribbean influence either. -JAMILA DAVIS Florida State University STUDENT VOICES GENDER & RACE The most culture experience I have had on campus related to fitness has been through different cultured organization on campus. Since the only sport I have done with Campus Rec was football, I can t say I have experience a cultural connection through Campus Rec but while playing football with Campus Rec I did have an excellent gender experience with other completive males in a will planned and executed division. Related to culture being excluded on campus, I feel that a lot of the ideal weight loss and healthy eats suggestions is American based. As we all know, FSU is one of the most diverse campuses in the USA and with that being said the campus suggestion for the ideal weight loss and health eats methods need to include other cultures present on campus. There are a number of very health foods from Latin America that can be better promoted on campus, such as: papaya, avocado, etc. -JIMMY CALVO Florida State University

7 STUDENT VOICES ABILITY STATUS An experience where I felt my culture was included: Every fitness activity appeals to my identity as an able bodied person. I can participate in 5Ks and other similar activities, so I never feel excluded in that sense. Other than that I don't feel as though my other identities are included in a straightforward way. Experiences where I felt my identity was excluded: I have never felt as though an identity I claim has been outright excluded in a fitness event on campus. Although, I have never felt outright included as well. -FELICIA PEREZ Florida State University STUDENT VOICES GENDER My experience related to fitness on-campus in which I have felt my identity was included would be when I first began lifting weights at the Leach Center. Formerly considered a "manly" thing to do, it was difficult to come into the Leach as a woman and do anything but cardio since lifting weights was perceived as something that would make me look "manly." Fitness on-campus has provided me with the comfort to work out in an environment where my main goal has steered away from the stereotypical "get skinny" to "get fit" without feeling judged in the process. There has never been an instance where I have felt excluded as an individual due to my personal identity. If anything, being a part of fitness on-campus, both as an employee and as a student who uses the facility regularly, has allowed me to come out of my shell. Campus Recreation provided me with the tools I needed to keep me from feeling inferior at any point. -Michele Mor Florida State University

8 MULTICULTURAL COMPETENCE MULTICULTURAL ORGANIZATION DEVELOPMENT o o o o Reflects diverse cultural and social groups Acts on a commitment to eradicate social oppression Includes the members of diverse cultural and social groups as full participants Educate others in multicultural perspectives MCOD

9 TARGET OF CHANGE MULTICULTURAL CHANGE INTERVENTION MATRIX TYPES OF CHANGE MATRIX First-Order Change Second-Order Change Individual A. Awareness B. Paradigm shift Group C. Membership D. Restructuring Institutional E. Programmatic F. Systemic PERCEPTION FIGURE GESTALT

10 MATRIX Multicultural Change Intervention Matrix Target of Change Types of Change First-Order Change Second-Order Change Individual A. Awareness B. Paradigm shift Group C. Membership D. Restructuring Institutional E. Programmatic F. Systemic Target of Change Multicultural Change Intervention Matrix Types of Change First-Order Change Second-Order Change MATRIX Individual A. Awareness B. Paradigm shift Group C. Membership D. Restructuring Institutional E. Programmatic F. Systemic

11 MATRIX Multicultural Change Intervention Matrix Target of Change Types of Change First-Order Change Second-Order Change Individual A. Awareness B. Paradigm shift Group C. Membership D. Restructuring Institutional E. Programmatic F. Systemic Target of Change Multicultural Change Intervention Matrix Types of Change First-Order Change Second-Order Change MATRIX Individual A. Awareness B. Paradigm shift Group C. Membership D. Restructuring Institutional E. Programmatic F. Systemic

12 MATRIX Multicultural Change Intervention Matrix Target of Change Types of Change First-Order Change Second-Order Change Individual A. Awareness B. Paradigm shift Group C. Membership D. Restructuring Institutional E. Programmatic F. Systemic Target of Change Multicultural Change Intervention Matrix Types of Change First-Order Change Second-Order Change MATRIX Individual A. Awareness B. Paradigm shift Group C. Membership D. Restructuring Institutional E. Programmatic F. Systemic

13 EXEMPLARY MULTICULTURAL COMPETENCE o Strive to create change in organizational structures and practices o Works hard at building effective relationships o Willing to directly address their cultural differences o Works diligently to assess the true source of group conflict INSTITUTIONAL PLAN OF ACTION

14 In efforts to create an inclusive and welcoming environment for all populations served by Campus Recreation, brainstorm some ideas and action items to target change on an individual, group, and intuitional level. MCOD ACTIVITY RECOMMENDATIONS

15 Building relationships with campus departments Hiring a diverse student and professional staff Intentional and sensitive marketing strategies Nutrition programs that include diverse, cultural healthy food options RECOMMENDATIONS What areas in your operation have been overlooked and/or need improvement? What actions will you take to attempt to increase social sustainability in your operation? REFLECTION

16 REFERENCES Mueller, J. A., Pope, R. L. & Reynolds, A. L. (2004). Multicultural competence in student affairs. Jossey-Bass. San Francisco, CA. Mueller, J. A., Pope, R. L. & Reynolds, A. L. (2009). Looking back and forward: Future directions for diversity research in student affairs. Journal of College Student Development. John Hopkins University Press. P ARIANA VARGAS Center for Leadership & Social Change avargas3@fsu.edu DARRYL LOVETT Campus Recreation dlovett@admin.fsu.edu MIGUEL HERNANDEZ Center for Leadership & Social Change mahernandez@fsu.edu CONTACT CENTER FOR LEADERSHIP & SOCIAL CHANGE thecenter.fsu.edu FLORIDA STATE UNIVERSITY CAMPUS RECREATION campusrec.fsu.edu