CULTURALLY ENGAGING CAMPUS ENVIRONMENTS (CECE) MODEL
How the Office of Residence Life engages with diverse identities and backgrounds can be shown through the department's diversity, equity, and inclusion initiative goals. According to Residence Life, the department focuses on communication (maintaining DEI website, create signage about DEI messages and resources), process & procedures (development of business case for DEI, promotion of personal pronouns and chosen names), and development (providing DEI training, incorporating DEI value statement in employee conduct and expectations) (Commitment to Diversity: Residential Programs and Services, n.d.). In Museus's (2014) Culturally Engaging Campus Environment (CECE) model, the author describes indicators of culturally engaging environments that enhance sense of belonging for students. As an Assistant Coordinator, the indicator which I see demonstrated the most through the Office of Residence Life is indicator 2: Culturally Relevant Knowledge (Museus, 2014, p. 210).
The following section will describe how the Office of Residence Life generally engages with diverse backgrounds and specific ways in my work site demonstrates CECE indicator 2.
RESIDENTIAL CURRICULUM MODEL AND CommUNITY EDUCATORS
Generally, the Office of Residence Life seeks to engage diverse background and identities through the Residential Curriculum Model. Although there is currently a review of the curriculum underway wherein adjustments will be made to ensure that all units within the Office of Student Life had similar curriculum. As of 2023, the Office of Residence Life defines four learning goals and outcomes: well being, understanding of self and others, intellectual engagement, and civic stewardship (Residential Curriculum: Residential Programs and Services, n.d.). Together, these pillars create a culture and expectation that diverse backgrounds and experiences are welcomed.
Furthermore, the curriculum model seeks to engage diverse backgrounds through the CommUNITY Education (CUE) Program. According to Residence Life, the CUE Program, "... is an educational experience focused on shaping our residential environment to be a place of learning and growth related to identity, diversity, inclusion, and social justice," (About: CommUNITY Education Program, n.d.). Referred to as CUEs, these student educators' roles are to create and implement educational experiences for residences related to identity, diversity, inclusion, and social justice.
INDICATOR 2: CULTURALLY RELEVANT KNOWLEDGE
Specifically, the Office of Residence Life and my assistantship demonstrate Museus's (2014) indicator 2: culturally relevant knowledge. Culturally relevant knowledge is disseminated to students in implicit and explicit ways, and benefits all students. For example, an implicit way that this information is shared is through diversity, equity, and inclusion training for Residence Life staff. When RAs and professional staff members learn about cultural competency, they become better agents for encouraging inclusive environments. Explicitly, the office demonstrates culturally relevant knowledge through promotional signage, the bias reporting system, and events and workshops facilitated by RAs and CUEs that teach students about culturally relevant knowledge. According to the author, "For White students... [culturally relevant knowledge] might offer opportunities to develop cultural connections," and, "For college students of color... [culturally relevant knowledge may be important for] the development and maintenance of cultural connections," (Museus, 2014, p. 210-211). This demonstrates that providing culturally relevant knowledge is important for creating a sense of belonging and inclusive environment for students with marginalized identities, and also teaches and encourages cultural competency for White, privileged students.
RECCOMENDATIONS
Given that Indiana University is a predominantly white institution, achieving full cultural competency and creating an environment where students with diverse identities and backgrounds feel welcome is a challenge. Despite front-facing, polished efforts to promote diversity and inclusion through the Residential Curriculum Model and CommUNITY Education Program, students with marginalized identities and diverse backgrounds still feel isolated and unwelcome at Indiana University. Specifically, in my short time at IU, there have been multiple cases of bias, racism, homophobia, and extreme anti-Asian hate.
Moving forward, the Office of Residence Life should reevaluate its diversity statement and realign its values to commit to diverse students. Specifically, the office's mission statement does not even include the word diverse, demonstrating to students a lack of commitment. Furthermore, from my perspective, it seems as if the office has created guidelines, expectations, and front-facing materials that no longer represent the values of its personnel. Leaders within the Office of Residence Life must be committed to diversity and held to high standards of inclusion and equity, which is not something that is currently happening. Finally, student staff, like RAs and especially CUEs, should not be expected to burden the weight of handling bias incidents. Particularly, for students who hold marginalized identities, it can be challenging and even traumatizing to have to respond to and support residents who are experiencing bias. Residence Life should make efforts to separate these students from these incidents by providing more full-time support to student staff.