The Compton Cookout

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					The Compton Cookout: Improving
Campus Climate in the Wake of a Series
of Racial Incidents

     ACUI Region 14 Conference
     Mentha Hynes-Wilson, Dean of Marshall College,
     UC San Diego
     Gary Ratcliff, Assistant Vice Chancellor – Student Life,
     UC San Diego
    About UC San Diego
   Selective public research
    university of 29,900 students.

   Six undergraduate colleges each
    with a distinctive residential setting
    and general education curriculum.

   Two student union facilities
     Price Center (320,000 sf),

     Student Center (50,000 sf)

   560 student organizations
Ethnicity of Undergraduates
Fall 2009

               African-American       2%
               Asian                  44%
               Mexican-American       10%
               Filipino               4%
               Latino/Other Spanish   3%
               Native-American        < 1%
               Caucasian              26%
               Other/Undeclared       10%
Feb. 15, 2010 Compton Cookout Party
Creation of the Perfect Storm

   Compton Cookout Party Invitation
       Posted to Facebook

       Mocks Black History Month

       Parodies Compton, California

       Presents derogatory stereotypes of women and
        African Americans
Antecedent Large Scale Conditions

   Black Student Union (BSU) Report:
    Do UC Us?

   Vendor Fair controversy

   Swastika on dry erase board
What We Know About Crises

       Highly ambiguous emotionally charged events,
       Subject campus leaders to intense scrutiny,
            Decision making is challenged by the pressure to respond swiftly and
             the limited information processing capabilities of people during crises,
       Tends to muzzle organizational supporters because of fear
        of guilt by association and threat of bad press,
       Victims experience
             A heightened sense of vulnerability
            Impairment in their ability to make sense of the situation
            Dissatisfaction with leadership of organization may occur

   Reframing Crisis Management by Christine Pearson and Judith Clair, Academy of Management Review, 1998,
    Vol. 23, No. 1, 59-76
   2/16 University learns about party. Schedules teach-in 2/24.

   2/16 Chancellor sends campus notice. Condemns party. Affirms
    UC San Diego principles of community.

   2/16 Administrators attend Campus Black Forum.

   2/17 University plans stop hate campaign
    Racism: Not In Our Community.

   2/17 Administrators attend Interfraternity Council meeting.

   2/18 State legislators condemn party on capitol steps. Demand
    probe. UCSD launches investigation of student organizers.
Evening of February 18, 2010
Live Broadcast on the Student-Run Television
                            Student editor of
                            humor publication
                            calls students who
                            criticized the Compton
                            Cookout party
                            “ungrateful n******”.
Morning of February 19
Black Student Union Declares State of Emergency and
Organizes Protest
Afternoon of Feb. 19
BSU Asks Chancellor to See Broadcast
and Issues List of Demands
    BSU Demands
   Increase funding of the student access and retention

   Boost enrollment of underrepresented students.

   Expand programs to assist 1st-generation, low-income
    students with transition to university.

   Permanently fund staff positions in the African American
    Studies Minor and Chicano/a Latino/a Arts and Humanities
    Minor programs.

   Do more to educate students and employees about
    UCSD’s Principles of Community.
    BSU Demands
   Increase funding for tutoring services.

   Raise the number of historically underrepresented faculty.

   Require all undergrads to take a diversity course.

   Establish African American, Chicano, and Native American
    resource centers.

   Install murals and art reflective of historically
    underrepresented communities.

   Increase staffing levels of Chief Diversity Office.
2-19   Student government freezes funding of all media student

2-22   University launches website: Join the Battle Against Hate

2-23   Vice Chancellor of Student Affairs holds staff meeting to
       identify short- and long-term initiatives to improve
       campus climate and better serve students affected by the
       bias incidents.
Feb. 24 - University Teach-In
BSU Holds Press Conference,
Walks Out of Teach-In, Holds Teach-Out
Teach-Out at Price Center Steps

Evening of February 25
  Noose is discovered on the 7th floor of library
February 26 – In Response to the Noose Incident, Students
Protest on Library Walk and Occupy Chancellor’s Complex
   2/26 Student claims responsibility for noose.

   2/26 BSU criticizes university response to its

   3/1 University issues second response to BSU
        demands. Has first meeting with BSU. That
        night KKK hood found on campus sculpture.

   3/4 BSU and university sign agreement on
        common goals.
Important Questions
For Discussion

   Do you agree with the BSU’s pronouncement of a
    “state of emergency”?

   The student who hung the noose said it “was the
    result of fooling around and had nothing to do with
    seeking to intimidate black students with a symbol
    of lynching.” What do you make of the student’s
Additional Considerations

   What does it mean for a school to be a safe place
    for students?

   To what extent are hate crimes or bias incidents a
    measure of tolerance in a community?

   How might these bias incidents be indicative of a
    larger problem?
How the University

   Working with students and administrators
Working with Students
Five Stages of the Minority Identity Model

  1. Conformity – views oneself as part of the majority culture

  2. Dissonance – traumatic event or conflicts push student to reconsider previously held

  3. Resistance and Immersion – complete reversal of stage one, student moves toward
      acceptance of her or his culture and rejects majority culture.

          Strong sense of the majority culture as the oppressor
          Reactions can be intense
          Need for safe place to affiliate with group
          May limit their interactions with others

  4. Introspection – movement away from anger toward majority culture to more personal

  5. Integrative Awareness – has well defined sense of self. Can incorporate aspects of
       one’s culture and U.S. culture into individual identity.

     Identity Development of Diverse Populations: Implications f or Teaching and Administration in Higher Education by Vasti Torres ,
            Mary Howard-Hamilton, Diane L. Cooper
Working with Students
White students unaffected by Compton Cookout and The Koala
   Post-civil-rights-era students

   “If it’s shown on TV, it’s OK for me to do it” mentality

   Color-blind

         Unaware of their whiteness as a race
              No sense of self that includes an understanding of guilt, power
               and privilege.

         Majoring in Minstrelsy: White Students, Blackf ace and the Failure of Mainstream Multiculturalism by Tim Wise

         The Complicated Realities of Whiteness: From Color Blind to Racially Cognizant by Robert D. Reason, Nancy J.
         Evan, New Directions f or Student Services Special Issue: Responding to the Realities of Race on Campus, Volume
         2007, Issue 120, p. 67-75
Working with Students

     How To Tell People They Sound Racist

  Jay Smooth’s ILL DOCTRINE
Working with Administrators
   Student Affairs administrators are boundary
        Span the world of students and campus
        Skilled in bridging interests and being empathetic
        Understand the importance of trust – being
         consistent in their statements and actions -- as
         pivotal to collaboration,

    The Competent Boundary Spanner by Paul Williams, Public Administration Vol. 80 No. 1 (103-124)
Boundary Spanners Experience Stress

    Due to role ambiguity
         Expectations not communicated clearly or consistently
    Role conflict
         Expectations conflict with one another
    Crises increase the odds of role conflict and

    The Impact of Perceived Organizational Support on the Relationship Between Boundary Spanner Role Stress and
    Work Outcomes by Christina L. Stamper and Mark C. Johlke, Journal of Management 2003 29(4) 569 -588
Working with Administrators
Benefits of Working a From a Common Understanding of What
Influences Campus Climate

   Structural diversity                       Satisfaction with diverse
                                                perspectives on campus.
   Lack of harassment and
    microaggressions                           Institutional commitment to
   Positive cross racial
    interactions                               Academic and interpersonal
   Lack of negative cross
    racial interactions                        Sense of belonging

                                               Co-curricular diversity

    Diverse Learning Environments Survey UCLA Higher Education Research Institute

   Brief, subtle and
    commonplace daily verbal,
    behavioral or environmental
    indignities that communicate
    hostile, derogatory or
    negative racial slights and
    insults toward people.
   Alien in own land, being assumed as foreign
   Assigning lower intelligence based on race
   Being treated as second class-citizens
   Being associating with criminality
Actions Taken During and
After the Compton Cookout
During the Compton Cookout

   Safe space housing in residence halls for students
    directly impacted.
   Food and water dispensed during rallies.
   Public address systems were provided for rallies.
   Campus police and residence security officers
    increased patrols.
   Counseling psychologists were present at rallies.
   Academic accommodations were made for special
    course withdraw without a W.
   Roses placed at the site of the bias incidents
After the Compton Cookout

   9.4% increase in underrepresented freshmen
   48% increase in underrepresented transfer
   More visible bias reporting website
   SRTV revises charter, no live broadcasts
   Multicultural living-learning community
   Partnerships with the city of Compton
       Summer science program for high school students
Campus Climate Website
2010 Institute for Building Communities for
            Social Justice Practice
Attendance of Diversity Research Institute
at UCLA Higher Ed Research Institute
After the Compton Cookout
   Developing a Culturally Competent Management
   Center for Global California Studies
   Student organization leader training on diversity and
    UCSD’s Principles of Community
   Online guide for African American students
   New Welcome Week programs
       Triton Voices: Diversity and
        Community at UC San Diego
After the Compton Cookout
   Committed to faculty hires that will advance diversity
   Hired a fundraiser for diversity initiatives
   Expanded summer bridge program
   Negotiated MOU to provide matching for the student-run access
    and retention center
   Provides space for the BSU, Chicano, and Native American
    student resource centers
   Established an advisory council on campus climate
   Evaluating general education diversity requirements
   Provided permanent funding for staff position in the African
    American and Chicano/a-Latino/a Studies Minors
University Response
   Revising student conduct code
      Addressing behavior with intent to terrorize

   Adjusting admissions review process
   Social Justice Seminar Series
   Major speakers – Henry Louis Gates Jr., Tim Wise
   Theater
   Art work on campus
Lessons and Regrets

Student as seeker.
 Who am I and where do I belong as a
  member of an identity group?

Student as activist.
 This place is messed up!
 Student as advocate.
 I can work on behalf of others who have not
  been as fortunate.

Student as champion.
 Me and my peeps-we’re going to make this
  place better!

Student as connector.
 I see that we want the same things.
 Student as advocate.
 I can work on behalf of others who have not
  been as fortunate.

Student as champion.
 Me and my peeps-we’re going to make this
  place better!

Student as connector.
 I see that we want the same things.

Perfectly Logical Explanation

   Response: That may be true, but here’s how I see it
    … or another way to view it. You could be right
    that this one specific time. But what would it mean
    if my perception was true; that this person reacted
    to me out of their bias and stereotypes?

You’re overreacting; you’re too sensitive.

   Response: You may not agree, but I feel
    very strongly about this. And I would
    appreciate your respecting me enough to at
    least acknowledge my perspective.

Yea, but …

   Response: You may not have intended this,
    but when you give “a yea” but I feel
    discounted and that you have dismissed my
    perspective and experience. What I need is
    for someone to just listen to me and
    acknowledge what I experience and am
    feeling …

He/she’s a good person … they never meant
 to do that …

   Response: I’m not questioning if they’re
    good or bad, I’m talking about the impact of
    their actions.
Resources For
Taking Action
Fifty steps you can take
   to help end racism …

Teaching for diversity …

Readings for diversity

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