Week 04 – Lab Reflection + Reading Response

Week 04 – Lab Reflection + Reading Response

  1. Global Leaders: Orange and Blue Engagement (GLOBE) is an organization at the University of Illinois that encourages all international students to become better leaders that they have the potential to be. It’s designed as two groups: Blue members (experienced domestic and international students) and Orange members (new international students). The organization teams them up in small groups to participate with one another in certain activities and events. The sole purpose of GLOBE is to provide domestic and international students a chance to develop their networking skills to prepare them for life after college. It also gives them an opportunity to develop global awareness and learn the importance of cultural diversity. This program works well with the institutional system because there are many international students that attend the University. As related to socio-historical contexts, its function is to integrate international students to the school to address the needs of diversity and cultural competency.
  2. As outlined in the strategic plan of the University of Illinois, “the goal of GLOBE is to provide opportunities for domestic and international students to enhance intercultural communication skills.” The data on the percentage of international students was most likely used to implement this program. Many international students have aspirations to be a part of a prestigious institution, so this could have been a factor in creating a program that enhances these students coming from overseas.
  3. Research: To provide evidence for the needs that the program addresses, I need data that shows what kind of impact a program like this could actually make on international students that would like to further diversify their culture. Both documents demonstrate an international student’s experience with GLOBE and how they’ve established close relationships with friends that they never thought they would.

Document 1: https://dailyillini.com/features/2018/10/16/program-connects-international-and-domestic-students/

Document 2: https://drahcir62.wixsite.com/abelveraportafolio/copy-of-peruvian-sa-uiuc

3 Questions:

How has GLOBE changed your perspective on cultures displayed here vs. the ones that you are used to from your country?

What challenges do international or domestic students face that GLOBE is able to centralize?

Is this program an effective way of growing an international student’s social interaction and involvement?

3 Multiple Choice Questions:

Approximately what percentage of students at the University of Illinois are from another country?

  • 10%
  • 15%
  • 25%
  • 35%
  • 50%
  • 75%
  • 85%

Six semesters after the initiation of GLOBE, how many students apply to the program?

  • 100 to 200
  • 300 to 400
  • 400 to 500
  • 600 to 700
  • 800 to 1000
  • 1000+

How competitive is it to become a member of GLOBE?

  • Not competitive
  • A little competitive
  • 50-50
  • Competitive
  • Very Competitive
  • Extremely Competitive

A barrier this program faces is the number of Blue members, the ones with experience on campus, that they have. These members are sometimes overwhelmed by the number of Orange members, the incoming international students, that they have come into the program. This is what makes the program competitive to get into, but no one has opposed the idea of creating a better cultural diversity to the University of Illinois.

The program needs more Blue students because there are many incoming students that would love to be a part of it, and the Blue students have to accommodate the Orange students. I believe if students are introduced to the program as early as possible, it would immensely help the numbers in the Blue Group.

Reading Response

As diverse concerns spread across UIUC and other college campuses, there were many students and campus groups that used a strategy to display those concerns and make change. Many of these strategies had to overcome barriers, many of them being social and political. The Clabaugh Act was a factor that grew campus antiwar activities, a strategy that pressed for change. The president of the campus SDS “announced a Vietnam War ‘speak out’ to be held at a space identified as a ‘Free Speech Area’ off the quad” to practice these rights (Metz 45). The purpose of the speak out was to coincide with nationwide antiwar rallies, and a barrier that this group had to overcome was debating the student senate request for support in their call for the Clabaugh repeal.

Berkey, a student from California, also came up without a thoughtful strategy to create change from a political perspective. His political action began “with participation in a sit-in at the U.S Attorney’s office in San Fransisco, demanding federal protection for civil rights workers in the South” and used this as a strategy to create change (Metz 46). He eventually became a leader of the Illinois student movement, but a barrier he had to deal with was criticism after admitting that “he had actually missed the Free Speech Movement at Berkeley by a semester” (Metz 46).

Women used student-led uprisings as a strategy to provide them access to higher education. Although it came with barriers, “their presence in public, high politicized settings with a strongly egalitarian ethos opened up unprecedented possibilities for personal freedom” and gained status through male leaders (Evans 338). These women brought social and political messages to the public, which had a very positive effect on personal liberation for young women. Their challenge to patriarchy “broke the rules[…] Parents worried not only for their daughters’ safety but also their reputations,” as a result (Evans 338). As they redefined womanhood by partaking in roles that normally men would take, their expectations were set a lot higher as a barrier to their strategy.

5 Questions

  1. What student-led group in the 1960s proved to be the most effective? Why?
  2. Did your political standpoint change your perspective on these movements? How so?
  3. What student group at UIUC made the most impact on women’s rights?
  4. How much did Freedom of Speech play a factor in students willing to reform their campus in the 1960s?
  5. Although many women have jobs now that back then men would normally have, do women still deal with political barriers?

Week 04 – Lab + Reading Response

  1. The Latinx Resilience Network is a mental health support and educational network for Latinx students at the University of Illinois. It educates students and faculty about mental health awareness and resources, trains students to be peer coordinators and listeners, and fosters Latinx success on campus. This happens through a Latinx Resilience Certificate Workshops or through taking LLS 396: Latinx Mental Health Topics. The network itself officially began in Spring 2014 after more than a year of discussions, and it was created with the support of Veronica M. Kann (Assistant Director of La Casa Cultural Latina) and Alicia P. Rodriguez (Associate Director of the Department of Latina/Latino Studies), along with support from a Strategic Initiative Grant from Student Affairs.
  2. In order to get institutional support, the program founders had to prove that there was a pressing need for Latinx students specifically to receive and give mental health support through a program such as this and that students would likely support it if it were to exist. It rose through the identification, likely through interviews and surveys, that many Latinx students face additional challenges and stress before and when going to college through the increased pressure of more responsibilities, such as translation and paying the bills, or of coming from cultures that stigmatized mental health and underserved schools that could not support them. Through historical documents, it can be seen that UIUC remains a predominantly white institution, and many URM feel pressure that they were only accepted out of “affirmative action,” while remaining perfectly capable as is. 
  3. Research: 
    1. Archives: Document that shows that Latinx historically have tended to come from underserved schools that did not have the resources to teach them how to identify such challenges and that their cultures tend to stigmatize it. Document that shows the relationship between mental health resources and the affluence of a school. 
    2. Interviews: Talk to Latinx students about mental health and its position or disregard in Latinx culture. Talk about the struggles and familial pressures they had growing up and in culture and how they tried to address them.
      1. What is your experience with mental health challenges?
      2. How do your family and culture view mental health?
      3. Who do you go to for help?
    3. Survey Design:
      1. What percentage of students at the University of Illinois identify as Latinx?
        1. 2.4%
        2. 4.5%
        3. 6.3%
        4. 8.1%
        5. 9.3%
        6. 11.5%
        7. 13.2%
      2. Do you receive mental health services from a campus resource?
        1. Yes, I receive help from The Counseling Center.
        2. Yes, I receive help from McKinley Health Center.
        3. Yes, I receive help from DRES.
        4. Yes, I receive help from some combination of the above.
        5. No, I used to receive help from one of those resources, but I no longer continue to do so.
        6. No, I receive off-campus help.
        7. No, I do not receive mental health services.
      3. Do you think the University of Illinois should support a mental health support and educational network for Latinx students at the University of Illinois?
        1. Strongly disagree
        2. Partially disagree
        3. Slightly disagree
        4. Neutral
        5. Slightly favor
        6. Partially favor
        7. Strongly favor
  4. This program has likely faced challenges in funding, because naturally many mental health resources and programs for minority students lack funding. They would also have to prove that this program warrants a unique enough cause and situation so that it would not be a part of a broader university effort rather than be Latinx focused. It does not indicate anyone being opposed to it, but definitely student and faculty support and awareness throughout the years is necessary so that it remains warranted and funded. It also tip-toes around other on-campus mental health resources, so faculty and students had to prove that those were not enough to address mental health among Latinx students.
  5. The other needs that are unaddressed is that the program innately puts a lot of pressure onto Latinx students to seek out and become the peer mental health facilitators and listeners for their friends. This may be favorable, because a lot of times, people choose to turn to their friends at odd hours of the day or simply trust their friends more. However, this largely ignores the fact that the University generally does not support any of their students enough, Latinx or not, through current mental health resources, and the program seems to be the impetus on students to be the change when a lot of times, their peers even through certificate workshops and taking a class may not know enough as a trained and devoted mental health professional. Especially on Latinx students, the program may be used as justification that Latinx students are receiving enough help when it also puts the burden on students to take their workshops and classes even if they may not have time to do so. In general, providing grander mental health resources and support for all of campus through trained and full-time professionals would probably do the most help, though that takes a lot of funding that the University is not ready to address.

Reading Response

Throughout the 1960s and especially in its latter half, there were a series of social movements occurring throughout the United States and world. At UIUC itself, a lot of student activism support was present in The Daily Illini publications, as it sought to popularize and normalize such movements. The formation of key clubs such as the Dubois Club, Students for a Democratic Society, and the Student Nonviolent Coordinating Committee all trumpeted and pressed for reform and change. As well, the campus president at the time, while initially dismissive, would meet with the faculty senate in order to finally recognize the DuBois Club (Metz 78). Internationally, men and women independently tried to overcome the barrier of societal’s norms for gender expression as it relates to power. While many men challenged patriarchal power, women challenged the patriarchy and gender hierarchy itself (Evans 338). Politically, many Americans were scared of the threat of communism and socialism, which is why they were ardently opposed to the W.E.B. DuBois Club as its namesake was well-known as a Stalinist communist (Metz 39). Finally, barriers concerning free speech at UIUC, especially as it related to the Clabaugh Act which prevented UIUC officials rom extending university facilities to organizations deemed subversive or un-American, proved to be major contesting points for students.

  1. How do you feel the University of Illinois compares to other campuses in terms of student activism in the 1960s and also now?
  2. By learning more about the history of a time you lived through, how does that change or validate how you felt during those events?
  3. To what extent do you think these movements were intersectional and inclusive of various backgrounds and identities?
  4. Do you think the student movements were successful at UIUC? How do you think they could have been more successful?
  5. What do you think was the most successful or influential student group at UIUC and why?

Week 04 – Lab Reflection + Reading Response

Lab Reflection

1. First Year Campus Acquaintance Rape Education (FYCARE) workshop is a mandatory interactive discussion on campus sexual assault. FYCARE workshops focus on the dynamics of sexual assault, ways to support a survivor, understanding consent, and campus and community resources. The majority of workshops are held in your residence halls and facilitated by peer educators, specially trained undergraduate students. FYCARE evaluations show that the vast majority of past attendees found the workshops both interesting and beneficial. The program became mandatory in the fall of 1996, in large part due to a grassroots effort from students in response to campus events. Peer institutions frequently look to the FYCARE program as a model for similar programs.

2. Data and records of the numbers and kinds of sexual assaults taking place on campus, studies evaluating the change in rates of sexual assaults since the establishment of FYCARE on campus will also help in gathering supporting evidence for this program.

3. I would chose documents that would support the existence of sexual assault on campus and preferably try and find articles that talk about the efficiency of programs like FYCARE.

Document 1 – https://archon.library.illinois.edu/index.php?p=collections/controlcard&id=624&q=sexual+assault

Document 2 – https://babel.hathitrust.org/cgi/pt?id=uiug.30112055127614&view=1up&seq=1

3 Questions –

a. How are some ways the university increases the reach and impact of the FYCARE program?

b. How often is the syllabus of the program updated to meet the needs of the evolving situation to be effective in current times?

c. Since the establishment of FYCARE is the university seeing any decline in the number of sexual assault cases?

3 Multiple Choice Questions –

a. What percentage of women will experience a sexual assault incident in their undergraduate years?

– 10%

– 20%

– 25%

– 5%

b. How frequently is the FYCARE curriculum updated to remain on the cutting edge?

– Annually

– Semi Annually

– Once every 3 years

– Once every 5 years

c. What percentage of students at the University of Illinois are women?

– 10%

– 24%

– 45%

– 65%

4. Overall when FYCARE was introduced at UIUC it was taken up as a welcome move by the college authorities. There were not many oppositions or barriers I was able to find with regards to FYCARE.

5. The only barrier that I feel that FYCARE faces and needs to be addressed is students not completing the program on time or properly. This issue can be addressed by the university by taking stricter action to get students to comply with completing the coursework for the program.

Reading Response

During those times there were quite a few social and cultural barriers that played a role in leadership, politics and education as a whole. One of the barriers that I noticed was that “In 1968, feminism was not self-evidently on the agenda. Indeed, visible female leaders were rare.” (Evans) This was a problem because without proper female leadership the ideals of feminism and the voices of women was not heard. Young people challenging the rigidity of patriarchal institutions embraced Marcuse’s claim that it was possible to imagine “a non-repressive civilization, based on a fundamentally different experience of being and gender norms” (Evans). Another barrier was free speech, during Stottard’s time free speech was a risky venture among liberal educators. (Metz 12) Stottard strongly supported free speech, he gave moving dialogues to show his support for freedom of speech including – “We are all free in all respects save one; We are not free to tolerate the destruction of our freedom” (Metz 12). Another barrier was the objectification and unequal treatment of women, men were considered superior, more powerful and authoritarian. To combat this barrier a lot of student rebellions took place demanding equal rights for women “Student rebellions shared an emphasis on spontaneity, authenticity, and anti-hierarchy, and a utopian expectation that revolutionary change could be achieved. That utopianism was fed by the concrete, collective experiences of prolonged strikes and campus occupations.” (Evans)

Five Questions –

1. Who were the prime faces of feminism in the early 1968s that played the most crucial role in bringing these ideals forward?

2. What kinds of strategies and revolts were the most effective in making an impact on the existing ideology about women?

3. What restricted freedom of speech, and without it how did it amass such a huge revolution like population?

4. How has feminism changed since 1968 to present?

5. Is complete freedom of speech also the best solution for a country at large? Consider the spread of fake news due to the extreme freedom of speech on social networks.

Week 04 – Lab Reflection + Reading Response

Lab Assignment

  1. I-Connect Diversity & Inclusion Workshop is a training that is designed to help students embrace differences and to build a welcoming campus community. The workshop uses collaborative exercises and discussions to build communication skills to work in diverse environments. The function of this workshop is to provide students with important discussions about our similarities and differences. The needs addressed by this workshop are the demands for diversity and inclusion in our communities and universities.
  2. Data such as the race of students at the University of Illinois would exemplify the need for this workshop. The tension between students would also urge the university to implement diversity and inclusion workshops to help improve communication between students.
  3. Research:
  4. One of the barriers this workshop faces is the lack of facilitators needed to run them every year. When I went to one of these workshops, students were not engaged in the discussions. It felt forced and awkward. The biggest challenge I believe the program faces is recruitment and engagement. I don’t believe anyone is opposed to the program because it enhances communication in a diverse environment. But people could argue that the program isn’t engaging students in thoughtful discussion.
  5. The program needs more students to participate in the workshops. More engagement would provide the workshops with more facilitators that could connect with the incoming students. The strategy is encouraging the students to participate in civil and exciting discussions about ourselves.

Reading Response

The three strategies that students, campus groups, and leadership used to communicate those concerns were the concerns of free speech. The first barrier these leaders addressed were the limits and right to free speech. Fear of the red scare was prevalent in the 1960s (Metz 12). George Stoddard’s walk between publicly rejecting communism while supporting the right to free speech exemplifies one of these strategies that combatted this barrier. (Metz 12). This strategy helped to discuss the limits of free speech while avoiding the red scare at the time. The next barrier these students, groups, and leadership were faced with were the boundaries of womanhood that were placed by society. In order to combat this barrier, women claimed public roles that were meant for men and clashed the expectations of male friends who were trying to prove their manhood (Evans 338). The final barrier faced by these groups was the objectification of women. Independence for men was prevalent, however, the same freedoms were not given to women. In order to combat this barrier, Anne Koedt’s “The Myth of the Vaginal Orgasm” issued a move for female sexual autonomy by attacking the assertions made by Sigmund Freud (Evans 344). It pushed sexual autonomy and independence from their male counterparts.

5 Questions:

  1. Were there other limits of freedom that were caused by the second red scare in the 1960s?
  2. Why was freedom of speech the battleground for professors and legislations during this time?
  3. Why were public roles meant for men important for women to claim in order to combat these barriers made against feminism?
  4. Are there negative impacts made by Sigmund Freud’s assertions?
  5. How has womanhood changed from the 1960s to the modern-day?