2013 Diversity Conference: Our Differences, Our Strength
1) Speed Dating to Facilitate Near Peer Mentoring between RWJ Scholars
RWJ Foundation is interested in increasing diversity within nursing and provides scholarships to minority students .A hallmark of the RWJ scholarship program and The Uof Rochester School of Nursing is a commitment to leadership. A component of leadership is mentoring. Literature suggests that near peer mentors may be beneficial in assisting the transition from student to new nurse RWJ recipients are diverse, educated and many have previous leadership experiences. Eager to improve current student and new nurse success a plan was devised to encourage the formation of mentoring relationships between past and present RWJ scholarship using a speed dating format.
|Patrick Hopkins and William Clark|
2) The UR Teen Health & Success Partnership: Connecting Rochester City Youth to Education and Health Career Opportunities
The University of Rochester Teen Health and Success Partnership was created to improve the Rochester City high school graduation rate, to improve urban youth college enrollment, to increase urban youth exposure to academic and health care careers and to collaborate with community partners to solve the Rochester City teen education crisis. Academic and health care employers rarely hire teens on a continuous basis. This program is not an internship or co-op, but rather a continuous employment opportunity. Teens are assimilated into the UR workforce and provided with the opportunities to access UR resources and employment advancement. This program collaborates with Rochester community agencies and uses UR employment as an incentive for Rochester high school students to graduate from high school and enter college or a trade school. The partnership provides long-term advocacy, academic resources, life skills development, and job training. The UR is proud to have among its workforce 100 motivated, productive and diverse young urban adults. Since its inception in 2009, the program has grown from 11 to 100 employed Rochester urban teens. 37 UR departments employ these Rochester teens. The students are actively contributing to the UR’s daily operations while successfully achieving their academic and employment goals. The students enhance UR daily operations by providing excellent customer service, enhancing both the age and cultural workforce diversity, improving worksite spirit de corp with youthful energy, providing a budget efficient workforce, and by providing opportunities for adult staff to mentor and supervise. The high school graduation rate for UR employed teens is 100% compared to the 49% graduation rate seen in the Rochester City School District.
|Kimberly Muratore, Suzanne Piotrowski, M.D. , and Kevin Graham|
3) WiSTEE (Women in Science, Technology, Engineering, and Entrepreneurship) Connect
There are few women at the entry point of career path in Science, Technology, Engineering, and Entrepreneurship (STEE) and fewer of them rise to the top. WiSTEE Connect’s vision is to build a regional organization to promote women leadership in Science, Technology, Engineering, and Entrepreneurship, increase cross-disciplinary connectivity and mentorship, intersect science and entrepreneurship, and forge collective advancement. WiSTEE Connect aims at providing a comforting female networking environment and concrete professional development opportunities, building informal mentorship and collaboration among members, and ultimately generating greater flow of women into the pipeline of STEM fields.
4) Faculty Perceptions of Diversity and its Importance within the Curriculum
A survey was created to assess faculty cultural competence and inclusion of diversity topics in the curriculum. The survey consisted of 26 questions that addressed experiences with various populations, interest in diversity topics, and how diversity is covered in the curriculum. Faculty reported that diversity topics are included in both required and elective courses and that there is interest to include additional topics in the future. Efforts outside of the classroom and suggested future areas of study were also described. Implementing this survey provided a snapshot of faculty experiences with diversity and also guided efforts for future initiatives.
|Parkhill, A., Cipriano, G., Kang, L., DelMonte, K., Mathews, J., O’Brocta, R., Gandhi, M., Sapinoro, R., Birnie, C.|
5) The Impact of Supports on the Academic Success of Graduate Students of Color at Predominately White Institutions: A Literature Review
Graduate school can be a challenging, stressful and all consuming experience for students regardless of race and ethnicity (Gay, 2004; Ellis, 2001). For graduate students of color, especially those students who are enrolled at Predominately White Institutions (PWIs), additional factors can significantly impact their persistence, continued enrollment and academic attainment. Such factors include limited social support, financial hardship, a lack of adequate mentorship, racism, race-related stress, benign neglect from faculty, isolation and negative perceptions of their campus’ racial climate. These factors may negatively impact their sense of self, their psychological well-being and cause students to engage in self-censorship, question their ability to succeed, stifle their scholarly endeavors and/or withdraw from the institution. Various on-campus supports, such as mentoring, support networks and both academic and social integration, have proven to be effective in building their academic success. Social support, including mentorship and peer networks, seems to be most effective in assisting students of color at PWIs obtain their academic goals.
6) Social Network Analysis on Researcher Resilience through Multidimensional Mentoring
Underrepresented scholars participate in academia at rates far below their representation in the U.S. population. As a sub analysis of the project of Researcher Resilience through Multidimensional Mentoring study, we conduct Social Network Analysis (SNA) to understand how social network facilitates/supports protégés’ academic productivity. We use the software Pajek (2005) to create a schematic of protégé-to-protégé and protégé-to-mentor academic networks among underrepresented protégés and their senior faculty mentor. By employing social network analysis to analyze co- publications and grant money awarded, we offer an innovative approach to evaluating and graphically presenting the strength of protégé-to-protégé and mentor-to-protégé networks.
7) Community-Based Doula Services for Underserved Populations
Community-based doula systems have been successful in improving maternal and child outcomes in underserved communities. In collaboration with the Doula Coalition and the Perinatal Network of Monroe County, a needs assessment survey was conducted using a Community-Based Participatory Research model. Grant money is being sought to begin implementation of a community doula program in Rochester.
8) Why International Students - An Ethnography Study on the International Graduate Students at Warmer School of Education
There are more and more international graduate students at Warmer School of Education. What does that mean? This research is an ethnography study on the international graduate students at Warmer. Qualitative research methodology is used for this study, including document study, participant observation, fieldnotes and interview. In addition to the researcher, there are other participants, the school administration and the international students from Indonesia, Turkey, China, Bangladesh etc. It is found from the study that it is strategic win-win from social, political and economic perspectives to both Warmer and the individuals of international students.
9) Teacher Educators for Social Justice: Anything But Complacent
In 1998, neo-conservative advocate Heather Mac Donald asserted that teacher educators taught future teachers about cultural sensitivity, social adjustment and self-actualization, but not about knowledge. In what she called an ‘Anything But Knowledge doctrine’, Mac Donald claimed teacher educators replaced, to the detriment of teacher candidates, ‘plain old knowledge’ with ‘constructing knowledge’ and ‘contextualizing knowledge’. More recently, George Will called for the closure of all schools of education, adding that it was “the surest, quickest way to add quality to primary and secondary education” (Will, 2006). Will furthered his condemnation of teacher educators for their commitment to promote social justice, to be change agents, and to recognize individual and institutional racism. He suggested that such an emphasis came at a cost: A de-emphasis of teaching reading, writing, or reason. This paper examines these neo-liberal criticisms of teacher educators for social justice and examines what they have left out of their analyses: The connections between knowledge construction and literacy, between racism and student under-performance, and between multicultural education and academic success. The case is not that reading, writing, or reason are displaced by ‘anything but knowledge’, but rather through a process of anti-racist pedagogies, students develop critical reading, critical writing, and critical reasoning skills that form a more complex and more useful form of knowledge, an emancipatory knowledge.
10) Transition Opportunities at the University of Rochester (TOUR)
The UR community will discover how a Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) has effectively engaged faculty and the wider campus community at the University of Rochester, and at three other local colleges. Students with intellectual disabilities are learning alongside UR students and peer mentors through campus clubs, courses, and internships. This partnership with Monroe 1 BOCES illuminates how colleges and school districts can provide meaningful opportunities for students with intellectual disabilities on campus.
|Glenn Cerosaletti, Martha Mock, and BOCES staff and students|
11) Soft Tissue Injuries in Victims of Color
Lauren Deutsch, Esq, Tiffany Barber, Christina Smith, Catherine Cerulli, JD, PhD
12) Understanding and Preventing Relationship Violence in College
Technology is an ever-growing field, and with its growth relationships have changed. Connections are held constant between friends, relatives, and – important for this study – intimate relationships. Constantly connected worlds, however, present new forms of harassment and abuse, and for college students this presents an even more challenging experience due to close community living. Using a sample of 160 English-speaking undergraduates at a private university in New York, investigators examined college adjustment, students’ experiences with intimate partner violence (IPV) and the use of technology for abuse.
13) Evaluation of Culturally Relevant Health Education Programs in an Outpatient Clinic in Roatan, Honduras
As part of a medical mission to Roatan, Honduras, three health education programs were developed and presented to patients in a rural community health clinic. Health programs included culturally sensitive health information on hypertension, diabetes and dyslipidemia. Bilingual educational pamphlets were prepared and distributed to patients with the disease states. Participants were asked to complete a voluntary six question survey containing Likert-scale and open-ended questions evaluating the program. Participants indicated that the programs assisted in their knowledge of the disease state and had useful application to their daily lives.
|Christine Birnie, Casey Coleman, Christa Minnehan, and Michelle Sedar|
14) Trans*literate: Exploring the Experience of Transgender, Genderqueer, and Non-gender Conforming Individuals in Clinical Settings
Interviews were conducted to explore the range of experiences and emotions associated with seeking medical care as a transgender or genderqueer person. Areas of discussion included particularly positive or negative interactions with medical professionals, ways that offices can make transgender patients feel welcome and comfortable, and what are the areas of greatest concern as viewed by members of the transgender community. The experiences of transgender individuals varied dramatically with regards to medical provider conduct, training, and office setting. One person's doctor walked out of an appointment when he learned of his patient's gender identity, other people described medical professionals who were welcoming, non-judgmental, and if not initially knowledgeable about transgender health care, were committed to learning from their patients and from other resources.
15) URMC’s Transgender HealthCARE Conference: Transitioning, Transcending and Teaching our Community
Transgender individuals have unique health experiences and needs that are often unmet by the general medical community. To help address these disparities and enhance inclusion practices we organized a Transgender Healthcare conference with a goal of improving the overall health and well-being of transgender individuals in the Upstate New York region through the education of healthcare providers. By the end of the conference, participants perceived themselves as having developed necessary skills to implement strategies designed to improve and support gender variant accessible practices. We present the structure and topics of this ground-breaking conference as well as some feedback from participants.
|John Cullen, Linda Chaudron, Sharon Glezen, Suzanne Piotrowski, Craig Sellers, and Daryl Sharp|
|16) The Intercultural Center- Beginning and Beyond||Michelle Thompson-Taylor|
|17) Redefining Affinity Group Networks||Berlin Bermudez|
18) Our Differences, Our Strengths: Rochester Youth Year Fellowship
The Rochester Youth Year Fellowship mobilizes recent graduates of Rochester-area colleges to expand the capacity of community organizations to empower urban youth and strengthen their communities. Founded in 2007, the program is a collaborative effort of seven bachelor’s-degree-granting institutions in the Rochester area. The goals of Rochester Youth Year are to alleviate the effects of poverty on youth, strengthen communities, and promote civic engagement and community-centered leadership. RYY Fellows create lasting partnerships between the community, their host organizations, and their alma maters. Serving as role models and liaisons, they engage area colleges in substantial opportunities to engage with the the Rochester community.
|Glenn Cerosaletti, Jenna Dell, and Jennifer Moffit|
19) The Human Library at the University of Rochester
A Human Library is a way for people to connect and share stories with individuals in their community with whom they might not normally engage. Participants have an opportunity during a planned event to borrow Human Books and to engage in conversation with the books. Human Libraries promote tolerance, celebrate differences and encourage understanding of people who come from varied cultural or lifestyle backgrounds. This poster will describe the organization of the Human Library event held in Rush Rhees Library on January 29th, 2013, including details on the genesis of the idea, our recruitment efforts, feedback and related press.
|Katie Papas and Leroy Lefleur|
20) Fostering Cultural Intelligence Among Social Workers: Professional Development Recommendations
Cultural intelligence (CQ) is comprised of four distinct factors—motivational CQ, cognitive CQ, metacognitive CQ, and behavioral CQ—that represent a set of capabilities that can be influenced and are important for high-quality personal relationships and effectiveness in culturally diverse situations (Earley & Ang, 2003). Recommendations for fostering cultural intelligence among social workers include: (a) ongoing clinician self assessment of cultural intelligence to improve service delivery, (b) professional development that uses an experiential-learning approach, and (c) professional development activities that apply professional development best practices designed to enhance CQ capabilities.