Services and Support for African-American Students. At Northwestern University. Christianne S. Beavers. Georgia Southern University

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1 AFRICAN-AMERICAN STUDENT DEVELOPMENT 1 Services and Support for African-American Students At Northwestern University Christianne S. Beavers Georgia Southern University

2 AFRICAN-AMERICAN STUDENT DEVELOPMENT 2 Services and Support for African-American Students At Northwestern University College is a time of growth, intellectual development, and learning. Pascarella and Terenzini (2005) stated that a student s undergraduate experience provides cognitive skills and development that increase one s capacity for lifelong learning. The field of student affairs holds two concepts as fundamental to the college experience: a consistent and persistent emphasis on, and commitment to, the development of the whole person, and supporting the academic mission of the college (Nuss, 2003). The institution has an obligation to encourage this development in all of its students, no matter what their personal situation or background. For this analysis, we will be looking at some student affairs departments at Northwestern University, and how those departments are affecting, or could be affecting, their African-American student population. Institutional Characteristics Founded in 1851, Northwestern University is a private research university with campuses in Evanston, Illinois, Chicago, Illinois, and Doha, Qatar. Northwestern University consists of 12 schools and colleges and approximately 19,000 students and 2,500 full-time faculty members. The university was established under the patronage of the Methodist Episcopal Church to serve the Northwest Territory, an area that now includes the states of Ohio, Indiana, Michigan, Wisconsin, and Minnesota. As of 2013, Northwestern University offered 124 undergraduate programs and 145 graduate and professional programs. The College of Arts and Sciences graduates the most undergraduate students each year, and the Kellogg School of Management graduates the most graduate students each year (Northwestern University, 2013). The 2012 freshman class of Northwestern University was 50% male and 50% female. Their reported ethnicities were 55% Caucasian, 20% Asian, 9% Hispanic, 8% African-American,

3 AFRICAN-AMERICAN STUDENT DEVELOPMENT 3 7% International students, and 1% Native American. Of these students, 40% held a permanent residence in Illinois. The percentage of applicants admitted in 2012 was 15 %, and 13 % of these students received Pell Grants (Northwestern University, 2013). Undergraduate student services at Northwestern include residence life, intramural athletics, fraternities and sororities, counseling and psychological services, health services, career services, a summer employment program, disability services, culturally based resource offices, and a volunteer resource center. The administrative structure of Northwestern University is common amongst private institutions of this size, ultimate governance lies with a Board of Trustees that appoint a University President, and a President s Cabinet that oversees various Directors and Deans. Current Barriers to African-American Student Development African-American students are underrepresented at Northwestern University. For an institution that draws 40 percent of its student body from the state of Illinois, they should be matriculating more African-American students. According to the Untied States Census Bureau, 14.8 percent of Illinois population identified as African-American in 2012 (United States Census Bureau, 2013). For an institution that draws almost half of its students from Illinois, it seems that they would have more than 8 percent of their students identifying as African- American. These numbers indicate an access barrier for African-American students. A major barrier for African-American students at Northwestern University is a perceived culture of racism. In May of 2012, the Northwestern University Faculty Senate released a Faculty Statement on Northwestern University s Culture of Racism, which included the following remarks; We call on members of the community to stop vilifying those who identify discrimination and racism and start supporting a truly diverse and welcoming Northwestern

4 AFRICAN-AMERICAN STUDENT DEVELOPMENT 4 (para. 1). This statement was in response to a racially charged incident that played out in the school newspaper. In February 2013, students marched in demonstration and called for change to the intolerant campus culture, spurred by an incident involving an employee being harassed and racially discriminated against by his coworkers (Zakrzewski, 2013). Obviously, the campus culture at Northwestern requires some social equality and tolerance changes, because the current climate presents a huge barrier to development of African-American students. Promoting positive growth. Promoting positive growth and development for African- American students, as well as a shift in the current campus culture, will result in a more balanced number of African-American students enrolling, and for the matriculating students to reach their full developmental learning and skill potential. The Northwestern University Admissions department should be intentional about recruiting a well-rounded applicant pool. Programs that engage the interest of minority students, or at the very least, minority students in the massive Chicago metropolitan area, are necessary to spark interest and improve the diversity of the Northwestern student body. There is no lack of predominately African-American high schools in the Chicago area, so participating in recruitment efforts with these intuitions should lend positive results. According to Pascarella and Terenzini (2005), structural diversity has an indirect positive impact on self-concept by influencing the frequency with which students interact with peers of a different racial identity, discuss issues of race, and encounter different points of view. With a more diverse student body, specifically a higher percentage of African-American students, the campus culture will be more inclined to change for the better and student development and learning will be enhanced. Northwestern University does employ a Division of Student Affairs, and within this Division is the Department of African American Student Affairs (AASA). AASA provides a

5 AFRICAN-AMERICAN STUDENT DEVELOPMENT 5 place for African-American students to develop friendships, work, study, and to provide advice and support for this student population (Northwestern University, 2013). Also within this department is a student organization, the African-American Student Alliance, which provides important leadership opportunities and a sense of belonging for many students. However, much to the disbelieving ears of anyone not familiar with the campus, the Department African American Student Affairs is housed in what is known as the black house (Northwestern University, 2013). This is not just a term used by students, this is how the location is referenced on the University s website. Obviously, this label is detrimental to the morale of Northwestern University students, and contributes to racial tensions amongst the student body. Labels such as these give unwritten permission for the student body to harbor prejudice, intolerance, stereotypes, and marginalization. Labels such as these have no place in an institution of learning. The college experience should support and enhance racial and identity development, as well as self-awareness and understanding. Pascarella and Terenzini (2005) assert that racial identity development includes a personal identity as well as a reference group orientation, and the navigation of thoughts and perceptions of the majority populations. In order for students to reach their full potential of identity and racial development, the institution must be conducive to positive relationships and growth. A department for African-American student relations is a good start, but Northwestern must eliminate destructive labels, such as the black house, and integrate programs focused on social equalities, the beauty of diversity, and tolerance. Pascarella and Terenzini (2005) describe the college years as a developmental testing ground between adolescence and adulthood, and, a time to try new roles, attitudes, beliefs, and behaviors. It is the duty of administrators to ensure this testing ground feeds positive changes, and not the spread of intolerance.

6 AFRICAN-AMERICAN STUDENT DEVELOPMENT 6 Another area of potential development for college students deals with self-concept and self-esteem. In addition to personal development in these areas, Pascarella and Terenzini (2005) stated that instructional environments and culture shapes student change in these areas more powerfully than conventional structural or organizational characteristics. College students experience growth of their academic self-concept, and to enable and support this growth, a culturally based resource center, in this case for African-American students, is essential. Out-ofclassroom contact with faculty members increase student success (Pascarella & Terenzini, 2005), and centers such as this act as an entry point for students to associate with faculty, particularly African-American students on a campus of documented racial intolerance issues. Students that experience academic support and an outlet for encouragement in seeking relationships with faculty increase development of their academic self-concept and are more likely to be successful. Social self-concept is also an important developmental process for college students. Both academic and non-academic experiences are factors in shaping students self-concepts (Pascarella & Terenzini, 2005). Group projects are an example of an academic initiative that results in positive social self-concept development (Pascarella & Terenzini, 2005). Group projects, or a close equivalent, can be accomplished through student activities, and this is an area where a student affairs administrator can achieve a positive learning outcome for African- American students of Northwestern University that are involved in a student organization. For example, the Fraternity and Sorority Affairs Department can initiate a service project between two historically African-American Greek Lettered Organizations. Leadership opportunities provide a platform for many types of personal development, including self-esteem, project management, and interpersonal relations. Student organizations offer highly effective leadership opportunities. In addition to leadership, student organizations

7 AFRICAN-AMERICAN STUDENT DEVELOPMENT 7 can offer service learning, community service, community outreach, and many other positive developmental opportunities. Pascarella and Terenzini (2005) stated that leadership opportunities for undergraduate students enhanced almost all measures of life skills. Creating additional leadership and service opportunities that are specifically tailored for African- American students at Northwestern University will enhance this development for this population of students, and ensure that these students have a facilitator for this growth. These opportunities should not be limited to African-American students, but rather, diverse groups of students that can develop leadership and service skills together. New and focused student organizations will also positively affect the inclusiveness of the campus culture. Conclusions. Growth and development occur both in and out of the classroom and are an integral part of the college experience. When allowed to feel secure, supported, and accepted, African-American students at Northwestern University will have the opportunity to reach their maximum potential and enjoy the full benefits of college development. Through intentional efforts to enroll a more diverse student body, as well as student services offerings that are specifically tailored toward African-American students, administrators have the ability to improve both the institutional culture and student success. Enhanced attention to African- American student development will aid in achieving the mission of student affairs: the development of the whole person, for all students.

8 AFRICAN-AMERICAN STUDENT DEVELOPMENT 8 References Northwestern University. (2013). Retrieved from Northwestern University Faculty Senate. (2012). Faculty statement on northwestern university s culture of racism. Retrieved from Nuss, E. M. (2003). The development of student affairs. In S. Komives & D. Woodard (Eds.), Student Services: A Handbook for the Profession (65-88). San Francisco: Jossey-Bass. Pascarella, E. T. & Terenzini, P. (2005). How college affects students. San Francisco, CA: Jossey-Bass. United States Census Bureau. (2013). Illinois quick facts. Retrieved from Zakrzewski, C. (2013, February 28). Students call for change at march, demonstration. The Daily Northwestern, online. Retrieved from