By Desmond Doulatram, University of San Francisco & Dr. Robert Bachini, Shidler College of Business | Office of Student Academic Services, University of Hawaii at Mānoa

This blog features two empowering narratives that illustrate the authors’ personal reflections with the importance of culturally engaging environments in supporting success for students of diverse backgrounds. The first story by Desmond delineated the author’s personal experiences as a masters student with culturally relevant environments (the ways that campus environments are relevant to the cultural backgrounds and communities of diverse college students) that his professor was intentional and inclusive with their pedagogy approaches to enhance culturally relevant knowledge (offering culturally relevant curricular opportunities for the students to learn about his own cultural communities), as well as foster cultural validation (validating his backgrounds, knowledge, and identities as an indigenous Pacific Islander).

In the second story, author Dr. Robert Bachini recalled an impressive personal encounter with a Native Hawaiian high school student, followed by a deep reflection on the importance for an educator, including himself, to support diverse students’ success through culturally responsive environments (the ways in which campus environments respond to the cultural norms and needs of diverse students), with an emphasis on building trust through humanized educational environments (opportunities for students to develop meaningful relationships with faculty/staff who care about and are committed to their success) and holistic support (student having access to at least one faculty/staff member that they trust to provide the information they need, offer the help they seek, or connect them with the information/support that they request).

One of the most uplifting experiences at USF (University of San Francisco) was hearing a professor from an IVY league school that is well established in the research field validate my paper and way of thinking through an indigenous lens. I felt that as instructors, it is best to bring out or educe in the most Greek sense the inner passions and inner workings of indigenous peoples who have it their culture to keep things in out of fear of being emotionally and mentally damaged by those who seek to lessen or devalue their various epistemologies. As one who is a proud Pacific Islander from the Marshall Islands, I believe Dr. Leung exemplified this teaching by reaching beyond the box to be inclusive in her way she approached her classroom. As one who was familiar with indigenous scholars such as Dr. Linda Tuhiwai Smith whose book Decolonizing Research Methodologies is one of the most cited resources in this field, I felt that Dr. Leung is already there and is well situated to understand a more global outlook on research and thus on education. A multicultural education that equalizes everyone’s way of knowing and being through inclusivity is the best way a child or student can become enthralled by knowledge that he or she possesses when allowed the opportunity to educe (Edu Care). In my journey at USF, I felt that the Masters in Asia Pacific Program lacked in being inclusive but it was through Dr. Leung that she gave me that space I always had but was afraid to own up to it. Her validation of my identity, my research, and my way of thinking as an indigenous Pacific Islander led to great things and allowed me to embrace a passion for research as a socially just tool to enact change. Here in is how researchers and educators can be inclusive to Pacific Islanders. They must make their thoughts welcome and be known that they are equally valid. Creating an educational hierarchy through a western construct needs to stop for mentally colonizing Pacific Islanders has been an ongoing issue.

*Links to one of Desmond’s academic work: Indigenous decolonization of academic: Using the Marshall Islands as precedent for social justice

As an educator for over 28 years, in both K-12 and post-secondary institutions, I have had the privilege of working with students who are often described as underserved, underrepresented, underprepared, etc. I struggle with the word “under” as if often portrays a lens of deficiency as opposed to one of strength and opportunity. On a personal level, as a first-generation college, Asian/Polynesian male, with an Italian sounding last name, people are often flummoxed with my facial features that contradict my birth name. While others, stake claim and expert knowledge of my genealogy and ethnicity, much to my chagrin.

One story that resonates with me today involved a student interaction. It happened during a higher education conference on the West side on the island of O’ahu. This community is unique in its concentrated population of Native Hawaiians, close ties to the ‘aina (land) and its people, and geographic isolation from the urban culture in Honolulu. As an example, residents often refer to the location of their neighbors’ homes as “road 4” or “road 5”, rather than the name of the street. The conference attendees included Native Hawaiian cultural practitioners, high school students, high school teachers, 2-year and 4-year college faculty and administrators, and members of the community. The primary purpose was to recruit Native Hawaiian students (an underserved/underrepresented ethnic group) into higher education and link community resources that support this goal. It was an all day conference with interactive workshop sessions and Native Hawaiian protocol. Administrators, teachers, staff, and students from different areas, campuses and disciplines learned and worked together.

During a break between sessions, I initiated a conversation with a female, Native Hawaiian high school student and posed the question, “How can we help and support the community?” She paused for a contemplative moment, broke eye contact, and looked toward the ground. After surveying the room, she smiled and said, “trust”. In all honesty, I was expecting a response more in the realm of financial assistance, career pathways, etc. She elaborated and said, “Why should I trust you? All of you are here today and will be gone tomorrow.” I was humbled. This young woman demonstrated remarkable strength and courage in her candid reply, and an opinion that might be shared among her peers in attendance. She was able to see beyond the warm and fuzzy feelings of a one-time conference and questioned its future merits. In her world, I/we were clearly not from the community and were “outsiders” who should be approached with caution. Distrust. We don’t belong.

The pride of this particular community lies in its people. They are neighbors who they can turn to and depend on, generations of families who provide a sense of security and shared values, as well as protection from the outside world. Lesson learned. There is a growing body of research that suggests a sense of belonging is critical to student success and integration into college (Field, 2018; Berry 2009).

My take away from this conference? None more important than the lesson from this student in developing and sustaining relationships. We exchanged contact information with a promise that I would return when and wherever needed. I made a commitment toward her success and enrollment in college. After entering her community, I learned I had a responsibility. A responsibility to develop relationships with her and others, to create a sense of belonging in my world, the college world, an outside world. And in that process, to be respectful and mindful of who she is, where she came from, and to always be inclusive of her family and culture.

References

Museus, S. D. (2014). The culturally engaging campus environments (CECE) model: A new theory of success among racially diverse college student populations. Higher Education Handbook of Theory and Research, 29, 189-227.