Research Report Perceptions of Diversity in the CEGEP Experience

Research Report Perceptions of Diversity in the CEGEP Experience: Student Voices Sophia Grabowiecka “I’m just passing through. Being accepted: it’s enough.” Fall 2018 Vanier College Sophia Grabowiecka Vanier College 2 This pilot research project represents a qualitative analysis of formal and informal networks of student integration at Vanier College. The project sought to recognize why students join and / or develop their academic and social networks and comprehend how this relates their sense of belonging within a diverse academic context. Results show that inclusion and exclusion operate simultaneously through student representation and differentiation in the various groups, clubs, networks, and associations on campus. Students seek out networks that meet their needs: self-described immigrant students gravitate towards formal groups to make contacts, whereas students from visible minorities seek out clubs for representation. LGBTQ students tend to find support in informal networks in order to maintain a certain level of invisibility. Indeed, the social functions of identity-based and interest-based student networks reveal themselves to represent cultural comfort zones that foster a sense of belonging that, most often, encourage civic interest and provide potential socio-professional connections for the future. Sophia Grabowiecka Vanier College 3 Acknowledgements Thank you to Kim Matthews, Sociologist and Humanities teacher at Vanier College, for great discussions, comments and review Thank you to Alan Wong, English teacher at Vanier College, for input and ideas Thank you to Katri Suhonen, French teacher at Vanier College, for suggestions and reading Thank you to colleagues who took the time to refer students to the research project A heartfelt thank you to the brave and engaging students who generously and eloquently shared their experiences and insights Sophia Grabowiecka Vanier College 4 Table of Contents Introduction 5 Statement of Purpose 5 Literature Review 5 Theoretical Framework 5 Research Questions 6 Hypothesis 6 Methods 6 Results 7 I. Participation and Composition 7 II. Belonging 8 III. Differentiation and Representation 9 IV. Challenges 10 V. In the classroom 12 Conclusion and Discussion 14 Resources 16 References 18 Sophia Grabowiecka Vanier College 5 Introduction This pilot research project represents a qualitative analysis of formal and informal networks of student integration within one of Montreal’s most multicultural CEGEPs. The project sought to ultimately understand how students join and / or develop their academic and social networks in a diverse academic context. The goal is to comprehend how students’ associative choices relate to the development of their identity, their sense of belonging to the college community, as well as civic interest. Statement of Purpose The pilot research project aimed to explore how students perceive and engage with diversity in their CEGEP experience. The approach was designed to be student- centered, composed of semi-directed interviews intending to identify key variables in integration / marginalization of students. More specifically, the pilot project aimed to demystify what constitutes a network of integration for students studying at Vanier College. The scope of the project was centered on student networks, both formal and informal, as defined by students, to better understand their social, civic and academic function. These could include interest-based associations and clubs as well as identity-based ethno religious student groups. Literature Review In reviewing the literature, research conducted in American College’s supports the holistic approach in attempting to gain a better understanding of how students experience diversity both in and outside of the classroom (Colbert, 2010). Indeed, effective and active diversity management on campus is correlated with student success and student retention (Barnett, 2011; Packard, 2013). Some research suggests that associative life on campus not only encourages a sense of belonging to the greater College community (Love, 2009) but also promotes civic interest and community involvement (Gudeman, 2001; Kawashima- Ginsberg & Levine, 2014; Reva Joshee, Peck, Thompson, Chareka & Sears, 2010). Furthermore, some studies indicate that ineffective management of diversity, or avoidance of issues in the classroom can encourage students to seek out groups or networks on campus that provide social capital and self-identification (Boysen, 2012; Strachan, & Owens, 2011). Student involvement in the social/academic experience is correlated with success and active citizenship: students’ sense of accomplishment comes from being good citizens (Quaglia &Corso, 2014) and extends beyond academics. Theoretical Framework Sophia Grabowiecka Vanier College 6 The theoretical framework for this project is based in the intersectional approach (Brah &Phoenix, 2004) in order to allow for greater understanding of the complexity of individual identities. The intersectional approach permits the researcher to get a deeper understanding of self-reported modes of inclusion and points of resistance for specific individuals interviewed. The holistic interconnected approach is also part of the framework in that it allows us to look beyond the transitional CEGEP years. The perspective of this research project is to understand how students’ experience with diversity prepares students for active and critical multicultural citizenship beyond their College years. Research Questions How do students who associate with ethno cultural or religious groups perceive the diversity in Vanier College’s student body and faculty? How might CEGEP student associative life compensate for the lack of recognition of student diversity in the classroom and overall campus experience? What formal and informal networks on campus are identified as playing a role and how might they aid in integrating different student identities and promoting involvement? Do ethno-religious groups compensate for the perceived lack of recognition of diversity in the classroom? How do identity-based groups and networks these create comfort zones for students? Can ethno- religious student groups represent areas of resistance of tension to integration into the greater Vanier College experience or, inversely, can they facilitate inclusion? Hypothesis Based on the research cited above, students who associate or participate in ethno cultural and / or religious student groups actively employ these formal and informal networks as means of social integration and differentiation within the existing diversity of the College. It is believed that these associative choices will encourage their sense of belonging within the Vanier College community but also, in turn, encourage active engagement in the classroom and promote civic interest. Methods In the fall of 2018, 11 semi-directed interviews of 30-45 minutes in length were conducted with voluntary participants from Vanier College student body. Interviews were recorded for audio, complimented by investigator’s notes. Sophia Grabowiecka Vanier College 7 The convenience sample was composed of individuals who associate or participate in one of the existing 40+ interest-based, ethno cultural and religious student committees (Gaudet, 2013) at Vanier College or who self-identify as members or participants of informal identity-based groups on campus. Former instructors referred nearly all of the respondents to the project, which included first semester students as well as graduating students. Results I. Participation and Composition Participants in this study were involved with a wide array of groups, clubs and associations (arts, music, theater, social and political, religious, civic/activist) and were currently enrolled in various programs at Vanier College. Nearly half of the students interviewed expressed an interest in joining or participating in certain formal interest-based groups but were discouraged by elements ranging from the “clique-y” composition of certain student clubs to the perceived heterosexism and/or homophobia of the religious student groups. One respondent of South East Asian background described WUSC in the following way: “It attracts a lot of brown people because of refugees.” The VCSA was described as “mainly just white people, there’s sometimes that one exception” in what is otherwise described by a handful of respondents as a tight group of friends. One respondent had intended to found a “Black Club or African Club” upon finding out one did not exist at Vanier College. It would appear differentiation on campus most often operates along visible racial or religious lines and students’ sense of belonging most often followed these broad categories; as one respondent put it “grouping by color”. However, student identities are self-described as complex and unique: students detailed their ethno- cultural background, religious beliefs, gender identities, sexual orientation, history of immigration and abilities. Although the project relied on convenience sampling, the participants were altogether very diverse. A few students were initially vague about their cultural identity: “Depends on the audience” or “ I don’t associate with labels”, whereas members of more visible groups immediately described themselves in line with the social markers identifying them: a respondent who is Asian, South East Asian, transgender, Black or wearing a hijab would predictably describe themselves in line with what people initially see. In choosing a CEGEP, Vanier College’s reputation

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