Examples of student postersExhibited at the Ethnography of the University

InitiativeFall 2009/Spring 2010 Student ConferencePoster session sponsored by the University Library

International Students in UIUC“Win-Win” Situation?!

Starting From the year of 2008, UIUC has accepted a greater number of International students

Economy Booster?! Diverse Groups ?!Background Info:Pro:UIUC has accepted 10 times more students from Asia, especially China for the past two yearsCon: The tuition they are paying is the same as out state students

Method: 1. Interview with admission officer2. Statistics obtained from DMI website

Discussion:“It’s definitely helpful for school’s financial

situation, but the same time we provide a foreign and diverse environment for international students.”

“ The more money we expect from international students than out-state students is in case of emergency.”

Recommendation:The same time while obtaining some

financial help from international students, the major benefit we gain is the “Win-Win” situation: We obtain more diversity and the international students attain a better school life.

Background Info:•UIUC has students from more than 117 countries in fall 2009•The most diverse University among Big TenMethods:1. Interview with officers from CSSA

organizations2. Individual interviews3. Survey with International students

African American

Asian/Paicific

Caucasion

Hispanic

Native American

International

Unknown

4000

4500

5000

5500

6000

6500

7000

2005.5 2006 2006.5 2007 2007.5 2008 2008.5 2009 2009.5

# of

inte

rnati

onal

st

udne

ts

Time

International students vs. Time

Series1

Series2

Expon. (Series2)

7293

257

Chinese

201 213

294333 Indian

583

663

854918 South Korean

1 2 3 4

Increasing number of Chinese, South Korean and Indian

studentsResults:•94% foreign students think our school is doing a good job on diversity and academic excellence•“Most Chinese people like this school more and more because of the exposure to diversity!”

Sources:Division of Management Information, UIUC, March 22nd 2010, April 22nd 2010, http://www.dmi.illinois.edu/stuenr/

Poster designed by Lucia Chai

While the terms ‘race’ or ‘racism’ were never mentioned in the interview questions both males still commented on the stereotypes that existed for the races displayed in the video.

The white male claimed that the video was “the clear cut example of what society views as the white man dancing” and that the white male in the video “proved the stereotype direct because he is not physically created to dance but the black guy is. “Sometimes stereotypes are just true. You can’t fight them.”

The African American male said that “probably based on society the judges think the black guy will be better in the dance competition.

The white male claimed that the dance competition in the video was friendly because it was “diverse” when questioned if the video was offensive in any manner.

According to him the video was diverse because there was “a black guy, a Chinese guy, a girl, and a guy.,” the girl and guy both being white.

By focusing on the different races in the room the white male was displaying an unconscious defensiveness to make it clear that he was not “racist.”

Both males promoted strategic interests when they recalled the events of the video. They both created an in-group and out-group, and even generated a story that would only circulate amongst them.

The white male used a public transcript when he said that he doubted that “there was an interaction between them prior to the video.”

The African American male used a hidden transcript when he declared that the “dude tried to do too much and just ended up embarrassing himself.”

Marissa Zayas, University of Illinois at Urbana-Champaign

Whiteness and the University, Spring 2010

Overview

The website Overheard at University of Illinois has provided a space for students to recount comical conversations that they have overheard on campus. While this website certainly serves as a good source of entertainment, the rhetoric used on this poses potential racial talk. The purpose of this study was to examine how the rhetoric used online exposes underlying themes that address racial issues.

Methods

•Participants were selected from the website and consisted of a White male and an African American male.

• First, the students were shown a comical video that contained different racial groups and then asked to describe the story on the website Overheard.

•Then, I conducted a verbal interview with each participant that lasted approximately 45 minutes. The entire interview was tape recorded and then used for analysis.

•Each participant then completed a questionnaire.

•A close investigation was done on both interviews in search of word choices or language that was consistent throughout the interview.

RecommendationsoDevelop mandatory classes that address the issues of internet racial talk and its implications.

oProvide students with more opportunities to engage with the concepts of whiteness and racism.

The Impact of International Admissions at the University of Illinois: How the increasing population of international students is affecting U.S. applicants

Marquita Johnson University of Illinois at Urbana-Champaign

Subjects:• Gender: 4 Males, 4 Females• Citizenship: 1 International, 7 U.S.• Ages: 18 – 24 yrs• Grade Level: 6 Undergraduate, 2

GraduateRace: 4 Minorities, 1 White, 1 Not

Specified

Questionnaire• U of I admission trends• Reason for admission• Current impact of admission• Projected admission trend• Impact of continuing trend on new

applicants• Recommendations for the University

• As of January 2009, The United States holds a larger share of the international student market than any other country with a staggering 20 percent.

• The number of international students in U.S. colleges and universities reached an all time high in the 2008-2009 school year.

• More than 20 percent of the increase in admission of international students to U.S. higher education institutions can be attributed to just four countries.

• The University of Illinois ranks in the top five among all higher education institutions in the nation for its international population.

• The University of Illinois has the largest international population among public secondary institutions in the nation.

Figure 1. International Student and U.S. Higher Education Enrollment, 2000-2009

-4

-2

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ual %

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Figure 2. Top 10 Places of Origin of International Students, 2008-09

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India China South Korea

Canada Japan Taiwan Mexico Turkey Vietnam Saudi Arabia

% o

f Tot

al

Country

Table 1. Top 10 Institutions Hosting International Students, 2008-09Rank Institution Total Int'l Total Enrollment

1 University of S. California 7,482 33,747

2 New York University 6,761 50,917

3 Columbia University 6,685 25,414

4 University of Illinois 6,570 41,495

5 Purdue University 6,136 40,090

6 University of Michigan 5,790 41,028

7 University of Texas 5,703 50,006

8 University of California 5,590 38,263

9 Boston University 5,037 31,776 10 Michigan State University 4,757 46,648

010203040506070

African American

Asian Caucasian Hsipanic Native American

Foreign Unknown

% o

f Tot

al

Ethnicity

2006200720082009

Gauging the University and Recommendations• Current balance is good• No ideas• Cap international admission• More multicultural events• Equal admission• Admission based solely on merit• Encourage international students to stay in U.S. after school

Impact if Current Trend Continues• More competitive admission• Increased diversity• Benefits for international

students’ native country• Enhanced cultural understanding

Future Admission Projections• Increase• Stay the same

Impact of Current Admission• Exposure to culture• Indifferent/Not sure• Admission for U.S. students• Friendships• Language barriers• Worldly education

Reason for International Admission• Diversity/Globalization• Qualified applicants• Make money• Increase university prestige• Provide valuable education

According to an article published in the Daily Illini, there seems to be a debate on the true effects of the large international student population at the University of Illinois. “On the one hand it is great for the students to experience life on a culturally diverse campus. On the other hand some people believe that there should be a better balance between those who support the university, i.e. Illinois tax payers and native students, and those that are admitted from abroad.” The underlying question that still stands is whether the cons are starting to outweigh the pros with regard to the large international population. The announcement of the University of Illinois as the largest host of international students among public institutions was enough to spark a debate among state politicians, but will it be enough to alarm current and prospective students and their families?

• “They have money …they’re qualified.”

• “I know some kids back home who got denied from U of I maybe due to international students.”

• “…As money is short, more will be accepted.”

• “I think the main impact will be during the admission process.”

• “They should put a cap on how many can be admitted.”

• “ We are already bringing in more international students than any other university (I believe), so I don’t think the proportion should increase. We need to make sure that we are educating future U.S. leaders too.”

• “There could very well be fewer spots for native students if the [number] of international students increases, which makes me a little worried because if those international students take all their knowledge back home, the U.S. [will be] left with a gaping hole of able people to lead.”

Background

Methods

Results

Discussion

Figure 3. U of I New Freshman Demographics

Conclusion

•I interviewed two students, one White and one Black.

•I also interviewed two Faculty members (1 Biracial, 1 White) and one Chicana Staff member

•I also distributed 18 surveys to PSYC 220 students concerning student awareness and opinions of Inclusive Illinois

Methods

Recommendations

Since the 1968 proposal of Project 500, a plan designed to admit at least 500 more Black students on the University of Illinois at Urbana-Champaign campus, the admission of Black students has only grown 5 percent (Raven, 2008). Upon taking this Whiteness and the University course, and after hearing about UIUC’s Inclusive Illinois initiative, I became interested in others’ opinions on whether or not they consider UIUC a “diverse” campus and think that Inclusive Illinois is effective. The purpose of my research was to investigate the opinions of both students and faculty on this issue.

Introduction

Inclusive Illinois- Is it Really Inclusive?Miriam Kahn

Quotes

(Biracial Faculty Member) “I think my general answer would be no, but…I’m not even confident that I

know…objectives have never been clear to me.”

(Black Student) “I don’t think it’s just that they feel differently because we are Black, I just think that we

notice it more because we’ve been brought up to …need to do better than the rest because we’re already looked at

differently for it.”

(White Faculty Member) “I’m pretty sure I’m treated differently…it wouldn’t be overtly…I walk into an event

and even if I’m not dressed…like the stereotypical professor…I would still probably not be frowned upon.”

(Chicana Staff Member) “It depends on your definition of diversity and what it is, but I would say no. This is a

predominantly White campus…any segment of it is not particularly diverse…not by any stretch of the

imagination.”

White

Black

Latina

Other

Survey Data #1Aware of Inclusive Illinois

Include diversity workshops during freshman orientation that introduce objectives of Inclusive Illinois Encourage exchanges between all Greek CouncilsHold diversity training sessions for faculty/staff membersLink counseling sources with cultural studies classes so emotional responses of students can be addressed Infuse concepts of diversity in curriculum

1. Do you feel that our campus has been effective in implementing Inclusive Illinois?

2. How do you feel being your race on campus? Do you feel you are treated differently?

3. Do you feel as though UIUC is a diverse campus?

Questions

0

1

2

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4

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6

7

8

White Black Latina Other

Yes

No

Unsure

Survey Data #3- Is UIUC effective in implementing Inclusive Illinois?

Survey Data #2Unaware of Inclusive Illinois

UIUC Latina/o Students Employ Their Cultural WealthMoises Orozco Villicaña

University of Illinois, Urbana-Champaign

Latina/o Student Population at UIUC

Theoretical Framework

Contact I nformation:Moises Orozco VillicañaGraduate Student in Educational Policy Studies, College of Education at UIUCE. Orozco6@illinois.edu C. 805.886.4594

Latina/o Student-age Population in Illinois

Sample SizeConducted four semistructured interviews of senior standing Latina/o students:4th year Latina in the College of Liberal Arts & Science;2nd year Latina in the College of Liberal Arts & Science;5th year Latino in the College of Applied Health Science4th year Latino in the College of Agricultural, Consumer & Environmental Sciences

A critical race theory (CRT) framework is infused in this qualitative study to interpret Latina/o student responses. CRT investigates the role and pervasiveness of racism in U.S. society and its impact on educational inequity. CRT has five guiding tenets:

1.Centrality and intersectionality of race and racism2.Challenge to dominant ideology3.Commitment to social justice4.Centrality of experiential knowledge5.Interdisciplinary perspective. (SolÓrzano, 1997)

Also, this study infuses Yosso’s (2006) six forms of community cultural wealth. Community cultural wealth is defined as, “an array of knowledge, skills, abilities and contacts possessed by Communities of Color to survive and resist racism and other forms of oppression” (p. 175).

Solorzano, D. G. (1997). Images and words that wound: Critical race theory, racial stereotyping, and teacher education. Teacher Education Quarterly, 24, 5-19.

Yosso, T. J . (2006). Whose cultural has capital? A critical race theory discussion of community cultural wealth. In A. D. Dixson & C. K. Rousseau (Eds.), Critical race theory in education: All God’s children got a song (pp. 167-189). New York: Routledge.

Cultural Wealth

CommunityCultural Wealth

Aspirational CapitalFamilial

Capital

Social Capital

Navigational Capital

Resistant Capital

Linguistic Capital

PurposeAlthough the Latino population makes up 15 percent of the total population for the state of I llinois, within the student-age population Latinos have, recently surpassing Blacks, become the largest minority student-age group in the state. As the graph on the left shows the Latina/o student-age population in the state of I llinois’ has significantly increased in the past half decade. Latina/o student enrollment at the University of I llinois, Urbana-Champaign, however, has decreased over the past three years. I f the University of I llinois, Urbana-Champaign is failing to mirror I llinois’ increasing diversity, what implications does this shortcoming have on campus climate, particularly for the low percentage of Latino students that enroll in this institution? This study sought to gain an in-depth insight into individual Latina/o students’ perception of the campus climate and its impact on their academic, personal, and professional development.

MethodologyThe intent of the study was to acquire individual Latina/o students’ perceptions and complexities so a qualitative approach was favored. A qualitative approach is useful and efficient when depth and meaning are being interrogated with respect to a particular phenomenon (Manning & Stage, 2003).

Semistructured interview was the data gathering technique used, which allowed for responses that might have not fallen within the purview of the structured questions outlined by the researcher.

Interview questions were broken down along three areas:I . Background InformationI I . U of I Experience/Campus ClimateI I I . Academic performance

Sample questions along the aforementioned areas consisted of:I .Can you share with me a little bit about your high school and home neighborhood experience? (Background)I I .How does your home neighborhood/high school experience compare to the environment at the U of I? (U of I experience)I I I .I s campus climate one that allows for your academic excellence? (Academic performance)

Stage, F. K. & Manning, K. (2003). What is your research approach? In F. K. Stage & Manning, K. (Eds.), Research in the college context: Approaches and methods (pp. 3-18). New York: Brunner-Routledge.

Limitations

ResultsWith respect to campus climate, the four Latina/o students interviewed had a varying perception of campus climate, especially between Latina/o students from Chicago and a Latino from a small town in southern I llinois:

“I t is completely different. To be honest with you, there is a lot more variation in persons here and no matter what group you’re in you are not going to be, at least not knowingly, there is no one that is going to talk behind your back about it or anything like that. You can make friends with who ever and overall none is going to say anything. The campus is ginormous. I felt like a little ant about to be squished whenever I came here, but over time I got really used to it. I t was like...whenever I ’m about to graduate I seriously think I ’m going to miss this place.” –Kryptonite

“I guess when I came to the U of I for the early admissions [event] and when we were given a tour and stuff like that…my mom was right away, “Oh my god, we are the only Mexicans here. The only Latinos.” Everyone else was white. She found it kind of weird and felt a little bit shocked to participate and stuff.” –Melody

Although the perception of campus climate varied, all the participants exercised common cultural wealth to forge a sense of belonging and ensure their successful matriculate through the U of I campus. These consisted of:•Sample pool is very selective only includes senior

standing Latina/o students.•Lack of generalizability•Researcher biases•Sample size

Involvement in extracurricular activities Inter-ethnic engagement

Familial commitment Navigational/resistance capital

Commitment to community High aspirational goal

Results Contd.“I think not being exposed to a variety of which is what I think people need to be honest. And I don’t think that they even need to be exposed to nothing but their roots because otherwise they really don’t have any variation in anything it is just themselves pretty much or similar to themselves.” –Kryptonite

“Yeah, I do [feel part of the community]. But only because I ’m involved in or with a lot of organizations. Umm…I think I am, but a huge portion of like being part of this campus I think is like the party scene. And I guess I got to certain extent I go out and I have friends that go out and things of that nature. I would say yeah.”–Melody

“I seen maybe 3 or 4 [Latinos] in my major. So, at times I feel a sense of pride. I ’m absolute proud to feel like I can potentially graduate and be one of those handful of people that got through this and be able to share my experiences that way. At times it can be a burden like well I really got to push forward…I got to do this for the community because I have a strong sense of pride for my community.” -Richard

Preferred Residence Hall

0

5

10

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20

Six Pack FAR/PAR ISR Bromley/IT Other

Residence Hall

FAR/PAR

Six Pack

Number of Times Resident Goes Out

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0 1 to 2 3 to 4 5+

FAR/PAR

Six Pack

http://uihistoriesproject.chass.illinois.edu/virtualtour/residencehalls/6pac/50705_l.jpg

http://uihistoriesproject.chass.illinois.edu/virtualtour/residencehalls/farpar/46080_l.jpg

http://uihistoriesproject.chass.illinois.edu/virtualtour/residencehalls/farpar/47142_l.jpg

Presenter: Phillip ChunEPSY 199: Whiteness in the University

The University of Illinois Champaign-Urbana has wide variety of dorms for first year college students. There are two sets of dorms that houses the vast majority of freshman called FAR/PAR and Peabody/Gregory. FAR/PAR is known as the “bee hive” because of its large Asian and African-American population, while the dorms of Peabody and Gregory, six pack, are known to be predominantly white students that party a lot. After spending a semester at this university and noticing the segregated dorms, the students of the different dorms seemed to have very different social lives and I wanted to see if the stereotypes were true and exactly how different each student of the two sets of dorms life were. This seemed to be problem because students are segregated and not everyone experiences the same college activities.

•I administered a brief survey to 40 students at FAR/PAR and Gregory/Peabody

•All were freshmen that took the survey FAR/PAR•Observations were taken during various social activities with current students in the various residence halls. •Information was also obtained from previous EUI studies (IDEALS)

SimilaritiesThere really was not a big difference in the social lives of students of each dorm. The majority of both FAR/PAR and six pack students said they go 1-2 times a week to the bars, frat houses, and friend’s place. They both also mentioned tennis, soccer, basketball, and volleyball several times. Call of Duty was mentioned quite a lot and multiple students put beer pong as a game/sport they liked to play.

DifferencesMany students from FAR/PAR enjoy the residence hall that they stay at, however there were also many students who would rather live at six pack or ISR after their experiences. On the other hand, almost all six pack students enjoyed their dorm and would not choose any other place to stay at. This is probably due to its location to go out to party. The six pack is closer to more fraternity houses and bars than PAR/FAR. The only other major difference between the two was the racial and ethnic diversity of each dorm. When visiting FAR/PAR it seemed students were more aware of other cultures and more accepting.

Researcher’s ReflectionBeing an Asian American living at the six pack, I feel that diversity is an important part of college and is helpful to students learning to accept different cultures and being more open minded. Personally, I would want to live at FAR/PAR if I could because it would be a new experience for me and teach me things that books cannot.

Students tend to hang out with people of their own racial and ethnic background. Since diversity is important and enriching, maybe campus leaders should consider placing students together, rather than letting them have a choice in housing. This might promote a more diverse residence hall and more diverse university

Places to Go Out

0123456789

10

Games

/Spor

ts

Go Out

/Party

Watch

Movie

s/TV All

Other

FAR/PAR

Six Pack

FAR/PAR DemographicsWhite

African American

Asian/Pacific Islander

Hispanic

Native American

Other

Six Pack DemographicsWhite

African American

Asian/Pacific Islander

Hispanic

Native American

Other

Greater racial diversity among students

•Played more computer and fantasy

type video games

•Said that they hang out with all sorts of

races and their group of friends is

diverse

• More students outside congregating or

tossing around a ball/Frisbee

•Played more sports video games

•Almost all six pack students said they

hang out with mostly white people

•Although their friends are mostly white,

they reported race does not matter to them

LADIES LOVING LADIES AT UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGNLauren Szafranski. EdM Higher Education. szafran1@illinois.edu.

Abstract

I am exploring queer female identity development within the LGBT community at University of Illinois at Urbana-Champaign (UIUC). This umbrella topic provides the platform to link theory to practice drawing on research rooted in queer identity development theory, feminism, power structures, and social constructivism. Institution specific aspects to be discussed include mission, campus climate, and support resources such as the LGBT Resource Center. It is my hope that this research will help me to activate change promoting inclusion and equity for queer students.

Literature Review

Theoretical FrameworkPower, Privilege, and OppressionMichel FoucaultPeggy McIntosh

Queer Identity Development TheoryAnthony D’AugelliVivienne CassMcCarn and Fassinger

Multiple Dimensions of Identity Jones and McEwenAbes and JonesAbes, Jones, & McEwen

Cognitive Structural TheoryBaxter Magolda

Objectives

The purposes of this research paper are twofold:

How does the college experience shape the identity development process of queer female students?

How has the campus environment at UIUC shaped the experiences of queer female students?

Interviews conducted with three awesome queer female students sharing their perspectives and experiences at UIUC. Participants contacted through the LGBT Resource Center.

Campus Climate

Transformative EducationAmerican College Personnel Association and National Association of Student Personnel Administrators (ACPA & NASPA)

Power Structures and ResistanceAbes and KaschPaulo Freire

Leadership and ActivismKristen Renn

Implications for UIUC

Active role of faculty, staff, and administration in fostering an inclusive environment

Recognize and support multiple/intersecting identities

Challenge heteronormative culture

Foster visibility of role models, mentors

Create and sustain affirming campus spaces

Promote intergroup dialogue

Integrate feminist and queer literature and perspectives into curriculum

Enhance diversity of programs and activities

Recurring Themes

Challenge and support

Environmental and sociocultural influences

Socialization and gender roles

Fluidity of sexuality and identity

Peer support, community

Meaning making, self-awareness

Advocacy and agency

A very special thank you to all who helped with this project. It’s got a lot of heart.

Eating up Racismby Raymond Tiernan

I intended to explore the racial dynamics of seating in the dining halls on the campus of the University of Illinois. The largest dining halls are part of the Florida Avenue, Pennsylvania Avenue, Peabody Avenue, and Gregory Avenue dormitories. Florida and Pennsylvania Avenue dorms are in one location and referred to as FAR/PAR while Gregory and Peabody are in another and nicknamed the “sick pack”. The FAR/PAR dorms residents are majority Asian and Black while the Six Pack is predominantly white. The goal of my study was to determine if the observations and feelings of the students concerning race relation within the dining hall were similar or different depending on race.

• All students reported noticing racial segregation among students in both dining halls

•Two one of the four subjects, the Latino and Black, would rather sit with a race different from his own

•Students never sat alone because the only other table available happened to be full of a different race

• If students sat with their own race, they said it was because of friendships or social similarities

Observation: I observed the segregation of races based on seating arrangements of tables and different sections within the dining area. Survey: After making my own observations, I conducted a survey of four students from different racial backgrounds (Black, White, Asian American, and Latino). To control for gender, all participants were men. I asked them a series of 10 questions concerning their observations of dining hall segregation, their own experiences with racial segregation, and their own actions in a dining hall setting.

Introduction Method

Asian student: Reported that he normally only sits with people of his own race. When asked why he sat with people of his own race he replied “I can speak in my own language and it is easier to connect with those around me”. This student has eaten in all of the dining halls campus has to offer and wrote that tables are usually divided by race or social group.

Latino student: Reported noticing racial segregation within the dining halls but believed it was “self induced.” The Latino student said that he rarely sits with Latino/a students, and instead almost always sits with white students. Contrary to the Asian student, the Latino student preferred sitting with students from a different race than his own

White student: Attributed seating preferences to when students arrived in the dining hall. He claimed that students who usually arrive together tended to sit together, and stated that all races do this. He admitted that he has been “forced” into uncomfortable seating arrangements in which he was the minority race at the table. He reported that he usually sits with whites because most of his friends are white including his coworkers.

Black Student: Reported that during specific meals, races were more prone to sitting together, especially in large crowds. He said that he didn't not feel uncomfortable at all when being the minority at a table and actually enjoyed it because that's how he grew up. He also said that he rarely sits with people of his own race and prefers sitting with his friends who are predominantly white.

Results

Combining my research and survey, I learned that students mostly sat at tables with students from their own racial group. Moreover, I found that the dining halls consisted of clusters of similar races and not raced weren't sectioned off by specific areas of the dining hall. The main factor for students sitting with their own race is their comfort zone. Friends and other students of the same race often have similar views and backgrounds. It is when students see other races and automatically assume there is nothing in common and to befriend a student from a different race cases them to reach outside their comfort zone.

Conclusion

IntroductionThere are many Universities across the United States thatare ranked high in academics, have a Greek system, andare home to thousands of young college students. Thissounds like the typical American College that most studentsexperience, yet not many can say that they attended thenumber 9th ranked public University in the countryaccording to U.S. and World Report, that has the largestGreek system in the entire world and is home to 43,000students; this is the unique and diverse University of Illinoisat Urbana- Champaign. The University of Illinois is adifferent place than most colleges, and one of the maindifferences is the Greek system. The University of Illinoishas the largest Greek system, not only in the country, but inthe entire world. The Greek life is comprised of the BlackGreek Council, Interfraternity Council, Pan-HellenicCouncil, and United Greek Council. The Black GreekCouncil makes up 12 predominantly African AmericanSororities and Fraternities, the Interfraternity Council has47 fraternities, the Pan-Hellenic Council has 25 differentsororities, and there are 14 Sororities and Fraternities in theUnited Greek System.

Statistics about Greek Life

There are a total of 34 sororities on campus that are comprised from the councils at UIUC

UIUC’s Greek system is the largest in the country

Sororities are involved with Philanthropy, Community Service, Leadership, Scholarship, and Diversity

Over 800 campuses in the United States and Canada participate in Greek Life

There are over 9,000,000 Greek members nationally

63%of the U.S. President's cabinet since 1900 have been Greek

85% of the Fortune 500 executives belong to a fraternity

76% of all Congressmen and Senators belong to a fraternity

40 of 47 U.S. Supreme Court Justices since 1910 were fraternity men

Over $7 million is raised each year by Greeks nationally

850,000 hours of service are volunteered by Greeks annually

45% of Greek students say they are more accepting of individual differences since joining a fraternity or sorority

A U.S. Government study shows that over 70% of all those who join a fraternity/sorority graduate, while under 50% of all non-fraternity/sorority persons graduate

Greek Life Now For Everyone

Many believed that having a Sorority for Muslims could never be done, yet the first ever Islam based sorority was founded in April 2005, in North Carolina. Imani Abdul-Haqq was an active member in her University’s Muslim Student Association on campus and she decided that she did not have to entirely give up on sororities, rather she became the new founder of the first Muslim sorority. With the help of her mom, who used to be the President of Bennett College and who was also a member of the sorority Delta Sigma Theta, they formed Gamma Gamma Chi.

Gamma Gamma Chi is solely based on the faith of Islam, yet non-Muslims are allowed to join as practicing Muslims are. Some of the things that the girls do in Gama Gamma Chi are pray together daily, fast together during Ramadan, and enjoy themselves with being active members in their student body. One is not required to wear the Hijab, but one is always welcome to. “Striving for the pleasure of Allah through sisterhood, scholarship, leadership, and community service” is Gamma Gamma Chi’s motto.

Their organization raises money like other sororities do across the country for charities. Gamma Gamma Chi also plan social events, but without alcohol and the attendance of men, and they also hosts discussions about their faith and Islam. This sorority did such a great job with forming its first chapter, that by the end of 2008, they had a total of six new chapters! The cities and states include: National Grand Chapter - Alexandria, Virginia; Alpha Chapter - Atlanta, Georgia; Beta Chapter - DC Metro Area; Delta Chapter -Chicago, Illinois; Epsilon Chapter – Philadelphia, Pennsylvania; and Gamma Chapter - Greensboro, North Carolina.

Since there were Christian faith-based sororities, the University decided that this was a great step in the path towards bringing more diversity to the Greek Life in general. I believe that if the Students at the University of Illinois wanted to have a Muslim Sorority, the Gamma Gamma Chi chapter would bring a division to the largest Greek Life school. This means that the University would have many more students involved with campus life. Those who believed that they would not fit in with Greek Life because of religious obligations, can now turn that into a reality and be able to while still staying strong with their beliefs .

Therefore, Greek is not set for any one ethnicity, race, sexual orientation, or religion: it is for all. It involves integrity, trust, and diversity because there is no set type of person that fits Greek Life. It can fit any person, and any religious affiliation. I truly hope that the University of Illinois will be able to add a chapter of Gamma Gamma Chi so they could be the first religious affiliated Sorority on our University’s campus.

Stephanie KreagerAsian American Studies, Muslims in America

Works CitedPan-Hellenic website:http://www.illiniphc.com/page.php?page_id=1883&parent_id=0

Rankings and News:http://colleges.usnews.rankingsandreviews.com/best-colleges/national-

top-public

Illinois Greek system:http://www.illinigreeks.com/

Statistics:http://studentorgs.gwu.edu/greekspeak/extras/nationalstatistics/http://www.ecu.edu/cs-studentaffairs/greeklife/statistics.cfm

Gamma Gamma Chi Sorority:http://gammagammachi.org/splash/http://islam.about.com/od/university/p/sorority.htm

For further informationIf you would like more information on The University of Illinois’ Greek system and related subjects you can visitwww.illinigreeks.com, where there is information about the four Greek chapters. Special Acknowledgement to Colin Purringtonfor the Poster template who works at the Departmentof Biology at Swathmore College located inSwathmore, PA.

Question: “Did you ever feel like you were judged during recruitment because of your ethnicity?”

Answer: “No. Because I think a lot of houses looked at it as a positive thing to have girls that bring diversity to their house.”

Question: “Do you feel as if a Muslim or Middle Eastern girl could join a sorority?”

Answer: “My sister is Muslim and she was in one, and I feel like they could, but it really just depends on the individual.”

Question: “Do you feel as if a Muslim girl in a Hijab (a Muslim head scarf) would be treated fairly, with respect, as well as have the same opportunity as being picked for a house as a white girl who has blue eyes and blonde hair?”

Answer: “Every sorority on campus is diverse and has women of all ethnicities and I do not think that a Muslim woman wearing a Hijab would be viewed or treated any differently. Since one of our main values is diversity, we often stress the importance of excepting people of all religions, races, sexual orientations, etc.”

Question: “Do you think that one’s religious believes can affect whether or not they will enjoy being in a sorority and be able to come together and have a good time?”

Answer: “In a way, yes, it does affect it because for my religion , I can’t drink. I don’t think it affects the ability to be friends with someone. I don’t drink, and I still feel like I am sociable, I like getting dressed up and meeting new people.”

Question: “How do you feel about sororities on campus? Do you feel that they are only subjective to white girls and no other ethnicities or races?”

Answer: “Actually, on the contrary, I think they try to get girls from other races because they want to have more diversity within a sorority. I feel like there is a wide mix of girls and ethnicities.”

Interviews and QuotationsFor my research, I conducted interviews with a Middle Eastern girl who is contemplating whether or not to join the Greek system, a Middle Easterner who has been in a sorority since her freshmen year of college, a Muslim who did not join the Greek system, a Bahia who is interested in joining a sorority next year as well as the Personal Relations of the largest sorority council and the University, the Pan-Hellenic Council. They all had very similar thoughts pertaining to the topic of Geek life.

Muslims, Middle Easterners, and Stereotypes about Sorority Life at the University of Illinois

Poster Design & Printing by Genigraphics® -800.790.4001

Rachel DelehantyAsian American Studies- Muslims in America

University of Illinois

ABSTRACT INTERVIEW RESPONSESINTERVIEW QUESTIONS

CONTACT

Muslim Women at the University of Illinois

Rachel DelehantyMuslims in AmericaRachel@Delehanty.com847.721.6589

What is your immediate reaction when you see a Muslim woman dressed in traditional Muslim clothing?Why do you think people have a tendency to be uncomfortable when a woman is dressed in traditional Muslim clothing?Does the presence of the Hijab make a difference in the level of comfort?Do you think that the patriarchal values which Islam is founded upon makes people question the free will of the women? If people were educated about Muslim traditions do you think they would react differently?

I found that people unintentionally react to a Muslim woman wearing the hijab. The responses I got were fairly consistent in that people don’t understand the purpose of the hijab other than it conceals a woman’s beauty which to be conserved for her husband. Essentially what I had predicted was true but not to the extent which I had reasoned it. Most people did not think through the presence of the headgear much further than taking it at face value.

“I guess it is the male dominance that makes me do a double take and consider a woman wearing a hijab differently than any other woman walking down the street but I never think about it more than just ‘oh she’s wearing a headdress’”

“Now that I’m thinking about the hijab I actually find it kind of sweet that a woman would want her beauty to be for her husband and her husband alone.”

“People are uncomfortable with what is not normal but who determines ‘normal’? As a Muslim girl who does wear a hijab, I feel that people are less apt to initiate conversation with me due to a scarf that I wear on my head. It’s ridiculous that I feel ostracized for something which is my choice, harms no one, and is a belief I was raised in. If you were raised as a vegetarian people wouldn’t disparage your choice to continue that endeavor later in life-- this is much the same.”

“Educating people would not make them less ignorant; people will think what they want regardless of how illogical the reasoning.”

“I don’t understand why a woman would subject herself to a male dominated society where she has so little say in her own future.”

My preliminary question for a research topic is how Muslim women at the University of Illinois are perceived and acted towards by other non-Muslim students. I hope to explore these perceptions especially of those students wearing traditional Muslim clothing. My hypothesis is that if I conduct research on this topic, I will find that non-Muslim students at the University of Illinois have a negative view upon female Muslim students because of the way the Muslim culture is heavily patriarchal. I plan to conduct my research by means of a series of smaller interviews of a group of University of Illinois students with whom I am more familiar. I will then conduct anywhere between two to five interviews (depending on how many viable sources I can find throughout the campus). I also would like to compare my research with that of one of my classmates who is conducting his project on perceptions of Muslims (not just females) because comparing the two would be very intriguing. Because gender roles are so prominent in Muslim culture, I feel as though the perceptions of both male and female will be drastically different than those of just female Muslim students even from a non-Muslim perspective. I intend to get at least one perspective from a faculty or staff member to cover more demographics from the University of Illinois.

Do people react differently when interacting with a Muslim man as opposed to a woman? If so, why do you think this is? Is the interaction with Muslim students at the University of Illinois different than the interactions with other minorities at the university? If so, do you think it is the difference in beliefs and traditions that creates the variance between Muslim and non-Muslim students? Do you think that people have the impression that Muslim women have relinquished their own free will to their husbands or fathers? Does this cause a lack of respect for either party?

http://lailanasheeba.files.wordpress.com/2008/06/british_muslim_women.jpg

http://www.vocfm.co.za/public/images/upload_images/hijab10.jpg

http://vocfm.co.za/blogs/aisha/wp-content/uploads/2009/10/muslim_couple.jpg

Don’t Judge a Class By it’s Title:Student Reactions to “Whiteness and the University” at UIUC

Vishal Verma

White (n=3) Asian American (n=3) African American (n=3)

First Impressions “You go to a college to learn things that will make you smarter.”

“It doesn’t really offer you anything educational, seems pointless.” (P2)

“Sounds like an important class, we are mostly a white college.” (P3)

“I definitely don’t think it is racist the first time I hear it, because I know it’s a University class. You can’t do that.” (P1)

“I’m hoping the class identifiesproblems about whiteness and tries to solve them.” (P2)

“I honestly don’t care but I believe it has to do with being white at a University.” (P1)

“Interesting that something like this is being explored into class, considering the white population is the dominant population on campus.”(P3)

Impressions after Explanation

“In the year 2010 race is not a problem, compared to what it was like 60 years ago.” (P1)

“People need to understand that white people are put on another level because of their skin color.” (P3)

“I have a problem with identifying myself as being white because with my parents and all and I know the history.” (P3)

“I believe whiteness isn’t the problem, just make sure that people aware of the fact that white people are a dominant race.” (P1)

“All that stuff bother me, and I would love to take that class.” (P2)

“I’ve never had opportunities to talk about these things, seems interesting.” (P1)

“Things like that should be addressed even though its pretty apparent.” (P3)

“I hope the class goes in depth, and makes that point known.” (P2)

“White privilege was very apparent to me, I remember the first time I cam to this University and looked at the Black Frat houses compared to the White ones.” (P3)

Would they enroll? “No I doubt it, it is not something I am interested in.” (P1)

“I don’t think so.” (P2)

“Most definitely because It is interesting, now that I have taken 4 “AFRO/AAS” classes.” (P3)

“Yes, definitely, it promotes awareness.””How many white people are in that class? They should take that class.”

“I’d enroll in that.” (P1)

“I would like to express my opinions on such a subject, yes.”(P2)

“That would be an interesting course to take.” (P3)

Introduction-My project originated from my enrollment in the “Whiteness and the University” discovery course and listening how my fellow classmates would get different reactions when they would tell people about the class. I asked students from different racial backgrounds what they thought about a course called "Whiteness and the University," and then asked them to elaborate on their responses.

Research QuestionWhat do people truly feel and think of a course called “Whiteness and the University?

Methods•I conducted 9 individual interviews with students who identified as White (n = 3), Asian American (n = 3), and African American (n = 3).

•I audio-recorded each participant's responses and wrote down key things I thought some of the students said about the course,.

•I noted their initial impressions of a course called “Whiteness and the University” and also after informing them about it. I also included which one of these students would actually enroll in such a class.

•When appropriate, I asked them to elaborate on their initial responses whether it be positive or negative.

Conclusions/Recommendations •I believe that everyone should be made aware of this course because it does teach important facts that need to be known, especially for the one’s who do not see it as a big deal. Due to my interviews it was Asian-American section and the white section. Overall I think peoples reactions were what I expected. •My recommendation for the University would be to advertise this class more, make it known, because according to my findings the white and Asian-American population need to be aware ofwhiteness and how it affects everyone on campus.

For more information on EUI, please visit:http://www.eui.uiuc.edu/

Merinda Kaye HensleyInstructional Services Librarian