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Journal of S tudent Af fai rs in Afr ica | Volum e 2 (1) 2014, 23–34 | 2 307-6267 | DOI: 10.14426/js aa.v2i1.5 8
AFRICAN
MINDS www.jsaa.ac.za
Multicultural competence in student affairs:
The case of the University of Botswana
Thenjiwe Emily Major* and Boitumelo Mangope**
* Senior Lecturer, Department of Educational Foundations, University of Botswana.
Email: majorte@mopipi.ub.bw
** Lecturer, Department of Educational Foundations, University of Botswana
Abstract
Universities and colleges of education all over the world are experiencing student
populations who bring diverse values and experiences into the learning environment.
Student affairs professionals are faced with the challenge of accommodating each student’s
unique needs. This paper intends to address the essentiality of multicultural competence
in student affairs administration in higher education. It discusses the meaning of
multiculturalism; the role of the student affairs in the development of the students; and the
importance of multicultural competence in student affairs administration.
Keywords
Diversity, higher education, multicultural competence, student affairs, student affairs professionals,
university administration, Botswana.
Introduction
The University of Botswana (UB), like many other institutions of higher education, has
noted a drastic increase in enrolment since 2006. Students enrolled in this university come
from diverse backgrounds, representing various races, ethnicities, disabilities, genders, socio-
economic statuses and so forth. A diverse student population involves diverse needs, values,
norms and beliefs. This diversity has an impact on the work of student affairs professionals
and educators in general, as they interact and work with this diverse population on a
daily basis (Lotan, 2006). Higher education professionals must therefore become aware of
whether and how their institutions are fully supporting the diverse needs of their student
population. A study conducted by Moswela and Mukhopadhyay (2011) has shown that the
needs of diverse learners, particularly those with special educational needs at UB, are not
being adequately addressed by student affairs professionals. The study findings reveal the
following deficiencies: a lack of educational materials, non-accommodating infrastructural
facilities, and a curriculum that is inflexible for students with special needs. Another study
by Tabulawa (2003) has also shown the need for a culturally sensitive pedagogy and for
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the proficiency of educators in their students’ first language. This has been recognised as
significant for effective teaching of students who are speakers of languages different from
the local language used in schools.
Student affairs professionals are decision-makers and play vital roles in addressing
multicultural issues on campuses. Their unique positions call for the integration of
multicultural awareness, knowledge and skills into practice. However, only limited
research has been carried out at the University of Botswana regarding the multicultural
competence of higher education professionals. For example, Molosiwa (2009), in her
study Monocultural education in a multicultural society: The case of teacher preparation in
Botswana, reported that teachers have not received adequate training on multicultural
issues. Another study, carried out by Moswela and Mukhopadhayay (2011), indicated that
the student affairs professionals lacked multicultural competence to address the needs of
students with special needs.
Similarly, Pope et al., (2004) reported that many student affairs practitioners receive
very little training in multicultural issues. In addition, work performance evaluations very
rarely include multicultural criteria. The ethical implication for the lack of training in this
area leads to deficiencies in knowledge, skills, and awareness of unfamiliar cultures. As noted
by Ruggiero (2001), critical analysis of an issue or concern is affected and decision-making
is usually based on choices dependent upon personal and subjective moral standards. Every
culture has a custom that restricts and prescribes the manner in which people behave
towards one another; it is based on culture (Nyathi-Ramahobo, 2006). If a goal of student
affairs professionals is to promote a diverse and inclusive environment on campus, how can
decisions on programmes, goals, and outreach be equitable if individuals in student affairs
lack the knowledge, skills and awareness of a diverse student body? According to Papalewis
as cited by Cierra (2004), “ultimately, one’s ability to lead effectively and efficiently is based
on the ability to understand and respect individual differences: to be ethical, one must be
respectful” (p. 3). The study by Moswela and Mukhopadhayay (2011) on the voices of the
students with disabilities at UB revealed that student affairs professionals, in the special
education support services, lack the necessary skills to assist students from all walks of life,
particularly those with special educational needs. According to the study, access to equitable
educational opportunities is inadequate for students with diverse needs. Nonetheless,
studies have shown that such aspects are crucial in the education of diverse learners in order
to achieve their potential. Furthermore, Healey, Prestorious and Bell (2011) have observed
that the provision of services to students with diverse needs – in particular special needs – is
crucial as such provision assists students to develop self-deter mination and self-management
skills, which ultimately assist in their success and improve their career outcomes. Lastly,
the study by Nyathi-Ramahobo (2006) argues that multicultural education is critical in
cultivating and developing attitudes and value systems for building democratic societies and
maintaining peace in the community.
Continuing professional education is therefore needed for student affairs professionals
in higher education as they are the ones responsible for making special arrangements to
be implemented at the classroom level. Student affairs departments provide the necessary
Thenjiwe Emi ly Major and Boitume lo Man gope: Mu lticult ura l comp etence i n student af fa irs 25
programmes and services needed by the students to achieve educational goals. Their
mission is to enhance learning and personal development. Furthermore, the purpose of
student affairs department at UB is to create conditions that motivate and inspire students
to devote time and energy to educationally purposeful activities, both inside and outside
of the classroom. For example, the special education support services professionals are
responsible for the assessment of students with special needs, and are expected to provide
all the necessary services for the students and make recommendations to the teaching
staff and the rest of the university community to make the necessary accommodations
for such students. However, lack of multicultural skills hinders their performance.
Thus, because of this important role of developing the holistic, individual student, it is
important for all student affairs professionals to have the multicultural awareness, skills,
knowledge, and sensitivity, needed to offer meaningful services to all the students. Though
research, policies, and practices of multiculturalism in education have been vigorous
at the international level for a long time, the concepts of bilingual, multilingual, or
multicultural special education are unheard of in Botswana. Only a few research studies
have addressed issues of multiculturalism in Botswana (e.g., Boikhutso & Jotia, 2013) but
none included student affairs professionals. Earlier studies addressing the education of
children with heterogeneous languages either examined government policies (Jotia &
Pansiri, 2013), or they were mainly conceptual papers on teachers and multiculturalism
(e.g., Molosiwa, 2009). Little has been done on examining student affairs professionals and
multiculturalism situations in Botswana. This study therefore seeks to add value by making
the case for multicultural awareness among student affairs professionals and evoking
research to pay particular attention to the student affairs professionals as they play a pivotal
role in ensuring that there is equal access to educational opportunities in the universities
and colleges of education in Botswana.
What is multiculturalism?
Multiculturalism is a difficult word to define because scholars have various views on
what constitutes multiculturalism. This was noted by Komives, Woodard and Associates
(2003) who state that “one of the greatest obstacles to discussing multiculturalism is lack
of common definition to clarify the concept” (p.425). This view is further supported
by Watson (1998): “Another problem when addressing diversity and multiculturalism
is that there is no consistency across the profession regarding its meaning” (p. 54). The
inconsistency regarding the definition of multiculturalism across professions and nations
results in difficulty in addressing this issue in more detailed manner.
Some scholars, like Reynolds (2004) suggest that multiculturalism is “about creating
a new world where people, because of who they are (as differentiated from regardless of
who they are) are welcomed and celebrated” (p. 104, our emphasis). Fowers and Richardson
(1996) defined multiculturalism from a psychological perspective, stating that it “is a social-
intellectual movement that promotes the value of diversity as a core principle and insists
that all cultural groups be treated with respect as equals” (p.609). Similarly, Carson (2009)
as cited by Risner and Stinson (2010) stated that:
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[m]ulticulturalism is a social and political movement and position that holds differences
between individuals and groups to be a potential source of strength and renewal rather than
of strife. It values the diverse perspectives people develop and maintain through varieties of
experience and background stemming from racial, ethnic, gender, sexual orientation and/or
class differences in our society. It strives to uphold the ideals of equality, equity and freedom on
which the United States is based, and includes respect for individuals and groups as a principle
fundamental to the success and growth of our country. (p. 4)
In defining the concept of multiculturalism, both authors therefore value the importance of a
person as an individual irrespective of race, class, gender, socio-economic status and so forth.
Culture is the key concept in multiculturalism. Culture may be defined as the totality
of ways of life of a society: what it believes in and does, all its economic and religious
activities, language and so on. Banks and Banks (2001) defined culture as “a group’s
programme for survival in and adaptation to its environment […] the cultural programme
consists of knowledge, concepts, and values shared by group members through systems of
communication” (p.8). These shared beliefs bind people into a society.
Professionals in higher education must recognise that it is vital to understand and
appreciate every person as a unique individual. Multiculturalism values the individual
student and recognises that all students – regardless of their gender, social class, ethnic, racial,
or cultural characteristics should have equal opportunity to learn at school. Accordingly,
Parekh (1999) noted that “all cultures are equally rich and deserve equal respect, that each
of them is good for its members […] no culture is wholly worthless […] no culture is
perfect and has a right to impose itself on others” (p 2). Student affairs professionals are to
value the individual student.
Multiculturalism in higher education attempts to address issues of racism, sexism
and discrimination against people with disabilities and minority groups. According to
the Canadian Heritage (2004), “multiculturalism encourages racial and ethnic harmony
and cross-cultural understanding and discourages ghettoisation, hatred, discrimination
and violence” (p. 1). The purpose of multiculturalism is to eliminate prejudice and
discrimination by educating disadvantaged groups about their culture and history and to
learn to accept themselves fully as individuals. Multiculturalism helps the disadvantaged
groups to develop a positive self-concept. It ensures that all citizens can keep their identities,
can take pride of their ancestry and have a sense of belonging.
Multiculturalism does not only cater for minority groups, it also helps to educate
privileged students to develop an understanding and appreciation of minority groups.
It informs privileged students that acceptance of minority groups gives a feeling of
security and self-confidence. What is multiculturalism striving for (2006) noted, “people of
the mainstream culture must understand and accept those on the outside, because lack
of understanding and acceptance fosters irrational and unfair prejudices, such as racism,
and sexism, and these prejudices do harm those outside the mainstream” (p. 3). Therefore,
multicultural competency is necessary to educate these groups to be open and accept
diverse cultures.
Thenjiwe Emi ly Major and Boitume lo Man gope: Mu lticult ura l comp etence i n student af fa irs 27
The role of student affairs in student learning
Student affairs plays a major role in developing the holistic individual who is, intellectual,
social, emotional and spiritual. According to Love (2003) “student affairs professionals
perform a varied mixture of leading, advising, counseling, educating, supervising, teaching,
planning, and so forth” (p. 2). Student affairs professionals are responsible for helping every
student to achieve educational goals. The professionals advise students on academic and
social needs. Thus, for instance, they assist students with the development of appropriate
educational plans consistent with their individual academic, career and personal goals.
Student affairs professionals participate in academic advising, which is regarded as a
more comprehensive process that includes an assessment of the psychological, interpersonal
and academic needs of students (Wazlelek & Coulter, 1999). Professional counsellors,
who are more knowledgeable in identifying students’ difficulties, provide appropriate
interventions and assistance as well as referrals.
Student affairs professionals offer co-curricular activities. These are meant to enhance
the lives of students outside the classroom. Students learn to socialise and develop leadership
skills by participating in different organisations. Through these experiences, students gain
knowledge and skills through practical learning.
Student affairs professionals also recruit international students for educational, cultural
and financial reasons, and the corollary obligation, which is to welcome, serve, retain and
involve in mutual intercultural learning with international students (Peterson, Briggs,
Dreasher, Horner & Nelson, 1999). The international student office staff, in cooperation
with other student affairs professionals, must work to create a welcoming environment
for international students. They promote intercultural learning on campus and encourage
international students to appreciate diversity. The student affairs department provides
quality programmes and services in order to retain the students.
Knowledge of multiculturalism is vital for student affairs professionals in order to assist
with student learning/development and in creating a campus that supports all students. For
instance, according to Boikhutso and Jotia (2013), the marginalisation of the use of students’
mother tongue for ethnic minorities in Botswana, under mines the quality of the education
and the curriculum in general.
Essentiality of multicultural competence
Many studies have demonstrated that a multicultural environment on campus has a
positive impact on various student outcomes (Villalpando, 2002). Astin as cited in Cheng
& Zhao, 2005 identified a clear pattern that emphasises diversity as an institutional policy
and provides curricular and extracurricular opportunities to address multicultural issues
that are associated with widespread beneficial effects on students’ cognitive and affective
development.
According to Pope, Reynolds and Muller (2004), multicultural competence is defined,
“as the awareness, knowledge and skills needed to work with others who are culturally
different from self in meaning” (p.13). They note that multicultural competence is a
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necessary prerequisite for effective, affirming, and ethical work in student affairs. Sims
(1994) concurs:
We need to create an academic community where people with different backgrounds view
each other as having similar needs, similar aspirations, and similar problems but with different
ways of manifesting them. In this kind of community, different clothes, different music, different
habits, different skin color, and different self-presentation are viewed with interest and curiosity
rather than hostility and suspicion…cultural differences are regarded not as dehumanizing
stereotype but as an intriguing variation that we seek to understand. (p. 3)
The notion of multicultural competence puts forward the belief that all citizens should
keep their identities. They are to be respected for who they are. Accordingly, Parekh
(1999) asserts that, “when dominant culture defines the minorities in a demeaning way
and systematically reinforces it by all the institutional and other means at its disposal, they
consciously or unconsciously internalise the negative self-image, lack self-esteem, and feel
alienated from the mainstream” (p. 6).
Multicultural competence helps student affairs professionals in understanding
internalised oppression and its impact on identity and self-esteem. Weng (2005) states that
[c]ultural self-awareness is the key, because it enables us to recognize that as cultural beings
[we] may hold attitudes and beliefs that can detrimentally influence [our] perceptions of and
interactions with individuals who are ethnically and racially different from [our] selves. (p. 4)
Institutions of higher education with clearly defined and enforced cultures committed
to diversity empower their members to feel good about themselves in relation to their
uniqueness and role in the institution.
Self-awareness
Self-awareness is the ability to be aware of those values, attitudes, and assumptions that
hold inaccurate views of a particular culture in the form of stereotypes or biases (Pope et
al., 2004). It is important for student affairs professionals to develop this awareness skill. In
doing so, they are able to challenge their misinformation, thus correcting their erroneous
assumptions and beliefs. According to Pope, Reynolds and Muller (2004), student affairs
professionals should know that differences are valuable and that learning about others who
are culturally different is necessary and rewarding. Self-awareness helps the individual to
learn to respect differences among people, and to acknowledge the complexities within
ourselves and others. They assert, therefore that “multiculturalism should start by observing
the self as an initial starting point” (p. 55). Thus Cheng (1990) proposes that student affairs
professionals begin by examining and understanding their own unique cultural and ethnic
identities. Student affairs professionals should be able to examine their own prejudices
and reflect upon how pre-judgement affects their interactions with students and other
professionals. Student affairs professionals should self-explore and self-evaluate. Doing so,
will help them to improve their ability to learn how to value and respect other cultures.
Thenjiwe Emi ly Major and Boitume lo Man gope: Mu lticult ura l comp etence i n student af fa irs 29
Self-ref lection as a necessary skill for student affairs practitioners
It is important for every student affairs practitioner to conduct self-evaluation. Self-
evaluation helps the individual to understand his/her weaknesses and strengths, and
therefore, instills a willingness to change for the better. Nottingham (1998) notes that
Self-reflection allows one to identify strengths and limitations in specific environments and the
individual personality, learning, and behavioral characteristics that influence one’s interactions
with others. (p. 71)
The author notes that differing attitudes, beliefs, cultures, ethics, values and life experiences
are some important aspects of self-reflection. She further states that professionals must have
a meaningful understanding of themselves to maximise their individual effectiveness in the
department or division. This is further emphasised by Ramirez (2000). Leaders working in
institutions of higher education require more knowledge and skills in working with diverse
populations. He asserts that creating institutional capacity for diversity requires authentic
leadership with integrity and vision.
Diversity, like leadership, does not lend itself to neat formulas, weekend workshops, or summer
institutes where leadership skills for diversity may be modulized and acquired. Diversity calls
up the most deeply felt passions about who we are as individuals. (p. 407)
Nottingham (1998) acknowledges the importance of knowing yourself as an individual
in order to understand other people. This is supported by Pope et al. (2004) who argues
that “without self-evaluation, individuals may not realise that they hold inaccurate or
appropriate views of a particular culture in the form of stereotypes, biases or cultural based
assumptions” (p.15). Accordingly, it is important that professionals who work with diverse
population are willing to participate in self-exploration.
Multicultural knowledge
According to Pope et al. (2004), “Multicultural knowledge consists of the knowledge about
various cultural groups that is typically not taught in many preparation programmes” (p.
15). The professionals should be able to recognise that each individual student has a race,
sexual orientation, class, and so forth, which contribute to an individual’s personal identity.
Student affairs professionals should help diverse students to explore their own histories,
cultures, and traditions in order to know themselves. Parekh (1999) affirmed, that
[s]ocial recognition is central to the individual’s identity and self-worth and misrecognition can
gravely damage both. (p. 6)
This is further supported by Fower and Richardson (1996), who state that
[a]ll people must be allowed to unfold toward their unique destinies, which requires resisting
external pressure and other inducements to mimic and thereby become derivatives of another
culture. (p. 612)
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It is very important for one to know one’s real self to be able to identify one positively. Gay
(1994) supports this by stating that “one cannot be human without culture and ethnicity,
and one cannot have culture and ethnicity without being human” (p. 7). Therefore, to
acknowledge and respect one another, to be fully human, requires mutual understanding
and appreciation based on cultural understanding. Having knowledge about other cultures
different from one’s own helps to eliminate some of the misconceptions people have about
other cultures. Gay (1994) contends:
Failing to understand the cultural style of some African-Americans, for example, may cause
teachers erroneously to conclude that these students have limited critical thinking and
reasoning abilities […] the reluctance of Amer ican Indian children to operate on a tightly
controlled time schedule and engage in highly individualistic and competitive activities may be
misinterpreted as lack of initiative, motivation, and responsibility. (p. 9)
Knowledge about other cultures is important to all those who work with a diverse
population, especially student affairs practitioners.
Multicultural skills
Communication skill is one of the key elements in multicultural competency. Through
verbal and nonverbal aspects of communication, student affairs professionals understand
how culture influences the content (Pope et al., 2004). This multicultural competency skill
helps student affairs professionals openly discuss cultural differences and issues.
As previously stated, multicultural competency is vital for the student affairs
practitioners; Howard-Hamilton, Richardson and Shuford (1998) note that multicultural
competencies are also important to students. They argue that a set of competencies
for students should be developed to enhance and promote the growth of multicultural
sensitivity within universities. They suggest that students should have knowledge of self-
awareness. The knowledge of self will help students to relate to their cultural identities.
This competency may help them to understand issues of oppression and the effect it
has on different cultural groups. Like other scholars, Howard-Hamilton et al. (1998),
emphasise the importance of self even in students. Understanding the self helps individual
human beings to accept themselves and also to accept, value and respect others different
from themselves.
If the students, staff and faculty, all develop multicultural competencies, we believe
the needs of the individual student can be best met. The mission of educating the student
holistically may thus be achieved.
What needs to be done?
Education has no age limit. Student affairs professionals at the University of Botswana need
continuing education to learn about the diverse student populations that are enrolling in the
institutions of higher learning. There are various ways in which student affairs professionals
Thenjiwe Emi ly Major and Boitume lo Man gope: Mu lticult ura l comp etence i n student af fa irs 31
may learn about diverse student populations. First, they must identify these groups on
campus. Examples include: international students; women students; students from minority
groups such as lesbians and gays; students from national minority tribes such as Bakalaka,
Bayeyi, Basarwa; people with disabilities, etc.; as well as the eight major national tribes such
as the Bangwato, Bakgatla, Bakwena, etc. While minority and disadvantaged groups need to
be educated about their cultures and histories, and be helped to learn to accept themselves
as individuals, the members of majority and mainstream culture need to be educated about
their privileges, how to deconstruct and recognise them, and to understand and appreciate
the minority groups; and to be informed that acceptance of the minority groups gives a
feeling of security and self-confidence.
Potential options for intervention include: planning and implementing lunch-hour
sessions designed to educate these different groups about the importance of diversity;
conducting seminars for student affairs professionals on diversity/mentoring programmes;
allowing student affairs professionals to attend the orientation for international students in
order to learn about different groups of students; student affairs professionals conducting
presentations about Botswana culture to new students; and establishing a Multicultural
Centre at the University of Botswana.
Conclusion
Diversity in the student body makes higher education unique and presents challenges for
student affairs professionals. In addition to racial and ethnic diversity, higher education
also serves diverse groups of students who are disabled; international students; students of
different sexual orientations; and so forth. These groups have different needs that should be
attended to by student affairs staff. Student affairs professionals should work hard to assist
every student to succeed academically. In this respect, student affairs professionals should
collaborate with other departments, such as academic affairs, to ensure that students in their
institutions are able to develop holistically. Finally, student affairs professionals should create
programmes and offer services that assist students in developing personally, intellectually,
socially and spiritually, irrespective of gender, class, race, religion, etc.
More especially, this article has argued that student affairs staff should incorporate
multicultural competence in their daily work and decision-making in order to address
and respond to the challenges and needs of diverse student populations. Multicultural
competency helps student affairs professionals to self-assess in order to understand their
strengths and weaknesses. When they recognise their strengths, weaknesses and position of
privilege, student affairs professionals are better able to work with and assist people from
diverse student populations, especially students who are different from them. Knowledge
about diverse populations and other cultures will help student affairs professionals to
understand the uniqueness of individual students. As a result, they will respond to students’
needs and provide the necessary guidance, advice, counsel and support required to help
students achieve success in higher education.
32 Journal of S tude nt Aair s in Afri ca | Volume 2 (1) 2014, 23 –34 | 2307-6267 | D OI: 10.14426/jsa a.v2i1.58
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