I regularly attempt to answer a problem, question or challenge posed by our national network readers and invite you into the conversation. Please comment on my answer or expand on it. I’d also like to invite you to submit a challenge that you’re facing at your institution. Collectively we’ll find a solution that will hopefully work for you. Don’t be shy. We all face challenges and will benefit from our collective experiences.
Nick from our national network posed this challenge:
Dr. Taylor, given your expertise in leading numerous diversity retreats, what are some of your “best practices?” Are there any books or blog posts that you’ve written that surround this topic? Who did you learn from and what obstacles did you have to overcome before you felt comfortable leading such retreats? Knowing that every group is different, do you use the same activities at every retreat, or do the activities vary depending on what kind of personalities are attending the retreat? Ultimately, I’d be really interested in knowing more about the psychology motivating individuals to participate in a potentially uncomfortable conversation.
Nick thank you for your challenge(s). I’ll try not to be too self-serving with my answers but facilitating retreats has been one of the highlights of my professional career. First let me explain what a multicultural retreat is. It is a structured activity that allows white students and students of color an opportunity to learn about ALANA (African, Latino, Asian & Native American) cultures by being immersed in them over a weekend. Because of the time they spend together, students eventually “drop their guard” and allow their true feelings to emerge. When their candor isn’t viewed in a judgmental way, then authentic communication is possible. As a result of this interaction, students are able to connect in ways that they have never done before. Many participants describe the retreat as one of the most transformational events that they have ever experienced.
I’ve seen firsthand the personal growth that takes place when students allow themselves to open up to this unique experience. I’ve witnessed the formation of new friendships, honest communication and a few moments of pure joy. This is what college should be about, to allow students to take risks and to grow; to challenge them to make a difference and to help make their campuses, institutions that celebrate diversity. It is not uncommon for participants to question why they subjected themselves to this experience at the beginning of the retreat. Nor is it unusual to hear comments like, ‘Do we really have to leave?’ at the close of the retreat.
The retreats that I’ve hosted have touched me personally and in profound ways. As a result I’ve written two books about this experience. One is fiction Lakeside University Cover Up, and the other is non-fiction. The novel attempts to bring the retreat experience to life for readers in an entertaining but impactful way. More importantly it allows me to communicate with college students through my FREE-Skype the Author program.
My other book, How to Sponsor a Multicultural Student Retreat provides a step-by-step road map for hosting a retreat. It includes my best practices and a handy checklist so that nothing falls through the cracks. You’ll also find a free article in the Resource Center of this website: Use a Weekend Retreat to Unite Black and White Students that covers the nuts and bolts of hosting a retreat.
Who did you learn from and what obstacles did you have to overcome before you felt comfortable leading such retreats?
Nick, I conducted my first retreat back in the late 70s in rural Wild Rose, Wisconsin. I didn’t have a mentor for this program. There was no budget; it was a new concept and an easy target for naysayers. Taking an interracial group of students off campus presented liability issues and worries. I didn’t even know if the students would be receptive to spending a weekend in the woods in what could be perceived as a tense environment. But even back then I viewed such obstacles as challenges so I went to work.
I think my staff and I visited every student group on campus and explained what we were trying to do. I don’t want to downplay all of the hard work and frustration we had to go through to make the retreat happen, but when the dust settled we had the funding and the support we needed to go forward. Admittedly my first group of 20 students probably considered themselves “guinea pigs;” half were white and half were students of color. I imagine the only question that was on their mind was, “how in the heck is this weekend going to turn out?”
I wasn’t much older than the students who attended. At the time I was director of a Multicultural Education Center which was home to all of our campuses ALANA student organizations. There was limited interaction between white students and students of color. I was trying to figure out a way to get students to move beyond their comfort zone and really get to know each other. I wanted something that wasn’t superficial; something that would challenge students’ core values but in a safe, nurturing environment.
The first night of the retreat-students were withdrawing into cliques, pretty much sticking with their own group. To prevent this I came up with the idea that half of their free time had to be spent with someone outside their racial group. Call it a stroke of genius or sheer luck, but that rule changed the dynamic of the retreat and forced students to get to know each other. It was no longer us vs. them-it became “we’ve got to communicate and figure this thing out.”
When I look back I realize that each retreat I facilitated taught me valuable lessons and helped me to become more comfortable as a facilitator. The one I did in Minnesota taught me to be objective and view my facilitator role as an educator instead of an advocate. The retreat I did in Massachusetts taught me to become a peacemaker, a good listener and a problem solver. Although I was dealing with some of the most contentious issues we face like racism, sexism and privilege I also learned to trust in the goodness of people and that we could have fun even while we grappled with these difficult concerns.
Knowing that every group is different, do you use the same activities at every retreat, or do the activities vary depending on what kind of personalities are attending the retreat?
The basic agenda stays the same because it provides participants a context in which to understand the issues impacting a particular “racial” group. However, the activities will change based on the needs of the group. My book contains over 25 activities to choose from including introductory activities, warm-up activities, icebreakers, sensitivity exercises and history tests and quizzes on each ALANA group. The book also includes an historical overview of each ALANA group that has led to some of the most dynamic discussions I’ve been privy too. Guest speakers are brought in, along with cultural entertainment.
Ethnic Recipes are provided allowing students to prepare dishes ranging from Soul food to Chinese food. Everything at the retreat is a teachable moment, from free time to meals. But ultimately it is the people that make this experience so memorable and inspiring. The characters in my novel are based on many of the individuals I’ve met on retreats.
Ultimately, I’d be really interested in knowing more about the psychology of motivating individuals to participate in a potentially uncomfortable conversation.
At first students are really hesitant about what they say, being careful not to offend, but the structured activities slowly force them to be honest, rather than tactful. For example instead of asking students to share their opinion about the racial climate on campus, you can lead them into the discussion with this RIGHTS & WRONGS activity.
Tape a sign in each corner of the room identifying a place where students are to move based on their answers to a series of questions that you read to them. One corner should be labeled DEFINITELY RIGHT, another DEFINITELY WRONG, another POSSIBLY RIGHT and the last corner, POSSIBLY WRONG.
Next read a series of statements similar to this one: Affirmative action should not be abolished because it leads to a level playing field. Ask students to move to the sign that best matches their viewpoint. I hope you can see the potential for some very interesting discussions. This is just one of the many activities you can choose from. You can manipulate your statements to cover a wide range of issues.
This allows straightforward communication to occur. It is dynamic and at times confrontational. Disagreement and confrontation are treated as a natural consequence of cross cultural interaction, almost as prerequisites to honest interaction. Fortunately disagreements have never turned physical in any of my retreats. I came up with the Peace Tent idea to diffuse tension. It gives those students who are really in opposition to each other a chance to separate from the group and actually listen to each other. Students have to remain in the tent until they are civil to each other, even if it means agreeing to disagree. The real goal is to ensure that everyone’s right to be heard is respected and to have all viewpoints considered.
Social psychologists have presented convincing arguments about the effect of inter group contact and under what circumstances it can lead to positive outcomes. Allport’s Contact Theory has been instrumental for the study of intergroup contact and the conditions required to reduce prejudice between groups. The challenge is to convince students that the risk is worth it. I’m not a psychologist but I do know that most students leave this experience changed. Whether it’s white students learning about African American history or black students learning about Native American culture. This process of permitting oneself to be vulnerable and open to new ideas often gives one an insight that results in increased cultural awareness.
As a friend of mine put it: “when you consider the cultural activities, the robust discussions, the personal challenges, and the emotional roller coaster ride of witnessing young people open their minds and hearts-wow-what an experience.” Perhaps there is something about nature that allows people to be more receptive and open to others as well as themselves.
Nick, since the real test of the retreat’s effectiveness must occur after it is over; participants are expected to answer both individually and collectively the question, “Where do we go from here?”
The more I read about racial incidents on our campuses the more I’m convinced of the importance of diversity retreats and the genuine benefits they offer students. I know of no better method for beginning a racial dialogue or in getting students to broaden their perspectives. If the retreat does nothing else, it allows us to listen to each other, and that’s of great consequence.
Dr. Taylor
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