Multicultural Competence in Student Affairs. By Raechele L. Pope, Amy L. Reynolds and John A. Mueller. San Francisco, CA: Jossey-Bass, 2004.

Too often and for too long the goal of diversity on college campuses has been just that--diversity.  Seeking and attaining a multicultural student body and faculty has been the focus and end point of efforts to bring multiple cultures together. When those efforts have been successful, without additional guidance or support, the result has not been the richer tapestry of inclusion and perspective hoped for. In the absence of practical guidance for next steps, student affairs professionals were left to find their way through the myriad of issues created by the multiculturalism on campus.

Multicultural Competence in Student Affairs offers a unique approach to addressing this problem. Many related publications to date have been theoretical and conceptual, valuable for framing the  history and philosophy of multicultural issues. But this book develops a list of core competencies for working with a diverse student body and does so while supporting those competencies with theory and research findings.

The seven very general competencies listed are not particularly insightful, but categorizing the multiple ways to approach multicultural skills and practice is helpful. Each competency is discussed in a separate chapter and more concrete suggestions and considerations are outlined. 

-administration and management
-theory and translation
-helping and interpersonal
-ethical and legal
-teaching and training
-assessment and evaluation
-multicultural awareness, knowledge and skills

In addition to articulating the skills needed for working with multiculturalism on campus, the authors have brought their ideas forward in a way that is appealing and understandable. To date, much of the material available about working with multicultural students has been academic and intellectual, often dull and difficult to read and sometimes with almost no application for day-to-day interactions with students. This book is still somewhat clinical, but combines testimonials, illustrations and case studies to personalize and relate the points for consideration.

While specifically written and titled for the student affairs profession, this book and the information in it are applicable to all professions on a college campus. For example, one chapter speaks to administration, management and leadership skills that professionals need to work effectively with a diverse student body, and another chapter is written about teaching in training. The core helping relationship and interpersonal awareness that professionals should have to be effective in helping relationships is explored. This information is relevant and necessary for all professionals who work with students on a college campus.

Likewise, the information and suggestions, though intended primarily to improve the effectiveness of those working with students traditionally categorized as minority students or underrepresented students, apply to working with all students. Much emphasis is placed on respecting and dealing with students with differences. Those differences can be much more than the usual measures of multiculturalism. The authors do leave room for differences to be interpreted as any differences, but the case studies and illustrations apply to those areas we traditionally classify as differences.

The book lacks passion, but that is perhaps a strength. And the combination of ways of making points allows for a variety of reader preferences and learning styles.

The case study section of the book was particularly appealing because of the format used and its applicability to real-life situations. The authors describe a situation and then offer next steps: analyze the case, identify and categorize the multicultural competencies (or questions), propose a solution, evaluate your solution and examine your campus (or broader context for the issues). Reading through these cases establishes a kind of rhythm for addressing an issue and moving from emotional reflexive response, to framing the issues and discussion around multicultural competencies.

I would highly recommend this book for professionals at all levels. It is useful for stimulating entry-level professionals to consider the implications of a diverse student body. It is also helpful for the seasoned professional, well aware of the issues, but without articulated skills necessary for managing or exploring those issues. The mix of theory, research, models, practical suggestions and case studies keeps the material interesting, relevant, and readable. 

Nancy Williams
UNC Asheville