(crowd applauding)
-: Thank you, everyone.
I do recognize that I'm the individual standing
between you and a break,
so I'll make for sure that I don't hold you up.
But as Dr. Bruce said, my name is Rashida Fords.
And my primary role, I work
in the Holmes Cultural Diversity Center
where we focus on student success as you heard,
so really focused on getting our students engaged
with the university, and getting them actively involved
in student organizations here on campus.
And then in addition to that
working in the Office of Institutional Diversity
and Inclusion where we work with faculty members
and graduate teaching assistants to ensure
that you all have the resources that you need to ensure
that students are being successful,
both inside the classroom
as well as outside of the classroom.
Because within our role, one of the things that we see,
we see one of two things happen to students.
We see students who come in, and, you know,
socially, academically, they're doing well,
but socially they just have a really hard time
getting plugged in to campus,
and getting plugged in to organizations,
and getting plugged in to programs and events.
Or we'll see the second thing, the students,
they socially have it going on.
You know the students I'm talking about.
(audience laughs)
Yeah, but academically, they're having a really hard time,
and that's where you all come in,
in terms of the classroom,
and even getting our office involved with
being pro-active about engaging students academically,
because we're here as a resource for students.
Often times one of the things that we see is
particularly with our black students is that
our black students suffer in silence in the classroom.
That they're having a really hard time in the classroom
but they're afraid to go out
and get the resources that they need,
and so our office works with that.
Or we'll see, often times with our international students
is that sometimes they don't feel like things are right
but they're intimidated to go to their instructors
and talk to their instructor
in order to get the resources that we need.
So don't feel afraid to kinda bring us in
to those conversations.
So I'm just gonna quickly go over
a few stats for you all that I think that
you all may need to know is that,
number one, Mississippi State, if you didn't know,
has the highest enrollment of black students
than any other institution in the SEC.
So we're really leading out front with that
with our African-American students.
19.3% of our students here at Mississippi State
are African-American students,
and so we're really leading the way in terms of that.
And then we have a really large international population
as well, with over 85 different countries represented here.
In terms of our international diversity here.
So Mississippi State is really, actively involved
in ensuring that our university is diverse,
but not only diverse, but inclusive.
Because there's a difference between the two.
I really like to define it as this way,
is diversity is being asked to come to the party,
but inclusion is being asked to dance.
So one of the things that you all are responsible for
in your classrooms, invite students to dance.
Ensure that your role in the classroom
is that you're makin' your classroom as inclusive
as possible for all students.
But it's important for us,
when we're thinkin' about diversity
is not just thinkin' about it in terms of race.
That the other thing that we need to be thinkin' about
is that diversity is also socioeconomic status.
That all of our students are not gonna be
privy to certain privileges,
and so keepin' that in mind as we go through the process,
keepin' in mind that now,
a part of diversity are the trends of LGBTQ students
that you all have to be aware of.
We're having a higher number of transgender students
comin' into the classroom.
And so even as teaching assistants,
you may encounter students
who prefer to go by a particular pronoun.
And one of the things that we ask you to do
is to accommodate the growing trends
of our LGBTQ community here.
And if you have any problems, if you have any questions,
feel free to come out and asksus those questions
that you may all have.
Also, we're seeing more students that are veterans
returning back to the school.
So one of the things that you all need to think about
is how do we accommodate our veteran students.
How do we ensure that the environment are inclusive
to the veterans who may be having
particular challenges with that,
and so I would encourage you all
to reach out to the Center for America's Veterans
to get them involved with any issues or challenges,
or even successes that you may be having
with veteran students returning back
to the university as well.
We have a varying amount of political
views here at the university,
and with this being an election year,
you all may see it in the classroom.
And so one of the things that it's important
for you all to do, and I tell everyone
across the board, be fair and be consistent.
And you all model what it is
that you want your students to do
inside and outside of the classroom as well.
And so remember that,
when it's coming to students in the classroom
that students are bringing learned behaviors with them,
students are bringing their identities with them,
and students are bringing their backgrounds with them,
and so, as a teaching assistant,
how is it that you all can work to meet the needs
of all of these different demographics,
all of these different identities,
and all of these different individuals
coming into your classroom.
So, how does this affect you and your role as a GTA?
I put together a list of some best practices
that I think that you all want to keep in mind
as you're proceeding forward
with this upcoming academic year.
And that is to
treat each individual with respect and awareness
of the unique identities that's gonna exist
in your classroom.
That understanding that your background
is not like other students' backgrounds,
and one student's background is not like
the one that's sitting beside them,
and so be aware that every one has a story.
And so I would encourage you all as GTAs,
get to know your student's story.
Because once you get to know your students' stories,
then you can be a resource for them.
Again, you've heard it throughout all of the speakers
speaking up until this point,
but Mississippi State is invested in student success.
And I think that we're not just here
to collect a paycheck cause the pay
is not that good, no offense, Dr. Bruce,
none at all. (audience laughs)
But what is it that we're really hopin' to gain?
And so even as graduate assistants
there's something that you all are hoping to gain
by going on and getting your Master's
and getting your PhD.
Understanding that there's something
that these undergraduate students are hoping to gain
and they're lookin' to you in order to get it.
Understand that differences may influence
individual responses to the presentation of the question.
So there may be cultural differences that exist
inside the classroom,
and not to get frustrated by the cultural differences,
but ensuring that your teaching style
is accommodating the cultures that exist
within the classroom.
So vary up your instructional strategies,
to ensure that you're meeting the needs
of all of the diverse students that exist
inside of your classroom.
Use visual graphics to enforce learning,
especially when working with non-native English students,
and I think that's very important as well.
Use examples that reflect diverse backgrounds
and experiences and not those that just relate to you
because 99.9999% of the time, I really do think I'm right
about everything, but recognizing that,
you know, I may not be right so how can I draw
from some of the other experiences of other people
and utilize it inside the classroom as well.
Be understand the gender-neutral pronouns that exist.
One of the things that I encourage you to do
is do research on gender-neutral pronouns
because it is, again, becoming a growing trend.
So much so that Mississippi State University
we have put into several buildings on campus
gender-neutral restrooms because of the ever-growing trend
of transgender students here on the university,
and I'm personally working
with four transgender students now.
So the need for an inclusive language for
individuals of the LGBTQ community is important.
So don't feel afraid to ask someone
what they prefer in terms of their pronouns.
And I think that's something else that's important also.
Do not ask or expect or a student to represent
the views of all members of his or her group,
and so I think that's important.
Often times one of the things that I see
is biases that takes place
because of experiences with certain identities,
or certain races, we try to project that onto everyone.
And so I think it's very important for us
to make for sure that we're not
having this one-size shoe fits for all races,
or for all identities in the classroom.
Hold equal expectations for all of your students.
And so you heard Tabor Mullen talk a little bit
about the Honor Code.
One of the things that I'll tell you
is what you do for one, do for the other.
It's not fair to turn one person in
for the Honor Code violation,
and then another student you allow them
to get away with it.
And so again, that goes back to that
being fair and being consistent inside of the classroom.
And if you have control of the course design,
textbook selection, assignments,
be sure to include viewpoints from other cultures
that are represented in your classroom as well.
And then the last thing I'll leave you with is
create a safe space for dialogue about diversity,
is that you know the media is really showing us
where diversity is going,
and so we have to keep in mind
how is it that as employees of the universities,
and how, as contributing members of society,
we can create a space that is safe for students
to feel like they have someone
that'll be able to go and talk to about their experiences
within the institution as well as
outside of the institution.
So allow your classrooms to be that space.
Allow you to be that space
where students not afraid to come
and talk to you if they have any questions.
And that's all I had.
I promised I wouldn't stand between you and a break.
So, thank you all for giving me the opportunity
to talk to y'all.
My office is located in the second floor
of the Culver Student Union.
So if you ever need anything just let me know,
I saw a hand back here.
Do you have a question.
(audience member asks question softly)
(audience laughs) Oh, (laughs).
Appreciate that.
Thank you all so much.
(audience applauds)