Multicultural Competence in Student Affairs. (2004). Raechele L. Pope, Amy L. Reynolds, and John A. Mueller. Jossey-Bass. 261 pp., $36.00 . ISBN 0-7879-6207-4.

Review by: Barbara A. Miller

Academic Advisor, Undergraduate Studies

Kent State University

Many American colleges and universities have adopted policies centered on the integration of diversity within curricula, student affairs, and campus life programming. Furthermore, the leadership at many institutions has developed a statement encouraging students to proactively experience diversity while affirming that their institution will not tolerate discrimination. Although these endeavors begin to address the issue of diversity, Multicultural Competence in Student Affairs challenges higher education professionals to take a more comprehensive approach to addressing diversity issues.

In the first section of the book, The Dynamic Model of Student Affairs Competence, the authors discuss the integration of multicultural competencies into the academy. They successfully point out that, because of the increased diversity on campuses, the practice of depending upon a few student affairs professionals deemed to be multicultural experts is no longer acceptable. The range of topics covered easily lends this section to multicultural professional development for all within higher education. The authors begin each chapter with short narratives that demonstrate the topic and helps direct the reader to best take advantage of the information. Their strategy is important because, as the authors suggest, there is no universal definition of multiculturalism. Using this framework, readers can find common ground for the discussion of multicultural theoretical models as they relate to facilitating the paradigm shift necessary for raising multicultural awareness and competence in higher education.

Research and Practice Implications of Multicultural Competence, the second section of the book, discusses the need for research that informs practice with respect to multicultural competence but that is not based solely on preexisting research adapted from counseling psychology. Chapter Nine, Multicultural Competence: Reflection and Practice, represents the most hands-on section of the book. The authors include case studies on a range of topics, from diversity programming in new student orientation to the role of technology in the spread of hate speech on campus, and provide analytical prompts to help the reader thoroughly process the case and apply the theories and strategies outlined throughout the book. In addition, the case studies also encourage the readers to examine the particular topic at their institutions. It is unfortunate that the authors did not include how each case was resolved; if the studies were based on real cases, readers could have compared their own theoretical resolutions with the actual outcomes.

I wholeheartedly recommend this book to those new to multicultural competence as well as to those at the forefront of the movement to incorporate diversity ideals into the academy. This text will serve as a resource for training staff and can be adapted for classroom instruction within higher education administration programs. The authors reach their goal of introducing new insights into the way student affairs professionals approach diversity and multicultural competence. In doing so, they have provided theoretical structure and practical methods that can be used to meet the needs of an increasingly diverse student population.