They Only Talk to Me When They’re Drunk

This article tackles the issue of diversity programming and socialidentification for African American studies at predominately White institutions. Asopposed to a specific argument, the author offers solutions and/or distinct ways ofviewing diversity education in a majority-White institution. As a former diversitycoordinator, the author proposes ways to mentor African American students and provideWhite administrative and faculty support for diversity programming. The central reasonfor this is that students of all races at these institutions need to realize thatdiversity education is not just therapy for “the others” but an experience that enricheseveryone’s lives. And the biggest proponents of that attitude of learning need to alsocome from White people in higher education, not just people of color