Fri, 22 May 2026 04:04:32 -0400WeeblyFri, 17 Feb 2017 21:32:28 GMThttps://www.hearmyvoiceonline.com/cultural-centers-impact-on-intersectionality/cultural-centers-impact-on-intersectionality​
Cultural Centers (or Houses) on college campuses provide both educational resources and common experiences to students, staff, and members of the surrounding community. These organizations typically, though not always, give visitors information based on knowledge of a single category, such as race or gender.  When Cultural Centers do interact with one another, it is usually to discuss issues common to both parties. It is wonderful that universities encourage Cultural Centers to inform the general population about different customs people partake in. By treating them as singular entities, however, these same universities unintentionally marginalize individuals who embrace multiple common but underrepresented identities. Providing equivalent resources for these students, such as another Cultural Center devoted to educating people about individuals with disabilities, will expand the range and frequency of intersectional conversations on college campuses.  
Existing Cultural Centers may believe that their services may meet the needs of other underrepresented communities. In an article for the educational journal About Campus, Toby S. Jenkins, Director of Penn State University’s Cultural Center, revealed some organizational tactics which allowed him to manage the Center more efficiently. In turn, Jenkins’ management enabled him to honor the Center’s commitment to “enhancing the university’s cultural climate”. He oversaw sponsoring a variety of activities. These ranged from the organization of a comfortable forum “for the expression of social, political, and historical issues,” on campus, to an “optional education abroad trip to Senegal, West Africa,” the culmination of a joint leadership program co-sponsored by Rutgers University.   
One method he particularly expounded on involved tactics to expand Cultural Student Development. Cultural Student Development entails fostering students’ appreciation of individuals who have different life experiences than themselves.  Its importance, in Jenkins’ opinion, lies in its ability to educate visitors on intersectionality, especially in regards to issues of race and gender. 
Although Jenkins almost surely intended to include all marginalized groups in his management, his rhetoric reinforces the notion that culture can only be defined by the intersection of two distinct identities at a time. In reality, culture has the potential to connect students who embrace multiple identities at once.  
A few universities have sought to reinforce this truth by providing all members of the community the opportunity to unite under a broader spectrum of cultural identification. An aim of Syracuse University’s Disability Culture Center, for example, is to “sponsor ...a variety of essential programs, ...  [which] emphasize that disability rights are expressions and forms of cultural diversity.” The Center’s Director, Dr. Diane R. Wiener, reports that these, and other services allow “[s]tudents, faculty, staff, and community members (including alumni) … [to] feel empowered” when they discuss aspects of disability with others. 
Such discussion builds a distinctly enduring bridge to all other cultures. In the words of Illinois community advocate, Raeanne Lindsay: “Disability hits everyone. It's not just once [sic] race or sexual orientation or religion, it's all of them.” 
This sentiment rings true in universities that have fostered reputations for nurturing marginalized identities. For instance, the University of Illinois at Champaign-Urbana has been a pioneer in the realm of Disability Services. According to the “History” page on the Disability Resources and Educational Services (DRES) website, the University is the home of “...the oldest post-secondary disability support program in the world, [t]he first accessible university residence halls, [and] [t]he first university service fraternity and advocacy group comprised of students with disabilities (Delta Sigma Omicron).” In fact, it was partially due to Delta Sigma Omicron’s persistence that convinced University officials to accept the rehabilitation program on campus. 
Over 60 years later, it seems as if the tide has shifted. While there has always been ongoing dialogue between students and administrators, conversation between most students is difficult.  “Many times, ...people do not know [about disability] and perhaps don't want to offend [anyone],” Ms. Lindsay’s fellow advocate Mark McCarthy opined. He hopes to see dialogue eventually increase, so that the Illinois community feels as empowered to discuss issues surrounding disability as the community in Syracuse.  
This can only be achieved when campuses broaden their embrace of cultural differences to include populations which embrace both single and multiple identities.  
 
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