They Only Talk to Me When They’re Drunk

This article tackles the issue of diversity programming and social identification for African American studies at predominately White institutions. As opposed to a specific argument, the author offers solutions and/or distinct ways of viewing diversity education in a majority-White institution. As a former diversity coordinator, the author proposes ways to mentor African American students and provide White administrative and faculty support for diversity programming. The central reason for this is that students of all races at these institutions need to realize that diversity education is not just therapy for “the others†but an experience that enriches everyone’s lives. And the biggest proponents of that attitude of learning need to also come from White people in higher education, not just people of color.