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Campus News

Black Students: Diversity at Houghton

By Abigail Bates ('26)

In Houghton University’s 2022-2023 academic year, 7% of the student body were black, 2% were Asian, 1% were Hispanic and 6% of the student population were non-resident aliens. The highest percentage of the student body were white (74%) and the majority of full-time staff (89%) were white as well (U.S. Department of Education).

“​​Most people from Houghton come from small towns, so they don’t really see diversity – I think Houghton is a place where, once you get to know people, you get to know them. But you have to be intentional,” Kenadi Hawkins (‘26), a black American student said. “If you don’t intentionally go up to somebody and get to know them or eat with them, you’re not going to know them and they’ll always have that preconceived assumption about you.”

Hawkins is the vice president of the Black Heritage Club and the Diversity and Inclusion Representative. Black Heritage Club’s President Bethany Tubman ’25, a black American student, was a Mosaic Center Ambassador her sophomore year and the Diversity and Inclusion Representative the following school year. They are both representatives on HU’s Diversity Committee.

Tubman recalled people who left Houghton due to off-campus racism. She said that “people on the outside of Houghton tend to be more aggressive in how they feel towards people” of different cultures and skin colors. Nana Kwame (‘25), a Ghanaian, agreed, recounting experiences with people who were neither students nor employees.

When Kwame first experienced Houghton’s community in-person (he started online in 2020), “diversity wasn’t really a thing.” He said that diversity has been improving, but he feels “like it can be better.”

Vice President for Student Life Bill Burrichter chairs the Diversity Committee. Associated for 35 years at Houghton University as a student and an employee, he stated that while the campus is more diverse today, it remains a challenge for the university.

HU’s Diversity Committee—composed of 1 faculty, 1 staff and 5 students—supports the initiatives of minority-serving organizations: Black Heritage Club, Hispanic Heritage Club and the Intercultural Student Association. The president or designee from each of these clubs serves on the committee along with the Diversity and Inclusion Representative (from Student Council) and a representative from the Kingdom Initiative.

The committee was established from a 2017 diversity task force formed in response to a publicly discussed racial hate crime on HU’s campus. Since the creation of the committee, the Bias Incident Form has become more available on the university’s website and the Mosaic Multicultural Center was opened and then closed in the 2023 Spring semester.

“I think the biggest thing for us institutionally is for us to continue to be curious,” Burrichter said. “Continue to ask questions. To seek to know, to understand. And then a willingness on other people’s parts to share some of that, and to help us understand.”

He explained that the committee’s purpose is to increase understanding and awareness about diversity on campus. In committee meetings, they review initiatives and the institution’s diversity statement. Additionally, Burrichter mentioned that the committee has been positive in increasing communication between HU’s administration and students.

“I think those initiatives are directly because of [Houghton’s] longing to diminish the impact of racism,” Tubman said. “When in reality, you’re not going to be able to stop it. It’s a societal ill.”

Students pushed for the right to participate in the creation of Houghton’s diversity statement, she said. Tubman and Hawkins explained that the committee has looked at diversity statements of several Wesleyan colleges as they work on HU’s own.

“The purpose of the diversity statement is to put this expectation for, not only students but staff and faculty, to say like ‘if you don’t adhere to this, there’s accountability,’” Tubman said.

Students report various concerns, including incidents of racism or potential bias, by emailing Burrichter, Katie Breitigan (Dean of Students and Director of Student Life), Resident Assistants, campus-wide officials or by filling out the Bias Incident Form. HU’s Marketing Department also informs Student Life of posts containing accusations or reports of incidents. HU will then respond depending on each situation and how public the incident is.

Tubman explained that students often feel unheard and uncared for when “accountability can’t be done as publicly as people want it to be, for legal reasons, privacy issues.” Students are then left with unsettled feelings, she added.

“I’ve been behind the scenes for three years now. And I think from a student perspective it can look like nothing is being done,” Tubman said.

Hawkins stated that the student body should know more about the actions taken in response to HU’s diversity, because while diversity is discussed behind the scenes, “a lot of students don’t really talk about it or know about it.”

Tubman explained that although students desire transparency from the university, complete transparency isn’t possible “in a business model, any business model.”

“Even though I am 120% for complete transparency,” Tubman said, “it is not attainable for ethical reasons of the people who are involved. And it makes me very weary to say that, but I think a lot of what I’ve heard from people is that they just wish people would be more transparent…

“I wish people would be more transparent,” she added.

Both Hawkins and Tubman emphasized how much Breitigan and Burrichter care about racial and ethnic minority groups on campus. Hawkins said that it’s important for the committee to know where to start responding to issues of diversity and how to create effective change.

“I think that it’s a lot more of a daunting task than we realize,” Tubman said, “because we are still in America, and we can’t mitigate the oppressions of America.” She explained that a set amount of discrimination, stereotypes and self-segregation naturally accompanies U.S. society. Therefore “it’s really hard for them to know where to start, because it’s like, ‘What is a Houghton thing and what is an American thing?’” ★

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Stories In Focus

Embracing the Shift

By Hannah Strudivant ('25)

Embarking on a lifestyle change can be both exhilarating and terrifying. Whether someone is driven by a desire for new challenges, seeking better work-life balance, or simply craving a fresh start, transitioning to a new profession requires careful consideration and strategic planning. 

Joey Schunemann (‘24) is the jack of all trades: working for the Admissions Office in reception, leading tours and working among Student Life while on the Campus Activities Board (CAB) for three years. 

For being only a recent graduate himself, Schunemann has courageously stepped into the role of Resident Director (RD) for Houghton University’s two men’s halls: Shenawana Hall and Rothenbuehler Hall. 

Schunemann, with no prior residence life experience, effortlessly leads with organization and purpose.

“It was a complicated transition to the RD role,” Schunemann stated, “and I felt prepared but certainly nervous at times… Ultimately I just have to trust that I will be given what I need in the season that I need it.” 

Schunemann is grateful for all the support he has gotten from everyone in the Student Life office. 

The endless support and wisdom that is willingly provided in this community is the type that keeps people wanting to stay. Schunemann accredits CAB for preparing him for this role. He stated, “It is interesting to have no prior RA experience, but I really do feel like my time as a camp program director, counselor, and CAB director have all been silently equipping me over the years.” 

Schunemann’s story is a testament to the power of transferable skills and the importance of supportive environments in making significant career transitions. 

For those considering a similar change, Schunemann’s experience serves as a valuable reminder that preparation, adaptability, and the willingness to embrace support can make all the difference in turning a daunting change into a rewarding new chapter. ★

Categories
News

New 2023-2024 Student Life Staff

By Rebecca Dailey

This Fall 2023 semester, Houghton Alumni Bill Burrichter (‘92) is the new Vice President for Student Life, and Josh Bailey (‘16), Morgan Neno (‘22), and Andrew Reith (‘22) are the three new Resident Directors.

Burrichter, the new Vice President for Student Life, has been working at Houghton for nine years as the Executive Director of the Center for Student Success and taught psychology courses. While in the role of Vice President, every day is a little different. He hopes to connect with students, and to both create stability and raise the bar of expectations in the residence halls and in the administration for student success. Burrichter’s favorite parts about Houghton are the students and the Christian community. When he is not working, he can be found outdoors in the woods, biking, canoeing, or even doing farm chores.

The new Resident Director of the townhouses, Bailey, has been a part of the Houghton campus community for four years. As this is his first full-time position at Houghton, he hopes to develop a unique townhouse culture and community in addition to bringing the townhouses closer in connection to the university. Bailey is also in charge of creating and developing programs such as the Townhouse Barbecue, taking care of work orders, and giving support to students. He likes being athletic, from a workout to playing sports. His favorite parts of campus are K-PAC, the Houghton Woods, and the people.

Reith is the Resident Director of both Lambein and Rothenbuhler. While this is his first year in residence life, Reith is also a member of the adjunct faculty teaching private piano lessons with the Greatbatch School of Music. He is a collaborative pianist for Lyric Theater as well as other performances. He hopes to continue fostering a culture supporting students and their interests when developing events and programs and meeting with RAs and students. Reith enjoys Sci-fi, live performances, and cooking. His favorite part about Houghton is the community and the rich group of individuals.

As the Resident Director of Gillette, Neno hopes to connect with students and support them as they grow and develop. During her time at Houghton, she was a resident assistant for two years. Every day is a little different: from meetings with RA’s and students to community-building activities and to taking care of maintenance issues. When Neno is not working, she likes to bake, spend time with others, and be outside. Her favorite parts of Houghton are Gillette, the people and the woods. ★

Categories
Opinions

LGBQ Inclusion: Community Covenant Amendment

The words “homosexual behavior” need to be taken out of the Community Covenant. Placing “homosexual behavior” within this context equates it to premarital sex and adultery. It is a vague statement which singles out lesbian, gay, bisexual, and questioning (LGBQ) students.

Houghton College’s Statement of Community Responsibilities reads: “We believe that Scripture clearly prohibits certain acts, including drinking beverage alcohol to excess, stealing, speaking or writing profanely or slanderously, acting dishonestly, cheating, engaging in occult practice, and engaging in sexual relations outside the bonds of a Biblical understanding of marriage, including premarital sex, adultery and homosexual behavior” (emphasis added).

Luke_QuoteEquating “homosexual behavior” with premarital sex and adultery hyper-sexualizes LGBQ students’ lives. Recent Graduate, Wynn Horton, said, “By condemning homosexual behavior alongside these others we denigrate it in certain ways,” pointing out that it makes it sound only lustful and foolish. Premarital sex and adultery are both explicitly sexual acts, but “homosexual behavior” is not exclusively about sex. There is much more to a “behavior” than sex.

There are straight students kissing, holding hands, and snuggling around campus. Whether these public displays of affection are desirable is besides the point. The point is they are happening and no “rules” are broken. What does this mean for LGBQ students? The vagueness of this brings many questions. What does “homosexual behavior” mean? What about two men dating on campus, a lesbian student with an off campus fiancée, or, perhaps in the future, a married lesbian or gay couple enrolled on campus? Additionally, how will lesbian or gay alumni couples feel about returning for homecoming and reunions? In an attempt to answer some of these questions, Michael Jordan, dean of the chapel, said, “I want to be clear that the Community Covenant by itself does not restrict LGBQ dating behavior that is not explicitly sexual.” The issue, however, is that the language of the Community Covenant does not adequately communicate this and so these questions still raise doubts in the minds of LGBQ students.

The college’s Same-Sex Attraction: Our Community Voice document outlines community beliefs, acknowledges differing views, and says how people should be treated. It states “… we ask for [LGBQ] students to respect our perspective for the sake of our communal life together. This would mean being especially sensitive to public displays of affection.” While this document is progress, this passage further perpetuates the view that LGBQ students must hide in the “closet,” while their straight peers do not.

LukeWhile the intention may not be to single out LGBQ students, it nonetheless does. By saying “homosexual behavior” and not mentioning heterosexual “behaviors,” the Community Covenant alienates LGBQ students from their peers. Jordan pointed out, “Statements about celibacy and chastity are of course problematic for all 18- to 22-year-olds, no matter their sexual orientation.” Yes, this is true, if the statement were about only chastity or celibacy. However, within their context, these two documents seem to be prohibiting more than just sexual relations, even if that may not be the intent.

The passage in the Community Covenant should be rewritten. Horton said the “passage could easily be rewritten to serve the college’s purpose while maintaining its loyalty to a Christian heritage.” He suggests changing the last part to “‘…and engaging in sexual relations outside of the bonds of marriage.’” This simpler, condensed version still maintains the essential meaning, but does not single anyone out.

According to Kim Cockle, student life administrative assistant, to make such change to the

Community Covenant, requires it to be brought to the Student Life Council as a policy change, then taken to the faculty, and ultimately to the Board of Trustees. To stand in solidarity with their LGBQ peers, students should bring this amendment proposition to the Student Life Council, in the form of a petition or in person at a council meeting. It would still condemn illicit sexual relations for Houghton Students, but diminish the hyper-sexualization, clear up the vague language surrounding the issue, and improve the climate for LGBQ students on campus.

Categories
News

Student Schedule Changes Approved for Next Fall Semester

After several semesters of tentative planning and re-planning, a new schedule was approved for next fall semester. The new schedule, which moves chapel start time from 11:30 am to 11:05 am, is hoped to provide students with more time to eat lunch before afternoon classes. It also sets the earliest class time at 7:55 am instead of 7:45 am and eliminates five-minute breaks between classes, making sure most students have ten minutes to get from one class to another.

Luckey_2Reasons for changing 7:45 start times to 7:55 were complaints about its earliness, while five minute intervals between classes were found to be insufficient for students, especially those walking from one end of campus to the other and those with physical ailments. According to Marge Avery, Director of Academic Records, “There was a proposal to do that to try to squeeze more time slots for classes in and still get things done in the time they thought it could get done in. Enough people said that doesn’t work very well because not all the other classes get out on time.”

The final schedule had to pass through multiple organizations on campus before reaching a general consensus required for final approval. Student government, Academic Council, faculty, Student Life, Sodexo, Dr. Jordan, the admissions office, the dean’s office, and the athletics department all provided input and approved of the final product.

“I know a number of people liked having chapel back at 11:00,” said Avery. “I think that will help. I think this will help with science labs and … one of the main things is that it gives students more time to eat lunch.”

 

Things to Eat: Salsa

For those who know me well, it is no secret that I love Mexican food.  I was raised in Southern California, where you could usually find one or more small taco shops on every commercial block.
I also grew up with my grandfather, who was born in Baja California and spent all of his life between Ensenada, San Diego, and Los Angeles.  He was famous for his taco parties and we usually had some sort of Mexican fare when we gathered for holidays as a family.  

Courtesy of Gabe Jacobsen
Courtesy of Gabe Jacobsen

While it is almost impossible to tell that I am of Mexican descent from looking at me (the other three-quarters of my lineage is Norwegian and a mix of Western European roots), the food that I ate growing up has become a strong part of the way that I connect to my sense of home and family while living so far from my birthplace.  I have a penchant for acquiring Mexican and Latin cookbooks (we have over 40 at home at the moment!) and have invested a lot of time in my kitchen in pursuit of learning how to make some of my favorite dishes.

One of my favorite aspects of Mexican cooking is making salsas.  There are endless varieties.  They can be simple or highly involved in preparation, can range from mild to devastatingly hot, and serve to give anything routine from beans and rice to more substantial fare like tamales or chilaquiles (one of my favorite ways to use leftover tortillas) an extra level of nuance, contrast and complexity. Changing the type of salsa you add to a dish can vastly change its flavor and gives the cook a limitless variety of options in changing the flavor profile of your food.

Below is one of my favorite salsas that I make on a regular basis at home.  It also happens to be one of the easiest. If you would like to try the salsa before making it, samples will be available while supplies last in the Student Life office on Monday. Do remember that the quality of your ingredients will always directly affect the way your salsa turns out.  Make sure everything is fresh, if you can help it!

Ingredients:
8 oz. (1/2 pound) fresh tomatillos, quartered.  They look like green tomatoes, have a papery husk around them, and can be found in many grocery stores (Wegmans, the Cuba Giant, Tops are all local options—even the Co-op had them over the summer).
2 tbs white onion
1 clove garlic
1 ½ tsp course kosher salt or ¾ teaspoons table salt
Pinch of fresh ground pepper (pre-ground, if you must)
½ cup fresh cilantro
¼ to 1 whole habanero pepper, depending on your tolerance for heat.  Jalapenos are easier to find and can be substituted, but do change the flavor of the final salsa quite a bit.
Juice from ¼ of a lime (optional)
2 whole allspice berries

Directions:
Put all ingredients in a blender (tomatillos should be placed at the bottom) and blend until smooth.  The tomatillos may take a moment or two to catch in the blades, but don’t add water!  Just wait until everything is blended together.  Pour into a bowl and enjoy with chips or on some good Mexican food!