Culture Centers in Higher Education: Perspectives on Identity; Theory and Practice by Lori B. Patton (review)

Cultural centers on college campuses make a powerful difference in student learning. They foster an environment that promotes leadership development, a sense of community, cultural identity, and a sense of mattering—all components for engagement in the learning process (Patton, 2006). In Culture Centers in Higher Education: Perspectives on Identity; Theory and Practice, Lori Patton, Gloria Ladson-Billings, and others take an in-depth look at the role and landscape of these culture centers at predominantly White institutions (PWIs). Because the ethnic minority student must struggle to carve out a relevant environment or submerge his or her cultural heritage while attempting assimilation, the ethnic minority cultural center provides an outlet for healthy expression and representation of the identity of members of a specific group (Young, 1991). Culture Centers in Higher Education sheds light on the genesis of culture centers at PWIs and their contributions.

Editor Lori Patton divides the book into three parts. In Part 1, contributing authors provide perspectives on cultural centers from the point of view of various racial/ethnic identity groups. The authors explore major issues that affect the persistence of students of color and the significant role that cultural centers play in retaining these students. As institutions of higher education witness an increase of students of color on their campuses, a wide gap still remains in their success and persistence. This section gives a broad overview of that gap, comparing the enrollment rates of minority students and non-minority students on college campuses. It also validates the notion that involvement outside the classroom and participation in racial/ethnic group-specific cultural centers are crucial for students of color when getting acclimated to the university.

In Chapter 1, Adele Lozano examines retention models and “sub-cultures” within the university environment. She stresses that the Latina/o cultural centers promote the concept of community, which enhances a sense of belonging. Latino cultural centers on predominantly White campuses offer a holistic learning experience that allows these students to explore racial/ethnic identity development and engage in social justice activism, political education, community outreach, academic mentoring and support, leadership development, social and professional networking, and alumni outreach.

At some campuses, Asian American cultural centers have offered a place to inform the larger community outside the campus of the Asian and Asian American. In Chapter 2, Lin, Cuyjet, and Lee examine how these cultural centers often foster sensitivity among and collaboration with faculty, staff, and administrators on campus.

Chapter 3 looks at American Indian cultural centers. Authors Shotton, Yellowfish, and Cintron examine the history and development of these centers and their instrumental role in providing foundations for student retention. Because American Indians constitute one of the most underrepresented ethnic groups in higher education, the authors suggest that a structured support system and cultural reinforcement should be considered for them.

In Chapter 4, Patton discusses the presence and relevance of Black cultural centers as discerned through qualitative research at two institutions in the Midwest. The personal testimonies from students on “how cultural centers promote student success” validate a need for institutional support of these centers.

In Part 2, the authors describes three theoretical perspectives that frame the role of cultural centers in higher education. Given that campus climate derives from the beliefs and practices of the administration, faculty, and students belonging to that institution (Swail, Redd, & Perna, 2003), this section looks at theory and stages of student development and examines how cultural centers help students of color.

In Chapter 5, Yosso and Lopez gives an in-depth analysis of Critical Race Theory (CRT) and how cultural centers can provide a sense of community that embodies the tenets of CRT for students of color. They argue that cultural centers foster students’ self-identity and self-worth. These, in turn, have a direct impact on students’ academic achievement.

In Chapter 6, Howard-Hamilton, Hinton, and Hughes discuss a research project from one...