Ministries; East Asia, First/Third World History, Latin American History and

History of Africa in History; Cross-Cultural Aspects of Health and Illness in

Nursing; and at least eight courses in Sociology, Social Work and

Anthropology. With half of the faculty having led SST groups, and others

having studied or served abroad, many other courses across the curriculum

include sections which address international aspects of their disciplines.

The news about Goshen's multiculturalism and internationalism is not

all rosy, however. While returning SST students often say they have developed

a greater sensitivity to cross-cultural wanderers, since they know what it feels

like to be in a minority, cafeteria seating patterns still evidence divisions

between international students and the U.S. majority. African-American

students on campus have sometimes argued that Goshen's international

environment supports those from other, more exotic countries, but ignores

those marginalized in the United States.⁵⁹Faculty meetings and on-campus

conferences have acknowledge potential tensions between a yearning for

multiculturalism and diversity and the Mennonite Board of Education's

requirement that at least 55 percent of Goshen's students be Mennonite. At a

1995 "Church and College in Partnership" conference on campus, Ernest Boyer

made a strong pitch for a significant number of faculty members and students

to come out of the Mennonite faith tradition so there can be a common

language and common culture on campus. Zenebe Abebe, director of the

Multicultural Affairs Office, and others questioned how one can have both a

multicultural campus and a tight community with common languages.

Although the Mennonite Church in North America is increasingly diverse,

59_{See Susan Fisher Miller, Culture for Service, 271-272, regarding earlier}
tensions between the college and its African-American students. Other
tensions have emerged in the last decade as well.

38