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Over the last few years, the number of ethnic minority students involved in the ministry of InterVarsity has been increasing. In addition, there now appears to be an atmosphere of freedom and openness that allows for the discussion of multiethnic issues. And now, more than ever before, there is a real interest in working on the matter of reconciliation.

One question that frequently arises is in regard to the structure of InterVarsity chapters. Should InterVarsity have only ethnic-specific chapters or only multiethnic chapters? Is InterVarsity interested in doing away with ethnic-specific chapters? I want to affirm that there is a need for both ethnic-specific and multiethnic chapters in InterVarsity.

In becoming a Christian, one does not lose one's ethnic heritage or culture, nor does the Bible demand this. In becoming a citizen of heaven one still remains part of a human family, heritage and culture. Therefore, we can affirm the need for and value of ethnic-specific chapters.

But we need one caution: we must not allow ourselves to embrace isolationism, separatism and self-sufficiency. Even as we meet our own ethnic needs, we are called to express unity and community with other Christians. We must find ways to understand and value others in concrete ways. We need to experience contexts in which we can learn from each other and experience diverse expressions of worship and the outworking of faith. We need to have opportunities to learn of peoples' diverse needs and pain to enable us to serve each other with care and to practice and promote justice. Clearly, the challenges of our faith commitment are multi-faceted.

A diversity of chapter structures is appropriate for dealing with such challenges. Neil Rendall, an InterVarsity staff specialist in New Jersey, has suggested that the following chapter structures are possibilities:

1. Ethnic-specific chapters. The work in such a chapter focuses on one ethnic group. It may be African American, Asian American, European American or Hispanic American. Efforts need to be made to provide opportunities for students in ethnic-specific chapters to engage in activities with Christian groups of students from other ethnic backgrounds on a fairly regular basis.

2. Multiple ethnic-specific and multiethnic chapters. This is an increasingly common structure, in which a variety of ethnic-specific and multiethnic chapters exist on the same campus or near each other within the area. Again, efforts need to be made to provide opportunities for the various ethnic-specific groups to engage in shared activities with each other on a fairly regular basis. Leaders from these chapters may meet often to coordinate activities and to pray and plan together.

3. Multiethnic chapter--version 1. In this kind of chapter structure the work focuses on one majority ethnic group. However, some members from other ethnic groups regularly attend. For this to work, special effort must be made to meet the needs of students who are not part of the dominant ethnic group in the chapter.

4. Multiethnic chapter--version 2. This structure entails one multiethnic chapter which is also divided into ethnic-specific subgroups. Such a chapter regularly holds large-group meetings and activities of a multiethnic nature, but also breaks up into ethnic-specific subgroups. The subgroups provide an additional vehicle for meeting specific ethnic needs and for reaching out to specific ethnic groups.

5. Multiethnic chapter--version 3. This structure is one multiethnic group that includes African-Americans, Asian-Americans, European-Americans, Hispanic-Americans and other ethnicities. The meetings and activities need to be fully multiethnic. In such a chapter, a lot of work and prayer go into meeting ethnic-specific needs and providing a context for ethnic-specific expressions. While developing such a unified-but-diverse chapter structure may be a wonderful goal, it is very difficult to achieve.

6. A multiplicity of diverse chapters in an area or region. This structure takes the broad view, rejoicing in and supporting a mixture of chapters reflecting some or all of the above chapter structures. These chapters are served by student leaders and staff workers who represent the ethnic mix of the student population in the region.

Which of these structures is most appropriate for your campus? Consider the following questions:

• What chapter structure would provide the most barrier-free access to our student population (in all of its ethnic diversity)?

• How can we best provide a context in which ethnic-specific needs can be met and where ethnic-specific perspectives can be expressed?

• What chapter structure (as well as meetings and activities) would help us learn about and learn to value people from diverse ethnic groups? How can we help our members grapple in helpful ways with diverse expressions of worship, the practice of kingdom values, and the outworking of righteousness, mercy and justice in a multiethnic world?

Discussions about possible chapter structures need to take place more widely throughout our movement. What has worked well for your campus? We'd like to know about your successes and struggles.