Today’s society is characterized by changes that in some way or another put one in a position where his surroundings, are people from a different background than his own (Vertovec, 2007). Because of that, the institutions that have the mission to nurture individuals in a way that they can cope with diversity, must implement strategies that enlightened them about diversity (McCormick & Zhao, 2005). After carefully reviewing the diversity and inclusion plans of the universities, I realized that my insights are needed. I envision to display what I have noticed and to also comment on the different plans. Through the different diversity plans enacted by the universities, I was able to find several interesting points. Also, similarities and differences …show more content…
Their differences were not because of how they perceive or define diversity. But, their plans differed when it’s come to the level they want to take diversity. For example, one university wants to reform its campus by implementing justice in inclusion in all levels of decision making, policies and practices. Although, this decision seemed to be practical, not all plans put an emphasis on that point. Moreover, only one of the plans strategized to establish a plan to reach out to local communities, organizations, and affinity groups to develop connections for hiring diverse group locally. Lastly, there was a difference of continuity and assessment. Only one university assesses the milestones that they have reached about diversity, by referring to how they started, how far they have come and also, insinuating that there is hope for the future. Although the universities lay down their plans to their best, doesn’t mean that the plans were not …show more content…
The plans tackled areas that need to be represented. For example, creating specific strategies to expand and improve the college eligibility of students from underrepresented and low income background. In addition, retention of these students would be the focus point. Also, increase financial aid resources to support the recruitment, enrollment of more diverse undergraduates. More importantly, surveyed students from underrepresented group in order to gauge their level of satisfaction with the environment and to figure out changes that they would like to see happening. Lastly, create an ambiance were students and staff can feel that they belong and that differences don’t break them apart from each other. Rather, it helps them understand that there can always be unity in
“College campuses are not dominated by widespread racial/ethnic segregation and the racial/ethnic clustering that does occur isn’t impeding intergroup contact.” (578, Hoeffner and Hoeffner). Throughout the essay, the writer continues to provide facts and sources on the information that diversity is not a problem on college campuses. She quotes evidence that states that college students are getting a “variety of positive educational outcomes that result from being educated in a diverse environment.” (578, Hoeffner and Hoeffner).
By embracing, and not just celebrating diversity in our colleges, we can create a more broad, educated, and interesting view of the
Sims, Serbrenia J. Diversifying Historically Black Colleges and Universities: A New Higher Education Paradigm. Westport: Greenwood P, 1994.
In India, campuses increasingly becoming diverse, the diversity of student groups and particularly the presence of a high number of lower caste students become a serious concern of campuses. Compositionally diverse campuses might create substantial problems regarding the campus climate and student-to-student relations on racial lines (Smith et al., 1997). The DLE model explains the institutional context (climate for diversity) in which intentional curricular and co-curricular practices educate all the students and enhance the climate for diversity. In other words, improving the campus climate means “institutional transformation”; transformation is a positive change that effectively influences institutional culture, values, staff, policy, and routine operations. Similarly, Milem et al., (2005) concluded diversity and inclusion discourse has moved beyond diverse students, employee groups, and programs as final goals. In fact, they are multilayered processes and initiatives that influence institutional life to achieve the benefits of
Schwartz, Stuart, and Craig Conley. Human Diversity: A Guide for Understanding. 14th ed. New York: McGraw-Hills Primis Custom Publishing, 2000. 3-7. Print.
Kottak, Conrad Phillip and Kayhryn Kozaitis 2012 On Being Different, Diversity and Multiculturalism in the North American Mainstream, 4th edition, McGraw Hill Press, New York: Chapter 1.
One of the unique aspects of the university is that it is a place for social opportunity and embraces diversity. The
Diversity management efforts are based on a voluntary commitment to accept each individual’s uniqueness and to respect and learn from individual differences. In fact, diversity management efforts require a great deal of commitment particularly since it includes more than just image based differences (Cole, Salimath). Because it includes all differences and actively works to change prejudicial attitudes and beliefs, diversity management is the perfect complement to affirmative action. Together they can create an inclusive society that is race- and gender-conscious. Being race- and gender-conscious will highlight each individual difference which will facilitate acceptance without judgment and insensitivity.
In order to be competitive in the higher education battleground, some academics believe that it’s essential that universities and colleges give minorities certain plus factors during the admission process. Many universities and colleges throughout the country believe that by instituting some form of affirmative action, the end result will be diversified campus demographics. The type of affirmative action each institution implements is different; however, each has the same goal of increasing minority admissions.
Annotated Bibliography Journals: The Journal of the American Denson, N., & Chang, M. (2009). Racial Diversity Matters: The Impact of Diversity-Related Student Engagement and Institutional Context. American Educational Research Journal, 46, 322-353. This article discusses the different forms of racial diversity contribution to students’ educational and learning experiences and the positive effects on students who adopt these diversity opportunities. The author demonstrates how the quality of higher education is substantially heightened by diversity-connected efforts.
In this week’s readings the subject of dimensions of cultural diversity were covered comprehensively in both books. Understanding and Managing Diversity presented a nicely laid out illustration:
The concept of diversity defines differences among people and also their similarities. The act of managing diversity requires that these two aspects be dealt with
Turner, C. S. (2013). Advancing diversity in higher education. Journal Of Diversity In Higher Education, 6(3), 155-157. National Association of diversity Officers in Higher Education. DOI 037/a0034356
Now that we have explored my past, present, and future experiences with diversity, it is time to see how they are present within and effect each other. Firstly, let’s look into how my future is present in my past. The most obvious portion of my future that is in my past is my willingness and efforts to love and include everyone and to spread this world view. It took a fellow classmate of mine to demonstrate to my third grade self that we are all human beings and we all deserve to be treated as such. In my future, I aspire to demonstrate this world view to my students and inspire them to treat each other accordingly. This aspiration directly reflects my world view struggles I went through in third grade, for I want to help my students come to
Diversity is all the ways of people being different, including individual, group, and cultural differences (Bucher, 2015). From this perspective, we could see that every individual is unique. Although, we are different as a person that does not mean that we have to make a distance between us, rather than to embrace ourselves in understanding each other, help each other, and work together. In order to have more understanding about diversity, we need to study and experience the differences such as cultures, ethnic groups, races, and other unique backgrounds. Here, at Murray State University (MSU), I am able to meet many people from different countries with diverse backgrounds and this situation helps me to learn more about diversity.