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What are the dynamics of diversity in higher education?

by

Ronald G. Helms and Colleen Finegan

Respect, tolerance, and goodwill are the keystones to enjoying the diversity of our world. We are all linked to each other in a world created for all of us to share and enjoy. Each member of humanity has a potential contribution to make to the whole. It is our duty to encourage and promote that contribution.(Wright State University Diversity Statement

The authors often look to the diversity statement of their own university. This statement required the efforts of many concerned higher education professionals. In addition, the several schools and colleges of the university have adopted their own diversity statements.

Gehring indicates that there is a growing national trend to no longer use race as a variable in the college admissions process. Affirmative action polices may be struck down by state and national courts.

"Black kids are still going to schools that are predominately

black," Matthews says. "As long as we perpetuate

segregated housing patterns and segregated high schools,

you will have an outcome where the black kid or the

Hispanic kid who graduates in the top 10 percent of the class

is unfortunately coming from a school that is inferior. That is

the part of this no one wants to admit (Gehring.)"

Some envision Per Cent Plans that would guarantee the top 10-15 % of high school graduate college admission. Others maintain that these Per Cent Plans would be a disservice for those students coming from high schools which are ‘low performing. In a report last year, the U.S. Commission on Civil Rights, an independent agency found that

"Race-conscious affirmative action has not brought nearly

enough black and Latino students into undergraduate,

graduate, or professional higher education programs," the

commission's report said. "The percentage plans will do no

better and probably worse(Gehring.)"

Given years of presenting and attending the National Conference on Race and Ethnicity Conferences, it is clear that providing for diversity opportunities is a central mission of the university (National Conference on Race and Ethnicity ( The purpose of the NCORE ( conference is as follows:

Assisting higher education institutions to create inclusive higher education environments, programs, and curriculum; improve campus racial and ethnic relations; and expand opportunities for educational access and success by culturally diverse, traditionally underrepresented populations
Providing policy, planning, programmatic, curricular/pedagogic, research/assessment, training, and theoretical perspectives from around the country
Highlighting exemplary working models and approaches capable of being adapted in other institutional settings

The Wright State University Diversity statement continues:

Wright State University is committed to achieving an intellectual, cultural,

and social environment on campus in which all are free to make their

contribution. We will achieve an environment in which every student may

think, and learn, and grow without prejudice, without intimidation, and

without discrimination. We will achieve an environment in which personal

dignity and respect for the individual are recognized by all.

Wright State University promotes the acceptance and appreciation of

every individual regardless of race, gender, age, ethnicity, ability or

disability, sexual orientation, socioeconomic status, religious affiliation,

or national origin. We encourage appropriate activities and events that

foster learning about the diversity of our world

National and state education standards mandate the teaching of multicultural education at the post-secondary level. As a result, many colleges and universities require multicultural or diversity courses for all students. As those who prepare the citizens today for the world of tomorrow, it is of paramount importance that pre-service and in-service teachers receive instruction in multicultural education.

References

Gehring, J., (August 8, 2001)Eyeing Campus Diversity. Education Week

National Conference on Race and Ethnicity

Wright State University Diversity Statement <

WEB LINKS:

Hopwood v. Texas: Timeline of Events

In 1996, the U.S. Court of Appeals prohibited UT Law from using race as one of many admissions criteria. This timeline outlines the history of the case.

Information on Admissions Lawsuits

The University of Michigan is fighting two lawsuits challenging its admission policies. This web site is provided as a resource for journalists and others who need background information.

National Conference on Race and Ethnicity

Higher education diversity resource site

Wright State University Diversity Statement

Wright State University celebrates diversity. Our daily life is made rich by the diversity of individuals, groups, and cultures. The interplay of the diverse stimulates creativity and achievement in all facets of our existence.

Multicultural Education

Pathways to School Improvement synthesizes research, policies and best practices on issues critical to educators engaged in school improvement. Banks and Banks, authors of several multicultural texts (

defines multiculturalism. The Pathways to School Improvement webpage provides links to multicultural resources for educators.

Prohibition Against Discrimination or Preferential Treatment by State and Other Public Entities. Initiative Constitutional Amendment.

Prohibits the state, local governments, districts, public universities, colleges, and schools, and other government instrumentalities from discriminating against or giving preferential treatment to any individual or group in public employment, public education, or public contracting on the basis of race, sex, color, ethnicity, or national origin

Incorporating Multiracial/multiethnic Topics in Teacher Preparation:

Pedagogical and Ideological Considerations

This article reviews various pedagogical andideological implications of integrating multicultural studies into the preparation of educators in the United States. The author notes that it is imperative to broaden the teacher education curriculum in order to focus on the background, culture and needs of diverse students for a variety of reasons that are discussed.

TEXT REFERENCE

Faculty of Color in Academe: Bittersweet Success, 1/e

Caroline Sotello Viernes Turner,Arizona State University

Samuel L. Myers,University of Minnesota

Faculty of Color in Academe focuses on inequities based on racial and ethnic differences within the professional workplace in higher education. This book draws on a comprehensive study of African American, Asian, Pacific American, American Indian, and Latino faculty in eight mid-western states. By using both narrative and statistical data, this book provides an in-depth view of the issues surrounding the successful recruitment, retention, and development of faculty of color.

Open Minds to Equality: A Sourcebook of Learning Activities to Affirm Diversity and Promote Equality, 2/e

Nancy Schniedewind,State University of New York--New Paltz

Ellen Davidson,Simmons College

Educators are becoming increasingly concerned with more areas of discrimination and inequality that affects students. For example, as more immigrant students enter schools, understandings and skills for educating about language discrimination are needed. Similarly, as educators become more aware of the negative consequences of homophobic behavior on students, knowledge and approaches for dealing with homophobia in schools are called for. Open Minds to Equality deals with the expanding range of equity concerns. Membership in the largest association (National Association for Multicultural Educators) is growing by leaps and bounds. State-level associations are being started in these subjects all across the country.

Educating for Diversity: An Anthology of Multicultural Voices, 1/e

Association of Teacher Educators

Carl A. Grant,University of Wisconsin, Madison

This book is a collection of original pieces written by educators concerned with multicultural education. It aims to provide a better, broader understanding of the many ethnic and cultural groups comprising American society and its classrooms by providing a discussion of "diversity" which goes beyond race and ethnicity. *

James Banks, the leading authority in diversity education, has reorganized and updated his textbook to reflect current and emerging theory, research and scholarship in the 7th edition of Teaching Strategies for Ethnic Studies (2003). According to this textbook, the main goal of the multicultural curriculum should be to help students develop the ability to make reflective decisions so that they can, through thoughtful action, influence their personal, social and civic worlds and help to make them more democratic and just.

DISCUSSION FORUM

Given Educating for Diversity: An Anthology of Multicultural Voices, 1/e

Association of Teacher Educators, select II. AMERICAN DIVERSITY: ETHNIC VIGNETTES. Ask for students, faculty, and other professionals to relate their own stories or experiences.