Annotated Bibliography on Racial Diversity

Marybeth Gasman and Ufuoma Abiola’s article Colorism Within the Historically Black Colleges and Universities it investigates the significant of color prejudice at HBCUs. This article examines the origins, manifestations and damaging results of colorism on black college campuses. In this article the authors are trying to find a way to solve the problem of colorism at HBCUs and create an environment where students can be success regardless of whether they are dark skin or light skin. After they do this they offer recommendations for future research.

Companies and educational institutions greatly benefit from the guidelines of affirmative action because they profit from the different ideas, work styles, and contributions unique to each diverse individual. As quoted in Paul Connors’s compilation, Affirmative Action, President of Columbia University, Lee Bollinger, addresses the importance of a diverse educational system by stating, “The experience of arriving on a campus to live and study with classmates from a diverse range of backgrounds is essential to students' training for this new world, nurturing in them an instinct to reach out instead of clinging to the comforts of what seems natural or familiar” (12-13). A statement by Southeastern Oklahoma State University further supports the idea that success in modern day society stems from diversity saying, “Our country is strong because of the rich diversity of our culture, not in spite of it” (Affirmative Action).

Affirmative action, and race-based admissions standards, are the best way to increase (or maintain) diversity at institutions of higher learning. In spite of its perceived flaws, it has increased the diversity at previously all-white institutions of higher learning, such as the University of Texas at Austin, and that diversity has allowed friendships to be formed that otherwise would not have been, has allowed students to learn from professors they otherwise would never have and allowed professors to learn from students from a wide variety of

According to Obear and Martinez (2013), race caucuses “can be a powerful multicultural incentive to deepen the competencies of higher education administrators and student affairs practitioners to create equitable, inclusive campus environment for students and staff” (p. 79). This article discusses how diversity training targets racism on college campuses. Race caucuses can deepen the competences of higher education leaders by making it possible for them recognize racism, internalized dominance, internalized oppression, and its impact on personal and profession development within the institution. By using this type of methodology, universities are slowly seeing social and organizational change that eliminates racial barriers.

“Racism in Canadian University: Demanding Social Justice, Inclusion, and Equity” is a summary that Maria Wallis wrote on Frances Henry and Carol Tator’s research called “Racism in the Canadian University”. The book was written in order to make the readers realize how individuals and communities were racially profiled in their institutions (Wallis, 2009, 251). The research was focused on how racism is still an issue in the Canadian institutions. (Wallis, 2009, 249). Their two theoretical questions were, “Whose Knowledge counts and whose knowledge is discounted?” and “Whose voice is heard and who is ignored?” (Wallis, 2009, 250). Every chapter of the book had different findings to research about. For example, in chapter two and three, the authors

Supporting the success for diverse students on campus is just the beginning to make their experience as equal to that of the white community. Without positive campus attitude and without the recognition of what diversity brings to a school and a classroom, the system would not thrive and those of a different ethnic background will not be inclined to attend. The conclusion to Espinosa’s, Gaertner, and Orfields article is that college and university leaders

The problem of defining the line between individual and institutionally racist behaviour is encountered due to the fact that the working of the institution is encountered as actions performed by individuals within it, therefore making it difficult to defer between the two. Macpherson struggled in many respects in showing that racism he identifies is institutional as opposed to individual.

The purpose of this paper is to analyze does joining a minority organization affect the social, mental, and psychological being of minority students on predominantly white campuses over those who don’t. Being mandated legally to open their doors, predominantly white campuses and admissions have tried to improve and accommodate the comfort levels of minority students in order to shape the student’s overall experience by allowing ethnic and multicultural organizations, establishing diversity programs and also by hiring minority faculty (Benton, 2001). Most predominately white institutions try to accept more minority students and adopt more recruitment efforts because they realize that their school is not diverse and in most cases want a non traditional setting.

In recent weeks a growing debate across campuses has arisen over the remaining racial divide that has left some students feeling disenfranchised by the universities that seek to teach them (Hui 2015). This growing dissent can be seen from Missouri to Princeton as students protest and object to what they claim to be a culture on university campuses not contusive to learning or to minority groups (Newman 2015). At Princeton University much like at the University of Missouri students are becoming increasingly vocal about the difficulties facing those of color at institutions that do not adequately address their needs, or in the case of Princeton fail to sufficiently acknowledge a legacy of racism in their institutions (Hui 2015). This

My study of the academic racial atmosphere and racial microaggressions will commence with the definition of race and racism. Race, as a human classification, has become a complex and toilsome term in society’s vocabulary that impacts every member within it. In a biological sense, race is defined as the grouping of individuals with shared physical characteristics (most often phenotypes). Social constructs also aid in the shaping of the term race by grouping together individuals of similar skin color, physical characteristics and corresponding behavioral traits (Sussman, 2014). As a result of the differences in physical and behavioral characteristics, racial “groups” are formed and begin to thrive as their own entities. As these racial groups

Throughout America, members of majority races are denied acceptance into prestigious universities, while often less qualified individuals from minority groups are accepted. Such discrimination that existed in the past remains evident in society today; however, it has been reversed to put historically more advantaged groups at a disadvantage and

In “The Multicultural Wars,” Carby describes how oppression is engendered in academic and university environments. For example, the use of terms such as multiculturalism to talk about race, while a very small minority of faculty and students are

The objective of this research is to explore and identify the racial discriminatory experiences of students at Australian universities in order to isolate the central issues and therefore be able to address the reality of racism in universities and implementations that can manage them.

Small liberal arts institutions throughout the nation admit a variety of students possessing different backgrounds, experiences, and aspirations into their campuses every year. At Kalamazoo College, previous research conducted in 2013 stated that the student body at K had become more diverse in regards to ethnicity, country of origin, and race (Dueweke, 2013). The findings presented by this study demonstrated that both students of color and white students were in the early stages of their racial/ethnic identity development which made sense on their struggles to understand their

March 6th, 1961 Affirmative Action policies in higher education were implemented (Infoplease). Affirmative Action was designed to provide equal access to universities for historically underrepresented minorities. The argument of whether Affirmative Action should be decimated is a simple one. Students who have the academic credentials and earn their way into college deserve to be accepted. For no reason should previously excluded minorities gain unfair leverage in an attempt to “right past wrongs”. But with Affirmative Action banned in only eight states, we are left with two questions; how exactly Affirmative Action affects the culture within universities to have it seen as an unjust policy, and can diversity continue to survive without this program.