Classroom Climate Of The Graph Show Hostility Or Distress Regarding The Caste Identities

Because of the university’s commitment to diversity, I see differences among people in the same space as an advantage and a requirement, rather than a disadvantage.

This study was only a snapshot of how African American males felt about their experiences at Morehead State University. There is a need on campus to find ways of helping African American males connect with others. Whether it be in the classroom or outside the classroom. If I were to continue this study, one area I would think would be interesting is to examine the results of students who lived on campus, and those who were solely online students. The online learners would likely give a different perspective on the social viewpoints of college.

Perhaps the rationale behind the lack of on-campus housing offered at community colleges, which is in stark contrast to that of four-year colleges and universities, is the fact that a large number of community college students live in the community, or the urban community colleges are situated whereby students may make use of mass transit means to get back and forth. This is how the system has always been designed, a single-loop approach. Conversely, if one were to apply the double-loop approach, which allows for organizations, in this instance the community colleges, to exercise more degree of flexibility and. It will further permit student affairs administrators to delve more deeply into their fundamental ideas, while meeting head-on some of the policies and challenges they face in developing new strategies in meeting the growing demands of the 21st Century community college students. This may also incorporate the systems theory approach in that it will allow the

In these dorms, the initial interactions that socially code us throughout college are initiated. These social interactions create and solidify bonds between students that can continue for the rest of their lives. A change to the demographics of the freshman dorms doesn’t just create an immediate effect, but also affects every current and future resident of UC Davis. A freshmen social group that is initially less diverse will lead to a less diverse group of friends throughout the remaining years of their undergraduate studies. This reduces their social group to a less diverse group of individuals, which reduces the chance for them to interact with other cultures and overcome any form of culture shock that they are affected by, whether it be here in UC Davis or later in their careers. Freshmen dorms are the only place that nurtures cultural interaction to create a UC Davis community that is ultimately more unified, accepting, and respectful of all people and their different cultures.

It has taken many years, and many struggles of students, faculty, alumni and community members change Forrest Hall to destroy the institutionalized rasism MTSU built up in those years, and it is now the time and all of our responsibilities to finally put this racist past to rest, and to continue furthering diversity and brotherhood throughout MTSU’s campus. MTSU is a school that promotes diversity, a word that is promoted in its True Blue pledge. But if the Forrest Hall name remains, this completely undermines what the university has been promoting. MTSU has vowed to these students to be a safe place that not only helps to further their careers and education, but to enrich their lives and instill values that will aid them for years to come.

The presence of fear begins to reduce when students start to create a tolerant, inclusive social normality. This theory is discussed in a study conducted by Rebecca L. Stoltzer and Emily Hosselman. It is concluded that when looking at the pros and cons of a more diversely populated campus climate, these results insinuate a, “promising relationship between increased diversity in the student body and a reduced number of hate crimes on campus” (Stoltzer and Hosselman 654). It is Stoltzer and Hosselman that actually argue the investigation of how students rather than the institutions can reflect on campus climate. This can once again be completely traced back to student interpretation and how they choose to react or not react on those interpretations. This topic is also explored in an article by Raymond A. Winbush in which he pleads to, “Establish a campus committee involving high-level administrators and students from both the victimized group and popular campus organizations such as fraternities and sororities” as one of his do’s on a list of do’s and don’ts (Winbush par. 26). This is a great way in order to promote inclusion without instilling fear or blame on certain groups of

The Student Government Association, a student lead organization aimed to improve the campus community, has established several goals they would like to accomplish during the current school year, 2015-2016. In order to determine these goals and objectives, two detailed persona profiles were created which provided the association with a better understanding of their audiences and how to best communicate with them. The publics were divided into two groups, students pertaining to the senate and students pertaining to the student body. Therefore, the next stage consists in performing research regarding the goals SGA has established by conducting surveys and focus groups on campus.

Racial diversity is a term that describes the variety and nuances in the color of human skin. Throughout the course of education, students with darker colored skin experience discrimination and are not granted the opportunities they deserve. “As the United States becomes more racially and ethnically diverse, institutions…are [asked] to prepare students to live and work in an increasingly multicultural society” (Jones 249). The article describes research done in 2008 that investigates the relationship between racial diversity and community college normative campus climate. This research is important because the majority of research done within the heading of diversity and campus climate are focused on 4-year colleges (Jones 251, 259). The critical

The openness of talking race on campus not only reflects one group or one individual’s attitude on racial issues, but also reflects prevailing campus climates. More importantly, talking about race will also reveal the social climate on race talk nationwide. Other than the importance of race talk, having a campus with racial diversity also helps with achieving successful race talk among students. Orfield & Whitla (1999) found that the racially diverse campus climate benefits students’ subjective assessment by interacting with their peers from various racial groups. Other research also supported the idea of encouraging more racial interactions and race talk on campus. Living on-campus and participating in racial or cultural activities has a positive impact on students’ openness toward racial and cultural diversity (Sanner, Baldwin, Cannella, Charles, & Parker, 2010). For example, at University of Texas at San Antonio (UTSA), there is a program called Conversation Partners, which aims to match international students with local students to promote more interactions among students from different cultures. This program creates liberty to talk about race by helping people of different races establish friendships. Conversations about race at universities are reenacted daily in classrooms, places of employment, and any situation where race becomes the focus

The culture of the Snyder-Phillips dorm, in my observation, appears to be different where it concerns race relative to minorities. My analysis is in comparison to the atmosphere

On any college campus there will always be a sense of vulnerability. Do to the fact that young adults are going through a difficult challenge of being on their own in a new environment and having to deal with that type of freedom and school. When so much freedom is given to a person, he or she may take it for grant it. In regards, to Coates' thoughts on the struggle it could be on the Mount. While there is some diversity there is not a lot which could lead people who had never been disposed to such diversity or are not used to it all the time to say something. In incidents where that may occur it should be within Sewanee to address it, so that type of struggle does not have to live on campus and follow students

Without communication and interaction, students of different ethnicities have only decades of discrimination and racial profiling to apprehend each other by. A problem contributing to this is that, even though colleges have done a good job at gathering students of different ethnic groups, they have failed at giving them a diverse educational experience. This can only be done by establishing connectivity and interaction among them. This is a situation that must be addressed because it can lead to serious problems between student groups, both physical through confrontations among students and mental through verbal abuse. This dilemma is mentioned in Frank Bruni’s article when he says “Some students’ insistence not just that their viewpoints be

The first two chapters of this book set the background for student development and how theory has evolved over the years. As time passed and college student demographics changed, new ideas and views were developed to understand the ever changing student body. Theorists realized that the college experience was different between demographic groups. Being able to develop student affairs practices and activities that can reach the different student groups is probably the biggest challenge a student affairs professional will tackle. It is said that student development is most achieved by involvement by the students. This means that these activities must be designed to accommodate students from all walks of life.

College is a character defining time period for many. Whether it be positive or negative, the campus climate holds a very valuable role in determining the outcome of one’s college experience. In my archival research I have found that there is mostly positive actions that the administration has conducted, however I have also seen counterexamples that claim  Duke is an unwelcoming campus for women.

The foundations of the Minority Academic and Social Campus Climate Model are informed by Rankin’s Transformational Tapestry Model (Peterson & Spencer, 1990). The Transformational Tapestry Model is based on the results of a national campus climate research project, where an assessment tool and transformational intervention components focus on institutional transformation (S. Rankin & Reason, 2008). The model has been implemented in more than seventy institutions of higher education (S. Rankin & Reason, 2008). Like Rankin’s model the MASCCM will assist organizations in understanding current challenges and understanding varying communities, however it will not include an intervention. The goal of MASCCM is to conduct the campus climate from the perspective of students specifically, rather than encompassing the climate from the view of leadership, faculty and