Diversity Inclusion Retention Proposal

In 1989, the AICPA recognized a need for not only ethnic diversity but also gender diversity. Stemming from the Upward Mobility of Women Task Force, the AICPA’s Women’s Initiatives Executive Committee (WEIC) was formed in order to promote opportunities within the accounting profession for women. The WEIC serves to raise awareness of the gap in progress of women in becoming leaders throughout the profession by providing

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

Educational opportunity program at Cal Poly Pomona and all other twenty three California State University campuses address the access and equity for these minority group of students in higher education to provide support services for low income, first generation students from historically disadvantaged backgrounds. These educational institutions have been successful in increasing both the higher education attendance rates and educational attainment of students from low-income, first-generation college, and underrepresented ethnic minority backgrounds.

For African American men, a crisis is occurring as institutions continue to observe dismal graduation rates. As a continue to learn about African American male student success in higher education, it has become more imperative that I understand my institutional efforts to address this issue. Like institutions across the nation, California State University, Northridge (CSUN), acknowledges the disparity in retention and graduation rates for students of color specifically African American male students. There have been many initiatives directed at supporting students of color persistence. CSUN has several programs directed towards improving African American

The Equity, Diversity, and Inclusion office is committed to ensuring that Ryerson is truly a diverse and inclusive place to learn, grow, and work. The office collaborates with the whole campus by leadership and strategic planning, consultation services, workshops, events, assessment, monitoring, and human rights services. Students can greatly benefit professionally by getting connected with The Office of Equity, Diversity, and Inclusion. By attending events hosted by the department, students can gain knowledge about community engagement, action, inclusion, respect, and putting people first. These skills and lessons are greatly valued and can be employed at an

Minorities are a growing segment of the population. However, this group continues to be underrepresented in the area of post secondary education. Obtaining an advanced degree remains a likely predictor of future career success. The problem facing the minority student is that barriers persist which continue to hinder enrollment, retention, and graduation rates in institutions of higher education. These barriers must be identified and examined and solutions offered if college completion rates are to be increased for this population.

For example seeing that Southeast Asians have the highest high school dropout rate (Le, 2011), we find it is due to the lack of resources available. This Summer Bridge program will address the issue of how the model minority myth that exists is actually not true and provide opportunities for Southeast Asian Americans in their college decision process. Furthermore, the Summer Bridge program will specifically help high school students who are in junior or senior year standing to get into four year universities. The program will start in the summer going into their junior year. They will direct target high schools that come from low socioeconomic backgrounds and have the lowest graduation rates and have the most Southeast Asian American backgrounds. The Summer Bridge program will be made up of three pathways, which will be counseling, outreach, and internship

The most memorable time when I was impacted educationally by diversity would be my freshman year in High School. I had gone to a private Christian school from Kindergarten through 8th grade. My mom thought that it would be a great idea to send me to public school for my freshman year. Mind you, I lived in Dallas, TX at the time and public school is quite different than private school there. I was not only the minority in school, but I was one of five Caucasian kids in the entire school. I was made fun of for being white, coming from private school, and for being smart. Just like the article, Helping Diverse Learners Succeed, I had to learn about my new environment. I didn’t understand why the kids were mean to me and why

According to participants they say that the African-Americans scholastic program has helped put them on the right path to achieve their educational goals. As seen in results the counseling services have been most helpful for students. On open-ended questions, students reported having an African America mentor who looks like they have helped them feel valued on campus. The relationship they established with the mentors has helped them understand that if the mentor was able to overcome challenges in their educational journey so can the current student at hand. Some responses when describing ways, the program gave them a sense of connection consisting people who care about their success and mentors will to challenge, guide and motivate

School curriculum and academic programming is the third most commonly referenced effort to ameliorate the negative impact of racial isolation in hyper-segregated White high schools.Through multicultural materials, foreign language programming, and discussions about the history and culture of minority groups in the United States and throughout the world, hyper-segregated White high schools identify a myriad of academic programming designed to educate students about racially diverse individuals and communities.

Hispanic student’s achieving academic success is the paramount goal of our organization. Therefore, evaluation of the programs served is imperative in order to provide these minority students and their parents exceptional services. By providing effective, organized and sustainable programs, our organization will edge closer to achieving its goal of bridging the achievement gap in all academic subjects for Hispanic students, increasing the number of Hispanic students that attend college and increasing academic self-efficacy amongst this minority group.

Reflection is an important part of the planning process. “Ongoing learning and reflective practice is one of the five principles of the early years learning Framework” (DEEWR, 2010. p. 7). It gives the educators an opportunity to look at the planning process, the successful areas of planning, the areas of improvement and progress and to get motivated to work better for the learning of children. The following reflection will highlight the merits of implementing the inclusion improvement plan, some of the issues that impact on educators’ capacity to provide an inclusive care environment and how can the educators manage the competing demands of inclusion of children with additional needs, with the demands of providing an inclusive environment for all children.

Cultural diversity, or multiculturalism, is based on the idea that cultural identities should not be discarded or ignored, but rather maintained and valued. The foundation of this belief is that every culture and race has made a substantial contribution to American history. However, many people remain opposed to the idea of multiculturalism, or cultural diversity awareness, while others often support it and yet have no clear idea of how it should be taught. The diversity of the United States is truly astounding, as many different ethnic and racial groups have contributed to the social,

Multicultural education began with a civil rights movements of various oppressed minority groups. It was a result of “minority response to failure of compensatory education programs launched in the 1960’s” (McCarty 1993 p. 225). Gloria Ladson-Billings (1995), Lisa Delpit (2005) and John Dewey (1897) assert that there is a minimal representation of multicultural support to students of color. The methods by which they approach the lack of support for children of color is similar and they agree that something must change for success to occur with minorities. In this essay, I will discuss the lack of representation of multicultural education within the school system and several tools to try and implement changes.

The participants of this study will consist of African American female college students who attend City College of San Francisco. Twenty-five participants will be selected randomly from those who are apart of the African American Scholastic Program(AASP). The mission and goal of AASP are to provide underrepresented students orientation, counseling, mentoring, & cultural activities as they