Diversity On Campus Diversity

Dr. Cephas Archie is the Diversity & Inclusion Program Coordinator for Houston Community College (HCC), where he assists in the implementation of the colleges 7 + campus Diversity & Inclusion Plan. Collaboratively working with all institutional stakeholders – both internal and external, Dr. Archie spearheads the institution’s diversity and inclusion efforts for the near 81,000 students, faculty and staff. As an employee of the Office of Institutional Equity at HCC, his efforts are accompanied by the college’s Diversity & Inclusion Council.

Racial diversity is something that is often discussed on college campuses. As a student who self-identifies as a minority in more ways than one I often feel like I have a pretty good understanding of the subject of racism and race. However, often times when these issue are discussed I learn something new; this was the case when reading the articles this week. This week’s articles examined the issue of race from different perspectives. This allowed me to re-examine the issue in a fuller manner; it also allowed me to question some of my own notions that I hadn’t really challenged before.

Even if the colleges are achieving their goals to get a diverse student body to the campuses, they fail to get those groups to interact.  In the article “The Lie About College Diversity,” Bruni’s interpretation on diversity explains that common college diversity programs are categorizing students together with similar backgrounds. Only a number of programs accept students to interact with fellow diversity students with different cultures, backgrounds or ethnic groups. These programs do not motivate students to reach out and share their thoughts with other groups because they could get rejected.  By learning other points of view and having diversity in the learning environment, it also helps individuals communicate better.  It also opens minds to ideas and concepts they might not have considered and provide them with

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).

Having served in higher education the past three years, I have grown in my appreciation for the complexities of colleges and universities. Specifically, I am fascinated by how institutions value diversity within their student population and among their employees. Over the past two years colleges and universities have had to confront their racist past to understand their student population. Christian higher education has not been immune to this soul searching. Christian institutions must recognize diversity as a biblical and institutional imperative to embrace institutional inclusive excellence. Diversity needs to be embraced for institutions to survive in a pluralistic and changing society. As higher education faces a tumultuous future, there is a heightened need for diverse administrators who can navigate and effectively lead institutions towards inclusive excellence.

Whether the University’s consideration of race is narrowly tailored to a principled, detailed diversification goal. A university’s approach, actions, and goals must be

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.

The target of this research is to explore the diversity strategies of the U.S. Department of Veterans Affairs ' (VA) with the objective of supporting its efficacy. Accordingly, this paper organizes this exploration into three correlating sections, the first of which introduces an overview of the Office of Diversity and Inclusion (ODI) within the VA. In addition, this area summarizes the ODI installation of the VA diversity plan. This leads to the second exploration section, which outlines specific focus areas of the VA diversity plan as defined in the Standard University Publication: Best Practices for Managing Organizational Diversity (2007). The third and final segment offers a concluding synopsis along with recommendations for

In some workplaces in the United States, there appears to be a lack of diversity amongst employees. Although it might not be intentional, an example of this can be seen in college campuses. “While the numbers of undergraduate and graduate students of color on college campuses have risen over the years, the growth in the numbers of faculty of color has lagged far behind” (Antonio, 2003; Villalpando & Delgado Bernal, as cited in Jayakumar, Howard, Allen, and Han, 2009). Having a more diverse faculty and staff would increase the sense of connection among others, as well as decrease the amount of privilege certain groups have over others. Employees would be able to see things from different types of perspectives, rather than one point of view. According to Nancy Cantor, a former college administrative officer in Michigan, "Diversity really is intellectual and social diversity, and that is what interdisciplinarity does.

Understanding “more Americans from every color and creed are now earning college educations so college faculty should reflect that” (Lynch, 2013, para. 2) efforts have been placed to identify areas that would be able to reach diverse groups to include women and minority applicants. These efforts will allow for a further range in a variety of sectors to include job boards, social media outlets, and mobile applications in addition to advertising on the Sincere College Career Site. The below have been

First, the possible causes for this lack of diversity must be shown as to expose this structure of privilege here at Southwestern. One factor that plays a major role in the hiring of racial minorities especially at positions thought of as very professional, which professors fall under is how society defines professionalism. The way we visual the word professional in American society is very stigmatized and obviously benefits the dominant group. Most of the time we picture a white male body in a suit with short, straight hair and is well groomed. None of these indicators point to a minority body as being professional. This becomes a form of colorblind racism where the inequality of racial minorities is contributed to things that are not racial

Diversity is common among all ages, even children show diversity. But what determines it? In The Importance and Benefits of Diversity, by Sara T., she explained that: “Diversity is not always just what background you come from but is any unique difference between human beings. Diversity includes physical appearance, religious belief, and race but your opinions and thoughts and the impact they make on society are also part of diversity.” This shows us that diversity can come in many forms, but to grasp a more firm definition, let’s look at The Impact of Diversity on Campus by Ashley Henshaw: “On a college campus, “diversity” refers to the variety of people and experiences to which students will be exposed.” Along with that we have to consider multiple factors that are about day-to-day life as Sara T. mostly stated: Religion, cultural background, geographic location, socioeconomic status, sexual orientation and ability. So with you, the audience, now understanding how is it form, let’s move on to the next topic: How does the influence of other people

My underrepresented group in higher education is African American. The representation of the African-American racial group within higher education is disproportionately low compared to other racial groups in higher education due to various barriers. As a consequence, the severe shortage of African American faculty is a critical challenge for many institutions that attempt to produce racial and cultural uniformity among faculty, staff, and students. African Americans only occupied 6 % of faculty positions in the United States in 2013. Additionally, research indicated that African Americans only comprised a dreary 6.9 % of full-administration in higher education, compared an immense 82.7% for whites. African American women faculty in the United States outnumbered African

In March 2015, Brown University announced a bold initiative at its inaugural National Diversity Summit: to double the proportion of underrepresented minority faculty by 2025 (Flaherty 2015). The announcement came at a time when many other institutions of higher education, particularly elite institutions have engaged in discussions about how to diversify faculties. The need for such targeted initiatives is in large part due to the persistent racial/ethnic and gender homogeneity in academic departments, including social science disciplines. The composition of faculty bodies is most striking when compared to the changing composition of the undergraduate student populations of universities and the diversity of the broader societal context.

Harvard Business Review September, 1996 / October, 1996 HEADLINE: MAKING DIFFERENCES MATTER: A NEW PARADIGM FOR MANAGING DIVERSITY BYLINE: by David A. Thomas and Robin J. Ely; David A. Thomas is an associate professor at the Harvard Business School in Boston, Massachusetts. Robin J. Ely is an associate professor at Columbia University 's School of International and Public Affairs in New York City. Their research and teaching focus on the influence of race, gender, and ethnicity on career dynamics and organizational effectiveness. ABSTRACT: MAKING DIFFERENCES MATTER: A NEW PARADIGM FOR MANAGING DIVERSITY DAVID A. THOMAS and ROBIN J. ELY Diversity efforts in the workplace have been undertaken with great goodwill, but, ironically, they often