George Mason University Strengths And Weaknesses

Growing up, I had a basic understanding of diversity and the importance of inclusivity. Before attending the University of Maryland, I only considered race and gender when thinking of diversity since those are two of my own identities. Living in residence halls and getting involved in extra curricular activities, my self-awareness and understanding of other identities increased.

Hoggard, L. S., Byrd, C. M., & Sellers, R. M. (2012). Comparison of African American college students coping with racially and nonracially stressful events. Cultural Diversity and Ethnic Minority Psychology, 18(4), 329-339.

African American students enrolling in HBCUs experience better outcomes such as general satisfaction with their experience, higher grade, psychological adjustments, etc than those African American students enrolling in PWIs while Whites attending PWIs experience better outcomes such as higher grade, psychological adjustments than those white students attending in HBCUs. African American students found more comfortable and friendly environment at HBCUs while White students found more comfortable and friendly environment at PWIs. Students attending in HBCUs seems to be more satisfied with college experience because of their involvement on Colleges/Universities compared to those students attending in PWIs. African American students attending HBCUs wanted just to complete their degree as compared to students attending PWIs. White students wanted to read more as compared to African American students. In the context of educating African Americans in Specific field, HBCUs became more successful in providing access and retaining students through graduation compared to PWIs. Students attending HBCU has outcomes like tutoring other students, higher GPAs, gradating with honors, and

In this particular study conducted on state funding per student in North Carolina, the funding of UNC-Chapel Hill (PWI), North Carolina A&T (HBCU), and North Carolina Central University (HBCU) were reviewed. The findings showed that UNC budgeted $27,826, A&T $10,400 and NCCU $13,378 per student. The larger size of PWIs means that more money is available for student programs and activities. PWIs provide opportunities in a more mainstream environment and thus more realistically mirror the real world. After four years of study at a PWI, students have the confidence and are prepared to enter the real world as contributing members. This may be a very broad and generalized claim, but there is documented evidence to back it up. Using black female students as an example, journal article (what journal article???) stated the benefits for this group. It read, “These articulate, interpersonally adept women gained more from the academic experience on White campuses (Allen, W.R.).”

Demographics and control variable. Participants reported sex, age, U. S. citizenship, ethnicity, and educational grade level.

Some of these benefits include: promoting the understanding of different cultures, allowing students to be part of an environment where ethnic, racial, and geographic stereotypes are broken down, and creating a welcoming atmosphere for students of all races where they don’t feel like spokespersons for their race. Student diversity in a public University allows students to experience other cultures, and to be exposed to a variety of different viewpoints and ideas. By interacting with individuals of all backgrounds, students would be better prepared to face the obstacles that arise with the diverse workforce. In educating the leaders of America, UT believes providing a diverse learning environment is beneficial for nonminority and minority students. UT believes that a critical mass of students from under-represented racial groups is necessary to promote these educational benefits. Lastly, part of UT’s educational mission is to provide exceptional educational opportunities along with contributing to the advancement of society. UT states that the educational benefits that come from student diversity have a huge impact on the educational mission it’s seeking to accomplish. In order to keep its educational promise to current and future students UT states it needs a diverse student

Gender – whether there was a difference in performance between genders; used for comparison between male and female participants

Henderson Daniel aimed to see if increasing the amount of black women in the field of psychology as facilitators in the research, would increase the rate to which black women students would further their education in the research field. Henderson Daniel did not only want to encourage more young black women to become research psychologist. She also hoped by incorporating more black women in the area of research, would lead to topics about “diverse persons” (Henderson, 2009). By the end of the pilot program more than half of the women in the pilot studied remained in “significant research-related careers” (Henderson, 2009). Henderson Daniel believed if black women held positions in underrepresented areas like psychology research professors, which in 2006 was known to be 1.1% of professors; it would lead to role models for black women students in psychology. (Digest of Education Statistics,

The male student of color is one of many college and universities around the country most at risk population. Institutions around the country are looking for innovating ways to keep this population engaged and enrolled. In order to improve retention and success rates of the male of color, administrators at Cuyahoga Community College created the Minority Male Initiative to provide high quality student support services to this population. The Minority Male Initiative at Cuyahoga Community College was created in the summer of 2010 to improve graduation rates, retention and overall success of males of color. Through a national search for additional financing and through the involvement of the system’s board, this program has been viewed as one

The same multivariate model was fit for women of color and non-Hispanic White women separately to see whether the predictors were the same for each subgroup. Non-Hispanic White women were significantly older than women of color participants.

Introductory Psychology students (N = 305) from a mid-western university participated in the study online for course credit. Sixty-eight percent of the participants identified as female, 32% of the participants identified as male, and one participant did not indicate their gender. The majority of the participants were Caucasian (73%), and the average age of the participants was 19.04 (SD = 1.10).

In the study, the between-groups design and the cross-sectional design were used for research. There were 243 participants between the ages of 18 and 39, and the majority were females and Caucasians. The average age was about 21 years old.

Within the study, the demographics of the participants were made available, including gender, age, race and ethnicity, marital status, and educational and employment status. Special consideration and statistical analysis was conducted for those in the High

In order to understand why I decided to transfer to George Mason University you first have to understand who I am as a person. When I was 19 I made the scariest decision of my life and joined the United States Army, it wasn’t scary to me because I joined in a time of war. It was scary because my whole life people told me I couldn’t or shouldn’t, reason be as simple as because I was a girl or as complicated as me being too compassionate. I joined the Army regardless spending my first few weeks of basic training scared to fail at my dream, but every day I did my absolute best not to. I didn’t fail, I pushed past my fear and defeated the odds I had set against myself, to serve my country for 6 and a half years with three deployments; Being awarded

As an undergraduate at Lehigh University I’ve wanted to change several social, academic, and extracurricular situations that I’ve faced. Lehigh could benefit from being a more diverse educational atmosphere. The most recent student demographics statistics stated that 68% of students are Caucasian. Penn Dental would offer me a class of students with more diversity in ethnicities, cultures, and backgrounds than what I’ve experienced at Lehigh. I’ve supported student groups and programming that promotes equality across lines of race, gender, socioeconomic status and sexuality.