The Diversity On The Campus

Growing up in a Hispanic household has shaped and built my values in life. At Appleton North High School, I am one out of the few Hispanic students. Knowing that my parents have migrated to America to give me a better future has motivated me to make it happen. Although, as a Mexican-American, I have felt out of place as a minority. However, with time I learned to accept my cultural differences. In fact, to this day, I thank my widowed father for the sacrifices and greater opportunities he has given me. My goal is to keep representing the few Hispanic students in college by working hard to achieve my career goals; not all Hispanics are fortunate enough to attend college. I also work to inspire young Hispanics to find their potential and follow

Diversity, what does it look like at Jackson State University (JSU), a historically black university, located in Jackson, MS? Administrators in higher education are charged with the responsibility of preparing students to be civil minded in a society that is changing rapidly as it relates to the inclusion of others. With such intensity to incorporate increased changes and differences, there is a need to collectively understand the full scope of differences among students.

This statistic is important because it shows how much Chicano students have struggled in school at every grade level. Compare these numbers with the white community, “84 graduate from high school, 26 graduate with a bachelor 's degree and 10 earn a professional degree...Chicanas and Chicanos, have the lowest educational attainment of any group” there is great cause for concern (Marquez). These realities have a variety of causes as these students “usually attend racially segregated, overcrowded schools” and with “poorly maintained facilities, students are often enrolled in classes where undertrained, under credentialed faculty attempt to teach with minimal resources” many as "tracked into remedial or vocational program” (Marquez). David Scott ran data in academic performances by ethnic-studies students and states that Chicano students do better in school when having these programs available because they are a "substantial boost" for those poorest students (Scott 2012). If they don’t have these programs the result then is that “they drop out, or are pushed, out of the educational pipeline in higher numbers than any other group” (Marquez). While enrolled, “students often describe graduate school as a place where they feel invisible” as most programs “tend to be racially exclusive with predominately white students, faculty and curricula that omit Chicano histories and perspectives” (Marquez). For this reason, it is suggested by Scott for imperative

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.

Growing up as a Latino in a community where most of the population are Hispanic had made me blind, detached from the reality of the world and the reality of the college experience, especially in Santa Cruz. Looking at the world I have always known to an extent who had more privilege than others, special attention, and more rights. I have also vaguely known which groups have been treated with less respect seen as less, but all of this didn’t really seem to matter to me in my immediate world. Coming to Santa Cruz on trips such as ORALE and JUSTICE has made me see, made me realize that it does affect me, my family, and my community that privilege is something that isn’t gifted to us but which we fight for, which causes us to be looked at differently

Washburn University has always been proud of having diversity since it first opened its doors to the public 151 years ago. If you are to look around campus many are able to see how much diversity is valued by the campus as a whole, they know everyone is different and each person has their own story to tell. If a university made it where no one is allowed to talk about where they came before and how they ended up where they are in life. what is the point of being proud of who you are? For me, it is important for each person to be proud of the person who they are because they could have had to overcome so much in life to make it to this point of being an undergraduate.

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.

The exponential growth of the Latina/o population is symptomatic of an unquestionable shift in the demographic landscape, and is also reflected in the demographic make-up of higher education. As of 2012, Latina/os constitute the largest ethnic/racial minority group in the United States (U.S. Census Bureau, 2012). Furthermore, Latina/o undergraduate students constitute the largest minority group on college campuses, at 19% of total students enrolled (Pew Research Center, 2014). Research also indicates that Latina/o students experience continued racial discrimination on college campuses (Chavez & French, 2007; Yosso, Smith, Ceja, & Solórzano, 2009; Cokley, Hall-Clark, & Hicks, 2011; Zeiders, Doane, & Roosa, 2012).

Cal State University, San Marcos (CSUSM) paints itself as a champion of diversity and inclusiveness1. Recently, in an email entitled, Enhancing Campus Support for Undocumented Students, which was sent out to our campus community on March 28, 2017 these ideals were showcased. In this opinion piece, I am going to broadly address some of the points made about the AB 540 student population on campus; Specifically, their denial to paid student positions on campus and how despite CSUSM efforts to appear diverse and inclusive it falls short of these ideals.

In “What Should “Diversity on Campus” Mean and Why?” various authors argue how it is difficult for women to get on a college campus, and to be comfortable on college campuses. In her article, “Trans Women at Smith,” Sarah Fraas, explains how difficult it is for transgender women to just apply to Women only universities: specifically, Smith’s. A study conducted by the National Gay and Lesbian Task Force figured out that less than half of transgender students have been able to update their school information (Fraas). It has been stated that some of the students who tried were immediately rejected by their high school. Also, in another article “Muslim American Women in Campus Culture,” Shabana Mir argues how it is difficult for female Muslim American

As a member of several clubs and organizations, I have always valued the wide range of people you can find within the walls of my high school. If you walk into my Physics lab, you will find me collaborating with a dancer strongly involved in his cultural heritage and a volleyball player in the engineering academy. If you come to my Calculus class, you will see me calculating derivatives with a football player, a snowboarder, a National Honor Society officer, and a painter. The word “diversity” is often used to describe a cross-cultural population, but it is so much more than that. At Bartlett High School, students originate from hundreds of different cultures, with an abundance interests, and participate together in an assortment of activities.

Wellesley College is an extraordinary college that provides all I could ever seek in a college. It has various majors to choose from, extraordinary interactions with professors and students, and an inspirational atmosphere full of great women from various backgrounds. I never knew that such college would have all the preferences I wanted. The more I learned about Wellesley the more I realized that this is a true college in which I could work in and get to where I want to be. As the first in my family to go to college it is vital for me to remain true to myself and empower myself as a hispanic woman. Education is essential to everyone, but to me I believe is a way in which I could represent my capacity. Though there is

In his article “Dilemmas of Racial Inequality in American Higher Education”, Robert Teranishi – a professor of Education, and the Morgan and Helen Chu Endowed Chair in Asian American Studies- explores “the importance of Asian Americans and Pacific Islanders (AAPIs) to our nation’s higher education priorities.” (5) Teranishi conducts “the study of AAPIs college participation within a broad set of conditions through which all students must navigate as they pursue higher education.” (5) He mainly focuses on the effects of individual agency, social conditions, and organizational structures of how they influence each other in a result of a severe gap in educational mobility. In other words, Teranishi addresses the dilemmas of racial inequality in American Higher Education in the aspects of stereotypes, racial stratification, and broader issues about the racial inequality.

As a first generation Chicana scholar, I have to say that receiving my bachelors degree from UCSD, has been my most meaningful accomplishment within the past 4-5 years. First of all, growing up I never imagined that I would have the opportunity to attend a four year university. I was unaware that a young girl from East Los Angeles, could have been given the resources to pursue higher education. Nonetheless, in high school I found the unconditional support of friends, family, and mentors that I had been needing all along. I was able to achieve academic excellence and attend my dream school, UCSD. Once in college, I was challenged socially, psychologically and academically. It was the first time I was away from my family and community. I felt

One of the speakers that I was able to connect to was the SSU UndocuScholar Coalition, I’m also an undocumented student and I was able to share my experiences with these speakers. I can speak for myself, when I first came to SSU, I experienced some discrimination because I’m an undocumented student, and because I’m brown. It sounds ridiculous that these things still happen, specially here at Sonoma State University. At some point I felt like dropping out because of how I was treated, but I told myself I’m better than them, and I’m going to prove them wrong. It’s not an easy journey to college for undocumented students, specially for first generation students, who have never been exposed to this type of environment. Not just in education but we also struggle with having some type of representation on this country. Specially now with the new president we have, we don’t feel safe anymore, we are not criminals or rapist, we just want to be educated and pursue a career to have a better future for us and our family. I feel like we have been the target of a lot of