Diversity is defined by Merriam-Webster dictionary as the quality or state of having many different forms, types, ideas, etc. and the state of having people who are different races or who have different cultures in a group or organization (Merriam-Webster 's online dictionary, 1999). Diversity in higher education is represented by the diverse groups of faculty, staff and students that make up the college community, that include but are limited to race, ethnicity, and gender. Student affairs professionals with the guidance of executive staff, have the responsibility of providing an environment that is welcoming and promotes growth. Along with diversity, come the varied viewpoints and differences of options. Creating an environment conducive to what the world around us represents, provides a campus community with a foundation of experiences. These experiences encourage student growth, character development and mimic real life situations.
The effect diversity has on a campus is instrumental in setting the tone and culture for both its internal and external community. Culture is the “social fabric of community”, implying that as groups live and work together they develop distinctive “philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes, and norms” that shape their thinking and determine to a large extent what they do (Winston, Creamer & Miller, 2001). The lack of diversity in higher education institutions is a disadvantage for students who will have interactions with people whom not only look different in physical appearance, but who also carry different perspectives and beliefs. Developing culture in students supports the mission of most universities and continues on with students as they progress into the working environment. Campuses focusing on character development and empowerment might find diversity beneficial. Differences of culture, viewpoints, opinions and beliefs encourage the growth and development of a community. Platforms of diversity can also promote active learning, student engagement and involvement. Active learning invites students to bring their life experiences into the learning process, reflect on their own and others’ perspectives as they expand their viewpoints, and apply new understands to their own lives (Bliming & Whitt, 1999). Institutions can intentionally promote diversity by seeking out currently underrepresented groups as potential students. With institutions trying to discover effective ways to get students more engaged outside of classroom, initiating a diverse experience opens up opportunities for coalition. College recruits having access to the institutions demographics can identify the groups of individuals that are underrepresented at the institution. These identified groups can be targeted for with specific promotional and marketing strategies. In addition to marketing strategies, institutions can intentionally seek out diversity, by offering enrollment incentives such as grants and scholarships to students. Aiding in enrollment, establishing both academic and extracurricular activities that address diversity topics such as race, ethnicity, religion and gender would incorporate inclusion. Academic studies that are designed to examine the foundations of diversity such as courses on Asian, African, Middle Eastern and Latin American cultures establish distinctions. Programs catering to all depictions of the campus community and interest of the students attending higher education institutions should be available. Out-of-classroom activities are not simply ways to entertain students but a means to develop their social competences and identify development. Facilitation of programs outside of the classroom give the students the additional support needed to find their place on campus (1999). Lack of diversity within the institution also has an effect on faculty, staff and administrators. …show more content…
Campus departments that are unfamiliar with differences in culture, beliefs and standpoints effect the campus community as well. In areas where diversity is absent, forms of tension, harassment and isolation can harbor. Staff members who may not have experiences or had the opportunity to interact with someone with a different religious background, may not be sensitive to remarks or jokes that can be deemed inappropriate or offensive. Employees who feel isolated or unaccepted are more likely to have a negative effect on productivity. Having the ability to identify with colleagues, peers and supervisors is comparable to students. Likewise, the recruiting of faculty and staff can be treated with the same regard. Intentions on actively pursuing faculty and staff members who represent diversity would be enforced through the human recourses department. Having the ability to connect with faculty and staff that students can identify with, relate to, and feel
The effect diversity has on a campus is instrumental in setting the tone and culture for both its internal and external community. Culture is the “social fabric of community”, implying that as groups live and work together they develop distinctive “philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes, and norms” that shape their thinking and determine to a large extent what they do (Winston, Creamer & Miller, 2001). The lack of diversity in higher education institutions is a disadvantage for students who will have interactions with people whom not only look different in physical appearance, but who also carry different perspectives and beliefs. Developing culture in students supports the mission of most universities and continues on with students as they progress into the working environment. Campuses focusing on character development and empowerment might find diversity beneficial. Differences of culture, viewpoints, opinions and beliefs encourage the growth and development of a community. Platforms of diversity can also promote active learning, student engagement and involvement. Active learning invites students to bring their life experiences into the learning process, reflect on their own and others’ perspectives as they expand their viewpoints, and apply new understands to their own lives (Bliming & Whitt, 1999). Institutions can intentionally promote diversity by seeking out currently underrepresented groups as potential students. With institutions trying to discover effective ways to get students more engaged outside of classroom, initiating a diverse experience opens up opportunities for coalition. College recruits having access to the institutions demographics can identify the groups of individuals that are underrepresented at the institution. These identified groups can be targeted for with specific promotional and marketing strategies. In addition to marketing strategies, institutions can intentionally seek out diversity, by offering enrollment incentives such as grants and scholarships to students. Aiding in enrollment, establishing both academic and extracurricular activities that address diversity topics such as race, ethnicity, religion and gender would incorporate inclusion. Academic studies that are designed to examine the foundations of diversity such as courses on Asian, African, Middle Eastern and Latin American cultures establish distinctions. Programs catering to all depictions of the campus community and interest of the students attending higher education institutions should be available. Out-of-classroom activities are not simply ways to entertain students but a means to develop their social competences and identify development. Facilitation of programs outside of the classroom give the students the additional support needed to find their place on campus (1999). Lack of diversity within the institution also has an effect on faculty, staff and administrators. …show more content…
Campus departments that are unfamiliar with differences in culture, beliefs and standpoints effect the campus community as well. In areas where diversity is absent, forms of tension, harassment and isolation can harbor. Staff members who may not have experiences or had the opportunity to interact with someone with a different religious background, may not be sensitive to remarks or jokes that can be deemed inappropriate or offensive. Employees who feel isolated or unaccepted are more likely to have a negative effect on productivity. Having the ability to identify with colleagues, peers and supervisors is comparable to students. Likewise, the recruiting of faculty and staff can be treated with the same regard. Intentions on actively pursuing faculty and staff members who represent diversity would be enforced through the human recourses department. Having the ability to connect with faculty and staff that students can identify with, relate to, and feel