Final Paper
May, 6, 2013
Joe Cross
EOL 574: Diversity in Higher Education
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The 1960’s brought about many changes relating to the admission of minority students,
specifically black students on the University of Illinois campus. In the 1960’s and before, the
University had as few as two hundred black students on campus. The assassination of Dr. Martin
Luther King on April 4th 1968 brought attention and action to the nations race relations dilemma.
Immediate steps were put in place to maintain the nation’s honor and strength. It was at this time
that institutions of higher education across the nation began devising programs to somehow
change the racial climate on their campuses. According to the 2011 US Census, the majority of
babies born in 2011 were children of color. What that means is that increasingly, the stability of
entire communities will depend on how well Black and Latino children are educated. Since a
high school diploma is a gateway to attend college and to receiving a decent paying job,
communities cannot allow the gap in drop-out percentages for students of color to continue.
Since the majority of babies born in 2011 were children of color, these children who soon will be
students, will not be prepared to support their communities if they continue to leave school
before graduating. As a result, the communities will wind up having to support these students of
color, in prison that is… In 2009, researchers with the Center for Labor Market Studies at
Northeastern University found that one in 10 male high school dropouts is incarcerated or in
detention. For young black male dropouts, that number is one in four.
If these populations of students are dropping out and failing in high schools, there is no way in
increase in diversity can be expected at the postsecondary levels. When postsecondary
institutions admit such a student, resources must be available to retain such a student. As a result
of these staggering numbers mentioned, I would like to study three programs at the University of
Illinois designed to address diversity issues on the Champaign-Urbana campus. The research
will give general insight to departments such as the Disability Resource Educational Services
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(DRES), LAS Access and Achievement, and Inclusive Illinois programs at the University. These
institutional diversity initiatives are the bridges created in order for students from all cultures,
ethnicities, and incomes to have access to the campus and academic freedoms to be successful at
the University of Illinois. Providing resources such as these to students attending the University
is an important issue to examine, for it provides federal outreach and student services designed to
identify and serve low-income individuals, first generation college students, students of color,
and students with disabilities. The programs are created to allow access for students to progress
through the college experience from their undergraduate to graduate school years.
Overview of three programs
The Disability Resources Educational Services (DRES) program, since its inception in 1949 has
helped thousands of students with disabilities earn college degrees. The DRES program has
made the Champaign-Urbana campus a leader in the area of post-secondary education for people
with disabilities. DRES is known to be the oldest post-secondary disability support program in
the world. The DRES program here at the University of Illinois has been known to be the
pioneer for constructing many programmatic innovations, such as:
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The first wheelchair-accessible bus system route.
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The first accessible University residence halls.
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The first University serviced fraternity and advocacy group (Delta Sigma Omicron)
embraced by students with disabilities.
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The first collegiate adapted sports and recreation program for students with disabilities.
Part of the mission of the Disability Resources and Educational Services is to “ensure that
qualified individuals with disabilities are afforded an equal opportunity to participate in and
benefit from the programs, services and activities at the University of Illinois.”
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In an interview done with Kim Collins Assistant Director and Clinical Psychologist at DRES,
she shared that as a clinical psychologist she provides supports for students who have more of
the none visible disabilities. Such disabilities include learning disabilities, ADHD, psych
disabilities, head trauma, autism etc. The disability resource center provides self-help group
accommodations for students that may include individual therapy, academic coaching (time
management, organization skills, career development), ADHD academic support group,
mindfulness meditation group, procrastination group, and a social skills group.
Mrs. Collins feels that the program is accomplishing the goals and responsibilities of its mission.
The program does different quantitative outcome studies on different pieces of the program such
as graduation rates, employment, effectiveness of the program etc. On the other hand, the
program also does qualitative outcome studies that may include surveys to graduating seniors
about the accessibility of campus and services. Although the University of Illinois does a great
job providing diverse services for its students, Kim comments that the problem is getting the
word out to the students about the resources and how the programs can have a positive impact on
the student’s college experience. There aren’t many resources that Mrs. Collins would like to
added based off all that DRES is already providing for students, but she did make mention that
the program will continue to expand their resource for students with psych disabilities or students
with who are diagnosed with multiple disabilities. Mrs. Collins feels that the University has
made progress in the area of diversity inclusion in the area of disability. However there are
things that Kim feels the University can do in order to make campus more diversity friendly such
as putting diversity and disability in the forefront when developing programs or recruitment of
faculty and students.
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Established in 1968, the Access and Achievement Program (AAP) is a program within
the College of Liberal Arts and Sciences (LAS). The program housed in LAS, is part of the
Student Academic Affairs office, created to provide retention services to LAS students affiliated
with the Educational Opportunity Program (EOP) and the President’s Award Program (PAP) at
the University. Students in EOP receive financial support from federal loans and grants, awards,
and University tuition waivers. Through EOP the University is attempting to admit students
from ethnic minority groups underrepresented on campus, to increase ethnic diversity on. The
purpose of PAP is to enroll highly capable students to the Illinois campus who are members of
historically underrepresented groups that have been difficult to recruit to the University. These
students rank in the top 40th percent of their high school class, and have a combined ACT score
of 25 or higher or a combined SAT score of 1150 or higher. The Access and Achievement
program is designed to provide a supportive learning environment, and strives to connect
students with resources that will compliment their academic talents.
In an interview done with Pam Greer Senior Associate Director of the Access and Achievement
program in the college of Liberal Arts and Sciences (LAS), she shared that as director of the
program she supervises the graduate staff and advisors as they monitor the students that are
admitted into the program. LAS admits approximately 1500 students, in which 300-400 students
are undeclared majors and monitored by the Access and Achievement program. From Ms.
Greer’s perspective the primary focus for the Access and Achievement program is “students
come first.” The program helps students get in school, get through school, and graduate with a
degree preferably in their area of interest. Additional resources that Pam would like to see the
program provide in the future would be additional staff to better support students currently in the
program and to increase the numbers of incoming students.
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Created in 2007, Inclusive Illinois One Campus- Many Voices, is a campus-wide
initiative dealing with issues of diversity and inclusivity. The mission of Inclusive Illinois is to
cultivate a community at Illinois where everyone is welcomed, celebrated, and respected.
Inclusive Illinois forges a sense of togetherness that reaches out to every race, ethnicity, gender,
sexual orientation, age, physical ability, religion, class, and national origin.
In an interview done with Menah Pratt-Clark Associate Chancellor of the office of Diversity and
Access, she shared that as Associate Chancellor she oversees the staff that helps coordinate
Inclusive Illinois. Mrs. Clark feels that the primary focus of the initiative is the campus’
commitment to an inclusive and welcoming campus where everything is welcomed and
respected. Also the programs intent is to institutionalize the programs, colleges, and units on
campus to the culture of diversity. Menah comments that it’s not that the University has a
diversity initiative but that each college and unit assumes responsibility for institutionalizing a
certain climate of respect within their purview. This understanding will allow for the initiative to
not be seen as a university outreach but a individual college commitment. Mrs. Pratt feels that
the program Inclusive Illinois is fulfilling the requirements it was set forth to do, there is still
much the university can still do as a result of the frequent turnover with faculty, administration,
and students. Menah comments that if there aren’t ongoing programs within the colleges and
units on campus then the campus initiative will not make the impact it was created to do. As a
result of the initiative Menah feels as though the campus community views diversity issues as
opportunities rather than problems, which shows growth from when the program began in 2007.
Ms. Pratt makes reference to common trends or thought in that most people view diversity as just
race, culture or religion. Other issues that surround diversity on the Illinois campus include
sexual orientation, religion, belief systems, class issues, fraternity and sorority identity vs. the
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non sorority and fraternity identity in which 40% of students on the Illinois campus are in a
fraternity and sorority. Recognizing these diverse areas gives an opportunity for campus as a
whole and individual units to discuss identities and differences.
Literature Review
The literature has given way to three areas of thought which to ponder these non-academic
factors:
Psychological
Many minority students, have a need to fit-in and to feel welcomed. Feeling out of place on
campus can lead academically qualified students to perform poorly. Family support is critical
for underrepresented students, but many of them are first-generation, low-income, physically
disabled, or international students and do not have immediate access to such support. Many
underrepresented students also take on additional responsibilities that make it even more of a
challenge to perform well in the classroom.
The Myers-Briggs Type Indicator (MBTI) is a well-known instrument that has been used to
measure personality type (Myers & McCaulley, 1985). The MBTI has been around for decades
now and is still extensively used amongst scholars. Myers believed that every individual
demonstrates a preference for either their perception or judgment when making decisions. Myers
also notes that people differ in their perception in relation to the outer world of thought and
feeling (extraverts), versus the inner world of ideas and concepts (introverts). Myers develops
this research instrument that suggests there are eight preferences arranged along four dimensions.
The four dimensions include extraversion-introversion (EI), sensing-intuition (SN), thinkingfeeling (TF), and judging-perception (JP). After the survey is given and results calculated, the
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eight preferences can be arranged into sixteen different personality types (ex. ISFJ, ENTP, ISTJ,
ENTJ etc.). Students would differ from each other in ways that are representative of their
personality type. I am not suggesting that universities distribute the MBTI instrument to each of
their students. However, the information of the different preferences and dimensions that Myers
puts forth is appropriate for administrators to use with high school students as well as
postsecondary students. As previously mentioned, this information can be useful in helping
students develop effective study skills and time management techniques that are in line with their
personality types. This knowledge can also be most useful in helping either adult returning
students or secondary to postsecondary students, deal with the transitions they are facing in their
academic community.
As previously mentioned, Dr. Vincent Tinto is one of the pioneers in his forward research about
student retention. In the article, Taking retention seriously: Rethinking the first year of college,
Tinto makes reference in his model which includes student psychological and personal aspects.
The model is multifaceted, in which there are several areas and categories that contribute to the
psychological development. Other areas that contribute to psychological development include
personal motivation, student’s perceptions of the campus or institutional environment. For
underrepresented students these areas are important pieces to feel a sense of belonging or
comfort on the campus.
The Lumina Foundation study (2008) and the Patton, Whitehead and Hossler (2006) research
both suggested some of the “fit-in” variables that tend to have positive outcomes with college
retention for underrepresented students. These studies include: the decision of friends to attend
college, modified orientation or summer bridge programs, mentoring systems, disability
resources, and counseling support. In general, the studies support that underrepresented students
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psychologically need to be surrounded by a portion of the student population that reflects their
own situation in order to feel comfortable on campus, regardless of the institutional efforts of
inclusion.
Another component of psychological influences on student persistence is student engagement.
Zhao and Kuh, in the article Adding value: Learning communities and student engagement,
looked at the degree to which the student is integrated into the educational community. The
article sought to measure engagement using both behavior and student involvement in and out of
the classroom. The study found that freshmen who were engaged in the campus community were
significantly more likely to remain in school for a second year. It also concluded that
underrepresented students benefited disproportionately from greater involvement in their first
year.
Wells (2008) in the article Social and cultural capital, race and ethnicity, and college student
retention, does a good job explaining how family support can be a psychological factor in
determining the success of underrepresented students. The literature identified cultural capital to
describe family and other personal support structures that students bring to campus. Cultural
capital appears to be extremely influential for first-generation and international college students.
The study shows that these two groups, on average, have a weak family support structure for
college because parents and relatives are unable to relate to problems that associate to college
life. It can be difficult for international or first-generation students to ask family members how
to handle roommate problems, rush for a fraternity or sorority, or processing thoughts of
switching majors. The student may have feelings of isolation or being alone.
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Institutional
In the article by VanOverbeke (2009), gave mention to the role that high school contribute in
student’s preparation for college and how that role has changed from one decade to the next.
The study showed how at the high school and college level teachers, administrators and faculty
were used to guide and prepare students for the demands of life. Whether it is through academic
subjects of mathematics, science, and literature or developing students to be productive citizens,
such administrators were used as mentors or what is now referred to as guidance counselors.
This article recognizes that secondary and postsecondary institutions need to be inclusive to one
another in order for access to higher education to be possible for more students. The review by
VanOverbeke outlines the outreach college professors had with high school teachers that linked
the educational challenges of both levels. We need to recognize that these two levels of
education are now more closely connected than ever before. These institutional practices were
the bridges that secondary divisions needed in order for students from all cultures, ethnicities,
and incomes to have access to postsecondary academic success at the University of Illinois.
In the Tinto model (1999) one aspect revolves around institutional devices and their
effects on student retention. Tinto described various learning community designs at both the
residential and community college levels and expounded on the potential benefits of these
arrangements for the underrepresented student groups they were designed to serve. The learning
community setup allows for students in similar majors to enroll in like courses and attend nonacademic events together in groups. The effort is to result in the students generating a feeling of
inclusion.
Baker and Pomerantz (2000) found that learning communities had a significant positive
impact on student GPA, which is a leading predictor of student persistence, which leads to
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retention. The study suggests that learning communities had positive effects on student’s study
habits and time management. Students were more willing and enjoyed studying more when they
were in environments where other students were studying. Students in learning communities felt
a sense of accountability for each other, and responsibility to do well on assignments and to meet
academic deadlines.
Thomas (2002) discusses the potential benefits of more personal, extensive, faculty-student
interaction. The article references that if learning and teaching is priority, this will enhance the
experience of these students in their relationship with faculty. If students feel that faculty believe
in them, and care about how well they do, the students seem to gain both self-confidence and
motivation. As a result, their work improves and GPA’s increase. Thomas mentions that
specifically for underrepresented students, they seem to be more likely to feel that they are
accepted and valued if their instructors know their names and exhibit other signs of friendship.
Such acts of friendship from faculty can be signs of interest in student’s papers and treat students
as equals. Students who build friendships with faculty are more likely to ask for help and take
academic problems to them for advice. Academic problems that are not resolved may lead to
failure, poor performance, and ultimately withdrawal.
Advising services are also important institutional resources regardless of the nature of the
institution. Studies have linked advising to increase in retention rates. Such programs involve a
specific advising office where students can receive academic guidance into their major fields of
study. Habley and McClanahan (2004) gathered survey responses from two-year and four-year
public and private colleges. In the survey, college administrators were asked what practices had
the greatest contribution to student retention, and academic advising was the top practice listed.
Administration mentioned specifically that integrating academic advising into the freshmen
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orientation experience is the key factor for many schools. In the Habley and McClanahan
survey, the repeated mention of advising as an important retention tool for college administrators
may be a key consideration for post secondary education policy makers.
Financial
The cost of college goes well beyond tuition, and these costs can be insurmountable to
underrepresented students. These students by definition, low income, tend to be
disproportionately poor. Singell (2004) makes mention that many students have trouble paying
tuition, not to mention being able to afford books, food, or other necessities. The article goes on
to say that the stress of stacking financial burdens can have an effect on academic persistence
and retention. Singell makes reference to need-based financial aid and the dramatic impacts on
the issue of college access. The general consensus among studies appears to be that programs
such as state-funded scholarships, like the Twenty-first Century Scholars and the Gates
Millennium Scholars, provide an initial solution to high tuition costs. Lumina Foundation (2008)
reports that scholarship recipients were 50 percent more likely to attend college compared to
those who did not receive scholarships.
Stater (2009) found that once students arrive on campus, the issue of retention quickly
becomes obvious. Stater’s suggests that when controlling for institutional size and other
environmental factors, need-based aid had no effect on GPA. Stater determined that the largest
retention effects due to financial aid seem to be experienced by wealthier students. As more
merit-based aid becomes available, more students will be motivated to persist to graduate.
The American Council on Education (2006) found that employment had a positive retention
effect for students when the positions were on-campus, degree related, and no more than 15
hours per week. The Federal Work Study (FWS) program at the University of Illinois is
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structured in similar ways and designed to provide students with opportunities to make money.
FWS is a need based financial aid award, subsidized by the federal government that allows a
student to work and earn money. Students must complete a FAFSA each academic year to be
considered for Federal Work-Study. While working on campus, students must maintain
satisfactory academic program requirements.
Habley and McClanahan (2004) indicated that students say they must work to survive in
college, and giving up employment is not an option. This continued way of thinking presents a
vicious cycle where students have no choice but to work in order to pay bills. However the lack
of free time impacts their studies, which may cause a decline in academic performance,
decreasing the likelihood to remain in school.
Many studies recommended the inclusion of financial literacy components to college orientation
programs for the purposes of improving retention.
Academic literature review conclusion
As previously stated, there is much research on the outcomes of programs designed to enhance
the participation and success in higher education of historically underrepresented student
populations. However, prominent researchers in this field, like Tinto, have called for more
rigorous quantitative and qualitative studies. The above review was intended to be a brief
summary of literature relevant to post secondary education. To improve retention and graduation
rates, a number of policies and programs should be developed. Many two-year and four-year
institutions have been successful regarding issues of access but find it difficult to retain students.
A Chinese Proverb says “Be not afraid of going slowly, be afraid only of standing still.” Each
University must lend an ear to the inquiry, “what are we doing to improve retention for
underrepresented students. Is there movement or are we at a standstill?”
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Method
Interviews were conducted with one administrator from each program. Initial contacts to set up
interviews were made via phone and email. Two of the interviews were done in person and one
by phone. Only one set of interview questions were
Administrator Questions:
1. What is your position and responsibilitites with the program?
2. What do you feel is the primary focus/responsibility of the program?
3. Do you feel the program is accomplishing the goals/responsibilities of its mission
statement?
4. Do you feel the program is connecting with students/faculty in which is was created to
do?
5. What additional resources would you like to see this program provide?
6. What does diversity mean to you?
7. Do you feel the University of Illinois is doing a good job in addressing concerns of
campus diversity?
Measures
The primary outcome variable was whether diversity programs were accomplishing the goals of
which they were intended to do on campus. In addition, information on the value of the program
to faculty and students were obtained. While improving diversity efforts was not a primary of the
study, progress can be influenced by the frequent turnover of students and faculty members. The
outcome could be associated with whether students and faculty are aware or utilize the resources.
However, defining diversity can be problematic because the meaning contains so many different
spaces that are difficult to contain in one box.
Analysis
The desire to gather information about post-secondary programs intended to impact the lives of
underrepresented students, started with a conviction and a deep desire to learn the art of research
to improve the lives of people. Diversity outreach programs are, in a fundamental way, at the
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center of my life. Such desires prompt further thinking about how one is able to move beyond
their social reality to achieve a reasonable level of success. At the conclusion of my formal
academic training, I want to become an administrator who embraces diverse inclusion, an
administrator that creates programs to improve character both individually and as a department.
Self-Assessment
Programs at the University of Illinois such as the Liberal Arts and Science Access and
Achievement program, Disability Resource Educational Services center, and Inclusive Illinois all
have the unique opportunity to shape the diversity climate surrounding very important issues,
particularly in the context of education. The opportunity to study these three social and cultural
programs provided me the knowledge and equipped me with the necessary skill to contribute to
the advancement of educational resources to particular students. Accepting the fundamental
obligation to affirm, preserve and advance knowledge to improve diversity in universities
globally would be a lofty goal. In the end, I hope this research will be resourceful knowledge to
better equip the college campus to understand academic performance and retention, and how
they both enhance the quality of student life.
Since the beginning of the EOL 574 course, there have been several research topics that
I’ve found interesting and had the opportunity to explore. My major interest of research lies in
higher education special admission policies. A multidisciplinary analysis course, such as the one
I’m currently in, would prove to be a useful tool to explore diversity outreach strategies within
the university. This varied frame would prompt speculation that leads to important questions
such as: How do we understand what is meant by “diversity”? What do special admission
programs geared to diversity outreach really provide to the student and the University? Is the
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requirement of grade standards enough or does character, personality, communication, etc. play
an even greater part in program success? Is the likelihood to succeed better if your character is
better? Does humility play a role in success or job performance? What are the components of
Character and how do we use these components to enhance programs? These are the types of
compelling questions, among many others, which deserve some consideration to fully understand
such a complex issue. This issue being important to me is only half of the pie. I sought out to see
if these same questions of interest were of importance and what efforts was the university taking
to make this a priority on the Illinois campus.
Education desired
People don’t care how much you know, until you show them how much you care. It would be
very easy and efficient to read materials about the three programs at the University of Illinois
that are intended to support underrepresented students. However to create a report in which, as
the researcher, you have spent time talking with and experiencing day to day activities in the
program is more valuable to the reader and to the program represented.
Have you ever dealt with a circumstance that caused you to worry, become nervous, and even to
lose sleep? Only to have gone through the situation having thought, “that wasn’t as bad as I
thought it would be.” We’ve all been mentally faked-out like that either from a final exam,
doctor’s appointment, meeting with your boss, a presentation, or even a first date. At times
interviewing a person of any significant status can be the same way. You being the one giving
the interview, feel as though you need to be as intelligent and as smart as the one you are
interviewing. How can you be, especially with this particular topic being discussed? If this were
to be the case, why would there be of any need to conduct the interview if you already know the
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facts and answers already. I felt similar levels of stress as I conducted interviews with
administrators, one from each of the three diversity programs.
So you ask yourself, “Where in the beginning of the one-to-one interview do you start
feeling some level of confidence, in knowing where you want the interview to go, in feeling
comfortable, knowing that you’re not wasting this person’s time?” Confidence begins in
knowing that the one who asks the questions controls the conversation. You have the ability to
control any conversation, leading it in the direction you would like for it to go, by asking the next
question. Even after conducting these three interviews where I had the questions written out and
asked the same questions in all three interviews, I would not say that this is always the best
method or approach. As the saying goes, “nothing goes as planned”, and typically interviews are
the same way.
A good question to ask yourself and to answer as the interviewer is, “Who would care that I’m
doing this interview?” Hey, that’s quite a good place to start! Begin with telling the interviewee
why you want to do the interview and who would care. Whatever the reason is a good lead-in to
your first question of how that reason made the interviewee feel. For example, in one interview
with Kim Collins a director in the Disability Resources Educational Services center, I made the
comment “I am consciously aware that I am capable of walking through any door on this
campus, but not all students are afforded the same opportunity.” Ms. Collins starts telling me,
how she feels about students with physical disabilities having safe and normal access to
buildings, which leads into her passion as director for students with disability at the resource
center. My first comment, led into approximately forty-five minutes of meaningful discussion.
Like when presenting to a particular audience, or to get a certain girl or boy to recognize you are
interested in them, you need an attention-getter. An attention-getter could be a very simple
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phrase or action, that gets that individual to think, take notice, and to react. As soon as your
subject begins to notice that you are significant, let the dance begin.
Yes it can be perceived as a dance of perception between the interviewer and the interviewee.
You as an interviewer want to be seen as original having hip-hop energy, not stuck, out of shape,
sweating and gasping for intelligent questions. Nor do you want to feel as though you’re in a
ballet leaping all over the place from one topic to another. What I’ve learned from interviewing
is that it must fit into a groove, a flow, one precept connected to the next having its own rhythm.
Here are my own four basic principles to follow in future interviews:
1. There are no rules- interviewing without boarders nor boundaries, get out the box and try
something new.
2. Do it your way- what’s comfortable for someone else may not be comfortable for you.
3. Stay loose, stay flexible- depending on the situation you must be willing to change
location, time or date, direction of questioning, use of technology etc.
4. LISTEN! If you listen you’ll run out of time before you run out of questions.
People like to talk, they always have. People always have more to say than what they’ve already
said. In a good interview one thing to always remind yourself of constantly is, don’t interrupt.
When you give a person a platform to talk they will generally say more than they’re suppose to
say, keep you longer than you’re willing to stay, and tell you more the next day. People enjoy
talking because no one has ever cared to listen. And it’s easier than writing. The first thing to
note is not to rush the person speaking. During an interview is not the time to agree or disagree
with what the person is saying. The interviewee shouldn’t feel as though they’re being harassed,
hassled, hurried or what their saying is just irrelevant. You’ll get nowhere with that line of
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questioning. Handle people’s words carefully. Their words are connected to their emotions and
feelings. Their emotions and feelings are connected to the reason you wanted to do the interview
in the first place.
Self-Esteem
Although the university was persistent on increasing black faces on campus, the administration
worried about the culture shock many of these students would experience and the effect it would
have on their academic success. Race, ethnicity, and disabilities are major dimensions of the
day-to-day experiences of students in our universities. These demographic trends will re-shape
American society and higher education in the next generation. The University of Illinois can
take pride in having one of the largest enrollments of African American and Latino students.
From the research and interviews conducted with just three administrators of diversity programs
on campus, it is no surprise that the university continues to facilitate critical discussions about
best practices in promoting a positive campus climate, ways to increase racial understanding, and
approaches to transform the cultural practices within the campus environment so that they reflect
inclusivity.
Results:
I examined the research based on the interviews, articles, and current information that all three of
these programs looks to improve the lives of all races, ethnicities, genders, sexual orientations,
ages, physical abilities, religions, classes, and national origins at the University of Illinois. It is
hopeful that the research brings out that these three programs improves the likelihood that
disadvantaged and underrepresented ethnic minority groups on campus will complete their
degrees. The students, staff and faculty who have participated in these programs generally
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exhibit a more positive view on the diversity climate at the University of Illinois. One can
assume that the more years students, staff, and administrators are involved in these facilities and
initiatives, the more driven they would be to give back in some kind of way as alumni or retirees
to programs dealing with diversity at the University of Illinois.
Limitations
Only three programs were identified on the University of Illinois campus. It is important to note
that there are other units that focus on diversity inclusion on campus. I recognize that only one
administrator was chosen to interview from each program.
Discussion
Just talking about black and white people is not diversity. That topic alone is not going to
advance our civilization in meaningful ways. Race is important, but that alone is not advancing
society and communities in which we live in. Diversity is a huge spectrum of differences and
how we value them without undermining the importance of what also joins us and connects us.
There are fundamental things that connect us as a people, which include family, friendships, life,
death etc. These are areas that everyone globally is effected by, but normally never talk about.
We generally do not talk openly about our families, are you gonna graduate, our jobs, people
who are deceased and is there life after death. We hide under our own skin because we are
different, but there are some things that make us the same. It is the responsibility of diversity
programs to connect the similarities. Taking on the mindset that there are many voices, many
perspectives, many differences but one campus. The goal of university inclusion initiatives is to
acknowledge the differences but also recognize that it is one campus. The underlying concept
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for many people who are either pro-diversity or anti-diversity is just respect. Respecting that
identity that comes along with the complexity of everyone’s identity. Acknowledging and
respecting that we all have a common humanity trait inside and outside of us. If campus’
thought about what it means to be respectful or what does it mean to value another person, our
conversations around developing programs would be different.
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References
American Council on Education. (2006). Working their way through college: Student
employment and its impact on the college experience. Washington, DC: Author.
Baker, S., & Pomerantz, N. (2000). Impact of learning communities on retention at a
metropolitan university. Journal of College Student Retention, 2(2), 115–126.
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