In The News
What are the dynamics of diversity in higher education?
by
Ronald G. Helms and Colleen Finegan
Respect, tolerance, and goodwill are the keystones to enjoying the diversity of our world.
We are all linked to each other in a world created for all of us to share and enjoy. Each
member of humanity has a potential contribution to make to the whole. It is our duty to
encourage and promote that contribution.(Wright State University Diversity Statement
http://www.wright.edu/aboutwsu/diverse.html)
The authors often look to the diversity statement of their own university. This statement
required the efforts of many concerned higher education professionals. In addition, the
several schools and colleges of the university have adopted their own diversity
statements.
Gehring indicates that there is a growing national trend to no longer use race as a variable
in the college admissions process. Affirmative action polices may be struck down by
state and national courts.
"Black kids are still going to schools that are predominately
black," Matthews says. "As long as we perpetuate
segregated housing patterns and segregated high schools,
you will have an outcome where the black kid or the
Hispanic kid who graduates in the top 10 percent of the class
is unfortunately coming from a school that is inferior. That is
the part of this no one wants to admit (Gehring.)"
Some envision Per Cent Plans that would guarantee the top 10-15 % of high school
graduate college admission. Others maintain that these Per Cent Plans would be a
disservice for those students coming from high schools which are ‘low performing. In a
report last year, the U.S. Commission on Civil Rights, an independent agency found that
"Race-conscious affirmative action has not brought nearly
enough black and Latino students into undergraduate,
graduate, or professional higher education programs," the
commission's report said. "The percentage plans will do no
better and probably worse(Gehring.)"
Given years of presenting and attending the National Conference on Race and Ethnicity
Conferences, it is clear that providing for diversity opportunities is a central mission of
the university (National Conference on Race and Ethnicity
(http://www.occe.ou.edu/NCORE). The purpose of the NCORE (http://ncore.ou.edu)
conference is as follows:

Assisting higher education institutions to create inclusive higher education
environments, programs, and curriculum; improve campus racial and ethnic
relations; and expand opportunities for educational access and success by
culturally diverse, traditionally underrepresented populations

Providing policy, planning, programmatic, curricular/pedagogic,
research/assessment, training, and theoretical perspectives from around the
country

Highlighting exemplary working models and approaches capable of being adapted
in other institutional settings
The Wright State University Diversity statement continues:
Wright State University is committed to achieving an intellectual, cultural,
and social environment on campus in which all are free to make their
contribution. We will achieve an environment in which every student may
think, and learn, and grow without prejudice, without intimidation, and
without discrimination. We will achieve an environment in which personal
dignity and respect for the individual are recognized by all.
Wright State University promotes the acceptance and appreciation of
every individual regardless of race, gender, age, ethnicity, ability or
disability, sexual orientation, socioeconomic status, religious affiliation,
or national origin. We encourage appropriate activities and events that
foster learning about the diversity of our world
National and state education standards mandate the teaching of multicultural education at
the post-secondary level. As a result, many colleges and universities require multicultural
or diversity courses for all students. As those who prepare the citizens today for the world
of tomorrow, it is of paramount importance that pre-service and in-service teachers
receive instruction in multicultural education.
References
Gehring, J., (August 8, 2001)Eyeing Campus Diversity. Education Week
http://www.edweek.org/ew/ewstory.cfm?slug=43percent.h20
National Conference on Race and Ethnicity
http://www.occe.ou.edu/NCORE
Wright State University Diversity Statement
<http://www.wright.edu/aboutwsu/diverse.html>
WEB LINKS:
Hopwood v. Texas: Timeline of Events
http://tarlton.law.utexas.edu/hopwood/timeline.html
In 1996, the U.S. Court of Appeals prohibited UT Law from using race as one of many
admissions criteria. This timeline outlines the history of the case.
Information on Admissions Lawsuits
http://www.umich.edu/~urel/admissions/
The University of Michigan is fighting two lawsuits challenging its admission policies.
This web site is provided as a resource for journalists and others who need background
information.
National Conference on Race and Ethnicity
http://www.occe.ou.edu/NCORE
Higher education diversity resource site
Wright State University Diversity Statement
http://www.wright.edu/aboutwsu/diverse.html
Wright State University celebrates diversity. Our daily life is made rich by the diversity of
individuals, groups, and cultures. The interplay of the diverse stimulates creativity and
achievement in all facets of our existence.
Multicultural Education
http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe3lk1.htm
Pathways to School Improvement synthesizes research, policies and best practices on
issues critical to educators engaged in school improvement. Banks and Banks, authors of
several multicultural texts
(http://www.ablongman.com/catalog/academic/course/1,4095,71974,00.html)
defines multiculturalism. The Pathways to School Improvement webpage provides links
to multicultural resources for educators.
Prohibition Against Discrimination or Preferential Treatment by State and Other Public
Entities. Initiative Constitutional Amendment.
http://vote96.ss.ca.gov/BP/209.htm
Prohibits the state, local governments, districts, public universities, colleges, and schools,
and other government instrumentalities from discriminating against or giving preferential
treatment to any individual or group in public employment, public education, or public
contracting on the basis of race, sex, color, ethnicity, or national origin
Incorporating Multiracial/multiethnic Topics in Teacher Preparation:
Pedagogical and Ideological Considerations
http://www.eastern.edu/publications/emme/2001fall/wallace.html
This article reviews various pedagogical and ideological implications of integrating
multicultural studies into the preparation of educators in the United States. The author
notes that it is imperative to broaden the teacher education curriculum in order to focus
on the background, culture and needs of diverse students for a variety of reasons that are
discussed.
TEXT REFERENCE
Faculty of Color in Academe: Bittersweet Success, 1/e
Caroline Sotello Viernes Turner, Arizona State University
Samuel L. Myers, University of Minnesota
© 2000 / 0-205-27849-3 / Allyn & Bacon
http://www.ablongman.com/professional/catalog/academic/course/1,4095,106720,00.htm
l
Faculty of Color in Academe focuses on inequities based on racial and ethnic differences
within the professional workplace in higher education. This book draws on a
comprehensive study of African American, Asian, Pacific American, American Indian,
and Latino faculty in eight mid-western states. By using both narrative and statistical data,
this book provides an in-depth view of the issues surrounding the successful recruitment,
retention, and development of faculty of color.
Open Minds to Equality: A Sourcebook of Learning Activities to Affirm Diversity
and Promote Equality, 2/e
Nancy Schniedewind, State University of New York--New Paltz
Ellen Davidson, Simmons College
© 1998 / 0-205-16109-X / Allyn & Bacon
http://www.ablongman.com/professional/catalog/academic/product/1,4096,020516109X,00.html
Educators are becoming increasingly concerned with more areas of discrimination and
inequality that affects students. For example, as more immigrant students enter schools,
understandings and skills for educating about language discrimination are needed.
Similarly, as educators become more aware of the negative consequences of homophobic
behavior on students, knowledge and approaches for dealing with homophobia in schools
are called for. Open Minds to Equality deals with the expanding range of equity concerns.
Membership in the largest association (National Association for Multicultural Educators)
is growing by leaps and bounds. State-level associations are being started in these
subjects all across the country.
Educating for Diversity: An Anthology of Multicultural Voices, 1/e
Association of Teacher Educators
Carl A. Grant, University of Wisconsin, Madison
© 1995 / 0-205-16573-7 / Allyn & Bacon
http://www.ablongman.com/professional/catalog/academic/product/1,4096,0205165737,0
0.html
This book is a collection of original pieces written by educators concerned with
multicultural education. It aims to provide a better, broader understanding of the many
ethnic and cultural groups comprising American society and its classrooms by providing a
discussion of "diversity" which goes beyond race and ethnicity. *
James Banks, the leading authority in diversity education, has reorganized and updated
his textbook to reflect current and emerging theory, research and scholarship in the 7th
edition of Teaching Strategies for Ethnic Studies (2003). According to this textbook,
the main goal of the multicultural curriculum should be to help students develop the
ability to make reflective decisions so that they can, through thoughtful action, influence
their personal, social and civic worlds and help to make them more democratic and just.
DISCUSSION FORUM
Given Educating for Diversity: An Anthology of Multicultural Voices, 1/e
Association of Teacher Educators, select II. AMERICAN DIVERSITY: ETHNIC
VIGNETTES. Ask for students, faculty, and other professionals to relate their own
stories or experiences.