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Media, politicians, and the courts portray college campuses as divided over diversity and affirmative action. But what do students and faculty really think? This book uses a novel technique to elicit honest opinions from students and faculty and measure preferences for diversity in undergraduate admissions and faculty recruitment at seven major universities, breaking out attitudes by participants' race, ethnicity, gender, socio-economic status, and political partisanship. Scholarly excellence is a top priority everywhere, but the authors show that when students consider individual candidates, they favor members of all traditionally underrepresented groups - by race, ethnicity, gender, and socio-economic background. Moreover, there is little evidence of polarization in the attitudes of different student groups. The book reveals that campus communities are less deeply divided than they are often portrayed to be; although affirmative action remains controversial in the abstract, there is broad support for prioritizing diversity in practice.
Exploring Campus Diversity:Case Studies and Exercises explores the realistic chain of events that happens on college and university campuses across the United States that involve issues of diversity and campus climate. Many of the real-life scenarios presented in the book are taken from actual events on university and college campuses. A full array of learning exercises is associated with each of the case studies, and problem-solving questions are presented to stimulate understanding of the situations and how they relate using thoughtful, critical, and reflective reasoning. Specifically, Exploring Campus Diversity examines diversity dilemmas pertaining to the challenges of expanding diversity and equity on American campuses. Experts from across the nation proffer problem-solving questions that are included at the end of each case study to guide the reader in ways of thinking about the diversity scenarios and deciding on appropriate ways to understand and recommend action to take in addressing the potential problem. Each case study offers examples of a possible challenge that a college or university might encounter in trying to deal with diversity, campus climate issues, or problematic policies. This book pushes the reader beyond the theoretical to the practical application of diversity principles in their everyday lives.
Teacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals. Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration. The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students. This timely book is a call to action for building teacher diversity to ensure student success.
The accompanying CD-ROM, "Culturally responsive teaching and leading: studies to improve awareness and practice" by R. Carl Harris, et al., presents 4 cases that address cultural, ethnic, linguistic, and socioeconomic diversity. Primary grades, middle school, and secondary schools are represented.
In recent years, Protestant churches and denominations have become increasingly concerned with issues of racial diversity and reconciliation. Recent scholarship has examined this growing awareness, but has seldom attended to issues of diversity on the campuses and seminaries that educate the leaders of these churches and denominations: campuses and seminaries which have, historically, enrolled fewer students of color than nonsectarian institutions. George Yancey explores the methods that Protestant colleges and universities use to promote racial diversity, as well as the attitudes of the white and non-white students on their campuses. He shows that certain measures, such as diversity courses and student-led multicultural organizations, are more effective for promoting than multicultural and anti-racism programs. He also shows that the presence of faculty of color supports efforts towards racial diversity on Protestant campuses. Neither Jew Nor Gentile not only documents which institutional measures are effective, but shows how and why they work. Yancey finds that efforts to encourage interracial communication and unity promote a positive atmosphere more effectively than measures that emphasize differences among racial groups, and that dialogue among racial groups appears to be essential for the development of a positive racial atmosphere on campus. He outlines ways of cultivating such a dialogue and offers advice to educators on handling issues of racial diversity. While Neither Jew Nor Gentile focuses on Protestant campuses, this study will benefit all educators who seek to understand and foster racial diversity on their campuses.
The demography of America is changing and it is showing up on college campuses as an increasingly diverse student body. Universities typically handle changes within the academic tradition of courses or programs, but to prepare students to live and work in an increasingly diverse world something else is needed. This little book was created to serve this need. Five stories told by recent college graduates from public universities to highlight the learning about diversity in college from the students themselves. The stories are curated to key social science phenomena in diversity, such as implicit bias or stereotype threat. They are set in a context of experiential learning from the students themselves and are informed by advances the social neuroscience of unconscious decision-making. The goal is to highlight the ways these factors can complement the ongoing diversity course work and other university programming. While the project was led by a professor with serious university administrative history, the storytellers and other organizers are all authors, making this little a book a unique contribution that is written about students by those students themselves. The first chapter sets the stage by introducing at the lay level with social neuroscience principles that drive diversity issues in society and in the college-age population. The first story chapter is written by a Latino former student who explores the experience of being taught by a largely non-diverse faculty. The second chapter represents the struggle of a female student to overcome self-handicapping and enter the sciences in the field of medicine. The third chapter explores growing up Dominican in a large metropolitan area, going to a small-city university, and finding necessary group support in an established diversity program. The fourth chapter discusses in-group/out-group issues from a student who move from a small-town Jewish population to achieve student leadership in a large diverse university. The final story chapter looks at being an immigrant and non-native speaker, but making it in college overcoming stereotype threat. The final chapter is our collective recommendations of what a university or college can do with this student-rich perspective to more deeply educate about the fundamental issues of living in a diverse world.
With its concrete, focused cases, the second edition of this casebook again focuses on the wealth of multicultural and diversity issues faced by today's teachers. Its thirty-six authentic cases offer opportunities for analysis on several levels and are sufficiently complex so as to invite multiple interpretations. They present examples of everyday situations involving gender, ethnicity, race, religion, language, affectional orientation, socioeconomic status, parents, and community...even technology. The cases involve classroom issues that are relevant to all grade levels and all content areas, allowing instructors significant flexibility in their use. This book focuses readers on self-reflection, application and further study. Coverage includes the challenges and opportunities offered by teaching, and invites future teachers to explore diversity issues more deeply and broadly. For professionals in the field of teaching.
Campus diversity is a contentious topic, but this book shows far more consensus than conflict in student attitudes toward diversity.
The purpose of this edited volume is to examine the historical and contemporary dynamics of diversity as well as the realities, challenges, and opportunities associated with diversity work at Historically Black Colleges and Universities (HBCUs). This proposed book will include four sections, focusing on the historical developments and socio-political factors impacting diversity work at HBCUs, organizational structure and philosophical approaches, challenges and opportunities facing particular populations, and analysis of best practices. This text is designed to provide an overview and better understanding of diversity and multiculturalism that exists in historically Black colleges and universities. The contents of the text will examine equity and inclusion efforts in these institutions, and will explore various theories and practices utilized within the academy. Also, the text will examine race, class, gender, ethnicity, nationality, religion, age, ability and sexuality. The goal of the book is to assist students, faculty, and staff in the higher educational landscape in developing their own understandings of historical and contemporary issues related to diversity at HBCUs. Critical analysis of the multiple worldviews will be discussed as we explore the origin, nature and scope of multiple ideologies within diversity, equity and inclusion at HBCUs. In addition, this book will be an invaluable teaching resource for faculty in Educational Leadership Programs, Student Affairs Programs, or Sociology Programs, and other fields interested in issues of retaining and supporting diverse college students.
ABSTRACT: This study systematically investigated the communication skills of postgraduate students in India across various universities and academic disciplines. A stratified random sampling strategy was employed to select a sample of N=2000 postgraduate students from three universities. Data were collected using a self-report questionnaire assessing communication proficiency, confidence, strengths, weaknesses, and skills improvement. Additionally, participants' performance was evaluated through oral presentations, group discussions, and written communication tasks. The self-report questionnaires revealed that the majority (65-75%) perceived their overall communication proficiency as average to above-average, with 40-50% expressing confidence. Strengths included clarity of expression, active listening, and adaptability, while weaknesses comprised public speaking, conflict resolution, and non-verbal communication. Approximately 60-70% believed they were effective in expressing ideas verbally and perceived improvement during postgraduate studies. Oral presentation assessments exhibited variations, with University A's Science (20% excellent) and Engineering (25% excellent) disciplines performing better. Group discussion assessments highlighted nuanced differences, with University A's Engineering (25% excellent) and University B's Medicine (25% excellent) disciplines excelling. Written communication assessments revealed consistent trends, with 20-25% excellent ratings in Science, Engineering, Medicine, and Social Sciences disciplines. The study underscores the multifaceted nature of communication skills and the need for tailored, discipline-specific training programs to enhance proficiency and contribute to academic development. The findings align with previous research emphasizing the importance of structured communication skills training for postgraduate students. Future studies could explore longitudinal impacts, comparative analyses with undergraduate students, and alternative training methods.