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The effect of prejudice on individual, society, education
The effect of prejudice on individual, society, education
The effect of prejudice on individual, society, education
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Summary #3 – “Campus Diversity and Student Self-Segregation: Separating Myths from Facts” by Debra Humphreys In the essay “Campus Diversity and Student Self-Segregation: Separating Myths from Facts” by Debra Humphreys, the writer explains the research conducted on racial and ethnic groups in many diverse universities. Humphrey’s cites recent research of diversity and self-segregation on college campuses to determine the benefits of each. Humphrey’s first gives us her point of view of self-segregation in which she thinks it doesn’t have a positive impact on students today in the classroom and later on in life. She believes that diversity is an “essential ingredient in many students’ persistence and success in college.” (575, Hoeffner and Hoeffner). …show more content…
“College campuses are not dominated by widespread racial/ethnic segregation and the racial/ethnic clustering that does occur isn’t impeding intergroup contact.” (578, Hoeffner and Hoeffner). Throughout the essay, the writer continues to provide facts and sources on the information that diversity is not a problem on college campuses. She quotes evidence that states that college students are getting a “variety of positive educational outcomes that result from being educated in a diverse environment.” (578, Hoeffner and Hoeffner). Some college students might try to be more inclusive of others outside their own racial group by interacting across racial/ethnic lines. Humphrey’s states that although “students today do sometimes choose to live, socialize, or study together with similar backgrounds.” (575, Hoeffner and Hoeffner) however, she believes self-segregation does not appear to be widespread. Lastly, what colleges can do to encourage more intergroup interaction is they can acknowledge self-segregation more and help get students out of their comfort zone. Colleges can also be aware of key issues. They can ask students questions about what’d they would like to see more around campus. Learn and explore about other cultures. The diversity the students will come up will enhance their self-awareness and make them better citizens in our
With regards to the opinion that the existence of HBCUs is in fact, a mellowed form of racism, one must first remember the history behind the origins of HBCUs Many people believe that these institutions have outlived their purpose because we live in a fully integrated society and these institutions stand as hallmarks of segregation. However, by thinking this way is not an analyzing the complete picture because one must bear in mind that HBCUs are old and hallowed institutions of higher learning established in a time when talented, desiring and tenacious Afric...
A major part of every college campus is the Greek system. Although, many times it goes unnoticed there is major segregation among the fraternities and sororities in the south. Why is such an important issue often overlooked? We need to be more aware of segregation because in many cases it causes conflict. What if an African American wanted to join a traditionally white fraternity or sorority or vise versa? The chances of him/her getting in are pretty slim. In fact, it would be most likely that they would not. The walls of race and the barriers from so-called ?traditions? in the Greek system should be broken in order to diversify the organizations and lead to the changes necessary to end segregation and discrimination for good.
Cokley, Kevin. "The Impact of College Racial Composition on African American Students' Academic Self-Concept: A Replication and Extension." Journal of Negro Education 71.4 (2002): 288-96. JSTOR. Web.
...h identification and then through the implementation of a program such as the Intergroup Relations Program expanded on a larger scale such as the Michigan Student Study, can we decrease bias and promote cultural acceptance by implementing programs that cultivate cultural diversity and discussion in the classroom. The study proposes that the although implicit biases may exist in the DoDEA facilities, the classroom environment fosters a cultural experiential dynamic that allows minorities to flourish academically without bias for racial or ethnic differences in learning outcomes. Furthermore, implementation of diversifying programs like the IRP in a public high school can determine if greater SAT scores can be achieved by minorities who have participated in the program. Elevating the academic performance of SAT’s in minorities can provide lasting educational benefits.
Similarly, research literature on the experience of women of color college students has placed emphasis on exploring women’s experiences with racism much more than their experiences with sexism. Recent studies have explored racism on college campuses in a variety of ways including, racial discrimination (Chao, Mallinckrodt, & Wei, 2012; Henson, Derlega, Pearson, Ferrer, & Holmes 2013; King, 2005), colorblind ideologies (Coleman, Chapman, & Wang, 2013), racial stereotyping awareness (Johnson-Ahorlu, 2013; Muñoz, & Maldonado, 2012) , typology of racial incidents (Harwood, Huntt, Mendenhall, & Lewis, 2012; Yosso, Smith, Ceja, & Solorzano, 2009) , racialized school spaces (Barajas & Ronnkvist, 2007), and internalized racism (Hipolito-Delgado, 2010). Findings from these studies suggest that a major implication of racism on college campuses is the impact these in...
Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1/2), 60-73. Sue, D. W. (2010). The 'Secondary'.
Published in American Educational Research Journal, this paper gives insight into how racial diversity stretches beyond educational engagement and social composition. The significant difference made by diversity-related efforts, such as hybridized racial interactions and policies is fully explored. The findings of the study presented can be generalized to the argument of institutional racism as this piece presents rationale against it. The limitations of paper is the insufficient detail regarding educational context needed to illustrate the steps institutions can take to apply diversity.
The next measure was residential segregation. This measure has an effect on interracial friendship and racial composition through the opportunities for contact. This is measured by the levels of racial segregation in the adolescent’s neighborhood.
When diversity is being discussed, there are a plethora of ideas that are associated with it. Whether people are talking being put on a waitlist for college, about people of color, or about representation in the media, the subject of diversity is not rare. Recently, the conversation of diversity has become more common because colleges want to demonstrate that they have diversified campus. How would diversity on campus be defined? Most importantly, diversity is more than having an extraordinary personality. Race, gender, sexuality, and social status are a few of the superfluous traits that make an individual unique in a college’s eyes. In Sophia Kerby’s article, “10 Reasons Why We Need Diversity on College Campuses”, she notes that, while there has already been an effort to diversify high schools and middle schools, accepting students of different backgrounds is not as apparent in higher education (1) . A university desires to diversify its campus in order to benefit the students that are attending the college. Students are not only likely to improve
Based on our discussions with principals and review of the narrative data, we determined that the students participating in Open Choice are Minority students who are subject to racial, ethnic, and/or economic isolation. Therefore, the Open Choice program provides racially isolated Minority students the opportunity to interact with hyper-segregated White students. However, the number of students participating in the Open Choice Program is a small fraction of the overall student population. It is unclear from the narrative data and discussions with the principals if and how Open Choice students interact with the hyper-segregated White student body, and how many White students benefit from this interaction. Therefore, due to the limited number of Open Choice students, we conclude that the Open Choice Program does not provide opportunities for all hyper-segregated White students to interact with students from diverse racial, ethnic, and economic
The Who Tells Our Story forum event was a necessary reminder of Simpson College’s stance on inclusivity that students so often forget. The administration and professors are often reminded of the community inclusivity, but without constant dialogue, students are not always an agent in this ideal. As Mikki said in class, we are often placed into groups based on our social location and that is how we are viewed, but we all have our own unique story, and that is how people connect with each other.
In the past, many universities and other large organizations focused on the majority of the population for both its workforce and student clientele. Recently, whether because of the self-seeking need to increase the client-base or from the moral perspective that equal opportunity applies to both employees and students, educational facilities have moved away from appealing to the typical college student and faculty. Attention has shifted to broaden the scope to all who desires a higher education and faculty that demonstrate the competency to teach the students. Diversity in higher education means providing equal opportunities regardless of race, gender, religious preferences, and sexual orientation for both students and staff. Following is an example of the diverse population of WGU students and staff.
Diversity and Inclusion are important to the University of Toledo’s campus because they don’t just serve to one ethnicity, they serve to many. Many different kinds of cultures come to UT to give themselves an education and to better themselves. Here at the University, they want everyone to get along with each other, since it’ll make coming to school more exciting
Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd Ed.). New York, NY: Houghton Mifflin Company.
Prejudice and discrimination exist as persistent manifestations of derisory power. Communities across the country are regularly deflated by untenable biases ripping at the seams of an individual’s psychological and social existence. These tendencies and biases effect on college campuses worldwide. The last century is warped with academic institution’s transformation from white exclusivity to an opportunity welcome to people from all gender, racial, disability backgrounds. From the outside looking in, it could seem that higher education stands isolated from the animosity and harms of larger society. Institutions however, are reflecting and struggling with the same social biases and historical struggle for inclusion. Only recently has higher