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1485900-41211500Alone TogetherHow do we create meaningful diversity experiences among Penn State students?February 24, 2016President John F. Kennedy’s 1961 State of the Union addressing affirmative action initiated the push towards increasing diversity. We have gone through dozens of Supreme Court rulings, but there are still many issues prevalent today. Currently, colleges face an extreme disparity between minorities in America and minorities in universities across the nation. For instance, 6% of the student body at The Pennsylvania State University is African American. Contrary to that, the percentage of African Americans in Pennsylvania is nearly double this amount (approximately 11.6%). This statistic provides further support that it is imperative for universities to incorporate more diverse aspects to the campus. Why do we care about diversity? What possible benefits would a mixed population provide us? Overall, diversity prepares students for future success. In order to thrive in society, students have to be knowledgeable and able to work with people who possess different cultural values. With America’s diverse workforce at the highest in the nation's history, it’s crucial to immerse students early in a similar environment, so they are ready to interact in the future. In fact, the percentage of minorities in America's working-age population is expected to increase from 34 percent to 55 percent by 2050.OVERVIEWVarious methods have been devised to address the dichotomy between races. First, a direct method exists in which students are forced to partake in programs dedicated to integrating cultural groups. For example, World in Conversations serves as a dialogue-based interaction to expose students at Penn State to social issues, including race relations. Another approach is indirectly influencing the Penn State population to become involved in diverse settings. This encapsulates Penn State’s 79 multicultural clubs and 42 student-run religious organizations on campus. These opportunities encourage students to participate, rather than coercion. A third strategy involves no influence, similar to the concept of laissez-faire in economics. This hands-off approach takes the rising rate of diversity into account, believing that the collaboration of races is a natural process. By coercing the students to live and interact in a mixed population, this could cause a backlash to our goal of stimulating interaction between different cultures.From students to upper-administration, each end of the spectrum recognizes the need for diversity and proper integration. As President Barron wisely stated, “Building diversity at Penn State isn’t just good for business and environmental richness--it’s a moral imperative.” It is blatantly clear that everyone has made great strides toward diversity at Penn State as seen through the success of affirmative action, but what will it take to fully integrate everyone into become a unified student body? 0297180WE ARE… DIVERSEWE ARE… DIVERSEAPPROACH 1PROMOTING ACADEMIC DIVERSITYWhat we could doBenefitsDrawbacksStudy Abroad Requirements: This approach may include broadening studying abroad requirements, especially through programs exploring cultures less familiar to the students. This policy is already prevalent at smaller schools and within specific academic programs at Penn State. For more than a decade, similar policies have been instituted as schools such as Goucher College, requiring each student to participate in at least one short-term study abroad opportunity while completing their undergraduate degreePrepares participants for a globalized community.According to a 2002 study conducted by the Institute for the International Education of Students, eighty-two percent of students who previously studied abroad believe they had, “developed a more sophisticated way of looking at the world as a result of studying abroad.” Also, these same students “were more likely to seek out a greater diversity of friends” upon returning to their home institutionsStudent may not be able to afford these trips. Penn State would have to fund at least a portion of each student’s trip, which could in turn raise tuition (which is already expensive). In addition, this may be difficult to fit into every student’s schedule.For diversity engagement to succeed on college campuses, many institutions now believe it is imperative to enforce policy and curricular requirements encouraging dialogue and a diverse formal education. This includes Penn State, which requires each freshman student to participate in at least one session of World in Conversation—an initiative that forces students to confront controversial and marginalizing issues through mediated dialogue and discussion. By mandating students participate in the discussions concerning diversity, the administration hopes to have all voices heard as part of a constructive dialogue and ensure each student witnesses and engages in the diverse community. Other curricular requirements include general education credits, forcing students to broaden their coursework and communicate with students outside of their major. A specific general education requirement includes International Cultures credits, which obligates students to formally engage in cross-cultural scholarship. However, these academic requirements are minimal for most students, limiting obligatory coursework outside of a student's major to a few as four to six classes. With the exception of program specific obligations, there are no other mandated curricular initiatives or requirements for every student on the Penn State campus, exposing an immediate need for new compulsory policy relating to diversity engagement. Therefore, the first approach to this issue would be the implementation of a policy at Penn State that expands curricular and academic requirements, with a focus of diversity engagement.What we could doBenefitsDrawbacksExpanded Curricular Requirements: This approach may also include mandating a diversity course requirement to formally introduce students to subjects relating to the dialogue and historical context behind diversity. Such requirements are also present across the country, including at the University of California, Los Angeles, which now mandates students receive at least a C in a course that “substantially addresses racial, ethnic, gender, socioeconomic, sexual orientation, religious or other types of diversity." This coursework will serve to reinforce other general education requirements and directly address issues related to diversity to prepare students for dialogue and engagementStudents will be forced to discuss social justice issues that affect all of society. Long-term pattern of segregation discussed by social scientists can be broken by diversity experiences.According to a study by the Harvard Educational Review in 2002, students who took diversity-related courses experienced greater gains in intellectual engagement, academic skills, and active thinking than those who did not taken any courses. Students who had taken the most diversity courses and interacted the most with diverse peers during college had the most cross-racial interactions five years after leaving college.Student may work hard in these classes simply to earn a high grade and therefore, will not retain the information or sympathize with other people’s experiences.Expansion of Dialogue Initiatives: This approach will include the potential expansion of programs engaging students in dialogue concerning race, gender, and other diversity topics. This may involve requiring students to participate in such a program at least once a year or more to involve all students in frequent conversation and consideration of diversity.Creates a setting for students of different races, gender, sexualities, etc. to interact and actually communicate with each other. Students can be more genuine than when in the classroom.The facilitator cannot force students to talk. This kind of discussion may be too personal for some students.APPROACH 1PROMOTING ACADEMIC DIVERSITY034290000APPROACH 2PROMOTING SOCIAL DIVERSITYIt’s the honest truth that people from different cultures are very different. Many have grown up with different traditions, different family backgrounds, and even different first languages. In this respect, it is fairly easy to see why people in a new environment may be more comfortable interacting with people who share their cultural background. You see it every day on campus, whether you notice it or not: people of the same race tend to group together. The language and lifestyle barriers are not impossible, yet extremely difficult to overcome. Attempts to increase diversity within the student body on large college campuses have generally been very effective, although day-to-day interaction (or lack thereof) between the diverse groups of students is something that leaves much to be desired. Rather than leaving the students to integrate by themselves, which has so far proven to be ineffective. The second approach is a compilation of initiatives that encourage informal dialogue and interaction between students of various backgrounds, which seem to be an extremely plausible approach to solve the on-campus segregation issue.What we could doBenefitsDrawbacksCommunity Building Multicultural Activities: John F. Kennedy University is taking a more direct approach. They are holding regular community-building multicultural activities, events, forums, and celebrations in order to mix it up between their students. Not only do they organize an annual diversity award reception to recognize individuals/groups for work or service in diversity efforts, but they also conduct diversity training for all university constituents.These events would be mandatory at Penn State. Many students, given the option to remain back in their dorms and sleep, would not attend these multicultural activities. Requiring attendance of several of these a semester would work out successfully at large universities.Depending on the frequency, opting to make all of them mandatory may not be a viable option for most students.APPROACH 2PROMOTING SOCIAL DIVERSITYWhat we could doBenefitsDrawbacksDiversifying Faculty: Many other universities and colleges are implementing ways to promote diversity. One prime example is Brown University; its initial approach centers around increasing the diversity of the faculty (because, think about it, most professors are old white men), which then encourages greater involvement of the diversified faculty in recruitment. Brown is also providing increased funding and other resources to support improved recruitment on minority areas prior to the diversification of the professors at the institution.Seeing a more diverse faculty will further diversify the student body and will encourage intercultural interactions during classes.Some students assume that another student got into the school solely because of their race.?This would create an even more hostile racial atmosphere.Other solutions: Mandatory outings between the 79 international/multicultural clubs on campus.Installation of racial quotas within Greek life and other seemingly segregated organizations. Majority/minority percentages in residence halls (rather than individual dorms or floors) allows for comfort of living environment as well as increased potential for informal discussions between students of different ethnicitiesStudents will learn something new outside of the walls of the classroom. Being around people with different backgrounds expands your knowledge on different cultures, ethnicities and traditions in a more immersive way than curricular diversity initiatives. Having different points of view regarding issues concerning our society leads to productive discussion and problem-solving.Rejection of mandatory multicultural events by students/lack of desire to participate in said events. Potential for further self-segregation amongst the students post forced-interactions.APPROACH 3NO UNIVERSITY REGULATIONColleges in the United States have undoubtedly grown more diverse over the last few years. However, in recent months marginalized students across the nation have been voicing their outrage through student activism efforts. The administration at Brown University proved they were listening by issuing a diversity proposal, called “Pathways to Diversity and Inclusion” on the campus. The plan covers propositions, which include “increasing the number of minority faculty members and improving financial and mentoring support for low-income students.” But, this all comes at a high cost of $100 million. This is placing the financial burden on all students, not just those that would directly be affected. While colleges and universities certainly have the responsibility to prevent discrimination, do they have the same responsibility to force diversity? As simple as it may be, conversation is often an overlooked, but very valuable remedy to working through misunderstandings. Thus the true responsibility is on the entire college community, not just those in charge. The final approach is both students and faculty alike holding each other accountable to willingly learn about themselves and other people, be informed about issues in today’s world, celebrate differences, and most importantly treat people as individuals.What we could doBenefitsDrawbacksNatural Outlet: Instead of forcing diversity, students should have a more natural outlet for conversation. This can be accomplished by encouraging discussion in the classroom, inviting individuals to speak about racial and inequality issues on campus, and creating more opportunities for students from different cultures and backgrounds to interact with one another.Creates a longer lasting sense of empathy and belonging. Also, removes requirements and instead, focuses on providing the setting and encouragement for diversity interaction.Just because the setting is there, students may not take advantage of the opportunity and interact with each other. Encouragement through words will only target those that are curious about the discussions and not those who genuinely do not care.Effort of Students: As much as students want to look up and demand that those in authority to do “more” with diversity initiatives, in some cases they need to look on their own level and ask their peers to do more. The only way that diversity will be truly successful, is if it is organic. Students need to come together despite the divisiveness and acknowledge that this problem is not exclusive to those of minority groups, but one that influences the entire campus culture. No matter what steps a university takes, it is ultimately a personal choice that each and everyone of us needs to make. Colleges should provide opportunities for diverse interaction, not force it.A cheaper way to allow student to interact. It is more honorable if teachers and students work together and make conscious decisions to become aware on their own.This is currently how Penn State deals with diversity and we can still see the cliques and ignorance. There will still be a lack of awareness if people are not forced to acknowledge social justice issues and people of different backgrounds.APPROACH 3NO UNIVERSITY REGULATION ................
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