Educational Diversity

Educational Diversity

Introduction

Diversity, viewed in its broadest sense, includes all the characteristics that make one individual different from another (Gardenswartz & Rowe, 2010; Wentling & Palma-Rivas, 1997). It includes variations in personal aspects we control as well as those over which we have no choice. The term diversity, when applied to demographics, can include variables such as race, religion, gender, disability, sexual orientation, age, education, and geographic origin. Diversity can also include work group affiliation, life-style, career history, and cognitive style. The educational diversity found in the United States gives us areas of commonality through which we can connect with others and aspects of difference from which we can learn. Educational Diversity can provide opportunities to embrace new customs and expand traditional roles; however, it may also create challenges as people struggle to find common ground in communities composed of individuals and groups with varied backgrounds and values.

Rapidly changing United States demographics, and appeals for more access to postsecondary education, have led institutions to continue diversifying their student bodies and to focus on improving inter-group relations. With these changes, a particular educational challenge for school is how to prepare students to value diversity and help students recognize how their behavior can influence school climate. The paper demonstrates that structured forms of inter-group contact in the form of diversity initiatives are often used to educate people about differences and have been shown to be important for improving school climate. With varying types of diversity initiatives and techniques, varied outcomes are likely. The outcomes of diversity education on students' and how diversity issues are handled within Cultural Diversity in discussed in this paper.

Discussion

Over the past few decades, college campuses have become more diversified, particularly in terms of race and gender. Many universities have subsequently overhauled groups of core courses that were first required when the schools were much different. This trend toward revising curriculums is a major aspect of increased multiculturalism--the acceptance and teaching of several different cultures in an attempt to mirror college communities' racial and sexual make-up--at universities nationwide.

Multiculturalism has been hailed by many educators and students, who believe those universities' curriculums, should reflect a more diversified community. They believe that traditional higher education, which emphasizes classic literature, is focused too heavily on Western, male traditions and does not adequately consider contributions by women, minorities or non-European cultures. They also seek greater overall minority representation on campus, both in student bodies and on faculties.

Most proponents of multiculturalism are liberals, left-wing academics, student activists and feminists. They are either members of minority groups or identify strongly with the desire to make universities more inclusive academically and socially. They are usually in favor of revising core literature courses' "canons" (the list of writers and books studied), or even eliminating such courses altogether to allow students to choose their own academic paths.

Managing Diversity in School

Unites States has more diverse school than anywhere else in the world. The schools have started managing this diversity so that positive aspects of diversity could be generated ...