Diversity

Matthew Lynch published in Diversity, Trending Topics

6 Things That Educators Should Know About Multicultural Education

In order to understand today’s classrooms and improve the culture of schools, the primary components of American culture must be identified and understood. Culture and education are intrinsically connected: American culture shapes education, and education subsequently shapes American culture. By understanding the relationship between the two, schools can improve culture-based education, and can reflect and promote different cultural worldviews.

Another aspect of culture is school culture. School culture consists of shared values and beliefs, as well as shared meanings of the community as a cohesive unit (Hobby, 2004). As teachers, it is essential to incorporate both community and diverse worldviews into your teaching. A number of resources are available to ensure students maintain a strong sense of cultural identity. When you incorporate culturally based materials and content into the curriculum, students learn not only about their culture, but also the diverse cultures around them.

Early in the history of the United States, there was a focus on segregation and assimilation when it came to differences between ethnic groups. Those who were of northern European heritage were often assimilated into the culture of the United States and those who were of an obviously different heritage, such individuals of African or Asian descent, were excluded from participation in dominant-culture America. This focus has changed: today, the goal is one of recognizing and celebrating cultural and ethnic differences. Still, more change needs to occur and American classrooms are on the front lines of making this goal a reality.

All children go through the same or similar feelings and experiences as they grow up. All children have a desire and a need to test boundaries. All children are curious and mischievous, and can be at times kindhearted and at other times blunt when they speak. These traits can sometimes make working with children a challenge. However, it is the differences and diversities that make teaching children an even greater challenge, and yet a blessing at the same time. This is a challenge that every teacher in today’s classrooms must face, in order to give children the best support possible as they pursue their education. In this article, we will discuss all of the things that educators should know about multicultural education.

What does “culture” mean in the United States? Culture in the United States can be separated into several elements, including behavior, beliefs, traditions, and values. In the early years of the republic, American culture was indelibly associated with European-derived, English-speaking Protestant culture. More recently, however, the influx of new languages, religions, and other cultural ingredients has created a more diverse and challenging environment.

Many elements of personal freedom, including freedom of religion and speech, are protected by the legal system. However, a conflict between autonomy and assimilation exists: is it preferable to press students into a mono-ethnic mold or to celebrate their diversity?

What role does ethnicity play in our schools? Determining ethnicity can be complex, and includes factors such as race, religion, customs, and culture. The United States is becoming increasingly diverse. Americans of Asian, African, and Hispanic origin are on the rise: this is reflected in classroom populations. Furthermore, individuals who are multiethnic (who associate with more than one ethnic group) form an increasingly large portion of the student population. Laws have changed in the United States to reflect the value of cultures and languages other than the traditional European ones. It is important that teachers are aware of and are prepared to deal with racism in the classroom.

What part does multiculturalism play in today’s school? Multiculturalism is the acceptance of multiple cultures coexisting in a society by providing equitable status to distinct ethnic groups. The former “melting pot” ideology is being replaced by a “patchwork quilt” mentality, in which cultural identity and language are preserved. A number of theories have been floated, including the cultural deficit theory (students don’t do well because of an inadequate home environment), the expectation theory (teachers have lower expectations of certain students), and the cultural difference theory (students from different cultures have different ways of learning), to explain the variety of performance levels in children of different backgrounds.

How can teachers embrace their multicultural classrooms? Thirty-seven percent of U.S. students currently view themselves as coming from multicultural backgrounds, and the percentage is increasing. By 2040, children of color will make up a majority of students. Schools are currently engaged in producing more inclusive curricula, which reflect the backgrounds of their student population. It is preferable for teachers to be “color aware,” rather than “color blind,” and teachers should encourage students to share and celebrate their diverse backgrounds and experiences by being inclusive and particularistic.

How religiously diverse are our students? Today, only 51 percent of U.S. students are Protestant. Groups such as Hindus, Jews, Muslims, and Buddhists make up around 5 percent of the population, though this percentage is growing rapidly. The separation of church and state in the educational sphere has grown more pronounced in recent years, and it is now against the law, for example, to have school prayers. However, it is important to encourage students to share about their religious experiences, and to celebrate all forms of religious experience.

How linguistically diverse are our students? In the early part of the 20th century, laws were passed limiting the teaching of languages other than English. More recently, however, those laws were challenged. Students may now be taught in languages other than English, and transitional services are offered in many schools.

Does America promote linguistic and intellectual diversity in the classroom? The United States does not have an official language. About 80 percent of Americans speak English at home. Other families speak languages such as Spanish, Tagalog, Hmong, French, and Chinese. As a result, most schools now include language programs for non-English speakers. The Bilingual Education Act and similar legislation stipulate that ELLs must be provided with the tools to acquire English. Models vary, however, and include the immersion model, the transition model, and developmental bilingual education.

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Matthew Lynch published in Diversity, Trending Topics

The A-Z of Education: Diversity

In this series, I hope to guide you in acquiring the vocabulary that you need to know to be considered a competent education professional. In this article, we will discuss education vocabulary centered on multicultural education.

Click here to view all of the articles in the series.

Bisexual is the term given to sexual behavior or an orientation involving physical or romantic attraction to both males and females. It is one of the three main classifications of sexual orientation, along with a heterosexual and a homosexual orientation.

Cyber Bullying refers to bullying in which the offenders use Internet service or mobile technologies — such as email, chat room discussion groups, instant messaging, web pages, or SMS (text messaging) — with the intention of harming another person.

Differentiation refers to the practice of adjusting curriculum and assessments to the abilities, learning pace and learning styles of students, offering a variety of assignment choices to maximize opportunities for success.

Dual Exceptionality A term applied to students who are identified as gifted in one or more areas but simultaneously learning-disabled and possibly low achieving as a result.

English as a Second Language (ESL) A method of language acquisition where students are placed in regular English-speaking classes for part of the school day, and pulled out for intensive small group language focus during other classes. A modified form of immersion.

FAPE, LRE Fair and Appropriate Public Education, Least Restrictive Environment. Legal terminology applied in the Public Law 94-142; The Education for All Handicapped Children Act of 1975, which requires that students with disabilities must be placed in regular classrooms with their non-disabled peers, to the extent that their abilities allow.

Giftedness Defined variously as an IQ test score over 130, and/or a high level of natural ability, motivation, and creativity in a given field or area of study. It can refer to a combination of these elements.

Globalization The inclination to integrate societies and communities at the multi-national level, including linguistic, economic, technological, and societal elements of world culture.

Homosexual Someone who practices homosexuality; having a sexual attraction to persons of the same sex.

Individuals with Disabilities Education Act (IDEA) is a federal law specifically mandating that schools provide equitable education for the mentally and physically disabled.

Individualized Education Program (IEP) is an education plan developed specifically for each student with a disability. In Canada and the United Kingdom, an equivalent document is called an Individual Education Plan.

Inclusion The participation of students with disabilities in regular education classrooms, usually with support services.

Inclusive and Particularistic are two key terms referring to characteristics of a culturally responsive curriculum that ensures all students are welcomed and included in all aspects of the school, while acknowledging their unique differences with respect and acceptance.

Learning Disability Underdeveloped skill in one or more areas, usually related to neurological disorders. Applies to students whose intelligence level is average or above and often the result of information processing issues, psychological problems or motor dysfunction, hearing or visual problems.

Multiple Intelligences refers to a theory proposed by educational psychologist Howard Gardner, suggesting that certain areas of specialized intelligence become more developed than others. Includes 10 distinct areas of intelligence: visual/spatial, mathematical/logical, musical/rhythmic, kinesthetic, intrapersonal, interpersonal, naturalistic and existentialist.

Response to Intervention (RTI) is a three-tiered approach to identifying learning disabilities, intervening to address, accommodate, and remediate students identified with these disabilities and helping them to be successful in school.

School Climate is a collective, descriptive label for the social interactions and relationships among students — with each other and with their teachers — and teachers’ interactions with their peers and administrators. The ways students experience the school and culture: the ways teachers and administrators interact and collaborate.

School Culture refers to the values, traditions, and infrastructure in each school. These characteristics govern how the school functions as an entity.

Team Teacher is a certified special education teacher who cooperates with content teacher in a regular classroom, provide special services, additional attention, and support for students identified with learning disabilities.

Transgender A general term applied to individuals, behaviors, and groups involving tendencies to vary from the usual gender roles.

Title IX refers to a Federal law passed in 1972 that prohibits discrimination on the basis of gender in public schools and private schools that receive federal funding.

Wechsler Intelligence Scale for Children (WISC) is the most frequently administered IQ assessment for students 6–16 years of age, developed by David Wechsler in the late 1940s. Scale ranges from 10–140. Measures a variety of skills and aptitudes, and is most frequently used as a predictive indicator of academic success.

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Matthew Lynch published in Diversity, Trending Topics

The A-Z of Education- Multicultural Education

In this series, I hope to guide you in acquiring the vocabulary that you need to know to be considered a competent education professional. In this article, we will discuss education vocabulary centered on multicultural education.

Click here to view all of the articles in the series.

Assimilation refers to a process of gradual, but imposed, adjustment to and absorption of the values, attitudes, and customs of a new culture until conformity is established. This new culture is often the dominant culture in the area or country.

Culturally Responsive is the term given to the practice of respectfully accepting, acknowledging, and incorporating the students’ diverse cultural knowledge, background experiences, and values into the curriculum and all aspects of learning.

Deculturalization is a term denoting the loss of “home culture” that occurs when immigrants achieve complete assimilation. This will generally happen across a generational gap, causing difficulties for both the deculturized children and their culturally intact extended family members.

Diversity A wide range of unique individual aspects, including race, language, ethnicity, religion, gender, sexual orientation, political ideology, socioeconomic level, and academic ability.

English Language Learners (ELL) refers to student who are non-English speaking, or students who may have a basic grasp of English, but who have a different home language that they use more regularly.

Equity denotes the concept or idea of fairness, equal treatment, and equal opportunity.

Multiculturalism The acceptance of multiple cultures coexisting in society with equitable status accorded to distinct ethnic groups.

Nativism is an academic term denoting the ethnocentric belief that the established inhabitants of a nation should have favored status over immigrants or other newcomers.

RaceUsually refers to the categorization of humans into populations or ancestral groups on the basis of various sets of heritable characteristics.

School Climate is a collective, descriptive label for the social interactions and relationships among and between students, teachers, and administrators. The ways students experience the school and culture: the ways teachers and administrators interact and collaborate.

School Culture The values, traditions, safety practices, and organizational structures within a school that cause it to function and react in particular ways.

Segregation refers to the unjust separation of different kinds of humans into racial groups in daily life that may apply to activities such as eating in a restaurant, drinking from a water fountain, using a washroom, attending school, and going to the movies, or in the rental or purchase of a home.

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Matthew Lynch published in Diversity

5 Things That Educators Should Know About Diversity

We live in a diverse world. Nowhere is this more evident than in the United States. For decades, our country has been known as the “Land of Opportunity.” A chance to participate in making use of these opportunities, however, requires the acquisition of an education. This education is easier to come by for some groups of people than others. For instance, there are some people who still believe that children with learning disabilities or physical disabilities should be kept out of the school environment. Not only does this type of thinking prevent these children from receiving an adequate education; it also prevents them from becoming independent and active contributors to society in their lives beyond school.

In order to understand the full impact of student differences on school environments, multiple aspects of diversity need to be addressed. The areas in which differences can exist include gender, socioeconomic status, and sexual orientation. It is also important to consider student variability in areas such as learning style and ability when we address the differences existing among students in schools.

Diversity in the United States is well represented in American schools. Public schools were created with the intention of ensuring that all students have equal access to quality education. Teachers today work in schools with diverse populations of students, in a country where diversity is only now being accepted and embraced. This diversity, however, extends beyond the boundaries of culture and ethnicity. It includes differences in affiliation, preferences, and sexual orientation. In this article, we will discuss all of the things that educators should know about diversity.

How intellectually diverse are our schools? Older IQ tests as a means of measuring intelligence are seen as flawed, and were often used to promote a racist agenda. Howard Gardner’s notion of multiple intelligences is gaining acceptance. Currently, the Wechler test, which also takes into account a broad variety of factors, is viewed as the most accurate measure of intelligence.

Gifted students and students with learning disabilities require special attention. Gifted students may benefit from broadened and accelerated learning. For students who have learning disabilities, it is important to ascertain the nature of the learning disability and work at solutions to enable the student to learn effectively. Students with learning disabilities may be highly intelligent, and many noted personalities have had learning disabilities. The law stipulates that students with learning disabilities should be given appropriate and nondiscriminatory education. Teachers will have to fill out Individualized Education Plans for these students.

How does gender affect student learning? Boys and girls have traditionally been treated differently in the classroom, and have been represented differently in textbooks, reflecting cultural norms. Boys are more likely to enroll in classes in mathematics, science, and engineering. Girls tend to do better in reading and writing and other academic subjects, but women still do not achieve the same job status and pay as men with equal qualifications: the gender gap has not yet been breached. While there are socially constructed differences, there also seem to be biological factors at play, though these are still not fully understood. It is important to create gender-aware classrooms, using teaching styles that appeal to both boys and girls. An approach focusing on students where they are, rather than the standardized “one size fits all” idea, may be useful.

What are the educational implications of sexual orientation? Lesbian, gay, bisexual, and transgender (LGBT) students are gaining increasing acceptance in educational settings, though this is highly dependent on location. However, the situation in U.S. schools is still difficult for LGBT students, and they are often the focus of bullying and aggression. This is even truer for LGBT students of color. Regardless of the policies of the school and the state, it is crucial that all students are safe from bullying, whether verbal or physical, from fellow students and teachers. As a teacher, you are obliged to protect your students, and to report abuse.

What are some of the other challenges that students face? Poverty is a dire and growing problem in the United States, particularly among minorities. As the gap between the wealthiest and poorest Americans continues to widen, those at the bottom end of the economic scale are being left behind. Problems they face include drugs, violence, broken homes, hunger, and inadequate medical coverage.

One and a half million children in the United States  are homeless, and face a special set of problems, including lack of nutrition and difficulties finding transportation. Many have faced  physical, sexual, or emotional abuse.

Teachers should be aware of signs that point to abuse, including shyness, bruises, and aggression, and should follow up with the appropriate authorities. Note that 97 percent of juvenile offenders were abused as children.

Bullying is perennial problem in schools, and now includes cyber bullying: bullying over the Internet. Violence is a related problem. In schools that have a problem with violence, structures should be put in place to minimize the issues. Drug use includes alcohol and tobacco, as well as illegal drugs. Thus far, programs implemented by schools and the government have done little to alleviate the problem.

Other issues faced by students include pregnancy and sex outside of marriage. Most schools promote abstinence, while still offering advice on safe sex and preventing and coping with pregnancy.

How can teachers accommodate different learning styles? Every student has an individual style of learning. They may be classified into three broad types of learners: visual, auditory, or kinesthetic. It may be helpful to view intelligence not as a linear scale but as a web. Your task as a teacher is to develop each student’s strengths and needs. Students are influenced by both “emotional” factors, which refers to the responsibility and persistence that the student naturally puts into learning, and “sociological” factors, which refers whether a student has a preference in learning individually, or in small or large groups. The Learning Style Inventory, which looks at five categories—environmental emotional, sociological, physiological, and psychological—may be helpful in assessing a student’s learning style.

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Matthew Lynch published in Diversity, Higher Education

Diversity In Higher Education Should be More than a Buzzword

Diversity is often spoken of as a goal of leadership in some of the country’s most prominent higher education institutions. But paying lip service to the concept doesn’t always translate into action. The problem is that, by failing to take action, a lack of diversity means college students are missing out on unique opportunities that may only present in environments that promote racial, ethnic, gender, sexual orientation, and even socio-economic diversity within their constructs.

However, as a term, “diversity” often brings anxiety. There is little agreement about which methods actually promote diversity in higher education, as well as for measuring the outcomes associated with a more diverse educational environment.

In some research, diversity within social groups can lead to decreased communication, discomfort, greater perceived interpersonal conflict, and other issues that lead to more challenging interactions. But, diversity is also recognized to bring something very important to the table: creativity.

More Experience, More Innovation

A diverse group, such as a student body, class, or work group, has a larger range of personal experience. This widens the cumulative perspective of the participants, giving them a larger frame of reference when solving problems. Additionally, there is an increased likelihood that the strengths of one member will balance the weaknesses of another.

As a whole, a diverse population often has access to more information than a similarly sized, but homogenous group. That allows a more diverse group to reach greater levels of innovation and problem-solving.

For example, if the goal was to design a new skyscraper, choosing a team of students who all major in architecture could lead to shortcomings. Even though knowledge of architecture will play a key role, involvement from other majors, like engineering, would lead to a better end result.

Often, it can be challenging for individuals to account properly for the needs or preferences of those not like them. It isn’t intentional so much as a lack of differing perspective. When asked to solve a problem, an individual only has their own experience and knowledge with which to work. Since that leaves them operating in an inherently limited fashion, their response will reflect only their personal narrative.

Diversity Implies Differences

In some cases, the simple implication of diversity being a factor can produce more favorable results. It isn’t uncommon for individuals to assume that an apparently more diverse group will have key differences in experience and perspective.

Often, these unconscious assumptions (or biases) are automatically considered negative as they are the results of judgments made on limited information. However, when a group that perceives itself as diverse works together, the assumption of differences can actually lead to great innovation when the group is motivated to work together. Since the participants assume it will be more challenging to reach a consensus, most unconsciously prepare to work harder than if they were faced with the same task with a more homogenous team. And, ultimately, increased effort often yields better results.

Diversity Supports Diversity

People automatically feel more comfortable when there is someone like them already in an organization, including educational institutions like colleges and universities. In fact, minority populations often cite diversity as an important factor when evaluating employers, and likely have a similar sentiment when selecting colleges or universities.

When schools are working to attract the most talented students from across the country, having a more diverse student body and faculty can be a benefit that attracts the best and brightest regardless of their background. And once diversity is established as part of the paradigm, it is often self-perpetuating.

 

 

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Matthew Lynch published in Diversity, Higher Education

How Can We Increase Minority Graduation Rates at Our Nation’s Colleges?

Many schools focus on recruiting a diverse student body. But, once the students arrive on campus, not every institution spends a significant amount of time on retention. Neglecting retention strategies means that fewer students ultimately graduate from the college and that shortcoming disproportionately affects minority students.

If colleges and universities want to see higher graduation rates amongst their minority students, then support after enrollment is the key. And here’s how it can be improved.

Changing the Student Population

Often, minority students can have trouble fitting in when a student body doesn’t contain a large number of minority students. While many institutions have diversity initiatives in place, they aren’t always functional when financial capacity are also a factor. One method for increasing the diversity of the population as a whole is to need-blind approach during the admissions process; an approach that had significant success at Vassar.

By eliminating financial status as a consideration, low-income, minority applicants may have increased opportunities for admittance as the school doesn’t limit the number of students admitted based on factors like the receipt of funds from the Federal Pell Grant. As the minority population rises, other minority students will see the college or university as having a policy of inclusion.

Student Support Services

Onsite student support services can be a major factor in overall retention. This includes access to no-cost tutoring programs, work-study opportunities, and even financial aid assistance.

Many students dedicate less time to securing scholarships after they begin their college experience. And educational institutions should consider this a shortcoming in their financial aid services. If costs can be controlled for lower income students through the acquisition of more financial assistance as they progress, retention rates can be improved.

By helping students find funding, they are less likely to have to work significant hours to help pay expenses. Most colleges and universities recommend students work no more than 10 to 15 hours per week while attending school full-time. However, low-income students may not have that luxury. As more hours are required, less time can be dedicated to their education. And, if the student ultimately has to change from a full-time class schedule to a part-time one, their chances of graduating degrade significantly.

Colleges and universities that fail to support the students they admit will see low-income, minority students disproportionately affected by the lack of options. But, by creating support programs that are directed specifically to the needs of these students can increase graduation rates significantly.

Bringing it Together

Educational institutions should consider it their responsibility to level the playing field during and after admissions. By removing the financial component from admissions, and adding services to help lower-income, minority students, colleges and universities can see graduation rates rise across the board. And, once a reputation for providing support is earned, the level of diversity in applicants will rise, helping meet any diversity initiatives that may be present. Ultimately this creates a win for students and for the institution, and many would consider that an ideal outcome.

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Matthew Lynch published in Diversity, Higher Education

What Should We be Teaching Minority High School Students about College?

It’s a well-known fact that a college education is becoming necessary for many jobs. Companies are listing bachelor’s degrees as requirements on vacancy announcements, automatically screening out anyone who doesn’t have the needed education. And as technology replaces the work of employees in certain traditionally unskilled labor positions, the number of opportunities for those with just a high school diploma only seems to shrink.

But going to college isn’t an automatic choice for many. In fact, what they are taught in high school about the college experience has a major impact on a student’s decision. So, what should we be teaching minority high school students about college? Here are some places to start.

How to Pay for It

One of the most intimidating things about going to college is the cost. Stories about graduates drowning in student loan debt are plentiful, making many hesitant to take loans even if they are offered. And, for students from particularly low-income families, just seeing the number associated with a school’s annual tuition may be more than they can manage mentally.

It is critical that minority students have a thorough understanding of all of the options for paying tuition. This includes everything from need-based government grants, such as the Federal Pell Grant, to merit-based institutional scholarships to private scholarship opportunities offered by industry organizations and charities.

Taking the time to teach minority students about what is available, as well as how to apply for these funds, can make the financial burden more manageable, or even non-existent. As financial barriers are removed, more high school students may be able to take advantage of the opportunities provided by a college education.

The Range of Options

Going to college doesn’t mean you have to pursue a traditional four-year degree. Currently, there is a looming shortage of skilled tradespeople like welders, electricians, machinists, plumbers, and carpenters. And that shortage means there are significant opportunities for those interested in exploring these careers.

Often, obtaining education focused on a skilled trade is less expensive than a traditional university education, and many programs can be completed in just a couple of years. In some cases, those attending classes can gain experience through apprenticeships, allowing them to work on their education while earning wages.

Additionally, many programs focused on skilled trades don’t require the same general education requirements as a four-year degree. That means that, if a student struggled in classes like history or literature, it is a non-issue for completing many trade-oriented programs.

Helping high school students understand that these options are available can encourage those who may think that a college education isn’t for them to reconsider.

There is Help for Struggling Students

Colleges and universities often have departments and services created to help students succeed. This includes access to tutors and study groups. Additionally, some college instructors are available outside of their classroom hours to assist students who want to learn but are having trouble grasping a particular topic.

Institutions of higher learning want their students to succeed, so there are mechanisms in place to help make the dream of obtaining a degree a reality. But students need to know that they are there when assistance is needed.

With the right information, more minority students may feel comfortable pursuing more education once they graduate from high school. By managing concerns about tuition costs, educational requirements, available programs, and the availability of assistance, the college experience may feel more accessible to everyone.

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Matthew Lynch published in Diversity, Higher Education

The Key to Providing More Access in Higher Education

Talk about the need to make a college-level education more accessible is common. Everyone understands that a college education is valuable and that many jobs list a degree as a requirement for applying, so those without a college degree are missing out on opportunities. So, what does it take to make higher education accessible to a larger portion of the population? Affordability.

Understanding Affordability

There are numerous programs designed to help students pay for college. Some options, like grants and scholarships, allow students to access funds that do not need to be repaid under most circumstances. But these funds don’t make the college experience more affordable, just cheaper.

If something is affordable, it is considered within one’s financial means. And for many, the cost of tuition today just isn’t affordable.

The Affordability of Applying

A surprising barrier for many low-income students applying to college are the fees associated with the application process. For example, SAT, ACT, and AP exam fees can be substantial. Then, once suitable scores are earned, an additional fee is required for every educational institution to which they apply.

While many of these fees are waived for those meeting certain income-based criteria, the income requirements are often quite strict. Students whose families are slightly above the cutoff will find these costs challenging. That can mean that low-income households may only be able to afford for the student to take one exam, a single time. Additionally, they will be limited to the number of colleges to which they can apply.

By lowering, or eliminating, some of these costs, higher education can be more accessible to lower income households. They will have more opportunities to to college entrance exams, giving them chances to improve their scores over time, as well as the option of applying to more schools.

Improving Tuition Affordability

The costs of higher education have risen dramatically; at one point tripling over the course of three decades. However, the average rise in household income is comparably negligible. And that means that a college education has become less affordable over time, even though it is now considered to be a necessity.

Lower-income students who don’t find sufficient grants or scholarships to manage the majority of the cost will likely determine a degree to be outside of their reach. Even if loans are available, the amounts required may be too intimidating to students who are part of a household whose annual income falls well below the amount charged as tuition.

Even if tuition amounts can’t be lowered, the affordability for low-income students can be improved by providing resources to help them obtain as much financial assistance. Providing education about available opportunities and assistance in meeting application requirements will help student access more funding sources, and possibly eliminate out-of-pocket expenses.

Cost is the Barrier

Often, the primary barrier to any student and a college education is the cost. While tuition and fees can’t be eliminated from the paradigm, resources are available to help those most in need navigate these expenses more efficiently. Additionally, widen the requirements for free or low-cost testing and application fees to improve the chances that low-income students will receive suitable scores and be accepted into high-quality schools.

Affordability is the key.

 

 

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Matthew Lynch published in Diversity, Higher Education

We Need More Diversity in Information Technology in Higher Education

The demand for information technology workers is growing, and the available supply isn’t keeping pace. With the retirement of the baby boomer generation in full swing, worker shortages are only going to be more apparent in the year to come. And, if the information technology field can’t attract a more diverse population, the field is going to suffer.

Tech companies are generally not known for diversity. The IT workforce is predominantly white or Asian males. Even though many companies announce diversity initiatives on a regular basis, they can only hire from the worker pool that is available. And that pool is created based on their choices in higher education.

Minorities in Computer Science

In 2013, a study showed that out of all of the bachelor’s degrees awarded through 179 prestigious universities, 4.5 percent were awarded to black students and 6.5 percent went to Hispanic students. However, the US Census Bureau showed that the population was 12.6 percent black and 16.3 percent Hispanic as of 2010.

This suggests that minority students aren’t being attracted into the computer science field. Couple this with the low number of black and Hispanic students participating in the AP Computer Science exam in high school, and that fact becomes more apparent.

Since black and Hispanic students are underrepresented in technology-oriented education, they will be underrepresented in the information technology workforce as well. And this issue is compounded by negative impressions many minorities have regarding the culture at many tech companies.

Minority Hiring at Tech Companies

The hiring numbers from tech giants like Google, Apple, and Facebook do not paint a welcoming picture to minority students interested in technical fields. Often, this negative impression leads minorities to seek work in lower-paying positions outside of traditional tech companies. In fact, many default to office or administrative positions even though their degrees indicate greater potential.

So how can additional diversity in information technology higher education help overcome low levels of hiring? By creating a larger qualified candidate pool of minority students. If there are more available, then companies may be moved to hire more minority applicants.

Improving Diversity

Part of what encourages students to pursue specific degrees is a sense of belonging. Often, this involves finding a role model with traits similar to their own as a source of inspiration to move forward. In technology, the population working in the field lacks diversity, making it more challenging for students to find suitable role models from which to choose.

In some cases, the lack of diversity is apparent even sooner. For example, university, college, and high school teachers are seen as representatives of the field for many students. If there is no diversity in hiring for these teaching positions, minority students may be less inclined to picture themselves pursuing these fields even if they otherwise have an interest in the work.

If educational institutions hire with an unconscious bias, similar to what may exist in the technology community as a whole, then they are likely to choose instructors based on preconceived notions instead of purely on capability. By breaking the cycle, and introducing computer science and technology students to a diverse group of educators throughout their schooling, the amount of diversity in the field as a whole can increase. And, once diversity is seen as the norm, that will support a cycle of diversity and inclusion instead of what we see today.

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Matthew Lynch published in Diversity, Equity, Higher Education

Eliminating inequalities needs affirmative action

Richard J. Reddick, University of Texas at Austin; Stacy Hawkins, Rutgers University, and Stella M Flores, New York University

The Supreme Court has upheld the affirmative action admission policy of University of Texas. Abigail Fisher, a white woman, applied to the University of Texas at Austin (UT Austin) in 2008. She sued the university after she was denied admission on the grounds that the university’s race-conscious admissions policy, violated the equal protection clause of the Fourteenth Amendment.

On Thursday, June 23, the Supreme Court ruled that the race-conscious admissions program was constitutional – a decision that the three scholars on our panel welcome. They tell us why existing educational inequalities need considerations of race and ethnicity in admissions.

How else do you eliminate inequality?

Richard J. Reddick is an associate professor in educational administration at University of Texas at Austin.

UT Austin’s history on legal decisions about race in higher education goes back to Sweatt v. Painter (1950), a case that successfully challenged the “separate but equal” doctrine articulated in Plessy v. Ferguson (1898). The landmark case helped pave the way for Brown v. Board of Education (1954), which outlawed racial segregation in education.

The next test, in the Hopwood v. Texas (1996) case, came from the other direction. Cheryl Hopwood was a white applicant who was denied admission. She challenged UT Austin’s use of race in its admissions decisions as unconstitutional. The Fifth Federal Circuit Court of Appeals eliminated the consideration of affirmative action in universities and colleges in Texas. This decision was overruled in 2003.

Fisher, then, was another challenge to the university’s renewed efforts to provide educational opportunity and access to underrepresented students at predominantly white institutions.

UT Austin’s history on legal decisions about race in higher education goes back to Sweatt v. Painter. qmechanic, CC BY-NC-SA

Opponents of affirmative action often argue that metrics, such as test scores and class rank, that appear to be neutral, should be the method by which to admit students.

These arguments fail to consider the real impact that racial and socioeconomic discrimination has on educational opportunity. School resources and teacher quality differ significantly, and intangibles such as leadership opportunities often depend on subjective criteria such as teacher recommendations.

Furthermore, many students from underrepresented communities confront challenges in navigating school systems. We additionally know that standardized testing can show bias in certain populations.

In other words, these “neutral” measures actually reinforce social inequities.

The most selective institutions of higher education in the nation no longer rely solely on these metrics. They seek out students with a variety of experiences – factors that may not always correspond to test scores and class ranking.

Today’s ruling is a reassurance, as fleeting as it might be, that the massive task of eliminating educational inequality – which correlates to many other forms of inequality – can be supplemented by approaches in college admissions that consider race and ethnicity.

It does not minimize the importance of eradicating racial discrimination in all walks of life: in the words of UT Austin president Greg Fenves, “race continues to matter in American life.”

However, emphasizing the significance of careful, narrowly tailored approaches to enhancing diversity at predominantly white institutions is a victory for the scholars, researchers, administrators and families who have demonstrated how diversity provides significant educational benefits for all students and American society.

What are the implications for other colleges?

Stacy Hawkins is an associate professor at Rutgers University, where she teaches courses in Employment Law and Diversity in the Law.

The Supreme Court’s decision is cause for both celebration and circumspection.

Justice Anthony Kennedy, the court’s moderate swing justice, whose opinion was rightly predicted to be the key to the decision, undoubtedly shocked many by voting for the first time to uphold a race-conscious admissions policy.

However, the decision is more consistent with Justice Kennedy’s prior decisions, notwithstanding the difference in outcome, than might appear at first blush.

On the one hand, Justice Kennedy reaffirmed his commitment to diversity as a compelling educational interest in 21st-century America (a view he expressed in prior cases on diversity in higher education, as well as in primary and secondary schools).

On the other hand, however, Justice Kennedy also reaffirmed his long-standing belief that, notwithstanding this interest, race may play no more a role than is absolutely necessary to achieve the educational benefits of diversity.

In striking this delicate balance, Justice Kennedy sanctioned the University of Texas’ race-conscious admissions policy today, but gave fair warning that the future of this policy is by no means secure.

More important perhaps than the implications of this decision for the University of Texas is what, if any, implications this decision may have for other colleges and universities?

As Justice Kennedy acknowledged, the University of Texas is unique in its use of race to narrowly supplement a plan that admits the overwhelming majority of students (at least 75 percent) on the sole basis of high school class rank without regard to race, a feature that was critical to Justice Kennedy’s approval of the policy.

Thus, the vast majority of colleges and universities may still be left to wonder about the constitutionality of their own race-conscious admissions policies that operate more widely than Texas’ does.

With a similar case against Harvard University currently winding its way through the federal courts, the answer may not be far off.

Affirmative action bans exist in many states

Stella M. Flores is an associate professor of higher education at the Steinhardt School of Culture, Education, and Human Development at New York University.

Demography, economy and diversity are key issues facing the nation’s colleges and universities and should also be a part of their policy design.

In Fisher v. Texas today, Justice Kennedy’s opinion clearly states two outcomes. The first is that the university’s deliberation that race-neutral programs had not achieved their goals was supported by significant statistical and anecdotal evidence.

Admissions policies at universities play a key role in diversifying key areas. Supreme Court image via www.shutterstock.com

The second is that universities have the obligation to periodically reassess their admissions programming using data to ensure that a plan is narrowly tailored so that race plays no greater role than is necessary to meet its compelling interests. This is in essence an accountability mechanism for universities to follow using data and research.

Admissions policies at universities play an important role in the ability to diversify key fields relevant to the nation’s economy, including law, medicine, STEM, education and public policy, so that they can appropriately reflect and serve the unprecedented demographic expansion facing our country.

The decision ensures that pathways to the nation’s most critical educational and employment fields will stay open.

But there are other considerations and realities that include the following. First, some of the nation’s most racially diverse states will still operate under affirmative bans due to state legislation and referenda. These include California, Florida, Michigan, Arizona and Oklahoma.

Second, there is still a clear need for additional effective policies and efforts beyond a consideration of race in college admissions to address the disconnect between the demographics of the nation and its public K-12 schools and who is represented at selective colleges and universities.

Retracting the use of race nationally would have been a step toward increasing racial and ethnic inequality in schools and society. But we’re in a time where race really matters in this country and in how we learn together as a diverse society in our classrooms. This decision reflects this reality.

The Conversation

Richard J. Reddick, Associate Professor in Educational Administration, University of Texas at Austin; Stacy Hawkins, Associate Professor, Rutgers University, and Stella M Flores, Associate Professor of Higher Education, New York University

This article was originally published on The Conversation. Read the original article.

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