The Benefits of Diversity in Higher Education
Vanessa David de Campos
June 30, 2014
Outline
I. Introduction a. Thesis: Diversity in higher education, which is the inclusion and integration of minorities and marginalized groups, is important because it brings a variety of knowledge through the exposure of students to different perspectives, makes students prepared for working environments, and improves the country’s development. II. The Problems with the Lack of Diversity on Higher Education in the United States a. Comparison between the National Population Number of Minorities and the Number of People that Access Higher Education- Is it representative? b. Problems When the Minorities and Marginalized Groups are Misrepresented in Higher Education

III. Higher education and Society a. Responsibility of Universities to Influence and Make Changes in the Society b. Affirmative Actions in the U.S Universities i. Historic ii. Controversial Points- a Defense of Affirmative Action as a tool to guarantee Diversity iii. Issues IV. Diversity a. What is Diversity? i. Defining Diversity in this Research Paper ii. Nomenclature b. Benefits to Society i. Collective and Individual Benefits ii. Numerical Representation and Informal Interactional Diversity iii. Interaction and Educational Benefits V. Preparing to Work a. Corporations, Global Trade Market and their necessities i. Amicus brief General Motors VI. Improving the Country’s Development a. Social Benefits i. Democracy ii. Employment and Earning Rates b. Economic Benefits i. Qualified Workforce ii. Skills for Competitive and Diverse Business’ Environments VII. Conclusion According to Princeton Profile 2011-12 (2011), the approximate undergraduate enrollment at Princeton was 9 % Hispanic/Latino, 8% African American and 0.3 % American Indian. The population at Ivy League schools, which is the eight most privileged institutions of higher education in the U.S., does not represent the percentage of the country’s population that is, according to U.S. Census Bureau (2012), consisting of Hispanic or Latino 16.9 %, Black or African American 13.1%, and Native American 1.2%. These data show some disparities in the access to higher education. Some efforts such as affirmative action have been made to change this scenario. However, why is diversity important in higher education? What are the benefits of including minorities in colleges and universities to the society? The diverse groups that are part of society are underrepresented in higher education. There is a lack of diversity in colleges and universities in a country that is well- known for its democracy and racially and ethnically diverse population. Inequality in higher education is a possible factor in economic and social disparities in the country. Then, the presence of historically excluded groups is a fundamental issue to be discussed and solved by society, colleges, universities and business companies throughout their diversity programs. The intend of some initiatives is to guarantee the presence of minorities in higher education with the purpose of solving inequalities and receiving the benefits arising from these initiatives. Thus, the importance of diversity in colleges and universities is beyond the campuses and it brings benefits not only for individual students but also to society. Diversity in higher education, which is the inclusion and integration of minorities and marginalized groups, is important because it brings a variety of knowledge through the exposure of students to different perspectives, makes students prepared for working environments, and improves the country’s development. The minorities of the society are underrepresented in the colleges and universities, and it is a problem because the country is not using the potential of large segment of the society. There are some studies comparing the number of minorities and marginalized groups that are in higher education with the number of others students. Swail (2003) points out that for African Americans, Hispanics and American Indians the educational accomplishment continues to be substantially lower than for whites and Asians. “In 2000, only 11 percent of Hispanics and 17 percent of blacks in the U.S. population age 25 and older had attained at least a bachelor´s degree, compared with 28 percent of whites…” (p. 7). The scenario for women is similar. They are under-represented among faculty and others types of institutions of higher education (Vetter, 1991). A study from the NCES (2013), National Center for Education Statistics, reports that although the immediate college enrollment rate increased between 1990 and 2012, the rates for “Whites was higher than that for Hispanics from 1994 through 2010. Additionally, the rate for Whites was higher than that for Blacks in every year since 1990, except in 2010 and 2012 when there were no measurable differences between their rates.” (NCES, 2013) (Figure 1). The existent gap between admissions in higher education is a factor that influences social and economy inequalities in the country. There is a correlation between education and incomes, i.e., more education leads to higher incomes. The data from NCES demonstrate that as education level increases, median income also rises. According to NCES (2013), “… young adults with a bachelor’s degree consistently had higher median earnings than those with less education … this pattern also held across sex and selected racial/ethnic subgroups (White, Black, Hispanic, and Asian).” Thus, higher education institutions are highlighted in the society. They are responsible to generate scientists, qualified workers and leaders. Washington and Harvey (1989) affirm that the importance of universities is due to “the opportunities that they provide their members to challenge their individual and social perspectives and values.” Nevertheless, “The potential for university settings to meet these goals is undermined by the continuing absence of minorities in higher education” (Washington & Harvey, 1989, p.2). For this reason, some programs in universities are created to change this aspect in the educational system, they are called Affirmative Action. They also mention that the term “affirmative action” has some definitions and it was first used in 1961, publicized by President John F. Kennedy when he created the President’s Committee on Equal Employment Opportunity. Further, the authors define that it “is a response to a history of discriminatory attitudes and actions against nonwhite people that prevented them from realizing opportunities that were available to whites…”(Washington & Harvey, 1989, p.9). Having affirmative action in higher education are essential for guarantee the presence of minorities in these institutions. Nevertheless, Affirmative Action in education faces some critical arguments about its politics because some people consider that it is unjust for the majority of whites and males(Downing et. al., 2002). As is pointed out by Downing et al. (2002), people who are against Affirmative Action argue that students that are accept through this policy have low score performance. However, studies show that even in highly selective institutions, African Americans students have equivalent scores as whites have. Also, some people that are against this policy claim that it reinforces racism and gives an easy opportunity to students that do not work hard. In contrast, unfortunately, racism exists and it affects the minorities, regardless of race or social class. The fact is that with this policy they have an opportunity to show their capacity and break stereotypes. Also, even if they receive more points to enter in the university, they pass for more types of evaluations than only their score. Another common argument is that it is a form of reverse discrimination and helps to continue the barriers that separate the groups that are beneficiaries of this politic. It perpetuate racism and create rancor between different groups, increasing discrimination. Nevertheless, without these politic, the gap between these groups in higher education and some companies would be the same or increased. In fact, similar to what happens with women, even with a significant number of women studying at colleges, they continue to suffer from wage differentials in society. As asserted in Affirmative Action- ACLU Position Paper (2000), some groups do not receive the same treatment in hiring and admission, but there are some “preferences” always favor white men. “‘Preferences’ have been shown for veterans, for children of alumnae, and for the offspring of managers and peers” (Affirmative Action- ACLU Position Paper, 2000). Then, Affirmative Action is one tool for minorities to access places that some groups such as males and whites have privileges to access, and this politic is a way to achieve equality and to decrease barriers by treating unequally those who live in inequality in society, whether in access to higher education, or access to the labor market. Affirmative Action is more than just a matter of access. It is a process that involves the institutional procedures. Some issues in Affirmative Action that opponents cite are based on the prerogative that the Affirmative Action laws should be more specific and the emphasis should be more on results. The universities and colleges should review their conditions to receive a diverse student population and make efforts in the direction to permanency of these students. In addition, “The entire structure of the organization must be examined carefully for intentional or accidental bias and prejudice” (Smith, D. G., 1989). According to Cambridge Dictionaries Online (2014) , diversity is “ the condition or fact of being different or varied; variety.” The word diversity, in this research paper, is used to designate the different people that make up the society, mainly the profiles that are excluded from opportunities because of their race, ethnicity, gender, and their intersections. Unfortunately, this work does not talk about others labels of diversity such as disability, that is blind, mute, deaf and wheelchair’s people; religion and others beliefs and sexual orientation. The U.S. Office of Management and Budget (OMB) provides guidelines about race categories for U.S. Census Bureau to collect data about the population in the United States. In the census questionnaire, race or origin is defined socially and it is not based in genetic, anthropology or biology, but is based in self-identification (U.S. Census Bureau, 2014). This research paper tries to use this nomenclature approximately, including the terms White, Black or African American, American Indian, Asian and Hispanic or Latino. Furthermore, addressing the diversity issue, it is important to highlight that students from a particular group do not have the same perspectives and backgrounds. Alger (1998) (as cited in Gurin et. al., 2002) argues that “the import of diversity comes from the range of similarities and differences within and among racial groups.” The United States, as well as their society is diverse, has many types of universities. They differ in the type of financing or administration, size, location and prestige. These differences leading American higher education to be a worldwide successful model and “has helped make it the best in the world”. In the same way, diversity in the faculty and student body enhances the education (FDU Website, 2014). A national survey sponsored by the Ford Foundation’s Campus Diversity Initiative, in 1998, demonstrate that around 90 percent of the population considerer diversity vital for society and higher education has a significant part in helping it (Smith & Schonfeld, 2000). Diversity in higher education brings benefits to society, both individually and collectively. It is because the contact with others experiences brings a variety of knowledge for students and universities or colleges. In a study produced by Guren et.al. (2002), diversity supports learning and democracy outcomes. “Learning outcomes include active skills, intellectual engagement and motivation, and a variety of academic skills. Democracy outcomes include perspective-taking, citizenship engagement, racial and cultural understanding, and judgment of the compatibility among different groups in a democracy” (p.334). Moreover, according to Smith and Schonfeld (2000), research shows that institutional diversity initiatives have educational and social benefits. There are different levels of diversity in higher education and different ways to experience it in this environment, and these different ways contribute to enhance education. Guren et al (2002) point out that numerical representation of different groups is not sufficient to reach the scope of intergroup interactions that is reduces racial and ethnic prejudice. The authors explain about informal interactional diversity, that includes the frequency and quality of interactions with different groups in class and outside classroom. These interactions may include informal discussion, interactions in social activities and events. Furthermore, a national survey conducted by Guren et al (2002), shows that students who had contact with students from different ethnicity and race had increase in intellectual engagement, and in academic skills. This study analyzed data from the year of admission to the year that these students were graduated, which is 4 years. Guren et al (2001; as cited in Downing et.al., 2002) made a study in the University of Michigan involved 1,582 students, whom 71% were white. This study showed that “educational engagement - active, engaged thinking - increased in students as they increased their contact with students from other backgrounds”(p.17). In addition, the contact with students with different backgrounds provides to others students opportunities to learn from different perspectives than they have, making them aware about discrepancies in the society. Thus, it makes them more active and involved in the society. According to Villalpando (1996) (as cited in Chang & Astin, 1997), social responsibility and participation in the community is enhanced by interaction between students from minorities during and after college. Diversity in higher education is important to makes students prepared for working environments, and it brings economic benefits to companies. Globalization and expansion of international trades are some factors that influence the necessity of workers that have skills to work in diverse environments. Smith and Schonfeld (2000) remark that corporate, service and nonprofit sectors recognize the importance of diversity and its benefits. Creativity, complexity, and problem-solving skills are developed in the environment of colleges and universities and on organizations when they have interaction with people from different ethnicity, race and backgrounds. The General Motors Corporation, which is a multi-national corporation, argued in an amicus brief supporting the University of Michigan in 2003. This university adopted the consideration of race and ethnicity in their admissions, and General Motors had an substantial interest in defending these politics, arguing that they depend on this institution for their corporation’s competiveness. Then, this document argues that diversity in higher education is important “to teaching students analytic skills they need to thrive and lead in the work environments of the twenty-first century” (Brief of General Motors, 2003). Some abilities are related with working with different people and having different points of view and perspectives. Moreover, the diversity in academic institutions is essential for the future of American business and the economy of the country (p.2). Diversity in higher education institutions is fundamental for the economical and social development of the country. Colleges and universities enhance students’ cognitive skills and it is important to maintain the sectors of industry and services in the country in competiveness in the global market. Then, corporations are expanding and acting globally and the diversity in higher education plays an important role to prepare people to work in these companies. In addition, diversity in higher education is a way to change social issues, because students, who are or are not from minorities, produce research and technology inside their universities for the society. If they are aware about social discrepancies throughout the contact with others students with diverse backgrounds, they are more likely to apply their knowledge in society. Gurin et. al. (2002) point out that “…students who had the most experience with diversity during college would be more motivated and better able to participate in an increasingly heterogeneous democracy.” In addition, research from the U.S. Bureau of Labor Statistics (2013) shows that the unemployment rates are less when the person has a degree. Also, the earnings rates are better according to high educational attainment (See Figure 2). Thus, the social development is not only for the minority groups but to entire of society by understanding racial and ethnic differences and also, decreasing social disparities. Diversity in higher education, which is the inclusion and integration of minorities and marginalized groups, is important because it brings a variety of knowledge through the exposure of students to different perspectives, makes students prepared for working environments, and improves the country’s development. African Americans, Native Americans and Hispanics are underrepresented in the colleges and universities. It is a factor that influences social and economy inequalities in the country. As a solution, there is Affirmative Action to promote opportunities for students from minorities to access universities. There are some arguments against these policies, but Affirmative Action is one way for minorities to access places that some groups have historical privileges to access. It is a tool to reach equality in an unequal society. Then, the presence of students with different backgrounds enhances the education and supports learning and democracy outcomes. Furthermore, it brings economic benefits to the country, because the global market have needed for employees that have skills to work in diverse environments. In addition, there are social benefits, because it makes students aware about social discrepancies, more active in solve issues in the society, and the unemployment and earning’s rates change according to educational attainment. Thus, the presence of African Americans, Native Americans and Hispanics in higher education is vital to the country because it promotes social and economic benefits to society by exposing students to different points of view and preparing them for working environments. Promoting diversity in higher education is a way to change inequalities that are present in the American society and it plays a important role in the well-being of democracy. The presence of minorities in higher education is a step toward overcoming inequalities historically constructed. There is much to be studied and improved in this respect, as regards the selection of minorities and its permanence, as the reception policies and curriculum changes. However, only with integration of minorities in higher education, with all the tools and support to be successful in academia and in the labor market, the United States will become a real developed and democratic nation. With this integration, the barriers of racism and discrimination will be eliminated. That is because African Americans, whites, Hispanics, Asians, women and others minorities that can be cited here, will have equal access and opportunities. Then, the dream of Dr. Martin Luther King Jr. will become reality, and “children will not be judged by the color of their skin but for the content of their character” (King Jr., M.L., 1963).

Figures

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Figure 1. Percentage of students who were enrolled in 2- or 4-year colleges immediately following high school completion, by race/ethnicity: 1990–2012.

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Figure 2. Earnings and unemployment rates by educational attainment. Data are for persons age 25 and over. Earnings are for full-time wage and salary workers.

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