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Because structural diversity emphasizes human resource functions such as access, support and remediation, diversity initiatives were often marginalized in our institutions as business operations far removed from the main business of academic work. While the number of underrepresented populations increased gradually on our campuses over the years, these programs rarely achieved projected outcomes. The policies were derived from a deficit-thinking model that is, minorities lacked skills, experiences and resources, and needed additional help to adjust to the system. This strategy rested upon three basic assumptions: (1) A critical mass of underrepresented populations was needed to achieve diversity (2) Underrepresented students were disadvantaged and needed remediation and (3) Underrepresented populations would eventually assimilate into the culture of our institutions. The solution for increasing diversity was to create special programs for recruiting, retaining and remediation of minority populations, to help them overcome barriers to access and success.Īccomplishing structural diversity seemed simple: refine and expand support operations and business functions of our institutions to accommodate diverse populations. This concept, often called Structural Diversity, is characterized as compliance-oriented and recruitment driven, and is measured mainly by increasing the number of minority or underrepresented groups of students, faculty or staff. Since 1965, affirmative action encouraged us to create equitable access for those who previously lacked admission to our institutions. The concept of cultural diversity as we know it today assumes that we need do little more than recruit and retain people of different gender, heritage or ability to achieve equity in our institutions. Dimensions of Diversity: Structural, Multicultural, Context Diversity To begin solving our conundrum, we must first understand the three-dimensional nature of Structural, Multicultural, and Context Diversity. The dynamics of diversity has changed over the last decade, and a new paradigm is emerging that I call Context Diversity, which could provide solutions for achieving equity without relying on traditional methods of affirmative action.
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In fact, evidence is mounting that academic programs or institutions that emphasize people-oriented relationships, family/community engagement, supportive psychological environments, working in groups, and collaborative learning environments, to name a few characteristics, are not only attractive to underrepresented populations, they also provide conditions for them to thrive and achieve academic success in fields where they have been traditionally unsuccessful in the past (Bowen & Bok 1998, see also Ibarra 2001, Treisman 1988). Despite their for-profit business models, their missions and Internet-based degree programs are grounded in core values emphasizing social change and community engagement that is highly attractive to historically underrepresented groups (Ibarra 1999b).
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As so-called "virtual universities" emerged, many have had more success in attracting diverse populations than traditional colleges and universities. The development of the Internet forced institutions to consider new ways of teaching, learning and doing research. However, around the turn of the century, higher education encountered developments in distance learning technology that could change its ways forever. Academe faces a dilemma some say it is a crisis, and we have become stalled at a cultural crossroad unable to determine which direction to go. And as we enter the 21st century, our national government is backtracking on the progress made toward advancing diversity in higher education. But despite the efforts, many segments of our national population remain grossly underrepresented, especially in our science, math, technology, and engineering programs. There are increasingly more women than men going to college and graduate school today than ever before. So far, the results for achieving diversity have been mixed.
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But progress has been slow, and an inherent reluctance to modify systems that sustain traditional academic cultures has diffused efforts for institutional change. Social movements and legal mandates such as the GI Bill, Civil Rights, and Affirmative Action pressured institutions to incorporate educational equity for the greater good of our society.
DIVERSE CONTEXTS HOW TO
One of the enduring challenges for higher education during the 20th century was learning how to accommodate the increasing demand for education from populations that had been excluded from pursuing a college degree in the past.
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