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Doing Justice Among Those We Serve:

Fundamentals for a Diverse, Inclusive and Equitable College Experience

Gregory Gebbia, OFM

Siena College has articulated a mission that anchors its purpose. The language of

its mission statement captures the essence of both its Catholic and Franciscan values.

These values are not merely aspirational or prescriptive. They express the Franciscan

appreciation of life that makes it possible for all of us to live as brothers and sisters who

respect the dignity and value of all people. There is no compromising or glossing over

these values. As a Franciscan, Catholic, liberal arts college, our mission is committed to

creating a more just, peaceable and humane world by providing tomorrow’s leaders with

the “Education for a Lifetime.”

The signs of the times most visibly expressed during 2020 have awakened many

in our country. The scourge of racism that has been with our country from its inception

has become a call to action. Racism and all its attendant consequences needs to be

eradicated. Action must be taken against this injustice.

Siena’s mission calls for an immediate and direct response. Many would argue

that the call being sounded is that we become an educational community where racism

has no place and where human flourishing is experienced by all. The benefits and

outcomes that a diversified educational experience offers our students, our School and

society make this effort one of “compelling interest” and urgency. This paper reviews

literature and research that has studied the benefits of becoming a school where the

pillars of diversity, inclusion and equity stand strong throughout the college community.

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Given the exploratory concerns of this paper, it is helpful to briefly describe three

inter-related terms essential in diversity, equity and inclusion conversations. The

definitions and the visuals representing them are from the Cooperative

Extension System, “a formal educational program implemented in the United States

designed to help people use research-based knowledge to improve the lives of others.”

Diversity is the presence of differences that may include race, gender, religion, sexual orientation, ethnicity, nationality, socioeconomic status, language, (dis)ability, age, religious commitment, or political perspective. Populations that have been - and remain - underrepresented among practitioners in the field and marginalized in the broader society.

Inclusion is an outcome to ensure that those who are diverse actually feel and/or are welcomed. Inclusion outcomes are met when you, your institution, and your program are truly inviting to all to the degree to which diverse individuals are able to participate fully in the decision-making processes and development opportunities within an organization or group.

Equity is promoting justice, impartiality and fairness within the procedures, processes, and distribution of resources by institutions or systems. Tackling equity issues requires an understanding of the root causes of outcome disparities within our society.

Equality does not mean Equity

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I. The Moral Rational

Many institutions of higher learning have embraced creating diverse campuses. The

most common point of reference for their decision is sanctioned by the US Supreme

Court (Grutter vs. Bollinger) which says that “diversity provides compelling educational

benefits and is thus instrumentally useful.” While there is merit in this decision, it sets

up a moral tension between two significant, ethical perspectives that guide the work of

creating diverse campuses. As a Catholic, Franciscan and Liberal Arts school, these two

approaches to diversity, equity and inclusion, (hereafter DEI), are useful to clarify our

intentions for creating a college where all experience welcome.

A recent study completed by Princeton University, illustrates an important moral

distinction motivating institutions of higher learning in their diversity efforts. The first is

called the “Instrumental” rationale. The second is the “moral” rationale.

Instrumental rationales are widely preferred as the foundation for DEI in many

schools (Starck, Sinclair, Shelton, 2021). This rationale is founded on “efficiency, end

goals and objectives.” It does not matter how these ends are achieved. In other

words, the end may justify the means. Furthermore, the research indicates that the

great beneficiaries of this rationale are white interests. In other words, “findings

indicate that the most common rationale for supporting diversity in American higher

education accords with the preferences of, and better relative outcomes for, White

Americans over low-status racial minorities” (Starck, Sinclair, Shelton, 2021). In short,

this is a utilitarian approach to DEI that is preferred by white students and their

families.

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Moral and ethical rationales see this situation differently. The motivation is not

based on efficiency or utility. It is based on whether or not a choice is right or wrong.

Never can the end justify the means in this approach. Decisions and choices are

determined by their inherent drive towards and for the good. Applying this basic

understanding to Siena, it is clear that the Catholic and Franciscan value platform

makes the instrumental rationale at best insufficient. Furthermore, research on this

approach indicates that racial minorities fare worse at schools that do not approach the

question of DEI based on ethics and values. In general, there is a an expectation by

black parents and admission staffs that blacks will not do as well when instrumental

rationales are more prevalent than moral ones.

For Siena to be true to its mission, its choice for creating a diverse campus must be

grounded in the Catholic and Franciscan tradition which have repeatedly stated that the

most basic principle of the Christian moral life is the awareness that every person has

the dignity of being created in the image of God. Franciscans also claim this

appreciation of the moral life. Human dignity is inviolable. Each person is a bearer of

God’s image. “The Franciscan way is to choose life and love.” It is in and through

relationships in settings where community can happen that we achieve our greatest

personal fulfillment (Nairn, 2019).

Hence, in the Catholic and Franciscan tradition, moral decisions are not made in

favor of self-interests or the benefit of one group over another. Quotas are not

determined for achieving status or recognition even if the numbers serve to enhance

the education of one group at the expense of another. The choice for goodness, right

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relationships, diversity, inclusion and equity is because these are the right thing to do.

Following the exhortation of St. Augustine, our moral mandate is “to do the truth in

love.” While our modern concerns tend to focus on quantifiable data in our decision

making, Catholicism and Franciscans require that we consider who stands to

gain/benefit from our choices. Our ends, our goals, our choices, must never be

achieved otherwise no matter what the profit margins may indicate.

According to a document written by the US Catholic bishops, Brothers and Sisters to US,

Racism is a sin, a sin that divides the human family. It is the sin that says some human beings are inherently superior and others essentially inferior because of race. It is the sin that makes racial characteristics the determining factor for the exercise of human right. It is the denial of the truth of the dignity of each human being, each of us has been created in God’s image and likeness. Later, in this same document, the implications of their moral position is heighten when they state that the structures of our society are subtly racist. They are geared to the success of the majority and the failure of the minority. Furthermore, it plainly says, that we are all accomplices and in varying degrees responsible. The absence of personal fault for an evil does not absolve one of all responsibility. We must seek to resist and undo injustices we have not ceased, least we become bystanders who tacitly endorse evil and so share in guilt in it (US Bishops, 1979).

Siena has a responsibility founded deep in the Catholic and Franciscan tradition to

take a lead in this moral quest of creating a DEI campus particularly in this moment of

history. “We have been called to heal wounds, to unite what has fallen apart, and to

bring home those who have lost their way.” “So let us begin again, for up to now we

have done nothing” (Francis of Assisi).

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II. The Relevance of a Liberal Education

Germane to this discussion is the value of a liberal arts education. Given the

educational goals of a liberal arts education, Siena College is an opportune environment

to build a community of (DEI). This is a noteworthy point as much of the last century

was a time of conflict over the utility and practicality of a liberal arts education. Plainly

stated, after February 28, 1967, the main reason to go to college was to get a job

(Berrett, 2015). The counter argument to this was, “If a university is not a place where

intellectual curiosity is to be encouraged, and subsidized,” the editors wrote, “then it is

nothing” (Berrett, 2015).

By the end of the last century, the Association of American Colleges & Universities

formally defined the goals of a liberal arts education. This, however, did not put the

discussion to rest and most likely never will. The pendulum continues to swing back

and forth between those who are educators and employers. As a unique experience,

liberal arts has settled on the following core values for the 21st Century according to

Best Values Schools. The core values are listed and described below.

1. Provide a Varied Education: A liberal arts education gives students a well-rounded education on a number of topics that may prove useful in a future job. A varied education also improves and teaches important soft skills to students that are highly desired by employers, according to a report by CBS News.

2. Character building: A college education is not just what students learn in the classroom. Liberal arts curriculums are designed to mold and build students’ character as much as they are about teaching academics. Liberal arts schools encourage or even require students to participate in learning experiences such as internships, study abroad programs, student organizations and more in order to become the best possible people they can be.

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3. Interaction with Faculty: It is not uncommon at a liberal arts school for students to be on personal terms with their professors. This allows faculty to form mentoring relationships with students that can be invaluable both before and after graduation.

4. Diversity: Diversity is a critical component of a liberal arts education. These programs firmly believe that diversity leads to new ideas and perspectives that can help both an individual and the world around them in numerous ways. For example, diversity is helpful in business because it allows for the development of new products and the targeting of new audiences. Becoming acquainted with people of different backgrounds expands students’ horizons and allows them to learn about other cultures. Liberal arts schools typically encourage study abroad programs to give their students a better understanding of another culture and a different way of looking at the world as well.

5. Critical Thinking: The true goal of a liberal arts education is to provide students with the tools to think for themselves and come to their own conclusions. Discussion is an educative tool for encouraging this type of thinking. The ability to think critically is highly prized by employers because it is invaluable for problem solving and coming up with creative ideas. Liberal arts colleges teach their students to look at the world in different and unique ways, which can ultimately change the world for the better. They also provide students with the soft skills necessary to succeed in life, no matter what field of employment they pursue. The core principles of a liberal arts college can lead to an excellent education and success throughout life.

The value of a liberal arts education is repeatedly proven in our constantly changing

and evolving economy and society. “Most educators have come to understand that

while knowledge in a particular field is essential for specific jobs (specialized and

applied learning), the skills from a liberal education once associated with a privileged

intellectual and social class must be more equitably distributed to prepare diverse

students for the challenges of a twenty-first century workplace” (AAC&U 2002). The

boundaries of gainful employment are in flux as new and fresh adventures are

emerging. Jobs once inconceivable are being created in our ever-expanding economy.

As these changes are occurring in real time aspects of the core values of a liberal arts

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education will further be seen as the benefits and outcomes of a diverse education are

explained.

III. Benefits

Multiple studies discuss three beneficial dimensions that diversity offers: 1)

individual, 2) institutional, and 3) societal: (Milem 2003). Each will be reviewed.

A. Individual Benefits (See Figures 2.1, p. 20, 2.3, p. 22, and Table 1, p. 25)

Individual benefits consider how the education of students is enhanced by the

presence of diversity on campuses (Milem, 2003). Overall, the research says that

college experiences that offer students the opportunity to interact with one another

challenges their perspectives and thought patterns (Chang, 2001). In other words, a

student’s interactions with the “other” is enriched when he/she is exposed to different

ideas and perspectives. “Studies on cognitive development show that critical thinking,

problem-solving capacities, and cognitive complexity increase for all students exposed

to diversity on the campus and in the classroom” (Smith and Schonfeld, 2000). In

short, contact with diverse ideas and information and diverse people increases one’s

thinking processes (Milem, 2003).

Studies focusing on white students’ experiences with diversity show positive

outcomes that include satisfaction, openness to others, and greater cognitive learning

outcomes. For those students who had a limited experience with students and faculty

of diversity, studies reveal a negative impact on educational outcomes (Smith and

Schonfeld, 2000). These students are less likely to one day engage in social change

leading to a more just society.

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The research indicates students who have a positive experience with diversity

feel better about themselves as well as an overall positive perception of the campus

climate. Sylvia Hurtado, who has done extensive work on diversity in schools, has

concluded that students in desegregated schools have fewer stereotypes, feel better

about themselves, and are happier with their school’s setting (Hurtado, Milem, Clayton-

Pedersen, and Allen, 1998). Another positive result stemming from this experience is

increased student retention.

Several of the findings from the research show that students in general are less

fearful in interracial settings. Walls built because of xenophobia and unfamiliarity with

the other are dissolved as students socialize, engage in diversity-related activities, and

participate in relational learning experiences such as active and collaborative learning

opportunities. Overall, diversity related activities increase students’ satisfaction with

their college experience. The sum effect of this is greater student satisfaction, and a

better, more hospitable campus climate leading to increased student retention (Shaw,

2005). Note, these conclusions stand in direct contrast to the critics of affirmative

action who claim that diversity brings no added value to one’s education and may

indeed be counterproductive to fostering good race relations (Chang, 2001).

It is also important to appreciate that these benefits will not happen for

individuals without institutional support. Diversity is not simply the presence of more

non-white students and faculty members. More directly, it is not simply the

responsibility of Enrollment Management to focus on diversification. This is a concern

that touches all aspects of institutional policy and mission. A university/college must

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demonstrate clear, consistent internal policies and practices designed to facilitate

interracial contact, dialogue, and understanding on campus.

Thoughtful interactions and activities widen students’ appreciation of diversity.

Students interacting with students of color and various ethnicities include higher levels

of acceptance for people from other cultures, more engagement with community

service programs as well as an appreciation for civic responsibility. Diverse interactions,

diverse ideas as well as encounters with diverse people are needed. Racial relations

improve as a result of students participating in racially diverse settings and activities.

Such activities will mean that a college will most likely need to consider how diversity

will affect its current self-understanding and the impact these changes will have on the

school community. This is not merely a philosophical matter. It will have ramifications

for the curriculum, instructional practices, hiring practices and budget.

B. Institutional Benefits (See Figures 2.2, p. 21 and 2.4, p.23)

Studies also show how diversity can enhance the effectiveness of institutions and

organizations. (Milem, 2003). To accrue these benefits is nothing short of a major

process of transformation as the college community moves from being a monocultural

to a multicultural institution. One study, (Bensimon, 1995), identified a number of

organizational characteristics that make such a transition possible. They include: strong

institutional leadership, the creation of a new institutional mission statement, the

appointment of women and people of color to the president’s cabinet, the appointment

of Black and Latino faculty members and a commitment to transforming the curriculum

(Milem, 2003).

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The research reveals that the primary mission of a college education best occurs

when women and people of color are faculty members. (Milem, 2003) Perhaps no

other action on behalf of diversity carries more leverage than creating a more diverse

faculty. The research shows that women and faculty of color are more likely to practice

student-centered teaching. They are more likely to use active learning techniques in

the classroom that include perspectives of women and racial/ethnic minorities in the

curriculum, engage in research on issues of race/ethnicity, and to attend workshops

designed to help them incorporate the perspectives of women and racial/ethnic

minorities in the curriculum of their courses. “A diverse faculty is linked to curricular

change; the inclusion of issues of race, class, gender and sexual orientation in the

education process; diversification of scholarship and pedagogical perspectives, and

increased support for diverse students” (Smith and Schonfeld, 2000).

It is precisely because of student-centered learning, as well as discussions, that

students are provided an opportunity to intersect with others who are different. As for

the research mission of a college, a diverse faculty is much more likely than white

faculty to engage in research that extends our knowledge of issues pertaining to

race/ethnic and women/gender in society (Milem, 1999). Last, faculty of color and

women engage in service related activities with greater relative frequency than their

other colleagues (Milem, 1999).

When it comes to institutional advancement, the diversification process requires

intentionality. It cannot be taken for granted. Dialogue, interaction across racial and

ethnic groups, and among all the stakeholders is necessary if the benefits of

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diversification are going to occur. It would be necessary for a school to set up

mechanisms that make it possible for intergroup experiences to happen. One resource

providing multiple resources and websites is Penn State University.

C. Social Benefits (See Figure 2.1 p. 20)

The diversification of college campuses has a positive impact on society, the

school community and civic and professional involvement. In other words, offering a

student the opportunity to become a good citizen and involve him/herself in democratic

processes improves the quality of life issues for everyone.

One study showed that black students who obtained advanced degrees were

more likely than their white peers were to be involved in community and social service

organizations (Bowan and Bok, 1998). The percentages of involvement for lawyers,

physicians and PhDs illustrates this point most clearly. For lawyers: 21% black

involvement as compared to 15% involvement for whites; for Physicians: 18%

involvement for blacks as compared to 9% for white; and for PhDs: 33% for blacks as

compared to only 6% for whites (Milem, 2003).

The statistic above on minority physicians is further confirmed when considering

the health care crisis. Latino and black physicians were more likely to locate their

practices in areas with the greatest need for primary care doctors. They also tended to

be located in poorer areas than those of white physicians.

Finally, Black physicians cared for six times as many Black patients as did other

physicians. Latino physicians cared for three times as many Latinos as did other

physicians. Black physicians were the most likely to care for patients who were insured

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by Medicaid, 45 percent of their patients as compared to 18 percent for white

physicians, 24 percent for Latino physicians, and 30 percent for Asian physicians

(Milem, 2003). Latino physicians were more likely to provide care to patients without

insurance (9 percent as compared to 3 percent for Black physicians, 4 percent for Asian

physicians, and 6 percent for white physicians). Black and Latino physicians play an

essential role in providing health care for the poor and members of minority groups

(Komaromy, et al, 1997).

Another important benefit for institutions and organizations that surfaced in this

study is the importance of preparing students to become workers in our global

economy. The rapidly emerging work expectations require employees who are cross

culturally competent. Colleges need to prepare their students for this work

environment where adaptability, openness to the thoughts and experiences of others,

as well as soft skills are urgently needed. Content knowledge alone is not adequate for

today’s work needs. “Cognitive, social and personal skills that include decision-making,

problems solving, life-long learning collaboration, flexibility and adaptability, openness

to new ideas and approaches, empathy regarding different perspectives are now critical

to the work expectations” (Milem, 2003).

D. Democratic Benefits (See Figures 2.1, p. 20 and 2.3, p. 22)

Achieving the democratic benefits of a liberal arts education, the ability of

students to live and work effectively in a diverse society, is essential to the mission of a

liberal arts education. In addition to preparing students for the work world, and

providing students with the habits of mind (See pp. 26-27 of this writing) that will

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benefit them throughout their lives, a DEI education teaches students how to

participate in a pluralistic society. As so clearly witnessed during the racial events

throughout 2020, this is of major import to our society. To participate in today’s

pluralistic society one has to appreciate diversity, be sensitive to inclusion and aware

that equity is a moral responsibility. As citizens, students need to learn the skills of

negotiation, practice compromise and build partnerships with different people and

groups. Liberal arts schools provide the fertile ground for growing the seeds of

democratic values.

The issues of (DEI), in a college education are linked to the well-being of

democracy (Smith and Schonfeld, 2000). Schools of higher education are perhaps the

best centers where students can learn and be provided the needed opportunities to

engage with diversity. “Indeed, to envision college campuses in the twenty-first

century is to envision campuses that function in a pluralistic society, that educate

students for that society, and that engage through scholarship and participation the

issues of that society” (Smith and Schonfeld, 2000).

Gurin (1999) suggests that there are three major categories that express

democratic benefits: 1) citizenship engagement, 2) racial/cultural engagement, and 3)

compatibility of differences. Citizenship engagement refers to students’ interest and

motivation in influencing society and the political structure, and, to students’

participation in community and volunteer service. Racial/cultural engagement refers to

students’ levels of cultural awareness and appreciation and their commitment to

participating in activities that help to promote racial understanding. Compatibility of

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differences refers to an understanding by students that there are common values

across racial/ethnic groups, that group conflict can be constructive when it is used

appropriately, and that differences do not have to be a divisive force in society (Gurin,

1999).

Another interesting study examined students’ comprehension of global, national

and local issues. Consequently, it measured students’ complex thinking skills for a

pluralistic democracy focusing on knowledge and abilities. This understanding comes

under the terminology of “civic awareness” (Hurtado and DeAngelo, 2012). Important

to note here is that this study examined how the students rated their preparedness for

democratic participation. “The results show that students who reported that they

attended racial/cultural awareness workshops, took an ethnic studies course, or took a

women’s studies course rated themselves high on civic awareness and awareness on

the knowledge and abilities associated with the complex thinking for a diverse

democracy” (Hurtado and DeAngelo, 2012). Also, those students who studied abroad

or participated in community service activities viewed themselves as more prepared for

a pluralistic, interconnected world (Hurtado and DeAngelo, 2012).

Diversity in and of itself does not disrupt good order on college campuses (Smith

and Schonfeld, 2000). It does, however, draw attention to issues that have been

allowed or forced to remain ignored. The urgency of establishing a diverse learning

environment amid the demographic changes occurring does force an institution to

question what changes are needed. Some of the questions for consideration may

include: “What are the conditions under which learning takes place? How do the

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physical structures and their location reflect the values of the college? What are the

criteria used to identify talent throughout the school community? What curriculum

changes are needed? Whose interests are reflected in the decision making processes?”

(Smith and Schonfeld, 2000).

Given the tensions fomenting in our society, it is clear that the need for diversity

must be addressed as an educational priority, not just as an admissions project

(Schneider, 2006). Students need opportunities to think and respond to challenges

society is now experiencing and they need to explore the implications that diversity

experiences hold for the creation of a just, equitable and participatory society (Smith

and Schonfeld, 2000). Liberal arts campuses are the laboratories for diversity questions

to be explored and pondered.

IV. The Importance of Campus Climate:

Campus culture and campus climate need to be working side-by-side if the work

of creating a diverse, inclusive and equitable college experience is going to succeed. As

school culture is simply described as “the way things are done around here.” School

climate focuses more on the “way things feel around here.” The purpose of this section

is review the research on campus climate.

Beginning with structural diversity, the first step to creating a diverse campus is

the need to increase enrollment of students of diversity. As has been stated earlier in

this paper, increased enrollment alone will not create a multicultural environment. On

the other hand, not increasing numbers of minority students on campus can leave some

diverse students feeling like they are “tokens”. “Tokenism contributes to the

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heightened visibility of the underrepresented group, exaggeration of group differences,

and the distortion of images to fit existing stereotypes” (Kanter, 1977). Increased

numbers of minorities communicates that diversity is a priority. “If the ethnic and racial

minority is small, minority students may feel alienated” (Loo and Rolison, 1986).

One result highlighted in this study on climate is that increased numbers of

minorities need the support, guidance and policies that aid in making the transition

welcomed by all stakeholders. Change is difficult if not implemented well. All members

of the school community need to participate in creating student-centered environments

where cross-racial, and encouraging ongoing discussion about race are practices that

benefit all. In addition to structural changes, college campuses require more student

centered approaches to teaching and learning (Hurtado, 1992) and by regular and on-

ongoing opportunities for students to communicate and interact cross-racially (Chang,

1996).

“The psychological dimension of the racial climate of the campus involves

individuals’ views of group relations, institutional responses to diversity, perceptions of

discrimination or racial conflict, and attitudes toward those from other racial/ethnic

backgrounds that are different from one’s own” (Hurtado, Milem, Clayton-Pedersen,

Allen, 1998). One study that highlights this point was completed by Loo and Rolison

(1986) which found that 68% of whites on one campus felt their school was generally

supportive of minority students; only 28% of black and Chicano students agreed with

this feeling. Perceptional differences are important because they could have negative

consequences on the college’s diversity outcomes.

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These studies indicate that campus leaders play a vital role in forming the

psychological climate. They need to be cheerleaders for fairness and justice. They also

need to assure the school’s commitment to diversity by creating policies and practices

that confirms the colleges support (Hurtado, Milem, Clayton-Pedersen, Allen, 1998).

“An example of this support would include the support and advancement of ethnic

student organizations and other support services along with staffing, funding and

resources to serve students successfully” (Hurtado, Milem, Clayton-Pedersen, Allen,

1998). Creating a hospitable climate ultimately requires that one “walk the talk.” While

the research does not indicate that white students need ethnic/racial organizations, it

does indicate that minority groups do on predominantly white campuses. Not only do

these organizations provide a sense of welcome, they also become a haven to discuss

and share any experiences of discrimination or harassment. (Hurtado, Milem, Clayton-

Pedersen, Allen, 1998).

Taking the temperature of a campus needs to happen regularly. Diversity

advancement can never be put on automatic. Mechanisms need to be put in place that

answer the following questions. How does the campus feel to minority students? Do

they feel welcome or hostility? Do they feel valued? Does the campus respond

equitably to all racial groups? Is the work of adaptation only the responsibility of

minority students or is the work of socialization everyone’s work? Are policies,

practices, and structures in place or are they being put in place to demonstrate that

racial and ethnic diversity is essential to the life and mission of the college?

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Siena has recently taken action to assess the DEI climate on campus. The

results are scheduled to be published in the fall semester 2021.

V. Sylvia Hurtado Diversity Study

One of the critical trailblazers in the research of diversity in higher education is

Dr. Sylvia Hurtado (University of Michigan). Citing her multiple studies one comes to

appreciate the critical link among the concerns that will shape the work force of our

country. Germane to the purposes of this paper are her conclusions that colleges and

universities play a key role “in preparing their students for a diverse democracy by the

extent to which they create the climate, the diversity of the learning environments, and

the extent to which individuals in the diverse environments can engage” (Hurtado,

2003).

The four graphs below summarize her extensive studies on college students.

Her findings from several studies were published in a collective study requested by the

Congressional Commission in 2000 which raised the concern that schools were not

preparing students for the emerging technological society. The book is Minorities in the

Chemical Workforce: Diversity Models that Work: A Workshop Report to the Chemical

Sciences Roundtable (2003). The graphs below and the results of Dr. Hurtado’s studies

are found in chapter 2 of her work: Preparing College Students for a Diverse

Democracy.

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Figure 2.1 shows the effect of attending a more diverse college over the long term

(nine years after college entry) for about 8,000 white students who grew up in

predominantly white neighborhoods. These students were actually entering

environments where unfamiliarity with racial and ethnic differences was most likely.

Students who attended more diverse colleges (where at least 25 percent were students

of color) had more diverse friendship groups, lived in more diverse neighborhoods, and

worked in places that had more diverse minorities. (p.19 Minorities in the chemical work

force.)

College diversity and post college interracial contact: white students who grew up in predominantly white neighborhoods.

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Figure 2.2 addresses the issue of whether diversity in the curriculum has an impact on

students. The findings show that a higher proportion of students who reported having

taken diversity courses also reported higher scores on the outcomes.

Diversity in the curriculum and student outcomes: white, African American,

and Latino students.

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Figure 2.3 shows the results of our analyses in gauging students’ informal interactions

with diverse peers in opportunities outside of the class and sometimes affiliated with

coursework. Results of the study showed that with informal interaction, diversity

maintains a significant effect on the outcomes.

Informal interactional diversity and student outcomes.

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Figure 2.4 shows four-year longitudinal study results for students at the University of Michigan. Only the white and African American students are shown because those numbers were largest in the sample pool. The results show, again, that students with the most frequent exposure to all forms of diversity also tend to report active thinking behaviors.

Effects of diversity on active thinking skills

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VI. For Consideration:

The following ideas are suggested to advance the project of becoming a DEI

institution. Some of these suggestions may be planned or currently in place. Others are

offered to provide an appreciation for the comprehensive work and commitment

involved in creating a DEI college experience. As suggestions for consideration, they do

speak to the urgent work of doing justice among those we serve.

Develop a comprehensive diversity, inclusion and equity strategic plan. The plan should include goals, context, process and emergent themes, strategies, mechanisms for collecting data and accountability, success metrics and measures for continued progress and reporting.

Develop a sufficient budget Reorganize the curriculum so that a required freshman course is on diversity,

inclusion and equity. Restructure the curriculum expectations so that diversity is taught and

experienced throughout the years attending Siena College. Review the admission policies. Under-represented students are not recruited

the same way as majority students. Intentionally recruit students of color and diversity Discuss diversity at every town hall and faculty meeting and have progress

reports. Hire a diverse faculty/staff Diversify Admissions Counselors Provide for intercultural and multicultural informal and formal experiences.

Move to an understanding that creating a school climate of diversity, inclusion and equity is a comprehensive change affecting all dimensions of college life.

Provide Professional Development experiences for cross-cultural competency among all stakeholders

Support fully the creation and development of ethnic support groups

Put mechanisms in place to check the diversity climate on campus

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Table 1

Summary of Education Benefits of Diverse College Campuses

Types of Benefits

Individual Benefits Benefits of Faculty Diversity

Social Benefits

Improved racial and cultural awareness

More student-centered approaches to teaching and learning

More research on the Effects of Affirmative Action in the Workplace

Enhanced openness to diversity and challenge

More diverse curricular offerings

Higher levels of service to community/civic

organizations

Greater commitment to increasing racial understanding

More research focused on issues of race/ethnicity and gender

Medical service by physicians of color to underserved communities

More occupational and residential desegregation later in life

More women and

faculty of color involved in community and volunteer service

Greater equity in society

Enhanced critical thinking ability

A more educated citizenry

Greater satisfaction with the college experience

Cross-cultural competency

Perceptions of a more supportive campus racial climate

Better Problem Solving Skills

Greater Adaptability

High levels of creativity

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HABITS OF MIND (After Arthur L. Costa and Bena Kallick, Habits of Mind: A Developmental Series, Copyright © 2000)

The Habits of Mind are an identified set of 16 problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity and craftsmanship. The understanding and application of these 16 Habits of Mind serve to provide the individual with skills to work through real life situations that equip that person to respond using awareness (cues), thought, and intentional strategy in order to gain a positive outcome.

1. Persisting: Sticking to task at hand; Follow through to completion; Can and do remain focused.

2. Managing Impulsivity: Take time to consider options; Think before speaking or acting; Remain calm when stressed or challenged; Thoughtful and considerate of others; Proceed carefully.

3. Listening with Understanding and Empathy: Pay attention to and do not dismiss another person's thoughts, feelings and ideas; Seek to put myself in the other person's shoes; Tell others when I can relate to what they are expressing; Hold thoughts at a distance in order to respect another person's point of view and feelings.

4. Thinking Flexibly: Able to change perspective; Consider the input of others; Generate alternatives; Weigh options.

5. Thinking about Thinking (Metacognition): Being aware of own thoughts, feelings, intentions and actions; Knowing what I do and say affects others; willing to consider the impact of choices on myself and others.

6. Striving: for Accuracy: Check for errors; Measure at least twice; Nurture a desire for exactness, fidelity & craftsmanship.

7. Questioning and Posing Problems: Ask myself, “How do I know?”; develop a questioning attitude; consider what information is needed, choose strategies to get that information; Consider the obstacles needed to resolve.

8. Applying Past Knowledge to New Situations: Use what is learned; Consider prior knowledge and experience; Apply knowledge beyond the situation in which it was learned.

9. Thinking and Communicating with Clarity and Precision: Strive to be clear when speaking and writing; Strive to be accurate when speaking and writing; Avoid generalizations, distortions, minimizations and deletions when speaking, and writing.

10. Gathering Data through All Senses: Stop to observe what I see; Listen to what I hear; Take note of what I smell; Taste what I am eating; Feel what I am touching.

11. Creating: Imagining, Innovating: Think about how something might be done differently from the “norm”; Propose new ideas; Strive for originality; Consider novel suggestions others might make.

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12. Responding with Wonderment and Awe: Intrigued by the world's beauty, nature's power and vastness for the universe; Have regard for what is awe-inspiring and can touch my heart; Open to the little and big surprises in life I see others and myself.

13. Taking Responsible Risks: Willing to try something new and different; Consider doing things that are safe and sane even though new to me; face fear of making mistakes or of coming up short and don’t let this stop me.

14. Finding Humor: Willing to laugh appropriately; Look for the whimsical, absurd, ironic and unexpected in life; Laugh at myself when I can.

15. Thinking Interdependently: Willing to work with others and welcome their input and perspective; Abide by decisions the work group makes even if I disagree somewhat; willing to learn from others in reciprocal situations.

16. Remaining Open to Continuous Learning: Open to new experiences to learn from; Proud and humble enough to admit when don't know; Welcome new information on all subjects.

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