.." (Fluker, 2006). According to research, 90% of faculty and 75% of students enrolled in doctoral religious studies programs in the United States and Canada are Caucasian (American Academy of Religion, 2003). Fluker argues (and rightfully so), "Without racial and ethnic diversity, schools fail to create a positive institutional climate in which students from all backgrounds can succeed. Without racial and ethnic diversity, students fail to meet and learn from role models and mentors they can emulate in their own vocations. Without racial and ethnic diversity, students of all races fail to learn how to relate to the diverse world in which they will live and work after graduation..."
The fourth article "Education Groups Push for Greater Diversity in Teaching Force" defends the fact that "a lack of racial and cultural diversity among teachers is hurting the chances of success for minority students..." (Cox, Matthews & Associates, 2004). Research suggests that minorities tend to do better academically when taught by teachers from their own ethnic group (National Collaborative on Diversity in the Teaching Force). Some of the largest teachers' unions are supporting this push. Among these groups are the National Education Association (NEA); the American Council on Education; and the American Association of Colleges for Teacher Education.
According to federal figures, the coalition cited that "60% of public school students are White, 17% are Black, and 17% are Hispanic. Yet 90% of teachers are White, 6% are Black and less than 5% are of another race or ethnicity....
Approximately 40% of schools have no minority teachers on staff..."
One way to tackle the problem with a possible resolution is suggested by the Community Teachers Institute. They have set their sights on training teachers in minority areas through partnerships of colleges, schools, and community groups (Black Issues in
Higher Education, 2004).
The final article entitled "Capitalizing on Unintended Consequences: Lessons on Diversity from Texas. (Reality Check)" pertains to a
Supreme Court ruling on
affirmative action. The Board of Regents authorized the University of Texas to add "race and ethnicity to the criteria considered for student admission and for awarding of scholarships and fellowships in those cases when an individualized and full-file review is conducted as part of the selection process..." (Peer Review, 2004).
The author supposes that the "lesson to be learned from Texas is that it is not predominantly the admissions process that accounts for a dearth of minority students in
graduate school; rather, it is the lack of a substantial minority applicant pool that prevents more than incremental progress toward diversity..." Statistics show that in the fall of 2003, "only 6.3% of the 18,000-plus applicants to UT's graduate school were Hispanic, African-American, or Native American -- a statistic comparable to that at many other graduate institutions" (Cherwitz, 2004). The author contends that while scholarships and fellowships may serve as incentives, a true resolution lies in "convincing talented minorities to pursue graduate study...the Supreme Court did not and cannot arm us with the ammunition needed to address the real cause of inadequate diversity..."
References
Cherwitz, R.A. (2004). Capitalizing on unintended consequences: Lessons on diversity from Texas (Reality Check). Peer Review 6 (3), 33-36.
Fluker, S.W. (2006). Diversity delayed, excellence denied. Diverse Issues in Higher Education, 23 (4), 59-60.
Noteworthy News (2004). Education groups push for greater diversity in teaching force. Black Issues in Higher Education, 21(21),…
