Sources of diversity on campus and sociological perspectives

Sociology

Diversity - a Sociological Perspective

This paper discusses the sources of diversity on campus. It will also explore the questions a sociologist may pose about the significance of diversity in the educational environment. The student researcher believes that diverse campuses offer students more opportunities for success and greater interaction with their peers in school and abroad.

Sociology entails study and activity and acts as a methodology for describing human behaviors and cultural patterns within society (Morow, 1985; Andersen & Taylor, 2006). With regard to exploring sources of diversity on campus, it is critical the student researcher consider the types of questions a sociologist may seek out when identifying sources and the effects of diversity. In the present university, sources of diversity include multi-cultural groups, international students, programs including those geared toward non-native speakers, and university events that promote greater acceptance of diversity and encourage participation from all walks of life.

To critically examine these sources, a sociologist may ask, "How does diversity once identified on campus, affect the educational environment," (Anderson & Taylor, 2006). To answer this one must take an observational and participatory approach. The student researcher may observe how diversity themed events and clubs oriented toward international students affect student behaviors and attitudes on campus. A sociologist may see that diversity can be created and incorporated into the University culture when managed properly. Diversity is important for many reasons, especially in today's rapidly growing global environment. Andersen & Taylor as well as previous researchers Morrow (1985) conclude that the sociologist's role is to recognize the ever-changing environment that a student may participate in, and then identify how a key variable such as diversity can be measured and its effects measured without interfering with the daily activities of students on campus.

Questionnaires or informal interviews may be posed for example, to willing students during cultural fairs or events to gauge their feelings about diversity on campus. Students interested in promoting diversity may report on their experiences of diversity or the lack thereof on campus. There is increasing evidence however, that colleges and universities interested in diversifying their population are generally more accepting and created a less homogenous culture, one that is more tolerant of diverse behaviors, beliefs and systems (Anderson & Taylor, 2006). This type of environment may welcome insight and celebrate holidays known internationally rather than just domestic or national holidays. Students may be engaged in class to describe how what they are learning aligns with or does not align with the teachings and beliefs they have as part of their culture.

One tool sociologists can use to assess the effects of diversity on campus is to simply ask students how they feel about diversity or what avenues of diversity they feel exist on campus. If students are not able to come up with answers the chances are high there is little diversity, or the diversity prevalent is not part of the culture. However, on asking the same question of a culturally diverse organization, sociologists may find students enthusiastic and willing to talk about events, fairs, classes geared toward cultural understanding and an overall sense of multiculturalism and belief systems on campus.

One interesting insight as to the effects of diversity on the educational environment would be to measure student success outcomes, and the presence or lack thereof of support structures including clubs and fraternities that promote diversity and cultural education and acceptance. Sociologists can look at overall attendance rates, it can look at the student population and sociologists may interview or observe students to identify whether they feel included as part of the university culture or whether they feel excluded or like an outsider when assessing the effects of diversity on campus.

Conclusions

There are many beneficial effects a diverse environment can have on students in today's multicultural environment. A diverse environment may be defined as one that incorporates many programs, supportive events and one that creates a culture or atmosphere of interest, education and acceptance as well as learning about multiculturalism. Students in this type of environment may report better feelings or higher self-esteem than students involved in less diverse campuses. Now more so than ever it is important universities identify with the multicultural population that comprises the university, and offer students tools to explore this avenue of growth and learning.