Cultural Stereotypes

[Name of the Writer]

[Name of Instructor]

[English]

[20th March 2019]

Campus Experience with Diversity

Introduction

Diversity takes its roots from the Latin word "Diverus” meaning “various”, often synonymously used with multiculturalism or the acceptance of diverse racial, cultural, social and economic groups. Diversity in campus refers to the ideals of a comprehensive collection of people, cultures, and customs. It builds collaboration and ethnic, lingual cultural bond amongst students. It brings about opportunities to campus experience upholding principles of justice and equity, reflecting upon the encouraging spirit of co-existence and acceptance of all without disparities. Diversity in campus encourages institutions commitment to a secure atmosphere for communication amongst students and for diversifying the program targets for the faculty and students. Such notions can also provide a platform for certain diversities to communicate in a more tangible and steady form CITATION Jef05 \l 1033 (Jeffrey F. Milem). Diversity in the campus by large creates an optimistic impact on the academic environment of the institution irrespective of irregularities involved. Diversity in today's world has minimal effect on the working of the educational settings as nations are becoming more and more codependent and coexistent, minimalizing their impact on individuals making them more tolerant and acceptable towards each other.

Thesis Statement

Campus brings students together by enhancing and developing their experience through diversity. Diversity in campus extends, creates and strengths the learning process in the students.

II. Campus Experience with Diversity

1. Shared identity

Diversity at campus life is inclusive of different ethnicities, gender, race, nationalities and hence formulates an environment, not that educates the individual but which also provides a taste of the unfiltered real-world challenging the traditional stereotypes. Diversity in a campus prevails with a sense of affinity and community CITATION Rob01 \l 1033 (Roberts) within the students that offers shared and accepted set of values and opportunities to learn and develop. A deeply rooted sense of belonging and acceptability add to the notion of “mattering” CITATION Sch89 \l 1033 (Schlossberg) making the students believe in shared identities with their co-beings. The idea is to organize the multiple diversities in campus life into social integration. This also suggests an organization of new culture known as campus culture, reinventing norms, customs, and values shared by all. Making it easy for those who aspire to work globally or in organizations which have worldwide existence.

Sometimes students who are in the majority prevail with their set of values and campus culture hence not equally sharing the campus experience. Many at times biases against specific gender, (primarily female), racial and sexual orientations and cultures are so strong that the students cannot function as a collaborative unit just by studying together.

2. Expanding and learning

Diversity in campus brings the world understanding to campus for the students. Campus experience offers to broaden horizons and adding skills to life by interacting with new people developing ideas creating a distinction between your life choices by exposing yourself to new cultures and customs. The presence of diversity provides an enabling setting to the students in order to effectively communicate and behave productively. Campus creates an environment through diversity where students from radically different cultural, socio-economic, age, ethnic and racial background can interact and learn. In addition to this, it is observed that learning experience becomes more robust as different minds co-operate to create a different perspective. The interaction between diversities increases students the knowledge and intellectual abilities. Diversity promises creative thinking amongst peers. It also enhances the ability of students to move from one to multiple views on a particular issue bringing angles, opinions, and solutions to the problem. It carefully prepares the students to become successful in the future.

Diversity at campus may make the personal beliefs of a student ambiguous or cause him/her deviate from it entirely. Letting the new ideas which may have repercussions for them in the future.

3. Tolerance and Social Development

Diversity not only brings people of diverse backgrounds together; it also provides an opportunity for cultures and different backgrounds to connect in a shared informal setting. Not only this but it also enhances student's ability to learn and identify gaps within their lifestyles and approaches towards some issues. It gives a medium for students to learn from various experiences where they can associate and can, therefore, adopt or abandon specific patterns. It furthers creates a sense of intercultural consciousness and the ability to deal with and tolerate different views, beliefs, ideas, and ways of life leading to a pure, peaceful co-existence. Diversity organizes an arrangement for two-way learning, leading to all including social development.

Tolerance and social development can be hindered at times where there is a strong notion of discrimination for disparities between the students leading to conflicts and tense environment within the campus. Not only this, the unfair attitude of faculty regarding evaluation and assigned responsibilities also affect the institution negatively.

III. Conclusion

Diversity on campus develops engagement between ideas, critical thinking and a shared intellect between the individuals from diverse socio-economic and cultural backgrounds. They connect and expand their contact circle on a common ground provided by the campus. Encouragement of such initiatives and behaviors leads them to solve problems and become better human beings. Hurtado suggests that students who are educated in multicultural and diverse organizations prefer lifestyles to be in such diverse settings, moreover diversity in academic campuses also prepares students to deal with complexities in life. And lastly increased learning and knowledge in students hence taking none but adding altogether creating a competitive environment for them to prepare for odds in the future. altogether CITATION Hur03 \l 1033 (Hurtado)

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Works Cited

BIBLIOGRAPHY Hurtado, S., E. L. Dey, P. Gurin, and G. Gurin. "College environments, diversity, and student learning." J. C. Smart. In Higher education: Handbook of theory and research. UK: Kluwer Academic Publishers, 2003. 145-90.

Jeffrey F. Milem, Mitchell J. Chang, Anthony Lising Antonio. "Making Diversity Work on Campus: A Research-Based Perspective." by Association of American colleges and universities (2005).

Roberts, J. S. & Rosenwald, G. C. "Ever upward and no turning back: Social mobility and identity formation among first-generation college students." Roberts, J. S. & Rosenwald, G. C. (2001). Ever upward and no turning back: Social mobility and identity form D. P. McAdams, R. Josselson, & A. Lieblich (Eds.), Turns in the Road: Narrative studies of lives (2001): 91-119.

Schlossberg, N. K. "Marginality and mattering: Key issues in building community.." In D.C. Roberts (Ed.) Designing campus activities to foster a sense of community (New Directions for Student Services), ( 1989): 38, 5-15.