Running Head: ATTENDANCE CHANGES IN MULTICULTURAL 1

Attendance Changes in Multicultural College Environments

Marie Jarra

COUN 7132 Contemporary College Student

Dr. Fayth M. Parks

December 5, 2016
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Todays college campuses are more diverse than ever before. Several institutions

like Georgia State University are among the nations leaders in graduating students from

widely diverse backgrounds (Georgia State University, 2016). Although diversity has

always been considered a worthy matter in higher education, it has at times become very

challenging for administrators to shape their institutions to meet the needs of all its

students, as no two students are alike and require different needs and attentions. Colleges

and Universities, generally have to find a medium to support all of their students, faculty,

and staff that are different in many ways. Connecting these individuals create for a

multicultural college environment that, welcomes and celebrates the uniqueness in these

environments.

Multicultural environments are described in this course as, environments that

include diverse ethnicities, social and economic status, gender, sexual orientation, and

international populations. This includes students with learning or physical disabilities and

veteran students. In order to serve these students and help them succeed in higher

education and their career goals administrators must first be able to see a future filled

with economic growth. The term education for a sustainable future implies an idea both

of a maintainable future and of a method to make it into a reality. To envision a

sustainable future, we must identify the present trends in equality, economics and

environment, and plan the processes and actions to bring about change that would include

all students.
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With todays evolving sociocultural nation and global market, in order to keep up

with the demands colleges and universities, must introduce social awareness and

understanding, cultural sensitivity, and tolerance to differences. In this paper I will

discuss how practitioners in multicultural college environments might foster changes

associated with college attendance and student success in different institutional types.

In many states the institutions with the most diverse multicultural environments

are community colleges. In community colleges students show greater gains than similar

students at a four-year institution in their openness to both intellectual and racial-ethnic

diversity (Pascarella & Terenzini, p.592). In this environment the location is usually

convenient to an array of students, which allows for easier access for many them. For

example, an international student not staying on campus, new in this country and hasnt

learned how to drive yet might find it easier to commute to a community college close to

their home than a traditional college located in a college town. Community colleges are

also generally less expensive than four year institutions which means its more likely to

be affordable to international students that recently arrived to the county and are still

settling in. It also will be more affordable to non-traditional students who are coming

back to school later in life and have other responsibilities, which financially affects their

education budget. Registration and scheduling can also be more accommodating to a

more diverse group of students. Community colleges typically offer course at different

hours of the day to include students that hold full time jobs and appreciate the flexibility.

Community colleges also tend to have a clearer and direct mission, which would appeal

and accommodate to the growing changes in attendance in our institutions.

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Another type of institution that promotes the changes associated with college

attendance is a four-year public or private institution. These colleges and Universities are

typically located in a college town, or small town distant from large cities. Because this

type of institution is larger than community colleges, they tend to enroll students from

across the country, and the international student population is typically higher. According

to Digeronimo and Kadison, minorities, immigrants, and foreign nationals face

exceptionally tough challenges at college (Digeronimo & Kadison, 2004). They

frequently face cultural and racial differences that can interfere with their personal,

social, and academic growth. That is why at some institutions cultural awareness, and

sensitivity, is critical for student development and success. An area of student affairs that

these institutions will typically offer is the office of international students. This office is

typically designed to help transition foreign students into U.S. culture and aid them in

registering for classes, language barriers, and everyday social and financial transitions

(Digeronimo & Kadison, 2004). The office of international students also aids the

university in diversity education of the different countries that their students come from.

This office often hosts multicultural events, forums, or parties to in an attempt to blend

their student body. This is important for the university to be able to show that it possess

tolerance and respect for all those seeking an education no matter where they are from or

what they look like.

Another inclusion that four-year public institutions tend to have is clubs or

support groups for minority students including LGBT students and minority religious

groups. According to Chickering identity development formulates, whether global or

specific to a particular dimension of identity such as gender, race-ethnicity, religious

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views and sexual orientation (Pascarella & Terenzini, 2005), students having access to

these clubs and support groups, gain a sense of being part of an institution that shows

them that they value their attendance. These groups also have events and programs

sponsored by student activities so that they are able to reach a wider range of students.

Another functional area that demonstrates changes associated with college

attendance is the institutions housing and social areas. University housings are designed

now with consideration for all students, including handicap accessible dorms and

common areas (Saul, 2000). For social areas more and more colleges and universities are

in including religious rooms for students of different faiths. For example, at Georgia State

University, there is a prayer room dedicated to Muslim students who wish to have a quiet

place to perform the five prayers a day Islam requires of them. Catholic students have a

chapel room for quite prayers as well, and there is also a room for students that are not

dedicated to one faith.

The practice of multicultural college environments has been explored in terms of

the environmental issues, the methods used, and the activities of the programs, and the

importance of their goals. This type of environment is important to not only teach our

next generation of students to acknowledge and respect other cultures, but also recognize

students from different minority groups, and hold sensitivity to non-traditional students.

In order for colleges and universities to foster these environments they have to open their

eyes to the changes in our nation and the changes in our world. Different departments

within universities must come together to share the responsibilities in the changing
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attendance (Lewis, 1995). Practitioners should continue to focus on the students and

with the increase of attendance all students will benefit from the changes.
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References

Digeronimo, T.F. and Kadison, R. (2004) Normal Developmental Issues. College of the

Overwhelmed: The Campus Mental Health Crisis and What to Do About it.

(pp.62-71). San Francisco, CA: Jossey-Bass

Georgia State University. Student life. (2016). Retrieved from

http://gsu.orgsync.com/

Lewis, S. & James, K. (1995). Whose voice sets the agenda for environmental education?

Misconceptions inhibiting racial and cultural diversity. Journal of Environmental

Education, 26(3), 13-21.

Pascarella, E. T. and Terenzini, P. T. (2005) Theories and Models of Student Change in

College. Ed. How College Affects Students (pp.592-594) San Fransisco, CA:

Jossey-Bass

Saul, D. (2000). Expanding environmental education: Thinking critically, thinking

culturally. Journal of Environmental Education, 31(2), 9-15.