Beruflich Dokumente
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Matthew Robinson
Diversity has been at the forefront of many conversations on college campuses for well
over 50 years. As access to college began to open to many more groups of people, student affairs
professionals began to embrace diversity. With this, it became important for student affairs
professionals to begin learning and teaching their students about the growing diversity in the
world of academia. Major developments like the GI Bill after World War II and the Civil Rights
movement opened the doors for many new students to attend college, which in turn opened new
discourse on how to educate students. More recently, the growth of the LGBTQA movement has
added another area of diversity that must be taught in order to create citizens who will be
In their book Critical Issues for Student Affairs, Arthur Sandeen and Margaret Barr said
that the most important role of student affairs professionals was to educate the campus on
diversity, not just bring in more students from diverse backgrounds. Poor planning in the past led
many students to feel isolated and exploited, so it was important to go beyond just increasing the
numbers of minority groups. The authors provided some initiatives that were being taken at the
First, identifying unmet or ignored student needs. Sandeen and Barr (2006, p. 57)
highlight that student affairs professionals are active participants in students’ lives and have daily
interactions that allow them to better understand what students are going through. This allows
professionals to identify needs that may have gone unnoticed previously. Sandeen and Barr
believed that helping a group become a recognized member of the university community is one
of the most important things that a student affairs professional could do.
special cultures (Sandeen and Barr, 2006, p.58). Professional development is highlighted by the
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book as being a main component in increasing knowledge for professionals in the field.
competencies and diversity give student affairs professionals an avenue to continue their
education.
Two other initiatives mentioned were the hiring of a diverse student affairs staff and
collaboration with academic affairs. In hiring a diverse staff, it was important to have a staff that
reflected the diversity found on college campuses and to maintain a staff that can relate to
students at more than just the surface level. The collaboration piece touches on the inclusion of
capstone courses that can be used to measure learning when it comes to diversity. Educational
retreats and seminars are also mentioned as ways to educate students about diversity (Sandeen
Sandeen and Barr (2006, p. 62) also point out some obstacles that diversity education has
faced. First they point to a survey conducted in 1998 that students were reluctant to talk about
diversity and that a large number of them may be pessimistic about the future. They also said that
the students may just be tired of talking about it. One other obstacle of note mentioned was the
inclusion of diversity courses in the curriculum having little to do with the real world or students’
academic pursuits. Other obstacles include media portrayals of minority groups, military actions,
and the fact that education is seen more as job preparation than exploring new ideas.
Sandeen and Barr close the chapter with a few suggested actions to take going forward.
First, professionals should treat students as individuals. Students are typically defined by a group
that they may identify with, but Sandeen and Barr calls this an arbitrary and superficial way to
categorize students. In fact, they say that it goes against the core belief that each student is
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unique. Diversity should not be thought of as categories, but instead of as preparing students to
be in a multicultural society.
The next suggestion given is for student affairs professionals to become visible leaders on
their campuses and communities on the topic of diversity. Sandeen and Barr (2006, p.64)
challenge professionals to not shy away from tough conversations and to take leadership roles
when an issues arises in their area, even if their jobs are on the line. The next two suggestions go
hand in hand with this one in that student affairs leaders should take the lead to collaborate with
academic affairs to generate programs that will help with multicultural education and that
professionals are to be responsible for their own continuing education on topics in diversity.
The next two suggestions can also be viewed as a pair. Not only do students affairs
professionals have many colleagues and campus partners in the effort to teach diversity, but they
also need to understand that they also need the participation of those outside of the profession to
help accomplish their goals. Pride can be dangerous and lead to professionals believing that they
are the only ones who are knowledgeable about diversity issues. Sandeen and Barr (2006, p.65)
challenge this thinking and call for senior staff to intervene if they see a staff member whose
personal agenda is getting in the way of their commitment to teaching diversity. The many
partnerships that can be made on campus can help accomplish the goal of creating citizens
prepared to live in a multicultural world. Collaboration can help increase the chance of success
for diversity education, and student affairs professionals can initiate such partnerships (Sandeen
The final suggestion by Sandeen and Barr (2006, p.66) was for student affairs leaders to
insist that diversity learning remain a core value of the profession. They believe that diversity
represents beliefs like tolerance, openness, acceptance, and respect for others that are core to the
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profession. Diversity presents an important challenge to influence students, and student affairs
Sandeen and Barr’s book was published 12 years ago in 2006. Is diversity education still
necessary for student affairs? A recent poll conducted by Gallup and the Knight Foundation
showed that 53% of college students surveyed valued diversity and inclusion more than free
speech, which received 43% of the vote. 3,014 students were surveyed across 100 campuses,
both public and private. The poll also revealed how certain populations feel about diversity and
free speech. Women valued diversity more than men, with 64% of women voting for diversity
and 61% of men voting for free speech. It was also shown that white students value free speech,
with 52% voting as such. Black students overwhelmingly voted for diversity at 68% (Bauer-
Wolf, 2018).
The poll also revealed that students are wary of social media. 57% of students polled
thought that debate and social issues took place online more than on campus. 59% said that they
are afraid of being attacked online as well. The online arena is one area that diversity education
is developing. In an article for the Chronicle of Higher Education, Katherine Knott (2016) shared
some strategies employed in online diversity courses. Knott points out that it is a challenge to
teach diversity online and difficult discussions may arise. The importance of building community
and trust is highlighted as well. Knott gives a couple examples that have been employed in
One way that some professors are approaching online diversity courses is the use of
video. One professor requires all students to meet at a certain time during the week via a video
conference software. Other professors share their use of video in discussion boards. Some use it
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to introduce the topic of the week while others require it as the response to the discussion.
Setting requirements and expectations is the other example that Knott gives in her article (2016).
One professor shared that at the beginning of the term that she laid the ground rules for
how the class would proceed; if something upset a student, conversation was encouraged.
Another professor told his students that he would not participate in the discussions online, but
would track what was said and that if anyone did not participate he would ask them why. The
last professor highlighted would her assign her class roles to play during the week’s discussion
like devil’s advocate or starting the conversation in a creative way (Knott, 2016). As online
education.
an approach to teaching diversity in the classroom (2003). Some of the main suggestions include
becoming aware of one’s own biases, being clear with course objectives, working on the
student’s ability to reflect, and to create a safe classroom climate. Winship also makes the point
that learning should come from the material, not minority students that may be in the class.
Winship (2003) said,” it is not the job of minority students to help other students understand
Diversity education is a topic with many layers. The writings presented here are just
some of the literature on the topic. As students call for more diversity in today’s climate, student
affairs professionals are at the forefront of addressing their needs and educating them on
References
Bauer-Wolf, Jeremy. (2018, March 12). Students say diversity is more important than
https://www.insidehighered.com/news/2018/03/12/students-value-diversity-
inclusion-more-free-expression-study-says
Knott, Katherine. (2016, September 29). Teaching diversity online is possible. These
https://www.chronicle.com/article/Teaching-Diversity-Online-Is/237928
Sandeen, A., & Barr, M. (2006). How should student affairs help students learn about
diversity? In Critical Issues for Student Affairs (pp. 49-46). San Francisco, CA.
Jossey-Bass.
https://www.uww.edu/learn/aboutdiversity/approachdiversity