Introduction
Diversity moves a community forward because different perspectives, grounded in cultural differences, contribute to unique goals. In higher education, diversity allows many students who differ from one another to be educated on an equal footing. Diversity becomes a way of leveling the playing field for both students and faculty. Diversity has many benefits, but effort is required to achieve them, as existing constraints can negate the effort.
Challenges
Increasing diversity in the educational environment is associated with changes in the cultural makeup of faculty, staff, and students. This can lead to each cultural group being segregated because it goes beyond their comfort zone. There is a risk of cultural misunderstandings that will make the separation even more pronounced. Some people may not know the designation of signs or gestures from another culture and continue to use what is offensive. Anxiety will increase in introverted students and new teachers, and activities will not be enjoyable.
Solution
Action needs to be taken to increase diversity in higher education and reduce the adverse effects. Attention needs to be paid to how inclusion activities are introduced. Moreu et al. (2021) note that changing behaviors is not enough; addressing mindsets and dissociating biases is vital. This requires integrating habit formation interventions and messaging about social norms.
Morrow-Howell et al. (2022) point out that biases can be particularly strong for age. As such, universities can shape social support systems to allow students and faculty to engage in educational activities. Chee et al. (2019) are concerned that academic stress is a consequence of diversity.
Self-esteem and perceptions of one’s place can be significantly diminished in cultural minorities because the learning environment does not create comfort. On the one hand, the university environment is diverse, but each student only has to take care of themselves. Using group meetings and meetings where cultural minorities will share their experiences will change their stress levels, and others will see why prejudices need to be removed.
Extracting Maximum Benefits
Diversity has been increased at a university by allocating quotas to disadvantaged groups. Now the administration faces the challenge of maximizing the benefits to new students and its faculty. This can be accomplished through a variety of measures, which include distributing materials that are helpful in anchoring diversity in the community.
The inclusive environment that has been created needs to be maintained, and faculty can help to maintain it. For example, Broadhurst et al. (2018) point out that staff activism helps keep LGBTQ+ individuals safe. Consequently, the administration must take the lead to maximize the benefits of diversity.
Interventions include publishing and sharing data with students or staff about what cultures are represented and what practices matter. For example, providing a day off to celebrate a unique cultural event is not enough; its value must be explained to other cultures. Mentoring and peer-to-peer support should be developed to facilitate intercultural dialogue between students, faculty, and the student-staff system (Ahmad et al., 2019).
Mentoring will make adapting to a new environment easier while maintaining a cultural identity. Other measures should include guidelines for universities and students that will clearly, unambiguously, and respectfully explain and document rules of conduct (Rhodes et al., 2020). Diversity will be effective by allowing cultures to learn about each other, make sense of experiences, and feel safe.
Conclusion
Diversity should be part of the agenda in higher education because it has positive effects. However, existing barriers in the form of cultural misunderstandings or anxiety can hinder the integration of diversity. There is a need to integrate interventions to reinforce respectful rules of behavior in university environments, increase the visibility of groups, and engage as many students and staff as possible to engage with diversity actively. Group meetings, cultural gatherings, the creation of handbooks, and a mentoring system can be ways to maximize the benefits of diversity and eliminate the accompanying potential problems.
References
Ahmad, A. S., Sabat, I., Trump-Steele, R., & King, E. (2019). Evidence-based strategies for improving diversity and inclusion in undergraduate research labs. Frontiers in Psychology, 10. Web.
Broadhurst, C., Martin, G., Hoffshire, M., & Takewell, W. (2018). “Bumpin’ up against people and their beliefs”: Narratives of student affairs administrators creating change for LGBTQ students in the South. Journal of Diversity in Higher Education, 11(4), 385–401. Web.
Chee, C. L., Shorty, G., & Robinson Kuprius, S. E. (2019). Academic stress of native american undergraduates: The role of ethnic identity, cultural congruity, and self-beliefs. Journal of Diversity in Higher Education, 12(1), 65-73. Web.
Moreu, G., Isenberg, N., & Brauer, M. (2021). How to promote diversity and inclusion in educational settings: Behavior change, climate surveys, and effective pro-diversity initiatives. Frontiers in Psychology, 6. Web.
Morrow-Howell, N., Galucia, N., Swinford, E., & Meyer, T. (2022). Challenges and opportunities of age diverse universities: Perspectives from admissions and career services. Gerontology & Geriatrics Education, 43(3), 328–345. Web.
Rhodes, N., Shulman, H. C., & McClaran, N. (2020). Changing norms: A meta-analytic integration of research on social norms appeals. Human Communication Research, 46(2-3), 161-191. Web.