Campus diversity, Jewishness, and antisemitism

2019 ◽  
Vol 75 (11) ◽  
pp. 2034-2048
Author(s):  
Barry A. Farber ◽  
Arielle Poleg
Keyword(s):  
Campus Diversity

Campus Diversity: Implementing the Town Hall Approach for Racial and Cultural Understanding at a Predominantly White University

NASPA Journal ◽  
2002 ◽  
Vol 40 (1) ◽  
Author(s):  
Celina Valentina Echols ◽  
Young Suk Hwang ◽  
Connie Nobles
Keyword(s):  
Predominantly White ◽  
Campus Climate ◽  
Cross Cultural ◽  
Town Hall ◽  
Campus Diversity ◽  
Predominantly White University ◽  
Attitudes And Knowledge ◽  
Race 2 ◽  
The Town ◽  
Cultural Interactions

This paper uses students’ responses from the dialogues of a town hall meeting to examine the beliefs, attitudes, and knowledge about racial and cultural diversity at a mid-size, predominantly white university in Louisiana. The four major themes that emerged from this experience were: (1) perceptions about race, (2) stereotypical beliefs about cross-cultural interactions, (3) uncomfortable campus climate, and (4) disequilibria associated with prejudicial teaching by parents. Implications and recommendations for increasing positive cross-cultural interactions among members of the campus community are discussed.

scholarly journals Challenging Deficit Constructions of the International Student Category in Canadian Higher Education

2019 ◽  
Vol 36 (1) ◽  
pp. 48-70 ◽  
Author(s):  
Victoria Surtees
Keyword(s):  
Higher Education ◽  
International Students ◽  
Undergraduate Students ◽  
International Student ◽  
English Language ◽  
Campus Environment ◽  
Campus Diversity ◽  
Canadian Higher Education ◽  
Language Brokers ◽  
Premier Cycle

The trend toward internationalization on Canadian campuses has been simultaneously lauded as an opportunity for promoting campus diversity and criticized for creating a campus environment that is segregated along linguistic and ethnic lines. As a result of these tensions, students labelled as “international” have become the focus of increasing amounts of media attention. In this article, drawing on interviews with undergraduate students (n = 13) from one postsecondary Canadian institution, I examine how the seemingly neutral labels applied to diverse students, such as the category “international,” operate in talk to reproduce deficit understandings of these students, particularly in regard to their English language abilities. I then provide evidence that students also construct more positive representations of international students through references to their experiences of migration and their expertise interacting with speakers of different Englishes. I offer the notion of “language brokers” as a helpful conceptual lens for interpreting this categorization and for reflecting on the contributions that international students make to Canadian higher education. La tendance de l’internationalisation dans les universités canadiennes a simultanément été louée comme une occasion de promouvoir la diversité sur le campus et critiquée pour la ségrégation qu’elle opère dans l’environnement universitaire en fonction de l’appartenance linguistique et ethnique. Ces tensions ont pour effet d’attirer progressivement l’attention des médias sur les étudiants dits « internationaux ».  Dans le présent article, je m’appuie sur des entrevues avec des étudiantes et étudiants de premier cycle (n = 13) inscrits dans un établissement postsecondaire canadien pour examiner la façon dont des étiquettes apparemment neutres accolées à des étudiants diversifiés, comme par exemple la catégorie des étudiants « internationaux », crée un langage qui reflète certains déficits de compréhension de tels étudiants, particulièrement en ce qui concerne leurs compétences linguistiques en anglais. J’apporte ensuite la preuve que les étudiants construisent également des représentations plus positives des étudiants internationaux à la lumière de leur expérience migratoire et de la compétence avec laquelle ils interagissent avec des interlocuteurs qui s’expriment dans les multiples variations de l’anglais. J’offre la notion de « courtier en langues » comme lentille conceptuelle utile pour l’interprétation de cette catégorisation et pour une réflexion sur les apports des étudiants internationaux à l’enseignement supérieur au Canada.

Campus Diversity and Global Education: A Case Study of a Japanese Program

2016 ◽  
Vol 49 (1) ◽  
pp. 146-161 ◽  
Author(s):  
Junko Mori ◽  
Jae DiBello Takeuchi
Keyword(s):  
Global Education ◽  
Campus Diversity

College Admissions in Twenty-First-Century America: The Role of Grades, Tests, and Games of Chance

2007 ◽  
Vol 77 (4) ◽  
pp. 419-429 ◽  
Author(s):  
REBECCA ZWICK
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Equal Opportunity ◽  
College Admissions ◽  
Class Rank ◽  
College Selectivity ◽  
Campus Diversity ◽  
Admissions Policies ◽  
Games Of Chance ◽  
Small Liberal Arts Colleges

In this essay, Rebecca Zwick confronts the controversy surrounding the use of standardized tests in college admissions. She examines the degree to which the SAT and its lesser known cousin, the ACT, limit access to college, particularly for racial and ethnic minorities, and considers two alternative admissions policies that do not involve tests: class rank admissions systems and admissions lotteries. She finds that these initiatives carry their own controversies and have little impact on campus diversity. Zwick notes that some small liberal arts colleges have deemphasized tests and have achieved some success in increasing campus diversity while maintaining high academic standards, but highlights the difficulty of replicating these policies at large institutions. Her analysis sheds light on the ongoing tension between maintaining college selectivity and promoting equal opportunity.

“I Know That I Should Be Here”: Lessons Learned From the First-Year Performance of Borderline University Applicants

2016 ◽  
Vol 20 (1) ◽  
pp. 92-115 ◽  
Author(s):  
Rebecca Covarrubias ◽  
Ronald Gallimore ◽  
Lynn Okagaki
Keyword(s):  
Standardized Test ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
First Year ◽  
Summer Bridge ◽  
First Semester ◽  
Bridge Program ◽  
High School Grades ◽  
Campus Diversity ◽  
And Performance

At many higher education institutions, admissions decisions often rely on standardized test scores and high school grades; yet, they are less reliable predictors for applicants falling slightly below cutoff points, what we call borderline applicants. Since borderline applicants are often from underrepresented backgrounds and diverted to 2-year institutions, this may potentially jeopardize efforts to increase campus diversity. Using a mixed-methods approach, two studies investigated an “admissions experiment” designed to increase campus diversity by admitting 34 borderline applicants into a summer bridge program. Study 1 compared program participants’ performance to two comparison samples of regularly admitted students ( N = 912). Compared with a matched sample, borderline students performed better after the first semester and comparably after the first year. Study 2 identified program components that helped or undermined participants’ college adjustment and performance. Results suggested several program improvements that might enhance underrepresented students’ performance and experiences on 4-year campuses.

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