A compelling interest: Activating the benefits of classroom-level diversity.

Abstract

The use of affirmative action admissions practices in U.S. colleges and universities has been a source of contentious public debate and legal battles since the policy's inception in the 1960s. The legal challenges to race-conscious admissions will continue for the foreseeable future, including renewed court scrutiny on specific universities' policies (Fisher v. University of Texas at Austin et al., 2013). Although the benefits that arise from a diverse student body are well-documented, it is less clear how that process occurs within the classroom. Using rich qualitative data from a national sample of 203 law students, this study examines classroom-level diversity, consequences when it is absent, and necessary conditions for activating the educational benefits. From the students' perspective, structural diversity in the classroom is a necessary prerequisite for more enlightening, interesting discussions, which promote better learning outcomes. However, the mere presence of diversity does not necessarily educe these benefits, the diversity must in fact be "activated" (Marin, 2000). Therefore, we find faculty members have the responsibility to create spaces for diverse viewpoints to be heard and to facilitate discussion so all students benefit. We call for training to help faculty take on these roles, along with other implications for policy and practice, concluding that U.S. law schools must do a better job incorporating racial diversity in teaching, learning, and practice, or they will have failed to address a compelling national interest.

A Review of Contemporary Diversity Literature in Pharmacy Education

“…[14][15][16] There has been a great deal of scholarship exploring the need for diversity within higher education through both curricular and co-curricular experiences demonstrating benefits for society, teaching, research, faculty, and students. 26,[28][29][30] These benefits range from developing democratic members of society to producing more creative and innovative thinkers. [31][32][33][34] Curricular implementations of diversity can be utilized as strategic educational tools to provide relevant, realistic and contemporary educational experiences that influence learning outcomes and the preparedness of future health science professionals.…”

Alterity Models in Counseling: When We Talk About Diversity, What Are We Actually Talking About?

“…As a microcosm of the larger society, institutions of higher education are thought to play a critical role in the desegregation of society. The assumption of structural diversity is that with an increase in the representation of persons from traditionally marginalized groups within academia (or elsewhere), more frequent interactions among persons from various social groups will occur, which will then promote learning and a reduction in prejudicial attitudes (Haslerig et al 2013).…”

From bearers of problems to bearers of culture: developing community in the community development classroom

“…And as Haslerig et al (2013) argue, the mere presence of diversity does not necessarily educe benefits.…”

“…Utilising an approach known as 'collective narrative practice' (CNP), this research project examines the use of personal story in the higher education classroom as a means of building community in the classroom. In doing so, it takes up the challenge of Haslerig et al (2013) to 'activate' diversity.…”

“…For example, programs such as peer-pairing have been shown to increase language fluency and confidence (Quintrell & Westwood, 1994, cited in Chalmers & Volet, 1997. Responses could also include maximising many international students' preference for collectivism, through small group discussion (Haslerig et al, 2013;Ramburuth & McCormick, 2001). Additional time for preparation of answers (Chalmers & Volet, 1997) and multiple forms of participation (Biggs, 2012), might also be embraced.…”