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The Diversity Rationale Reconsidered: Philosophical Foundation and Educational Policy: by Dr. Jorge Gaytan
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SOUTHPORT, CT –/ -- DiversityBusiness.com /- While most research conducted on diversity has focused on testing the impact that diversity training has on students’ academic and real-life experiences (Antonio, Chang, Hakuta, Kenny, Levin, & Milem, 2004), very little research has concentrated on the philosophical foundation of diversity (Moses & Chang, 2006). The purpose of this article is to analyze the philosophical foundation of diversity, discuss social and psychological theories that inform campus diversity programs, and propose the development of educational policy reflective of democratic values.
Philosophical Foundation of Diversity
While several individuals have argued that the concept of diversity does not have a philosophical foundation (Schuck, 2003; Wood, 2003), its roots can be traced back to the ancient Greeks (Moses & Chang, 2006). Throughout history, diversity has been regarded as an important and necessary outcome of education. The history of diversity begins with Socrates, in the years 469-399 B.C.E., when he introduced a method of inquiry that challenged the epistemological foundations commonly embraced by individuals of that era. Socrates’ main argument was that most of what individuals know or believed they know was based upon assumptions and speculations. He further argued that analyzing an issue from diverse perspectives would increase the possibility of arriving at sound conclusions (Scanlan, 2006).
Following Socrates’ footsteps, other philosophers such as Immanuel Kant, Thomas Aquinas, and Francis Bacon made great efforts to convince citizens that any knowledge acquired, based upon assumptions, had a negative impact on intellectual growth. In addition, these philosophers challenged individuals to reconsider own ideas and beliefs to ensure that they are the product of reasoning and well-established logic (Scanlan, 2006).
Aristotle believed that diversity strengthens a democratic society (Aristotle, 2000). John Stuart Mill emphasized the concept of the “marketplace of ideas” to demonstrate the importance of looking at an issue, idea, or event, from a multitude of perspectives (Frank, 2005). Dewey integrated the concept of diversity into the educational arena by encouraging individuals to challenge their own way of thinking with the objective of arriving at revised, warranted ideas and conclusions (Dewey, 1916, 1938).
 More recently, Justice Lewis F. Powell Jr. argued that “the attainment of a diverse student body broadens the range of viewpoints collectively held by students and subsequently allows a university to provide an atmosphere that improves the quality of higher education through greater speculation and experimentation” (Moses & Chang, 2006, p. 7). Several researchers have supported Justice Powell’s claims through formal scientific research which has found that an increase in racial diversity on college and university campuses fosters an enhanced understanding of diversity issues (Gurin & Nagda, 2006) and produces educational benefits to the students (Antonio, 2004).
Social and Psychological Theories that Inform Campus Diversity Programs
Most college diversity programs are based upon Allport’s (1954) social psychology research on intergroup contact. He argued that increased interaction among diverse individuals generates more tolerant attitudes towards diversity if certain conditions would be present. These conditions include the following aspects: individuals involved must cooperate with each other towards a common goal, have equal status in the situation, and get to know each other well. Needless to say, this intergroup contact would have to be well-supported by college administration. Intergroup contact has been found, generally speaking, to reduce prejudice and intergroup bias (Pettigrew, 1998). These conditions, however, are not always present in college diversity programs. That is, “diversity programs reflect different theoretical approaches to intergroup relationships, although they rarely define their foundational assumptions” (Gurin & Nagda, 2006, p. 20). However, a new model, called Intergroup Dialogue, has been proposed that promises to engage “students in exploring commonalities and differences in group identities and experiences, working constructively with intergroup conflicts, and building collective identities as socially just people” (Gurin & Nagda, 2006, p. 20).
Educational Policy Reflective of Diversity Values
Institutions of higher education must provide support to all students to ensure their academic and social success by creating a safe, inviting, and dynamic learning environment. Programs and services must be developed that work well with all students, allowing underrepresented populations to assume leadership positions and play important social roles, protecting them from intimidation (Gaytan & Boothe, 2004).
Diversity must be valued in a way that high standards are set to prevent intergroup conflict by constantly searching for warning signs and to create learning environments that foster respect, interest, and an understanding of diversity. For instance, instructors should engage in the effective integration of social issues, such as general information about various ethnic backgrounds, into the academic environment. Instructors are encouraged to connect the content of a course with students’ backgrounds. That is, encourage all students in class to introduce themselves and share their experiences in order to educate others. Allowing students to relate and apply personal, family, and cultural experiences and stories enhances the integration of students from diverse backgrounds into the general classroom, increases retention, and encourages students to be proud of own uniqueness (Brenner, Escobar, Jackson, Nieto, & Pontacq, 2001; Gaytan & Boothe, 2004).
Educational stakeholders must possess a deeper understanding of diversity that translates into the development of more effective race-conscious education policies. Conversely, educational researchers must integrate this deeper understanding of diversity into their research agendas, taking into consideration issues of social justice. College diversity programs must be “theoretically guided and empirically evaluated” (Moses & Chang, 2006, p. 22). In addition, educational stakeholders must reduce the gap between wealthy and poor schools by developing policy for effective and equitable teaching and learning. The problem is that minority and low-income pupils have the least qualified teachers, limited access to intellectually challenging curriculum, and are most likely to be placed in large classes (Darling-Hammond, 2004).
The proposed policy for effective and equitable teaching and learning, designed to reduce the gap between wealthy and poor schools, must address the professional preparation of teachers. This preparation must be based upon standards set by professional constituencies rather than by state governments. These standards must be founded on performance-based assessments of teaching ability rather than passing a series of tests which does not have much impact on teaching ability. High-quality programs responsible for the professional preparation of teachers train their candidates in the following areas: diversity, learning theories, child growth and development, effective and challenging curriculum, effective methods related to the delivery of instruction, and effective student internships hosted by teachers able to model outstanding teaching practices addressing the needs of a diverse group of pupils (Darling-Hammond, 2006).
Institutions of higher education must be committed to ensuring that issues of diversity are effectively integrated into the curriculum in the United States so that all Americans are able to effectively work with individuals and groups representing diverse backgrounds and experiences associated with race, ethnicity, gender, socioeconomic class, exceptionality, religion, and other characteristics. Finally, educators must assume the responsibility for the creation of a learning environment in which students from diverse backgrounds have an equal chance of receiving a high-quality education founded on democratic values.
About DiversityBusiness.com
Launched in 1999, DiversityBusiness, with over 50,000 members, is the largest organization of diversity owned businesses throughout the United States that provide goods and services to Fortune 1000 companies, government agencies, and colleges and universities. DiversityBusiness provides research and data collection services for diversity including the "Top 50 Organizations for Multicultural Business Opportunities", "Top 500 Diversity Owned Companies in America", and others. Its research has been recognized and published by Forbes Magazine, Business Week and thousands of other print and internet publications. The site has gained national recognition and has won numerous awards for its content and design. DiversityBusiness reaches more diverse suppliers and communicates more information to them on a more frequent basis then all other organizations combined. We also communicate with mainstream businesses, government agencies and educational institutions with information related to diversity. Our magazine reaches over 300,000 readers, a monthly e-newsletter that reaches 2.4 million, and website visitors of 1.2 million a month. It is a leading provider of Supplier Diversity management tools and has the most widely distributed Diversity magazine in the United States. DiversityBusiness.com is produced by Computer Consulting Associates International Inc. (CCAii.com) of Southport, CT. Founded in 1980.
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