ABSTRACT
The topic of diversity in higher education almost certainly engenders thoughts about racial equality and the numbers that signify racial progress: 6.4 million students from minority backgrounds currently comprise over a third of all college enrollments (Chronicle of Higher Education Almanac 2009). Just as certainly, however, the topic also engenders a broader conception of diversity, one that goes beyond race and a concern for equitable educational access. Statements on diversity endorsed by three universities provide examples of the broad range of definitions in play:
Diversity is the foundation of the academic enterprise. Exposure to a broad range of perspectives, views and outlooks is key to fostering both breadth and depth in intellectual knowledge. Diversity policies and programs at Brown are designed to: (1) redress historical patterns of exclusion and (2) foster opportunities to embrace the greatest mix of ideas, opinions, and beliefs so important to the achievement of academic excellence.
(Brown University n.d.)Clemson University aspires to create a diverse community that welcomes people of different races, cultures, ages, genders, sexual orientations, religions, socioeconomic levels, political perspectives, abilities, opinions, values and experiences.
(Clemson University 2010)Diversity matters at the University of Kansas. It matters because diversity enriches our ability to solve problems and create new knowledge. It is our goal to have the richest possible mix of perspectives, life-experiences, interests, world-views and cultures in our campus community.
(University of Kansas 2009)