Light Ch7-9

Chapter 7: Diversity on Campus

This chapter focuses on ethnic diversity and quickly touches on gender diversity. I was disappointed that not much was discussed with regards to LGBT issues. Religious diversity is included in Chapter 8. The theme of this chapter was that diversity is a success in institutions that espouse shared student values. This is achieved to a greater extent at the most selective campuses because the admitted students are the top pick. Therefore, the students should espouse common values related to hard work, dedication, and learning. This allows for a common thread among students who may differ at a surface level. Light compares the diversity in higher education compared to high schools. Especially at public high schools, just because there may be a great deal of diversity doesn't mean there is positive interaction between ethnic groups.

Diversity is an important factor in learning. Light mentions that "students recall fellow students making arguments that clearly flowed from different assumptions or different starting points, and there is a clear correlation between these unexpected arguments and different ethnic backgrounds" (p. 146). Students bring something to the table. Of course, these conversations can only occur in a comfortable and open learning environment.


Chapter 8: Learning from Differences

This chapter says a little more about religious diversity. Light explains that it may be more difficult to share religious ideologies than cultural practices within a diverse student body because religious events are viewed with the threat of prosletyzing. It's one thing to share one's practices with another student, but when you share a belief, that's a deeper experience.

A student mentions that it is "easy to jumpt to the conclusion that [religion] is the only thing which defines [someone]" (p. 178). He argues that it is one part of him. This reminds me of our discussion in Student Development Theory about members of the LGBT community. A person may identify as Transgender, but that person may have a lot of other personality traits that identify them.

Another learning experience through diversity is personal development. The last interview of the chapter was of an African American student who was able to feel better connected with his ethnic community at Harvard. It may be more difficult for a multiracial person to do so. As an undergrad I was unable to be fully accepted into the Filipino community because I did not share a lot in common with other "full" Filipino students. I was accepted in my offcampus Greek cultural community (because of years of belonging), but some things would not fit. My family was not quite as well off as many of the other church members, and I could not share with them certain idiosyncracies of Filiipino style family living. The multi-racial student organizations on campus were not that popular at that time. I wonder if they still exist.


Chapter 9:

Light emphasizes the importance of setting the tone for diversity and development at the beginning of the year and continuing that emphasis throughout the year and throughout the staff. This reminded me how important the first week of school is. I am going to recommend to the Center for Women and Men (CWM) and Women's Student Assembly (WTO) to step up their programming for Welcome Week. This year, CWM presented "Sex Signals" during Welcome Week and it was a big hit. Many students know about our center because of that presentation. Even so, there is still a great number of students that have never heard of this vital center, especially in times of need. Moreso, we need to set a tone for gender equity across campus, especially in the panhellenic system and athletic administration.

Light notices the positive aspects of student ownership. Student events and organizations benefit from open membership and co-sponsorship of events. I have noticed a big push for collaboration at USC among student groups as well. Working together and embracing differences is a positive force in uniting the student community.