Pursuing a college education in America is viewed by some as an inevitablenext step toward success.  But for many ethnic minorities in the US, higher education is far from inevitable - academia itself must play a role in changing that.

Diversity & the Student Population

Center for Public Education statistics on higher education show that, in 2005, Whites comprised 65.7% of the total population of students who had enrolled in a degree-granting institution compared to only 30.9% for minority students (Blacks, 12.7%; Hispanics, 10.8%; Asian or Pacific Islander, 6.5%; and American Indian/Alaskan Native, 1%).   

However, with a rapidly increasing diverse population, US college classrooms ought now to begin filling up with higher numbers of minority students.

It is projected that, by 2050, Hispanics will make up 24.4% of the US population (an increase of 188%),  Asian/Pacific Islanders will make up 8% (an increase of 213%), Blacks will comprise 14.6% of the population (a 71% increase), and Non-Hispanic Whites will increase by 7% to make up a total of 50.1% of the nation’s population.

With regards to matriculation, the academic environment, faculty, and staff will need to actively support this more diverse student body.  Going forward, academic institutions cannot rely solely on the increasingly diverse demographic eligible for higher education.  They must acknowledge and address the cultural and economic barriers that may prevent students of color and first-generation college students from pursuing a college degree, ensuring that the student body more accurately reflects the population that the academic institution serves.

Diversity’s Impact on Academic Leadership

The change in America’s demographics poses several questions for the higher education system.  Are academic institutions equipped to effectively educate the most diverse student body in the history of the US? How will colleges compete with one another for the nation’s top students? What steps can colleges and universities take to create an inclusive culture that supports increased diversity on campus?

The first step required to prepare for this demographic shift is to assess current recruitment strategies and retention programs for diverse students and faculty, and to gauge the learning environment and campus culture. Are students and faculty of color present now? If not, what are the obstacles and/or barriers to increasing diversity on campus?

In order to begin answering and resolving any of the above questions, the right leadership needs to be in place.  This is likely to require a diverse team.

But the reality is that there is little diversity within the leadership ranks on campus.  In 2003 (the most recent year for which data is available) only about 15% of US faculty in colleges and universities were minorities (Black, 6%; Asian/Pacific Islander, 5%; Hispanic,4%; and American Indian/Alaska Native, .5%). Nearly half of college faculty were White males (47%) and 36% were White females.  Perhaps this reflects the fact that only about 17% of academia’s executive, managerial, and administrative staff members were minorities?

These statistics clearly need to be addressed and some progressive and forward-thinking have already begun that journey.  Change may take longer to come about at others.  The reality is such, however, that leaders in academia cannot ignore the need to analyze, assess and improve diversity practices on campus. 

Conclusion

Not only is diversity in academia proven to lead to a more successful learning experience for students, it is also critical for replenishing the nation’s workforce.  Additionally, a diverse academic environment is a significant addition to an academic institution’s reputation and brand which, in turn, helps recruit new student and faculty, as well as financial support.

Colleges and universities that are not yet equipped to fully welcome and support a more diverse student body can start now by taking an honest look at their leadership, faculty and campus culture.  If the environment remains one that appears to present barriers for traditionally underrepresented groups, talented faculty, students and funding will go elsewhere.