However, if she had been a younger professor and had been able to immerse herself in the freshman college experience, her research and her evidence would have turned out to be more persuasive and supportive. In terms of her credence, Nathan is a reliable source as a scholar, a writer, a co-founder, and an award winner but as a 21st century college student that is where it seems her credibility wavers a bit because she has not experienced the modern freshman year at the age of a typical college student. In terms of her claims and reasoning, her appeals seem to hold strong as she draws information from outside sources such as Levine and Cureton (60), and the Carnegie Foundation and the Advancement of Teaching (44) and is able to build a strong backbone for her argument. Relating to Nathan’s emotional appeals, her strategy of talking directly to the international students and sharing their feelings about diversity and community in her research was extremely effective because it gave Nathan’s audience some insight and direct evidence of her claims and the truth behind them. Overall, Nathan executed chapter three, “Community and Diversity” of My Freshman Year very well using her credence, her claims and supporting ideas, and her emotional appeals to the audience to her greatest advantage and using it to create a very persuasive
David Leonhardt, an American journalist and columnist, wrote an article published by New York Times, “Make Colleges Diverse,” on the need to enroll more working-class students at elite universities. Universities have implemented a different racial and ethnic student body, but lacked the acceptance of students with low financial status. The financial burden from colleges has discouraged students from achieving their goals at Ivy League schools. David Leonhardt mentions that universities should work with the middle class students of all races. Overall, he uses rhetorical questions, stylistic language, and an informal tone to emphasize the need for colleges to be more diverse starting with the financial status of each person.
We as African American student leaders at this predominantly White institution are making a huge difference by being the reason that most people of our culture graduate in less than six years. Studies show that, “One explanation for those low graduation rates is minority students' inability to find membership in the cultures and subcultures of their respective campuses.” Frostburg State University’s Achievement Gap Report from March 2013 concludes that the average graduation rate of African Americans was almost equivalent to Frostburg’s overall graduation rate during that time period. The Black Student Alliance, as well as the National Association Advancement for Colored People (NAACP), and the
Repercussions of being an Outliers In 2016 there was a total amount of 551 undergraduate Black and female identifying people who attended UC Berkeley. That is 1.9% of the campus were black women. Although this is disheartening statistic it is not surprising simply because high schools, in particular low-income, often do not prepare black students for college. This means many black students do not even fulfil the basic requirements that makes them eligible to apply or even if they make it to college they are not equipped to achieve academically. In this essay I follow five black identifying women through their journey to UC Berkley and their experience academically through college.
Over the next few years North Carolina Central University will be more diverse in the student body because of the world itself is already diversed. NCCU will have more diversity over the next years because of the academics that it provides, the motto that we stand by “Truth and Service” and because of the generous people that work here. Also the professors that teach the students the outstanding knowledge that will lead them and stick with them for the rest of their lives. NCCU was founded by James E. Shepard and opened on July 5, 1910. His reason for building the institution was because in that era in time the support for African American education in the southern states was very limited.
The answer to the first part of the question “Is my organization‘s ethics program working?” I would have to say partially. I say this because the diversity of our main campus verses the branch campuses are totally different. The branch campuses run virtually the same, but the main campus tend to do things much differently than they should. Jeremy S. Hyman and Lynn F. Jacobs explained in an article called “Why Does Diversity Matter at College Anyway?”
“I am the type of person that interacts with all kinds of people. I do agree that diversity means nothing when you only hang with your group of people. HBCU’s are for African Americans and that who should attend there” (Ohboi on College Confidential). HBCU’s are not just for African American, it is for everyone. HBCU Lifestyle has questioned America, “It’s becoming a perennial argument in academic circles: Are HBCU’s still needed in so called post-racial America?
The Diversity University event was not what I expected it to be. In fact, I had no idea what it was about at all. I literally went around campus to see if anything exciting was going on. I was curious and I saw a promotion board outside of my residence hall. Immediately, I walked over to the Rayburn Student Center where the event was taking place.
Without a teacher, doctors would not be able to save the millions of lives that they do every day, nor would an engineer be able to lay out a civilization's prospective future, nor would a politician learn to lead and represent—there is a root to all, and education is what fuels the flame of growth and prosperity. The current educational policy and reform is taking the preconceived notion that there is something magical about teaching and assuming that all teachers can teach. For instance, former President Barack Obama’s Every Student Succeeds Act (ESSA) is a revival of the 50-year-old Elementary and Secondary Education Act (ESEA); both fortify the relationship between national law and commitment to ensuring the success of the nation’s students—America’s
While the critique of ideologies of American exceptionalism are necessary to reflexively decouple nationalist myth from empirical analysis, the inverse alternative of conceiving of the United States as ontologically racist is also problematic. First, such a conceptualization has difficulty accounting for changes and variations in racial inequality and racial identities. While racial inequality has been an enduring reality throughout U.S. history, which groups suffer from racialized inequality, and the forms such inequality take, vary across time and space in ways that the notion of a singular underlying structure has difficulty grasping. In particular, in the case City College, the racialized status of Jews varied over time. As will be shown
College: An Unsuccessful Diversification Project In her article, “Why America is Self-Segregating,” Danah Boyd emphasizes the importance of diversity in our social connections and explains, as members of a nation, we are segregating ourselves. Through culture, ethnicity, religion, and socioeconomic background, fragmentation is occurring daily. Boyd realizes that diversity is hard, but believes it is a crucial part of a successful democracy. Boyd explains that while the original goal of social media may have been to connect people from different cultures and nations, its effects have been working in the opposite direction.
It was my first day at Thomas Jefferson High School for Science and Technology (TJ). I entered the building and silence rippled through the hall and hung in the air like heavy fog until a sharp whisper cut through. “It’s a black guy.” Those were the first four words I heard in high school and those four words have stuck with me for the past three and a half years. TJ is no stranger to the issue of race; race has been a dark stain on the history of my high school, most notably when it came under investigation by the NAACP in 2012 for disparities in admissions.
Terps are diverse. They bring intellectual, social and cultural differences to our community. Describe the different parts of you which will contribute to our diverse campus community. Friedrich Nietzsche had stated “You have your way. I have my way.
The University of Pittsburgh campus is home to many academic buildings. No building is as spectacular as the Cathedral of Learning (affectionately known by many students as “Cathy”). In the hustle and bustle to reach class on a Monday morning, students may miss one of the most important features Cathy has to offer: the Nationality Rooms. Who better to speak to than the Director of the Nationality Rooms, E. Maxine Bruhns, to learn more about these national landmarks. I interviewed Bruhns on Tuesday, March 15th in her richly decorated office.
The growing need for higher education has necessitated the need for many students seek further studies in a range of international universities and colleges outside their home country with the aim of gaining better education atmosphere. While in these international institutions the students tend to find a different ethnic and cultural group of people and environment that to some extend comes with various challenges. The institution brings together diverse cultures from all walks of life who are required to relate and work together as a group for the common goal of gaining and advancing their knowledge. This may pose a challenge for the majority of the international students because they will have to adjust accordingly in order to fit in
