Undergraduate Readiness for Diversity

Environmental Influence

Environmental influence, often used interchangeably with the term climate, is a central component of the dialogue about undergraduate readiness for diversity. Originally cited in the social psychology field and, more recently, used in the college student development literature, Kurt Lewin's equation B = f(P,E), Behavior is a function of the Person and his or her Environment, underscores the significant influences that the environment has on individual behavior. Colleges and universities have placed a strong emphasis on the creation of higher education settings that, from an environmental perspective, are “safe” and “inclusive” for all students. To create campus climates that foster inclusivity, colleges and universities need to evaluate the ways in which the collegiate environment marginalizes individuals of different genders, ethnic groups, races, and sexual orientations. For example, institutions can consider how gender and race are depicted on campus by asking questions such as Would an inventory of the statues on their respective campuses reveal mainly White and male representations, and would the lack of gender-neutral facilities create a difficult environment for a transgender student to navigate? These are but a few of the challenges that higher education institutions face related to the environmental influence on student readiness for diversity.

Student Engagement

Student engagement is a term that describes the time students devote to both academic and social activities within and outside of the classroom, and the term also refers to the efforts colleges and universities make to encourage students to participate in these activities. A readiness for diversity interfaces with engagement in a number of meaningful [Page 2208]ways. Perhaps one of the most important ways in which this interfacing occurs is cited in the National Survey of Student Engagement (NSSE). Driven by the work of George Kuh, the NSSE revealed that students who reported experiences with diversity were more fully involved in productive educational practices and also tended to report more significant gains in their own personal development.

Familial Experiences

Familial as well as precollegiate experiences also contribute to undergraduate readiness for diversity. A student's beliefs and perceptions are fundamentally structured by the family unit from which the student emerged. Many of the college student development theorists address the influence that parents, grandparents, and siblings exert on students' value frameworks. In some cases, institutions may facilitate the distancing of some students from family members who continue to promote counterproductive ideas concerning diversity. In other cases (e.g., for first-generation students and students of color), it is critical to identify ways to involve students' families in the secondary to postsecondary transitions and throughout the entire undergraduate experience.

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