Education Foster Diversity Thesis Paper 2 pages
What do you think it means to “foster diversity?” What do you believe is the responsibility of institutions, instructors, and students to foster diversity in adult education?
Fostering diversity in adult education is a key element of developing a functional and successful adult education program, because diversity is essential for a well-rounded and practical program. The program must appeal to all levels of adult learners to gain the best results, and it must address the educational needs of a diverse population to gain the highest enrollment and success. There is no “one” type of adult learner, just as there is no one typical member of American society, and so, the program must foster diversity to survive and thrive.
Fostering diversity means more than attracting a wide variety of students, from different cultures, races, and genders. It means creating a distance education experience that welcomes diversity and urges people to accept others for who they are, as well as learn more about other cultures and beliefs, so they can be more open to diversity, cultural change, and belief systems. Fostering diversity does not mean just welcoming diverse peoples into distance education programs, either. It means developing programs expressly designed for diverse audiences, from women to ethnic groups and minorities, so they have the opportunity to learn at their own pace and learning style. Author Cain notes, “Other researchers have found that the group experience can have very positive learning outcomes for participants. This happens in many groups designed for women and suggests the usefulness of further exploration of gender as a dynamic affecting these groups and organizations” (Cain 4). Thus, classes designed for groups of women, as opposed to mixed groups or groups of men, could foster better learning in many women, so fostering diversity includes developing classes that develop the potential of the students to their utmost.
It is certainly the responsibility of the institution and the instructor to develop coursework that fosters diversity, and to create an environment of diversity on and off campus. This helps the institution become more successful and viable, and it creates a more diversified and content student body. It is the responsibility of students to demand this type of diversity if it does not already exist, as well. Students have the right to expect the best educational experience they can imagine at their institutions, and institutions have the responsibility to continually upgrade their delivery and content to meet the needs of a changing student body. Diversity brings greater awareness and understanding, and it brings new opportunities to learn from a more diverse population. An institution that remains stagnant when it comes to diversity will find itself behind the times and losing enrollment to more progressive schools, and so, it is the responsibility of the institution to keep current and foster diversity.
Diversity is the wave of the future, and an institution has to prepare its students for the future, so ignoring diversity robs students of some of the skills they will need to survive and thrive in the culture and workplace of the future. The world is becoming much more diverse, and the professionals of tomorrow may have to deal with expanding global industry, more diverse staff members, and even relocation to another country and culture in the course of their careers. Thus, if they do not learn diversity now, they may not be able to cope with it in the future, and the institution that ignores that is really ignoring the needs of their students.
Fostering diversity is an important element of distance and traditional education, because it recognizes that no two students are the same and that should be celebrated, rather than ignored. The world is made up of a diverse population, college campuses are more diverse, adult education is setting the stage for modeling new educational techniques and delivery, and they should be on the forefront of fostering diversity.
Cain, M.L. Theorizing the Effects of Class, Gender, and Race on Adult Learning in Nonformal and Informal Settings.
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