CSUDH is one of the most ethnically diverse campuses in the country. According to some research., this is an important characteristic since a racially diverse student body is necessary for preparing students to be effective citizens in a multicultural society (Rudenstine, 1996; Young, 1995). A diverse environment provides students with the opportunity to interact with many people who are different from themselves both in race and culture. The Alumni Survey was designed to shed some light on how the diversity encountered by students at CSUDH enhanced their ability to work with, understand, and accept people from backgrounds that are different from their own.
Astin (1993) found that cross-race socialization was associated with increases in cultural awareness, commitment to racial understanding, commitment to the environment, and it is correlated with higher levels of academic development. The Alumni Survey asked respondents two questions pertaining to the interactions they had at CSUDH with people of diverse backgrounds in light of their personal development and career success. The results show that more than half (55%) of the respondents indicated that the interactions they had with people of diverse backgrounds were very important to both their personal development and also to their career success. In each case, only about one out of eight respondents thought that these interactions were “not very important.” This leaves a third in the middle range indicating that these interactions were only “somewhat important” to either their personal development or their career success.
In terms of affecting their personal development, at least half of each ethnic group placed a high level of importance on their interactions at CSUDH with people of diverse backgrounds, but there were some differences. The highest level of importance came from Asian/Pacific Islanders (63.0%), African Americans were next in line (60.9%), followed by Hispanics (58.4%). Compared to these people of color, the level of importance indicated by White respondents (50.3%) was somewhat lower and moderately positive.
In terms of affecting their career success, at least half of each ethnic group reported that the interactions they had at CSUDH with people of diverse backgrounds was very important. Asian/Pacific Islanders (65.7%) indicated the highest levels of importance to these kinds of interactions, African-Americans (62.3%) were next, followed by Hispanics (57.3%). Again, compared to people of color, Whites (50.1%) did not have a clear majority of respondents indicating the highest level of importance, but the fact that half felt this way should still be considered impressive.
The most important thing to remember about these results is that each ethnic category provided very positive feedback, which seems to indicate a shared understanding that it is important to learn to function as citizens in a multicultural society and that CSUDH is credited as playing a crucial role in acquiring this skill. The differences observed between ethnic groups are of some concern since enhancing understanding of diversity is such an important value at CSUDH. Further research, such as a campus diversity survey, would be needed to further explore these dynamics.
Neil Rudenstine (1996), president of Harvard University, argued that diversity enhances civic life as it develops tolerance and mutual respect. Learning to work effectively with people from diverse backgrounds is particularly important in light of today’s increasingly diverse workforce. The results from the Alumni Survey show that two thirds (65.1%) of the respondents agreed that the experiences they had at CSUDH provided them with this skill. A breakdown by ethnic category shows some small differences which are still all very positive. Specifically, Hispanics (77.4%) agreed somewhat more than Asian/Pacific Islanders (68.3%) or African-Americans (66.2%) and Whites agreed the least (62.2%). Thus, it appears that for most respondents, with only few exceptions due to ethnic background, the degree to which they are able to function effectively in a diverse work environment are due largely to their past experiences at CSUDH.
An important part of a college education is the opportunity to learn about issues from other people’s points of view as students engage in discussions in and out of the classroom. Smith et al. (1997) and Milem and Hakuta (2000) found that exposure to cultural diversity in the curriculum, student body, and faculty, and social, cultural, and political diversity in race dialogues contribute to greater openness to diversity, higher levels of intellectual engagement, increases in complex thinking and motivation. The opportunities for diversity that exists at CSUDH cannot be found at campuses that are more homogeneous since, as Smith (1991) points out, an additional benefit in moving toward a pluralistic environment is that more diverse perspectives tend to surface in the classroom. Therefore, it could be speculated that at the multitude of ethnically and culturally homogeneous campuses throughout our country, there may be more limitations as to the nature of these points of view than is possible at CSUDH where many students come from different countries, cultures, social classes or are members of various ethnic groups.
The Alumni Survey asked respondents if their experiences at CSUDH have made them more aware of issues from the perspectives of people from diverse backgrounds. Two thirds (67%) agreed that it did. Only about a quarter (22.9%) felt neutral about this issue and a tenth (10.1%) did not feel they gained such awareness. There were some differences by ethnic group in that Hispanics (76.2) agreed that they gained more of this kind of awareness than was reported by Asian/Pacific Islanders (70.2%), African-Americans (66.9%) or Whites (65.7%). These results show that CSUDH is viewed by most respondents, regardless of their own ethnic identity, as a place where they became more aware of other peoples’ points of view in light of their diverse backgrounds.
Astin (1993) and Smith et al. (1994) point out that student diversity in a supportive environment leads to understanding of human differences and an appreciation for the aesthetic qualities of life. Overall, two thirds (64%) of the respondents indicated that their experiences at CSUDH contributed either “Very Much” or “Much” to their acceptance of people from diverse backgrounds. For the remaining one third, the less than affirmative response to this item could be do to several factors. One possible hypothesis is that they were already predisposed to diversity before attending CSUDH. Therefore, their experiences at CSUDH may have made little difference in their tendency to accept people from backgrounds different from their own. A more negative perspective would say that some people simply don’t change or that they may have had negative experiences which promoted negative views.
A review of these ratings by ethnic group shows some small differences. Most noteworthy, there were a somewhat smaller percentage of these high ratings from White respondents (60.0%) compared to African-Americans (71.7%), Hispanics (70.7%) or Asian/Pacific Islanders (68.3%). We might speculate that some White respondents probably had ample opportunities to attend a less diverse campus, so the fact that they chose CSUDH in the first place may indicate that they already had a very accepting attitude about diversity.
Overall, what is most important about these results is that CSUDH is viewed as a place where most students, regardless of ethnic group, experience an environment that enhances their acceptance of people who are different from themselves.
References
Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
Milem, J. F., & Hakuta, K. (2000). The benefits of racial and ethnic diversity in higher education. In D. Wilds (author), Minorities in higher education: Seventeenth annual status report (pp.39-67). Washington, DC: American Council on Education.
Rudenstine, N. (1996, April 19). Why a diverse student body is so important. Chronicle of Higher Education, 42(32), B1-B2.
Smith, D. G., with Gerbick, G. L., Figueroa, M. A., Watikins, G. H., Levintan, T., Moore, L. C., Merchant, P.A., Beliak, H. D., & Figueroa, B. (1997). Diversity works: The emerging picture of how students benefit. Washington, DC: Association of American Colleges and Universities.
Smith, D., and others. Diversity Works: The Emerging Picture of Student Benefits. Washington, D.C.: American Association of Colleges and Universities, 1994.
Young, C. F. (1995, Octorber 4). Young urges students to reach out in support of alternative action. Daily Bruin. Retrived May 6, 1996..