Article: Tienda, M. (2013). Diversity≠ inclusion: Promoting integration in higher education. Educational Researcher , 42 (9), 467-475.
The article focuses on the promotion of diversity in higher learning institutions. Marta Tienda emphasizes that there should be equity and access to more top learning organizations in all the races. The author stated that the factors that hinder individuals from accessing higher education include inequalities in the K-12 system, inadequate information on the expenses in the college, lack of counseling, and increased costs in the higher learning institutions. The minor groups face financial challenges in meeting the values of the universities. Tieda attests that universities have embraced racial diversities in spite of the factors that hinder students from joining the organizations. The colleges admit students from all the parts of the country to include people who are underrepresented in the institutions. Colleges have incorporated diversity programs and multicultural disciplines to enhance diversity. Racial diversity has not been fully embraced in the institutions due to the differences in class, language barriers, and stereotyping among the students. Most of the decisions in the higher learning organizations are formulated by individuals of the majority groups who are not aware of the needs of the minority students.
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Issues that arise as Academic Organizations Work to Overcome the Challenges Inherent in a Diverse Climate
The students have different classes and social status which hinder the establishment of diversity in the institutions. Students from different racial backgrounds come from various wealth classes. Most of the white students come from the upper-class families, but the blacks, Mexicans, and Asian-Americans come from the middle and low-class families. The students rarely interact but only have meetings in the classrooms (Hayton, Haste & Jones, 2015) . An example is the University of Maryland where students come from diverse communities. The lectures encounter difficulties in bringing together the students from the different classes. The students create groups on the basis of their course and social status. The result of the differences in the classes and social positions results in the exclusion of minority in the organization. The majority get to have power over the minority teams. Although the students access equal opportunities, they still have challenges in interacting with their colleagues which might affect their performance. The management of the University of Maryland cannot implement the policies of racial diversity to a personal level.
The other issue is the language barrier among the diverse students and lecturers. English is the standard language that is used, but it is a challenge for local and international students. The students cannot communicate effectively during their discussions or meetings (Meier, 2012) . For instance, in the University of Maryland, some international students need interpreters in their classrooms or during meetings. This affects the implementation of diversity because the students feel isolated because their language is not considered. The majority group should take into account the language needs of the minor students by offering exclusive lessons for them.
Another issue is the inclusion of students in the activities of the higher learning institutions. The decisions at the university are made by the majority group which excludes the minority groups. The minor groups isolate themselves from the majority to form alliances on how they can compete with them because their needs are not met. The major groups feel they are superior and this gives them the power to control the minority groups (Meier, 2012) . This is evident in the University of Maryland where the students exclude themselves concerning their race. The students take part in the activities that are related to their groups. For examples, the white students’ join clubs that are dominated by members of their race. The clubs that have members from diverse groups have the least membership.
Challenges encountered by the Need to Offer Quality Learning Space and a Climate for exchanging Ideas
The first challenge is attitudes and perceptions among the students in the higher learning institutions. The organizations do not succeed in creating a favorable environment for exchanging ideas due to the stereotypes of students from the various races. The major groups have an attitude towards the minor groups which creates tension when they get an opportunity to share opinions. The major groups cannot embrace the ideas from the minority groups. The higher learning institutions encounter challenges in bringing together the students to create favorable surroundings for brainstorming ideas (Miles, Hu, & Dotson, 2013) .
The other challenge that the higher learning institutions encounter in providing quality facilities is the low participation of the minority groups in the educational activities. The minor students feel that they are incapable as compared to the major groups. The lecturers encounter problems when empowering the minority groups in the class. The students do not enjoy the high-quality facilities offered in the universities because their focus is diverted on the ways of overpowering the significant groups (Browne and Shen, 2017) . The management should motivate the minor groups by giving them a chance to be leaders of individual clubs and unions.
In conclusion, diversity has not been fully embraced in the higher learning institutions. Most decision makers are from the majority group where the needs of the minor students cannot be met. The management of the more top learning organizations should include the insignificant individuals when making decisions for them to meet their needs.
References
Browne, R. A., & Shen, H. (2017). Challenges and solutions of higher education in the Eastern Caribbean States. International Journal of Higher Education , 6 (1), 169.
Hayton, A. R., Haste, P., & Jones, A. (2015). Promoting diversity in creative art education: the case of Fine Art at Goldsmiths, University of London. British Journal of Sociology of Education , 36 (8), 1258-1276.
Meier, K. S. (2012). Factors Influencing the Institutionalization of Diversity in Higher Education (Doctoral dissertation, Minnesota State University, Mankato).
Miles, R., Hu, R., & Dotson, K. (2013). Perceptions of diversity in higher education. The Journal of Continuing Higher Education , 61 (2), 74-82.
