Adding economic diversity to the classroom positive quota, in addition to the present diversity quotas on race and class, is a fantastic proposal. It is the most effective method of boosting the number of low-income students who enroll in colleges. Working with non-profit organizations that strive to increase the proportion of low-income students in elite colleges is one way to ensure economic diversity in a college. The key thesis of this research is that collaborating with the organization increases economic diversity in schools. This is especially true given the adoption of programs that encourage no-loan financial aid. This paper will discuss the effects of including economic diversity in the classroom diversity quota. It will also examine whether the inclusion of economic diversity will increase the institutional status through increased selectivity. Finally, it will give a conclusion about the benefits of the practice and research in the area of economic diversity. The main part of this paper is to discuss the arguments of various sources about the topic. The evidence for supporting the thesis will be drawn from each source. The information obtained from the various sources will finally be used to come up with a conclusion of whether to include economic diversity in the classroom diversity quota or not.
The Journal of Institutions and the Diversity and Prevalence of Multinationals’ Knowledge‐Augmenting Subsidiaries argues that economic diversity is important. The writer argues that the concept of economic diversity in institutions need not be neglected. The reason for this is that it leads to access to education by all the citizens. Also, it increases unity, peace, and integration among the rich, among the poor and between the poor and the rich. He also argues that it enhances fairness and equality among the students since they are all addressed in the same way. Finally, the author suggests that this Idea is good since all the students can get the opportunity of exploiting their various potentials as far as studying is concerned (Allen, Maria and Knut 219).
This source is unique from the rest since it does not major on discussing the topic alone. It goes ahead to outline the importance of the institutional environments. It also provide recommendations on what needs to be done and suggests areas of future research concerning the topic. The main reasoning regarding economic diversity used in the whole journal is the fact that economic diversity is easy to come by even with the existence of several challenges. Reading through this journal enhanced my knowledge and understanding on the topic. First of all, it made me learn that economic diversity is beneficial to poor students since it allows them a chance to study and improve their professionalism. Secondly, I got to learn that it is important for institutions since the whole process lead to the acquisition of top brains.
The source that discusses research done about Measuring the Effect of QuestBridge on Economic Diversity at Selective Institutions argues that at present there is the problem of growing income stratification in education. This economic diversity can be solved by increasing the number of low and middle-income students in institutions of learning. The article argues that nonprofit organizations like QuestBridge can be used to solve this problem through providing sponsorships for the low-income students in selected universities to increase their percentage.
The argumentation process presented in this source was through an empirical research that was aimed at estimating the impact of this nonprofit organization on the access of eligible students at the partnering institutions (Furquim and Kristen 650). The methods of quasi-experiments were used. The findings led to a conclusion that a partner hip with the QuestBridge without enhancing the no-loan financial aid policies did not increase diversity. The finding improved my understanding of the topic regarding how the aspect of economic diversity needs to be addressed. From my understanding, institutions that simultaneously enact non-loan financial aid programs and at the same time partner with the QuestBridge organization witness an increase in economic diversity. I also got to learn that participating in the QuestBridge lead to an increase in the status of an institution. This fact happens through increased selectivity as well as the application of volumes in the selected institutions.
Concerning the source about A New Kind of Affirmative Action Can Ensure Diversity, the main argument of this article is that rich students are far much more than poor students in the selective campus of the United States nation. According to this source, the ratio of the rich to poor students was initially 25 to 1, though this situation has changed just a little in the recent years (Kahlenberg 1127). The article argues out that in the process of trying to bar race from being used in institutions, socioeconomic status is what is then considered. This action does not happen due to the attention is given to economic diversity, but it is an indirect way of boosting the racial diversity. For this reason, much still needs to be done to boost economic diversity in the various institutions.
This source is different from others since it suggests that an attempt to enhance economic diversity in schools end up expanding both the class and race classroom diversity. This fact increased my understanding of this topic in that I got to learn that economic diversity is not easy to attain. In many occasions, it requires the use of large amounts of resources to be able to assist and increase the number of low-income students in schools. I also got to learn that economic diversity comes together with the racial one since racial discrimination is one of the causes of the economic status differences among the citizens. Producing economic diversity without using the ethnic or race criteria is much less efficient and very hard than making the selection based on skin colour. Because of this, racial diversity could enhance a better form of affirmative action which will lead to economic diversity, in the long run.
The peer-reviewed journal on the Diversification of US medical schools via affirmative action implementation is another source that discusses this topic. It discusses the use of socioeconomic class preference in medical institutions. According to this journal, the reason for this is the fact that the whole idea will decrease the resentment that is fostered by the race-conscious affirmative action. Also, it proposes that the idea will lead to the achievement of goals of the application of the race-conscious affirmative action, especially since most applicants come from families with lower mean incomes. This journal is different from the rest of the sources since it suggests that students from low-income families have lower Great Point Averages (GPA) than those from rich families. This fact is not attributed to the genetic factors, but rather the inequalities and problems encountered by the minority group from their kindergarten to higher education (Lakhan 6).
The reasoning process of this journal is based on the fact that enhancing economic diversity will broaden the range of the student pool in medical institutions. This achievement will, in turn, sustain the progress of the biomedical progressions through the various researchers sponsored by the government as well as non-profit organizations. What is of much importance is the fact that the economic diversification will allow students from the low-income families to exploit their potential in medical studies. This course contributed to my understanding of the topic a great deal. I got to learn that having an economically diverse student body will diminish prejudice as well as promote a sense of tolerance in schools. According to this journal, it will promote a better health care and practice for the Americans.
The source about the Current Legal Status of Affirmative Action Programs in Higher Education discusses the importance of diversity and affirmative action in institutions. This source is a court ruling that suggests that affirmative action implies to different things for different people. It also refers to the measures that are meant to raise the figure of the competent minorities selected in an institution. The whole concept involves making decisions basing on ethnicity, race or economic diversity. Also, it does not imply to permitting quotas or giving opportunities to unqualified people (Perez 100). The journal continues to argue that a successful implementation of programs that lead to the inclusion of economic diversity will lead to the elimination of ethnic and racial disparities in all the institutions.
This ruling has differing claims from the other sources since it postulates that affirmative action has various meanings to different people. Because of this, people have to understand its true meaning in practice to be able to support the action fully. Included in the argumentation process of this source is the use of the business community to build a business case for economic diversity. Enhancing economic diversity in institutions will lead to the selection of students who are qualified and will be able to deliver quality services in their professions in the future.
The journal on Diversity and community in the twenty‐first century the 2006 Johan Skytte Prize Lecture discusses on how ethnic and racial diversity is increasing at present. It argues that economic diversity is not being left behind and organizations are currently making an effort to enhance the section of students from different economic status. The two are increasing mainly because of the sharp increase in immigration. The immigrants are normally from different ethnic groups and also pursue diverse entrepreneurial opportunities. These people have diverse skills and will end up increasing the level of economic activity among the citizens. This economic diversity will translate to the students being selected in various institutions. The difference that this article has when compared to others is that the writer does not argue that we cannot learn to be responsive to diversity better than how we do currently. Additionally, he argues that we cannot forever remain ignorant and respond to fear of the idea of non-diversity irrationally.
Putman, while writing this article, applied the reasoning that diversity is not a bad thing on balance. According to him economic diversity in institutions will enhance faster problem solving and greater creativity since the students that are being dealt with understand the economy from different perspectives. The main lesson I took from this article is that diversity can imply to the notion in which liberals have that makes them think that they are victorious since they have diverse people on board. In the same case, economic diversity in institutions enhances victory since students of different economic statuses come together (Putnam 150). Another lesson that I learned from Putman’s arguments is that economic diversity can trigger social isolation if not taken care of well. In other words, it leads to a build-up of distrust since the students will start to distrust those who look like them on top of those who do not look like them.
Conclusion
Low-income students perform well in institutions that have embraced economic diversity. The reason for this is the fact that when a poor student goes to study in a more affluent school, they are surrounded by peers that have big dreams. This student will become more engaged academically, less likely to drop the class, will be discipline and expect to continue their studies to college. The parents of the students also benefit from economic diversity in institutions since they get a chance to be selected as the PTA members. Also, teachers get attracted to these schools because of the good working conditions. Because of all these benefits, there is a need to include the aspect of economic diversity on top of the current quota that includes class and race.
Works Cited
Allen, Matthew, Maria L. Allen, and Knut Lange. "Institutions and the Diversity and Prevalence of Multinationals’ Knowledge‐Augmenting Subsidiaries." British Journal of Management (2017).
Furquim, Fernando, and Kristen M. Glasener. "A Quest for Equity? Measuring the Effect of QuestBridge on Economic Diversity at Selective Institutions." Research in Higher Education 58.6 (2017): 646-671.
Kahlenberg, Richard D. "A New Kind of Affirmative Action Can Ensure Diversity." Chronicle of Higher Education (2012).
Lakhan, Shaheen Emmanuel. "Diversification of US medical schools via affirmative action implementation." BMC medical education 3.1 (2003): 6.
Perez, T. "Current Legal Status of Affirmative Action Programs in Higher Education." The Right Thing to Do: Enhancing Diversity in the Health Professions (2001): 91-116.
Putnam, Robert D. "E pluribus Unum: Diversity and community in the twenty‐first century the 2006 Johan Skytte Prize Lecture." Scandinavian political studies 30.2 (2007): 137-174.
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