Students engage with one another on a daily basis in a classroom environment. Furthermore, classrooms provide a setting for students to debate and share ideas, usually in the presence of a facilitator. In that context, engagement and inclusion become crucial in every classroom environment. Classes provide appropriate channels for students to interact with one another, allowing them to successfully construct their skills. Furthermore, students who engage in healthy communication learn appropriate and useful qualities such as civility, integrity, appreciation for diversity, and integration of all members of the classroom. In more student-focused classes, for instance, my class, there are numerous opportunities where we as the students discuss ideas in small groups as well as on a whole class discussion platform. Following my poor behavior of implying that there are only two genders, and thus disregarding the other genders and the associated student, I am really regretful as I have realized my insensitivity. In that light, I have understood the value of inclusion of all genders, and I will respect the diversity in higher education. Civility, professionalism, inclusion, and respect for diversity are pertinent aspects of healthy discussions that all lead to respect, positive interaction, and collaboration in the classroom setting.
Explanation of Important Concepts
Various terms are essential and key in explaining the best way to discuss topics respectfully in a classroom setting. The most important concepts that are described in this section are diversity, equity, inclusion, and civility. The first significant concept is diversity which is critical in positive collaboration in higher education. Diversity entails differences such as individual variation, social or group differences that are engaged in the course of learning (College & University Professional Association for Human Resources, p. 9). Individual differences include variations in aspects such as personality, life experiences, styles of learning, while group differences include race/ethnicity, sexual orientation, ability, country of origin, class, gender, and also cultural, religious, political, and other affiliations.
The other important concept that is paramount in higher education is equity. The term equity implies the creation of opportunities for populations that have historically been underrepresented, so that they can have equal access to and also participate in educational programs (College & University Professional Association for Human Resources, p. 9). When such populations have been granted equal access to opportunities, they gain the potential to close the achievement gaps in matters of student success and completion.
It is also essential to shed more light on the concept of inclusion when engaging diverse students in Higher Education. Inclusion is the intentional, active, as well as ongoing engagement with diversity, such as in other students, in the curriculum, in the co-curriculum, and communities, like the intellectual, cultural, geographical, and social communities (College & University Professional Association for Human Resources, p. 9). It is in such communities that individuals tend to connect in ways that ultimately increase one’s awareness, content knowledge, empathy, and the cognitive ways in which different people interact within and further transform institutions and systems.
The last and most important term is civility. Simply defined, civility is courteous and polite behavior in any social situation. The best way to learn civility is to be attentive, patient, and observe the rules of social exchange that are agreed upon. However, there is the need to note that civility encompasses the simple definition provided. Civility is complex and entails learning the best ways to connect successfully. Besides, civility requires that students learn to be thoughtful, foster effective communication and better ways for self-expression (Katsanos, Schmutz and Jason 2-3). A civilized student tends to be fair, show mutual respect and good manners. In other words, civility can be equated with courtesy, which is a style of manner that ensures high levels of human discourse and interaction (Pavela 162). As further explained by Pavela, the primary reason for practicing civility, which is among the most elevated parts of our humanity, is to attain the highest level of happiness (p. 162).
With my earlier behavior of claiming that there are only two genders, I clearly portrayed high levels of incivility. Through such a statement, I insinuated that the other genders are less significant. I have learned that such behavior is unwarranted; hence I deeply regret it, and further ventured into acknowledging the essence of other genders, and also the need for respectfully engaging in discussions in a classroom setting.
Types of Diversity in Higher Education
In the contemporary world, one of the largest and most urgent problems that is facing colleges and universities is diversity, and most researchers and policymakers consider it as one of the most complex problems that colleges have ever faced. Nonetheless, there is the need to note that education within a diverse social setting prepares students for life in the modern society that is not only complex, but also pluralistic. If we adopt the definition of diversity on the basis of any or all variations observed, we risk making mistakes while identifying which differences are important. One significant approach to address this challenge is to attempt and identify categories or types of differences.
Among the most common types of diversity that come to the minds of many people are racial, ethnic, and gender differences. Historically, scientists explained human diversity regarding physical differences, with the mostly applied categories being race and sex. However, there is a great need to note that even though sex is an essential form of biological diversity, it cannot be merely reduced to females and males. Therefore, it would be prudent to stress that there are more than just two genders. In most instances, sex is associated with gender or the social assumptions and ideas regarding the underlying meaning of being either female or male in any setting. Another significant facet to understand is that gender is an essential category when assessing human diversity as it affects almost all dimensions of human existence. In that light, it is always the case when thinking about human diversity that individuals think about the continuum of gender and sex. Another related aspect applied when discussing human diversity is the category of race.
Race is considered to be more similar to the concept of sex and gender. As explained in the article Human Races: Classifying People vs. Understanding Diversity by Guido Barbujani, researchers in different fields have concluded that race as a biological group is non-existent, even though people usually talk about various races. Just like gender, race is a social as well as a historical idea as opposed to it being a biological reality. However, this does not disregard the existence of visible differences in humans that could be considerably grouped into subsets. Nonetheless, even though people are different depending on their geographical backgrounds, it is not the outward differences that influence well-being, but it is our personal responses to such differences. As explained by Barbujani, as a biological class, race may not exist, even though it is clear that racism does, and individuals suffer in numerous ways due to the discrimination and stigmatization they face (p. 10).
Racial diversity is the most commonly identified type of social differences in colleges and universities. For instance, research proves that the US has made significant strides in bridging the racial and ethnic diversity gap in higher education institutions. For instance, Haring-Smith explains that over the past four decades, freshman classes in the US have transformed in racial proportions from more than 90 % white to approximately 73 % white. Among the other first year students found in the US colleges and Universities in 2011 are African Americans, who make up 11.5 %, and 12.4 % comprising of Latinos, Chicano, Mexican Americans and or Puerto Ricans (Haring-Smith).
In most parts of the world, the term "ethnicity" is more acceptable than "race", and this encourages us to see beyond physical differences in order to consider diversity in culture, experiences, heritage, and language. We should understand that whether in our social settings we chose to use race or ethnicity in describing specific observable variations, it is apparent that social, as opposed to biological factors, are responsible for the powerful position of this type of diversity.
As explained by Haring-Smith, institutions of higher education in America have been working for years to increase both the ethnic and racial diversity of the campuses in the country. Such efforts significantly contribute to social justice as well as equal and expanded access to higher education. Haring-Smith further explains that students have impoverished learning outcomes when they are enrolled in institutions with homogeneous groups of like-minded individuals who tend to share similar beliefs, experiences, and aspirations.
Other significant types of diversity that are observed in institutions of higher education pertain to aspects of socioeconomic status, physical ability, intellectual level, and sexual orientation. These types are in addition to the readily identified categories of diversity, particularly those of gender, race, and ethnic differences.
How to facilitate Inclusion and Respect for all Diversity
There is an assertion that institutions of higher education are charged with a unique responsibility of developing in students the skills, knowledge, and competencies that they require in order to play active roles in the society. In most colleges and universities in the country, there have been great efforts to reconsider what it currently means to be a productive and or active member of the society, especially due to the increasing diversity in the country that is superbly connected to the global community (Milem 1). In recognizing and responding to such trends, colleges and universities have ensured a dramatic transformation of their mission statements. Most mission declarations of the colleges and universities across the United States have continuously affirmed the role played by diversity in enhancing learning and teaching in higher education (Milem 1).
With such an understanding of the role of diversity in institutions of higher education, there is the need to ensure that all stakeholders facilitate inclusion learning as well as the respect of all diversities. The various stakeholders i.e. instructors, staff, students, and policy makers in such educational settings should be committed to ensuring that all individuals, regardless of their differences (racial/ethnic, gender, sexual orientation, socioeconomic status, physical ability, or intellectual level) are respected. Inclusion, as earlier on highlighted, entails the principle that all students have the right to equitable access to learning, achievement, and search for excellence in all their educational programs. Inclusion should not be confused with full integration in regular classrooms since it transcends placement and includes meaningful participation as well as the promotion of collaboration with other students.
One of the primary ways in which educational inclusion can be facilitated is by ensuring that all students are involved in networks of personal relationships that are built on close friendships. When students form close associations in a classroom setting, they find it easy to share ideas in a respectful manner and thus boost their confidence in sharing ideas. In addition, students will be better placed to express themselves, and based on the nature of friendship established; every student will feel a sense of identity. Nonetheless, inclusion through forming close ties among students ensures there are no instances of prejudice or discrimination, as a student is naturally expected to show respect to his or her peers with the fear that deviating from respect will lead to the loss of friends.
Another way that inclusion in the classroom setting can be facilitated is to ensure that the instructor encourages students to form a group through which discussions of assignments will be conducted. A critical aspect to consider when forming the groups is ensuring that each team is made up of students from different backgrounds as well as social settings. For instance, there should be mixing of male and female students, students of the various sexual orientations, those from different socioeconomic statuses and so on. Such a move is pertinent to ensuring that the discussions held in the group, as well as during class hours are sensitive to the backgrounds of every member. For instance, it will be perceived considerably rude for a student to discriminate members of ethnic/racial groups or genders that are historically considered minor.
On an individual level, each student has a role to play in ensuring that there is an effective inclusion and respect for everyone in the classroom setting. Every case of discrimination, as I have come to realize, sprouts from individual deviation from the socially accepted norms. For instance, the society, universities, and colleges admit students from diverse backgrounds, and thus, it is expected that they portray high levels of civility and respect for each other. In that light, every student should be committed to being courteous when engaging other students, regardless of their race/ethnic background, gender, or even sexual orientation. With such understanding, institutions of higher education will be suitable platforms where diverse students can relate positively.
As explained by Rookstool, there have been increasing concerns about civility, or lack thereof, for a long time (p. 18). Civility is considered a practical skill and it is rooted in the values of culture, but there is adequate evidence suggesting that society as a whole is suffering a reduction of civility, with serious deficiencies observed in schools (Rookstool 18). Even though most institutions of higher education greatly emphasize the significance of civil engagement, it is evident that students may not possess the required “civility skills” that enable them to engage with other diverse students and recognize the value of the ideas of others, or even the dignity of every student in school. In that light, Rookstool suggests that the most effective way to facilitate inclusion in classrooms is to include aspects of civility and civil discourse in the discussion of all dimensions of educational institutions.
The major aspects that could be addressed include the best way for the college community to encourage civility, civil discussions, respect toward and among other students, staff, and faculty. In its effect, Rookstool concludes that civility portrays the larger purpose of the academy, which is to develop skills necessary to solve problems in a diverse population of students; and thus, enhance the social and educational development of students (p. 18). However, at this point, it is important to note that my college has fully addressed the aspects as mentioned earlier; thus, this cannot be perceived as a self-justification for my earlier behavior of disregarding members of other genders.
Importance of Civility and Professionalism in the College Classroom
In most societies, civility is equated with courtesy which ultimately enhances human interaction and discussion. There exist variations in how civility is reflected in different cultures, even though all are portrayed in in ways of human's ability to be social (i.e. bows, smiles, gifts, handshakes, or acts of kindness). All such activities are based on one significant feature of human existence, i.e. a recognition of dignity in others (Pavela 162).
Practicing civility in institutions of higher education promotes happiness, since it is linked with affection, affiliation, and love; all of which are features that flow from our social human nature. Whenever some students are treated without dignity, particularly as a way to someone else’s end, the characteristics and feelings rarely survive, hence the essence of appreciating the presence of others (Pavela 162). In addition, it is worth noting that the social nature of human beings is dependent upon communication, and the basic and mostly cherished forms of discourse is conversation. (Pavela 162).
As further explained by Pavela, there is a requirement of at least some minimal levels of civility during conversations, as seeking the truth is our core goal and is something greater compared to isolated theories or facts (p. 163). The scientific method which is greatly applied in the academic world is a perfect example of the relationship between civility and the truth. When scientists stick to the scientific method, it implies they practice self-restraint, self-examine themselves, and also view those with different opinions as partners in the search for the truth, and not as enemies. Therefore, civility can be considered as an important part of the scientific method as well as academic life; hence all students are expected to portray high standards of civility in the classroom setting.
According to Pavela, a significant starting point in any discourse about promotion of greater civility on campus should understand the reality of student life and development. There is the need to understand that young people often define their trait through the test of authority. As a result, some seem to have developed significant social, personal, or even religious insights. In addition, civility should not be defined on the basis of perfect rectitude, or rather blind obedience to the existing authority. As further explained by Pavela, when dealing with the young college or university students, civility seems to be a sensibility that may be evidenced by the constant observation that some students possess a “good heart”, even though they are often in trouble, even though such requires time and experience to fully develop (p. 165). At this point, it is critical to point out that this does not imply that a student who acts in an uncivilized manner should escape the repercussions of their actions. A suitable approach to such a challenge would be moderate and progressive discipline that is associated with counseling aimed at promoting self-realization.
Another significant importance of civility and professionalism in a classroom setting is that it enables students to learn in a healthy environment. According to Pavela, civility is learned by instruction and also through example (p. 170). There exists a connection between social life, love, happiness, and civility, and such a nexus needs to be communicated to students. Students need to learn that attainment of such virtues and outcomes (i.e. happiness) depends on self-restraint of the student. When students are committed to the pursuit of truth, civility and friendship are promoted through encouraging dialectic. Pavela describes this form of discourse as one that entails discovering contradictions in the argument of another person and proposing alternatives so as to promote mutual understanding (p. 170). Therefore, it is evident that whenever students become civilized, they will interact with their peers in and out of campus in a positive way that is based on respect for the opinions and diversity of all. Therefore, my case of disregarding members of other genders was an utmost sign of being uncivilized, and I am willing to improve my behavior.
Pavela further explains that among American college students, a single-minded reliance upon punishment is a least effective strategy of promoting civility. Learning from the campus “speech code” debate, as well as the resounding rejection of speech codes by the American courts, punishment for incivility and offensive expression is ineffective, as it runs squarely into an evolving and deep libertarian events in the contemporary society. The result, as explained by Pavela, is to turn offending students into martyrs of the First Amendment (p. 166). Pavela concludes that the digital world display values such as precision, commitment, diligence, loyalty, and playfulness, all which can form a foundation for multi-generational respect and cooperation. Therefore, students and administrators should work together in making many forms of incivility unfashionable; hence students will be compelled to refrain from acting in an incivilized or unprofessional manner.
Importance of Respect for Diversity and Inclusion in Higher Education
The American Council on Education (ACE) has for a long time been committed to give access to higher education for all qualified Americans (The American Council on Education 1). The Council also has a longstanding record of commitment to the advancement of equality in opportunities for education.
The diversity of college and university staff, faculty, and students positively contributes to the strength, intellectual personality, as well as productivity of the institutions of higher education. Diversity regarding physical ability, age, religion, race, gender, ethnicity and also socioeconomic status enhances the richness of the environment for teaching and also research. In addition, diversity is required in discipline, cognitive style, intellectual outlook, and personality in order to provide students with a wide range of ideas that together composes dynamic intellectual community. Besides, a diverse student body, faculty, as well as staff is essential in attaining the mission of teaching and research of most institutions of higher education as there is increased creativity, innovation, and also the ability to solve problems.
Even though there arise some significant challenges as a result of diversity in campuses, students, staff, and faculty should be committed to minimizing such problems. A suitable approach to minimizing the challenges and further enjoy full benefits of diversity is to learn to respect and acknowledge the existing stylistic and cultural variations of each other. Besides, there is the need to realize the day-to-day suppositions and traits that could compromise the existing interactions.
The benefits of diversity and inclusion in colleges and universities can be grouped into those that pertain to first, research and teaching, and secondly, to students. According to research, diverse working groups tend to be creative, more productive, and also innovative as compared to homogeneous ones. In addition, campuses that have diverse faculties promote teaching and research. Many colleges and universities believe that diversity in their student bodies, staffs, and faculties is essential in fulfilling their basic mission of providing high-quality education (The American Council on Education 1).
As it pertains to the benefits to individuals, socializing across race, and further holding discussions have a positive effect on students’ retention, intellectual self-concept, satisfaction with college, as well as social self-concept (Milem 9). In addition, when students from diverse backgrounds have increased interactions, they tend to understand each other in a positive way. Furthermore, The American Council on Education explains that diversity and inclusion enrich the experience gained by students in that they learn from the experiences, perspectives, and beliefs that are different from theirs (p. 1). Such lessons can only be put forward in a social and intellectual environment that is richly diverse.
Another significant importance of inclusion and respect for all diversity is that it promotes personal growth as well as a healthy society (The American Council on Education 1). The benefit is attained as diversity challenges stereotyped perceptions and further, encourage critical thinking. Students will feel a moral restriction from discriminating others who are different from them regarding gender, sexual orientation, ethnicity, and also socioeconomic status. Lastly, respecting diversity for and inclusion for all is significant since it enhances the economic competitiveness of the United States. For sustenance of the country’s prosperity in the 21st century, there should be effective use of the abilities and talents of all individuals, particularly, the creative campus students. In addition, work settings should bring together and respect individuals from diverse cultures and backgrounds for maximum output (The American Council on Education 1).
Conclusion
In any classroom setting, students usually interact with each other, and also with their facilitators in the course of the learning experience. Students are involved in class as well as group discussions where various topics, including the most sensitive ones, such as those about sexual orientation, gender, and ethnicity/race. Therefore, it is paramount that every student practice civility, inclusion, professionalism and respect for diversity for healthy discussions in colleges and universities. The paper has assessed these concepts of civility, respect for diversity, inclusion, and also professionalism, it has been ascertained that courtesy is a significant ingredient in positive relations between and among the student body, staff, and the faculty.
Among the most common types of diversity that are evident in modern-day institutions of higher education include racial, ethnic, and gender differences. In addition, other types of diversity are observed in colleges and universities, and they are related to aspects of intellectual ability, sexual orientation, socioeconomic status, and physical ability. With such diversity, all stakeholders should ensure respect for all people regardless of their backgrounds, a move which will facilitate inclusion and appreciation for all individuals. Another approach that can be applied to facilitate inclusion in the classroom setting is to ensure that the instructor encourages students to group with individuals from different backgrounds, and this will promote respect for all students. The paper has also offered a detailed explanation of the essence of civility, professionalism, inclusion, as well as respect for diversity. With such knowledge, I understand that my behavior to claim that there are only two genders was a serious social deviation from civility. I am deeply regretful for disregarding the presence and essence of other genders, as I have come to realize the significance of diversity in the classroom setting.
Works Cited
American Council on Education. “On the Importance of Diversity in Higher Education.” Leadership and Advocacy Report. Washington, D.C., 2012.
Barbujani, Guido. "Human Races: Classifying People vs. Understanding Diversity." Current Genomics, vol. 6, no. 4, 2005, pp. 1-12.
College & University Professional Association for Human Resources. “Diversity, Equity, and Inclusion: Making a Difference 2013-14.” Research Report. United States, 2015.
Haring-Smith, Tori. "Broadening Our Definition of Diversity." Association of American Colleges & Universities. 2016. Web. 17 May 2017.
Katsanos, Tina, Schmutz, Vaughn, Jason, Kendra, Pass, Michelle. "Promoting Civility and Professionalism in the Classroom." Faculty Guide, 2016, pp. 1-6.
Milem, Jeffrey F. "The Educational Benefits of Diversity." Compelling Interest- Prepublication Draft, 2000, pp. 1-41.
Pavela, Gary. "Civility and Student Life." Stetson Law Review, vol. 27, 1997, pp. 161-175.
Rookstool, Judy. "Getting their Best Behavior." Business Officer, 2010, pp. 18-19.
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