Hello, chachibird!
I've been looking for information concerning your question for the
last few days. While it is hard to find concrete answers that deal
specifically with each aspect of your question, especially when
pertaining to a Psychology degree in particular, there are a number of
resources that touch on the overall issues of diversity in graduate
school.
First, you are aware that you will most likely be thrust into a
program with a great deal of diversity among the graduate students.
Therefore, you have shown great insight into researching potential
challenges you might encounter so you can be prepared!
An excerpt from the description of students in The Counseling
Psychology Program at the University of Kentucky reveals just the type
of diversity you may encounter!
http://www.uky.edu/Education/EDP/apa97d.html
"Counseling Psychology doctoral students represent ethnic diversity
and national diversity. The students are diverse in age, culture,
sexual orientation, and gender (Goal 2) (See Table 2.) Currently the
Program has 12.5% African-American students which is well above the
average for African-American representation (7%) in the Commonwealth
of Kentucky. The Program typically has several international students
in our Program. Currently, a student from Israel and a student from
Kenya are enrolled in our Counseling Psychology Program. Since the
last site visit, we have graduated two other international students,
one from mainland China and one from Korea. Currently, minority
students (ethnic plus international) represent 19% of our total.
The Counseling Psychology Program is a safe place for gay, lesbian and
bisexual students to be "out" and several students have completed
dissertations relevant to sexual orientation. Our Program's student
population is diverse in age, with students ranging in age from 25 to
51 years old."
====
Since you have asked for specific challenges you might encounter from
working and studying with a diverse student population group, I have
compiled some references that deal with specific aspects of this
issue. For the most part, the references are meant to help you be
aware of different aspects of diversity in school so you can form some
awareness and solutions as to how you might best deal with situations
you encounter.
Part of my answer focuses on the types of discrimination minority
students encounter, so that you may outline some strategies to better
understand and communicate with such students. Knowing that minority
students may feel a particular way, even though they do not directly
voice their feelings to you, will better equip you to understand and
formulate the best strategies to communicate, study together, and get
along as a group.
** I have included the benefits you might derive from diversity, as
well as the challenges that may arise! **
============================================================================
BENEFITS of a Diverse Student Body
*********************************
Diversity can lead to increased awareness and intellectual stimulation
**********************************************************************
From "The Intellectual Benefits of Difference," by Mylene Ribadeneira.
Grad to Grad Online. University of California, San Diego (Spring 2002)
http://www-ogsr.ucsd.edu/studentpublications/Grad_to_Grad_online/Spring_02/page2.htm
"I sat down with Edwina Welch, the Director of the Cross Cultural
Center, to talk about the importance of sharing ideas across
disciplines and what academia gains from a community of students and
faculty who come from different schools of thought. Diversity, she
argues, affects how we put ideas together."
*****
"When scholars who come from different backgrounds and perspectives
work together, there is increased potential for the development of
alternative methodologies and solutions."
*****
".....Note that a large part of graduate study involves seminars and
working in teams; intellectual development does not occur alone.
Graduate students, and all academics, contribute to scientific
developments and challenge ideologies within the contexts of research
groups and intellectual debates. This argument also applies to the
visual arts; artistic expression often reflects struggles between
challenging perspectives and the resulting tensions expressed within
social relations.
*****
"So how does diversity affect academic success? How does diversity
improve or facilitate your career as a graduate student? Edwina
believes that diversity not only fosters intellectual development, it
contributes to the quality of life. Diverse experiences, such as the
sharing of ideas with peers, contribute to graduate student quality of
life."
*****
====
From "From "Keynote Address at "U-M Admissions Lawsuits: An Update,"
by Dr. Mary Sue Coleman.
(9/18/2002)
http://www.umich.edu/~urel/admissions/statements/coleman.html
"....a diverse learning environment is a better learning environment
for every student. In this month's Harvard Education Review,
Professors Patricia Gurin, Eric Dey, Sylvia Hurtado and Gerald Gurin
have published a compilation of their seminal research findings that
link diversity with positive student educational outcomes. In
addition, researchers at Harvard, Stanford, UCLA and the University of
Maryland among others have studied and reported on some of these
positive outcomes including richer classroom environments, improved
critical thinking abilities, higher self-confidence, and improved
interpersonal and leadership skills."
Diversity can Foster Intense and Interesting Discussions:
**********************************************************
From "Keynote Address at "U-M Admissions Lawsuits: An Update," by Dr.
Mary Sue Coleman.
(9/18/2002)
http://www.umich.edu/~urel/admissions/statements/coleman.html
"More than fifty years of changes in higher education have taught us
that the more diverse an academic community becomes through every form
of "diversity" you can name, the more vigorous its debates and
discussions."
=====
Diversity Breaks Down Stereotypes and Prepares the Student to Enter
the Real World
********************************************************************************
From "Keynote Address at "U-M Admissions Lawsuits: An Update," by Dr.
Mary Sue Coleman.
(9/18/2002)
http://www.umich.edu/~urel/admissions/statements/coleman.html
"Recognizing the educational benefits of diversity does not mean that
we equate a person's race with a particular point of view. It reflects
the fact that race still matters in American society, as it influences
our perceptions about the world and the people around us. To
understand the impact on perception, there is no substitute for
face-to-face interaction among students. It is the most powerful
educational tool we know to break down stereotypes and overcome
assumptions. It helps students see commonalities across racial lines
and acknowledge differences within racial groups. No book or lecture,
no computer simulation or exercise, could convey the message as
eloquently. The experience of studying in a diverse community prepares
students - all students - to participate in an increasingly diverse
democracy and to compete in a global economy."
============================================================================
CHALLENGES/ISSUES involved with a Diverse Student Body
******************************************************
Student Diversity requires a variety of learning methods:
*********************************************************
From "Diversity, Demographics and Dollars: Challenges for Higher
Education," by Mary B. Marcy. Antioch University (July 2002)
http://www.pfhe.org/documentposts/WP3.pdf.
Collaborative Environment:
"There is substantial research which indicates student learning is
improved through intensive small group and peer discussion, and these
findings appear to be underscored when we are dealing with a highly
diverse study body." (Humphreys & Schneider, 1997).
" Collaborative group work that integrates social and academic support
is an especially powerful model for students from underrepresented
populations (Treisman, 1992). Institutions whose student bodies are
composed primarily of minority students have shown high rates of
success in retention and graduation rates, which reflects a community
that is supportive both academically and socially (Brazzell, 1996).
Many adult campuses have also developed coursework that emphasizes
cohort learning.
"While this structure evolved in response to the schedules of working
adults (allowing students intensive cohort group learning with longer,
less frequent class meetings), it has also proven to be an effective
learning process, encouraging students to learn from each other in a
dynamic environment." (Wlodkowski, 1985).
Learning Communities and Interdisciplinary Learning:
"Interdisciplinary learning is a compelling model for effective
learning among diverse groups, because such learning calls upon
students and faculty to make connections across difference (Guarasci &
Cornwell, 1996). This process is especially critical on diverse
campuses, because it places an equal expectation on all students to
engage in complex discussions of difference. Learning communities,
which restructure the curriculum to link courses among a common cohort
of students, encourage a collaborative approach to develop complex
webs of understanding. Learning communities have consistently been
shown to increase student retention, expand levels of learning,
enhance relationships between students, faculty, and disciplines, and
"provide a powerful means of serving an increasingly diverse student
population" (Smith, 2001).
Technology Access and Comfort Level:
"Technology also poses challenges for a highly diverse environment,
however. One of the most widely documented aspects of the internet age
is what is known as the "digital divide." Put simply, Caucasian and
Asian-Pacific households in the United States are more than twice as
likely to own, or have access to, a computer than are African
American, Hispanic and Native American households." (U.S. Department
of Commerce, 2000).
*****
A diverse student body will have various levels of access to and
comfort with technology, and will need support to effectively use
technology.
*****
Be sensitive to the feelings and challenges faced by minority students
***********************************************************************
From "A Survival Guide for Ethnic Minority Graduate Students," by
Nabil Hassan El-Ghoroury,
Diana Salvador, Roxanne Manning & Tanya Williamson. APA Online
http://www.apa.org/apags/diversity/emsg.html
"In 1999, Dr. Richard Suinn became the first Asian-American and the
third ethnic minority to become President of the American
Psychological Association. As President, Dr. Suinn established as one
of his initiatives a focus on ethnic minority psychologists and
graduate students. One component of this initiative included the
mentoring of ethnic minority graduate students in psychology. During
the spring of 1999, Dr. Richard Suinn approached the American
Psychological Association of Graduate Students (APAGS) and asked us to
develop a graduate school survival guide. As a committee with a strong
interest in ethnic minority issues, we enthusiastically agreed to take
on this project."
"In April 1999, we began working on the survival guide. Our
overarching goal was to solicit information from the front line; from
ethnic minority graduate students, new professionals, and
psychologists who had wisdom to share based on the obstacles they
faced as graduate students. We spoke to students and professionals
from different programs across the nation and simply asked: "What is
helping (or helped) you survive graduate school?" and "What
suggestions or tips do you have for other ethnic minority graduate
students?". The areas delineated in the guide were dictated by the
suggestions, tips, and strategies proposed by those surveyed."
(Some unique feelings encountered by minority students follow. The
more you are aware of these feelings, the better you will be able to
understand how to work with the diversity you might encounter in
Graduate School.)
DEALING WITH IMPOSTOR SYNDROME"
"Many students begin their graduate career in a state of disbelief.
You may be surprised that you actually were accepted into a graduate
program. You may be waiting for someone to discover that you really do
not belong there because you feel as if you are not smart enough, or
have enough experience. These feelings of insecurity are
characteristic of the Imposter Syndrome and are not uncommon.
*****
While many students experience these feelings, ethnic minority
students are particularly vulnerable. Ethnic minority students have
reported that some professors and students in their undergraduate
programs have expressed doubt about their academic abilities. For
instance, one student recalled a professor who accused her of
plagiarism because her paper was "too good." Other students reported
hearing comments from their peers that they were accepted because of
affirmative action quotas. Even if you did not directly experience
similar events, the belief that ethnic minorities lack academic
ability is pervasive in this country. Facing this kind of
discrimination may cause you to begin to doubt your own abilities.
*****
DEALING WITH RACISM
"Ethnic minority students report experiencing both overt and subtle
forms of racism. Students have been the target of denigrating remarks
and jokes. There is often the experience of others drawing
generalizations about you. Some people may assume that because you are
ethnic minority, you are automatically interested in issues of
diversity. You might find that your peers or professors turn to you to
get the "Hispanic" or "Native American" perspective. You may be asked
to join a committee or conduct research on ethnic minorities simply
because of your minority status. Such requests have the foundation on
the generalization that you are an expert in your own culture simply
based upon you being a member of that culture. Although this
generalization may place you in an uncomfortable position of having to
correct others, it is not based on negative racism. On the other hand,
there might be some in the department who might devalue diversity.
Some students also report experiencing racism in other domains outside
the department. Students on clinical practicum may have to cope with
negative beliefs held by their supervisors, coworkers, and clients.
Those involved in teaching might have to deal with prejudicial beliefs
of their students. Because racism is so pervasive, it is essential
that you prepare yourself to cope with any that you may experience.
Below are some suggestions for you to consider."
====
The above article is excellent.......primarily for the suggestions it
provides for all graduate students in every discipline. It will be
worth reading in its entirety and will provide you with some very
valuable strategies to make your graduate school years more effective!
============================================
Be sensitive to racism in all forms and you will be a help to your
fellow students!
********************************************************************************
(Ethnicity, religion, sexual preference....)
From "Report of the College of Liberal Arts Dean's Diversity Advisory
Committee." Submitted to Dean Woodrow Jones on May 15, 2001
http://clla.tamu.edu/about/diversityrep01.pdf
"The 1998 "Campus Climate Survey" revealed that Aggie culture was not
welcoming to ethnic minorities, especially to African Americans: 48%
of the African American students surveyed reported encountering racial
discrimination. Anecdotal evidence gathered by the DDAC suggests that
the racial climate has not changed substantially since 1998. For
example, when asked about their perceptions of the academic and social
sides of the campus, students interviewed by Committee members praised
the University's academics and resources, but criticized its social
atmosphere with regards to minority student life."
*****
"The students felt that traditional campus life was "not for them."
They were quite vocal about feeling unwelcome at or alienated from
campus traditions, those elements that are fundamental in building and
maintaining a campus culture. They suggested that the programs and
activities sponsored by the Multicultural Services Office and the
various organizations run by and for students of color were their only
real opportunity to socialize with their peers and feel at ease."
*****
"These students also felt that the University administration did very
little to encourage and sustain the diversity it claims to desire in
its official media. They asserted that overt incidents of
discrimination largely went unnoticed by an apathetic or insensitive
campus community. Recently, a minority student was spat upon and
subjected to ethnic slurs by other students while in class. A Hispanic
transfer student, who is a graduating senior, spoke of hearing
racially offensive remarks being made about Mexican Americans in her
presence while at T-Camp, adding that camp staff did not address the
incident when told about it. Students at the "Racism at Texas A&M
Forum" reported that minority students residing in dormitories were
sometimes reassigned to new rooms to accommodate the prejudices of
students and their families, and they related experiences about
University faculty and staff (particularly student workers) who seemed
insensitive to diversity concerns. An African American member of the
Corps of Cadets at the forum recalled an incident where a poster in
her dorm was defaced with racial slurs. Upon reporting the incident to
her RA, she was asked if she was "sure that it wasn't just a joke."
Nearly all the students interviewed could recall the occurrence of
such intentional or unintentional racism, from the publication of
inflammatory editorials in the Battalion, to alleged unfair treatment
by campus authorities. "
*****
"Just as ethnic and racial minorities experience feelings of
alienation and isolation, members of religious minorities (including
Mormons, Catholics, and members of other Christian sects that are
"minorities" on this campus) often encounter religious intolerance and
ignorance that create similar feelings of isolation and rejection. For
example, non-Christian and "minority" Christian members of the
community have repeatedly complained that they feel excluded when
Christian prayers are recited at campus events (e.g. Muster), and
non-Christians feel excluded when speakers assume that the entire
audience or student population is Christian."
*****
"Given that the University has such a visible presence in the
community, it is no surprise when students report that this same poor
treatment extends into the College Station community. Gay and lesbian
students as well as ethnic minority students report not being served
in some restaurants and local businesses. One student recalled seeing
a confederate flag placed in the window of an off-campus apartment
complex shortly after a group of African American students moved in.
In the last few years, foreign-born graduate students (who comprise
about a third of graduate students) living in the Northgate area were
made the target of violence by local residents as they went to and
from classes. With the exception of the last instance, however, none
felt that the University took an active enough role in helping to
remedy the situation. Students interviewed suggested the need for a
university-wide "zero-tolerance" policy towards discrimination,
perhaps even the creation of a campus response team, whose task would
be to immediately deal with incidents of discrimination on campus.
Multicultural Services, Gender Information and Education Services, and
Student Counseling Services are all existing campus offices whose
resources might also be applied to this effort. Finally, to help
alleviate racial, gender, and religious discrimination at TAMU and
make the academic and social environment more welcoming for every
member of the campus community, faculty, staff, students, and
administrators should take advantage of the diversity-training
programs that are available to them. "
====
Be sensitive to different styles of learning and studying among
different ethnic groups
***************************************************************************************
From "The Challenge of Diversity: Alienation in the Academy and Its
Implications for Faculty," by
Daryl G. Smith. The Claremont Graduate School. (1991)
http://www.ntlf.com/html/lib/bib/diversity.htm
Previously published:
(Smith, D. G. (1991.) The challenge of diversity: Alienation in the
academy and its implications for faculty. Journal on Excellence in
College Teaching, 2, 129-137. )
"Recognizing that groups and individuals learn in different ways
requires rethinking the manner in which teaching is delivered. The
concept of different learning styles relates not only to the ways in
which knowledge is organized and absorbed but also to the different
climates and modes that are either compatible with or alien to one's
background. For some cultures, cooperative learning is the only way to
learn; highly individualistic approaches are not understood."
"Ironically, as I look at studies of the most successful institutions
concerning diversity, a common characteristic is that they have high
standards for performance. The climate of such institutions is one in
which excellent performance and quality are expected and not
compromised. The difference is that great care is given to deciding
how performance will be evaluated.
*****
In these schools, students who are different do not feel as though
they were admitted but expected to fail. Setting high standards to
weed out is different than using high standards as a framework in
which students are expected and helped to succeed (Mingle, 1987;
Richardson & De los Santos, 1988; Pearson, Shavlik, & Touchton, 1989)
*****
Be aware of the challenges faced by "Older Students"
****************************************************
From "Carroll embodies diversity at GSE: Older students flourish at
Ed. School," by Alvin Powell.
Harvard University Gazette. (11/1/2001)
http://www.news.harvard.edu/gazette/2001/11.01/13-carroll.html
"Older students re-entering college often face psychological
challenges different from those faced by their younger classmates.
Most have been out of the classroom for years, if not decades, and are
concerned how they'll measure up."
"They usually have a lot of anxiety about how they can compete with
their younger colleagues," said GSE Director of Student Affairs Nancy
Nienhuis. "They experience a lot of stress, based on the fact they've
been out of the classroom for some time."
Be Aware of Special Stresses Faced by Women
*******************************************
Although the following article addressed females in the sciences, I
think that most of it would apply to fellow graduate students in most
fields.
From "Voices from the Pipeline," by Shelia E.Widnall. Onlineethics.org
http://onlineethics.org/div/abstracts/pipeline.html
Findings from a survey of graduate students at MIT and Stanford:
Women felt less prepared in their readiness for graduate school.
They felt gender was an obstacle.
Women's were less inclined to act on their discouragement and
frustration with the system than men, and felt more hopeless than
powerful in the situation.
Women had lower self-esteem and career ambitions compared to men.
Women felt inadequate in their ability to acquire research skills
compared to men.
Perceptions of harassment and inadequacy about their abilities from
both faculty and other students led women to be less productive
because of the added emotional stress.
==========================
Along with the above there particular stresses faced by married
students and working students, who often have to attend school
part-time or face extreme financial or time stresses if they are
full-time students.
Please refer to another question I answered about the stresses of
graduate school and distance learning for some more insights that may
pertain to your question:
http://answers.google.com/answers/main?cmd=threadview&id=160433
If I can be of further help, or if any of the links to the references
do not work, please ask for clarification *before* rating this answer.
I will be happy to help!
umiat-ga
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