Minority First Year Faculty
Minority First Year Faculty
Evidence suggests that students in the first year faculty usually experience and expects a lot of things when admitted for their courses. Influences on program choice, options in respect to first year experience, and expectations students have towards the study in higher learning institutions has developed the world of expectations and experience that minority first year students have in their faculty. This is a main problem simply because it affects students learning styles. This easy will look at some of the common expectations and experience that minority first year student’s face in their choice of faculty and course, (Rice, 2010).
Research from different learning institutions has developed a common notion that students tend to make friends in respect to their backgrounds. Minority students do not expect to make friends with students who do not come from a different background. It is a common expectation that has existed for decades. The greatest worry among students is on how to select their friends when they enter or enroll in the first year faculty. The idea of self segregation among minor students has developed the issue of making friends from the same background. It is a tradition that students who come from the same background or have similar characteristic must make friendship. Different studies have discovered that most of the white students have the tendency of segregation something that has made minority students expect no friendship from the whites, (Center for Student Opportunity, 2010).
Most of the minority groups that join learning institutions have a problem with the issue of diversity. University or learning institutions should focus on the issue of diversity and create an environment that supports and helps students achieve their academic dreams. Minority students expects nothing in terms of diversity from learning institutions simply because they are few in number and have no say towards any progress. Majority students who are the whites have been discovered that they support actions that develop and increase aspects such as racism and ethnicity. Lack of affirmative actions has developed lack of diversity among students something that has entirely affected the learning environment. This is an experience that first year students go through when they join their faculties. If not addressed in the right direction, the issue of diversity affects students from their first year until when they are in their final learning year, (Rice, 2010).
The experience of color students especially African Americans feel that members of faculty does not want them and respect their decisions. This perception affects minority first year students and may worsen their academic life. Color students always develop small groups that work towards affirmative actions. They have engaged in the issue of affirmative simply because they feel and think that they are not by faculty members as well as students from other groups. Evidence suggests that this notion has a great effect on the life of a student simply because his or her minds will always be focused towards affirmative environment and not towards learning goals. First year color students always expect discrimination from faculty members simply because it has been a tradition for many years. Students in that regard firmly support affirmation activities in order to feel respected, (Center for Student Opportunity, 2010).
Student’s perception on how they will be has affected minority first year students who join learning institutions. This expectation has affected thousand of minority groups simply because they do not focus on what they are to accomplish in school rather on how to develop and support diversity and affirmative activities. Evidence suggests that minor groups perform poorly for they have no enough time to look at whatever took them in school. Such experience gives minority students no hope to continue with their learning. Statistics have shown that a number of minority students in the first year become so depressed by learning something that makes them drop out of school, (Center for Student Opportunity, 2010).
In order to achieve learning goals and expectations, students should understand their learning environment fully. Lack of proper learning experience has been a problem to most students and develops problems to students who want better academic life. Students expect to have a private life in order to cope with learning environment, but this situation has never at any time yield best results. White students have played a vital role towards perceptions of color students. This is because white students support ethnicity and racism something that make color students feel extreme minor when in college, (Rice, 2010).
In conclusion, minority first year students in any learning institution face challenges of copying with different situations. Evidence suggests that learning institutions should change this environment in order to allow different students have positive perceptions. What students expect and experience significantly matters on the future outcomes. It is not what students feels and thinks that must always turn true. Some are just perceptions, and they carry no sound evidence that should be used to judge the outcomes, (Rice, 2010).
Reference:
Center for Student Opportunity (2010). College Access and Opportunity (2011): Sourcebooks, Inc
Rice, M. F. (2010). Diversity and Public Administration: Theory, Issues, and Perspectives: M.E. Sharpe
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