New Student Orientation Programs Promoting Diversity

By Boening, Carl H.; Miller, Michael T. | Community College Enterprise, Fall 2005 | Go to article overview

New Student Orientation Programs Promoting Diversity


Boening, Carl H., Miller, Michael T., Community College Enterprise


New student orientation programs are designed to ease the transition of new students into their collegiate environments. As diverse enrollments have increased throughout higher education, new student orientation programs have been identified as a key tool for establishing levels of expectation and performance, including the promotion of diversity issues. The current national study of orientation directors explored how these student orientation programs can best facilitate promoting diversity. Findings revealed a host of strategies, particularly noting methods that integrate rather than isolate diversity issues as well as using institutional leaders to stress the importance of tolerance and diversity.

Introduction

Higher education institutions have assumed some responsibility for assuring a level of social justice. It can take the form of an equality of access and affordability, but is also manifest in breaking down stereotypes and bias, by allowing for the teaching, tolerance, and advocacy of diversity of thinking, ethnicity, and cultures. Often, the task has become reduced to general terms about teaching students to live a civic life in a democratic society. In more practical terms, the responsibility for social justice means that colleges and universities have a responsibility to teach diversity.

Diversity as a conceptual problem is handled in numerous ways by different institutions. Some build multiculturalism into the curriculum, some offer specific programs on multi-ethnicity, and other institutions rely on high minority student enrollments to present themselves in a meaningful way in courses and student life.

Community colleges have advocated for diversity through a number of programs, outreach efforts, and curricular additions. Although these colleges enroll the majority of minority students in American higher education, they are often the venue where students with the least exposure to diversity come together (Williams, 2004). Although many urban campuses are truly melting pots of multi-ethnicity, others are highly segregated along racial lines.

The first opportunity community colleges have to begin breaking down what racism may exist and to develop an appreciation for diverse cultures comes when students first arrive on campus. The first few weeks can establish not only a level of trust, acceptance, and appreciation for diversity, but also have the potential to establish the future success of students in the classroom and at the campus (Cook, Cully, & Huftalin, 2003). The purpose for conducting the current study was to identify positive steps that community colleges can use in their new student orientation (NSO) programs to foster more positive feelings among students toward diversity.

Related literature

New student orientation

Over 70% of all undergraduate students participate in some form of new student orientation or firstyear seminar (Barefoot & Gardner, 1993). Although there is limited research on community college orientation programs, they have been reported to exist in some format in the majority of community colleges (Stephenson, 1997). Such programs ease the transition of new students into the college environment (Brown, 1997) and, perhaps more importantly, are seen as the institution's tool for conveying institutional expectations and messages (Twale &. Schaller, 2003). Specifically, the programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, &. McKenry, 2000). Additionally, new student programs provide opportunities for involvement that can aide in retention and provide a tool to build social support networks that can help students cope in college (Gardner, 2001).

As Hu, Shouping, and Kuh (2003a; 2003b) noted, racial identity is often a factor for new students, and college administrators must find ways to help students learn to appreciate racial and cultural diversity. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

New Student Orientation Programs Promoting Diversity
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.