This document discusses the need for diversity and inclusion in higher education, particularly within STEM disciplines. It notes that while underrepresented groups make up nearly half of all college students, only about a quarter of faculty are from these groups. The goal is to illuminate this lack of diversity for educators and provide solutions from a biblical perspective. Some strategies discussed include revising admissions processes, expanding reserved slots, providing diversity training for faculty, and incorporating appropriate technology to engage students. The document emphasizes that acknowledging diversity issues is not enough - institutions must implement real changes to eliminate the isolated experience often faced by underrepresented learners.

1. RE-THINKING THE
AMERICAN COLLEGE
EXPERIENCE:
DIVERSITY AND
INCLUSION
David L. Frazier II
School of Education, Liberty University
EDUC-665

2. GOAL OF
PROFESSIO
NAL
DEVELOPME
NT COURSE
Illuminate the lack of diversity in higher
education with educators and learners and
engender insight
Unearth insight into learning environment and
the impact on underrepresented learners.
Present solutions with a biblical perspective to
address this disparity specifically within the
STEM disciplines.
Can not fix a problem if it is not
acknowledged/addressed

3. Learning Objectives
RELEVANCE AND
BENEFIT OF DIVERSITY
AND INCLUSION
ILLUMINATE TRUE
CAMPUS ECOLOGY
IDENTIFY STRATEGIES
TO ADAPT IN STEM
DISCIPLINES

4. ADDRESSING THE
UNCOMFORTABLE
TOPIC OF DIVERSITY

5. TEACHING
DIVERSITY
MORE THAN
ONE DAY AT
A TIME
https://www.ted.com/talks/grace_darrow_teac
hing_diversity_more_than_one_day_at_a_time

6. College is considered the Ultimate shared American yet many black
and brown leaners experience is quite different at PWI and within
STEM disciplines
How can educators eliminate the lonely collegiate journey often
experienced by learners from underrepresented groups?

7. The issue of “dealing with it” (Mullen & Jones 2020) describe as the
diversity issues in church and state and as believers we must
approach diversity with God as the center, finding mutual
relationships using Gods principles.
In tackling the issues of diversity and inclusion applying God’s way of
approaching people with love, kindness and an open heart is the
foundation set forth by the authors.

8. WILL EDUCATORS RISE TO THE
CHALLENGE?
Presently in America nearly 45% of higher education learners are from
underrepresented groups, yet only 24% of faculty falls in the same
demographic category according to the National Center for Education
Statistics, 2020
The professional development (PD) will focus on diversity and
inclusion to address the needs of an ever-growing diverse student
population and to equip educators with current trends in student
development theories of diversity and inclusion
Cause educators to view higher education from the lens of
underrepresented groups

9. IMPORTANCE OF
PROFESSIONAL
DEVELOPMENT
Systematic process that strengthens how
professionals obtain and retain knowledge,
skills, and attitudes
Consciously designed processes and
activities developed to improve
organizational practices
Systematic process: planning, designing,
marketing, delivering, evaluating, and
following up
Events, information and presentation
sessions, and technical assistance

10. PROFESSIONAL DEVELOPMENT
The purpose of this presentation is to illuminate, educate and empower
higher education educators in STEM disciplines with skills, tools, and
empathy to instill in course work and approach in the classroom.
Annual (PD) strengthens the education delivery synthesizing theory and
application of current trends
PD with diversity and inclusion focus will be required annually or every
semester similar to continuing education credits to have an active license to
work professionally at an institution for In the stem
The educators must not only attend PD yet provide specific examples of how
trainings are adapted and incorporated in coursework and lectures at the
conclusion of courses/trainings.

11. PROFESSIONAL DEVELOPMENT
Providing PD plans for STEM educators will engender minority student
success and satisfaction of the college experience.
This topic fits in the broad area of education because it addresses the
pervasive need to educate instructors campus-wide with the current
trends of exponential diversity growth of learners and how to provide
resources and services appropriately

12. “For just as the body is one and has many members,
and all the members of the body, though many, are one
body, so it is with Christ. For in one Spirit we were all
baptized into one body—Jews or Greeks, slaves or
free—and all were made to drink of one Spirit.” (1
Corinthians 12:12-13)

13. RELEVANCE OF
DIVERSITY AND
INCLUSION
America “Wont advance unless diverse
voices are at the table” (Abdul-Alim, 2017)
Providing tangible examples of successful
African American woman in STEM to
students of underrepresented groups is
invaluable
Providing society examples that educating
underrepresented groups will add positive
value to American society and workforce
Untold stories of minorities and their
positive impact on American history that
bolstered the nation as a leader global
standing today.

14. CURRENT TRENDS
“In fall 2017, about three-quarters of postsecondary faculty members
in the U.S. were white (76%), compared with 55% of undergraduates”
(Davis & Fry, 2019)
Notably there is a lack of diversity in faculty of STEM related
disciplines nationwide and the authors revealed “Other research has
found that minority students who have educators of the same race or
ethnicity are more likely to look to those teachers as role models and
to report greater effort in school and higher college goals” (Davis &
Fry, 2019).

15. CRITICAL
RACE
THEORY &
SATISFACTI
ON
Comeaux, E., et al, (2020) states “to engage
in a racial analysis of the access and choice
processes to better understand oppressive
structures encountered by college-bound
African American students”. Otherwise, the
college enrollment decision-making process
for students can appear fair and inclusive
across racial lines when this is not, in fact,
the case.”
Critical race theory “as an analytical lens to
understand how race and racism influence
African American students’ decisions about
college and to offer suggestions for policy
and practice” (Comeaux, E., et al, 2020).

16. CRITICAL
RACE
THEORY &
SATISFACTI
ON
Several recommendations for dismantling
discrimination in higher education.
Revisal of the admissions process,
expansion criteria for reserved slots
providing professional development on race
and racism are a few recommendations
presented that can become applicable in
STEM majors.

17. WHAT CAN BE DONE TO INCREASE
RETENTION
AMALGAMATION OF SEVERAL RETENTION
THEORIES YIELD THE BEST RESULTS, NOT
A SINGLE THEORY
FOCUSING ON THE INDIVIDUAL LEARNERS
STRENGTHS AND SUPPORTING THE AREAS
OF WEAKNESS.
WHAT CAN EDUCATORS DO TO SUPPORT
THE DIVERSITY OF LEARNERS

18. CAN YOU TEACH AN SEASONED
PROFESSOR A NEW TRICK/SKILL?
Many educators have become
experts in their fields and can
teach lectures in their sleep due
to repetition.
Change is often met with a level
of hesitation and resistance,
providing a “I do, we do, You do
model” helps produce change.
Many educators in the STEM
disciplines focus on the subject
and less on the delivery of
dense information.
Annually professors will need to
demonstrate some degree of
diversity inclusion,
understanding

19. EDUCATOR
S NEW
APPROACH
Christian identity can and should inform
professors' teaching in the contemporary
pluralistic university” (Alleman et al, 2019).
Educators' relationship between being
Christian and an educator and applying their
identity in the class.
Applying appropriate inclusive attitudes in
the STEM disciplines will foster a more
welcoming environment for learners.

20. EDUCATOR
S NEW
APPROACH
“The shift in demographics have signaled
that times have changed for predominately
white evangelical Christian colleges and
universities and that business as usual can
no longer be considered a viable strategy if
our institutions are to remain relevant and
flourishing in these changing
times”(Longman, 2017).
Demands for greater student, faculty,
curriculum, and campus diversity is
warranted by the majority of students and
society. If diversity and change is to occur
“There must be resolve to do so” (Longman,
2017).

21. WHAT CAN
BE DONE
TO
INCREASE
SATISFACTI
ON
The need for cultural competence and
sensitivity when planning curriculum and
presented lectures to an ever-growing
diverse student population.
Establishing a in depth understanding of the
ethnic/cultural demographics of the
students in the classroom, allows educators
to individualize lesson plans with insight of
cultural relevant examples and language
“proposes awareness-raising activities as a
way of promoting such understanding”
(Murray, 2016)

22. “After this I looked, and behold, a great multitude that
no one could number, from every nation, from all
tribes and peoples and languages, standing before the
throne and before the Lamb, clothed in white robes,
with palm branches in their hands, and crying out with
a loud voice, “Salvation belongs to our God who sits on
the throne, and to the Lamb!” (Revelation 7:9-10,)

23. DIVERSITY LAG
IN STEM DISCIPLINES
Who gets in and why based on the perfect “fit” between PhD student
and the professor with a similar research interest.
A Demographic Snapshot of Audiologists (2019) shows that
Audiologist are comprised of “92% White and 86% women”, not
diverse and not representative accurately for the diverse patients seen
African American Male in Audiology often experience heighten
stress/pressure and isolation during programs
Audiology illuminates a trend of diversity lags in educators and
student demographic in STEM disciplines

24. WHY
UNDERREPRESENTE
D STUDENTS DROP
OUT
Ultimately a lack of resources and support in and
outside the classroom
Unwelcoming environment
Unwelcoming line of communication with professors
and departments
High cost of higher education
“It is the institutions responsibility to help the student
integrate those attributes into their social and academic
systems to ensure persistence and success, and failure
of that integration leads to students dropping out of
the institution” (Mannan, 2007, p.147-148), based on
Tinto’s Model of Student Integration 1975

25. CAMPUS ECOLOGY
If students feel unwelcomed and
excluded on campus, focus is
diverted from academic performance
and personal/social development is
encumbered
Providing inviting spaces the concept
of campus ecology while focusing on
interworking of people, space, and
organization.
“how critical whiteness specifically
problematizing perceptions of safety
and inclusion on the college campus”
(Cabrera, et al, 2016)
Statues, names of buildings and the
institutions themselves have
historical racist origins still felt on
campus’ across the nation

26. CAMPUS ECOLOGY
Cabrera, et al, (2016) explored “how is it
possible for students to learn, live, and
develop if they do not feel safe in their
physical environment”.
The idea of whiteness is emerged, based
on discomfort with race conscious
programming.
Whiteness is cognitive (naivety towards
racial inequality), intrapersonal (lack of
awareness of privileges) and
interpersonal, (effects of racism)

27. CAMPUS ECOLOGY
Cultural awareness starting from
a phonemic and linguistic stance,
growing to curriculum and policy
change towards diversity
The educators benefit/gain from
gaining cultural awareness and
the impact on underrepresented
groups in the classroom
Using inclusive language fosters a
more welcoming and inviting
learning environment thus
increases comfort of learners
increasing satisfaction, retention
and thus graduation rates.

28. FUNDING AND DISCRIMINATION
Foster & Fowles (2018) states “when public funding is reduced,
institutions generally increase tuition price to offset the loss, a
decision that carries important ramifications for affordability and
access, especially for traditionally disadvantaged groups.”
“preferences regarding public spending are strongly influenced by the
state’s ethnic and racial context” (Foster & Fowles, 2018).
the increase in ethnic diversity the less was spent on higher
education, reveling the importance of funding in underrepresented
groups.

29. DISMANTLI
NG
ROADBLOC
KS
There are four fundamental areas in need of improved
diversity: between black and white, men and women,
socioeconomic classes, and first-generation college students.
Black and
white
Institutions must improve the STEM pipeline of
underrepresented (URMS) groups and reduce the achievement
gaps mentioned above between URMS and majority college
STEM majors.
Improve
Institutions need to better understand the experiences of
students in the STEM disciplines to best serve them.
Better

30. DIVERSITY
AND THE
ECONOMY/SO
CIETY
“Within the US context, diversity is often
hailed as a strength although research has
found a consistent decline in institutional
diversity for the last 40 years.” (Harris &
Ellis, 2020).
the diversity of institutions has decreased
which correlates with lack of changes and
issues regarding diversity within educational
systems

31. RETENTION THEORY TRENDS
ADDRESSING DIVERSITY IN
HIGHER EDUCATION
Sanford believed learners needs both
challenge and support from the
environment to succeed educationally and
“that students must be physically and
psychologically ready to complete the task”
(Sanford, 1966).
Spady’s research central theme was to
unearth the support that contribute to
social integration and the lack of which
can lead to dropout with academic
performance as a major factor

32. RETENTION
THEORY
TRENDS
ADDRESSIN
G
DIVERSITY
IN HIGHER
EDUCATION
Alexander Astin’s formal Involvement
Theory states “students learn more the more
they are involved in both the academic and
social aspects of the collegiate experience”
(Astin, 1984)

33. RETENTION
THEORY
TRENDS
ADDRESSIN
G
DIVERSITY
IN HIGHER
EDUCATION
“support from family, supportive staff and
faculty, institutional commitment, personal
commitment, and connections to homeland
and culture”. Minorities have higher dropout
rates than white students” (Larimore and
McClellan, 2005)

34. IDENTIFY
STRATEGIES TO
ADAPT IN STEM
DISCIPLINES
Revisal of the admissions process
Expansion criteria for reserved slots
Providing professional development on
race and racism for students (pre-
admission)
Peer-peer tutoring
Required weekly/monthly/quarterly
academic meetings for underrepresented
learners
Revisit curriculum and testing methods

35. TECHNOLOGY
Incorporation of appropriate technology is warranted to engender
change
Text, video conferencing, screen sharing all increase student assess
to educators and a direct line of communication
The Bible states the Father meets his believers where they are,
similarly, educators must use platforms, and communicative tools
that students use daily outside classrooms
Use social media platforms to recruit and retain underrepresented
learners.
Utilizing social media platforms Twitter, Tiktok, and Facebook to
create course groups for communication.

36. “The rich and the poor meet
together;
the LORD is the Maker of them all”
(Proverbs 22:2)

37. How can educators eliminate the lonely collegiate journey
often experienced by learners from underrepresented
groups?
By not only acknowledging diversity disparities in STEM
disciplines yet implementing change.
Be the change in the world that you wish to see

38. RESOURCES
Abdul-Alim, J. (2017). Michelle Obama: America needs diversity to advance. Diverse Issues in
Higher Education , 33(25),7.
Alleman, N., Glanzer, P., Marsden, G. (2019). The Outrageous Idea of Christian
Teaching. United States: Oxford University Press.
Astin, A. (1984). Student involvement: a developmental theory for
higher education. Journal of College Student Personnel, 25(4), 297–308
Cabrera, N. L., Watson, J. S., & Franklin, J. D. (2016). Racial Arrested Development: A Critical
Whiteness Analysis of the Campus Ecology. Journal of College Student Development, 57(2), 119-
134.
Comeaux, E., et al, (2020). The College Access and Choice Processes of High-Achieving
African American Students: A Critical Race Theory Analysis. American Educational Research
Journal, 57(1), 411–439.

39. RESOURCES
Davis, L & Fry, R (2019), College faculty have become more racially and ethnically
diverse, but remain far less so than students, Pew Research Center, 2019, July 31
Harris, M.S., Ellis, M.K., (2020). Measuring changes in institutional diversity: the US
context. Higher Education., 79(2), 345–360.
Foster, J. M., & Fowles, J. (2018). Ethnic heterogeneity, group affinity, and state higher
education spending. Research in Higher Education, 59(1), 1-28.
Jones, A., Williams, A., Whitaker, S., Yingling, S., Inkelas, K. & Gates, J. (2018) Call
to Action: Data, Diversity, and STEM Education, Change: The Magazine of Higher
Learning, 50:2, 40-47,

40. RESOURCES
Longman, K. A. (2017). Diversity Matters: Race, Ethnicity, and the Future of Christian Higher Education. United
Kingdom: Abilene Christian University Press.
Mannan A. (2007). Student attrition and academic and social integration: Application OF
Tinto’s model at the University of Papua New Guinea. Higher Education, 53(2), 147-165
Mullen, R., Jones, N. (2020) Diversity God's Way: Perceived Problems and Potential Solutions to Race Relations in the
Church : Creative Enterprises Studio.
Murray, N. (2016) Dealing with diversity in higher education: awareness-raising and a linguistic perspective on teachers’
intercultural competence, International Journal for Academic Development, 21:3, 166-177

41. RESOURCES
Sanford, N. (1966). Self and society: Social change and individual development.
New York: Atherton
U.S. Department of Education, National Center for Education Statistics.
(2020). The Condition of Education 2020 (NCES 2020-144)