The Diversity Imperative

Autor/in	Stuart, Reginald
Titel	The Diversity Imperative
Quelle	In: CURRENTS, 38 (2012) 6, S.20-25 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-478X
Schlagwörter	Cultural Differences; Minority Groups; Donors; Alumni; Institutional Advancement; Fund Raising; School Community Relationship; Institutional Mission; Outreach Programs; Colleges; High Schools; Private Schools; Arkansas; California; Massachusetts; Michigan; New Jersey; North Carolina; Ohio; Tennessee + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Ethnische Minderheit; nicht übertragen; Fundraising; Spendensammlung; Jobcoaching; College; Hochschule; Fachhochschule; High school; Oberschule; Private school; Privatschule; Kalifornien; Master-Studiengang
Abstract	When the U.S. Census Bureau began releasing population reports from the 2010 count, the findings reaffirmed demographers' projections about the nation's rapidly changing racial, ethnic, and economic makeup. African-American, Hispanic, Asian, and Native American populations grew about 30 percent since 2000 and will account for a majority of the populace by 2042. The census reports serve to remind advancement officers of the need to refine and beef up their strategies to more fully embrace the changing landscape, lest their institutions fail to persevere in this century. Institutions are finding there is no proven playbook for addressing the diversity imperative. However, advancement leaders suspect courting those who have been historically underrepresented in higher education is much like courting traditional donors: It takes time, sensitivity, and focus on the individual and his or her interests. At some point in a relationship, they too must feel some emotional bond with an institution before the idea of serious giving is considered. Whether an institution establishes a foothold in diverse communities or engages its full multicultural constituency around the values and mission that define the institution, most advancement officers agree it is important for those historically underrepresented on campus to see themselves in advancement efforts. That means advancement offices and volunteers engaged in outreach should reflect their student bodies. (ERIC).
Anmerkungen	Council for Advancement and Support of Education. 1307 New York Avenue NW Suite 1000, Washington, DC 20005. Tel: 202-328-2273; e-mail: memberservicecenter@case.org; Web site: http://www.case.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10