Diversity, Faith, and the Role They Play at Pepperdine University
Presentation Type
Poster
Keywords
diversity, inclusion, faith-based-institution, methodology
Major
Different majors; interdisciplinary study
Abstract
With growing awareness of diversity and inclusion, it is paramount that institutions of higher education create environments where students are prepared to navigate an increasingly diverse world. Pepperdine University is one of the first faith-based institutions to assess how it is faring in regards to campus climate and student preparedness. In 2013, an institutional assessment employed new approaches to assess Pepperdine’s success in addressing diversity by using case studies to measure cultural self-awareness, cultural diversity, empathy, social responsibility, understanding systems, and faith for undergraduate and graduate students. Results from these studies indicated that overall scores were lower than expected, where highest scores were within “the cultural diversity and empathy dimensions, and the lowest on the faith and social responsibility dimensions" (Bortman, 2016). Focus groups were conducted with students to better understand why some scores were low. Following Smith's (2015) framework, additional themes of formal curriculum, informal curriculum, formal dialogue, informal dialogue, lack of cultural competence, institutional climate, intergroup relations, Christian values, socioeconomic status, and inclusion vs. segregation revealed that Pepperdine has made distinguishable efforts to address issues of diversity and inclusion. However, barriers to diversity and inclusivity from student perspectives still remain. The use of the case studies with student focus groups at Pepperdine demonstrates significant steps toward an assessment methodology other faith-based and general higher education institutions can model. A future longitudinal study could bring more information to light on whether Pepperdine is preparing its students with the cultural competence needed to navigate a multicultural and increasingly interconnected world.
Bortman, L.E. & Zane, J. I. (2016). Diversity at Pepperdine University, Part III: Students’ understanding of diversity. Research Brief.
Smith, D. G. (2015). Diversity’s Promise for Higher Education: Making it Work (2nd ed.). Baltimore: John Hopkins University Press.
Faculty Mentor
Dr. Lisa Bortman, Dr. Bert Ballard, Dr. Kelle Marshall
Funding Source or Research Program
Cross Disciplinary-Interdisciplinary Undergraduate Research
Location
Waves Cafeteria
Start Date
23-3-2018 2:00 PM
End Date
23-3-2018 3:30 PM
Diversity, Faith, and the Role They Play at Pepperdine University
Waves Cafeteria
With growing awareness of diversity and inclusion, it is paramount that institutions of higher education create environments where students are prepared to navigate an increasingly diverse world. Pepperdine University is one of the first faith-based institutions to assess how it is faring in regards to campus climate and student preparedness. In 2013, an institutional assessment employed new approaches to assess Pepperdine’s success in addressing diversity by using case studies to measure cultural self-awareness, cultural diversity, empathy, social responsibility, understanding systems, and faith for undergraduate and graduate students. Results from these studies indicated that overall scores were lower than expected, where highest scores were within “the cultural diversity and empathy dimensions, and the lowest on the faith and social responsibility dimensions" (Bortman, 2016). Focus groups were conducted with students to better understand why some scores were low. Following Smith's (2015) framework, additional themes of formal curriculum, informal curriculum, formal dialogue, informal dialogue, lack of cultural competence, institutional climate, intergroup relations, Christian values, socioeconomic status, and inclusion vs. segregation revealed that Pepperdine has made distinguishable efforts to address issues of diversity and inclusion. However, barriers to diversity and inclusivity from student perspectives still remain. The use of the case studies with student focus groups at Pepperdine demonstrates significant steps toward an assessment methodology other faith-based and general higher education institutions can model. A future longitudinal study could bring more information to light on whether Pepperdine is preparing its students with the cultural competence needed to navigate a multicultural and increasingly interconnected world.
Bortman, L.E. & Zane, J. I. (2016). Diversity at Pepperdine University, Part III: Students’ understanding of diversity. Research Brief.
Smith, D. G. (2015). Diversity’s Promise for Higher Education: Making it Work (2nd ed.). Baltimore: John Hopkins University Press.