Twentieth International Conference on Diversity in Organizations, Communities & Nations

Abstract

In the current state of education, increased race tensions on college campuses, and the growth of racially offensive products on the runway, the impact of educating students about diversity in higher education is a primary concern at many institutions. The answer to teaching diversity skills may lie in equipping students with adequate resources to reason critically and to analyze situations from a variety of perspectives (Day and Glick 2000). The demands for a diverse faculty that could drive curriculum design are increasing and students seek representation from leaders of similar race and ethnicity to build an inclusive community. The lack of faculty representation from underrepresented populations will further create division between the student body and university administration if they are not addressed in a more urgent manner (Bengochea 2018). The purpose of this research is to highlight viewpoints of students from underrepresented populations at predominantly white institutions and examine the SaLT model. The goal is to partner with students to provide feedback on curriculum designed to highlight diversity in the classroom. The qualitative study at Bryn Mawr College was adopted as a key metric for redesigning the curriculum at a fashion program. The researcher provides anecdotal evidence from students that have the opportunity to collaborate on projects and assignments focused on elements of diversity in fashion courses. This article highlights the rationale, methodology, key findings, and recommendations for institutional leaders seeking to understand and elevate diversity in higher education.