Essay on College Experiences Impact Learning Inequality: African-Americans vs Whites vs Asians

Introduction

The findings show that various varying college experiences greatly influence the inequality that occurs in the development and gaining critical thinking and complex thinking in learning. They found out that there is substantial inequality between the African-American students and the White students but there exists no diversity between the Asians and the white students. The findings showed amount of time spend that the students spend on learning, interactions, and teaching clarity impact the students critical thinking, reasoning, and performance. The time on studying was linked to increased GPA results. The sustainably varying patterns of results show that different racial groups are associated with having the same experiences levels according to the teaching clarity.

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They suggest that to eliminate the diversity in the learning, the teaching clarity should accommodate all the races and assist in the development of skills for all the students. They suggest that the faculty and the students should focus on the areas that offer equitable experiences in learning. All the negative experiences associated with learning diversity ought to be eliminated. They suggest also that there should be meaningful interactions among the students of different races. Leaders ought to attend to racial discrimination and prejudices.

Nitkin, M. R., White, S. K., & Shapiro, M. (2016). Professional Skills as Cornerstones of Liberal Education: Moving Students from Theory to Action. College Teaching, 64(1), 10-18. https://doi.org/10.1080/87567555.2015.1062742

This article focuses on the essence of professional skills in learning to foster liberal education by enabling students to gain active learning. The authors argue that students ought to have student-directed collaborative learning to eliminate the theory learning. They support the learning should impart the students with skills for handling the future by ensuring the students have the know-how of the emerging needs of the society. They argue that collaborative learning can be gained through having a wide knowledge of humanities, social sciences, and mathematics, and through the acquisition of practical skills, critical thinking, problem-solving, and team working. Also, the authors argue that the learning should impart the students with a sense of personal and societal responsibility and that the students should have the capability to synthesize the learned knowledge and apply it in the real life increasingly complex problems. They argue that liberal education can be enhanced by having a team working and presentation skills, having team members' accountability and standards.

After conducting their research, the result in findings shows that the students had self-improvement in teamwork skills. They failure to focus on team skills makes the students dislike teamwork projects. The students showed that they had improved their presentation skills and that the project management skills made them be conversant with the real-life project management skills. The authors suggest that faculty ought to have administrative considerations of encouraging innovative teaching and learning active experiences, and support that professional learning skills to create liberal and helpful education. The universities have to consider administrative aspects such as scheduling, project implementation, and teaching and learning philosophy. Students ought to have task-focused skills, decision-making skills, and conflict resolution skills, project management, and presentation skills for the after school workforce area and in the civil society. The authors call for higher institutions to have the embodiment of the new vision of liberal education to future student preparation.

Guthrie, K. L., & Callahan, K. (2016). Liberal Arts: Leadership Education in the 21st Century. New Directions for Higher Education, 2016(174), 21-33. https://doi.org/10.1002/he.20186

This article aims at highlighting the strategies and processes that are needed in achieving leadership learning in higher learning institutions. The authors argue that leadership education creates a liberal education through the application of various liberal arts competencies in various institutional types. There assert that curricular and co-curricular opportunities help in the enhancement of leadership growth skills which are helpful in dealing with the complexity, diversity, and change-needing problems. They assert that education should have leadership aspects such as political, sociological, and psychological skills for leadership preparation. The students are able to develop critical thinking skills and have all the essential liberal arts skills and knowledge. Integrating liberal education and leadership education is associated with the creation of a dynamic learning environment. The major five competencies are critical thinking, civic engagement, communication, cross-cultural understanding, and ethics capacity. They assert that students ought to be educated on becoming responsible and ethical citizens who are fully engaged in civic life. They also assert that social-cultural conversations created more understanding of cultural diversities and promoted leadership. Lastly, they argue that critical thinking and effective communication created civil engaged, competent, and ethical citizens.

The research finding shows that introducing students to critical thinking, and leadership theories showed enhanced critical thinking. Also, exposing the students to various communication styles and challenging them to take part in cross-cultural analyses showed improved leadership skills. Lastly, civic engagement and ethical capacity enabled the students to gain lasting social change leadership in leadership and complexity. They suggest that as liberal education should be integrated into the modern curriculum to equip the student with the skills for handling life challenges. They suggest that the five competencies of liberal leadership education to be adopted and integrated into the learning curriculum to have engaged and skilled leaders of the future. Thus, learning institutions have to integrate the liberal educational the leadership education to impart students with the current's world leadership skills.

Umbach, P. D., & Kuh, G. D. (2006). Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness. Journal of Higher Education, 77(1), 169-192. https://doi.org/10.1353/jhe.2006.0008

The article asserts that students' experiences vary depending on the diversities existing at the higher learning institutions. Having a learning environment composed of varying diversity makes the students be able to interact with other peers from different races, cultures, ethics, and backgrounds. The authors argue that the learning environment diversities influence the learning outcomes of the colleges and the also influence how students perceive their identity in relation to other different peers. The diversities are attributable to the structural diversity of ethics and races, the availed diversity-related initiatives, and lastly the diversity interactions that emanated from the racial and ethnic interactions.

The findings show that having high levels of student engagement in the diversity learning activities was associated with adversity interactive learning environment which offered distinctive educational experience, unlike institution that did not focus on accommodating the diversities. The results also show that diversity density is associated with increased personal and social development. The findings show that interactions with diverse peers do not depend on the level of academic education. However, for new students, the diverse interaction did not depend on the supportive campus environments and the academic challenge. The students who were more involved in diversity activities showed collaborative learning and better academic challenge. Consequently, tshese students were more satisfied with the interactive college experience and have academic gains.

The authors suggest that diverse perspectives in the classroom ou...