After a critical analysis of the paper, it is evident that racial diversity and inclusion is an illusion that fails to address the plight of those it is supposed to support. Presently, many universities and colleges appreciate the worth of diversity in education and consider student and faculty diversity as a critical element for improving teaching and learning outcomes. However, the main question that still lingers is whether this new dynamic in higher learning is of benefit to the target populations. The racial diversity and inclusion rhetoric does not match the reality on most campuses as most students of color do not have similar access to learning and development opportunities as their white counterparts. I concur with the core tenets of The Critical Race Theory because they have primarily highlighted the gaps that exist when making racial and diversity analyses in institutions of higher learning. For instance, when racial inclusion initiatives are developed or when a racially sensitive incident occurs in colleges and universities, the attention tends to shift towards the minority groups. By so doing, the underlying cause of the racial issue is discounted. Because students make most of these complaints of color, the disregard of Whiteness does not serve the purpose of making substantive gains in promoting racially inclusive institutions.
Interest convergence in the racial analysis domain undermines the efforts made towards racial diversity and inclusion in colleges and universities. From the article, it is clear that advances in having racially balanced campuses are only supported when they are deemed beneficial to the predominantly white population. Empirical evidence has revealed that school administrators and faculty members are convinced that racially diverse lecture rooms serve to enhance the learning experiences of white learners. Given that the programs are not purely meant to enrich the welfare of students of color who have been marginalized, it becomes difficult to justify their existence in the realm of inclusivity and diversity. Within the context of education, the white student population has an inherent privilege of not having to be bothered by their racial composition while undertaking their studies. In my view, this colorblind ideology among white students is propagated by their forceful denial of the existence of systemic racism. Hence, they end up reproaching minorities for their downgraded social positions. Consequently, they aid in disguising the realities of existing White supremacy.
White people continue to benefit from the system meant to facilitate a level playing ground at the expense of the minority student population. One only needs to look at the recent statistics in an article published in Chronicle of Higher Education, which reveals that students of color tend to graduate at a much slower rate compared to White students owing to several obstacles in their educational journey. The racial inclusion and diversity interventions end up accomplishing less for these underprivileged student populations as there is a constant need to maintain a status quo. I take seriously the argument put forth by Paulo Freire that oppression is degrading to both the subjugator and the subjugated. At this backdrop, more needs to be done by stakeholders to ensure that the gap between the educational achievement for White students and those of color is bridged. The problem has been that a majority agree that systemic racism is vile, but few people are willing to disrupt the system. In the end, the majority of Whites remain in a privileged position whenever diversity and inclusion matters are deliberated.
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