State Policy: Diversity in Higher Education

Nikki Gay, Brad Large, and Heidi Potratz

The University System of Georgia strives to help USG institutions create an
environment, which understands, fosters, and embraces the value of diversity and inclusion.
This paper will look at the history of diversity in higher education and how it is being held within
the state of Georgia. Diversity has many facets and definitions. Ultimately, higher education is
looking for equal opportunity and equal treatment for all (Diversity Summit, 2012).
To effectively evaluate policies in higher education regarding diversity there must be an
understanding of the background and history. Higher education has not always focused on the
issue of diversity. Only since 1961 have there been policies in place protecting diversity within
higher education. One of the first pieces of law to be decided upon was the Regents of the
University of California v. Bakke (1978) case, which was held at the Supreme Court level and
stated that schools could use race as a factor within the admission decision but a racial quota
system was unconstitutional. Cases affirming this were Grutter v. Bollinger (2003) and Gratz v.
Bollinger (2003).
Several states have had court cases not in support of the initial Supreme Court Bakke
decision such as Hopwood vs. University of Texas (1996). In this court case, the Fifth Circuit
Court of Appeals ruled that diversity had no role within the admission process (Gurin et al.,
2002) (et al is only used after you have used a refence fully at least once or there are 6 or more
authors; page numbers are only required with direct quotes) and qualified candidates should be
looked at by the quality of their educational resumes. This was not the only court case to
challenge this decision. Another case in the State of Georgia, Johnson v. Board of Regents of the
University of Georgia (2001), invalidated the admission policy for the incoming admission class

due to a ranking system put in place by the admission staff (Dorf, 2001). In a sense, it still upheld
the precedent in Bakke but stated that ranking based upon minority was not acceptable.
Diversity within higher education is not just an issue with admission policies and
practices but also within student retention programs. Programs such as Project CLASS (Creating
Leaders and Shaping Sisters) for female at-risk minority students and Come Up for male at-risk
minority students at Western Kentucky University (WKU) have increased graduation rates for atrisk minority students to 85 percent (Duvall, 2012). Several schools like WKU have implemented programs to not only attract minority students to increase diversity but also retain
them by allowing them access to facilities and support on an increased level. That had not
always been the case prior to affirmative action. On a national scale, the historical influence of
both admission and retention policies demonstrates a strong effect on the policies and practices
of today.
Humphreys (2000a) stated Colleges and universities are developing comprehensive
diversity plans to guide changes in campus policies and procedures (para. 7). In a survey
conducted in 1998, it was found that 63 percent of colleges and universities had a diversity
requirement in place or implementation was in progress (Humphreys, 2000,). Prior to graduating
a student must have completed a minimum number of courses focusing on diversity. Musil, et al.
(1999) noted four major areas of diversity initiatives. These were faculty development, curricular
models, climate and intergroup relations and campus/community connections Humphreys
(2000b) stated Colleges and universities across the country are taking seriously the challenge of
educating students for life in a diverse democracy and increasingly interconnected world
(Differences across regions section, para. 2).

One example of what is being done nationwide comes from the University of Michigan.
In 2003, The National Center for Institutional Diversity was created (Rationale and History,
2008). This group has held meetings of campus leaders as well as national meetings of directors
of diversity programs to create cross-campus collaborations. Some states, such as Colorado,
Michigan, Missouri and Georgia, also have diversity initiatives at the state level.
The University System of Georgia (USG) began holding an annual Diversity Summit in
2009. Sessions in 2012 included promoting courageous conversations, funding strategic
initiatives, and soliciting support for a diversity strategic plan. The USG website provides best
practices/models, diversifying curriculum and assessment resources (Diversity Summit, 2012).
According to the Southern Association of Colleges and Schools, Institutions of higher
education mirror diversity through their missions, their structures, and their students, faculty, and
staff (SACS, 2011). A report on campus ethnic diversity by US News & World Report (2012)
shows Georgia State is the only institution in Georgia in the top 25 on the list of most diverse
institutions. In the top 50 institutions, Emory is included. Many universities in Georgia are
making strides to increase diversity in higher education.
The University of Georgia has established a 2011-2016 Diversity Plan (2011). A
statement in the plan indicates, The single, overarching goal of the University of Georgias
Diversity Plan is to sustain and enhance a learning and work environment that is diverse and
inclusive where individual differences are valued and serve as a source for collective
empowerment (p. 5). Goals of the diversity plan include the recruitment and retention of
diverse students, the advancement of diverse faculty and staff, and an increase in diversityrelated research This well-formulated plan demonstrates an understanding of the importance of
diversity and a genuine interest in embracing and increasing diversity at UGA.

Georgia Institute of Technology (GA Tech) has an entire portal devoted to diversity
(2012). Faculty, staff, and students can find resources, policy statements, and information about
new initiatives through this portal. Since 1979, GA Tech has had an Office of Minority
Educational Development focused on the retention, development, and performance of
underrepresented students (OMED, 2012). The ADVANCE program, aimed at increasing
female participation in the scientific and engineering workforce, and also Title IX focus on
equality for women (ADVANCE, 2012). GA Tech shows its forward thinking through the
annual Diversity Symposium and a recent diversity roundtable. In fact the GA Tech website
states that the minority population of the school is 34 percent and diversity is one of its greatest
strengths (Diversity Programs, 2012).
As indicated in the US News & World Report, Georgia State University (GSU) is the
leader of the pack when it comes to diversity. The university offers educational seminars on a
variety of diversity topics and even held a diversity poster contest for the graphic design students
back in Fall 2011. One of the major initiatives is the GSU Diversity Passport (2012), a program
that began just last month. This passport program is an effort to encourage faculty, staff, and
students to engage in self-guided diversity learning. The program will have a different theme
each year and offers participants an opportunity to attend a variety of events and activities to gain
a better appreciation of our differences.
It is clear that diversity is at the forefront of many conversations and plans across college
campuses nationwide. While there is still a long way to go and only time and statistics will show
the results, many universities in the state of Georgia are making strides to prepare students for
the diverse world in which we live.

References
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Fisher v. University of Texas at Austin, 631 F.3d 213 (5th Cir. 2011) Before Supreme Court,
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