Introduction
Affirmative action has a turbulent history that is both hailed and scorned through the years. President Kennedy in 1961 initiated this process to address the persisting discrimination in the land despite the civil rights law and constitutional guarantees. It was President Johnson, however, who developed and enforced the concept as not just an idea but as a fact and a result. Affirmative action policies focused on active measures to ensure access to opportunities to education and employment for the blacks. Promotions, salary increases, career advancements, school admissions, scholarships and financial aid are open prospects open to white, blacks and other minorities alike. In essence affirmative action policies are temporary measures that will level the playing field for everyone who had a dream. A dream that even the poorest American can achieve greatness with talent and hard work. Affirmative action was an important step but a very complex one. In early 1970’s, it became apparent that there are several flaws and it has a long way to go from being appreciated. It is, however, paved the way to equality of access to education regardless of race, gender and social class. Multicultural and diverse environment is now a reality in higher education and yet there is so much more to learn and address. It is now an ongoing challenge to provide fair and equal conditions that will benefit the educational requirements needed by all who choose to pursue a track towards improvement and excellence in their existence.
Diversity and Multiculturalism in Higher Education
Continuing the struggle to a more equitable educational environment for all
Educational attainment is one of the more important pillars of success. Blacks and other minorities had embraced this with a fervent zeal. It also has been an essential foundation of democracy that speaks of openness and the existent power relations within a certain society. It is however, also a daunting challenge that societies must tread carefully. In the United States, dating back to the time of slavery, black slaves were forbidden to learn to read and write under the threat of harm and death but they still pursued it with vigor. It has prompted the creation of Historically Black Colleges and Universities (HBCU) as a response to the centuries old struggle for access and parity in higher education. It has received outright opposition in its existence. However, with the presence of white philanthropists, it was able to persist and achieve a measureable amount of success. It was still burdened with the concept of segregation as most HBCUs are underfunded and thus the offerings are restricted. From the later part of the 1800s and up to 1950s, HBCU contained visible elements of cultural paternalism and class privilege.
In 1955 with the landmark reversal case decision in Plessy with Brown v. Board of Education of Topeka, Kansas, African Americans started to obtain access to previously segregated colleges and universities. The South still showed a clear resistance to integration or desegregation but the court reversal of its previous decision signaled the changes for a more equal educational opportunity as more and more universities opened their doors for to African Americans seeking quality and unrestricted education.
The black struggle for education paved the way to the ongoing struggle which the United States still face. These changes in the educational atmosphere is still a learning opportunity for everyone. It is just not enough that doors are opened and a multicultural environment is tolerated. The diversity that will ensue will compel colleges and universities to adapt to complexities that are now present within the educational institution. A focus on the education of people of color should not only be the common element. Its goal should be to reform the educational institution to the existing diverse racial, ethnic and social class groups needed to provide educational equality. It should take into consideration the interesting interaction of race, class and gender influences in education and learning. Most scholars and researchers believe that institutional changes must be made for multicultural education to be implemented successfully. They believe in changes in the curriculum, educational materials, teaching styles, attitudes, perceptions and behaviors of teachers and administrators. Diversity must be embraced in the goals, norms and culture of the school.
Conclusion
The diversity present in multicultural education is complex and needs to be better understood. Implementation of multicultural education, therefore, should be more consistent with theory and its various dimensions described, conceptualized and researched with clarity. These dimensions should be researched, observed and tested in actual conditions within the institutions. The African Americans struggle to equality in education has been long and tedious. It has been characterized with grave mistakes and unparalleled achievements. In conclusion, the struggle to an equitable education for all, is an ongoing learning process that will be dynamic as the people concerned. It must be conceptualized and implemented broadly to bring about meaningful changes in schools, colleges, universities and society as a whole. The concept of affirmative action has allowed the United States to be more conscious and discerning in its treatment and relationship with others. However, as we reap the benefits of that struggle, let us not forget that we have the responsibility to continue on for the next generation.
References
Allen, W. R., & Jewell, J. O. (2002). A Backward Glance Forward: Past, Present and Future Perspectives on Historically Black Colleges and Universities. The Review of Higher Education, 241-261.
Banks, J. A. (1993). Multicultural Education: Historical Development, Dimensions and Practice. Review of Research in Education, 3-49.
Brunner, B. (2007). Affirmative Action History: A History and Timeline of Affirmative Action.
