Discussion
The results did not include the public policy portion of the socio-ecological model. This is because policy encompasses how society will impact the individual. The model is not a separation of parts. Policy enforces and maintains how the individual, the interpersonal relations, the organizations, and the community interact. Due to the wide array of institutions in several regions and stratified racial demographics, the assumption is policies are not standardized between universities.
In Caplan’s 2014 research, most students did not know if there are attempts to decrease racist antics at the university. There are course materials absent of any authors other than white men and the token minority person to demonstrate “diversity”. …show more content…
In school, programs which support students of color positively correlate with racial cohesion (Caplan & Ford, 2014; Bentley-Edwards, 2015). The faculty and students who lack cultural competency cause a decrease in mental health of the minority student. From Harwood’s article in 2012, there is a support for extracurricular activities which increase interracial interactions. There will be reduced prejudice, heterogeneity, and internal conflict. In addition, there are instances to solve this inadequacy by reforming the school district and hire faculty to represent the youth (Harwood et al., 2012). Another policy measure is Affirmative Action which introduces more diversity into college campuses and protects minority students from discrimination (Affirmative Action, 2014). From the National Conference of State Legislatures’s website, affirmative action overcomes hundreds of years of oppression, although this is debatable. This notion increases diversity enrollment to double or triple representation. When California removed their affirmative action opportunity in 1998, minority student admissions decreased to 61 percent. At Rice University in Texas, the minority admission rate falls to 46% less African American and 22% less Latino/a students. Without this jurisdiction, colleges and universities do not admit as many minority students, nor is academic success among minority students high (Affirmative Action,
The results did not include the public policy portion of the socio-ecological model. This is because policy encompasses how society will impact the individual. The model is not a separation of parts. Policy enforces and maintains how the individual, the interpersonal relations, the organizations, and the community interact. Due to the wide array of institutions in several regions and stratified racial demographics, the assumption is policies are not standardized between universities.
In Caplan’s 2014 research, most students did not know if there are attempts to decrease racist antics at the university. There are course materials absent of any authors other than white men and the token minority person to demonstrate “diversity”. …show more content…
In school, programs which support students of color positively correlate with racial cohesion (Caplan & Ford, 2014; Bentley-Edwards, 2015). The faculty and students who lack cultural competency cause a decrease in mental health of the minority student. From Harwood’s article in 2012, there is a support for extracurricular activities which increase interracial interactions. There will be reduced prejudice, heterogeneity, and internal conflict. In addition, there are instances to solve this inadequacy by reforming the school district and hire faculty to represent the youth (Harwood et al., 2012). Another policy measure is Affirmative Action which introduces more diversity into college campuses and protects minority students from discrimination (Affirmative Action, 2014). From the National Conference of State Legislatures’s website, affirmative action overcomes hundreds of years of oppression, although this is debatable. This notion increases diversity enrollment to double or triple representation. When California removed their affirmative action opportunity in 1998, minority student admissions decreased to 61 percent. At Rice University in Texas, the minority admission rate falls to 46% less African American and 22% less Latino/a students. Without this jurisdiction, colleges and universities do not admit as many minority students, nor is academic success among minority students high (Affirmative Action,