Stephanie Takaragawa, Lynn Horton
The object of my thesis research is to examine the existing diversity initiatives and campus climate of Chapman University and a comparative institution, Loyola Marymount University. The focus area of study will be racial/ethnic diversity within the various levels of the institution, with the primary focus on students and institutional support. The topic by nature is nuanced and complex, with interwoven layers of hierarchy and various scopes of campus climate including but not limited to: academic curriculum, co-curricular programs, availability of human resources in related expertise, and general accessibility of resources pertaining to diversity. The main objective is to examine the availability and accessibility of resources pertaining to diversity to the student body at these two institutions of higher education and utilize the observational and qualitative research to guide future endeavors at Chapman University; to create a sense of urgency to improve our existing diversity initiatives to better reflect the mission statement and values of our community by utilizing the voices of current students and those in our surrounding competitive circle. Using the concepts and sociological theory of critical race theory, racialization of space and place, and diversity in higher education, the various methods of evaluation will bring to fruition the comparative analysis of Chapman and LMU and their existing diversity initiatives and resulting campus climate. By utilizing the real voices of students at both institutions as the basis of sociocultural lived experiences, this research aims to better understand the challenges Chapman faces moving forward to a more inclusive and accepting environment.
Kim, K.B. Jenny, "A Comparative Analysis of Diversity Initiatives: Administrative Policies & Academic Curriculum" (2015). Student Scholar Symposium Abstracts and Posters. 141.