A Case Study: Equity and Diversity in Cooperative Learning

Off the record, I see solutions at work for many arguments of inequity and homogeneous nature of various organizations. I refer to the collection of portraits in the Presidents Room, as if being a while male is a required demography for President of the University of Minnesota. What is the opposite of the white man? What will it take to balance the room or presidents? A single, atheist, gay woman of dark skin color. I jest. There is no one duality to the white man. The white woman? Some may scream white privelege. A black man for president? Sexist. A single, athiest, gay woman of dark skin color. I jest?

Then I sit outside my class during lunch break, discussing with my classmates how diverse our class really is. Most of the class is born outside of Minnesota. We have people born in China, Korea, Thailand, Mexico, and America. I hear people speak in their native tongue with their peers as I have my conversation. This is a culturally diverse community. The white man is in charge, in a way. The teachers are white male brothers. There are four white male students in the class. The population of peers is respectful and smart. Language is less of a barrier in this graduate class than it has been in undergraduate; this is due to better communication of ESL students at the graduate level… many are doctoral students. I think that I am able to comprehend and acknowledge this aspect of higher education demonstrates an openness to diversity and being a witness to others exercising their rights to higher education.