The fabric or mosaic of our campus environment says much to students we have recruited or are recruiting. Most colleges promise that the campus community is a staying environment with learning taking place both in the classroom and in out-of-class activities. We promise an open learning environment that will develop scholars and leaders for tomorrow. In all but a few cases, the portrait of campus diversity does not match reality.

Diversity includes but is not limited to race, gender, acquisition/merger of cultures, different lifestyles, sexual identity, age (young or old), functional handicapped/special needs and other groups not listed above. In short, it is not limited to just male vs. female or black vs. white, like many commentators appear to espouse.

Diversity on a college campus should address the following questions:

1. Does the campus community value differences and foster acceptance of people and ideas?

2. Does the campus community appreciate the uniqueness/differences among cultures?

3. Is diversity positive and desirable in the campus community?

4. How does the campus community appreciate and support an environment that empowers a diverse group of individuals?

5. Does the system in place work well for all groups?

6. Is diversity a program, mandate, or simply a way of life in the campus community?

Obviously, there are other questions that could be added to the list involving this complex issue. However, the key to establishing and maintaining a diverse campus community rests with the leadership of the campus community. Without the support and encouragement of campus leaders, the issues surrounding diversity usually result in emotional ideological and often irrational arguments rather than the search for truth, transmission of knowledge, and free exchange of ideas and viewpoints.

The issues of diversity are also laden with questions of social relationships among different groups. Those relationships might range from friendly (i.e. cooperation-respect) to hostile (i.e. hatred-racism). The relationship could also be a middle-of-the-road approach—tolerance (i.e. overlook-resignation). Thus, one could rationally conclude that the diversity or lack thereof in our social relationships will affect how we perform in our specified roles.

Dr. Bill Parker, former vice-chancellor for minority affairs at the University of Kentucky, points out that "our performance is not always what we think it is" in a campus community. Our conscious or unconscious behaviors (body language, signals) provide implications about our values and how comfortable we are in that environment.

Our motivation to change or not-to-change will affect our behavior and our performance. Our attitude, which basically mirrors our beliefs/values will also be reflected in our behavior. Diversity demands that we examine our own performance and reflect on how our behavior, motivation, and attitude affect how we function. It also demands that we examine and reflect on how our performance affects the lives of those we impact in the campus community.

Diversity issues can be very positive propositions for campus communities. Initiatives that encourage diversity reaffirm a college's commitment to quality education by embracing the goal of a more inclusive and culturally diverse campus community. In doing so, campuses are saying to both internal and external constituencies that they recognize and accept their responsibility to educate students to place active roles in a multiracial, multiethnic, and multicultural world of the 21st Century.

Diversity should be seen as a very positive development that will energize and provide the opportunity for self-examination and renewal. Campuses that deal with the reality of change in our world and on our campuses have the best chance of educating students to live and work in a multicultural 21st Century.

Campuses that choose to ignore the challenges that diversity will bring in the 21st Century are, for the most part, preparing their students to function in the past rather than in the world of the 21st Century.