A definition of cultural diversity that is both comprehensive and consistent with my values is as follows:

Diversity means all the ways we differ as individuals. It includes visible differences such as age, gender, ethnicity and physical appearances; as well as underlying differences such as thought styles, religion, nationality, socio-economic status, belief systems, sexual orientation and education. It means respecting, valuing and harnessing the richness of ideas, backgrounds and perspectives that are unique to each individual (ASME.org).

Rene Dubos, advisor to the United Nations Conference on the Human Environment (1972), challenged us to Think Globally and Act Locally. Future leaders need to be culturally attuned, understanding the social, religious and motivational differences inherent in a diverse workforce. Effective leaders need to be students of the global environment, so they may and interact with others with sensitivity. Our success as a nation depends on our ability to embrace other cultures and ethnic groups, recognizing that "what shapes the future is not what we have in common, but the interplay of our differences" (Shell 2001, Global Scenarios).

Hispanics have recently been identified as the largest minority group in America. They now represent 13% of the country’s population. The Chronicle of Higher Education (November 28, 2003), reports that although Hispanics represent 18% of the college-age population, they only account for 9.5% of all students enrolled in the nations higher education institutions. Among the numerous barriers for students making a successful transition from high school graduation to college entrance, the greatest is financial.

Personally, I fail to see the rationale for allowing Hispanic-Latino students to go through our public school system, then "cut them off at the knees" when they try to enter our colleges and universities. These students are caught in a "no win" situation. As illegal immigrants, they can not work legally, nor can they complete their education because they cannot afford to go to college. Our current policies throw unreasonable hurtles at these students by charging them out-of-state tuition, and denying them eligibility for federal and state financial assistance.

My hope is that Florida will follow the lead of other states that have adopted legislation enabling undocumented Latino students to attend college and pay in-state tuition rates. Currently eight states have signed an in-state tuition bill that allows undocumented students who graduate from high schools, or earn a GED, to pay in-state tuition rates.

These states are California, Illinois, Kansas, New York, Oklahoma, Texas, Utah and Washington. The state of Colorado is also giving great consideration to moving in this direction.

Additionally, since 2001, Congress has been considering bipartisan legislation that would provide an opportunity for undocumented students with "good moral character" who have lived in the U.S. for more than five years and are under the age of 21 to obtain legal status and allow states to offer them in-state tuition. The DREAM ACT (Development, Relief and Education for Alien Minors), if passed, would facilitate state efforts to offer in-state tuition to undocumented students and put them on a path to citizenship.

It is true that recent studies indicate that that there is a decline in enrollment of males in colleges and universities across America. However, the greatest challenge for institutions of higher education is the recruitment and retention of black male students. Many factors have been identified that seem to negatively impact black males entering college. It is said that black males tend to be under-prepared and suffer from cultural disincentives. African-American young men often do not see college as worth the effort, and feel that academic achievement is not "cool." Further, black men often lack adequate role models to encourage them to seek higher education.

Community colleges can increase their efforts to attract and retain black male students through offering special programs like our Brother-to-Brother program. Also, we need to recruit quality black male faculty who can serve as role models and provide mentoring. We can read African-American Men in College, a new book that offers some perspectives and cautions on the subject. We need to attend conferences and avail ourselves of networking opportunities with those who are concerned with promoting academic excellence among our male population. Finally, we need to examine the literature and investigate programs that have been successful in attracting male students of every race and ethnic background so that we may be more effective in our efforts.

It is not an accident that over the past twenty years I have enjoyed a career in higher education at St. Petersburg College. As a graduate of SPC (1972), and the first in my family to pursue a college degree, I have a passion for igniting a burning desire in students to become well informed, productive citizens. If I could change the world and make it a better place, it would be through providing greater access and support to assist students in becoming successful college graduates. Other than one’s faith, education is the most important factor in the development of one’s character. Education broadens one’s perspective and enhances the quality of one’s life.

Over the next 10 years community colleges and universities will have the challenge of providing an educational framework that responds to an increasingly diverse student body. We need to begin looking at our general education requirements to ensure that our curriculum provides an opportunity for students to gain a global perspective, appreciating the unique qualities and characteristics of various cultures.

Experience is a great teacher. As educators, I believe we have a responsibility to expose students of all ages to various cultures, allowing them to experience and appreciate the richness of traditions that are celebrated and cherished by people from other racial, cultural and ethnic backgrounds.

I am pleased to note that there are colleges and universities in America that have taken up the challenge and are requiring coursework to enhance student’s awareness of other cultures. For example, Columbia University offers The Major Cultures as part of their core curriculum required of all students. The Major Cultures explores the globally influential and historically rooted cultures and civilizations of Asia, Africa and Latin America. It promotes learning and thought about the variety of civilizations and diversity of traditions that have formed the world today. Harvard University’s Committee on General Education recommends that "all Harvard College students should be expected to pursue a significant international experience - -which may consist of study, research, an internship or service." As we grow as a society it is imperative that we embrace the importance of diversity in shaping our world.

"We are a nation of communities…a brilliant diversity spread like stars, like a thousand points of light in a broad and peaceful sky." (George W. Bush)