Student Satisfaction and Diversity
The study is devised to grasp the relationship between student satisfaction in the diverse cultural and faculty patterns. The ultimate goal of all the contemporary societies of the world is to maintain and promote gender equality. Human race has always suffered dramatically whenever it has tried to stigmatize either of the two genders. But yet many under developed and third world countries are still not able to understand the importance of gender equality and the synergy this process yields. Cultivating, raising, and promoting gender equality is a global agenda, and gender mainstreaming is one out of many techniques that have been devised to promote gender equality at all levels. Education as a matter of subtle reality is the core competency that defines the knowledge, skill and abilities of an individual are therefore reported to have a lifelong impact on the life of an individual. Therefore satisfaction or dissatisfaction has a key role to play on all the societies of the world. The following paper tends to decode the correlation behavior explained in terms of quantitative approach to understand the relationship between the faculty diversity awareness and diverse student satisfaction with teachers. The real sample of students with diverse backgrounds and faculty members was dram, the nature of this sample is an inconvenience sample, and the results drawn from the study are tested against the hypotheses at a confidence interval of 95% and the 5% level of significance.
Introduction
Satisfaction is a broad term that encompasses many attributes possessed and reflected in the personality of an individual. Moreover the administration and faculty of the colleges and universities are paying keener attention of the important factors associated with the student satisfaction. Considering the attitudes pertaining to the general approach of satisfaction, it has been observed that satisfied students and more apt to sustain the pressures and enjoy the privileges of the studies at their educational institutes (Hill & Epps, 2010).
Among diverse methods of teaching, lectures can be an effective way, at least time-wise, and still prevails from elementary schools up to colleges and universities, and to work places. It may be assumed that quietly listening students are actively learning, yet there has been little work on what is involved in learning from lectures. It has been repeatedly reported once that a lecture given at a right time, that is., after having students engage in active groping of data to raise their intellectual motivation, yielded better understanding than both lecture alone or groping alone. This is an informative research, but does not tell us much about how to construct a lecture itself, or how to scaffold students, who have needs to cope with lectures without much time allowed to raise their motivation and/or groping with data.
It has long been observed that the process of learning of satisfied students as compared to dissatisfied creed of diverse students. They both require students to engage in an active set of knowledge integration. The process involves following activities.
1.
Decomposition of the elementary components,
2.
Identification of the roles of each component,
3.
Select components relevant to the topic and to the receiver’s concerns,
4.
Connect and integrate selected components into a coherent comprehension, and
5.
Take care of remaining comments and questions. (Smith & Roehrs, 2009)
Though most of the steps should be obvious, the second step might need some explanation. The roles of components can be identified by answering questions why the components are sequenced as they are in the text/lecture and then connecting them. This step helps reveal the structure of the text/lecture. As texts are externalized, tangible objects, readers can mark their components and leave memos of their roles, for future reflection and reconstruction. Because lectures do not share these characteristics, it is no surprise that learning from lectures is harder than learning from texts (Gallagher & McCormick, 1999)
1.1: Purpose of Study
The study is devised to grasp the relationship between the student satisfaction in the diverse cultural and faculty patterns. The ultimate goal of all the contemporary societies of the world is to maintain and promote gender equality. Human race has always suffered dramatically whenever it has tried to stigmatize either of the two genders. But yet many under developed and third world countries are still not able to understand the importance of gender equality and the synergy this process yields. Cultivating, raising, and promoting gender equality is a global agenda, and gender mainstreaming is one out of many techniques that have been devised to promote gender equality at all levels (Feng Liu, Lin & Chang, 2010).
Gender mainstreaming is an extensive process of evaluating the proposition of either gender in a way that the responsibilities and tasks are divided on the basis of merit rather that gender at all the levels in a society. It implies to the strategic analysis that creates a sense of goodwill among either of the gender. Hence the basic goal that runs behind the phenomena is the essential utilization of the skills and experience of men and women in all the spheres of economic and political life. The major concern of the effort is the eradication of injustice and inequality (House, 1999, p. 423).The basic reason why the gender mainstreaming has become a global concern is mainly because of the concept of gender neutrality. The programs, activities and policy formation that seek to form a vague impression of task allocation may regard themselves as gender neutral but the scenario may be vice-a-versa, the organizations are thereby instructed to form and give a clear ratio of task allocation men and women. But yet the point must be kept in mind that gender mainstreaming does not only intends to advocate the involvement of women in all the functional aspects of a society but it gives expressed and implied indications of task allocation on equality basis (Roszkowski, 2003). Gender mainstreaming calls for specified activities for specific gender and the declaration of justified equality among the two major halves of the global population- the male and the female. The process is a clear depiction of upbringing the skills, familiarity, acquaintance and cumulative concentration of men and women to stand over the agenda development (Arbaugh, 2001).
1.2: Significance of Study
Gender mainstreaming and effective development are the two interknitted terms. As one is the outcome of other so the fact is worth admitting that men and women both contribute to make the social, political, and economic development of a society possible. There are many fields where the services of the women can bring about dramatic results for example flight hosting, medical sector, education and agriculture and similarly men efficient participation in the fields of military is a remarkable benefit to the society and largely humanity (Sorey, 2008).
It would rather be more authentic if one acknowledges that men and women are the two major pillars of the economic stability, growth and well being (Carr, Davies & Lavin, 2010). It is hereby regarded that gender mainstreaming is not the process that focus on prompting the rights and workplace share of women only but it is rather an act of promoting the equality of opportunities for either gender depending on the credibility and merit. Together the two genders can set and chase the agenda of economic and societal well being of a region (Parayitam, Desai & Phelps, 2007)
1.3: Hypothesis
The hypotheses that will be serving as the mainstream of the research work are
Hypothesis 1
There is a direct relationship between the method of reaching and the ethnic belonging of the teachers
Hypothesis 2
The satisfaction of the students is different depending on the gender
Hypothesis 3
There is a direct relationship between the diversity of faculty and students dissatisfaction
Hypothesis 4
The faculty is not impacted by the nature of the diverse student group that they have to entertain in the class
1.4: Literature Review
Society is collective term that explains the cumulative impact of cultural, political, and economic factors on the lives of the people sharing common values. A civil society is rather a more complex term that besides establishing the relationships between the societal organizations. One of the basic forces that have a lasting impact on the society at large is the political institutions. They are powerful in a way that they generate potent effects and in turn are responsible for modeling the society as per their prescribed patterns and models. But the fact is almost inevitable that the modern and contemporary can ever be non-diverse. With the societies becoming more and more diverse the fact needs utter acceptance that diversity is the wanted or even in some case the unwanted by product of process of globalization and the immigration of human capital (Fountain & Alfred, 2009).
2: Research Methodology
2.1: The Participants
Sample size of the conducted research was found to be 693 students and 25 faculty members Of the 25 faculty-member participation, 6 were females and the remaining 19, males. 17 instructors were from the university, with the remaining 8 from the community college. Age bracket of students 17 to 23 years 90% and 10% are in the age bracket of 24 and above. The gender and the demographics included the ethnic groups to which reach respondent of the sample size belongs to.
2.2: Instruments Employed
The following questionnaire will be used to examine the causal relationship between the degree of satisfaction between the faculty diversity awareness and diverse student satisfaction with teachers
2.3: Research Procedures
The research procedures are designed in a way so as to overcome the offense pertaining to the ethnic minorities. The fact needs to be acknowledged that the procedures of the research work are carefully analyzed so that the application of the test can be implemented at a large scale and the can equally be generalized to other settings.
2.4: Analyses
The outcomes of this causal study will be tested against the asserted hypotheses. And the analyzed results will be presented in the form of graphs and charts. The issues related to the dissatisfaction of the students will then be decoded and the recommendations will be formed. As specified earlier the process involves following activities.
1.
Decomposition of the elementary components,
2.
Identification of the roles of each component,
3.
Select components relevant to the topic and to the receiver’s concerns,
4.
Connect and integrate selected components into a coherent comprehension, and
5.
Take care of remaining comments and questions.
3: Results
Hypothesis 1
Ho: There is a direct relationship between the method of reaching and the ethnic belonging of the teachers
Ha: there is no direct relationship between the method of reaching and the ethnic belonging of the teachers
Hypothesis 2
Ho: The satisfaction of the students is different depending on the gender
Ha: The satisfaction of the students is not different depending on the gender
Hypothesis 3
Ho: There is a direct relationship between the diversity of faculty and students dissatisfaction
Ha: There is no direct relationship between the diversity of faculty and students dissatisfaction
Hypothesis 4
Ho: The faculty is not impacted by the nature of the diverse student group that they have to entertain in the class
Ha: The faculty is impacted by the nature of the diverse student group that they have to entertain in the class
Hypothesis
Accept or reject null Hypothesis at 5% confidence interval
Hypothesis 1
Accept null hypothesis
Hypothesis 2
Accept null hypothesis
Hypothesis 3
Accept null hypothesis
Hypothesis 4
Reject null hypothesis
4: Discussion
The above pie chart shows the results of the satisfaction level that is experienced by the students and its importance. The degree of satisfaction has the key role to play and is therefore depicted in the above pie chart
The above chart shows the mean values of the student satisfaction where diversity is the constant factor among all the three criterions of observation it has been emphasized that the degree of satisfaction among students from diverse backgrounds vary from term to term.
Age is another important factor that plays the pivotal role in the attainment of satisfaction levels.
4 Qualitative Methods
Research question
A study of the relationship between faculty diversity awareness and diverse student satisfaction with teachers
Research settings
The research is conducted in the settings of the university campus and has an equal number, where the students are available from diverse backgrounds and ethnic groups and the faculty members are also diverse in background.
Participants
693 students and 25 faculty members Of the 25 faculty-member participation, 6 were females and the remaining 19, males. 17 instructors were from the university, with the remaining 8 from the community college. Age bracket of students 17 to 23 years 90% and 10% are in the age bracket of 24 and above. The gender and the demographics included the ethnic groups to which reach respondent of the sample size belongs to.
Procedures
The sample is a random sample. The research procedures are designed in a way so as to overcome the offense pertaining to the ethnic minorities. The fact needs to be acknowledged that the procedures of the research work are carefully analyzed so that the application of the test can be implemented at a large scale and the can equally be generalized to other settings.
Analyses Strategies
The outcomes of this correlation study will be tested against the asserted hypotheses. And the analyzed results will be presented in the form of graphs and charts. The issues related to the dissatisfaction of the students will then be decoded and the recommendations will be formed. As specified earlier the process involves following activities.
Decomposition of the elementary components,
Identification of the roles of each component,
Select components relevant to the topic and to the receiver’s concerns,
References
Arbaugh, J.B. (2001). How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses. Business Communication Quarterly, 64(4), 42+. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000931438
Carr, D.L., Davies, T.L., & Lavin, A.M. (2010). The Impact of Instructor Attire on College Student Satisfaction. College Student Journal, 44(1), 101+. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5041956776
Feng Liu, E.Z., Lin, C.H., & Chang, C.S. (2010). Student Satisfaction and Self-efficacy in a Cooperative Robotics Course. Social Behavior and Personality, 38(8), 1135+. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5044973758
Fountain, R.A., & Alfred, D. (2009). Student Satisfaction with High-fidelity Simulation: Does It Correlate with Learning Styles?. Nursing Education Perspectives, 30(2), 96+. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5037651289
Gallagher, P.A., & McCormick, K. (1999). Student Satisfaction with Two-way Interactive Distance Learning for Delivery of Early Childhood Special Education Coursework. Journal of Special Education Technology, 14(1), 32+. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5035474503
Hill, M.C., & Epps, K.K. (2010). The Impact of Physical Classroom Environment on Student Satisfaction and Student Evaluation of Teaching in the University Environment. Academy of Educational Leadership Journal, 14(4), 65+. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5045929147
House, J.D. (1999). The Effects of Entering Characteristics and Instructional Experiences on Student Satisfaction and Degree Completion: An Application of the Input-Environment-Outcome Assessment Model. International Journal of Instructional Media, 26(4), 423. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001835318
Parayitam, S., Desai, K., & Phelps, L.D. (2007). The Effect of Teacher Communication and Course Content on Student Satisfaction and Effectiveness. Academy of Educational Leadership Journal, 11(3), 91+. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5035177094
Roszkowski, M.J. (2003). The Nature of the Importance-satisfaction Relationship in Ratings: Evidence from the Normative Data of the Noel-levitz Student Satisfaction Inventory. 211+. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5044792798
Smith, S.J., & Roehrs, C.J. (2009). High-fidelity Simulation: Factors Correlated with Nursing Student Satisfaction and Self-confidence. Nursing Education Perspectives, 30(2), 74+. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=5037651279
Sorey, K. (2008). The Graduation Certification Process: Measuring Student Satisfaction for Meaningful Decision-making. College and University, 83(4), 47+. Retrieved October 23, 2011, from Questia database: http://www.questia.com/PM.qst?a=o&d=504504144
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