Diversity at Emory

studentsOver the past 10 years, there have been several changes in the undergraduate student body that are worth noting: fewer students self-identify as “White” and the population is increasingly multicultural; there has been a dramatic increase in the number of international students. Differences of race, class, religion, sexual orientation, gender identity, political philosophy, ability and disability combine to create a vibrant and varied community, one that can be challenging for teachers whose job is to instruct in ways that give all students opportunity to access and engage fully.

Understandably, the faculty divesrity profile has changed less. Fifty-five percent of students while only 37 percent of faculty are female. A large majority of faculty self-identify as “White.”  Emory College efforts to create a more diverse student community have been successful in many regards, resulting in a multicultural, multiethnic, regionally, religiously and nationally rich mix of students. Efforts to create a more diverse faculty continue.

student diversity graph

Often students seek to connect with faculty who look like them or share a common cultural, religious or ethnic background, assuming that they will be better understood.  The perceived similarities may be only superficial, but for students entering college, impressions matter. In addition to the normal transition to college issues, finding themselves in a highly diverse community may present an additional challenge. This may be particularly true for students who perceive themselves as different from the mainstream, such as students with disabilities who have received special supports that are part of the K-12 environment.

faculty diversity graph

Diversity and Disability

The percentage of students around the university who have registered with the office of Access, Disability Services and Resources (ADSR) has increased from 3 to 7 percent over the past 10 years with most of those registered situated in the College. Of these, the latest figures from 2012 show that 27 percent who register experience mild cognitive disabilities, such as learning and attention-related disabilities. An increasing number arrive with or are diagnosed with medical or mental health disabilities during their time on our campus. Whatever the category of disability, each student presents with a different constellation of needs, some of which can be addressed through accommodations.