20 Graduate Programs with High Levels of Diversity

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Updated: February 28, 2024, Reading time: 49 minutes

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Do you know what the term “diversity” means? You may have come across it in primary school, and you will undoubtedly come across it as you progress through your higher education studies. You could have also heard about it in the headlines.

Essentially, diversity points to groups of people coming from various origins, experiences, cultures, and personality qualities.

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The world is too big to only belong to one group. Most people nowadays migrate to other countries for many reasons: to seek better prospects.

Most immigrants opt to study abroad, particularly in the United States, because the most outstanding colleges are here. As a result of faculties and administration heads discovering the benefits of diversity, institutions are becoming more varied, from innovation and creativity to student happiness and retention.

In this piece, we’ll look at some of the most common types of diversity you’ll experience as you continue your studies in higher education.

We start with the fundamentals of diversity, going over the communication process, focusing on encoding and decoding as areas where communication issues might arise amongst students with different reference points. Then, you’ll learn about the 20 graduate programs with the highest levels of diversity, which are sure to appeal to students seeking to study abroad.

We want to help kids get a better education rather than create excuses not to attend graduate school. Because no matter where students go, racism and exclusivity will exist in some form. There is, however, a safety net: choose an inclusive school with diverse graduate programs and student body.

Because diversity is essential in all school settings, readers will understand how universities shift their ideas. Readers will also acquire concepts and definitions to help them understand diversity and inclusion in a grad school setting.

There is far more human diversity than we can reasonably mention, but this article focuses on religion and culture, language diversity, gender, sexual orientation, generation and age, socioeconomic status, and ability.

With the advantages of a diverse student body come communication issues such as the similarity-attraction phenomenon and fault lines, which we will look at further.

It can be challenging to interact with people who are different from you. You will acquire new vocabulary as you traverse this environment. You’ll also encounter behaviors, approaches, misconceptions, and conflict origins that you haven’t seen before.

20 Graduate Programs with High Levels of Diversity

Grad School Center is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

Essential Communication in a Diverse Graduate Institution and Program

You will have better preparation to build mutually productive relationships in the future if you learn about the complexities of interpersonal communication in a diverse graduate program.

We encode a message using a specific channel when we communicate interpersonally with someone similar to us in terms of cognitive processes, language, gender, or peer group. For example, the recipient decodes the message in the way we expect.

For example, imagine you’re playing lacrosse, and you hear your teammate applaud three times from behind you. It indicates that your colleague is available. You make a quick pivot and pass, and your teammate scores. It is an excellent example of clear, concise communication.

But what if you mistook your teammate’s applauding for instruction not to pass the ball? You would have decoded this communication differently than the sender intended, and you would have adopted a different course of action. Later on, your teammate might wonder why you didn’t pass the ball. You might be offended by your teammate’s charges and wonder why they didn’t cry “ball!” to signify that they were ready to receive the ball.

The potential for excellent performance is infinite when good communication occurs, as demonstrated by the example. When communication is weak, however, the chances of shared understanding and excellent performance are considerably reduced.

In graduate school diversity, everyone needs to understand that misinterpretation usually manifests in encoded or decoded messages.

In a way, institutions are improving their practices to better comprehend students from diverse backgrounds, the circumstances at hand, and others to learn how to communicate more effectively interpersonally.

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It’s crucial to remember that people’s identities are diverse and complicated, influenced by their environment, history, and experience while figuring out how to encode and decode signals properly.

Regardless of the institution’s efforts to make sense of or analyze a situation with diverse students, being mindful and listening will be the ultimate skill to help individuals respond to concerns on a case-by-case basis rather than relying on discriminatory or racist attitudes and bias or stereotyping. 

We’ll go over each one individually, but the first step is to grasp what culture is.

Culture can mean many things, but for our purposes, it refers to the attitudes and behaviors that are unique to a specific program or social group.

We are frequently ignorant of our behavior patterns and mistakenly believe that the way we go about things is “normal” or “common sense.” When we come across something that does not conform to our notions of normal or acceptable, interpersonal communication in that scenario or with that person can become more challenging or complex.

As you proceed with graduate studies, you will notice that the university will have a dominant cultural group. Such a group is considered the most powerful and privileged of all groups in the campus setting. They exercise that dominance through various mechanisms (economic, social, political, and so on).

Others may be members of a cultural or minority group that is not dominant. The term “minority group” is used to describe any group that is disadvantaged, underprivileged, excluded, discriminated against, or exploited. It does not refer to demographic figures. A minority has a subordinate standing in society as a collective group.

These cultural ideas, particularly dominant vs. non-dominant cultures, are critical to understanding how interpersonal communication in graduate school takes place against the backdrop of these influences and affects how students perceive, give, and receive signals.

Discrimination in graduate school can take a variety of forms. Discrimination is the unequal treatment of groups or individuals who have a history of marginalization. It often results in inequality, subordination, and denial of political, educational, social, economic, and cultural rights through the denial of specific rights.

For example, a female student once told a male student that after classes, all of the other classmates—all men—would go out and mingle, usually to party and do “men” things. “These excursions are solely ‘for the boys,'” they said when she tried to join them. 

Next up is racism. It occurs when prejudice and power combine to lead one group (the dominant or majority group) to dominate and exploit another (the non-dominant, minority, or racialized group). It maintains that one group is supreme and superior while the other is inferior.

Racism is any individual or institutional action backed by institutional power that oppresses people based on race or ethnicity. Race is a socially constructed category that divides people into groups based on common ancestry or descent. One can also find it in physical or cultural qualities such as skin color, eye color, hair type, historical experience, and facial features.

Some people mistake ethnicity (a group of individuals who share a shared cultural legacy or origin) with race; there may be many ethnic groups within a racial group.

Racism can manifest itself in various ways in some modern graduate programs, both intentionally and unintentionally, ranging from screening out or emphasizing specific names on projects to presuming the racialized person in the room is the least intelligent.

Being labeled a racist is a considerable offense for many people in the university’s dominant group, and it can quickly shut down contact.

Ironically, having the authority to silence or disregard racial prejudice messages is a racist act. Students with strong interpersonal communication skills can get past their uneasiness long enough to listen, think, and collaborate to identify solutions.

Another thing that is popular to happen in grad school is bias. However, bias is a subjective opinion, preference, prejudice, or tendency established without reasonable explanation. It can either be for or against an individual or group that affects an individual’s or group’s capacity to appraise a situation objectively or accurately.

Many students are unaware of their prejudices in the classroom, which is why self-reflection is such a crucial element of improving interpersonal communication through self-awareness.

Lastly, grad school is known for having a stereotype. However, a false or generalized, typically unfavorable, perception of a group leads to each group member’s unconscious or conscious classification, regardless of individual distinctions.

Stereotype threats harm student performance, which is why some students decide to drop out of graduate school.

Institutions on our list have studied their student body to be a more diverse school and get recognized for it. They know very well that it’s easy to forget that individuals make up groups when learning about other people’s groups.

For these schools, it is critical to be open and listen, and other students must identify that person as a distinct personality to have effective interpersonal communication.

Understanding how these diversities influence the program and how individuals communicate is critical to comprehending the shift toward inclusive practices. When you hear about variety these days, you also hear about inclusion.

Inclusion entails recognizing and respecting differences. It’s a philosophy founded on the ideals of welcoming and including everyone, honoring differences, and treating everyone with respect.

Types of Diversity Commonly Encountered in Graduate Schools

The following categories of diversity are the highlights occurring at graduate institutions:


Despite English being the official language in the country, more than 60 million people in the United States speak Spanish. However, English is widely utilized as the default language in various fields, from science to maritime and aeronautics. 

About 25.9% of website materials are in English – especially from a massive database. However, compared to 2016, when 50.8 percent of internet material was in English, this data shows that the globe is growing more welcoming of language diversity.

However, we cannot assume that everyone we meet in graduate school is a natural English speaker or speaks English. People worldwide talk about various languages in U.S. territories, some of which sound similar but have different meanings.

When you consider the variety of languages spoken by people of various races that make up a cultural mosaic, the chances of encountering non-native English speakers become much more likely.


Have you ever casually said, “He doesn’t speak English,” “She isn’t from here,” or “He won’t understand,” while referring to an English learner or a speaker of another language?

Some people often use these phrases without malice, yet they can come across as dismissive of the other person’s attempts to communicate. Institutions with high levels of diversity are cautious about how they refer to persons who speak languages other than their own.

They probably wish they could speak English as well as you do and are working hard to improve, but this does not happen overnight!


Avoiding misunderstandings is the most difficult challenge in this situation. These can happen in many ways. 

First, the non-native speaker may lack the words to communicate their needs or desires to you. Second, you could be inclined to make assumptions or even fill in the blanks or finish their sentences for them, which, in most cases, will indicate your impatience and come across as unpleasant.

Another issue in a linguistically varied program is that while students who speak the same language will enjoy conversing in their tongue, this may make other students feel alienated. You can be concerned that someone is saying something terrible if people are chatting in front of you in a language you do not understand.


Because many people speak multiple languages, linguistic diversity, and multilingualism are significant benefits of graduate programs. Knowing a second language expands your ability to communicate with a broader spectrum of people, enhancing communication and collaboration in your academic pursuits.

Knowing a second language might also help you advance in your work. You’ll have more options to work globally, and bilingualism may be required if you want to work in the U.S. public sector.

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Religion and Culture

Culture is, without a doubt, the first sort of diversity that springs to mind, and for a good reason! As a citizen of the U.S. of A, you live in one of the world’s most culturally diverse countries. Every day, you are likely to come into contact with people from various ethnic and religious origins.


Unfortunately, the English language has produced several derogatory slurs for persons of many religions and nationalities. When referring to a religious or ethnic group, using the community’s name to refer to themselves is usually the best option.


Resistance to change is one of the most common obstacles you’ll face in a diverse program, whether the differences are cultural or not. There will always be a few folks who aren’t as flexible or open-minded as the rest of us. For these individuals, using all the benefits that diversity can provide may be challenging at first.


Students and universities can benefit from religious and cultural diversity in a variety of ways, including the following:

Generation and Age

With the help of new technology, students are becoming brighter than ever. As a result, students feel pushed to begin college life as soon as possible.

The students who attend the schools listed below are of various ages. Each student has a unique set of skills and experiences to combine to earn a degree or transfer. Each year, the generations of students at community colleges become increasingly diverse.


Age-biased language can be directed towards both older and younger persons. Younger people are generally described as irresponsible or inexperienced, whereas older people are described as feeble or disconnected. 

The phrase “mature students” refers to students above 21, yet it has overtones of weakness, which is inaccurate because older adults are often more robust and wiser than regular students. Despite its generic nature, the word “mature student” does not connote the same negative connotations.


When it comes to communication methods, various generations have varied preferences. Baby boomers, for example, prefer face-to-face communication, whereas millennials prefer brief text-based discussions (instant messaging, for example). Millennials are more team-oriented and like to work collaboratively, whereas baby boomers prefer to work alone.


According to research, a student’s age has an impact on their academic success.

Furthermore, having representation from multiple generations will help reduce the dreaded groupthink. It essentially means that to avoid conflict, groups can agree on flawed decisions. They are trying so hard not to criticize, offend, or discredit members’ ideas because they share biases, values, and conflicting views.

Have you noticed how Western cultures place a high priority on youth? It is to our detriment, particularly in institutions, because our society’s elders can be excellent information providers.


In America, men and women make up approximately equal amounts of graduate students. However, women made up 58.5 percent of Ph.D. graduate students in 2019.

When it came to employment after graduation, men and women were involved in distinct types of roles. This divide contributes to the difficulties both men and women encounter when entering fields generally perceived as male or female-dominant.


Everyone should always avoid using the general usage of he when referring to anything significant to both males and females. It is one way to prevent gender bias in graduate programs – or any other setting for that matter.

Instead, you can use a gender-neutral pronoun such as they/them/theirs or their informally. If you’re giving a series of instances, you can flip between masculine and feminine pronouns with each one.


The grade distribution gap and the glass ceiling are two factors that might cause tension between men and women in the classroom.

Some female students have expressed dismay at encounters with male classmates who comment on their appearance and weight. They complain that males inquire about their families and what they do for them rather than their teaching or research.


A gender-diverse university or program has several advantages that boost students’ performance and the organization’s bottom line. Men and women have opposing viewpoints, strengths, and perspectives. Colleges know that they can do better problem-solving and innovation if they make the most of these differences.

Having a positive reputation for gender diversity can also help with public relations and recruitment. Students are increasingly seeking out universities that are taking significant steps in this direction.

When competition for the smartest and brightest students is only getting more challenging, it’s not in an organization’s best interest to disregard nearly half of its potential talent pool.

Sexual Orientation

The more diverse higher education institutions become, the more reforms are required. It is especially vital for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students to ease their sexual orientation and self-identity.

Students are developing their sexual identities, and higher education institutions are changing to accommodate them. Bullying, low self-esteem, and neglect are some of the issues for this group of university students.

Students may not know how to cope with stress and worry since emotions are running high. For these students to succeed, they must be taught how to avoid and cope with stress. If these problems persist and no change happens, student retention rates at various universities will decrease.


Sexual orientation describes a person’s preference for sexual relationships with people of the same sex (homosexuality), people of both sexes (bisexuality), and people of the opposite sex (heterosexuality). The word also refers to transgender people who defy gender standards in their behavior, appearance, and gender identity.

Transvestites (those who dress in the other sex’s attire) and transsexuals are examples of transgender people (those who sometimes undergo a sex change or gender identity differs from their physiological sex).

Someone who was born a man biologically and later transformed into a woman is a transgender woman. On the other hand, someone born biologically as a woman and later transformed into the opposite sex is a transgender man.

Gay is presently the most popular term for any homosexual person; gay men or gays is the most common phrase for homosexual males, while lesbian is the most common term for homosexual women. 

The acronym LGBT, which means lesbian, gay, bisexual, and transgender, is sometimes called LGBTQ, which includes the term queer/questioning, and the T can refer to twin-spirited and transgender. These refer to all of the above categories of social orientation. Today, the term “straight” is used interchangeably with “heterosexual.”

Insensitive language is frequently directed at LGBTQ kids. Much of this is due to straight people’s misunderstandings, who may use the wrong terminology simply because they are unfamiliar with the community’s preferred definitions.

However, there are times when using bad words can be detrimental or disrespectful. When referring to someone or something harmful or undesirable, for example, using the word gay as a casual insult is insulting and should be avoided.

Another difficulty is avoiding heterosexual bias. When addressing a classmate, for example, do not make assumptions about sexual orientation. 

You’ll avoid unintentionally excluding LGBTQ folks who would feel excluded if you use other labels.


In recent years, society in many sections of the United States has gotten more liberal. As the stigma associated with non-heterosexual orientations diminishes, tolerance and acceptance of LGBTQ individuals have risen in general.

Misunderstanding, prejudice, and discomfort on the part of heterosexual people account for a large part of the integration difficulty that LGBTQ people face. When you don’t know someone well, it’s difficult to predict how they’ll react to various things, from your values and ideas to something far more intimate, like your sexual orientation.

As a result, many LGBTQ people may opt to keep their sexual orientation a secret regardless of the institution or program they are part of. Some faiths have significant anti-LGBTQ prejudices, making it difficult for LGBTQ students to study in religiously focused institutions. Because of outside pressures and stigmas in some parts of society, LGBTQ people are subject to bullying, depression, and other disorders.


Within an organization, programs with a high level of diversity, including LGBTQ persons, create a more authentic public portrayal. 

The inclusion of LGBTQ persons also has long-term financial benefits. People who identify as LGBTQ are a potentially valuable population.


After taxes, 10.5 percent of the population in the United States is deemed low-income. Students from low-income families are also more likely to face other demographic challenges, such as a lack of educational resources and poor health. Such kids may have a smaller pool of learning strategies at their disposal and approach studying differently.

Furthermore, stereotype threat has been shown to cause achievement gaps in standardized testing. Most incoming students are unaware of the stereotype threat – it is a phenomenon in which members of a stigmatized group perform inadequately on a task. They fear confirming a negative stereotype associated with their ingroup. 

Even if a student does not belong to the low-income group, socioeconomic status variations will likely affect a student’s life. The division between rich and poor is expanding over the world, while the middle class is diminishing.

As affirmative action has fallen out of favor and, in some jurisdictions, has become illegal, the focus has shifted to socioeconomic diversity. Students from various financial levels, social origins, and, in certain situations, racial and ethnic backgrounds attend a school with socioeconomic diversity.

Public schools benefit greatly from this type of variety.


For students from low-income homes, derogatory labels are an unfortunate reality. Ghetto and trailer trash are derogatory phrases that everyone should avoid using in any scenario. Institutions with diverse student bodies urge students to consider their audience as they would in any communication! 

Recognize that a simple slip of the tongue, even if not intended with malice, can create hurt feelings, discomfort, and embarrassment before you use words that have the potential to offend.


People who cannot meet their fundamental requirements, such as food, clothing, and shelter, frequently miss out on opportunities available to others in better economic circumstances. Because their primary and secondary education was of higher quality, a middle- or upper-class young person often has an easier time getting into higher education than their low-income counterparts. 

They’ve had access to after-school activities and tutors if they’ve needed them. Growing up, they most likely had access to literature, the Internet, and educational opportunities, many of which are out of reach for low-income children.

These advantages carry over into their higher education.

While those with a higher income have the opportunity to attend better universities, network with people who will help advance in their careers, and take on internships to build a high-quality résumé, the same cannot be said for those with a lower income.

When it comes to poverty, many individuals are unaware of their prejudices. There is a widespread misconception that poverty is synonymous with laziness or that people of lower socioeconomic status are solely to blame for their predicament.

When contemplating another person’s financial condition, consider that many persons with lesser earnings have faced significant obstacles in their lives. 

Many people, for example, have financial difficulties as a result of breakups in relationships and families, illness, a lack of educational prospects, or other calamities that you may not be aware of or comprehend.


The more an institution reflects the makeup of the market it targets, the more likely it is to respond to demands from this S.E.S., as with most of the diverse kinds we’ve explored. Students with different worldviews should be mixed so that they can benefit from each other’s experiences. 

It’s easy to believe that large-scale problems will be solved by a small group of highly educated people at the top and then trickle down, but this is rarely the case. People who face difficulties in life develop resourcefulness to overcome them, which is a desirable quality for any learner.

We often hear about people from low-income families and credit their later success to life skills developed during difficult times. Famous people like Oprah Winfrey, Ralph Lauren, J. K. Rowling, and others faced financial challenges that paved the road for their current prosperity.

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Disabled children account for 15% of students in higher education, and the number of students with disabilities enrolling in higher education is growing.

Some are severe enough to necessitate the use of a wheelchair or other mobility aid, while others are mild but still make it difficult for students to complete tasks that require movement or labor.

Mental or psychological disorders are another common disability among students. Anxiety and depression are two mental illnesses most common in college students, but many more are less well-known.

While other factors such as memory, learning, and developmental problems can also be obstacles, students with disabilities can benefit from specific tools and aids. Wheelchairs and arm supports, for example, can facilitate movement, while hearing aids and magnifiers can improve hearing and vision.

With the use of screen readers and text-to-speech technology, persons who are blind can interact with computers.


Disabled people are sometimes considered to be a cultural/social identity group. The term “able-bodied” is used to describe people who are free of disabilities. 

Comparing persons with disabilities to “normal” people, as with sexual orientation, implies that there is an agreed-upon definition of “normal” and, consequently, that those with disabilities are “abnormal.”

The term “disability” is preferred over “handicap.” We reduce persons with disabilities to their disabilities by neglecting the environment as the source of a handicap and focusing on the person.

In many cases, labeling someone disabled verbally is unnecessary and potentially harmful. When language is employed in connection with disabilities, it often portrays people as victims of their disabilities and paints bleak, unpleasant, or painful portrayals of their lives. Generalizations or outright lies are frequently used as descriptions.

The casual use of words like “crazy,” “nuts,” and “she’s a little O.C.D.” is another set of troubling terms. Universities are making light of severe mental health issues by utilizing these words.

The casual way some people use these for comedic effect is disrespectful to people who live with serious illnesses. It can lead to instances where you unintentionally “put your foot in your mouth.” 

Because mental health concerns are sometimes undetectable, you have no way of knowing if the people around you are also suffering from them. Perhaps they have a family member or friend who has a mental illness and would be insulted or upset by your remark.


Environmental variables can contribute to making a challenged student’s day more complicated than it needs to be. For example, you’ve probably been in older school buildings without elevators, either due to the building’s age or space limits.

Studying in a school setting like this may not be a problem for a non-disabled student. However, the lack of an elevator can make even the relatively easy job of attending a class on the second floor hard for someone who uses a wheelchair.

Organizations may find the costs of adapting a building or purchasing equipment to accommodate people with impairments prohibitive. However, some institutions have already made this happen.

Furthermore, organizations face a challenge in accommodating people with disabilities in a way that does not denigrate or hide them. Buildings that do not have ramps at the front entry, for example, may install an accessible entrance in the back.

While this may not appear to be an issue for the non-disabled, a wheelchair user will need to enter the building differently from others, causing feelings of isolation.

Misunderstanding on the side of non-disabled people is a significant communication issue in this situation. Individuals who are not disabled are unable to comprehend the daily life of a disabled person.

Most people will appreciate these efforts, but most disabled individuals have become accustomed to (and some have always lived with) their obstacles and are capable of managing themselves just as non-disabled people are.

As a result, even though the institutions’ intentions are pure, they may be uncomfortable because they leave someone out. This is not to argue that you should not be accommodating to a disabled person; somewhat, instead of taking over or micromanaging them, you should inquire if there is anything you can do to help.

Another consideration is that specific disabilities are imperceptible. Perhaps you are sitting next to someone who has a mental health problem, a learning handicap, or is in constant agony, and you are unaware of it. Pulling their weight on a team can be difficult because of this. 

Perhaps their impairment makes them miss classes or makes it difficult for them to perform duties. As a result, asking what you can do to help is preferable to reacting with frustration or confrontation. Allow the individual to take their time and demonstrate or tell you what they require.

In your life, you will very certainly come across a wide range of different sorts of diversity. You’ve discovered that people from various groups can encode and decode information in unexpected ways.

University life is diversified. Ergo, a growing number of universities and programs are opening their doors to diversity, as it should be.

All people differ in religion, culture, generation, linguistics, gender, sexual orientation, and ability. While a diverse institution or program can have many advantages, it can also present some communication issues.

After reading about what diversity looks like in graduate schools – or higher education – it’s time to check into your options for entering diverse graduate programs.


People with disabilities can significantly improve an institution’s ability to reach its target population. Those who live with these issues daily have a perspective that able-bodied folks do not.

It’s also beneficial to other students! We’ve seen how incorporating disabled children allows us to show and directly teach basic principles. It is also backed up by research findings that have remained surprisingly consistent across decades and countries.

Children who attend inclusive schools with disabled students:

20 Graduate Programs with High Levels of Diversity

Swarthmore College

Swarthmore College

Graduate Study in Education

: 500 College Ave, Swarthmore, PA 19081
: 610 328 8000

Swarthmore College’s thriving Black Community has called the Black Cultural Center home for almost 60 years. It is a community that has gained national acclaim and is seen as a model for many who are concerned about the growth and well-being of Black college students. 

Swarthmore is dedicated to multicultural education by working with Black students to strengthen communities intellectually and culturally. Swarthmore also includes an Intercultural Center, which promotes change toward a multicultural perspective across the institution and fosters community-building and collaboration among varied groups, in addition to the Black Cultural Center.

This school offers various graduate programs to which students from all backgrounds can apply, but it has the top Liberal Arts program. Swarthmore students can explore the humanities and sciences while having easy access to lecturers, research opportunities, and many resources at a liberal arts college like Swarthmore.

Swarthmore liberal arts education provides students with lifetime professional flexibility by teaching them how to deal with certain types of uncertainties.

A simple click will allow you to explore your other options!

University of Hawaii – Hilo

University of Hawaii – Hilo

Liberal Arts

: 200 W Kawili St, Hilo, HI 96720
: 808 932 7446

The University of Hawaii in Hilo is part of the University of Hawaii system, a public institution with ten branches. Their diverse student bodies are composed of:

Promoting and celebrating ethnic variety is an essential aspect of the University of Hawaii at Hilo’s curriculum, and the university’s Performing Arts Department is the Big Island’s primary educational and Cultural Center.

The Performing Arts Department’s mission is to provide substantial educational and cultural opportunities that foster dialogue and exchange cultural and artistic ideas.

Students looking for a graduate program can scan their school website and read more about their top graduate program. They are guaranteed that all of their programs have high levels of diversity.

The University of Hawaii at Manoa

The University of Hawaii at Manoa

Computer Science

: 2500 Campus Rd, Honolulu, HI 96822
: 808 956 8111

Living in the Center of the Pacific Ocean has the advantage of drawing a varied student body from across the world. Diversity is necessary at the University of Hawaii at Manoa, which has roughly 20,000 students. With over 200 student clubs and organizations, there are several chances to participate in ethnic or cultural groups and events. 

Over 20 of these organizations have a cultural focus. Asian student groups are the most numerous, accounting for 36% of the total student body, with students from over 100 countries. Students looking for a large campus, gorgeous surroundings, and a diversified student life should pick The University of Hawaii at Manoa.

Seventy-nine percent of multiracial students come from multiple minority racial and ethnic groups underrepresented in computer science. Fortunately, The University of Hawaii at Manoa offers this graduate degree to everyone interested in a broad education.

Diverse students interested in pursuing graduate study at the University of Hawaii at Manoa have several alternatives!

City University of New York City College

City University of New York City College

Disability Services in Higher Education (M.A. Online)

: 425 E 25th St, New York, NY 10010
: 212 997 2869

While offering a diverse range of undergraduate and graduate degree programs, City College welcomes all students and embraces their cultural uniqueness. Music education, psychology, urban design, Jewish studies, Latino studies, economics, engineering, and other fields are available. The student body of CUNY-City College is composed of the following:

Furthermore, Disability Services in Higher Education (M.A.) is the country’s first program of its sort. It will prepare students to provide legally needed adaptations to students with disabilities in higher education.

University of Houston

University of Houston

Business Administration

: 4800 Calhoun Rd, Houston, TX 77004
: 713 743 2255

The University of Houston is a melting pot of cultures. In terms of ethnicity, their diverse student body is composed of:

A student can choose from several cultural and non-cultural clubs and organizations within this diverse student group. 

The Association of Asian American Social Workers or AAASW, the Bangladeshi Students Association, the Black Student Union (B.S.U.), the Chinese/American Language & Culture Organization, and more make up the University of Houston’s Cultural Center. This ethnically diversified metropolis has something for everyone!

Business, Management, Marketing, and Related Support Services; Engineering; Psychology; Biological and Biomedical Sciences; and Computer and Information Sciences and Support Services are among the most popular majors at the University of Houston. 

By visiting the university’s website, students can select from a wide range of diverse majors. However, Business Administration graduate study is the most popular course for students of different backgrounds.

Wayland Baptist University

Wayland Baptist University

Business Administration, Digital Marketing Specialization, M.B.A.

: 1900 W 7th, Plainview, TX 79072
: 806 291 1000

Wayland Baptist University has a long history of supporting ethnic and racial diversity on campus, including becoming the first Southern liberal arts college to open its doors to African-American students willingly. The following students attend this university in Plainview, Texas:

You’ll be able to choose from various master’s programs, and you surely will be classmates with diverse groups. Students can join one of the many student clubs here, such as the Black Student Association, Spanish Club, International Choir, or Catholic Student Association. You may also participate in sports, attend a movie or game night.

In addition, business administration is one of those broad-sounding majors that many people are unfamiliar with. A business administration degree entails taking various core business courses in accounting, social skills, management, business information systems, business law, and marketing.

Having a varied set of business abilities can help you succeed in almost any job or if you decide to start your firm. That’s because understanding how different organizations function and how to make a profit is critical to success.

California State Polytechnic University – Pomona

California State Polytechnic University – Pomona

Hospitality Management (M.S.)

: 3801 W Temple Ave, Pomona, CA 91768
: 909 869 7659

Pomona is home to California State Polytechnic University (CSPU). One of the state’s only two polytechnic universities, CPU, is situated on 1500 acres in Los Angeles County. More than 20,000 students, instructors, and staff from various backgrounds attend the school. 

The school’s Office of Student Life and Cultural Centers aims to empower students toward achievement via involvement, leadership development, and diversity enrichment. It organizes, promotes, and oversees the mission.

At CSPU, four distinct cultural centers celebrate and explore diversity: African-American, Asian, Hispanic/Latino, and Native American. 

Students look forward to the César E. Chávez Center and the Ethnic and Women’s Studies Department collaborating on the annual Dia de Los Muertos cultural event

Furthermore, the Hospitality Management (M.S.) graduate degree is a field with a wide range of opportunities. It is based on a complicated structure of many firms and a broad group of employees and clients from various backgrounds. 

Employees and customers both have their backgrounds, experiences, and cultural histories. In this program, students will be guided to improve their communication skills with everyone in their environment. Its goal is to help students feel more at ease with all forms of diversity in graduate school and everyday life!

You can find plenty of graduate programs just a click away from their website! If you are worried about diversity, all their courses are sure to have high levels of diversity.

University of California – San Diego

University of California – San Diego

Ph.D. Program in Ethnic Studies

: 9500 Gilman Dr. La Jolla, CA 92093
: 858 534 2230

The University of California, San Diego (UCSD) views diversity as an educational opportunity. Ethnic, Judaic Studies, African, Middle-East, and Chicano/Latino arts and Humanities are just a handful of the majors and minors that focus on ethnic diversity. 

The Cross-Cultural Center, Black Resource Center, and Raza Resource Centro are all excellent assistance programs and institutions at UCSD.

Thurgood Marshall College, one of UCSD’s six colleges, encourages scholarship by requiring “Dimensions of Culture-Diversity, Justice, and Imagination,” a writing course that analyses American society, as part of its general education requirements. 

It’s no wonder that there’s financial assistance for ethnic minorities when there’s such a solid commitment to diversity education. UCSD is one of the most ethnically diverse universities in the country.

The Comparative Ethnic Studies Ph.D. program provides students with a unique opportunity to gain broad training to research and analyze the intersectional and relational workings of race, ethnicity, culture, indigeneity, gender, class, sexuality, religion, dis/ability, and legal status in local, regional, and national contexts.

California State University – East Bay

California State University – East Bay

Master of Arts in History

: 25800 Carlos Bee Blvd, Hayward, CA 94542
: 510 885 3000

California State University: East Bay (CSUEB) educates 14,500 students on two magnificent campuses overlooking San Francisco Bay and Mt. Diablo. CSUEB takes diversity and inclusion seriously, with a dedicated office dedicated to the cause.

Tolerance, justice, equity, and nondiscrimination are values that the Office of University Diversity strives to instill in all students, professors, and staff.

The program is a doorway for cultural and social understanding on campus and houses about four programming assistants who host various activities ranging from debates, talks, concerts, and social gatherings.

There are various other initiatives, such as Campus Climate activities and a Week of Inclusion Excellence, in addition to this program.

History-curious diverse groups take on History, M.A. to further their understanding of a particular culture. After all, empathy is developed by studying the lives and struggles of others in history.

Exploring the diversity of human experience allows us to appreciate and recognize cultures, ideas, and traditions that aren’t our own as essential products of specific times and places.

University of California – Los Angeles

University of California – Los Angeles

Asian Languages and Cultures

: Los Angeles, CA 90095
: 310 825 4321

In many ways, the University of California, Los Angeles (UCLA) is unique. Their diverse student body is composed of:

The institution supports a wide range of cultures and histories through its various centers and institutes. The Institute of American Cultures promotes ethnic studies scholarship and research. It is a collaborative effort between the Asian American Studies Center, the American Indian Studies Center, the Chicano Studies Research Center, and the Ralph J. Bunche Center for African American Studies, the four ethnic studies centers.

In Fall 2019, over 12,828 students matriculated in graduate programs at UCLA, with over 1,100 student groups providing students with every option imaginable. In addition to encouraging diversity through centers and clubs, ethnic minorities can apply for various scholarships, including American Indian scholarships, ethnic minorities for engineering, academic awards for ethnic minorities, and more. 

Overall, UCLA is one of the most ethnically diverse universities in the country.

Furthermore, learning Asian languages for natural English speakers can be complicated and intimidating, especially at first. Even beginners will find that their learning begins to steady after comprehending the basic rules and writing system.

Whether studying Asian languages and cultures in-depth or completing a college requirement, research shows that learning a second language combined with a post-college job route leads to a significant rise in earning potential.

Georgia State University

Georgia State University

Master of Arts in Applied Linguistics

: Atlanta, GA 30302
: 404 413 2000

GSU is a large public institution with about 32,000 undergraduate and graduate students. Their student body is composed of:

Minorities have numerous chances at GSU, including substantial scholarships, institutions, student clubs, and centers.

HOPE, a scholarship program for ethnic minorities in Georgia, is worth mentioning. More than 1.1 million students attending GSU, universities, and technical institutions have received over $3.8 billion in grants since 1993. 

Many resources dedicated to diversity and education are available through the Multicultural Center, part of the Department of Student Affairs. Heritage Celebrations are held throughout the year for students and the general public.

In addition, the School of Modern Languages’ Master of Science in Applied Languages and Intercultural Studies (MS-ALIS) is one of the first professional master’s degrees in Foreign Language and Cultural Studies in the United States.

It emphasizes language’s real-world professional uses in various fields, including communications and non-profit work and business, engineering, and medical.

Students have the chance to study, do research, and perform for-credit internships abroad, in addition to receiving intensive training in advanced-level language and cross-cultural communication.

Students graduate with a professional portfolio in their chosen language, allowing them to explore various international career opportunities.

L.I.U. Brooklyn

L.I.U. Brooklyn

Master of Arts in Psychology

: 1 University Plaza, Brooklyn, NY 11201
: 718 488 1000

Long Island University-roots Brooklyn’s are rooted in diversity since its founders accepted students solely based on their merits under a nondiscrimination policy. Many cultural organizations to choose from, including the Black Students United (B.S.U.), Indo-American Club, and Muslim Students Association.

With a student body that includes students from various cultures and ethnic backgrounds, the school provides you with the opportunity to interact with kids from a variety of cultures and ethnic backgrounds.

This institution offers master’s and doctoral programs and various undergraduate degrees in accounting, media arts, sports science, and technology management.

A master’s degree in psychology is an excellent first step for people interested in studying human behavior and assisting others in overcoming obstacles. It opens the door to many occupations and can serve as a stepping stone toward a doctorate later.

Andrews University

Andrews University

Master of Science in Special Education

: 8975 Old 31, Berrien Springs, MI 49104
: 269 471 7771

Andrews University in Berrien Springs, Michigan, promotes a global attitude and is one of the top universities in the country in terms of international student enrollment. Diversity is essential at this Seventh-Day Adventist University, which emphasizes its biblical roots and offers regular diversity training to teachers and students.

Cultural training is included in classroom instruction at the school’s undergraduate and graduate levels. The Adelante (Spanish Club), French Club, and Makarios are among Andrews’ clubs dedicated to fostering constructive relationships and exchanges among minorities.

Here, you’ll discover a diverse student body, including:

The institution’s Special Education graduate program prepares students for a career as a special education teacher with a Learning Disabilities state endorsement. Special educators have the skills necessary to assist kids with impairments.

They impact students’ academic and social/behavioral outcomes and guide their families towards successful paths for their children. This curriculum allows students to gain experience in a range of unique education settings and teaching in both primary and secondary schools.

Barry University

Barry University

Master of Science in Educational Leadership – Online

: 11300 NE 2nd Ave, Miami Shores, FL 33161
: 305 899 3000

Barry University, in Miami Shores, FL, has an ethnically diversified academic and student population. Nearly 19 percent of the faculty members at this university are Hispanic, and 16 percent are African American. The Catholic university’s rich, diversified culture is enriched by its students, who include:

The Office of International and Multicultural Programs sponsors many events for students on campus, including the National Day of Racial Healing and a Martin Luther King Day service day. Business, education, medicine, theology, and psychology are just a handful of the programs available.

In addition, the curriculum will allow you to investigate organizational development models and theories, school and community relations policies, practices, strategies, and instructional design, assessment, and evaluation.

You’ll also learn how to make ethically sound decisions in the planning, recruitment, selection, retention, review, and termination processes within the school setting by looking at federal and state education legislation, focusing on Florida school law.

Xavier University

Xavier University

Master of Arts (MA) – Clinical Mental Health Counseling

: 3800 Victory Pkwy, Cincinnati, OH 45207
: 513 745 3000

Xavier University is a Jesuit college with a mission statement that emphasizes knowledge and social justice. It is recognized by the North Central Association of Colleges and Schools. Even though Xavier is a Catholic school, its 6,500 students are exposed to over 15 religious groups.

Xavier University is located in Cincinnati, which Forbes ranked as the 5th most affordable city in America. Students benefit from a car-friendly campus, HBO On Demand, and complimentary tickets to Xavier athletic events for first-year students. 

In terms of networking, Xavier’s Mentoring Program has 560 employers participating. The school hosts five career fairs each year and 200 local and national service organizations on campus.

This program is designed to complete the educational requirements for professional counselor licensing. Clinical Mental Health Counseling majors gain a strong foundation in community development and the ethics and values required to operate in a school context.

With a Jesuit-inspired curriculum, Xavier transforms students into trustworthy, confident, problem-solving school counselors with the ability to affect young people’s lives for the better.

Furthermore, Xavier University offers two free programs that work together to accommodate and support students with impairments to learn more effectively. The first is Disability Services (D.S.), which “works in collaboration with academics to ensure the provision of reasonable and suitable accommodations in partnership with the student.”

Exam accommodations, alternative formats of textbooks and class resources, access and aid with class notes, academic coaching, housing, and assistance animal accommodations are just a few of the services available.

Another free service offered is ClockWork, which gives users access to “scheduling and database software used by Disability Services to manage accommodations.” In addition to D.S., Students can receive tutoring, take examinations in a less distracting atmosphere, and use assistive technologies at the Learning Assistance Center.

Northeastern University

Master of Science – Applied Quantitative Methods and Social Analysis

: 360 Huntington Ave, Boston, MA 02115, United States
: 617 373 2000

Northeastern University has a reputation for rigorous academic standards, with 70% of entering students being part of their high school’s top ten percent graduating class.

Only nine months after getting their undergraduate degree, the 19,000 registered students at NU, 65 percent female, and 35 percent male, have a 90 percent job placement or grad school admission rate. 

In terms of diversity, since 2006, Northeastern University in Boston, Massachusetts, has seen a 48 percent rise in students of color. The New England Association of Schools and Colleges accredits the university, which was founded in 1898.

The Disability Resource Center (D.R.C.) at Northeastern University is open every weekday and provides various free services to impaired students who register with the office. A large group of volunteer students works at the Center, taking notes for DRC-supported students.

Five sessions of transitional tutoring are also included, guiding D.R.C. students through a general review of the program, being a successful self-advocate, campus resources, getting the most out of the D.R.C., and introducing the many technology opportunities accessible on the Northeastern campus.

The MS in Applied Quantitative Methods and Social Analysis also aims to generate knowledge and comprehension of the social world. Social scientists, including communication scholars, employ quantitative research to examine phenomena or occurrences that affect humans.

University of Connecticut

Applied and Resource Economics

: Storrs, CT 06269, United States
: 860 486 4900

The University of Connecticut at Storrs, Connecticut, is accredited by the New England Association of Schools and Colleges. They have 14 schools and 108 majors and were named one of America’s top 25 institutions in 2016. 

Storrs Agricultural School was founded in 1880 when brothers Charles and Augustus Storrs gave 170 acres, a former orphanage, and $6,000 to the state. The current student body is 26,000, with a network of approximately 242,000 alumni, more than half of whom still live in Connecticut.

The Center for Students with Disabilities (C.S.D.) gained traction on the U.C. campus in 1977 due to the Rehabilitation Act of 1973, when the school prioritized accessibility for all students. 

The University of Connecticut was recognized as one of the top ten most disabled-friendly universities in 1999 by New Mobility Magazine for building adapted walkways, ramps, and elevators in less accessible areas of campus.

The C.S.D. boasts a vast team of over 200 student employees, and the campus currently has 11 accessible living halls for its over 700 disabled students. Academic advice, access to personal assistants (paid by students), and technical assistance through the CSDTech program are available through C.S.D.

Furthermore, because economics is a discipline that influences policy, and policy affects individuals of all kinds, students eventually gain a better understanding of diversity. We have witnessed how having a diverse range of viewpoints articulated and addressed around the table may lead to better policy outcomes.

College of Charleston

College of Charleston

School of Languages, Cultures and World Affairs

: 66 George Street, Charleston, SC 29424
: 843 953 5670

The College of Charleston, accredited by the Southern Association of Colleges and Schools, was founded six years before America declared independence from England in 1776. It is the oldest university south of Virginia and the 13th oldest in the United States. 

The school’s 11,000 students, 3,000 of whom reside on campus, are from 49 states and 62 countries worldwide.

Graduates of the College of Charleston forego the traditional cap and gown attire worn at most college commencements in favor of white dinner jackets for men and white dresses for women in the spring ceremony and black tuxedos and black dresses in the December ceremony, which is steeped in tradition.

The School of Languages, Cultures, and World Affairs also offers degrees in:

Furthermore, the College of Charleston’s Center for Disability Services places a premium on accessibility. The Center’s staff and volunteers strive to create an environment that provides “fair and effective accommodations while encouraging student independence.”

SNAP is a program that is exclusive to the Center (Students Needing Access Parity). SNAP offers support and guidance to students with documented disabilities.

They are bridging communication with instructors to raise awareness of disabled students’ learning differences and providing course alternatives to mainstream degree programs’ math/logic and foreign language requirements.

Nine hundred students are currently enrolled in the SNAP program at the College of Charleston.

Washington Adventist University

Washington Adventist University

Master of Arts in Public Administration

: 7600 Flower Ave, Takoma Park, MD 20912, United States
: 800 835 4212

Washington Adventist University, a Seventh-day Adventist university in Maryland, offers a range of special programs for its students, including study abroad, a summer session in the nation’s capital, and internships.

One of the numerous campus ministries, the Diversity Program, offers training sessions and other initiatives to enhance diversity and inclusion on campus. The student body on campus is made up of:

Furthermore, the Master of Arts in Public Administration is designed to help students gain a greater understanding of the role of government. They will have a better experience of long-term economic growth, social development, infrastructure development, environmental protection, public-private partnerships, managing development programs, and maintaining a legal foundation for development.

Kean University

Kean University

Master of Arts in Bilingual/Bicultural Education

: 1000 Morris Ave, Union, NJ 07083, United States
: 908 737 5326

Kean University is proud of its diverse student body and dedication to worldwide education. It is the only American public university with a campus in China. 

Students of many races, including Hispanic/ Latino, African American, Asian, and multiracial, can be found here. This institution offers bachelor’s and master’s degrees, six doctorate choices, graduate certifications and diplomas, and an annual conference on human rights abuses awareness that is open to students. 

The institution has A Black Leadership Union, Haitian Student Association, Latin American Student Organization, and other cultural organizations.

The Master of Arts in Multilingual/Bicultural Education educates qualified teachers (P3, K-6, K-6/5-8, K-12) in bilingual environments. The purpose is for bilingual/multilingual professionals to get a foundation in language and literacy and teaching approaches that will help them meet the needs of students from a variety of educational, linguistic, and cultural backgrounds.

Grad School Diversity - fact 1

Wrapping Up

If you have second thoughts about whether or not to attend graduate school, it’s a good idea to do your research and deliberately consider your study options. Investing in an advanced degree, on the other hand, is likely to benefit your career by:

If a master’s degree is required in your area, or if you feel stuck in your current job, graduate school is a great alternative. It’s also beneficial if you’re a lifelong learner looking to develop your professional abilities.

Graduate education is valuable in almost any subject since it provides additional skills, knowledge, and possibilities.

Furthermore, aside from the lack of diversity and inclusivity in some institutions, more honest reasons not to attend graduate school deter some students from applying. Nobody likes to be left out, after all.

Fortunately, institutions across the state and worldwide are working to become more inclusive—that is, to establish an open, supportive workplace in which students are free to express themselves and collaborate.

Because of the good consequences on institutional goals, the flow of ideas from different cultures, generations, genders, and religious backgrounds is actively promoted.

These positive benefits are frequently manifested as desired characteristics, such as enhanced innovation, productivity, student happiness and retention, and similar metrics. The qualities of a diverse student body are credited for this shift toward diversity and inclusivity.

Discover diversity in grad school! Use these quick links!

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