**4. Content changes in our courses and diversification of the profession**

Political science, like all areas of inquiry (e.g., biology, chemistry, economics, and sociology), evolves. The content of political science is likely to change based on external factors. Global ecological limits (e.g., ref. [14]), cyber [15] and bio-warfare [16], the linkage between genetics and politics [17], and terrorism [18] are just a sampling of topics that are fruitful for future political science research. Existing subjects in all sub-disciplines of political science will also need to be altered to account for the changing demographics of our students.

If the study of political science is about the "constrained use of [social] power" or "who gets what, when, and how," FGUS of Latinx and Asian/Pacific Islanders origins will see the world differently than when we were trained as undergraduates and graduate students. We should not try "to make first-generation students become more like their continuing generation counterparts …." ([9], p. 5). Instead, we should revise our classes to consider the political culture and struggles underrepresented students have experienced. Put simply, we have to know our audience.

Political science should have a "better understanding of how changing demographics affect the contours of group identities and cleavage formations that structure many contemporary policy debates" ([4], p. 7). Latinx, the group that will experience the greatest growth in the near future, are interested in the political world and what it means to them. Of all the social sciences, "Latinos have the highest concentration of political science majors at 44.8 percent" ([4], p. 30). Additionally, Asian/Pacific Islanders choose to major in political science (32.3 percent) only after economics (35.2 percent among the social sciences) ([4], p. 30). It is in our courses that political science professors can show the importance of understanding the students' role as informed and educated citizens. As Fraga et al. ([4], p. 38) notes, "The classroom is, perhaps, the arena in which political science has the greatest opportunity to demonstrate what it can contribute to make all citizens and residents more informed participants in defining their futures." It makes sense not only to create separate courses that explore these underrepresented groups. It is also prudent to discuss the role of these minorities in our existing courses.

The same theoretical justification exists for diversifying our profession. As Fraga et al. correctly point out, "The overwhelming majority of political scientists are Caucasians, even among women" ([4], p. 42). Faculty members from diverse backgrounds have different experiences than the dominant culture of our discipline. Fraga et al. also reaffirms this notion by stating that, "The presumption that a group of individuals of mostly the same background across all these parameters can comprehensively study the politics of those positionalities is deeply flawed and can limit the accuracy and relevance of the resulting work" ([4], p. 13). While it starts in the undergraduate classroom, graduate schools must also actively recruit students that belong to marginalized groups. And, departments that hire minority candidates must offer a warm and welcome environment.

Unfortunately, it has been a challenge for political science to diversify the profession. In discussing the discipline, Jaschik ([19], p. 2) states that it "should be of concern in a world in which white men do not constitute the sole demographic … [and] who does the research and what that research constitutes." A contributing factor to hindering diversification efforts is that faculty of underrepresented backgrounds do not experience a positive work climate. Jayakumaret et al. [20] laments "that 75 percent of faculty of underrepresented backgrounds identified their campus climates as moderate to highly negative." Feelings of high racial hostility and isolation are common for faculty of underrepresented backgrounds ([4], pp. 47–48). Sadly, underrepresented faculty "frequently pay a sort of cultural or race tax in the form of being asked to serve on committees largely because of their race, ethnicity, and intersection of gender." While these issues are endemic on university campuses, it does not mean that political scientists cannot actively work to make their own departments more hospitable for underrepresented faculty. Mentoring underrepresented faculty is essential to retention. And, when possible, political scientists should advocate university wide for the importance of retaining underrepresented faculty. Otherwise, leaky pipeline issues will become the norm.

### **5. Discussion**

As United States higher education moves from the gilded age to a more challenging one, this research examines how the changing demographics of American college students should influence how political science faculty teach their classes.

### *A Demographic Shift in College Students: A Preparatory Guide for Political Scientists… DOI: http://dx.doi.org/10.5772/intechopen.98804*

With more FGUS on college campuses, the study offered five best practices to improve student success:


Additionally, the research proposes that the content in political science courses reflect the changing demographics of our students – both in revising our existing courses and offering new ones. Finally, diversification of faculty in political science is vital to include those of underrepresented groups.

Many of the recommendations in this analysis require long-term solutions. There are some strategies that can be done proactively to accommodate these major changes in student demography. Political science departments can create consortiums among their peer and aspirant institutions to discuss what the changing demography means to them. Departments can also figure out ways to help underrepresented students in their classes succeed, how the content in their courses can change, and how to retain underrepresented faculty.

Political science departments can learn more about the overall trends in higher education, since it will directly affect them. Faculty members are frequently on the front line in helping students. Departments can offer shared readings on the state of higher education and strategies in helping student success. A great start on the changes underway in higher education is Jon McGee's [5] *Breakpoint: The Changing Marketplace for Higher Education*. To understand the new demographics of students, two good sources are Lisa M. Nunn's [9] *33 Simple Strategies for Faculty: A Weekby-Week Resource for Teaching First-Year and First-Generation Students* and Kathleen Cushman's [21] *First in the Family: Advice about College from First-Generation Students*.

With challenges comes opportunity. An education offers a great opportunity for FGUS. Political science faculty can be at the forefront of accommodating the new demographic changes among our students. Pope [22] finds that student engagement is the best predictor of student success in college, which includes students having meaningful interactions with faculty. It will require resolve and vigilance by faculty to engage students of differing backgrounds. More challenging for faculty will be the cultural shifts that take place to ensure that FGUS succeed in college (e.g., balancing teaching with research). The challenge is well worth it if it means more successful students, given the distinct benefits of a college education.

*Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age...*
