Diversity Action Plan Paper

My Current Understanding of Diversity

My current understanding of diversity in the school setting has been augmented by many
experiences. Most notably, the voices of students in my classroom, the school hallway, or
featured on a panel of speakers represent diversitynot the data. Percentages and statistics do
not have voices or tell personal stories. Data may indicate the composition of differences in a
school or district. However, my developing mental model of diversity is defined by
individuality. Diversity is about all of usbut it is really about one person at a time.
In terms of my beliefs about integrating and reflecting cultural differences in the school
communityI often think of the window/mirror analogy (Marzano, 2003). I believe that
students should be able to look through a window and have new cultural experiences while
seeing a reflection of themselves mirrored in the school environment. While there has been
marked improvement in cultural tolerance in schoolswe need to move beyond sufferance. We
must integrate and affirm cultural identities, and associations. Cultural identity is no less an inroad to classroom engagement than a students personal interests are (Moule, 2009). We must
remember that teachers carry most of the responsibility when it comes to the daily messages that
define cultural acceptance in school.
My experiences with students whose culture is divergent from my own have increasingly
varied in terms of race/ethnicityless so in terms of achievement. Most of my student contact
has included those identified for special education services. I have little experience with students
enrolled in only general education courses or differentiated classes for the high ability learner.
My class rosters also reflect fewer femalesa fact representative of the verified student

population in general. Most of my high school students qualify for free/reduced lunch and many
have experienced homelessness. My needed areas of additional information about diverse
constituencies cannot be fulfilled with readings alone. An enriched personal framework for
diversity is best provided by experiences. Planned goals and activities for growth are described
in my action plan.
White Privilege (McIntosh, 1988) is a diversity paradigm that I do not know well. I
know it but I do not know it well because, according to researcher Peggy McIntosh (1988),
whites are taught not to recognize it. Like many others of European descent, my White
Privilege was formed early and included hidden assumptions. Steps to become more
accountable have included education, honest reflection, better listening, and respectful dialogue.
Doane College speakers, including Jeff Johnston (Avenue Scholars) and Lisa Utterback
(Principal-Miller Park Elementary, Omaha Public Schools), helped expand my understanding of
the Achievement Gap in education as an Opportunity Gap predicted by family income, the
indicators of poverty, and fewer learning experiences for children of low-income.
My Home School Description
My home school is Lincoln Northeast High School (Lincoln, Nebraska)Home of the
Rockets! The following profile information presents a demographic and qualitative portrait of a
neighborhood high school founded in 1941 that has known a rich, multi-generational history.
LNE is truly linked to its surrounding community. LNE is often associated with the Bethany and
Havelock neighborhoods, working-class families, and has become increasingly diverse.
According to the Nebraska Department of Educations most recent published report (2010-2011)

State of the Schools Report, enrollment for Lincoln Northeast High School was approximately
1,475 students and has since decreased slightly. Staff is reported as 98% White
and 2% Hispanic. LNE receives students from a suburban area within Lincoln, Nebraska. The
Lincoln Northeast district includes the University of Nebraska East Campus, Nebraska Wesleyan
University, Burlington-Northern railroad shops, the Goodyear plant, and other large industrial
companies. The district also includes three suburban business zones and a predominantly
residential area.
The total student body is 75% European American, 7% African American, 3% Asian
American, 8% Hispanic American, 1% Native American, and 7% who indicated two or more
races. Female students outnumber male students by a small marginapproximately 2%. The
LNE student population is about 19% special education; 19% mobile; 51% low income; and 15%
gifted. A category featured on the EDL Diversity Wheel, known as ELL students (English
Language Learners), account for less than 1% of all students.
Also according to the NDOE report, 84% of the 2010 graduates reported they would be
attending post-secondary education (four-year college; two-year college/academic transfer; and
vocational/technical college). LNE last reported a 74.73% 4-year graduation rate to NDOE in
2011. The current (2012-2013) graduation rate has improved to approximately 78%. However,
underserved sub-populations within the school reflect a much larger disparityincluding Black
students (64%) and Special Education students (49%) as identified in the table below:

Community resources available for LNE students/families in need include but are not
limited to: food pantries (Malone Community Center, Northeast Family Center, Center for
People in Need); health care (Peoples Health Center, Family Health Services, Clinic With A
Heart); childcare (Community Action Partnership; Department of HHS, Northeast YMCA
Tab program); and housing (Lincoln Housing Authority). The Center for People in Need is
an area community organization that provides comprehensive resources, referrals, and
information for those who need assistance. During the 2012-2013 school year, LNE opened the
Clothing Closet in the school where students may go and select new and gently used clothing
donated by staff, and community agencies.
Current diversity efforts by the LPS district include recruitment of diverse staff. While
those efforts may be ongoingthey are not yet reflected in the faculty of LNE who are identified
as primarily White. Hopefully, local and national recruitment efforts will be better initiated long
before the point of hire. Students of color and other under-represented categories need to be

connected with mentors and future educators programs long before post-secondary plans are
established.
Presently, issues of diversity at LNE reflect those of many U.S. high schools. Respect for
diversity is part of the school mission statement and diversity values are posted prominently in
the building. However, staff has observed that students tend to self-segregate by race and
ethnicity for social interactions. Emphasis on cultural sensitivity has been featured in school
assemblies to help address the problem. Extra-curricular activities and clubs provide great
opportunity for cross-cultural understanding. However, cultural-based clubs for minority
students are not always supported due to lack of faculty sponsorship.
My Diversity Action Plan
My individual goal for growth in understanding issues of diversity includes plans to learn
about the needs of students previously unknown to me. Specifically, during the 2013-2014
school year, I will take on the new role of Head Debate Coach at my high school. The endeavor
will be diverse for me because I do not work with general education or high ability students in
the classroom. As a special education teacher, coaching and leading students outside of my
department will develop a broader understanding of how all students learn and succeed. The
former coach has graciously offered to help guide me in my new responsibility and I know that
she will be a valuable resource.
The EDL outcome linked to my role as debate coach is Instructional Leadership.
Forensic arts require instruction in many skill areasincluding writing, research, and oral
communication. I will participate with my assistant coach in the design and implementation of

curriculum, and instruction that is based on research-based best practices for supporting students
in this activity.
Key actions that I will commit to in meeting my learning goal include attending a debate
camp with students in August, 2013, regular meetings with the former debate coach, scheduled
work times with students at least twice per week during season, and participation in a minimum
of 12 weekend tournaments with my debate team throughout the state. Actions prior to season
will include meeting with students to establish relationship and many hours of viewing
tournament video.
Anticipated obstacles and risks in my new role as debate coach will likely be the result of
my lack of experience. Another key challenge is the significant time commitment required. I
will work to overcome difficulties through strategic planning, working with my assistant coach
and advisor, and spending as much time as possible with students to help make it a positive
learning experience for them.

References
Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA:
ASCD.
McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to see
correspondences through work in women's studies. Informally published manuscript,
Wellesley College Center for Research for Women, Wellesley College, Wellesley, MA,.
Moule, J. (2009). Understanding unconscious bias and unintended racism. Phi Delta Kappan,
2009 (January).