RUNNING HEAD DIVERSITY IN EDUCATION

Diversity In Education
Gabrielle Riggins
EDU 290, Prof. Pritchard, Wesleyan College
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Introduction

Diversity is an essential element to a regular functioning society. The population is

diverse with no two people sharing the same traits. Diversity in education is valuable. In

this paper I will describe write about the importance of diversity in the classroom. I will

begin by giving a description of the role diversity plays in education. Then I will state my

beliefs about diversity going into detail by providing my own experiences with diversity.

Lastly, I will write about diversity as it stands in the classroom. Diversity should be

embraced within the classroom. Differences should be valued, there is no better place

to start teaching the value of diversity than in the classroom. This paper will

demonstrate the importance of diversity in the classroom.

Diversity In Education

Diversity is a major player in education. Diversity in the school system has been dealt

with in different ways. Various civil rights acts, like the Civil Rights Act of 1964, have

given students of all backgrounds equal opportunity to learn despite their race, gender,

religious or cultural beliefs. Laws like the Individuals with Disabilities Act (IDEA) allowed

students with disabilities to attempt an education the same as any other student.

Through each law that has been passed over the years, students have been able to

attend school without the concern of being discriminated against within legal boundaries

(Webb, Metha, & Jordan, 2010, p.270). Laws like these have gained import within the

last few decades with the growing diversity in today’s classroom. Due to the increase in

diversity, learning about the value of being diverse has become more important.
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While taking courses here at Wesleyan, I have been exposed to many different people

all with different backgrounds and situations. Mingling with such a diverse populace has

allowed me to mature and develop as an aspiring educator.

In EDU 290, Exceptionalities in Children and Adolescents, I did my field experience at

Elam Alexander under Mr. English who taught 7th through 11th grade. I was with his

class in the morning at lunch and through recess. This gave me plenty of opportunity to

interact with the students organically. I learned about them and enjoyed being with

them. Their disabilities were a part of their identity and to say that any part of who they

were was not acceptable would be denying them their identity. I can honestly say that it

was my favorite experience of all of my classes. In taking EDU 290, I was better able to

understand the value of their education I know now that school for children with their

disabilities can be more than a couple of hours for their parents/ guardians to have a

break from taking care of them. They still have the capacity to learn within the

classroom setting.

In the article, “Providing Childhood Teachers With Opportunities To Understand

Diversity And The Achievement Gap” (2009), authors Darrell Meece and Kimberly

Wingate state that it is especially important for teachers to stress the importance of

embracing diversity within the classroom to students at a young age. This is because

young children are more prone to being influenced for prejudice or acceptance of issues

by other people at this time (Meece & Wingate, p. 36). Educators must ensure that

students understand diversity and can embrace the differences of others; and in doing

so can grow. An educator in recognizing and applauding the differences of those within

the classroom will promote an atmosphere of mutual respect in the classroom

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community. In EDU 290, we were not only taught to embrace diversity whole heartedly,

but we were taught about the different kinds of diversity and how it might affect the

classroom. Something that educators must be able to do is be able to cross he

boundaries of understanding diversity themselves before teaching others how to do the

same (Waddell,2011, p. 24 – 25).

In a diverse classroom learning is enriched by the different classroom perspectives.

This type of exposure for the students creates an engaging environment. The students

are allowed to explore worlds beyond what they know from their own lives. Cross-

cultural exposure helps the students develop an understanding that will help them

survive in a multicultural, multiethnic environment. Having a child attend schools where

everyone is of the same ethnic, cultural, and/or financial background as them is not

realistic and will not help them when it comes time for them to navigate the world of

adults.

In a regular functioning classroom diversity cannot be ignored. This is because as

educators we have a duty to ensure the student’s success. Different students learn

differently and they have different abilities and skill levels. In the article, “Diversity

Initiatives in Higher Education: Just How Important Is Diversity in Higher Education?”

(2011), author Christine Clark states that many schools have not embraced diversity in

the ways that they should. This is seen in schools with only one race, ethnicity, culture

or socioeconomic background represented. This is because some of these students

may require additional help in understanding material in the classroom (Clark, p. 58).

Without this help they are not learning to the capacity that they could, causing them to
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fall behind academically. Truly embracing diversity would allow for equal opportunity for

all students.

The students’ gender, ethnicity, race, socioeconomic status, culture, religion, and

background come together to define that student’s identity. When diversity is embraced

in the classroom students feel comfortable in exploring and learning more about

themselves cementing their own distinct identity. Giving value to diversity will also build

a sense of community to give students a place where they feel safe enough to talk

about feelings and concerns that would have been overlooked otherwise. Fostering

diversity is the first step to nurturing the students’ individual prowess.

Fostering diversity will come along with many obstacles some preventable and some

not. Some of these challenges may come in the form of prejudices against race, culture,

religion or even gender. In EDU 245 Child Development we took a day to talk about

diversity and the stereotypes that are at play in everyday society. We did an exercise

that provided us with a constructive way to discuss the topic of stereotypes without

offending anyone. We discussed race, gender, and ethnicity taking the good with the

bad. Much tension is caused when talking about race and stereotypes especially white

versus black. This is because the two races were not willing to accept one another for

what they were, they wished to keep the tension between the groups (Ayers, 2010, p.

108). Language can be another barrier to a functionally diverse classroom. A child who

does not speak the same language as the rest of the class would become isolated or

vice versa the class might feel put off by the language barrier. This can also be said with

other types of diversity. Children with disabilities might find it hard to relate to students

who do not have a disability or again vice versa the students without disabilities might
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not know how to interact with students who have disabilities. The minority is always at

risk of being isolated by the majority.

This is not to say that those obstacles are impossible to overcome. With cooperative

learning the students can interact with each other in a controlled setting. This will

provide the pus that the students need to interact in a positive way. Another opportunity

for breaking through obstacles could be an ice breaker where differences would be

addressed and allow the students to discuss them. This would allow the teacher to

facilitate positive results. The language barrier could be overcome by teaching the

students a couple of words in the foreign language so that the child sees that an effort is

being made and will feel more comfortable trying to integrate themselves.

Conclusion

Diversity cannot be ignored. Educators must make an effort to recognize and embrace

the diversity within the classroom. In recent decades’ diversity within the classroom has

increased exponentially. This diversity is not limited to race, class, culture, religion, or

gender. Educators must overcome the challengers of integration and embrace the

diverse community of their classrooms.

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Bibliography

Ayers, William (2010). To Teach: the journey, in comics. New York, NY: Teacher College Press. Clarke,

Christine (2011). “Diversity Initiatives in Higher Education: Just How Important Is Diversity in

Higher Education?” Multicultural Education, 19(3), 57-59. Retrieved from

http://ehis.ebscohost.com/eds/detail?vid=3&sid=f3dc7386-2260-4311-829b-

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Meece, Darrell, and Kimberly O’Kelley Wingate (2009). “Providing Early Childhood Teachers With

Opportunities To Understand Diversity And The Achievement Gap.” STRATE Journal, 19(1),

36-43. Retrieved from http://ehis.ebscohost.com/eds/detail?vid=7&sid=ff53cabf-62af-447c-

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Waddell, Jennifer (2011). “Crossing Borders without Leaving Town: The Impact of Cultural

Immersion on the Perceptions of Teacher Education Candidates” Issues in Teacher Education, 20(2), 23-

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Webb, L. Dean, Arlene Metha, & K. Forbs Jordan (2010). Foundations of American Education. Upper

Saddle River, NJ: Pearson Education, Inc.