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Anna Ward
EDUC 215-01
Harris
21 March 2013
Diversity Profile
Researching demographic data for Harrisonburg, Virginia and Smithland Elementary
School provided an interesting look at the factors and people that impact the community in
Harrisonburg city. Things like poverty level, racial composition, unemployment rates, English
proficiency, and other factors can provide insight into the unique struggles and characteristics of
an area that can impact strategies teachers use to be culturally responsive. Teachers need to know
the demographic data of their classroom so they can be equitable towards their students by
meeting each students individual needs. A teacher that has knowledge and understanding of the
cultural differences and needs within his or her classroom can be a more successful and effective
teacher.
Harrisonburg, Virginia is a unique place with many demographic pieces that impact the
everyday life of its residents. The unemployment rate in Harrisonburg (7.1%) is higher than the
unemployment rate for the state of Virginia (Onboard Informatics). Additionally, 31.8% of the
Harrisonburg city population lives below poverty level (Regional Data Center for Virginia's
Central Shenandoah Valley). Another interesting demographic piece is the racial composition of
Harrisonburg- 72.4% of residents are white, 15.7% Hispanic, 3.5% Asian, and 6% are Black
(Onboard Informatics). This composition differs from the racial makeup of Smithland
Elementary. Smithlands Hispanic population accounts for almost half of the student body at
48.12% (Virginia Department of Education). The student body is more diverse than the

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Harrisonburg population. Related to poverty levels, about 75% of students at SES qualify for free
or reduced lunch. Lastly, limited English proficiency impacts 241 out of the 505 students
enrolled at Smithland (Virginia Department of Education). It is important to know this data to
analyze how it can impact students and teachers in schools.
This diversity at Smithland Elementary School presents unique challenges for teachers. In
order to create a positive learning environment, teachers at SES must know the challenges their
students face. First, with a large Hispanic population, teachers need to understand Hispanic
culture and family structure so that they can appropriately interact with students and their
families. The content needs to be applicable for all cultures, not just the dominant culture. For
teachers to be successful, they must also know how to communicate with each student. Because
some students are limited with English proficiency, Smithland teachers need to be able to
translate the material or find other unique ways to relay information. Teachers may need to have
notes to parents written in Spanish as well as English. Classroom labels could be in both English
and Spanish to teach students the meaning of Spanish and English words. Because 75% of the
student body qualifies for free or reduced lunch, teachers need to understand the physical and
basic needs that some of their students may have. They may have students with limited access to
technology or internet, so their homework assignments need to be appropriate for all of their
students. Teachers may also need to ensure that their students receive and eat school-provided
snacks and lunches so students can have nutritional needs met and focus on learning. A school
like Smithland needs a lot of faculty and staff collaboration; personnel fluent in Spanish and
Hispanic culture need to educate other staff on how to interact and teach Hispanic students.
Teachers will have to make themselves available for meetings with parents and may need to use
home visits if a family has limited transportation.

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Researching data for the diversity profile opened my eyes to the unique and exciting
challenges teachers face. I was shocked to learn how many students qualified for free or reduced
lunch as well as how many Harrisonburg residents live below poverty level. I realized how many
students in my classroom could be alienated or in need if I am uneducated about their individual
situation and needs. As a culturally responsive teacher, I plan on getting to know each student
and their family. I can do home visits to gain insight on the cultural traits and living conditions of
my students, while simultaneously collaborating with the family in ways more convenient for
them. My lesson plans will need to be tailored to the unique demographic composition of my
classroom. Lessons should not just be relatable for students in the dominant culture; they should
actively address components that relate to all students. Being culturally responsive also means
being an anti-bias activist. I need to be culturally conscious of the things that influence my views
and opinions so that I can avoid behaviors or attitudes that create barriers between my students
and me. Curriculum will also need to promote and celebrate diversity and discourage attitudes
and behaviors that promote prejudices and discrimination. Having a positive diverse classroom
will provide all students with a safe and happy learning environment where they feel accepted
and loved.

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Works Cited
City of Harrisonburg. "Facts at a Glance." Harrisonburg Virginia. Harrisonburg City, 25 Jan
2013. Web. 16 Mar 2013. <http://www.harrisonburgva.gov/at-a-glance>
Office of School Nutrition Programs. Virginia Department of Education. National School Lunch
Program Free Reduced Price Eligibility Report. Richmond: Virginia Department of
Education, 2013. Web.
<http://www.doe.virginia.gov/support/nutrition/statistics/free_reduced_eligibility/20122013/schools/frpe_sch_report_sy2012-13.pdf>
Onboard Informatics. "Harrisonburg, Virginia." City-data.com. Advameg, n.d. Web. 16 Mar
2013. <http://www.city-data.com/city/Harrisonburg-Virginia.html>
Regional Data Center for Virginia. Unemployment Rates. Regional Data Center. Central
Shenandoah Planning District Commission , n.d. Web. 16 Mar 2013.
<http://rdc.cspdc.org/viewreport.aspx?view=1>
Regional Data Center for Virginia's Central Shenandoah Valley." Income and Wages:Median
household income. Regional Data Center. Central Shenandoah Planning District
Commission , n.d. Web. 16 Mar 2013. <http://rdc.cspdc.org/viewreport.aspx?view=1>.
Unites States Census Bureau. United States. Department of Commerce. State & County
QuickFacts: Harrisonburg city, Virginia. Washington, D.C: United States Census Bureau,
2013. Web. <http://quickfacts.census.gov/qfd/states/51/51660.html>
Virginia Department of Education. Virginia. Department of Education. Fall Membership.
Richmond: Commonwealth of Virginia, 2011. Web.

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<http://bi.vita.virginia.gov/doe_bi/rdPage.aspx?
rdReport=Main&subRptName=Fallmembership>
Virginia Department of Education. Virginia. Department of Education. Fall Membership.
Richmond: Commonwealth of Virginia, 2011. Web.
<http://www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/index.shtml
>
Virginia Department of Education. Virginia. Department of Education. Fall Membership.
Richmond: Commonwealth of Virginia, 2011. Web.
http://www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/index.shtml