DIVERSITY IN EDUCATION

Diversity in Education
Najma Bennett
Wesleyan College

DIVERSITY IN EDUCATION

The United States is home to many different cultures and ethnic groups. America is the
epitome of diversity. Diversity plays a major role in this society, as well in classrooms. In
American schools there are many students of different nationalities, religions, sexual-orientation,
socio-economic levels, learning abilities, and much more. These differences impact the learning
environment. The teacher determines whether the impact will be a positive or negative one.
There are flaws in the way teachers address diversity in the classroom, but it can improve and
become an essential asset to the classroom.
Diversity is the makeup of people from different cultures and backgrounds. The article,
Multiculturism, Diversity, and Social Advocacy: A 17 Year Content Analysis of Counselor
Education and Supervision, gave a thorough definition of diversity, In that regard, diversity
generally includes topics such as age, disability, gender, sexual orientation, gender orientation,
social class, spirituality and religion, lifestyle, health status, vulnerability, and other personality
features [] (Hays, 1996). American schools started to become acquainted with diversity once
schools became desegregated in 1954. The sixty-two year old ruling of the Brown v. Board of
Education case caused the diverse classrooms here today. However, the newly passed law did not
mend different ethnic groups and cultures right away. Student and parents had a hard time
adjusting and teachers fell victim too. School policies enacted that teachers had to implement in
their newly diverse classes. Jane Elliot was a third grade teacher in Iowa that created an antiracism experiment that separated her students by eye color. She had the blue eyed students be the
superior. In return that angered her brown-eyed students who felt inferior and judged. Then she
switched it up and had the brown-eyed students become superior. In both exercises the children
were mean and arrogant to whoever that did not have the same physical characteristic as them.
Elliot explains to the class after the experiment finished as to why she conducted those trials. Her

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reason was to show racism and bigotry is wrong and that diversity should be embraced. Elliot
understood that society was evolving and that things will change within the classroom, and she
wanted her students to be aware that they will be amongst other cultures different from their
own. Sixty-two years later diversity management in the classroom has improved, but some
teachers do not apply diversity management in the classroom. Charles Willies article,
Excellence, Equity, and Diversity in Education, went into depth on how children are affected by
this claim, Noting that children are quick to pick up other peoples expectations about their
academic competence and their behavior, they stated that the school process may foster
enthusiasm and interest in learning the ability to take responsibility and the adaptability to cope
with changes (Rutler 1979, p.187). This statement says children are coherent and notice
everything that goes on around them and can have an effect on their life. In my experience with
working with children I have noticed the difference between the way teachers handled diversity.
Schools consisting of students from middle and upper class neighborhoods had teachers who are
laid back in their teaching and focused more on content than their teaching environment. In
contrast, in schools I went to that included children from middle to lower neighborhoods the
teachers were very authorative and focused more on enforcing rules and regulations, but lacked a
diverse learning environment. I found out that even with the best schools teachers do not
elaborate on diversity or make their learning environment model the importance of diversity.
In Diversity in Teacher Education: A Double Helix, Nicholas J. Shudak proclaims,
Individuals whose identity is not recognized by social instructions within a liberal
society are harmed. They cannot give meaning to their lives when they do not see
themselves represented in the institutions that compromise the larger cultural context that
surrounds them. Society and its institutions must act in a way that recognizes identity

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affirmatively or them risk inflicting harm, pain, or other forms of symbolic violence
(Shudak).
Nicholas Shudak accurately covered the reasons why a teacher needs to recognize their student
differences and represent them in the learning environment, or it will cause dysfunction in the
classroom. Teachers must realize that diversity can strengthen a learning environment and once
they figure out what can be done to improve their learning environment students will flourish as
well.
Once teachers begin modifying the way they establish their learning environment, they
will also recognize how diversity in their classroom helps strengthen their place of learning. The
article, Educators Conceptions of Student Diversity in Their Classes, talks about the positive
effects diversity has in classrooms, The students noted that teacher activity-such as using large
font sizes for paper-based or computer materials, speaking clearly altering assessments tasks, or
interacting with students-helped them become part of the overall learning environment (Gordon,
Petocz, Reid). The in the example above teacher did an outstanding job with recognizing
diversity and accommodating it in a fashion that has her students feel connected as well as
improving their learning environment. Students also gain from the influence of diversity in their
learning environment. The article, Promoting Diversity in Academic Leadership, by Oscar C.
Page states the relationships developed in a diverse learning environment, Students from
different cultures living, studying, playing, and growing together learn from one another (Page).
Students later become accustomed to being around different backgrounds and it helps them once
they become a part of the work force and smoothly transition to this diverse society. Every
student is different and ultimately it falls on the teacher to set a standard for her classroom and to
find out what works best for her students.

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There is a common perception that teachers only value and worry about their students
passing assessments and performing well on their school standards. Shudak in his previous
article made a comment about the focus of some teacher on this subject stating, As long as they
maintain accreditation, many teacher education programs and schools of education in general
have carte blanche to do what they want, and are doing so in relation to diversity (Shudak). The
statement coincides with my perception that people have about teachers when it comes to
handling their classroom. There is more a teacher has to be concerned with when they have a
diverse classroom. In order for students to feel comfortable and accepted, the teacher has to show
respect and value towards her students. Oscar C. Page mentioned the above statement in his
previous article stating, It is essential to incorporate such values as respect, service, and equity
into the decisions made by the administrator. Out of this will come a culture of trust (Page).
Whenever a teacher shows her students she values their differences, she creates trust among the
students. The teacher can find many ways to demonstrate respect and value towards her diverse
class; a few examples found in article, Communicating for Diversity: Using Teacher Discussion
Groups to Transform Multicultural Education lists, Engage Dont Enrage, Become Comfortable
with Negative Emotion, Watch For and Change Unproductive Language, Talk About Everything,
and Engage in Classroom Dialogue (De La Mare). I would incorporate all the above in my
classroom. Every year I will have a Culture/Diversity Day that will have my students present
what makes them special and different and explain why it makes them who they are. All the
above shows a teacher who values and respects her students different cultural backgrounds.
Even something small as to having children write down what they like, do not like, or what are
they are into on the first day of school is a step towards diversity awareness.

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Diversity is strong apart of American culture. In the beginning diversity in the classroom
started off as stagnant, and now its in every classroom. Change should be embraced by students
as the meet new people and new cultures. The teacher to lay down a blueprint to their students on
welcoming diversity, accepting it, and make it be a part of their class learning experience.
Diversity in education will continue to grow, and so will our efforts on making it an important
aspect of the classroom.

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7
References

De La Mare, D. M. (2014). Communicating for Diversity: Using Teacher Discussion Groups to

Transform Multicultural Education. Social Studies, 105(3), 138-144.
Gordon, S., Reid, A., & Petocz, P. (2010). Educators' Conceptions of Student Diversity in Their
Classes. Studies In Higher Education, 35(8), 961-974.
Page, O. C. (2003). Promoting diversity in academic leadership. New Directions For Higher
Education, 2003(124), 79-86. doi:10.1002/he.132
Shudak, N. J. (2010). Diversity in Teacher Education: A Double Helix. Academic
Questions, 23(3), 348-355.
Willie, C. V. (1999). Excellence, equity and diversity in education. Prospects, 29(4), 493-502.
doi:10.1007/BF02736900