Diversity In Adolescents

As an adolescent and throughout our early young adult years we are continuously learning different cultures, whether it is from family, friends or in even social media. The culture you have learned from over the years will assist in shaping you into the adult you want to be. Culture is sometimes employed as a means for social exclusion. Cultures consists of world views, practices, beliefs, tastes, and behaviors shared by social groups such as ethnic groups, racial groups, age groups, interest groups, or groups based on taste preferences or religious identities (Warikoo, N. 2012). Furthermore, diversity can play a major role in a child or adults life, being diverse allows one to see both sides of the spectrum instead of being fixed on one side.

Throughout my essay I will define culture, diversity and discuss how these two roles can play a positive or a negative role in a learning environment.
Culture plays a role in the educational environment.
Consequently, culture weighs significantly in the educational environment, race is commonly used to describe the differences between groups and apparent physical differences. Furthermore, ethnicity can be used to define groups based on their beliefs from one’s common descended and cultural practices. Nevertheless, in the educational setting this stigmatize forces a student to choose between maintaining a strong ethnic culture or school success. Scholars have studied the production of culture, cultural consumption, culture’s influence on behavior, culture’s role in status systems, and the boundaries that groups draw to define their cultures (Banks, J. A. 2012).
Diversity in Education.
Moreover, social science and educational scholars agree that there is a complexity when dealing with cultural diversity. Educators are faced with the challenge of ensuring they have a wide variety of sources content to engage their students. The variables an educator must take in to consideration are race, social class, gender, ethnicity, and language. scholars agree that appropriate curriculum content about cultural diversity includes both insider and outsider perspectives––that is, information on the issues of analysis produced by individuals who have intimate and experiential knowledge of them, as well as by others who view these issues from a distance and have not experienced them.