Diversity In Schools

Diversity is becoming an increasingly important part of American culture, especially in schools. Not only are more ethnicities and nationalities represented in the schools, the definition of diversity itself is being expanded. The word diversity does not simply just mean race anymore. Now, diversity includes a wide range of classifications- race, culture, socioeconomic status, academic and social capability, and gender orientation. A teacher who is entering into the school system now must be prepared to handle all of these classifications in an appropriate and Christ like way.

Racial diversity is the most common as well as most visible type of diversity that a teacher will encounter in their class. According to Grand Prairie ISD,

the District

has a diverse student population with 65.3 percent Hispanic students, 17.5 percent African-American students, 11.9 percent White students, 3.3 percent Asian students, 1.7 percent two or more races, .3 percent Native American students, and .1 Pacific Islander students (District Profile).
Grand Prairie is just one out of a multitude of examples.

Teachers must be prepared to accept and engage all of these students in their classroom. They must now discriminate against a certain race while favoring others. A biblical perspective of this issue is found in Galatians 3:28 which states, “There is neither Jew nor Greek, there is neither slave nor free, there is no male and female, for you are all one in Christ Jesus” (Galatians 3:28; ESV). Although the subdivisions of race have changed from biblical to modern times, the message of acceptance still rings true. As a Christian teacher, I will implement this view into my classroom, knowing that every child, from every nation has an inherent worth to Christ. This is why racial discrimination cannot exist in the classroom, it is not only unethical, it is non Christ

like.
There is also an increasing amount of ethnicities represented in schools nationwide. With these ethnicities come new cultures, and with these cultures come sets of “hidden rules”. A teacher’s students will have been raised in many diverse backgrounds and will have different traditions that the teacher should be aware of. These traditions may drive classroom behavior, and could be the key to fixing any problems in the class, as the “problem” may simply between a cross-cultural miscommunication. Although the teacher may not understand why the student chooses to participate in traditions, they must respect the student and their families decision. As Christian teachers we should view the different cultures in our classroom as a learning opportunity, instead of a challenge.
Socioeconomic status is also a type od diversity that brings its own set of hidden rules. Each class- lower, middle, and upper, bring their own list of “rules” that are only known to the people in that class. Teachers should be concerned with how to include and blend all three classes as they will have students from each class. These hidden rules are based on many factors such as resources, social emphasis and personality, money, world view, and family structure. Ruby Payne studied and summarized all of these factors for the different classes.
Hidden Rules Among Classes

POVERTY
MIDDLE CLASS
WEALTH
POSSESSIONS
People.
Things.
One-of -a-kind objects, legacies, pedigrees.

MONEY
To be used, spent.
To be managed.
To be conserved, invested.

PERSONALITY
Is for entertainment. Sense of humor is highly valued.
Is for acquisition and stability. Achievement is highly valued.
Is for connections. Financial, political, social connections are highly valued.

SOCIAL EMPHASIS
Social inclusion of people he/she likes.
Emphasis is on self-governance and self-sufficiency.

Emphasis is on social exclusion.
FOOD
Key question: Did you have enough? Quantity important.
Key question: Did you like it?
Quality Important.

Key question: Was it presented well? Presentation important.
CLOTHING
Clothing valued for individual style and expression of personality.
Clothing valued for its quality and acceptance into norm of middle class. Label important.

Clothing valued for its artistic sense and expression. Designer important.
TIME
Present most important. Decisions made for moment based on feelings or survival.
Future most important. Decisions made against future ramifications;
Traditions and history, most important. Decisions mode partially on basis of tradition and decorum.

EDUCATION
Valued and revered as abstract but not as reality.
Crucial for climbing success ladder and making money.
Necessary tradition for making and maintaining connections.

DESTINY
Believes in fate. Cannot do much to mitigate chance.
Believes in choice. Can change future with good choices now.

Noblesse oblige.
LANGUAGE
Casual register. Language is about survival.
Formal register. Language is about negotiation.

Formal register. Language is about networking.
FAMILY STRUCTURE
Tends to be matriarchal.
Tends to be patriarchal.
Depends on who has money.

WORLD VIEW
Sees world in terms of local setting
Sees world in terms of notional setting.
Sees world in terms of international view.

LOVE
Love and acceptance conditional based upon whether individual is liked.
Love and acceptance conditional and based largely upon achievement.

Love and acceptance conditional and related to social standing and connections.

DRIVING FORCES
Survival, relationships, entertainment.

Work, achievement.
Financial, political, social connections.
HUMOR
About people and sex.
About situations.
About social faux pas.

(Payne, Ruby). This chart emphasizes the incredible diversity that exists, and will exist in the classroom. As a Christian teacher I should work to treat all of my students the same, regardless of their backgrounds. I will take the view of James 2:24 which states, “For if a man wearing a gold ring and fine clothing comes into your assembly, and a poor man in shabby clothing also coms in, and if you pay attention to the one who wears the fine clothing and say, “You sit here in a good place,” while you say to the poor man, “You stand over there,” or, “Sit down at my feet,” have you not then made distinctions among yourselves and become judges with evil thoughts?” This Biblical principle must be implemented for a classroom to be an inclusive environment. A teacher must include all of the children in the class equally, no matter their socioeconomic status. If a teacher favors one “class” over another, then the classroom will become a place of dissent, instead of a conducive learning environment.
The next type of diversity that a teacher must consider is their student’s differing levels of academic ability. In a classroom you will have at least three subcategories of academic ability. On one extreme end of the spectrum you have the special education students, and on the other end you have your gifted and talented students. In the middle, you have a wide range of students who can do the work on their own, and will receive a wide range of grades. The importance of including all students, while still working within their range of ability, cannot be understated. Special education students need to feel included, without feeling as if they are “dumb” or “challenged”. The truth is that they are neither of these things-they simply learn in different ways. Alternately, the gifted and talented students should be pushed, but not allowed to develop an attitude of superiority over their peers. This inclusiveness is important as it lines up with the Biblical view of acceptance. As Romans 2:11 states, “…God shows no partiality” (Romans 2:11; ESV). Teachers should implement this principle and not favor the students who are academically more advanced over those who need a little extra help.
Finally, teachers should be sensitive to the growing prevalence of gender orientation. According to the NEA, “sexual orientation is an identity based on whether someone is attracted to people of a sex different than their own, the same sex, or both sexes.” This identity is based on a “person’s internal sense of being male, female, or somewhere else along the gender spectrum.” The gender a child identifies with is not always the gender that they are born as, and this can cause many issues in the classroom. Transgender kids can experience higher rates of bullying and harassment than students who identify with the gender they were born as. They also have a higher risk of “truancy, dropout, substance abuse, homelessness, and suicide.” As of now, there are limited GLBT policies set in place in schools, leaving teachers and administrators to handle any issues with GLBT students in their school. However, there are steps that teachers can take to ensure that all of their student’s are treated fairly. Even if the teacher does not agree with the transgender students choice, they must respect their students decision. Teachers should try to prevent bullying of GLBT kids, and should respect those children, just as they would any other student.
As a Christian teacher, this type of diversity is often one of the hardest to deal with.

Although the Bible does condemn homosexuality it also says “Judge not, that you be not judged,”(Matthew 7:1; ESV), and “…You shall love your neighbor as yourself,”(Romans 13:8-10; ESV). . As a Christian teacher, although we may disagree with our student’s choice, our responsibility is to respect that student and treat them as we would any other student. Our job is to show the child Christ’s love through our actions, to not judge them, and to try to encourage them in the ways of the Lord.

Overall, there are many types of diversity in the school system and over the coming years, new subcategories will continue to spring up. The teacher must keep abreast of these developments, and must be willing to work to understand the nuances that each type of diversity brings with it. It is only then that a classroom will be a positive learning environment for every student involved, no matter their

classification.