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Challenges of diversity in the classroom
Essays on what diversity means to me
Challenges of diversity in the classroom
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It wasn’t until my freshman year of college (last year) that I was exposed to significant diversity. Growing up I went to the same private Catholic school from pre-school to the day that I graduated from high school. While I often refer to Hawai’i as being a “melting pot,” that term could not really be applied to my education prior to attending University of Portland. About ninety-five percent of the students that I went to school with were caucasian, and the other small portion of five percent were students of asian and/or pacific islander ancestry. While I once considered this to be diverse, I wasn 't aware that the term “diverse” would mean so much more when coming to Oregon. Not only would it have to do with one’s ethnicity, but it would also encompass one’s family culture and social class. As it could be assumed I due to the fact that I went to a private school, on average all students came from middle-class families and a few could be considered as belonging to a family from the upper-class of society.
I must admit that University of Portland is a pretty diverse school, but my encounter with diversity was far more prevalent when beginning my field experience as a freshman. The term “diverse” took on a whole new meaning! One of the first things that I did after finishing my
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While I often found myself being judgmental when I was of a young age, in regards to those who came from slightly different backgrounds or family situations than I did, I began to see how much of a role teaching students about diversity has on the upbringing of an individual. Because of my lack of knowledge behind diversity I was very closed minded and that it the opposite of how I would want my future students to
By embracing, and not just celebrating diversity in our colleges, we can create a more broad, educated, and interesting view of the
First, I will discuss the influences of different definitions of diversity in cultural unification. The major problem concerning this issue is that many people differ in the real meaning of the concept and how they view their personal involvement. Brook argues that “we do not really care about diversity all that much in America, even though we talk about it a great deal” (306). However, they are the general, erroneous interpretations of diversity that are really creating this wrong image of indifference. According to Kira Hudson Banks in her research entitled “A Qualitative Investigation of Students’ Perceptions of Diversity,” many people defined diversity as race and do not include other types of diversity (153).
Annotated Bibliography Journals: The Journal of the American Denson, N., & Chang, M. (2009). Racial Diversity Matters: The Impact of Diversity-Related Student Engagement and Institutional Context. American Educational Research Journal, 46, 322-353. This article discusses the different forms of racial diversity contribution to students’ educational and learning experiences and the positive effects on students who adopt these diversity opportunities. The author demonstrates how the quality of higher education is substantially heightened by diversity-connected efforts.
Dental professionals have a commitment to respect diversity and create equity of access to dental care for everyone (GDC, 2014). Diversity describes any dimension that can be used to differentiate an individual from others. It requires understanding that each individual is unique and accepting and respecting these individual differences (QCC,2013). These differences could be along the dimensions of race, ethnicity, religion, disability, sexual orientation, gender, age, socio-economic status or other ideologies (QCC, 2013). Understanding the impact that these differences may pose is vital in dealing professionally with people from diverse backgrounds and delivering equal treatment for all. Equality refers to identical treatment in dealings quantitates and values (Braveman, and Gruskin, 2003). Thus, creating equality for all might not mean that there are no disparities between different groups. Equity on the other hand refers to fairness and the equality of outcomes and involves recognizing aspects of a system that may disadvantage a certain group and correcting them (Braveman, and Gruskin, 2003). Therefore, in order to overcome potential pitfalls that may create inequity to access, there is a need to explore the different factors encountered in our diverse society that may create these issues. As an example, patients from different ethnic backgrounds may be faced with barriers accounting for the less frequent use of dental care (CQC. 2010). This group will be used as an example and some of the issues behind this inequity of access will be looked at further.
Walter Benn Michaels article The Trouble with Diversity is about the different kind of diversities that happened in the real world. Walter talks about diversity that takes place on college campus; that at first race wasn’t even connected with diversity. This meant that colleges didn’t need to worry about race at all when they sought to diversify student bodies. But Michael’s main point in this article is that we mask economic diversity or class, as Michael puts it, with race (racial diversity). But it isn’t just race, it other kind of diversities as well.
On the first day of school, I was in culture shock. There were so many different races of people: from Whites to Asians to Hispanics to Blacks. This diversity was foreign to me and the only diversity that I was exposed to ...
When diversity is being discussed, there are a plethora of ideas that are associated with it. Whether people are talking being put on a waitlist for college, about people of color, or about representation in the media, the subject of diversity is not rare. Recently, the conversation of diversity has become more common because colleges want to demonstrate that they have diversified campus. How would diversity on campus be defined? Most importantly, diversity is more than having an extraordinary personality. Race, gender, sexuality, and social status are a few of the superfluous traits that make an individual unique in a college’s eyes. In Sophia Kerby’s article, “10 Reasons Why We Need Diversity on College Campuses”, she notes that, while there has already been an effort to diversify high schools and middle schools, accepting students of different backgrounds is not as apparent in higher education (1) . A university desires to diversify its campus in order to benefit the students that are attending the college. Students are not only likely to improve
Diversity has always been a topic of interest for me. I enjoy looking at statistics on minority groups and researching other countries and cultures. When introduced to this project, my partner and I chose to look at the diversity population in Saint Joe. Specifically, we looked at the international student population. The number of international students is increasing rapidly throughout the U.S. Although Saint Joseph’s College does not have a large international student population like bigger state universities, the program is growing in size. With a population of about 1,200 students, St. Joe currently has 24 international students. These students were recruited by coaches late last year. Many of the current students who were recruited by
The term racism means inequity or injustice based on race. It can also be the principle that talks about the differences in human personality or capacity and that a specific race is absolute to others. This can be as a result of language, traditions and customs, or any feature that the person possesses. The idea of racism has been in existence in the history of humans for a very long time. For the past years, racism of westerners towards those who are not from that region has had more impact than any other type of racism. The most well-known instance of racism that occurred in the West was enslaving Africans. One vital feature of racism, particularly concerning the
As a mentor, Mr. Luis Miranda, treated each student equally by demonstrating that being a certain gender, race or having a particular socioeconomic status does not define the extent of your abilities. My current mentor, Dr. Eddie Castañeda, also stresses that you should never discredit your own knowledge and abilities. He has a wonderful habit of correcting his students the moment they vocalize any doubt in their abilities while motivating students to overcome their own insecurities. This has taught me that you cannot define a struggle as something you are incapable of overcoming. Accepting that you are capable of surpassing a struggle builds confidence and deems challenges as surmountable experiences. I plan to further develop my own confidence as a scientist to promote this same message as a mentor, because the diversity initiative starts at the level of the
There are many definitions relating to diversity, equity and inclusion that and sometimes the terms used interchangeably. Definitions that are helpful in understand the concepts are as follows. Diversity can be the sum of the ways that people are both alike and different. The dimensions of diversity include race, ethnicity, gender, sexual orientation, language, culture, regions, mental and physical ability, class, and immigration status. While diversity itself is not value-laden term, the way that people react to diversity is driven by values, attitudes, beliefs, and so on. Full acceptance of diversity is a major principle of social justice. I personally didn’t have that much knowledge about the diversity social justice because I came from
Diversity and Inclusion are important to the University of Toledo’s campus because they don’t just serve to one ethnicity, they serve to many. Many different kinds of cultures come to UT to give themselves an education and to better themselves. Here at the University, they want everyone to get along with each other, since it’ll make coming to school more exciting
Looking back, as I began our readings, my initial thoughts were “I’ve been through inclusion and diversity sensitivity training and we’re doing all the right things at Sherwin-Williams; I’ll be able to teach a few things about inclusion”. I was so wrong! As I reflect back over our readings and discussions, I am more apt to say that my own discoveries were tearing down walls of presumptions of what inclusion, change, and diversity mean in the workplace. For me, in many ways, the process of experiencing a deeper attention to inclusion and change has actually been both a destructive process, as well as a constructive one. I can see now that my previous understanding of inclusion, LGBTA, diversity and being a change agent in the workplace
I'm not going to lie to you--coming to MIT has been a continuous series of shocks for me. I expected what your average prefrosh would, but I did not realize that schoolwork here would be incomparable to high school work, that living without Mom's dinners would create such a void in my life, and that it's a good 25 degrees colder in Boston than I'm used to. But if there was one big thing I was looking forward to in college, it was diversity. The high school I went to is 90-something percent Caucasian. The wonderful World Wide Web showed me that I had a drastically different racial diversity to look forward to at MIT.
Now that we have explored my past, present, and future experiences with diversity, it is time to see how they are present within and effect each other. Firstly, let’s look into how my future is present in my past. The most obvious portion of my future that is in my past is my willingness and efforts to love and include everyone and to spread this world view. It took a fellow classmate of mine to demonstrate to my third grade self that we are all human beings and we all deserve to be treated as such. In my future, I aspire to demonstrate this world view to my students and inspire them to treat each other accordingly. This aspiration directly reflects my world view struggles I went through in third grade, for I want to help my students come to