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Diversity

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Nicole Peters

on 16 April 2013

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Transcript of Diversity

Know students well, acknowledge their challenges, and do what’s necessary to understand how poverty affects them.

Reject deficit theories that concentrate on what kids in poverty lack.

Reach out to families, and involve them in ways that suite their availability.

Increase reading instruction/activities to build basic skills.

Teach the whole student, not just what relates to the curriculum.

Monitor progress and celebrate small successes. In 2007, the South became the first region in the U.S. in which low income students were the majority of the school population at 54% in 1989 (Southern Education Foundation, 2007).

Now that this has increased. The majority of these students attend high poverty schools with limited resources and high dropout rates.

It is suggested that Socioeconomic integration may be the key to giving all students with different economic statuses, access to quality schools. promotes inter-ethnic relationships, cross-cultural understandings, teamwork and enhancement of literacy and language acquisition among linguistically diverse students. when native students are pared with English language learners it promotes communication, motivation, higher levels of achievement and encourages the development of relationships between students from different backgrounds.

enhances leadership, interpersonal skills, self confidence and self-confidence.

actively engages the “tutees” in learning and conversation The number of students who speak a native language other than English has grown and will account for about 40% of the school-age population by 2040. (Berliner & Biddle, 1995)

The controversial issue: English Language learners often placed in low-ability groups, labeled as poor readers, segregated in bilingual programs, mainstreamed with little assistance. English Language Learners Common Generalizations of Learning Characteristics among different groups of people “In 1972, White students comprised 78% of the K-12 population. By 2008 Whites represented 56% of students.” (National Center for Education Statistics, 2010).
(Cultural Dynamics in an Economically Challenged, Multiethnic Middle School: Student Perceptions)


“Almost half of our nation’s school population will consist of members from non-Caucasian culture groups by the year 2020 (U.S. Bureau of Census, 2000).
(Effective teaching Strategies for Middle School Learners in Multicultural, Multilingual Classrooms) How Can We Help? Do you think changing teaching strategies is enough to make girls strive for different/non-traditional career paths?
What are your thoughts on teaching diverse learners?
Would you teach in a school with low socioeconomic status? Why or Why not?
How diverse was your middle school? Discussion Questions Helping Students in Low SES Settings Succeed Socioeconomic Differences
Effective Strategies
through pictures teachers display visual stimuli universally understood by all students

most diverse students are not auditory learners

student constructed visuals ie. Drawings, posters, storyboards, graphic organizers increase motivation and expression of thoughts through non verbal means of expression What can teachers do? Asian American Learners Prefer formal relationships with teachers

Obedient to authority

Usually conservative and reserved

More introverted

Conforming Concerns Related to Research and Practice “It is widely acknowledged that racially and ethnically diverse students are overrepresented in special education” (Skiba et al.n 2008).

Diverse students rarely have a voice when it comes to their views on the culturally practices and dynamics of their schools.

If students do not feel accepted at school, the occurrence of disengagement from the environment is likely to occur.

“Students should not be expected to discard their culture and ethnicity… because of the cultural practices of a dominate group are taken as the norm” (Gutierrez Hughs, Holander, & Martinez 2009).

(Cultural Dynamics in an Economically Challenged, Multi-ethnic Middle School: Student Perceptions) Cultural Differences “Invisible Minority” Gender Differences Providing A Multicultural Learning Environment for Diverse Learners Create opportunities for students of all cultures to succeed.
Develop knowledge, skills, and dispositions to successfully function in a diverse world
Promote communication and interaction among diverse groups.
Make sure classrooms reflect a a wide range of contributions and perspectives and use different strategies to teach people from all arenas of life. Native American Learners Prefer cooperative learning vs. competitive learning

Different concept of time

Frequently exhibit behaviors that seem to indicate a lack of interest in learning

More reflective than impulsive

More visually oriented than verbally African American Learners More global focusing on the whole picture rather than on parts

Prefer inferential reasoning

Rely on nonverbal as well as verbal communication patterns

Sometimes distrust mainstream people and institutions

Prefer visual and aural cues Understanding Differences as Educators Avoid racism in any form by examining our own deeply held beliefs and prejudices to meet the diverse needs of students

Use caution while considering generalizations (statements supported by data) to avoid racial/ethnic stereotyping (misperceptions). Proactive Measures Introduce students to media impact on gender and society.

Take part in discussions on how gender stereotyping influences humans.

Be aware of unequal treatment and strive for gender balanced education. Diversity Among Middle School Students Hispanic/Latino Learners More group-oriented and inductive thinkers

More likely to perform well in small groups

Have more external center of control

Prefer more personal and informal relationships with authority figures Young adolescent gay lesbian middle grade students are more likely to be verbally and physically attacked, threatened, drop out of school and attempt suicide.

It is important that gay and lesbian students and their family experience a supportive school environment.

Be sensitive to sexual orientation issues and our own biases as educators. Effective Teachers Understand gender-related challenges

Open to listening to student opinions

Examine their own practices and beliefs

Insist that both boys and girls are treated fairly

Available to serve as mentors Diversifying Gender Instruction Boys Hands on learning- for kinestheic-oriented.

Let them chose topics that interest them.

Make learning relevant

Male Role models Girls
Provide role models of girls succeeding at activities or school subjects normally associated with male success.

If a girl is the “odd one out” of her social group, don’t dismiss it. Ask about her problems and her possible enemies

Connect Science and Math to the real world so that girls can understand the relationships between and impact upon people. Visual Peer Tutoring Cooperative Learning
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