Assess The Importance Of Diversity In Schools

As an adult, a parent, and an educator it is my social responsibility to make sure that the children I am entrusted with are aware that not everyone lives the same kind of lifestyle. We are all different in some way or another and that doesn’t make me any better or worse than anyone else. This can be a challenging concept for children that have grown up with only people of the same race, which hold the same beliefs and are very similar in the majority of their ways.

Poverty is a serious issue which our society and children faces every day. It is a constant struggle that shouldn’t be ignored. UNICEF states “The study of OECD countries in 2007, over fourteen percent of Australian children under the age of eighteen are currently living in households who are defined as poor or with incomes less than half of the median national income”. The increase in the number and percentage of children living in poverty within our society has contributed to making today's classrooms more diverse than ever it has been. This highlights and makes both teaching and learning more challenging. Diversity exists in the students who are living in poverty and the education assistant and teachers must provide the concept of diversity

My school support children to achieve the five outcomes of the ECM framework – be healthy, stay safe, enjoy and achieve, make a positive contribution to society and achieve economic well-being. They do this with activities such as, encouraging healthy eating, anti-bullying awareness, breakfast, after-school clubs and relevant PSHE lessons. My school supports and encourage community cohesion: by working towards a society in which there is a common vision and sense of belonging by all communities, by interventions, by diversity and by using a wide curriculum. By creating opportunities for pupils’ achievement and enabling every child and young person to achieve their potential, my school make a significant contribution to long term community cohesion.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Baltimore County is a very diverse county, there are many whites,blacks, hispanics, asians etc… These different races get along very well throughout their area, they have very little problems. They have very prestigious high schools, with a lot of good kids. However, there is a problem that concerns The Board of the Baltimore County Schools. That is the lack of diversity throughout the teachers in the schools, people have been irritated about this. People of the county believe it's a real big problem, but others believe that it's not. There is a lot of discussion and controversy on what actions to take to make the schools more diverse.

Policies that Miamifield should implement are a required class on race, diversity and culture, club that meets once a week about race, diversity, and culture, a room in the school where students can go and talk about their issues with no judgement or consequences, changing the mascot, change the way that teachers are hired, make clear rules on what will cause a student to be suspended, and full day of school every year where the mayor, community, students all talk about what is happening in the school with race and other issues and how it can be solve. By requiring a class on race, diversity, and culture will allow for the students to learn about people that are different than they are and it will open up their eyes to a new perspective. I would make this class mandatory for all students

The diversity found in public schools are those who speak another language other than English, come from different cultural backgrounds, are different socioeconomically, have learning disabilities, physical conditions, have different sexual orientations or genders. Students that are not straight, European American, and come from a comfortable or high socioeconomic status, resulting in private schools or have accessibility to paid for tutoring, are not always at arm’s reach for help or proper resources regarding their education at home or school, in some cases. These students face challenges and overcome them in a plethora of ways.

The first author sees education in a practical light, not necessarily rewarding in itself, but a required step towards employment. They express disappointment in the diversity system practiced at the majority of universities today, questioning its effectiveness and challenging the authority by which colleges implement it. The diversity system in high school prepares an individual directly for society, but if vocation training is the primary role of universities, what value does it hold there? The main claim employed is that variety of subject matter produces rounded character. Though societies benefit from having well-rounded individuals, the writer argues that the assumption of diversification leading to character growth is inherently flawed. Disinterest leads to a lack of motivation, and if a student lacks motivation, they will be much less likely to retain information. These extra courses that the student was forced to take then become a complete waste of time. The author argues that colleges should not have the right to make a student spend so

The public schools of Evanston that I have attended have been widely diverse with many different races of kids attending those schools with me. Ed Finkel reports, “Of the 4,396 students from kindergarten through 5th grade enrolled in the district's 12 elementary schools at the start of last school year, 41 percent were black, 41 percent were white, 11 percent were Latino, 4 percent were Asian and 3 percent were multi-racial.” (Finkel 4). Ed Finkel is point out that these schools in my community are very diverse in race and culture. Attending these schools throughout my life has made a huge impact on me. Being with all of these kids has made me very comfortable around other people as well as made me very outgoing. Not only has the diversity

We have placed emphasis on celebrating difference and diversity and we see this as one of the core components in our approach to teaching and learning. We have created a learning environment in which students with a wide range of learning abilities can progress at their own rate, experience success, reach their potential and feel a real sense of belonging in our school community.

Schools and classrooms of today contain an increasingly diverse population of students. As of 2012 percentage of white students in public schools has decreased from 59% to 51%. It is projected that by 2024 the percentage of white students will continue to decrease to 46% (National Center for Educational Statistics, 2015). In 2013 the National Center for Educational Statistics has reported that 51% of the students in public schools were from low-income families. In contrast, 1989 the percentage of students from low–income families was 32%. (NCES, 2015) The percentage of students with disabilities in public schools has been around 13% for the last 10 years. (NCES, 2015) As a superintendent I need to lead the district’s staff and students to recognizing the diverse populations of people interact with and teach on a daily basis. Another appropriate response to our increasing diversity in public schools is to

On the first day of class, the land was acknowledged where Indigenous Nations had a presence. This really stood out to me because just last year Peel District School Board also made it mandatory that every morning the land is acknowledged. As a teacher, I think this is so important because students, but also staff should recognize that Indigenous people were the first to be on Canadian land. The question that always crossed my mind was is it enough to just acknowledge Aboriginal land? Does that mean we are being multicultural and diverse? The readings for this week by St. Denis (2011) and Grande (2011) have allowed me to think deeper about Indigenous Education. St Denis (2011) argues that Indigenous groups suggest that multiculturalism is

Diversity and Inclusion is a field within Human Resources that focuses on ensuring the cultural sensitivity as well as the cultural inclusion within an organization (RBC, n.d.). More specifically, diversity is both including and respecting differences of ethnicity, gender, age, national origin, disability, sexual orientation, education, and religion (RBC, n.d.). As where Inclusion is the state of being valued, respected, and supported regardless of what diverse background you are from (RBC, n.d.). One metaphor to further understand the difference between the two is: Diversity is being asked to the party, inclusion is being asked to dance with everyone. If you google “Diversity and Inclusion,” the first few

U.S. schools and colleges vary from numerous points of view. Some are open, others are independently employed individual; some are huge urban colleges, some are two-yr. group universities, others little rustic grounds. Some offer alumna and expert political stage, others point of convergence basically on undergrad instruction. Each of our more than 3, 000 schools and colleges has its particular and dissimilar mission. This aggregate differing qualities around organizations is one of the extraordinary strength of America's higher instruction framework, and has helped make it the best in the people. Protecting that assorted qualities is key on the off chance that we plan to serve the needs of our just social order.

As of July 1, 2011, there are 36, 708, 083 people in Canada (Statistics Canada, 2017a). 1.2% higher than the population last year, which was 36, 264, 604 people of all ages and both sexes (Statistics Canada, 2017b). The growth of population in Canada, which in this case powered largely by immigration, increases not only the human capital, but the diversity in every province as well. Hence, as diversity expands, there is also a rampant growth in religion. In 2011, there are 108 religions observed in Canada (Statistics Canada, 2011) - Christianity, Muslim, Jewish, Buddhist, and Hindu – to name a few. These demographics have connotations on how diversity in school is also evident.