Diversity Curriculum Dilemma Study

Obtaining a good education allows a person to gain the basic skills he or she would need to thrive in the world as an adult. In order for a child to acquire the benefits of a good education, a stable environment must be provided without the influence of any negative outside forces. One negative force that can directly impact a minority child’s education is racism. Interestingly enough, there are several other aspects that are involved in the making of the standard quality education, which include student life and disciplinary actions. A troubled student life and the impact of bias disciplinary actions can result in a lack of standard educational opportunities for children in a minority group situation. Racism can negatively affect the quality of a minority child’s education by causing difficulties in a student’s life inside the classroom, unfair disciplinary actions, and academic failure.

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.

This paper will analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations. The discriminatory factors that promote societal, political, socioeconomic, and spiritual oppression of culturally diverse populations will be described within this paper. Racial and cultural diversity within non-native English-speaking communities will be examined. Furthermore, this paper will also analyze how current research may positively impact the delivery of public safety and enhance the evaluation of information and resources. Lastly the chosen articles used for this paper will be evaluated on their reliability and credibility.

I would love to take part in this wonderful program and would consider myself special if my application was accepted. I am very aware that this program will grant me not only knowledge but a unique life experience that will shape my future, rise me up and carry me to the next level. It is indeed a chance to be surround with other leaders and professionals because I will get the opportunity to network with them, and to draw on their experiences. Another privilege that comes with this program is the fact that I will be exposed to people from different cultures. I am a person who loves every aspect about diversity and I believe it is something beautiful and powerful. For example I can find people with common interests and then we can build realistic

In regards to diversity training, a third of the SLPs reported not receiving training on multicultural issues as students. A greater percentage of the SLPs working in diverse or non-diverse urban areas had received more extensive training on multicultural issues than those working in rural areas. The survey revealed that SLPs had received training on topics within the questionnaire pertaining to delivery of service concerns more than topics related to cultural issues. With that in mind, half of the SLPs reported they had not received training at all on topics pertaining to cultural issues. When asked about continuing education, the participants mentioned they had received 1.5-3 different types of continuing education activities to gain further

Emily Whitmer Rose Glasser EDTP 201 10/28/16 Ethnography: The Building Blocks of Learning I remember my first day going to a school to observe. It felt more inquiring, rather than being obligated to go to school just because I had to, like the state required us to. Ever since I have been given two field placements, I have been increasingly interested in the teaching profession. My first field placement has been an eye opener for all other rolls in a school. It has showed me just how important other rolls are in a school, and how they can affect and tie into how a student does in a classroom. Having two field placements has given me a new outlook on the classroom environment, curriculum, and what goes on behind the scenes in the teaching profession. In my second field placement, which is what this ethnography will evolve around, I was placed at Blue Lick Elementary School (right next to Knight Middle School). Blue Lick Elementary School collaborates with Knight Middle School, to ease the transition to 6th grade. This school is located in Heritage Creek, which is also close to my first placement, Fairdale High School. The population in this neighborhood is low-income. There are 480 students and the student teacher ratio is 16:1. Blue Lick Elementary School is a public co-ed school and accepts grades pre-kindergarten to 5th grade. At Blue Lick Elementary School, 66% of the students are white. The next majority of the students are black, which is 25% on a pie chart. Only 2% of

The other issue that affected minorities are the teachers that are placed in the classrooms to teach. Many of these teachers are veteran teachers whom have been properly trained or able to continue upgrading themselves. Many do not have the interest in their jobs as a teacher and the few good teachers can only do what is humanly possible. Therefor the teachers graduating with A's and B's grades will be placed in the high tax paying neighborhoods while those with lower grades placed where the minorities can afford to live. Listed below are a few of the many issues that faces the children of minorities: they have less access fo advanced

To resolve the issue of diversity and the issue occur because of that, healthcare providers need to be alert about it. Every group and human being have their own view about how he/she believe, how they react in a certain situation and how they want to treat their self. Even from the same group or from same language people they have a different style of communication. Man and women have their own way to see their job satisfaction and promotion. In every cultural group, there is some own way they work with like some Muslim women don't dare for breast care screening or other medical care if it is not feeling comfortable for them. There are some cultures where they are not allowable to be in front of stranger man. Some styles of different culture

While growing up in the inner city, I attended an economically disadvantage school. For starters, our school had 89% of its student’s on free lunch and had only a 43% graduation rate. Teachers at the local high school stayed an average of two years before moving on to better schools and when it came to academics and testing, the school scores has not met the state testing standards in twenty years. Minority and low-income students are more likely to be taught by teachers with three or fewer years of experience and to be in schools with higher teacher turnover (Barton, 2004). However, schools across town were meeting the standards and achieving exemplary status. My parents wanted me to go to a better school, but all the other schools that were considered good, were on the other side of town or cost money for anyone to attend. Within these twenty years, there has been a significant gap in the academic process compared to the other high schools in the district. For years, people thought that the other schools were given a different curriculum and more supplies than the disadvantage schools in our area. For me, I always wondered why the other schools excelled and ours have not. The work I received in class wasn’t very hard, but many of my classmates were not passing. I noticed a difference between most of my classmates and a few others including myself. Most of the classmates never had their parents involved in their school activities nor their school counselors, but a selected

The social identities of my students and that of myself stand in stark contrast to one another. 89 percent of my students identify as African American, 99 percent live in poverty and one student identifies as Jewish. The class consists of boys and six girls. All except one student lives in the highest crime area of the city. Dissimilarly, I am a white woman from a middle class neighborhood in a neighboring city. The Jewish student is a magnet student and shares a socioeconomic status similar to my own. Similar to me the students that have self-identified a religious preference are predominantly protestant Christians. This dichotomy of class and race is prevalent within Newsome Park Elementary School. This compels teachers to pursue an understanding

Like it or not, there has always been diversity among students in the classroom. It is the fact that each and every student is unique. From every circumstance, students bring a varying set of values, perspectives, and beliefs to the learning environment. Understanding the character of students is important in order to become a competent teacher. In fact, teachers should be aware and recognize students, as unique individuals, all acquire information differently than others. Some of these differences are due to developmental variations in cognitive, physical, intellectual, moral, emotional, and social changes caused by maturation and experience. And this reality of classroom conditions makes instruction much more challenging for teachers and

Diversity programs and development, when managed well, can make or break business innovation and productivity. Micron is a technical organization on the forefront of diversity programming. We will explore this organization 's reasoning for developing a strong program, highlight some key features and make the case that vigorous diversity efforts affect recruitment, retention, motivation and engagement.

Referring to the earlier statement I made in the previous paragraph about the formation of racial biases within these school systems, these biases are not always knowingly formed. In fact, many of the racial prejudices formed happen unconsciously by the interactions that children make or the treatment they receive as they attend elementary school. For example, a child’s choice to sit with a same race group of students at lunch rather than a more racially diverse group could be an instance of racial bias. These inequalities could also be formed through classroom dynamics, teacher and student interactions, and

My field experience this semester is at Chestnutwold Elementary School in Ardmore, PA. The elementary school is located in the Haverford School District. This area is a suburban area outside of Philadelphia. My cooperating teacher is Ms. Kim McEntee. She teaches third grade and I observe her math class each week. Nearly all of the teachers at this school are female. With the exception of the male principle and a few male teachers. The majority of children that attend this school are white. However, there are a few African American and Indian students. For the most part, the parents of the children belong to the upper-middle-class. For this observation, I interviewed my cooperating teacher Ms. McEntee and a couple students in her classroom.

One concept we discussed during class was the demographics of the school not aligning with the demographics of the teachers. A main point we talked about was how a lot of younger grades were taught mostly by white, female teachers. This negatively impacts students of color and their feelings surrounding school and forces an invisible tax on teachers of color working at underrepresented schools. In the school I did my field experience in, Chelsea Heights Elementary school, I noticed this point very clearly. Of all the staff I interacted with who taught at the school, five of them appeared to be white women, one was a woman of color, and two were white men. It was also interesting to note that the woman of color was a paraprofessional, and only interacted with one student at the end of the day. Both of the male teachers were specialist teachers, and taught physical education and science, which are stereotypically male subjects. In the group of homeroom teachers the class I observed interacted with, all three teachers were white and female. Compared to my field experience class, where over half of the students were students of color, this staff ratio was clearly disproportionate to the actual student population. By observing this information, I was able to actually visualize what we talked about in class, and see the population difference between teachers and students.