Diversity In New Schools

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

As a member of several clubs and organizations, I have always valued the wide range of people you can find within the walls of my high school. If you walk into my Physics lab, you will find me collaborating with a dancer strongly involved in his cultural heritage and a volleyball player in the engineering academy. If you come to my Calculus class, you will see me calculating derivatives with a football player, a snowboarder, a National Honor Society officer, and a painter. The word “diversity” is often used to describe a cross-cultural population, but it is so much more than that. At Bartlett High School, students originate from hundreds of different cultures, with an abundance interests, and participate together in an assortment of activities.

According to the 2014 Public School Review Diversity Report, the state of Maryland is rated the third most diverse public school system in the nation, with 43% White students, 37% African American students, 11% Hispanic students, 6% Asian students, and 3% Unknown. With a significantly higher population of African American students compared to the state average, the Baltimore City School District is a far less diverse agency than the state school system as a whole. Collectively, the Baltimore City Public School District is comprised of 85% African American students, 8% White students, 5% Hispanic, 1% Asian/Pacific Islander, and less than 1% American Indian, Multiracial, Native Hawiian/other (Baltimore City Public Schools, 2013a). Considering

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 problem is students in the middle school grades are not performing on grade level in reading fluency and comprehension benchmark assessments prior to the state assessment given in the spring. Also exploring more factors that can contribute to achievement gaps such as peer pressure, student tracking, negative stereotyping, and test bias go along with the gap being more than half the struggling readers.

The discussion of integration in schools have multiple forces that continue to be examined today by race and class. Stratification in today’s school systems are segregation in residential neighborhoods. Most attendance in public schools are determined largely by where students live. Predominantly white suburbs and poor minority neighborhoods both are grouped by income and race. This particular grouping can create school districts to be separated by race. Segregation in urban areas of North Carolina schools could be a concern, and the recent expansion of charter schools has brought up new fears with regard to the district’s desegregation efforts. Does school choice impact racial diversity and the achievement gap in North Carolina schools?

Public schools are open to everyone regardless of disability, wealth, status, race or religion when private and parochial schools are not.

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

As teacher I look forward to teaching in the DMPS area because of the diversity within these schools. One of the school’s I would like to teach at is East High School. East is located on 14th street near downtown. It is literally in the middle of the city and because of its location the students there come from all kinds of ethnic, culture, and economic backgrounds. One of the mission statements for this school is “Using research based strategies, along with high expectations, to increase student achievement and prepare students for post-secondary education and/or the world of work.” Though I agree with somethings in this mission statement I also disagree with much of it as well.

Do you remember what was school like for you? From elementary school to high school, I attended a total of three schools. But they are all private schools. I do not remember my first school very well, because I only studied in that school for 4 years, and in that time, I was too young. I had studied in the second school for 7 years and I had studied in the last school for 1 year. I want to show you about what was public school like in my mind, what is my favorite type of learning style, my very diverse school experience, and reflect about do my culture affect me.

The most important community to which I belong is my high school grade level. Unlike the contrary belief, an all girls school is one of the most drama-free environments that I've ever experienced. Like myself, a lot of the girls came into the high school knowing very few people, or no one at all. This allowed all of us to form a tight-knit friendship during the early days of our freshman year that has sustained until this very day. In this community, we support and help each other no matter the situation. We developed a sisterhood un like any other I have seen at my four years at Regina. During my time at Regina High School,  I feel that I have become the person that everyone can come to. People tell me that I'm a very optimistic person and

An assumption about contemporary Indians is that they operate casinos even though less than 1% of the total native population makes revenue from gambling profits (Koppelman, 2014). While natives do receive financial gains from casinos on a few reservations, many living there still encounter high unemployment rates, do not finish school, experience domestic abuse and alcoholism (Koppelman, 2014).

Diverse people envision school as a central time in life to be energetic and have some extraordinary conditions. As a last resort, the shocking some bit of pressure is upheld off in school work, dashing to meet due dates and smashing for exams. Along these lines, this is when in doubt an exceedingly irritating period for by a wide edge most. Oppose two or three weights as they enter the school region, such as, peer weight, self-enacted weight, parental weight, and cash related

Educational diversity in today’s classroom is easily attainable because human differences are desired. As teachers, we have a strong moral obligation to share our passion for learning with our students, but we often doubt our effectiveness. As educational leaders and administrators, it is our mission to implement a student-centered approach to learning and to facilitate a community of learning. With the students in the center of our decisions and behaviors, it is imperative that we consider all students, regardless of race, religion, culture, academic ability or family dynamics. In order to effectively reach the desired educational goals, administrators and school leaders need to examine their teacher’s behaviors and instructional best practices in regards to cultural and family differences in the classroom. Teacher efficacy is often linked to student success, because the teacher’s individual performance, organization, personal views are part of their effectiveness to relate and teach their students, not the material or standards.(Ford 58) Once students are motivated and engaged, the learning process will happen rapidly and if positively fostered, it will develop into life-long learning. Life-long learners are collaborative communicators, flexible, critical thinkers and problem-solvers, caring, global leaders who aspire to push themselves academically and socially. Student success and family involvement are directly linked, but both are largely dependent on the

This part of my paper will focus on two educational concerns/challenges which I find quite important and fascinating at same time. First, what I think is that there are some assumptions about education that we really need to explore and go into some of the theories about education in order to really understand why we need diversity and inclusion in our schools. I think going back to the fundamental idea about education will enable me to explore some of these areas about education and to think more deeply about it.