Inclusive Leadership Case Study

INTRO: Prompt: What should “diversity on campus” mean and why? Hook: Does diversity help liberate narrow-mindedness? What exactly is diversity? To say that diversity is approached on school campuses is an understatement to the level of understanding in this increasingly globalized world. By its definition, “diversity” requires inclusion. Are school’s really working toward the inclusion of everyone? This means including color, national origin, socio-economic status, and sexual orientation. Looking at court cases and polls shown in the short articles, “Introduction from Place, Not Race: A New Vision of Opportunity in America” and “The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality,” their approach to strengthening

2. “Including ethnic and cultural diversity content in the curriculum” Seek out and use only factually based information on different cultural traits. “This is needed to make schooling more interesting and stimulating for, representative of, and responsive to ethnically diverse students,” and this is a teacher’s ultimate goal in being culturally

A conversation needs to be had regarding the effects of diversity. Diversity in practical terms is the inclusion of people from different walks of life whether it be color, race, or heritage. This topic is one that is sensitive for many people because of the history attached to this subject. In the past decade there has been instances where the supreme court has had to address the topic of “Diversity” to justify this ongoing debate. Like in the supreme court, college campuses have also discussed diversity in their college for a multitude of reasons. Additionally, they too have found many reoccurring problems relating to diversity, which will be addressed in this paper.

25). The key outcome tries to get “educators…to broaden students’ understanding of differences and different groups of people” (Kumashiro, 2004, p.xxv), through embracing their students’ diversity. The idea of embracing student diversity and experiences within the classroom ties into the idea of culturally relevant teaching. As described by Pelkowski (2014 p.7), is “described as [the] critical consciousness, or an individuals’s awareness of how herself and others are impact by the dimensions of culture, race, class, ethnicity, gender, and sexual orientation, as well as how these dimensions are related to the political, social, and economic systems”. I think if students have a fundamental understanding of how these structures/systems impact them and those around them is of paramount importance within this unit, especially within the Canadian context. Through student learning, they should be able to understand how some factors will contribute to how someone identifies or refuses to identify to certain types of

This paper will be discussing a recent fifteen hour field experience I participated in which I observed a classroom which included many students of diverse ethnic and cultural groups. I will discuss any prejudices/discriminations I observed in the classroom based on ethnic and cultural diversity. I will also describe how this experience has made me determined to try to create a positive learning environment for students of diversity in the classroom.

America’s schools are challenged to meet the academic and interpersonal needs of all students regardless of culture, race, or ethnic background. Hawley and Nieto (2010) claim that race and ethnicity significantly impacts students’ learning in their article, “Another Inconvenient Truth: Race and Ethnicity” (p. 66). They contended that educators should be “race and ethnicity -responsive” to effectively understand the challenges students from diverse races and cultures face (Hawley & Nieto, 2010, p. 66). Moreover, the article noted that schools should have practices in place that promote an inclusive, supportive, and enriching learning environment for all students including students from different races and ethnicities.

Cultural diversity has been a major issue of concern for several decades, and it has affected institutions of learning, where facilitators have to balance the family and school involvement in enhancing learning. Establishing a meaningful environment for students with diverse backgrounds enhances positive performance in their academic, personal, and professional objectives. A healthy relationship with family members involves identifying the needs of each family’s cultural stand; this is because a culture may play a major role in defining a family’s responsiveness to a school’s involvement. The globalization aspect has facilitated the creation of a multicultural society, and hence the need for an education system that addresses the need to

The United States is a diverse nation with citizens originating from every other nation on Earth. Despite this diversity, Americans have only recently begun to identify diversity as a integral part of the workplace; and put into practice programs to diversify, and therefore, maximize efficiency and production. However, simply diversifying the workplace, or any other place for that matter, will not automatically increase the efficiency of workers. It requires a diversity-conscious leader who has been trained and experienced in such matters to make diversity an asset in the workplace.

Our specific focus is to see what Pikes Peak Community College is doing to promote and increase diversity within the schools social and cultural clubs. Utilizing the terms in the textbook assisted us in becoming culturally competent. The terms that we decided on that commingled with our investigation came from the textbook Intercultural Competence are social identity, social context, cultural identity, high context culture, sociocultural adaptation, and tokenism (Lustig, Koester 2013).

The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.

As a future school leader, I think it is important that cultural diversity is essential. Being a support system for change is my goal. School leaders must be that support system for student as well. When student know they have support

Two of the biggest challenges facing my organization is communication barriers and diversity in leadership. Being able to effectively communicate with co-workers and members of the credit union is important. Often, we encounter situations where the member does not speak English and it difficult to assist them. Next, diversity in leadership roles shows visibility in the workplace. Organizations that do not support or nurture a diverse workplace might be able to recruit such talent; however, retaining such talent has proved to be a challenge for organizations (Martinelli, 2016).

Since I started this class, I have a learned a great deal about cultural diversity in the classroom and abroad. My perspective has changed slightly but my knowledge of this subject has improved. In my family, my father taught me about the civil rights movement and the evils of segregation in the U.S. My parents taught me to be tolerant of all humans, no matter what they look like, how they dress, or their sexual orientation. My family has always been liberal thinkers who taught me the dark history of racism and bigotry in this country. As an educator I would be accepting to all race, creeds, and religious peoples.

One of the unique features of the College as compared with other established tertiary educational institutions is its academic thrust of being inclusive. Students with physical and other special learning needs are given the chance to complete a diploma or a bachelor’s degree and make them productive members of society. The College institutionalized the inclusion program by setting up the Center for Inclusive Education (CIE). One of the projects of the CIE is to come up with instructional materials that will orient and train faculty members on the principles, pedagogy, instructional strategies and assessment tools that are appropriate for inclusive education. And together with the Center for Instruction Research and Curriculum (CIRC), the CIE initiated the development of Inclusion Faculty Development Module Series.

Within the core of many educational institutions, diversity is a commercial tacit. While every institution cannot offer the same kind of diversity, the endorsement of such exists through various definitions. The Western Association of Schools and Colleges define diversity through the various classes: race, ethnicity, socioeconomic status, gender, disability, national origin, religion, sexual orientation, and age (“Statement on Diversity”)