Racial Diversity In Schools

Diversity is a beautiful thing; from religion to physical looks, the differences among people is astounding. The world would be such a monotonous place if everyone were the same. However, many tend to note that diversity in a classroom can sometimes be an issue- especially among the students. From my own experiences within a diverse class, I realize that the contrast between students is a blessing and a curse

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

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.

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.

In the article, “The Segregated Classrooms of a Proudly Diverse School” really caught my attention while reading it. In the article, it mentions how advanced classes and introductory level courses are separated at the school. Majority of the students in the advanced courses are white students even though the majority of the students of the school are black. The same situation occurred to me at my high school. My high school was located in a low-income area, but a few miles down, there were middle class homes not too far away from the high school.At my high school, we had a major Latino population, which made up 60% of student population. Just like the high school in the article, we separate students based on their level on the certain subject. Overwhelmingly, there was more white students in each advance level courses than

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

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.

Educationalists have suggested that students’ understanding of their community and appreciation of diversity can be endorsed through opportunities to share values and challenge prejudices across the curriculum (DCSF 2007). School X recognises the role students play in the sustenance of a cohesive community. Due to the extremely diverse demographic of the community of Borough M, the council encourages the sustenance of a cohesive community in which all cultures are given equal importance (Gilligan, 2012). School X resonates this agenda, by promoting and celebrating diversity, and as an all-girls’ school, it recognises the importance of empowering young girls to facilitate their ownership of learning and progression. The school has been involved

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?

As a part of a minority race at my high school I have personally dealt with racial diversity growing up. Being one of the few Asian students attending my high school I felt like I always had to be extra conscious about what I said, did, and looked like. This being my first encounter with a lack of diversity I was not afraid of the gap between men and women engineers because I knew I would not let it get in the way of pursuing my goals. Going through school I became more and more interested in the STEM field and eventually decided to major in bioengineering. When I first heard of bioengineering I began to research it because it sound like a major made just for me. I saw numbers after numbers stating that the number of female engineers is significantly

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

numerous understudies, paying little respect to their own particular race, will move on from secondary school

Our schools are full of a variety of children who are diverse in their own ways. What comes to mind when you hear the word diversity within schools? Many people think of race or culture, but diversity in our schools is more than that. Diversity can include race, religion, culture, and even learning styles in a classroom. In the past classrooms where not that diverse consisting of white protestant students. Currently diversity in classrooms is on the rise big time. Today’s classrooms are more effective in diversity, learning styles, and influences than past years.

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”)

One of the many beauties of being an educator is having the ability to appreciate the diversity of students and staff members you come in contact with. Espisito and Baez (2008) state “All bodies are marked by race, class, gender, and sexuality, as well as a host of other markings” (p. 120). Acknowledging the fact that there is something to learn from everyone’s markers you connect with is key when engaging with people that are different. In a test-driven educational society, it is hard to focus on anything other than improving test scores or increasing graduation rate or making Palmetto Gold. We often forget that our most significant reason for being in the field of education is the student. When asked the question “What do you teach?” how many educators actually respond by saying “Students!” The readings this week really stood out to me as they spoke to my own personal religious beliefs and values. The oppression that some of our students face as a result of the educational system or the communities in which they live, negates the purpose of our chosen career. Being an educator means that we welcome each individual’s strengths, weaknesses, beliefs, values, physical features, etc. because those differences are what makes our schools unique.