Student Diversity In Public Schools

Currently, general education classrooms have increasingly become diverse with both disable students and students from different linguistic and cultural backgrounds. In order for educators to ensure that they effectively teach these classrooms, meet the needs of each student both successfully and individually, effective research that is based on strategies need to be implemented. The U.S. Department of Education suggest that, the current school-age population is becoming more diverse as time passes, yet, majority of the teachers in these schools are white non-Hispanic women. According to another report by The Condition of Education in 2006, American schools are portraying increased diversity and growth. The report suggested that, forty two percent of students in public schools were ethnic or racial minorities in the year 2003; this increased from twenty two percent since 1972. Owing to these reasons, teachers in these schools are expected to educate a diversified class of students including those that come from diverse linguistic and cultural backgrounds. Teachers are therefore, required to implement a number of key strategies that will ensure that every student in specific classroom feels that he or she belongs there (Worrell, 2010).

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

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.

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

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 white student population over the years has dropped, and that is a major concern of mine. I want a diverse school where students of all races can come and receive a quality education. Many of the parents in my district are sending their children to private schools, and it is their right to do so, but I feel there are benefits to attending a campus that is multicultural. Students that attend a school that is diverse prepares them for society. Students learn better to navigate adulthood in an increasingly diverse society if they attend diverse schools (Wells, Fox, & Cordova-Coba, 2016). Furthermore, students that attend multicultural schools can help reduce racial bias. As principal, I want to set up meetings with parents of the community and discuss the benefits of a diverse student body. A report that came out in 2011, from the National Assessment of Educational Progress, shows that students in culturally diverse schools have higher average test scores plus diverse schools help reduce racial achievement gaps (“The Benefits of Socioeconomically,” 2016).

There are a number of factors that contributed to the majority being the minority at Billings Technical School. For instance, the school has state of the art equipment, the school has received awards and positive press feedback for student achievement after graduation. The district is constantly giving them funds, and the funds are being used to continue to make consistent changes to the program and its effectiveness. The principal is an effective leader because he holds his teachers accountable for their growth and progress, and recruit’s students that will flourish at his school. He maintains a high excellence of standard by ensuring that he maintains a positive track record for proving students with the best education. The school’s population for 2015-2016 consisted of 131 African Americans, 49 Hispanic, and 45 multiracial. There’s a total of 410 students at the school with 225 of them being minority students. More than 50 percent of the school consists of minority students. With the success of the school and the opportunities it has provided to minority students, It’s understandable that stakeholders would support the schools mission

In my high school black students are the majority, and I, a white girl, am in the minority. The city’s 60-40 white to black demographic ratio becomes 20-80 in the schools due to private school enrollment. The city of University Heights, our neighbor, does not share the same racial diversity that Cleveland Heights does. What diversity they do have is even further weakened due to a large private school population. Badly in need of structural renovations our high school is to be housed in a swing space for two years. Entering this swing space means crossing over city lines into the neighboring community. Many University Heights community members, including the mayor made it clear that the black faces that would be suddenly “invading” their

Additionally, the transgender population at community colleges, which are social institutions, is an invisible minority on college campuses throughout the United States (Ivory, 2005). The systematic marginalization of transgender students begins with the application process (Seelman, 2014). The community colleges only recognize two gender identities on their applications, which reinforces the societal norm of gender identities (2014). Additionally, there is limited training on the needs of transgender students for faculty and staff (2014). Hence, there are none or few support services specifically for transgender people on many community college campuses (2014). Therefore, the community college perpetuates the marginalization of transgender

During my 13 years in the classroom, I have worked in a variety of schools. In North Caroline, I taught in two title one schools. In California, I taught at a school with a high migrant and ELL population. For the last five and a half years, I have taught in a very large, but low diversity school. A very large percent of the students come from middle to upper middle class homes. My current school has seen a slow, but steady increase in low income students and non-English speaking students.

In chapter six the topic was about school and society. What I have gathered from this chapter is that a lot of schools and teachers aren’t incorporating and taking into consideration the culture and language of the students that attend the schools. The issue of diversity was major problem in schools and still happens today. The idea that minority students aren’t receiving the best education they can because teachers aren’t trained to fit their needs is kind of sad and unfair to those students. Students who come from Mexican families have a hard time communicating their teachers, because their teachers don’t know how to speak to them nor understand them.

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 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.