### Reflection on Diversity in Elementary and Secondary Education
**1. Diversity Among Classmates**
When I was in elementary and secondary school, the diversity among my classmates varied depending on the school I attended. In elementary school, my classmates were predominantly of similar ethnic and religious backgrounds, with a majority being white and Christian. Socioeconomic backgrounds were also fairly homogenous, with most families belonging to the middle class. There were few students from different places of birth, as most were born and raised in the local area.
In secondary school, diversity increased somewhat. There were more students from different ethnic backgrounds, including African American, Hispanic, and Asian students. The religious diversity also grew slightly, with a few classmates identifying as Jewish, Muslim, or non-religious. Socioeconomic diversity was more noticeable in secondary school, with a mix of students from lower-income and upper-income families, in addition to the middle class.
**2. Diversity Among Teachers**
The diversity among my teachers was limited. In both elementary and secondary school, the majority of my teachers were white. There was very little ethnic, religious, or socioeconomic diversity among the teaching staff. Most teachers came from middle-class backgrounds and adhered to the dominant religious and cultural norms of the community.
**3. Sensitivity to Ethnic and Cultural Diversity**
In my experience, the sensitivity to ethnic and cultural diversity among teachers varied. Some teachers made genuine efforts to recognize and respect different cultural backgrounds, incorporating diverse perspectives into their teaching. However, many others seemed to lack awareness or training in cultural sensitivity. The general approach was to treat all students the same, which often ignored the unique cultural needs and experiences of minority students.
**4. Fairness in Curriculum and Education Programs**
The curriculum and general education programs in my schools often failed to fairly address the histories, traditions, and needs of different groups. History lessons predominantly focused on European and American perspectives, with little emphasis on the contributions and experiences of other ethnic groups. Literature classes rarely included works by authors from diverse backgrounds. Programs addressing religious diversity were nearly non-existent, and discussions on socioeconomic issues were minimal.
**5. Favored Groups and Resulting Problems**
Certain groups were favored over others in both the curriculum and school activities. The dominant cultural and religious group often received more attention and resources. For instance, Christian holidays were celebrated more prominently, while other religious observances were overlooked. This favoritism led to feelings of exclusion among minority students.
Problems reflecting ethnic, religious, or socioeconomic differences did arise. For example, there were instances of racial and ethnic stereotyping and bullying. Students from lower socioeconomic backgrounds often faced stigma and lacked access to extracurricular activities due to financial constraints. These issues sometimes resulted in social tensions and a lack of cohesion among the student body.
**6. Desired Changes as a Teacher**
If I had been a teacher back then, I would have advocated for several changes to promote social harmony and address unmet needs related to diversity.
– **Cultural Competency Training:** I would have implemented mandatory cultural competency training for all staff to increase awareness and sensitivity towards ethnic, religious, and socioeconomic diversity.
– **Inclusive Curriculum:** I would have pushed for a more inclusive curriculum that reflects the histories, traditions, and contributions of diverse groups. This would include diverse literature, comprehensive history lessons, and acknowledgment of various cultural and religious observances.
– **Support Programs:** Establishing support programs for minority and economically disadvantaged students would have been a priority. This could include mentorship programs, financial aid for extracurricular activities, and spaces for students to celebrate and share their cultural heritage.
– **Anti-Bullying Initiatives:** Implementing robust anti-bullying initiatives focused on combating discrimination based on ethnicity, religion, and socioeconomic status would be crucial.
**Conclusion**
Reflecting on my experiences, I recognize the importance of diversity and cultural sensitivity in education. These changes would not only have helped create a more inclusive and supportive environment for all students but also fostered mutual respect and understanding among the school community.
### References
1. Gay, G. (2018). *Culturally Responsive Teaching: Theory, Research, and Practice*. Teachers College Press.
2. Nieto, S. (2017). *Language, Culture, and Teaching: Critical Perspectives*. Routledge.
3. Banks, J. A. (2019). *An Introduction to Multicultural Education*. Pearson.
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### Sample Discussion Response to Classmate 1
**Classmate’s Post:**
My elementary school had very little diversity. Most students were from similar ethnic and religious backgrounds, and our teachers did not seem particularly sensitive to cultural differences. The curriculum was quite Eurocentric, and there were few discussions about the histories and traditions of other cultures.
**Response:**
I completely relate to your experience regarding the lack of diversity and cultural sensitivity in elementary school. It’s interesting to note how the Eurocentric curriculum can shape our understanding of history and culture from a young age. If we had been exposed to a more inclusive curriculum, it might have broadened our perspectives and fostered greater empathy and understanding among students. What are some specific changes you think could have been made to improve cultural sensitivity in your school?
### Sample Discussion Response to Classmate 2
**Classmate’s Post:**
In my secondary school, there was a mix of students from different ethnic and socioeconomic backgrounds. However, the teachers were mostly white, and there was little emphasis on cultural diversity in the curriculum. I think this contributed to some social tensions and misunderstandings among students.
**Response:**
It’s great that your secondary school had a more diverse student body, but it’s unfortunate that the teaching staff and curriculum did not reflect this diversity. I agree that this can lead to social tensions and misunderstandings. Implementing cultural competency training for teachers and an inclusive curriculum could have made a significant difference. How do you think students themselves could have contributed to fostering a more inclusive environment?
Please address the following questions:
When you were in elementary and secondary school, how diverse were your classmates in terms of ethnic or religious background? socioeconomic background? place of birth?
How diverse were your teachers in these respects?
How sensitive were they to ethnic and cultural diversity?
In your experience, how fairly did the curriculum and the general education programs of the school address the histories, traditions, and other needs of different groups in your schools?
Were some groups favored over others?
What problems arose that reflected ethnic, religious, or socioeconomic differences?
If you had been a teacher back then, instead of a student, are there things you would have wanted to change about your school to produce more social harmony and address unmet needs related to diversity?
What would you have tried to change?
To answer questions, click on reply at the bottom of the page. It is best practice to write your response in a word processing program like Word and copy and paste it into the reply text box. All responses should be substantial. Class discussion of the chapters assigned for each week in the Discussion Board is a significant component of this course. The class, as a learning community, relies on this asynchronous communication to engage in collective and individual knowledge construction. For each Canvas Discussion Board Assignment, all students should respond at least twice weekly to the discussion board in addition to your response to the main thread questions.
Please copy all the questions for the week, answer them, and paste your responses into the discussion board.
In addition to your response to the main thread questions, please respond substantially at least twice for the week in addition to your main thread posting to at least two classmates in your responses. All responses will be made on the discussion board.
Spelling and grammar will be factored into your grade.
The instructor will provide you with feedback either by posting in the discussion forum or in the comments section in the gradebook.
Substantive postings are those that respond to a question in a way that clearly supports a position, offers a contrasting or divergent point of view, begins a new topic, clarifies a point already made, or adds to the existing discussion by critically reflecting on what’s been said or moves the discussion in another direction. Agreeing with someone else is not a substantive posting.
Students need to first post a response to all of the questions from the main stem, then post in response to other students’ postings. Note: Given this is a fully online course, discussion board activity is vital to the class flow. Students are expected to post discussion board threads and responses by the due dates listed on this syllabus. Each Discussion Board Forum will close on the deadline listed.
Do not submit as attachments, just submit responses.
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