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Running Head: Diversity Effects in the Classroom

Diversity Effects in the Classroom

Lauren A. Harvey
Wesleyan College

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Diversity Effects in the Classroom

Abstract
While the student population in the United States becomes more culturally diverse, it is
imperative to provide an empowering and equitable education for all students. Within the context
of teacher preparation, one of the highest priorities is to help prospective teachers acquire the
attitudes, knowledge, skills, and dispositions to work effectively with culturally diverse students.
Schools, colleges, and departments of education must assume the responsibility of preparing all
teachers, regardless of race, to teach in culturally diverse classrooms. Many teacher education
programs acknowledge the importance of an increasing diversity among school pupils. Until
recently, very little attention in mainstream teacher education programs has been focused on
preparing teachers for the children they will likely encounter (Grant & Secada, 1990; Liston &
Zeichner, 1991).
In an attempt to explore the many different areas of diversity and the pertinence of such in the
classroom topics including: Racial, Ethnical and Cultural diversities, Sexual Orientation, SocialEconomic, Physical and Cognitive Disabilities and Learning Styles will be deeply delved into.
Each above expressed aspect will be discussed in relation to diversity in an educational setting.

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Racial, Ethnical and Cultural Diversities

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These types of differences in the classroom are some of the most recognized. As a fact, it

is the first concept that comes to mind for most people when the word diversity is mentioned.
Prior to the year 1954, segregation was the norm. There were not racially diverse classrooms. In
May of that same year, the United States Supreme Court handed down the decision that
segregation in schools was considered unconstitutional (Brown v. Board of Education, 347 U.S.
483 (1954). This was the one of the first steps in creating an equal education for all.
Thankfully, segregation (at lunch counters, water fountains, and in classrooms) is no
longer an acceptable practice in the United States. Discrimination of many types (including
educational, housing and employment) is illegal. Americans can be extremely proud of these
accomplishments; however racial separation still exists (in the classroom as well as in other
places). Teachers must be aware of this and meet this challenge head on.
Sexual Orientation
Growing up in an Independent, Fundamental Baptist home, made differences like racial
and sexual orientation were more radical in my past experiences. My parents raised me to avoid
interracial and same sex relationships. A few months ago my younger brother got married and
his brides maid of honor was of the same sex orientation. The thought of the female couple just
so much as dancing at the wedding sent my mother into a complete rage. She informed everyone
that if this happened she would remove them from the property herself. Fortunately, the couple
respected my mothers wishes (even though somewhat obscured) and no one was removed from
the property. This story is just one example of how earlier generations can be rather intolerable
of others personal decisions.

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Although mostly applying to higher grade levels, when it comes to the topic of sexual
orientation, what should be taught in public schools? Unlike major subject areas, there are no
guidelines for schools to follow and local standards and opinions are often divided leading to
disputes. A recent widely publicized situation in Maryland is a fraction of the wider public
discussion.
In Montgomery County, Maryland, a dispute between two parents groups and the
school board led to a federal court challenge of aspects of a proposed curriculum referencing
sexual orientation. The plaintiffs alleged the curriculum favored one scientific, moral and
religious viewpoint concerning homosexuality and systematically ignored or disparaged differing
views. The school system argued that the curriculum presented scientifically documented
information in the service of encouraging diversity.
The parents group prevailed. In Citizens for Responsible Curriculum et al v.
Montgomery County School Board(2007), Federal judge Alexander Williams sided with the
plaintiffs and granted a temporary restraining order, halting the implementation of the health
education curriculum. The information must be presented to the pupil in a way that is bias free.
The educators goal is to well inform the student an empower them to make the decision for
themselves.
Social Economic Diversity
Social- Economic diversity has more effects on a child and their education than one
would imagine at times. Pre-school for example, is not free and available to everyone. Those
who do not have access to a free Preschool program are subject to either paying tuition out of
pocket, or not enrolling the child at all. Depending on the economic status of the family, paying

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tuition isnt always an option. Therefore the child is at risk of starting off kindergarten behind in
skills. To combat this, Georgia has implemented the head-start programs. These are state funded
preschool programs for qualifying low income families as to not risk the childs education.
In upper level grades this type of diversity can play a slightly different role. Teachers are
encouraged to incorporate technology into their classrooms to further engage and help prepare
students for the future. A public school cant require the purchase of a laptop or IPad without
being prepared to offer financial assistance. Some counties in Georgia have started having
BYOD Days. These days are intended for the students to bring their own devices from home
and share with those who might not have a device to bring. This adds no additional cost to the
schools budget but still allows teachers to include technology in their lessons. However, it can
create chasms between the students as well. Students without devices may feel inadequate or
lesser than the students who have them. Similarly, students who have been given devices may
feel as if they are more important or better. Therefore, while seemingly solving a problem of
technology in the classroom, a different problem may have been created. Educators must
constantly stay aware of situations like this in order to fix problems before they can arise.
Physical and Cognitive Disabilities and Learning Styles
These types of diversity can play the largest role when it comes to affecting a childs
education. The Education for All Handicapped or Public Law (PL) 94-142) was enacted by the
United States Congress in 1975. This act required all public schools accepting federal funds to
provide equal access to education and one free meal a day for children with physical and mental
disabilities. Public schools were required to evaluate handicapped children and create an

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educational plan with parent input that would emulate as closely as possible the educational
experience of non-disabled students.
The act also required that school districts provide administrative procedures so that
parents of disabled children could dispute decisions made about their childrens education. The
law was passed to meet four goals:

To ensure that special education services are available to children who need them

To guarantee that decisions about services to disabled students are fair and
appropriate

To establish specific management and auditing requirements for special education

To provide federal funds to help the states educate disabled students

(Pub. L. 94-142)( Smith v. Robinson, 468 U.S. 992 (1984)

These are major aspects can affect a childs ability to learn. By mandating that schools provide
an education tailored to the needs of the individual child, educators are using the diversity to
better understand the disabilities and the different learning styles. The more we as teachers know,
the better we can serve our purpose.
Even though different learning styles are not considered actual disabilities, they are still
part of the diversity that is evident in the classroom and must be acknowledged. I myself am a
kinesthetic learner. I need to do the task myself to fully grasp the concept. If the teacher in the
room simply gave lectures and put examples on the board of math problems but never assigned
any homework, I would never make it past the first test. That style might work for visual learners
but for others, we need different styles. Educators must find ways in engage all types to ensure

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that all of his/her students are getting the education they need to succeed and progress to the next
level.
Conclusion
Diversity comes in many shapes and sizes. We live in a world where racism,
homophobia, prejudice and regularly influence the inhabitants. Bias in our world and classroom
wounds the affected. It can leave permanent damage, made worse by the simple fact that it is
often times ignored. Children should be taught to value those around them. This sense of value
should not change due to ones religion, skin color or sexual orientation. These same concepts
also apply to educators as well. We must accept diversity in our classrooms and acknowledge
the individuality of our students in order to do their education justice.

Works Cited Page

Grant, C., & Secada, W. (1990). Preparing teachers for diversity. In Handbook of research on
Teacher Education (pp. 403-422). New York.

Brown v. Board of Education , 347 U.S. 483 (1954)

Citizens for Responsible Curriculum et al v. Montgomery County School Board (2007)

Pub. L. 94-142
Smith v. Robinson, 468 U.S. 992 (1984)