Running Head: DIVERSITY STATEMENT OF INFORMED BELIEFS

Diversity Statement of Informed Beliefs

Giere, Chantell
Instructor: Dr. LueLinda Egbert
EDUC 204: Families, Communities, and Culture Online

DIVERSITY STATEMENT OF INFORMED BELIEFS

Abstract
Educators hold one of the greatest responsibilities in todays society; educating children
to be productive, compassionate, and forward thinking citizens to make the future brighter for
everyone. With expectations set high and success the number one priority, all children have the
ability to learn and achieve the goals that they set out to accomplish. With an understanding of
different cultures, learning styles, and instruction methods paired with a genuine care for student
success, teachers can create meaningful learning experiences and help children grow.

DIVERSITY STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

All Students Can Learn
All children are unique, their cultures (the quality in a person or society that arises from a
concern for what is regarded as excellent in arts, letters, manners, scholarly pursuits, etc.), values
(relative worth, merit, or importance), and learning styles (ways one learns best) differ.
Regardless of these differences, as an educator it will be my responsibility to understand,
encourage, and help children become life-long learners. Recognizing and valuing the uniqueness
of each child will help me ensure that each child receives a quality education. I will do this by
being sensitive to a childs Zone of Proximal Development, to make sure lessons are privy to
what the child can accomplish independently and in a group. The ZPD is Vygotskys term for the
space between what a learner can do independently and what her or she can do while
participating with more capable others (Berns, 2007).
An importance will be placed on developmental appropriateness to ensure material is
suitable for the stage of learning the child is at. Developmental appropriateness involves
knowledge of childrens normal growth patterns and individual differences (Berns, 2007). I will
also help promote positive psychological development and healthy self-esteem by being aware of
Erik Ericksons Stages of Psychosocial Development. Eriksons Eight Stages of Psychosocial
Development explains how socializing agents (like school) contribute to personality development
(Berns, 2007). The importance of interactions with ones social environments in the
development of a self-concept is indicated by the socializing agents that are most significant at
various stages. (Berns, 2007). Not only is it important to instill academic values into students, it
is equally important to nurture personal growth and development for children.

DIVERSITY STATEMENT OF INFORMED BELIEFS

As a teacher, I will model self-efficacy (Albert Bandura) and offer developmentally

appropriate choices, meaningful activities that create opportunities for children to succeed, and
enable children to learn by doing [so] they can experience what does and doesnt work. (Schank,
2004 cited in Berns, 2007). It is important to model self-efficacy because children can learn
through example that a situation can be mastered and positive outcomes can be produced. This
can lead to resiliency and self-esteem.
I will use a democratic-authoritative teaching style to create a warm, cooperative, and
exploratory learning environment for students. Using a democratic approach produces outcomes
like high morale, self-supporting, and cohesive students. Authoritative approaches in teach help
children become self-reliant/controlled, explorative, content, and cooperative (Berns, 2007). By
setting expectations and using appropriate cooperative (students work together), competitive
(students compete) and individualized goal structures (individual goal is unrelated to other
students), students will attain educational goals with help and guidance instructionally and
socially.
Students Social Ecology Theory

Many factors decide how a child will be socialized. The best description of the influences
that affect the socialization process can be found in Bronfenbrenners Bioecological Theory
which is; Four basic structures in which relationships and interactions take place to form
patterns that affect human development (Berns, 2007). We can understand the development of
the child by relationships and the settings that they are formed in.
In the microsystem, a child develops significant relationships. Within this system there
are four subgroups that play the biggest role. The family provides nurturance, affection, and is

DIVERSITY STATEMENT OF INFORMED BELIEFS

the primary socializer. The school is where the child learns about society. The peer group is a
where a child gains independence, comparison, companionship, cooperation, & role taking
among other children. Lastly, the community is where children learn by doing. They learn by
example what it means to be a community member.
The mesosystem is where links and interrelationships of microsystems are formed. Strong
links lead to academic competence. (i.e. parent-school linkages), and more links improve a
childs chance at success. In the exosystem the child is non-participatory, but the system still has
an indirect affect on the child. An example of this is how occupations can shape parenting styles,
which are reflective on the child resulting in different developmental outcomes. (i.e. low SES vs.
high SES). Other examples include school boards, city governments, and social services (Berns
2007). The macrosystem is the society and subculture that a child belongs to. These include
belief systems, lifestyles, patterns of social interaction, as well as life changes (Berns 2007).
Differences in macrosystem influences can lead to assumptions which can cloud communication.
For example, differences in religion, political ideology, and culture and ethnicity can lead to
opposing views. The chronosystem is where temporary changes and new conditions can affect
development. (i.e. changes in puberty can affect self-esteem).
Competent families, cultures, and communities can produce well-rounded, sociallycompetent, cooperative children. Incompetence can lead to many problems including; a lack of
readiness to learn, trouble forming relationships with others, and behavioral problems. (Berns
2007). As an educator, it will become my responsibility to help children learn and form
interrelationships between systems in their lives. The way a child is socialized in the different
systems will influence the learner that they will become. Positive relationships and

DIVERSITY STATEMENT OF INFORMED BELIEFS

interrelationships within the systems can improve a childs ability to learn. The opposite can
retard the process of learning with less support in the systems for the childs education.

Discrimination and Learning

Each child deserves to celebrate their unique cultural differences, and as a teacher it will
be my responsibility to help foster diversity. By having students participate in cooperative
activities, and by understanding collective respect a respectful and culturally rich environment
can be created. Many cultures value collective respect because it places an emphasis on
cooperation and sharing with others. This approach can help students with individualistic
organization learn to accomplish goals with teamwork, and they will have greater opportunities to
connect and build relationships with other children. Through projects (show & tell, culture fairs,
collages, etc.) students will have the opportunity to positively contribute to a rich and diverse
environment.
A shift towards the Salad Bowl Theory is replacing the traditional Melting Pot Theory.
Instead of one single culture, the more diversity the better the so called salad tastes! Instead of
expecting all cultures to blend into one dominant group (cultural assimilation), we now realize
that cultural diversity provides rich learning experiences and an appreciation for unique
differences. With cultural pluralism, we can appreciate various cultures coexisting in a society
of different languages, religious beliefs, and lifestyles (Berns 2007). An emphasis on cooperation
and a democratic-authoritative teaching style can help to accommodate all students. Identified by
Hallahan & Kauffman 2002, cited by Berns, 2007, the following actions can be taken to help all
children coming from various backgrounds: Individualized instruction: based on childs abilities
not prescribed content. Adaptation of curriculum: all learners can succeed (visual, auditory, and
tactile). Collaboration with various professionals: so all services appropriate will be provided.

DIVERSITY STATEMENT OF INFORMED BELIEFS

Peer tutoring: children with greater abilities help those without same abilities. With knowledge of
the positive affects that diversity in the classroom has for students of all backgrounds, more
tolerance and cooperation can be instilled for generations to come.
Equitable Education for all Students

Many factors out of a childs can control can impact their social, behavioral, emotional,
and cognitive learning outcomes. Four major factors that have great impact on children are the
following; discrimination, divorce, dual income family lifestyle, and poverty.
Children who experience discrimination risk lasting emotional effects that can lead to feeling
of inferiority, and they can develop problems creating relationships with others. When children
experience a parental divorce dependability and predictability in relationships are disrupted.
Children can become more dependent, aggressive, whiny, demanding, unaffectionate, and
disobedient. (Amato 2000, Hetherington & Clingempeel, 1992). These children may have a fear
of abandonment, loss of love, and bodily harm. In duel income families, children tend to have
less stereotyped roles of genders. Mothers who work outside the home tend to use authoritativedemocratic styles in discussions of expectations and responsibilities. (Greenberger & Goldberg,
1989). Children living in poverty are less likely to participate in preschool or head start
programs, often have insufficient health care, have parents who depend on government assistance
programs, receive lower quality education, and are more likely to be exposed to drugs and crime
(Berns, 2007).
Understanding different circumstances for each child will help me tailor what I do as an
instructor to meet the needs of individual children. IEPS or Individual Education Plans will
help ensure that a structured plan is in place to help a child obtain the best education possible.
IEPs and Individual Education Plans establish appropriate needed assistance and guidelines to

DIVERSITY STATEMENT OF INFORMED BELIEFS

make sure that each child has access to a free appropriate education. Using the four different
methods of assessment (anecdotal records, checklists, time samples, and measurements in
behavior), will allow students to prove their knowledge in a multitude of ways. Standardized
testing (test in which individual is compared to a norm on scientifically selected items) will also
be used to determine a childs progress amongst children their own age (Berns, 2007). A diverse
use of instructional methods will appeal to all learners for the best education possible. Elizabeth
Gilkeson and associates at the Bank Street College of Education developed Developmental
Interaction Curriculum. This learner-directed curriculum was created to focus on the
development of self-confidence, responsiveness, inventiveness, and productivity. It is
individualized to the childs stage of development and provides many opportunities for children
to interact and become involved with peers and adults (Berns, 2007). Based off of the writings of
John Dewey, children are encouraged to explore (Berns, 2007). An effective teacher uses
different methods of instruction and a mixture of ideas to create the optimal learning environment
for all students.

DIVERSITY STATEMENT OF INFORMED BELIEFS

References
Berns, R.M. (2007, 2010). Child, family, school, and community: Socialization and
support (7th ed.). Belmont, CA: Thomas Wadsworth.