Addressing Diversity (1)
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Addressing Diversity
Jussara Carvalho Rodrigues Department of Education, American College of Education ED 5123 – Diverse Learners
Dr. Asia Savoy-Mason
January 14, 2024
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Addressing Diversity
The present study aims to define and analyze diversity in schools. In the first instance, an explication of diversity will be provided along with introspection and reflection. In the second instance, a self-analysis will be conducted to evaluate personal strengths, weaknesses, opportunities, and threats, thereby facilitating a better understanding of student diversity. In conclusion, I will be conducting a demographic analysis of the student population at the academic institution in which I am employed. This study aims to provide a comprehensive portrait of the diversity of the student body.
Diversity Self-knowledge
Diversity is a fundamental aspect that enables the coexistence of differences among individuals in the world. It serves as a means of identification for people's culture, race, ethnicity,
religion, and many other factors that differentiate individuals from one another. The recognition of diversity provides a platform for businesses and organizations to create an inclusive environment that supports people of diverse backgrounds. Acknowledging and promoting diversity in the workplace enhances creativity, innovation, and productivity. Furthermore, it fosters mutual respect, understanding, and appreciation among individuals, which is crucial for achieving business objectives. Therefore, diversity is a vital aspect that should be embraced and celebrated in all business and academic settings. Inegbedion et al. (2020) mention that any characteristic that differentiates one person from another is considered diversity. This implies any factor that makes two or more individuals different from each other.
Personally, I am a very experienced person even though I am only 45 years old. However, below, I will mention some characteristics of my diversity in experiences.
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1.
I am the youngest of three children. My parents are a teacher and a farmer. I am the only one with a bachelor's degree.
2.
As a child, I participated in church activities such as collecting clothes and food to donate
to those in need.
3.
My parents' financial conditions were not the best. We did not go hungry, but we had the right amount to eat. Clothes were bought in the cheapest places.
4.
My father, who was a farmer, taught us how to vaccinate cattle, milk them, and make cheese. In short, we knew how to do everything on the farm. Whenever a cow fell and broke its neck, my father would ask us to help him skin it.
5.
My mother was a public school teacher, and in my country, public schools are often underfunded and not well-equipped. Despite this, my mother always insisted that my siblings and I attend public school. She would always say, 'The student runs the school,' emphasizing that our effort and dedication to our studies would determine our future success.
6.
I always had difficulty at school. After I became an adult, I discovered that I have ADHD.
7.
I speak two languages, English, and Portuguese. I understand Spanish, but I cannot speak it.
8.
I attended the University of Portuguese and English Literature. However, at that time, I did not like English and only went to college because of my interest in Portuguese.
9.
I taught at public and private schools in a small city. I had students who were being abused at home. Students who did not have food at home.
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10. I began teaching Portuguese language, literature, and writing in 2002 while still studying at university.
11. At a particular time, we organized a meeting at the public school where I was a teacher. During that meeting, we decided to provide reinforcement classes to the students who were struggling with behavior problems in school. At that moment, I suggested to the principal that what the students required was attention. When we started paying due attention to the students, we observed a significant improvement in their behavior at school.
12. I am not afraid to ask questions when I am curious and uncertain.
13. I arrived in the United States in 2016 with my husband, who had been living here for many years.
14. When I first arrived here, I was able to understand English when I read it, but I had a challenging time understanding it when people spoke to me. Therefore, I decided to enroll in a language school to improve my speaking skills, which was my biggest challenge. My aim was to become independent and be able to resolve things without relying on someone else to translate for me.
15. In 2018, I began working as a bilingual teacher's assistant at a local school.
16. When I started working at a translation school, I realized that the students here, especially
the ELL (English Language Learners), really need help.
My diverse characteristics have played a significant role in shaping who I am today. My experiences have made me unique. From an early age, my parents instilled in me the importance of respecting others, regardless of their background or social status. Growing up, I never had any
rich friends that I can recall. I spent most of my childhood playing in the streets with other kids,
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which was the norm at that time. When I started working as a teacher, I had to face some challenges due to English being my second language. Some native students had difficulty understanding my accent, and a few even asked me if I was Russian. However, my work at a school with a large immigrant population has helped me become more open-minded and empathetic towards others. I have also noticed that some of my students arrive at school hungry, so I decided to keep some snacks in my classroom. Now, my students know that they can come to me not just for food, but also for help and support. I strive to be a supportive and approachable
teacher who genuinely cares about her students' well-being and success.
Personal SWOT Analysis
The following table outlines my strengths, weaknesses, opportunities, and threats concerning diversity. By conducting a SWOT analysis, I can evaluate my current comprehension
of diversity and make efforts to improve my weaknesses and threats into strengths and opportunities. This assessment will enable me to gain a more comprehensive understanding of diversity and help me to better contribute to my professional or academic environment.
Table 1 Personal SOWT
Strengths
Weaknesses
I welcome and celebrate the differences among my students, and I strive to incorporate these differences into my teaching.
I can speak Portuguese and understand
a little bit Spanish.
Assist students who may have
Challenges to help my students who speak Creole and French.
Sometimes, I think “I am not a good teacher and that I need to improve on something.”
Fear of being judged by my native students for not having English as my
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different learning styles and abilities.
first language.
Opportunities
Threats
I can make my classroom unique and distinct.
I am capable of gaining knowledge about different cultures and beliefs through my interactions with students.
Encourage diversity by appreciating and respecting each other's differences.
Ensure equal opportunities and assistance for students from diverse backgrounds. Provide support and encouragement for students belonging
to diverse groups.
Unintentional prejudice towards other beliefs and cultures is a form of bias that can occur without intending harm or offense.
The barriers that hinder the process of learning a new language.
Many English Language Learners experience fear when it comes to speaking due to their proficiency in the
language.
Demographic Diversity Portrait
A demographic diversity chart displays various data points, and provides a comprehensive view of a school's diversity. The table below represents the students at Deerfield Beach High School for the 2022-2023 school year.
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Table 2 Deerfield Beach High School Demographics Total Student Population
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Gender
Male: 50.5%
Female: 49.5%
Ethnicity
African American: 49.4% Hispanic: 33.9%
White: 12.7% Asian: 2.2%
Two or more Races: 1.6%
Socioeconomic Status
Free/Reduce Lunch: 100% Home Language
English: 47% Spanish: 24.4%
Haitian Creole: 18.8% Portuguese: 7%
Other: 1.4%
Ability
Regular Education: 73.3%
Special Education: 15%
ELL: 11.7%
Gifted/Talented Education: No Data
The school mentioned above in the portrait of demographic diversity is in a region where students need much help with clothing and food. Our school also offers breakfast and free lunch, and food is always distributed on one day of the week. When students need them, they receive new clothes that are donated to the school. Deprez (2018) suggests that despite the changing demographics of race and ethnicity in our nation, there are still ongoing difficulties that public schools face in their efforts to ensure that their students are knowledgeable in all areas of the curriculum, capable of demonstrating this knowledge on standardized tests, ready for college or career, and able to compete effectively within the global education system. The ever-changing diversity landscape significantly impacts the educational system. Deerfield Beach High School (DBHS) is an institution that serves a diverse student body comprising individuals from different
races, socioeconomic backgrounds, linguistic heritages, ability levels, and home environments. In light of this, the educational experience at DBHS is tailored to address these multifaceted factors while ensuring that all students receive the highest quality of education possible.
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The implementation of Universal Design for Learning (UDL) is a crucial aspect of education at Deerfield Beach High. Mindfulness is promoted among staff to ensure students can express themselves. Additionally, students are encouraged to share their assessment preferences for their classes. The implementation of UDL involves delivering the course content in multiple formats, such as through explicit teaching and self-discovery methods. The use of diverse teaching strategies is essential as different students have different learning styles. Diversity is a ubiquitous component of our lives, and its appreciation is of paramount importance. Every individual must embrace diversity's beauty and learn from each other's experiences. We must not
be closed to differences that exist among us and instead welcome the diversity that surrounds us. In the classrooms, it is crucial to ensure that students feel supported and safe in the presence of those who are different from them. Personally, I have always fostered an inclusive environment and aim to instill this outlook in my students.
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References
Deerfield Beach High School. 2022-23 Schoolwide Improvement Plan. https://www.deerfieldbeachhigh.net/sac-meetings/
Deprez, M.D. (2018). Embracing diversity in the classroom: a primer for teacher candidates and teachers. International Journal of Learner Diversity & Identities, 25(1), 1-8.
Florida Department of Education https://edudata.fldoe.org/ReportCards/Schools.html?school=1711&district=06
Inegbedion, H., Sunday, E., Asaleye, A. Lawal, A., &Adebanji, A. (2020). Managing Diversity for Organizational Efficiency. https://journals.sagepub.com/doi/full/10.1177/2158244019900173
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