benefits of diversity in the classroom essay

Diversity in the Classroom: Teaching, Types, and Examples

Learning about and understanding diversity in the classroom can enhance the perspective of both prospective and developing teachers in many ways as they engage with the realities of today’s classrooms.

First, today’s teachers are likely to confront a range of different types of students—students with different socioeconomic backgrounds, different learning abilities/disabilities, and different ethnic or religious identities. Second, working effectively with classroom diversity is critical to promoting educational equity and optimizing both access and outcomes. Third, learning about diversity and developing strategies for working productively with those who are different entails short- and long-term benefits for students. Finally, diversity in the classroom is a teaching tool and opportunity for educational enrichment in itself. 

Explore the impact of diversity in education, why diversity matters for students, and how teachers can foster diverse and inclusive learning environments.

Educational Equity

Educational equity refers to the idea that every student should have access to the necessary resources to reach their full academic potential. 

Without educational equity, academic success is significantly more difficult for some students. Systemic barriers—such as housing insecurity, inadequate nutrition, and underfunded classrooms—continue to prevent students from reaching their full potential. Certain groups of students do not receive the same educational opportunities and accommodations as their peers. This can lead to a lack of diversity in the workforce, barriers to social mobility, mental health issues, and increased poverty.

When students from disadvantaged backgrounds have access to the same resources and opportunities as their more privileged peers, they are more likely to succeed academically and professionally. Educational equity is important because it prioritizes all students having the opportunity to reach their potential, regardless of their identity or circumstances.

Diversity, Culture, and Social Identities

Diversity in the classroom refers to differences in social identities. A person’s age, race, socioeconomic status, gender identity, gender expression, sexual orientation, disability, and nationality all comprise a person’s social identity. Our identities are intersectional and overlapping, and many aspects of our identities change over time. 

Types of diversity that can be present in the classroom include:

• Ability diversity : This includes differences in students’ physical, mental, and learning abilities.
• Age diversity : This includes differences in students’ ages.
• Gender diversity : This includes differences in students’ gender identity and expression.
• Ethnic diversity : This includes differences in race, ethnicity, national origin, and languages spoken at home.
• Religious diversity: This includes differences in belonging to and identifying with the values and/or practices of a particular religion or sect. 
• Socioeconomic diversity : This includes differences in income, education levels, occupations, and housing security and stability with regard to students or their families.
• Experiential diversity : This includes differences in students’ life experiences, such as immigration, military service, adoption, or foster care.
• Sexual orientation diversity : This includes differences in students’ sexual orientations.
• Geographic diversity : This includes differences in students’ local or regional identity and experiences based on where they live, learn, and play. 

Diversity in the classroom is not limited to these examples. Individuals can belong to multiple social groups at the same time. Note that diversity is not only about visible differences. Along with the last three categories above, differences in learning styles, personality, mental health, and more are often present without being visible.

Why a Diverse Teacher Workforce Matters

Diversity in the classroom is not limited to the student population—it includes teachers, too. 

The teacher workforce that supports elementary students is far less racially and ethnically diverse in the US than the students they teach, according to data published in 2021 by Pew Research Center. While the share of Asian American, Black, and Hispanic teachers has increased over the past two decades, this minor increase has not kept pace with the rapid diversification of the general US population. 

For example, Pew reports that between 2017 and 2018 (the most recent study based on National Center for Education Statistics (NCES) data):

• 79 percent of US public school teachers identified as non-Hispanic White, whereas only 47 percent of all public elementary students identified this way.
• 9 percent of US public school teachers identified as Hispanic, whereas 27 percent of public elementary students identified as Hispanic.
• 7 percent of US public school teachers identified as Black, whereas 15 percent of public elementary students identified as Black.

Recent empirical studies show evidence for improved learning outcomes for students who have teachers from the same racial and/or ethnic groups. According to findings synthesized by Brookings Institute in 2022, students who had a same-race teacher tended to experience educational benefits such as:

• Improved test scores
• Improved course grades
• Improved working memory
• Better attendance
• Better interpersonal self-management
• Higher likelihood of taking an advanced math class
• Higher likelihood of being selected for a gifted and talented program
• Higher likelihood to graduate from high school
• Higher likelihood to intend to enroll in college

Diversifying our educational system must therefore include increasing the representation of teachers who belong to different racial and ethnic communities. Students of color deserve to have the opportunity to learn from teachers who may share similar cultural experiences as them. 

Teaching Diversity in the Classroom

Valuing inclusion in the classroom can help to create a more respectful learning environment for everyone.

Students can be taught as early as pre-school and elementary school how to use accurate terms to describe their own social identity. For example, a child can proudly affirm that they are both Black and Korean American, having a mother who is a Black woman from Chicago and a father who is a Korean man from Busan. Likewise, a child can proudly affirm simply having two mothers or two fathers.

Students should also learn to celebrate and respect people from cultures different from their own. Diversity is crucial for elementary school students to learn about because it helps them to appreciate the differences among people and cultures. In a rapidly diversifying world, students deserve educators and educational resources that teach diversity in the classroom and affirm the importance of inclusion, respect, and justice for all. 

Learning about diversity from an early age can lead to more inclusive and respectful interactions with others and can also help students develop a sense of empathy and understanding for people who may have different experiences or perspectives.

Kids often express a natural curiosity toward the food, sports, art, clothes, children’s books , games, toys, and dances of different cultures. This openness and enthusiasm for learning from and about people who are different is something teachers must encourage and nurture. 

Students who learn to appreciate and support members of diverse groups as children can grow up to be strong leaders of diverse and inclusive communities. 

Contribute to the Ongoing Effort to Diversify Education

With the right teaching tools, educators can foster diversity and inclusion for the next generation of students. The significance of diversity in the classroom takes its impetus directly from a historical context where many classrooms were not diverse–either by political fiat or teaching philosophy–but its impact and its mission lies in promoting equity and positive outcomes for today’s students.

If you’re interested in an enriching career as an educator who embraces the mission of using diversity in the classroom as an educational opportunity, American University’s online Master of Arts in Teaching (MAT) and online Master of Education (MEd) in Education Policy and Leadership programs may be a great next step for you. We prepare graduates with the tools they need to approach the diversity landscape in education with an informed perspective and teach students from diverse backgrounds. 

Start pursuing your goals in education with American University.

How to Be a Better Teacher in 2023

Teaching Anti-Racism in the Classroom: Strategies for Educators

Anti-Racism in the Classroom: Tips and Resources for Teaching About Racism

American Psychological Association, The Benefits of Diversity Education

Brookings, “It Matters Now More than Ever: What New Developments Say about Teacher Diversity and Student Success” 

Edutopia, “A Troubling Lack of Diversity in Educational Materials”

Education Trust, “Educators of Color Make the Case for Teacher Diversity” 

Introduction to Comparative Government and Politics, “What is Religious Identity?”

National Equity Project, Educational Equity Definition

Pew Research Center, “U.S. Public School Teachers Much Less Racially Diverse than Students”

ProAct Indy, Why is Diversity Important in Schools?

New America, “The Representation of Social Groups in U. S. Educational Materials and Why it Matters”

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Greater Good Science Center • Magazine • In Action • In Education

How Students Benefit from School Diversity

Two years ago, I published a report showing that schools in San Francisco were becoming increasingly segregated by race. In the public debate that followed , no one disputed the facts. However, I was struck by the apathetic, and even hostile, responses from many readers.

Some simply didn’t see the problem. “Folks will do what’s best for them and their kids,” commented one person. “They are not all that interested in partaking in your Utopian dreams.” Others seemed to feel that diversity and educational excellence were incompatible goals. As another reader wrote: “When the No. 1 Goal is Diversity, rather than excellence in science, mathematics, history, foreign languages, or even literacy you can understand why people leave America’s public schools in droves.”

These commentators apparently missed evidence in my report that, in fact, school integration went hand in hand with academic accomplishment . Several studies suggest it also leads to less racial prejudice and better life outcomes down the line, as the kids grow into adulthood. Now, a new, complex, wide-ranging study strengthens that case—and takes it one step further by revealing additional benefits for students of all ethnicities.

Jaana Juvonen and colleagues at the University of California, Los Angeles, studied 4,302 students in 26 middle schools across Southern California, one of the nation’s most diverse regions. The group of students was 41 percent Latino, 26 percent white, 18 percent Asian, and 15 percent African American, with the rest consisting of Pacific Islanders, Middle Easterners, and more.

Unlike previous studies, however, the researchers didn’t just look at schoolwide diversity . Instead, they drilled down to the classroom level, following the students from homeroom to history to math to English (which turned out to be crucial to the insights generated by their study).

Through a series of surveys, the researchers assessed sixth graders in three distinct emotional domains: feelings of safety at school, bullying and social exclusion, and loneliness. They also explored the students’ perceptions of fair and equal treatment by teachers, as well as how much the students wanted to associate with someone of a different race at the lunch table, basketball court, school bus, and so on.

More on Kids & Diversity

Discover five ways parents can reduce racial bias in their children .

Learn four ways teachers can foster interracial friendship in schools .

Read Allison Briscoe-Smith on how to talk about race with children .

Explore how to discuss racist books with kids .

Learn more about diversity as a key to well-being .

The results? Students who enjoyed the most diversity in their classrooms throughout the day also scored the highest in each of these measures. In other words, as classrooms became more racially balanced, students felt safer, less bullied, and less lonely. They also tended to view teachers as fair and they sought out, rather than avoided, cross-race interactions at school. (In the study, the researchers controlled for factors like family income and parents’ education.)

Students of all ethnicities felt the advantages of diversity—but some more than others.

Compared to whites, African-American and Latino students felt safer at school and less lonely than peers in less-diverse classrooms. However, they were also more likely to feel victimized by other students, though the study’s methods couldn’t account for who was doing the teasing and bullying. The black and Latino students were also less likely to see teachers as fair than their white counterparts.

Note that black, Latino, and white students still benefited overall from school diversity—they just felt the benefits at different levels, on average. (There is little evidence that diversity actually hurts any group of students, though at least one study has found that black students can suffer lower self-esteem in certain situations.)

The study’s methods extended previous work by showing in-class diversity has a stronger impact on fairness and cross-race friendships than school-level diversity. In fact, schools that are internally segregated (even if they seem integrated from a distance) can actually experience more interracial tension and feelings of unfairness, as certain groups end up in gifted classes while others receive more remedial education. Other studies, note the researchers, have linked “racialized academic tracking” with in-school segregation—a pattern that the students almost certainly sense, as they look around at their classmates’ faces.

This has a practical implication for educators and education policy. In the past, school boards have tended to emphasize school integration, without looking too closely at what happens when the students get to class. “It may not be enough to focus on school diversity,” write Juvonen and her colleagues; it is just as important to make sure the classrooms themselves are diverse.

This insight also has implications for researchers, because “ignoring individual students’ diversity exposure within schools might lead to the erroneous conclusion that school diversity does not have positive effects on intergroup attitudes.”

Shared Identity

How to encourage generosity by finding commonalities between people.

My report on San Francisco schools highlighted a local manifestation of a national trend. According to a 2016 report from the U.S. Government Accounting Office, the number of highly segregated public schools has more than doubled since the start of the twenty-first century—and, perhaps not coincidentally, the United States has seen a steady uptick in racist invective and hate crimes during that period.

Is that the future we want? As this new study suggests, turning away from a commitment to racial diversity is almost certainly inflicting damage on our kids and our nation.

About the Author

Jeremy Adam Smith

Uc berkeley.

Jeremy Adam Smith edits the GGSC's online magazine, Greater Good . He is also the author or coeditor of five books, including The Daddy Shift , Are We Born Racist? , and (most recently) The Gratitude Project: How the Science of Thankfulness Can Rewire Our Brains for Resilience, Optimism, and the Greater Good . Before joining the GGSC, Jeremy was a John S. Knight Journalism Fellow at Stanford University.

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• Our Mission

A Classroom Where Everyone Feels Welcome

Six strategies for building the strong relationships with students that are the heart of a culturally inclusive classroom community.

In the United States, students spend the majority of their day in the care of adults who are not their parent or guardian. Those school-based adults assume the responsibility of caregiver for children who are not their own. The cultural upbringing of the teachers and the cultural upbringing of the students form an intersection that is critical to the academic success of the students and the professional success of the adults.

It’s imperative that students and teachers know each other beyond the subjective cultural experiences that each may bring to the classroom, and that educators possess an understanding of diverse cultures but not stereotype people into a one-size-fits-all cultural mold. Students need to be related to as full, complex, multidimensional people.

To achieve this desired objective, school leaders and classroom teachers should view their school or classroom spaces as culturally inclusive classroom communities where everyone is welcome.

Fostering a Sense of Inclusion in the Classroom

When we talk about the dynamics of creating a culturally inclusive classroom community, the typical focus is on the diversity of the students in the room or school building. All too often the culture and diversity of the adults are on the periphery. But in order to navigate the intersection of student and adult cultural diversity, we must first acknowledge and understand our adult beliefs and practices.

This thinking requires educators to be willing to explore and analyze our own history and its effects on our behavior. First we must consider our historical and current living situations and conditions. When we examine our childhood, young adult, and present-day lives, we examine how our experiences influence us today and how they might have an effect on our work with children and families who have vastly different experiences.

While culture refers to a collective worldview, schools as culturally inclusive communities must relate to individual students first in addressing the distinct needs of the students who make up the those communities. I’ve used several relationship-building approaches that I feel could help educators and students successfully navigate the cultural intersection of the school community.

1. Learn your students’ names and learn to pronounce them. Our names are our identities. Students feel valued and acknowledged when teachers and other school-related adults take the time to learn their names.

Name recognition is so personal that mobile assistance programs like Siri for the iPhone have a pronunciation feature so that the device can correctly pronounce the name of the owner. If mobile technology can recognize the importance of name recognition, it seems that the same can be said for the classroom community.

Intentionally mispronouncing someone’s name is a passive-aggressive form of disrespect.

2. Set aside time for relationship housekeeping. Teachers can set aside a short time each class period for students to ask questions, share brief short stories of their lives, and just check in and transition into the new class period, or the second half of the day for elementary students.

As humans we are relational. Children and adults desire a connection with those they trust.

3. Have one-on-one conversations, discussions, and informal meetings with students. Remember: An ounce of prevention is worth a pound of cure. These conversations should occur early in the year and routinely during the year. Don’t wait until there’s a problem or the student is in trouble to talk with him or her.

4. Connect with parents. Conferences, phone calls, and brief emails are ways to bond with parents or guardians. These interactions should start early, prior to any problems that may occur, and they should be used simply as a means of getting to know your students and their families.

5. See yourself as the students see you. What type of facial expressions do students see? What does your body language tell them about how comfortable you are around them? What tone of voice do you use to show your students that you respect them as individuals? What biases and perceptions do the students have of you based on how you look, dress, and talk?

Let your students get to know you. Do they know your favorite color? Do they know your pet peeves? Do they know what you like to do for fun? In any relationship, both people come to know each other—a teacher-student relationship is no exception.

6. Know your content. Students want teachers who are well versed in their content. Teachers should be able to demonstrate their content knowledge by anticipating student misconceptions and have the ability to explain the content in a variety of ways.

To create culturally inclusive classroom communities, both teachers and students build relationships with each other. Students are motivated by teachers they respect. Teachers show genuine care and concern for students by holding them accountable and by acknowledging their good work. And teachers who show that they care are more successful in reaching students.

An elementary-school-age student may not be able to articulate his or her specific needs as they relate to learning and safety. However, student behavior may indicate which path the teacher should take to address what is in the student’s best interest. So the student is the navigator and the teacher is the driver at this cultural crossroad.

Center for Teaching

Increasing inclusivity in the classroom.

The goals of this teaching guide are threefold: 1) to discuss the importance of inclusivity in the classroom, 2) to present examples of teaching more inclusively, and 3) to provide additional resources for further guidance.

Why is inclusivity important?

What does inclusivity look like, reducing stereotype threat, additional resources at vanderbilt.

Drawing from the literature on inclusive teaching in higher education, the current section considers the importance of increasing inclusivity and is framed by two overarching issues. The first issue is that of student belonging in their classrooms and in the broader campus culture. Most students struggle to transition into college, but students of less privileged and more marginal backgrounds face even greater challenges as they enter what they can perceive to be an unwelcoming or even hostile environment (Carter, Locks, Winkle-Wagner, & Pineda, 2006; Kalsner & Pistole, 2003). To help students overcome challenges integrating into college life, teachers can work to cultivate a sense of belonging among their students. Section Two of this teaching guide provides resources for teachers to increase the sense of belonging in their classrooms.

At the institutional level, increasing a sense of belonging among students is embodied in the following four goals, as derived from a review of inclusion statements across campuses (Hurtado 2003, in Locks, Hurtado, Bowman, & Oseguera, 2008 p. 279):

• Ensuring that students of underrepresented populations have the support they need to be academically successful.
• Building relationships and developing multicultural skills with members from diverse backgrounds.
• Enhancing students’ ability to participate in a pluralistic, interdependent global community.
• Increasing the participation of students of color in campus life.

Studies repeatedly find that positive diverse interactions increase students’ sense of belonging on campuses (e.g., Locks, Hurtado, Bowman, & Oseguera, 2008). Conversely, interactions that result in feelings of social anxiety and fear decrease a sense of belonging. Accordingly, student cultures that foster positive diversity experiences help students – all students – feel like they are a valued part of a campus community.

The second theme of inclusivity is stereotype threat, which refers to the fear of confirming a negative stereotype about their respective in-group, a fear that can create high cognitive load and reduce academic focus and performance (Steele & Aronson, 1995). The effects of stereotype threat are profound and can impact students from a variety of backgrounds.  Multiple studies have found that stereotype threat significantly reduces performance for undergraduates from less privileged socioeconomic statuses (Croizet & Claire, 1998; Spencer & Castano, 2007), African American students  (Steele & Aronson, 1995), women in math and science courses (Good, Aronson, & Harder, 2008), as well as Latino (Schmader & Johns, 2003) and LGBT students at traditionally religious institutions (Love, 1998). Stereotype threat is especially detrimental for individuals who identify strongly with the stigmatized group (Marx, Stapel, & Muller, 2005). Identifying and eliminating stereotype threat should be a central goal for teachers who want to increase inclusivity in the classroom. Sections Two and Three describe specific examples and strategies to increase the sense of belonging in the classroom as well as to reduce stereotype threat.

When instructors attempt to create safe, inclusive classrooms, they should consider multiple factors, including the syllabus, course content, class preparation, their own behavior, and their knowledge of students’ backgrounds and skills. The resources in this section offer concrete strategies to address these factors and improve the learning climate for all students.

• Creating Inclusive College Classrooms : An article from the Center for Research on Learning and Teaching at the University of Michigan which addresses five aspects of teaching that influence the inclusivity of a classroom: 1) the course content, 2) the teacher’s assumptions and awareness of multicultural issues in classroom situations, 3) the planning of course sessions, 4) the teacher’s knowledge of students’ backgrounds, and 5) the teacher’s choices, comments and behaviors while teaching.
• Teaching for Inclusion: Diversity in the College Classroom: Written and designed by the staff of the Center for Teaching and Learning at UNC, Chapel Hill, this book offers a range of strategies, including quotes from students representing a range of minority groups.
• Managing Hot Moments in the Classroom , from the Derek Bok Center at Harvard University, describes how to turn difficult discussions into learning opportunities.

The  Faculty Teaching Excellence Program (FTEP) at the University of Colorado has compiled a series of faculty essays on diversity in  On Diversity in Teaching and Learning: A Compendium . This publication is available for download (as a PDF file) from the  FTEP website (scroll down towards the bottom of the page for the download links). The essays in this volume include, among others:

• Fostering Diversity in the Classroom: Teaching by Discussion: Ron Billingsley (English) offers 14 practical suggestions for teaching discussion courses (with 15-20 students) and creating an atmosphere in the classroom that embraces diversity.
• Fostering Diversity in a Medium-Sized Classroom: Brenda Allen (Communications) outlines seven ways to create an interactive environment in larger classes (with 80-100 students) and thus promote diversity in the classroom.
• Developing and Teaching an Inclusive Curriculum: Deborah Flick (Women Studies) uses the scholarship of Peggy McIntosh and Patricia Hill Collins to support a useful syllabus checklist and teaching tips that include techniques to provoke discussion about privilege and stereotypes among students.
• The Influence of Attitudes, Feelings and Behavior Toward Diversity on Teaching and Learning: Lerita Coleman (Psychology) encourages instructors to examine their own identity development and self-concept to determine how they feel diversity and bias affect their teaching. She also shares 14 specific teaching tips.

Steve Stroessner (Columbia) and Catherine Good (Baruch College) provide guidelines and concrete strategies to reduce stereotype threat in the classroom. Their work can be found here . These psychologists classify strategies to reduce stereotype threat into the following categories:

Reframe the task This portion of the website describes ways that teachers can reduce stereotype threat by acknowledging the steps that they have taken to make a task or test fair for stereotyped groups.

Deemphasize threatened social identities This activity encourages test givers to modify questions that might make stereotyped groups recall their stigmatized identity while they are performing a graded task. The modifications can include moving identity questions to the end of the test or asking questions that highlight students’ valued identities to empower students to perform well.

Encourage self-affirmation Repeatedly, studies suggest that self-affirmation – where students think about their valued characteristics, skills etc. – leads to increased performance. This section of the website presents evidence and examples of self-affirmation activities.

Provide role models Positive role models, who perform well in fields that typically invoke stereotype threat, can increase otherwise poor performance for stigmatized groups.

Provide external attributions for difficulty Help students attribute their anxieties to causes other than stereotype to lessen anxiety for students who would normally suffer from stereotype threat. For example, some studies posited that instructors reduced poor performance by suggesting that anxiety might actually help with test taking, without connecting the anxiety to any stereotype.

Emphasize an incremental view of intelligence This portion of the website suggests that instructors should assist students to overcome fixed notions of intelligence. When notions of genius or inherent talent were downplayed, stereotype threat was greatly reduced.

University Programs and Centers

• Antoinette Brown Lectures – Vanderbilt University Divinity School Established in 1974, this lectureship brings distinguished women theologians and church leaders to the Divinity School to speak on a variety of concerns for women in ministry.
• Bishop Joseph Johnson Black Cultural Center This center, dedicated in 1984, provides educational and cultural programming on the Black experience for the University and Nashville communities, and serves as a support resource for African-descended students. The center’s programs are open to the Vanderbilt and Nashville communities.
• Carpenter Program in Religion, Gender and Sexuality Established in 1995, this program fosters conversation about religion, gender, and sexuality by providing education and encouraging communication within and across religious affiliations, ideological bases, and cultural contexts. The program facilitates courses of study, workshops, lectures, and provides consultation and information services. Their website includes news items on gender, religion, and sexuality, as well as a list of syllabi, papers and student projects.
• Office for Diversity in Medical Education This office administers an active recruitment program that involves visits by students and staff to other campuses; encourages contacts between applicants and matriculating students; and arranges visits to the Vanderbilt campus for newly accepted under- represented minority applicants. This site also links to related programs fostering diversity at the School of Medicine, such as the  Vanderbilt Bridges Program and the Meharry – Vanderbilt Alliance .
• The LGBTQI Resource Office provides information about a variety of organizations that serve the needs of gay, straight, lesbian, bisexual, and transgender undergraduates, graduates, faculty, and staff.
• Margaret Cuninggim Women’s Center Providing activities on women, gender equity, and feminism through lectures, This center sponsors campus workshops and special events. These programs are open to students, faculty and staff, as well as interested members of the local community. The center’s 2000-volume library houses the only collection on campus devoted to gender and feminism, and is available for reference, research and general reading.
• Vanderbilt launched new Title IX and Student Discrimination , Student Access Services and Equal Employment Opportunity offices to serve students, faculty and staff Jan 15, 2018. The mission of these coordinated offices is to take a proactive stance in assisting the University with the interpretation, understanding, and application of federal and state laws and regulations which impose special obligations in the areas of equal opportunity and affirmative action.
• Project Dialogue Project Dialogue is a year-long, University-wide program to involve the entire Vanderbilt community in public debate and discussion, and to connect classroom learning with larger societal issues. Project Dialogue has been run every other year since 1989, each year centering on a particular theme. Recent speakers have included Naomi Wolf, Cornel West, Arthur Schlesinger, Jr., Oliver Sacks, and Barbara Ehrenreich.
• Robert Penn Warren Center for the Humanities The Robert Penn Warren Center for the Humanities promotes interdisciplinary research and study in the humanities and social sciences, and, when appropriate, the natural sciences. The center’s programs are designed to intensify and increase interdisciplinary discussion of academic, social, and cultural issues. Recent and upcoming fellows program themes include: “Memory, Identity, and Political Action,” “Constructions, Deconstructions, and Destructions in Nature,” and “Gender, Sexuality, and Cultural Politics.” Lectures, conferences, and special programs include: Race and Wealth Disparity in 21st Century America, a Gender and Sexuality Lecture Series, Rethinking the Americas: Crossing Borders and Disciplines, Diversity in Learning/ Learning and Diversity, Feminist Dialogues, and the Social Construction of the Body.
• The Office of the University Chaplain This office offers programs to students to help them understand their own faith and the faith of others, clarify their values, and develop a sense of social responsibility. The office also provides leadership for Project Dialogue, as well as the Martin Luther King Jr. Commemorative Series and the Holocaust Lecture Series.

International Services and Programs

• English Language Center This center is a teaching institute offering noncredit English language courses for speakers of other languages. The center provides English instruction to learners at all levels of proficiency to enable them to achieve their academic, professional, and social goals.
• International Student and Scholar Services This office offers programs and services to assist international students and scholars across the university.

Student Offices and Programs

• Office of Leadership Development and Intercultural Affairs – Dean of Students This office initiates, develops, and implements multicultural education in the areas of policies, services, and programs for the entire student body.
• International Student Organizations Lists information on organizations sponsoring programs and offering support systems for international students at Vanderbilt.
• Religious Student Organizations Lists information on a range of fellowship and worship services provided by Vanderbilt’s diverse religious community.
• Representative Student Organizations Lists information on a range of additional student groups, such as the Asian-American Student Association, Black Student Alliance, etc.

Outreach Programs

• Girls and Science Camp This camp was established at Vanderbilt University in the summer of 1999 in response to the gender differences in science achievement found in high school. Its goals are to engage girls in science activities, to foster confidence in science achievement, and to encourage girls’ enrollment in high school science courses.

Carter, D. F., Locks, A. M., Winkle-Wagner, R., & Pineda, D. (2006, April). “ From when and where I enter”: Theoretical and empirical considerations of minority students’ transition to college. Paper presented at American Educational Research Association annual meeting, San Francisco.

Croizet, J. C., & Claire, T. (1998). Extending the concept of stereotype threat to social class: The intellectual underperformance of students from low socioeconomic backgrounds. Personality and Social Psychology Bulletin, 24 , 588–594.

Good, C., Aronson, J., & Harder, J. (2008). Problems in the pipeline. Journal of Applied Developmental Psychology, 29 , 17–28.

Kalsner, L., & Pistole, M. C. (2003). College adjustment in a multiethnic sample: Attachment, separation-individuation, and ethnic identity. Journal of College Student Development, 44(1), 92–109.

Locks, A.M., Hurtado, S., Bowman, N.A., & Oseguera, L. (2008). Extending notions of campus climate and diversity to students’ transition to college. Review of Higher Education, 31, 257-285.

Love, P. G.(1998). Cultural barriers facing lesbian, gay, and bisexual students at a catholic college . Journal of Higher Education, 69, 298–323.

Marx, D.M., Stapel D.A, & Muller, D. (2005). We can do it: The interplay of construal orientation and social comparisons under threat. Journal of Personality and Social Psychology. 88, 432–446

Schmader, T., & Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality & Social Psychology, 85, 440-452.

Spencer, B., & Castano, E. (2007). Social class is dead. Long live social class! Stereotype threat among low socioeconomic status individuals. Social Justice Research, 20, 418 – 432.

Steele, C.M., & Aronson. J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69 , 797–811.

Teaching Guides

• Online Course Development Resources
• Principles & Frameworks
• Pedagogies & Strategies
• Reflecting & Assessing
• Challenges & Opportunities
• Populations & Contexts

Quick Links

• Services for Departments and Schools
• Examples of Online Instructional Modules

Diversity in the Classroom Essay

How it works

• 1.1 Recognizing the Importance of Diversity
• 1.2 The Power of Classroom Diversity
• 1.3 Preparing for a Globalized Workforce
• 1.4 Overcoming Challenges
• 1.5 Fostering Humanizing Traits
• 1.6 Conclusion

Introduction

The modern classroom is a microcosm of our heterogeneous world, bringing together students from diverse backgrounds, cultures, and talents. Accepting and embracing this variety in the classroom is crucial for creating a dynamic learning environment that encourages student growth, understanding, and empathy. This essay will explore the value of diversity in the classroom, examining its challenges and benefits in educating students for the future.

Recognizing the Importance of Diversity

Cultural variety in the classroom encompasses age, ethnicity, social class, gender, geography, race, and sexual orientation.

Embracing these differences requires acknowledging and valuing each individual’s uniqueness. When students from diverse backgrounds engage and contribute, they bring valuable insights and perspectives that enrich their understanding of the world. This fosters an inclusive learning atmosphere where students feel respected, valued, and heard, ultimately enhancing their educational experience.

The Power of Classroom Diversity

Classrooms that embrace diversity become melting pots of ideas and experiences. Students learn to listen, converse, and empathize with their peers from various backgrounds. For example, a child may come to appreciate that, despite ethnic differences, their best friend is still someone they cherish and enjoy spending time with. This type of understanding fosters a sense of unity and breaks down potential barriers.

Preparing for a Globalized Workforce

In today’s globalized job market, professionals interact with colleagues and clients from diverse cultural backgrounds. A classroom that promotes inclusion prepares students for this reality. Through collaborative learning experiences, students develop essential skills, such as effective communication, teamwork, and cultural sensitivity. These skills are invaluable in navigating the complexities of the modern workforce, where boundaries between countries and cultures are blurred.

Overcoming Challenges

While diversity brings numerous benefits, it also presents challenges for educators. Class sizes may be large, and catering to individual learning preferences can be resource-intensive. However, employing a balanced approach that considers different learning styles and preferences is crucial. Inclusive teaching, flexible grouping, and scaffolding are strategies that can effectively address diverse student needs.

Fostering Humanizing Traits

Beyond academic growth, diversity in the classroom helps develop humanizing traits such as empathy and tolerance. Students engage in civic discourse, discussing issues that may elicit emotional responses, such as civil liberties and affirmative action. Through these discussions, students learn to respect and appreciate opposing viewpoints, fostering a more compassionate and understanding society.

Accepting diversity in the classroom may present hurdles, but the benefits far outweigh the drawbacks. It creates a vibrant and inclusive learning environment where students learn to appreciate and respect differences. The modern workforce demands individuals who can navigate a globalized world with cultural sensitivity and effective communication skills. By cultivating classroom diversity, we equip children to be well-rounded, sympathetic, and open-minded. As educators, we are responsible for fostering an inclusive culture that values diversity and ensures that every student feels valued and supported throughout their educational journey.

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The importance of embracing diversity in the classroom.

Join me on this four-chapter journey toward a broader understanding of the importance of inclusion and equity in education. From implications for academic performance to the development of social and emotional skills, we will examine the latest research supporting the creation of inclusive classrooms and their impact on students' growth and development. Prepare to discover how diversity can be a powerful tool for educational success and how we can harness it to benefit all students. Delve into this fascinating academic world and challenge your previous knowledge about the transformative power of diversity in the classroom.

To begin discussing the diversity that exists within today's classrooms, we must acknowledge that each student brings unique backgrounds, experiences, and learning needs. It is crucial for teachers to create an inclusive and equitable learning environment that responds to the complex universe of nuances encompassing diversity. This goes beyond differences in race, ethnicity, and cultural background. It encompasses variations in learning styles, abilities, interests, and experiences. By recognizing and celebrating these differences, we as teachers can create a rich and inclusive learning environment that benefits all students, embracing diversity and acknowledging its impact on students' learning and performance.

We should all know that diversity fosters a sense of belonging. When students see their own identities and experiences reflected in the classroom, they feel a sense of being in the right place and acceptance. This creates a positive emotional climate, improves self-esteem, and motivates students to actively participate in their learning.

But how can we promote empathy and understanding in a diverse classroom? Interaction with peers from different cultural backgrounds fosters empathy, tolerance, and appreciation for different perspectives. Students develop a deeper understanding of the world, promoting a more inclusive and respectful society beyond the classroom .

Therefore, as teachers, we must ensure that we build an inclusive environment that can impact our students and instruct them to grow in tolerance, respect, equity, understanding, resilience, and justice.

To achieve this, we can start by supporting our students' academic performance through the design of safe and inclusive classroom environments that support individualized instruction, providing spaces where we as teachers can address the diverse learning needs of our students. Keep in mind that when we consider students' unique strengths and challenges, they are more likely to engage, be motivated, and achieve academic success.

Another strategy is to enhance critical thinking and creativity. Different perspectives and experiences enrich class discussions and promote critical thinking. Students who develop these skills learn to question assumptions, challenge stereotypes, and consider alternative viewpoints. This diversity of thought fosters creativity and innovation.

Working on social and emotional development is essential. It always has been, yet it was undervalued in the past. Inclusive classrooms foster positive relationships among students. In these spaces, students learn to respect and value each other's differences, contributing to a supportive and cooperative learning community. This environment promotes students' social and emotional development, leading to improved well-being and mental health.

Some ways in which we can make the most of diversity to enhance the classroom experience are:

• Co-creating cultural exchange spaces and global awareness with our students is essential in a diverse classroom.

Through these enriching experiences, our students have the opportunity to immerse themselves firsthand in different cultures, traditions, and languages. To achieve this, we can establish reading corners or cultural exhibitions within the classroom. Additionally, we can design interdisciplinary activities that promote the exploration of culture, geography, economics, nature, customs, and even dances and rhythms from diverse places.

An effective strategy is to involve students in question-and-answer dynamics where the group has the opportunity to ask questions about different cultures and face challenges related to geographical origins, religious differences, physical variations, or diverse experiences. These personal interactions, stories, and customs foster a sense of curiosity, respect, and global awareness in our students.

By providing an environment where diverse perspectives and experiences are valued and shared, we create a conducive atmosphere for our students to develop an open mindset and an appreciation for diversity. In doing so, we promote mutual understanding, empathy, and the building of bridges that transcend cultural barriers. Together, as committed educators, we can forge a generation of global citizens who are prepared to face challenges and embrace the opportunities of an increasingly interconnected world.

One of the standout benefits of collaborative learning in a diverse environment is the ability to practice problem-solving from multiple perspectives. When faced with challenges and obstacles in teamwork, students are challenged to analyze and address situations from different angles, integrating diverse ideas and approaches to find comprehensive solutions. This integrative approach strengthens their ability to creatively and effectively solve problems.

Furthermore, diversity in the classroom stimulates creativity. The different perspectives and approaches brought by students with diverse backgrounds and experiences enrich discussions and generate diverse ideas, strategies, and solutions. This exchange of ideas fosters creativity, innovation, and critical thinking among students as they are exposed to new ways of addressing challenges and exploring alternatives.

Try in the classroom:

• Establish heterogeneous groups, ensuring that students are mixed to represent different perspectives, skills, and cultural backgrounds. This will encourage the exchange of diverse ideas and experiences.
• Set norms of respect and appreciation that promote an inclusive environment where all students feel valued and heard. Encourage students to appreciate and recognize the individual contributions of their peers.
• Promote effective communication by providing opportunities for students to practice skills such as active listening, expressing ideas clearly, and considering different perspectives.
• Provide adequate support and resources for students to work collaboratively. This can include clear guidelines for group work, technological tools, and appropriate physical spaces, among others.
• Encourage reflection on the collaborative learning experience and diversity in the classroom. Invite students to evaluate their own growth and development in terms of teamwork skills, critical thinking, and appreciation of diversity.

Embrace diversity in the classroom. It holds immense value for your students as it creates an inclusive environment where they feel valued, respected, and empowered to reach their full potential. Remember that the impact of an inclusive classroom goes beyond academic achievements, as it means preparing our students to thrive in a diverse world. By embracing diversity, teachers and the educational community leading the learning processes, as well as families, can enhance the classroom experience and equip our students with the necessary skills and understanding to succeed in an interconnected and multicultural society. What are you waiting for?

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The importance of diversity and inclusion in the classroom

23 April 2023

Diversity and inclusion, or D&I as it’s often abbreviated, is a term often used to describe initiatives, cultures, strategies or action groups. 

When we talk about D&I in this way, it’s possible to miss the nuances of both diversity and inclusion and the impact these two things can have on individuals. 

The importance of diversity and inclusion in the classroom is that it’s about all students feeling a sense of belonging. That feeling of connectedness can create better mental health and learning outcomes.

Learn more about this important area below. 

What is diversity and inclusion?

Diversity and inclusion refer to two things: first, the acceptance of diversity and differences in the individuals that make up a group, such as classrooms, and second, the inclusion of diverse group members in that group's activities. 

Diversity simply means that the members of a group are not identical. Individuals come from different ethnic, cultural, or socio-economic backgrounds – it’s these and other differentiating factors that make us unique. 

Our uniqueness can also give us an advantage or disadvantage compared to our peers. Inclusion is the practice of putting supports in place to lift all members of a group up to the same level. It’s about equity  rather than equality . 

Equality is a top-down approach where resources are divided equally among a group. Equity takes a bottom-up problem-solving approach and asks what support each person might need to eliminate avoidable or remediable differences within the group. The goal of equity is fairness. 

Why is diversity and inclusion important?

The classroom provides one of the best scenarios to highlight why diversity and inclusion are important. 

Imagine that you had a box of brand-new laptops set up and ready to go, and you handed one out to each student with a homework project. You have achieved equality, but have you achieved equity? 

A student from a disadvantaged socio-economic background may have limited or no internet access at home to use the laptop. A student with a non-English-speaking ethnic background might not have support at home to troubleshoot an error message on the laptop. 

In this simple example, it’s clear that inclusion could be improved by reflecting on the diversity of the classroom before distributing the laptops. Communication with students and parents before an action like this would highlight the need for support to achieve equity. 

Benefits of diversity and inclusion in the classroom

When students experience diversity and inclusion in the classroom, they have an opportunity to learn from their peers, as well as alongside them. This experience fosters a broadening of horizons that can support and enhance the growth mindset in children. 

The thinking behind the growth mindset is that we all have neuroplasticity – the ability to stretch and exercise our brain to learn new things. The opposite way of thinking is a fixed mindset, which views our intelligence as a static thing. That’s why some people might say things like, “I’m just not good at maths”. 

By rejecting the fixed mindset, inclusion can be practised in the classroom with the view that all children can learn. When specific supports are provided for individuals to learn alongside their peers, students can personally experience the benefits of a growth mindset. 

Diversity and inclusion in the classroom can also deliver social, mental, and physical benefits. 

Social benefits

Cultural diversity is just one aspect of diversity, but it’s interesting to note that over a quarter of the Australian population were born overseas . From that statistic, it’s reasonable to assume that a large proportion of students in every classroom will have one or more parents or grandparents born overseas. 

That high level of diversity is also present within Aboriginal and Torres Strait Islander people, who make up 2.8 per cent of the population. As the oldest continuing living culture in the world, Aboriginal and Torres Strait Islander people represent hundreds of traditional groups with diverse beliefs, practices, ceremonies, and customs. 

With an inclusive culture in the classroom, students develop understanding, cultural awareness and skills that will assist them in their relationships throughout their studies and in a diverse workforce. On a broader level, these students can contribute to a positive and accepting society, which will benefit everybody. 

Mental benefits

Be You is a free mental health resource for educators from Beyond Blue that sums up the mental benefits of diversity in two short sentences:  “Belonging is a fundamental human need. Respect for diversity is related to people’s sense of belonging.” 

If students feel that their family, cultural background and individual uniqueness are respected and valued by their teachers, peers and school, then they’re more likely to experience a sense of belonging and improved self-esteem. 

The mental benefits of diversity and inclusion in the classroom also go beyond cultural differences. Young people are particularly vulnerable to experiences of exclusion based on any difference, and these encounters can have a negative impact on their mental health. 

Be You confirms that feeling cared about and respected helps to protect our mental health and wellbeing . 

Physical benefits

Many studies have shown that students who engage in regular physical activity perform better academically – not to mention the boost to physical and mental health. With diversity and inclusion in the classroom, these physical benefits can be enjoyed by all students. 

A strength-based approach to physical activities looks for opportunities for individuals to use their strengths to participate – rather than focussing on the activity itself and reasons why individuals can’t participate. The Australian Sports Commission recommends the TREE model to modify activities for inclusion. The TREE model asks how we can adapt the teaching style (T), rules (R), equipment (E) and environment (E). 

When the TREE model is implemented successfully, and students find activities interesting, meaningful and enjoyable, they’re more likely to voluntarily continue them outside of the classroom , which can lead to physical benefits for life. 

Challenges to creating an inclusive classroom

The main challenge you might encounter in creating an inclusive classroom is knowing or understanding how to create inclusive opportunities for all students. Diversity acknowledges the individuality of students, including disability, English as an additional language (EAL), different backgrounds and more. 

In addition, you may encounter other challenges from outside your classroom , such as whether your school has an inclusion policy. To prepare for such challenges, you might want to ask yourself and your colleagues if your school values and plans for diversity and inclusion. 

Overall, one of the greatest challenges to being an inclusive classroom is funding resources to support inclusive teaching. However, you’ll be pleased to know that there are a few things you can do to improve diversity and inclusion without spending a cent. 

How to improve diversity and inclusion in the classroom

As a teacher, the first move in improving diversity and inclusion in the classroom is yours. You can make a difference by respecting individual differences, modelling inclusive behaviour, and being welcoming and approachable. 

The next step is education. Online resources such as the Student Wellbeing Hub provide videos from experts and other teachers, as well as a variety of resources on diversity and inclusion. The Australian Government’s Harmony Week website, SBS’s Cultural Atlas  and Beyond Blue’s Be You all offer helpful tools on cultural diversity. The Australian Government’s NCCD Portal offers resources for making adjustments for students with disabilities.  

By learning more about how to promote diversity and inclusion in the classroom, you can create a positive impact on learning outcomes for your students. 

Why study the Master of Education, specialising in Educational Diversity and Inclusion?

You may be surprised to hear that Southern Cross University Online’s Master of Education offers a specialisation in Educational Diversity and Inclusion . It’s one of three specialisations, with the other two being Educational Leadership and Educational Wellbeing . 

This masters degree is built on four core units that develop your understanding of educational leadership styles. The next four units are focused on student wellbeing, inclusive education, and valuing diversity. 

Let’s take a closer look at what you will learn. 

What you will learn

Beyond Blue’s Be You teaches that belonging is a fundamental human need.

In this Master of Education, you’ll learn how to develop strategies to facilitate connectedness, belonging, positive expectations, and opportunities for meaningful participation. In a unit called Enhancing Student Wellbeing, you’ll also reflect on ways to better support students' physical and mental health within your professional context. 

Another unit focuses solely on Valuing Diversity . This will broaden your understanding of cultural, refugee and Indigenous perspectives in local, national, and international settings. 

You’ll also embark on a critical reflection about inclusion, to define and justify an individual philosophy of Inclusive Education. In a unit called Inclusive Education, Theory, Policy, and Practice, you’ll plan for action on strategic priorities to advance the cause of inclusion in school settings. 

Underpinning all these learnings is a critical analysis of using technology and collaboration to enhance Inclusive Education. 

Who should pursue this specialisation?

SCU Online’s Master of Education is built for teachers who are ready to take the lead. 

How you take that lead is up to you. It may be that you want to move into more senior leadership roles and create an inclusive workforce in your school. Alternatively, you might be interested in leading a more effective learning environment in the classroom. 

With the Diversity and Inclusion specialisation, you can ensure your classroom offers an inclusive education experience, or you could lead the decision-making and your entire school in creating a more equitable experience for all. 

What career opportunities will this specialisation offer?

After strengthening your leadership style in this masters program, you’ll be career-ready to step up into roles leading diverse teams, including Head of Faculty, Curriculum Coordinator, or Principal. 

More schools are investing in diversity and inclusion outcomes with roles such as Director or Head of Student Wellbeing, Leader of Wellbeing, Growth and Development, and Inclusion Support Professional. 

Executive roles such as these are often offering salaries above $100,000.  

Why study education with SCU Online?

A Master of Education specialising in Educational Inclusion and Diversity from SCU Online can help you transform learning environments and create that feeling of connectedness and support. 

SCU Online is proud to be a pioneer of online education in Australia. In fact, we have over two decades of accredited experience teaching online. 

With SCU Online, you’ll be studying alongside more than 1,000 people at any one time—but that won’t mean you disappear into the crowd. After 20 years of online education, we’ve developed some special support to help you graduate successfully. 

From the moment you enrol with SCU Online, you’ll be paired with a Student Success Advisor who will be your go-to person for all non-academic queries, as well as your cheerleader and supporter. Your Student Success Adviser will send you timely text messages, emails, and phone calls, and they’ll be available to quickly respond to your calls, too. 

Here are some more benefits of studying with SCU Online: 

Study on your own terms

We understand that a masters degree is completed while you continue working, not to mention managing commitments with family, friends and life in general. 

Our courses are designed with short study sessions in mind. In fact, we recommend setting aside 30-minute blocks in your downtime to dedicate to your study. Short study sessions like these help your brain process information more effectively. 

Learning designed for online

Online means online, so there are no campus-based obligations in our Master of Education. 

Over the past two decades, we’ve developed and improved our online learning system in consultation with education industry experts. In addition to providing a great online learning experience, our learning management system enables you to connect with industry professionals and peers. 

Throughout your online studies, you’ll be supported by like-minded individuals who have similar academic and professional goals. 

Early exit options

How do you feel about completing a Master of Education in 16 months of part-time study? 

If you’re not quite ready for that level of commitment, you might like to consider the Graduate Certificate in Educational Inclusion and Diversity, which can be completed in 8 months part time. The Graduate Certificate is actually made up of the specialised units of the Master of Education (Educational Inclusion and Diversity). 

So, when you’re ready to return to online study, you can pick up where you left off and complete your Diversity and Inclusion specialisation in the Master of Education. You’ll receive full recognition for the four units completed in your Graduate Certificate and continue in your Master of Education with Advanced Standing. 

Alternatively, even if you’re feeling confident about commencing your Master of Education, we know how quickly life can change in that 16-month period. If life gets busier, or your plans change, you may be able to exit early with a Graduate Certificate. 

Learn more about our online Master of Education today. 

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Diversity in the Classrooms: A Human-Centered Approach to Schools

• Published: 17 April 2020
• Volume 51 , pages 429–439, ( 2020 )

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This article explores the perceptions of experiences and insights of four Alberta teachers on the understanding of diversity in the classrooms. The teachers in this multiple case study argue that the popular understanding of diversity, especially in schools, is often supported by American contextualized narrative of polarized racial views focusing on assumptions of contrasting ‘whiteness’ visible in race, culture and socio-economic status associated to ones’ skin colour, for instance it recognizes dark-skinned students as diverse as opposed to teachers who are perceived simply as a large group of ‘white, middle-class ladies’. Such conceptualization of diversity is problematic as its social-constructed understanding implies that teachers of European descent share a common ‘Euro-centered’ history, culture, and ethnicity, while Europe is in fact an ethnically, historically and culturally diverse continent. These assumptions have serious implications on teaching and learning as it directly reflects on teacher preparation programs, professional development practices and educational policies. The selective approach to diversity based on race and culture does a disservice to education’s purpose as it over-focuses on visible aspects of differences among students while it disregards the universal needs of a community of learners in schools. This paper advocates for a human-centered understanding of diversity in schools, which seeks to understand diversity beyond the socially constructed borders surrounding race, culture and gender, often used to define teachers as simply ‘white’ in the context of diversity in Canada.

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Fontenelle-Tereshchuk, D. Diversity in the Classrooms: A Human-Centered Approach to Schools. Interchange 51 , 429–439 (2020). https://doi.org/10.1007/s10780-020-09402-4

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6 Ways to Incorporate Diversity in the Classroom

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In an increasingly diverse and multicultural society, educators need to incorporate culturally responsive instruction across all levels in education. Teachers should include ethnic and cultural diversity, but also other forms such as religious, socioeconomic status, gender identity, language background, and more. 

Here are six ways to manage diversity in the classroom and promote cultural awareness. 

• You should get to know your students. 

Learning about the cultural backgrounds, hobbies, and learning styles of all students will make them feel valued and allow for a trusting bond to form between you and them. 

• You should maintain consistent communication with your students. 

Having one-on-one check-ins with your students throughout the school year will make them feel included and help you to improve your classroom’s accessibility. 

• You should acknowledge and respect every student. 

Paying attention to the uniqueness of your students and allowing them to learn about their cultural background and share that knowledge with their peers promotes understanding in the classroom and beyond. 

• You should practice cultural sensitivity. 

Creating interactive and collaborative learning experiences ensures that every student is given the space to learn in their own ways. 

• You should incorporate diversity in your lesson plans.

Always try to present and connect your lessons to real-world issues to foster your student’s cultural awareness. 

• You should give your students freedom and flexibility in their educational lessons. 

Acting as more of a facilitator instead of as a lecturer gives your students the ability to connect better to the curriculum and gain more knowledge through their own directed experiences. 

It is important to teach culture because it will create greater multicultural awareness and inclusion in the classroom and help students from all backgrounds succeed. Highlighting the cultural diversity among your students will encourage acceptance and prepare students to thrive in our diversifying world. 

Other benefits to your students include:

• Becoming more empathetic and open-minded 
• Gaining a better understanding of their lessons and other people 
• Feeling more confident and safe in their communities

Teachers have to teach their students a variety of skills to contribute to society, and this also includes preparing them to adapt to our evolving world. 

If you are interested in reading more about the importance of diversity and cultural awareness in the classroom, check out this article . 

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Valuing Diversity: Developing a Deeper Understanding of All Young Children's Behavior

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Everything we think, say, and do is processed through our own cultural backgrounds. But because culture is absorbed and passed down from generation to generation rather than explicitly taught, we’re seldom aware of it.

Culture shapes not only our values and beliefs, but also our gender roles, family structures, languages, dress, food, etiquette, approaches to disabilities, child-rearing practices, and even our expectations for children’s behavior. In this way, culture creates diversity.

Cultural diversity and teachers

For teachers, it is essential to see and understand your own culture in order to see and understand how the cultures of children and their families influence children’s behavior. Only then can you give every child a fair chance to succeed.

Think about your own upbringing. How did your family’s expectations affect what you did? Were your parents, siblings, and other relatives close or distant? Were they strict, lenient, or somewhere in between? Were your school’s expectations any different? All of this, and more, plays a part in how you view the behavior of the children you teach.

These ideas lie at the heart of NAEYC’s position statement Advancing Equity in Early Childhood Education . Its guiding principles include

• Recognizing that “self-awareness, humility, respect, and a willingness to learn are key to becoming a teacher who equitably and effectively supports all children and families”
• Developing a strong understanding of culture and diversity
• Understanding that “families are the primary context for children’s development and learning”

One major takeaway from the position statement is that early childhood educators must support consistently warm and caring relationships between families and their children, respect families’ languages and cultures, and incorporate those languages and cultures into the curriculum, their teaching practices, and the learning environment.

Cultural diversity and young children

Children bring their own set of culturally based expectations, skills, talents, abilities, and values with them into the classroom. And they begin to develop their self-concept (at least in part) from how others see them. To form positive self-concepts, children must honor and respect their own families and cultures and have others honor and respect these key facets of their identities too. If the classroom doesn’t reflect and validate their families and cultures, children may feel invisible, unimportant, incompetent, and ashamed of who they are.

Many people, including educators, have long believed it is better to act colorblind and/or “cultureblind”—that is, to not acknowledge color or culture. But research has shown that this artificial blindness keeps us from recognizing, acknowledging, and appreciating important differences. Worse, it may lead to unintentional bias toward or disrespect for those who are different from us.

We know now that acknowledgments of color and culture are essential for legitimizing differences. Color and culture make each one of us special and enable us to offer unique gifts and opportunities to groups we are part of. At the same time, color and culture help children learn about each other and the world. In short, color and culture enrich classrooms.

To appreciate what each child can contribute to the class, teachers need to learn about each family’s cultural values. Helping children to see themselves in your pedagogy, curriculum, environment, and materials enables them (and their families) to feel welcomed and valued.

Take a look around your classroom.

• Why not have the children create their own posters with their own artwork, things from home, and photos families can supply?
• Why not forge connections and support children’s learning by asking family members to help children use their home languages throughout the room?

It’s important to see cultural and linguistic differences as resources, not as deficits. As NAEYC’s equity position statement puts it, “Children’s learning is facilitated when teaching practices, curricula, and learning environments build on children’s strengths and are developmentally, culturally, and linguistically appropriate for each child.”

The difference between equitable and equal

Equal is not the same as equitable. Every child in your group has different needs, skills, interests, and abilities. Equal would mean giving all children the same activities, materials, and books. Equitable means ensuring that you consider each child’s strengths, context, and needs and provide all children with the opportunities that will support them in reaching their potential.

It’s crucial to recognize the inequities that children and their families face—in school and out. The position statement reminds us that “dominant social biases are rooted in the social, political, and economic structures of the United States. Powerful messages—conveyed through the media, symbols, attitudes, and actions—continue to reflect and promote both explicit and implicit bias.” For example, research conducted by Yale University professor Walter Gilliam clearly shows that young African American boys are subject to higher rates of suspension and expulsion than their White European American peers.

How cultural diversity shapes behavior

Your culture and the children’s cultures aren’t the only cultures at work in your classroom. Every school and early childhood education program has a culture too. The cultures of most American schools are based on White European American values. As the makeup of the US population becomes more diverse, there is more cultural dissonance—which impacts children’s behavior.

White European American culture has an individual orientation that teaches children to function independently, stand out, talk about themselves, and view property as personal. In contrast, many other cultures value interdependence, fitting in, helping others and being helped, being modest, and sharing property. In fact, some languages have no words for I, me, or mine .

Children who find themselves in an unfamiliar environment—such as a classroom that reflects a culture different from their home culture—are likely to feel confused, isolated, alienated, conflicted, and less competent because what they’ve learned so far in their home culture simply doesn’t apply. They may not understand the rules, or they may be unable to communicate their needs in the school’s language.

Rethinking challenging behavior

Because your responses to children’s conflicts and challenging behavior are culture bound, it is all too easy to misinterpret children’s words or actions. The next time a child seems defiant, ask yourself, Is that behavior culturally influenced? Could I be misunderstanding the child’s words or actions?

For example, White European Americans tend to use implicit commands, such as, “Johnny, can you please put the blocks away?” Children raised in the White European American culture understand that they are being told to put away the blocks. But children raised in the African American culture may interpret this utterance differently. In their culture, adult commands are usually explicit: “DuShane, put away the blocks.” To African American children, an implicit command in the form of a question may seem to offer a choice about how to behave.

Culture also defines personal space, including how much space feels appropriate in the block area, at circle/meeting time, and in the dramatic play area. In some cultures, children feel comfortable playing close to one another; in others, the same space may feel claustrophobic and lead children to hit or shove a playmate who seems too near. Similarly, you may stand too close or too far away, depending on children’s cultures. For example, if Cadence doesn’t pay attention to your request to keep the sand in the sandbox, you may be too far away to connect with her.

In White European American culture, teachers expect children to sit still and maintain eye contact to show that they’re paying attention. But in other cultures, children might show their interest by joining in; they may learn through hearing or telling a story, watching others, or using trial and error. If they don’t understand the lesson, they might have a hard time paying attention. Or they may be paying attention in a different way.

Culture counts

There are many rewards for teachers who take culture into account. You can form authentic, caring relationships with children and families; build connections between what children already know and what they need to know; select activities, materials, and instructional strategies that honor children’s cultures and life experiences; and teach children the skills they need to succeed in a global society.

From the Pages of Young Children : Research on How Culture Affects Learning

For more examples of how culture affects learning, check out “ Diverse Children, Uniform Standards: Using Early Learning and Development Standards in Multicultural Classrooms ” in the November 2019 issue of Young Children. The authors, Jeanne L. Reid, Catherine Scott-Little, and Sharon Lynn Kagan, provide several examples of culturally influenced differences in how children pay attention, approach learning, seek guidance, and express their knowledge and skills. They also offer tips to help teachers address standards for early learning that are not sensitive to these cultural differences.

This article supports the following NAEYC Early Learning Program Accreditation standards and topic areas

Barbara Kaiser  is the coauthor of Challenging Behavior in Young Children  and Meeting the Challenge.  She has over 30 years experience working with young children, educators, and families. She has taught at Acadia University in Nova Scotia and at Concordia University and College Marie-Victorin in Montreal, Canada, and presented workshops, keynote speeches, and webinars on challenging behavior in the United States, Canada, and has provided workshops and keynotes on challenging behavior throughout the world.

Judy Sklar Rasminsky is a freelance writer who specializes in education and health. With coauthor Barbara Kaiser, she has written Challenging Behavior in Young Children  (now in its fourth edition) and Challenging Behavior in Elementary and Middle School, which both earned Texty awards from the Text and Academic Authors Association; and Meeting the Challenge, a bestseller selected as a comprehensive membership benefit by NAEYC. For more information, see the authors' website, challengingbehavior.com , and blog, childrenwithchallengingbehavior.com .

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The importance of Diversity in the Classroom: 7 Benefits

• by Team Varthana
• Posted on January 12, 2023
• in Education

The progress in modern education has a direct impact on a nation’s standard of living. The education system in India has evolved significantly, becoming one of the world’s largest, boosting economic stability and fostering intellectual development among its citizens. Education is now considered a vital path to social mobility in India, playing a crucial role in building a knowledge-based and progressive society, while also preserving traditional values and ethics. Significant improvements, both in quantity and quality, have led to a more positive outlook of the society overall. However, to further improve education, educational institutions must embrace modern strategies, such as promoting diversity in the classroom.

Benefits of diversity in the classroom:

Students develop more empathy:

Promoting awareness of and personal connections with individuals from diverse cultures in the classroom can help students avoid forming prejudices later in life. As they become more familiar with the experiences and perspectives of people of different races and cultural groups, they are better able to empathize with those who may have different backgrounds or experiences than themselves.

Students gain a better understanding of the lessons and the people:

When students are exposed to and work alongside individuals from diverse backgrounds and cultures in the classroom, they gain a more comprehensive understanding of the subject matter at hand. Additionally, it teaches students how to effectively collaborate and contribute in a diverse working environment by utilizing their own unique strengths and perspectives.

Students develop a more open mind:

Exposure to a wide range of perspectives, ideas, and cultural backgrounds naturally encourages students to develop open-mindedness later in life. This allows them to be more receptive to new ideas and to gain a deeper understanding of a subject by considering various viewpoints.

Students are more confident and secure:

When students learn about different cultures in school, they feel more comfortable and secure when encountering these differences later in life. This ability to interact with a diverse range of social groups and to feel confident in themselves and their interactions with others is an invaluable skill set for the future.

Also Read: 5 Ways Data Analytics Is Enhancing Education Technology in Schools

Diversity in the classroom fosters critical thinking skills :

Diversity in the classroom aids in the development of social awareness among students, allowing them to understand and appreciate different perspectives. Encouraging students to consider multiple viewpoints can also equip them with the ability to interact effectively with their peers , which is an essential skill that will serve them throughout their lives.

Students are more prepared for a diverse work environment :

As the world becomes increasingly globalized, the ability to collaborate effectively with individuals from diverse cultures and social groups is becoming more important than ever. Students who are exposed to diversity and taught cultural awareness in the classroom will be better equipped to succeed in the workforce as they will be well-versed in how to interact with people from different backgrounds.

Students develop a sense of being represented and included :

Students are more likely to see their identity represented in classroom materials or by other students when schools take an inclusive and responsive approach to diversity. Without this approach, these students may feel excluded and inferior, leading to a higher likelihood of withdrawal.

Diversity has always been present in classrooms, but in today’s world, it is essential to approach it in a positive way. Teachers should instill in their students the value of diversity and cultural sensitivity, as this teaches them to respect human life in its purest form while also familiarizing them with different customs. Diversity-related issues can influence how both students and teachers perceive the significance of the classroom and learning. By recognizing and addressing differences, both students and teachers can view the classroom as a welcoming space that promotes a positive learning environment.

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Addressing the Benefits of Diversity Essay

Introduction, my background, my experience.

According to Bell (2012), diversity is the difference among different people based on race, mental ability, sex or ethnicity. Although efforts are being made to promote diversity and discourage discrimination, diversity in different spheres of life is still a challenge. There are many cases of people who have been sidelined at the workplace or other social places all because of race or ethnic background. It is thus important for everyone to understand the benefits of diversity (Bell, 2012).

Over the years, I have learnt the importance of diversity by living and working alongside people of varying backgrounds. We all have different strengths and as such, embracing diversity presents us with an opportunity to learn from others and become better individuals. Despite having had a chance to socialize with various groups of people, I recently realized that I have so much to learn as far as dealing with diversity at the work place is concerned.

I encountered a serious challenge when I got an opportunity to work in a company that was dominated by White employees. I thought that my experience would help but this was never to be the case. Time and again, I got caught up in very unhealthy arguments with my White colleagues that almost made me quit work. After three months in employment, I started feeling rejected and secluded from some of my colleagues, especially those from the White community. This made me wonder whether I made the right decision to accept this particular job offer. During my fourth month at the company, I was asked by the head of my department to head a team that was to work on a newly identified project.

The team was comprised of ten members and seven were from the White background. Whereas the head of department believed that I was the best person to lead the team, there was so much resistance from my White colleagues. During the first week, various attempts to get work started seemed to bear no fruit. The other non-White members noticed my predicament and opted to offer their support so we could get started.

At the start of the second week, the department head asked me to give him an update and he was surprised by the report I gave. I was certainly not pleased with the reaction of my White colleagues and I made this very clear to the head of department during our conversation. It was my greatest desire to see a change in the way employees were treated in the company and I was determined to go all the way. After our discussion, the head of department asked me to accompany him to the Chief Executive Officer for a further discussion. After listening carefully, the CEO decided to hire a team of experts to train all employees on the importance of diversity. It was an intensive training that lasted one week and everyone, including the CEO, took part.

I was delighted to see how things changed after the training and I worked for the company for another two years before I left. A number of my White colleagues became my friends and to this day, I am glad that I was part of the change.

Diversity is certainly important in the present world. Technological advancements have led to the creation of a global village and we all have to be ready to work and interact with people from a diverse background. As noted earlier, there are many benefits associated with diversity.

Bell, M. P. (2012). Diversity in Organizations, Second Edition . Mason, OH: South-Western. Web.

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