1. Diversity in Education
Lisa Butler
EDD/544

2. How do we communicate effectively with our diverse student population?
What we will learn:
* Communication is vital to recognizing and understanding diversity.
* Communication methods include mindfulness, being non-judgmental and being non-biased.
* Awareness of the diversity in our classrooms allow teachers to prepare, deliver and follow-up with lesson, lectures and activities.
What we will do:
* Identify types of diversity.
* Determine methods to effectively communicate with our students.
* Apply methods of communication in small groups.
* Share strategies with large group.

3. Diversity
Merriam-Webster Dictionary defines diversity as the state of having people who are different races or who have different cultures in a group or organization.
We are all different! And that is great! We have different strengths and weaknesses, abilities and ineptitudes. We need to embrace this as teachers and learn to communicate effectively with all our students.
Our students learn differently based on their specific set of diversity and understanding how to overcome the barriers will enhance their learning and education.
In addition to the diversity we discuss in this training, we need to consider the following about our students backgrounds: religion, family, political views, and home life.

4. Ethnocentrism Definition:
Merriam-Webster Dictionary describes ethnocentric as: having or based on the idea that your own group or culture is better or more important than others.
We intentionally and unintentionally base our perceptions of others on our own cultural upbringing.

5. Things to Consider Culture
*Are the students part of a individual or collective society?
*Do they come from a small or large power distance culture?
*Are they from a strong or weak uncertainty avoidance culture?
*Are they from a masculine or feminine society?
In the classroom
Are you using materials that are oriented to your own culture?
Are you unintentionally propagating the superiority of your own culture?
Are your verbal and nonverbal deliveries hindering your students’ ability to feel accepted and therefore learn?

6. Prevention
Model tolerance of all cultural groups with your verbal and nonverbal delivery.
Evaluate your class and identify all cultural groups.
Work with your students to learn about their cultures; share similarities and differences of all the groups.
Discuss how communication differs between cultures:
Language
Thought process
Verbal and nonverbal delivery
Etc.

7. Sexism Definition: Discrimination based on gender.
Traditionally thought of as female issue, but need to remember sexism can and does affect males and females.

8. Things to consider Prevention
Bias leads to gender inequality
Often curriculum is heavily male dominant
Often curriculum has gender stereotypes
Be aware of intentional or unintentional expectation inequalities based on gender
Use a variety of sources for your lessons, incorporate both male and female authors
Give examples of both male and female “persons of interest” in your field
Give equal attention in class to both genders – allow both sexes to answer questions
Model gender equity and tolerance with your verbal and nonverbal delivery

9. Ableism
Definition:
Discrimination or prejudice against individuals with disabilities.
Also includes students with who are intellectually gift and talented.

10. Things to consider Prevention
Are there accommodations available for students with disabilities?
Do you need to modify your lessons or assignments for students with disabilities?
Do you recognize the characteristics and necessities of students with disabilities?
Are you aware of the gifted and talented students in your classroom?
Provide accommodations for students with disabilities
Modify lessons and assignments for students with disabilities or gifted and talented students
Attend training and seek help to best teach students with disabilities
Model tolerance and acceptance for students of all abilities with your verbal and nonverbal delivery

11. Racism Definition: Discrimination based on race.
Merriam-Webster dictionary defines racism as: a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race.

12. Things to consider Prevention
Does the curriculum use stereotypes as examples?
Is the curriculum biased for or against any race?
Are you making excuses or modifying your expectations for students of any race?
Get to know your students as individuals. Do NOT stereotype.
Model tolerance and acceptance of all races with your verbal and nonverbal delivery.
Be consistent in your expectations for all students.
Treat all students with respect and fairness, regardless of race.

13. Classism
Definition:
The systematic assignment of characteristics of worth and ability based on social class.

14. Things to consider Prevention
Are your assignments easily accessible to all students?
Do you intentionally or unintentionally call on students of higher socioeconomic status more frequently?
Have you stereotypes students?
Low socioeconomic status as lazy or unmotivated?
Higher socioeconomic status as intelligent and driven?
Be aware of your students’ resources and assign homework and projects accordingly.
Treat all students with respect and fairness.
Get to know your students as individuals.
Model tolerance and acceptance of all students with your verbal and nonverbal delivery.

15. Divide into small groups
15 minutes to discuss

16. In your groups explain how and why each student would react to this scenario and what the teacher should do to remedy the situation.
Ethnocentrism:
A high school Economics teacher leads a lecture and then breaks off into small group discussion. The students are expected to work together and then share their results at the end of class. The class has students of Mexican, Native American, Chinese and American decent.
Sexism:
In 9th grade Home Economics class the teacher focuses more on the girls in class because “they will need this more than the boys.”
Ableism:
A high school teacher has several intellectually gifted students in class. After a lecture, the students are broken up into small groups. The teacher gives specific instructions to all the groups except the gifted students saying, “you guys already know how to do this, so show me.”
Racism:
A P.E. teacher is teaching students the principles of basketball. He asks only his black students to demonstrate skills.
Classism:
A high school Biology teacher gives an assignment that requires students to use an app on an IPad or PC but doesn’t allow for time to complete the assignment during class.

17. Share your findings
2 minutes to present to the large group

18. Summary
Diversity is present in our classrooms and we should embrace it.
Utilizing a variety of methods will allow us to communicate effectively with our students.
Model tolerance and acceptance of all your students daily!
Thank you for attending! Make it a great day.