Diversity In Public Schools

Arlington ISD has a somewhat diverse student body and interestingly matches the statewide statistics. At precisely 45.1%, Hispanics make up for majority of the district’s demographics. Comparably, 52.2% of Texas’s public school population consists of Hispanic students. Caucasian students make up 21% of the district and 28.5% of the state. Asian students comes in at third place making up for 16.2% of the district and 4% of the state. The least populous demographic for both the district and state comes out to be Pacific Islanders and students with two or more races.

The faculty for the district consists of 146 teachers. The female population is 88% and the male population is at 12%. The majority, 88%, are white. 3% of our teachers are African-American, 5% are Hispanic, 1% are Asian, 2% are multi-racial, and 1% are American Indian.

xv). Diversity for Lamar County School District includes respect, acceptance, and understanding that each individual or group is unique, and recognizes individual differences such as race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. Exploring these differences in a safe, positive, and nurturing environment demonstrates understanding of each other and moving beyond simple tolerance to embrace and celebrate the rich aspects of diversity within each culture or group (University of Oregon

In my high school black students are the majority, and I, a white girl, am in the minority. The city’s 60-40 white to black demographic ratio becomes 20-80 in the schools due to private school enrollment. The city of University Heights, our neighbor, does not share the same racial diversity that Cleveland Heights does. What diversity they do have is even further weakened due to a large private school population. Badly in need of structural renovations our high school is to be housed in a swing space for two years. Entering this swing space means crossing over city lines into the neighboring community. Many University Heights community members, including the mayor made it clear that the black faces that would be suddenly “invading” their

Additionally, the transgender population at community colleges, which are social institutions, is an invisible minority on college campuses throughout the United States (Ivory, 2005). The systematic marginalization of transgender students begins with the application process (Seelman, 2014). The community colleges only recognize two gender identities on their applications, which reinforces the societal norm of gender identities (2014). Additionally, there is limited training on the needs of transgender students for faculty and staff (2014). Hence, there are none or few support services specifically for transgender people on many community college campuses (2014). Therefore, the community college perpetuates the marginalization of transgender

As a part of a minority race at my high school I have personally dealt with racial diversity growing up. Being one of the few Asian students attending my high school I felt like I always had to be extra conscious about what I said, did, and looked like. This being my first encounter with a lack of diversity I was not afraid of the gap between men and women engineers because I knew I would not let it get in the way of pursuing my goals. Going through school I became more and more interested in the STEM field and eventually decided to major in bioengineering. When I first heard of bioengineering I began to research it because it sound like a major made just for me. I saw numbers after numbers stating that the number of female engineers is significantly

I really appreciated the perspective you have on the regional differences and impact on this phenomenon as well as how the issue plays out in schools that are more integrated (Fryer, 2006). It encouraged me think more deeply about if this could be a contributing factor at my own school. Our elementary school has a reported 80% minority rate (n.d. 2017). Based on Fryer's (2006) article I initially thought the acting white issue would be reduced with a high minority rate and potential lessening of the social isolation associated with it. The problem with my assumption was that I did not consider the diversity of our minorities; Hispanic, African American, and Native American. Our students tend to stick with their neighborhood friends, who

Prince George’s County Maryland is a county bordering the nation’s capital on its east side. This area, whose population is 904,430 individuals, is comprised of multiple races: African American 64.7%, Caucasian 26.9%, Foreign-born 20.2%, Hispanic 16.9%, Asian 4.6%, two or more races 2.6%, Native American/Alaska Native 1.0%, and Pacific Islander/Hawaiian 0.2% (Prince George's County QuickFacts from the US Census Bureau, 2015). The Prince George’s County Public Schools’ student population of 123,737 in 2012-2013 is similar in racial percentages: African American 66.1%, Hispanic 24.17%, Caucasian 4.52%, Asian/Pacific Islander 3.09%, Other 1.7%, and American Indian or Alaskan

In my school district, my race is one of the minorities, which is unusual here in Minnesota. My school is diverse; it always has been, and I love that about it. In fact, I prefer a diverse community of individuals from every part of life; it’s where I feel most at home, and I feel lucky knowing that many white people in the suburbs do not experience this amount of diversity until much later in their lives.

Instead of looking at growing diversity as a setback or challenge to improving education in this country, let us recognize the benefits it brings to our schools. Diversity enhances the educational experience. We absorb new information from those whose understandings, philosophies, and perceptions contrast with our own, and these lessons can be imparted most effectively in an abundantly diverse scholarly and social atmosphere. Diversity encourages personal development and a healthy society. Diversity defies stereotypical presumptions, it inspires critical thinking, and it serves to teach students how to communicate successfully with individuals of wide-ranging upbringings. Education within a diverse environment helps students to become flexible and adaptable within an increasingly complex, pluralistic society. It fosters shared respect and cooperation, and it helps facilitate societies whose members are judged by the value of their character, not the qualities of their race, culture or gender. John Dewey summed up the responsibility we have to promoting

The United States is unique in the way that it holds people of all ethnicities and races. This large mixture of people results in a variety of languages being spoken every day in every type of situation. In other countries, there is a common language but in America, we are able to speak practically every language. This diversity in our country is progressive and holds many advantages, such as comprehension and connectivity.

Teachers are faced with the challenge of students bringing with them, vastly different experiences, cultures, interests and abilities. These characteristics can have a great impact on how students learn. Teaching to such a diverse group requires teachers to be more flexible and place a greater emphasis on the individual. Through the aid of variety and choice, teachers can differentiate presentation to motivate interest in the individual, and hence aid the student to become an independent learner. (Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. and Reynolds, T.

One of the greatest concerns with public schools is that the numbers are far too large, parents fear their child will get lost or overlooked. However, there are several benefits to placing children in larger communities with many different types of people. A study done in 1997 by the National Center for Education Statistics showed that “Racial and ethnic diversity can enrich the school experiences of students” (Findings from the Condition of Education 1997, p. 9).

Diversity in education is necessary to understand. We live in a society where there are diverse cultures and varieties. People have been raised in different settings and may not understand certain things better than others. As an educator, it is important to not let any students feel left out. It is essential to understand different diverse groups in an educational environment. There are so many different diverse groups in schools. Some include students who identify themselves as LGBTQ, children in poverty, and children with special needs. Specifically, in this essay, autistic and gifted children will be further described.

Racial and social equality in the school system has been an ongoing battle for people of all colors and genders for decades. From the lack of cultural diversity being taught in history classrooms across the united states to the passing of title IX in 1972, we, as a nation, have been experiencing three main issues that need to be addressed (Department, 2016). Those three issues that will be highlighted in this paper include: how the education system fails at educating students on the history of diverse cultures, how it lacks diversity among educators, and how it neglects making accommodations for the LGBTQ community.