Diversity in Education Cathy Rosenberg, M.Ed. The Ohio State University SHAPE America Eastern District Leadership Conference (2009)

We Will Discuss:  The basics of diversity  The implications of diversity on American schools  Ways for teachers to infuse multicultural education in their health, physical education and dance classes

With a partner, discuss & answer these questions:  When we talk about diversity, what do we mean?  How, if at all, does diversity affect you as an educator?  In what ways might you see diversity in the classroom?

What is diversity? People that are different than the dominant group in a society (in the U.S.: White, middle-class, male, able-bodied, Christian, heterosexual)

Types of Diversity  Race  Class  Gender  Sexuality  Ethnicity  Religion  Nationality  Language

According to that National Center of Education Statistics (2004): White,Non-HispanicMinority StudentPopulation60%40% TeacherPopulation83%17%

Student/Teacher Demographics

Peggy McIntosh (1988) “Unpacking the Invisible Knapsack” As a White person:  I can do well in a challenging situation without being called a credit to my race.  I am never asked to speak for all people of my racial group.

 I can take a job with an affirmative action employer without having coworkers suspect that I got the job solely because of my race.  I can turn on the television or open to the front page of the paper and see people of my race widely represented.  I can choose blemish cover or bandages in “flesh” color and have them more or less match my skin.

Culturally Relevant Teaching  Ladson-Billings, G. (1994, 1999). The Dreamkeepers: Successful Teachers of African American Children  Successful teachers: Focus on students’ academic achievements rather than deficits Focus on students’ academic achievements rather than deficits Develop students’ cultural competence Develop students’ cultural competence Fosters students’ sense of sociopolitical consciousness Fosters students’ sense of sociopolitical consciousness

Culturally Responsive Teaching  Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice  Effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement.

Becoming a Culturally Responsive Teacher  Self reflection  Recognize group affiliation  Learn about the cultures of his or her students Ask Yourself & Discuss with your neighbor: Ask Yourself & Discuss with your neighbor: What do I know about my students’ cultures?What do I know about my students’ cultures? What do I not know?What do I not know? What do I want to know?What do I want to know?  Looks to reform the institution

Culturally Responsive/Relevant Teaching Practices  Acknowledging Student Culture and How it Impacts Your Teaching and Their Learning  Validating Student Cultures  Teach Students About Issues of Diversity  Promote Equity and Mutual Respect  Teach Students to Be Advocates for Themselves and Others

Questions