1. By: Lindsey Walker, Meghann Elliott, Mikey Garber, Ansley Hart
Student diversity
By: Lindsey Walker, Meghann Elliott, Mikey Garber, Ansley Hart

2. Student Diversity
Student Diversity can be defined as the differences among groups of students and individuals based on ethnicity, race, socio-economic status, gender exceptionalities, language, religion, sexual orientation, and geographic area.

3. The effect of ethnicity/diversity on learning: theory
Ethnic Group- A collection of people who identify with one another on the basis of race, religion, language, values, political interests, economic interests, behavior patterns or origin.
Christine Bennett came up with 5 aspects of ethnicity that potentially affect student learning: verbal communication, non verbal communication, time orientation, social values, and instruction formats and learning processes.

4. Argument
Ethnicity and diversity within a classroom affects an individual’s learning.
Through our findings we believe that each student is different and learn according to their culture, home-life, and strengths/weaknesses.

5. communication Verbal Communication Nonverbal Communication
Misunderstanding of mainstream convention “you take a turn and then somebody else takes a turn”
Reluctancy to speak or perform in public
Nonverbal Communication
Direct eye contact
Highly valued by American culture
Sign of disrespect from other cultures

6. 5th Period Observations
Males-16, Females 14
African Americans- 6
Caucasian- 19
Hispanic- 2
Multiracial- 3
EX: Native American student not raising hand (Verbal Communication)
Caucasians tend to speak up more and receive more attention for it.

7. Time orientation Time is money
Mainstream American culture is very time oriented
Most evident in schools
Such rigid approach may be upsetting to other cultures

8. 6th period Observation Males 14, Females 13 African Americans- 4
Caucasian- 16
Hispanic- 5
Multiracial- 2
EX: Hispanic student feeling rushed at the end of the period because of culturally he is not used to being timed. (Time Orientation)

9. Social values Competition Rugged individualism
“brings out the best in people”
Rugged individualism
Accomplishments reflect own effort
Other cultures value cooperative relationships
Family loyalty
Prefer group projects

10. 7th period Observation Males- 10, Females 11 African Americans-3
Caucasians- 16
Hispanic- 2
Multiracial- 0
EX: A group of two Caucasian girls acting competitively during partner work on a worksheet because they wanted the teacher to let the class know they finished first. (Social Value) Other students were not concerned over getting praise.

11. Instructional Format and learning Process
Same, Same, Same
Textbook, workbook, worksheets
Chairs in rows facing the front
Teacher talks, ask questions, and listens to answers
Change it up!
Role-play, peer tutoring, small-group activities
Interpersonal interactions

12. 8th period Observation Males 14, Females 10 African Americans- 3
Caucasian- 17
Hispanic- 2
Multicultural- 2
EX: African American students in the middle of the classroom quickly changed behaviors when moving from partner work to individual lecture time. They began to become more disruptive and talkative with multiple other students.

13. References
Snowman, Jack, et al, Psychology Applied to Teaching, California: Wadsworth, 2012.
Ting-Toomey, Stella. Communicating Across Cultures . New York: The Guilford Press , Print.
Maureen Morton’s 7th Grade Social Studies class at Central Middle School