Ms. Kenesha Allen's Georgia State University Graduation Portfolio

Diversity Philosophy

 

At the middle school age, diversity amongst adolescents is apparent to the adolescents themselves as well as their peers around them. Diversity in the aspect of culture, sexuality, race, gender, religion, social class, and language is important to be explored during the adolescent years because during this time young learners are still developing into the young adults that will one day lead our society. That being said, it is of upmost importance for educators to honor and embrace the aspects of diversity that come along with each of their students. Although all aspects of diversity need to be discussed with discretion within the school setting, it is imperative for educators make the classroom environment safe and to set up an environment of acceptance for all forms of diversity. Yet, educators should keep in mind that the best way to express the acceptance of any form of diversity is to converse these diversities with students whenever the topic needs to be addressed.

 

Perhaps one of the most controversial topics in diversity for adolescents concern Lesbian, Gay, Bisexual, and Transgender (LGBT) students. This topic may be one that is risky to discuss because sometimes parents hold strong views in regards to this topic. Also, with the state of Georgia being on the more conservative side as a whole, LGBT adolescents may have a more difficult time finding acceptance amongst both their peers and parents.

 

As it is important for all adolescents to feel accepted in their educational institution LGBT youth in particular are at the forefront of the individuals whom are not accepted nor feel accepted which ties into the reason at which they can be sometimes deemed as “at risk” youth. “Gay and lesbian teenagers [as] one of the most significant ‘at-risk’ groups in our high schools today. . . . At risk of failure, of underachieving, yes. But these teenagers also face a higher risk of harassment, violence, and suicide than other teens” (O’Conor, 1995, p.13). Talburt (2004) also spoke of some statistics concerning these at risk youth. He states, “Report of the Secretary’s Task Force on Youth Suicide, revealed that gay and lesbian youth commit some 30% of teen suicides” (p.118). With such statistics being so disheartening educators should remember to embrace these types of student by taking actions such as including LGBT people and issues within subjects discussed in the classroom, encourage the facilitation of gay-straight alliances, and making the workplace more feasible for LGBT faculty and staff so that they can be positive role models in helping LGBT students cope with the pressures of LGBT issues that may coincide with adolescents (Sadawski, 2008, p.137).

 

Another aspect of diversity that could be difficult to address by an educator in a room full of adolescents is differences in faith and spirituality. Most students come to the classroom with some sort of spiritual identity, and as a future educator whom also has developed a spiritual identity, I believe that it is import to allow the spiritual identity of all individuals to flourish if the circumstance presents itself. Yet, “it is absolutely crucial that public school teachers in an ostensibly democratic nation never attempt to proselytize or in any way direct a student’s religious convictions” (Toshalis, 2008, p. 189).

 

In order to cultivate student’s unique spiritual identities, educators must “create classroom contexts that permit children to bring their spiritualities and spiritual practices into their learning experiences” (Norton, 2011, p.99). This can be done by figuring out how to offer spiritual topics for students to investigate and cover in content areas including math, social studies, writing, reading and humanities as was discussed by Norton. Religion and spirituality should not be seen as an agent that divides students, but rather they should be considered as agents that teach content, motivate students, and create stronger teacher student relationships and student-student relationships.

 

Although I have only chosen to highlight aspects of diversity that would be in my opinion the most difficult to address, it is crucial for educators to realize that all forms of diversity have the potential to be hindering factors within the classroom environment. Yet, if educators properly discuss and embrace these differences, the classroom environment could be one in which adolescents grow and learn to their fullest potential. When diverse topics and conversations arise in the classroom, educators need not to put off the conversation until the lesson is over but rather, use that instruction time to identify, educate, and question the specific topic. Educators should teach students to respect the cultures, experiences, and lifestyles of their selves and their peers and then use the cultures and experiences as resources for teaching and learning.

 

Also, educators should make it a priority to stress to each of their students that difference doesn’t equal deficiency. Educators should strive to teach adolescents to learn about the things that make people different and embrace it instead of rejecting it. In addition, educators should encourage their pupils to integrate with one another instead of engaging in separation. This will help them to be more respectful of each other and give way to a healthier learning environment.

 

Addressing diversity in the classroom leads to culturally responsive pedagogy which is defined as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students (Gay 2000). Culturally responsive educators should continuously be aware that daily classroom activities should facilitate learning environments that reflect cultural and ethnic diversity while also promoting academic achievement for all. They should strive to expose their students to multiple perspectives and allow them to critically analyze differences between mainstream ideals and those which may be more unconventional. No matter what the divergence is between students in the classroom, all educators should address all forms of diversity with caution and care. Adolescence is a period in which most students are beginning to identify with who they are, what they believe, and what they stand for therefore, o we as educators to assist them in their growth and development by addressing diverse topics that are vital to their maturity.

 

References:

 

Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press.

 

Norton, Nadjwa E. L. (2011) Weaving Spiritualities into Culturally Responsive Pedagogies. In Scherff, L. & Spector, K. (Eds.), Culture, Relevance,

and Schooling: Exploring Uncommon Ground. (p. 99). Lanham Maryland: Rowman and Littlefiled Education.

 

O'Conor, A. (1995). Breaking the silence: Writing about gay, lesbian, and bisexual teenagers. In G. Unks (Ed.), The gay teen: Educational practice

and theory for lesbian, gay, and bisexual adolescents (p. 13). New York: Routledge

 

Sadowski, Micheal. (2008). Lesbian, Gay, Bisexual and Transgender Students in U.S. Schools. In M. Sadowski (Ed.), Adolescents at School:

Perspectives on Youth, Identity, and Education (2nd ed., pp.117-141). Cambridge, Massachusetts: Harvard Education Press.

 

Talburt, S. (2004) Constructions of LGBT Youth: Opening Up Subject Positions. Theory Into Practice, 4 (2), 118.