Diversity Classroom Paper (Ethnicity/Race (Definition: An ethnic group or…
Diversity Classroom Paper
Definition: An ethnic group or an ethnicity, is a category of people who identify with each other based on similarities such as common ancestry, language, history, society, culture or nation. Ethnicity is usually an inherited status based on the society in which one lives. Example: Asian is a race. Asian-American is an ethnicity. White is a race while German is an ethnicity.
Definition: a group of people of common ancestry, distinguished from others by physical characteristics, such as hair type, color of eyes and skin, stature, etc. An example of race is brown, white or black skin.
In Montana because most of our schools are rural our classrooms are not as diverse as an inner-city school. However it is still important that there is no discrimination in our classroom.
In Montana it is unlikely that we will have a lot of ethnic or racial diversity. Native American students will be the most common minority that we will see in our classroom. This is why it is important that Indian Education for All (IEFA) is a part of our lessons.
Definition: Gender definition, either the male or female division of a species, especially as differentiated by social and cultural roles and behavior
Gender defines and differentiates what women and men, and girls and boys, are expected to be and do (their roles, responsibilities, rights and obligations). While there are very distinct biological differences between boys and girls and these can create different needs and capacities for each, these differences do not in themselves lead to or justify unequal social status or rights. The distinct roles and behaviors that are defined for boys and girls, and men and women in a society may give rise to gender inequalities, i.e. differences between men and women that systematically favor one group. Gender can be a key determinant of who does what, who has what, who decides, who has power, and even who gets an education or not. In many societies, boys are seen as the ones who should be educated, while girls are not. UNICEF states that Gender equality means that women and men, and girls and boys, enjoy the same rights, resources, opportunities and protections. Gender inequality arises when one group is seen in a society as having more rights than the other. International declarations such as CEDAW promote and defend women’s rights, and therefore, today, gender equality promoted as a fundamental condition for the full enjoyment of human rights by women and men. This right is recognized as a condition for growth and development and global organizations promote gender equality in their work.
It is our job as educators to make sure that every student regardless of their gender get the same education that allows them to be a productive member of society.
Definition: Related to the differences between groups of people caused mainly by their financial situation:
Socioeconomic status (SES) encompasses not just income but also educational attainment, financial security, and subjective perceptions of social status and social class. Socioeconomic status can encompass quality of life attributes as well as the opportunities and privileges afforded to people within society. Poverty, specifically, is not a single factor but rather is characterized by multiple physical and psychosocial stressors. Further, SES is a consistent and reliable predictor of a vast array of outcomes across the life span, including physical and psychological health. Thus, SES is relevant to all realms of behavioral and social science, including research, practice, education and advocacy. Research indicates that children from low-SES households and communities develop academic skills slower than children from higher SES groups (Morgan, Farkas, Hillemeier, & Maczuga, 2009). For instance, low SES in childhood is related to poor cognitive development, language, memory, socioemotional processing, and consequently poor income and health in adulthood. The school systems in low-SES communities are often underresourced, negatively affecting students’ academic progress and outcomes (Aikens & Barbarin, 2008). Inadequate education and increased dropout rates affect children’s academic achievement, perpetuating the low-SES status of the community. Improving school systems and early intervention programs may help to reduce some of these risk factors; therefore, increased research on the correlation between SES and education is essential.
Definition: A particular system of faith or worship. The belief in and worship of a superhuman controlling power, especially a personal God or gods.
By law schools generally may not advance any specific religion, but they also must not inhibit the expression of religion. This article reviews the types of religious objects and activities that are allowed on school grounds. Student Private Prayer Prayer is allowed on school grounds as long as it is completely initiated and led by students, and does not use school resources. If the prayer can reasonably be perceived as school sponsored, such as publication through the school-run student newspaper, then the prayer is said to "bear the imprimatur" of the school and is impermissible. Schools must be careful when allowing students a forum in which to express themselves. Students could choose to insert religious messages into their speech, and schools must tread carefully to avoid unreasonably restricting student speech or religious expression. For example, in Fleming v. Jefferson County School District (U.S. Court of Appeals, 10th Circuit, 2002), students at Columbine High School were asked to create tiles for a permanent art display to commemorate the shooting that took place there in the spring of 1999. Some students chose to put the message "God is Love" on their tiles. The school refused to include these tiles in the display, and the students sued the school. The Supreme Court ruled that if the school allowed these tiles, the school would also have to allow tiles with distasteful messages, such as "God is Hate" as part of their display, and since those tiles would become a permanent part of the school, the school retained the authority to ban the tiles. To date, there still has been no significant litigation over the Muslim practice of Salah, in which the observant must pray five times a day through quiet chanting and a series of poses including standing, kneeling, and prostration. Students may have the right to pray in this manner under the Free Exercise clause, but schools may balk at excusing these students from class and setting aside school resources to be used for prayer. Student Religious Clubs Many students form clubs to discuss topics of religious importance with their peers. Schools may allow these clubs to meet on school grounds after hours, provided that these clubs are treated in the same manner as other student organizations and that religious clubs of all faith are allowed. Religious Works of Historical and Artistic Significance Much of the world's great art involves religious themes and imagery. Schools may display this artwork and discuss religion's influence on art, architecture, or history. For example, Michealangelo's mural on the ceiling of the Sistine Chapel is considered one of the greatest works of art ever created, and reflects the changing understanding of the power of art, perspective, and anatomy. Teachers may discuss the Sistine Chapel without discussing the religious importance of the stories depicted, just as Greek mythology is taught in the context of its cultural and artistic influence. Similarly, teachers may discuss the history of religion and basic religious tenants in order to put historical and current events in context. Basic understanding of Christianity is essential for understanding the motivation behind the Crusades; the schisms of the Muslim faith fuel a large portion of conflicts in the Middle East; and the pacifist tendencies of Buddhists help explain why China still occupies large portions of Tibet.
Sexual Orientation & Gender Identity and Expression
Definition: a person's sexual identity in relation to the gender to which they are attracted.
Sexual Orientation and Gender Identity Sexual orientation is an identity based on whether someone is attracted to people of a sex different than their own, the same sex, or both sexes (i.e., heterosexual, homosexual, bisexual). Gender identity is a person's internal sense of being male, female, or somewhere else along the gender spectrum. Transgender is an umbrella term for people whose gender identity is different from their biological sex or the sex they were assigned at birth. The acronym GLBT stands for gay, lesbian, bisexual and transgender. While progress has been made since the Stonewall Rebellion in New York City (1969)—widely considered to be a pivotal moment in the GLBT rights movement—GLBT individuals still face discrimination and intolerance based on pervasive stereotypes and myths about GLBT people. Main Issues GLBT-related issues often arise in schools. These include bullying or harassment against students (and sometimes school personnel) who are or are perceived as GLBT; the high rates of truancy, dropout, substance abuse, homelessness and suicide among GLBT youth; controversy surrounding GLBT school events and student clubs; the right of school personnel to “come out” or identify as GLBT in school; and other issues. In many jurisdictions, GLBT school personnel still lack legal or contractual employment benefits, rights and protections against discrimination based on sexual orientation or gender identity. Strategies To address GLBT issues effectively, NEA members may consider taking one or more of the following steps in their schools or communities: Educate yourself about facts vs. myths surrounding GLBT people, especially the facts related to health and safety of GLBT students Find ways to support your GLBT students and colleagues Prevent bullying and harassment of GLBT students and colleagues through programs, training, and events Advocate for staff development on GLBT issues, diversity, safe schools and social justice in your school Establish policies, rights, benefits and protections that support GLBT students and employees Partner with parents, guardians and community organizations to address GLBT issues in schools or in the community Stay in close communication with your administration, your building representative, your Uniserv director, and your local and state affiliate offices.
Sexual Orientation and Gender Identity is a very prevalent topic especially in todays society. As a teacher you can choose how this is handled in your classroom, however it is important to keep in mind that your school, and the district will have policies on this topic that must be followed to avoid legal issues.
Definition: the possession of the means or skill to do something.