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Diversity in Education
Many colleges and universities have made statements that they believe that there is value in a diverse student body. What is meant by a "diverse student body" is that there is no one race or ethnicity which comprises the whole of the school population. Instead, the school's student body will be a mixture of African-American, Asian-American, Caucasian-American, Native American, and any other race or ethnicity that can possibly exist. By bringing together people from every race, sexual preference, and religion the hope is to establish a population who will be open to new experiences and new cultures. Instead of an isolated group only used to people who look like themselves, students will have a wider range of experiences and exposures to groups who they may have not interacted with before in their lifetimes. Besides creating a population of persons within the student body itself who are less resistant to other types of people, a diverse student body will also help students prepare for life...
There was also a predomination of men in the university setting and a very small minority of the population was female. Thus not only were ethnic considerations heavily biased, but so was gender. Fifty years later, most institutions of higher learning are comprised of a large assortment of racial, ethnic, and religious types. However, there are still some communities where the population has a majority of one type of heritage. In such atmospheres, the student body is actually losing out by a lack of interaction with different cultural and personal perspectives. The only way to grow as an individual is through the gaining of knowledge, either by first-hand experience or through education. Within the college or university setting, that knowledge can be gained both within and without the classroom. According to Joan Scott (1991), "The university…
Works Cited:
Scott, Joan Wallace. (1991). "Diversity, Community, and the University." Education and the Idea of Culture. 88-91.
Diversity Global Awareness and Cultural and Racial Diversity The need to successfully promote global awareness and cultural and racial diversity took on a completely new meaning recently. "There are over six billion people on this planet we call Earth. Diversity is more than just a notion. The term diversity has been defined by Merriam-Webster online as meaning 'differing from one another or unlike. Composed of distinct or unlike elements or qualities', this
Diversity There is a high degree of cultural diversity within the Miami-Dade Public School System. According to the U.S. Census Bureau (2010), the county has 73.8% white, 18.9% black, with other groups making up the rest. Within these categories, there is significant diversity. For example, 65% of the population reported Hispanic or Latino origin. Of the white population, only 15.4% reported being non-Hispanic. A full 71.9% of people spoke a language
251). This would show how well they observed, organized their thoughts and read (or were read to). "Overall, children from both middle-class and economically disadvantaged homes produced reasonably long narratives, but children from disorganized families did not.... Follow-up... showed that the first two groups did not differ from each other" (Peterson, p. 258). All the children were Caucasian, from English or Irish ethnic backgrounds, whose families had been in
LEARNING OBJECTIVES Begin learning objectives guide practicum hours, activities undertake achieve objectives. One of the most essential learning objectives that will guide the completion of my practicum hours is to "Conduct a comprehensive and systematic assessment of health and illness parameters in complex situations, incorporating diverse and culturally sensitive approaches" (American Association, 2006, p. 16). The parameters that I will be assessing will relate specifically to the area of treatment that
When school leadership values diversity and demonstrates the value of diversity the school is more likely to be characterized by diversity in the classroom. IV. Modeling Respect for Diversity Harris (2006) states in the work entitled: "BRAVO Principals" published by Education World that school principals "model respect for diversity when they engage their faculties in addressing issues of identity so that children have successful role models that represent all ethnic groups.
.." (Fluker, 2006). According to research, 90% of faculty and 75% of students enrolled in doctoral religious studies programs in the United States and Canada are Caucasian (American Academy of Religion, 2003). Fluker argues (and rightfully so), "Without racial and ethnic diversity, schools fail to create a positive institutional climate in which students from all backgrounds can succeed. Without racial and ethnic diversity, students fail to meet and learn from