Diversity in the Classroom

and how it impacts inclusive environments

Goals and Objectives

• Recognize the importance of inclusive environments and the factors that create a sense of exclusion or inclusion among youth.• Define and explore motivation for diversity.

• Identify factors of diversity regarding personal identity.

Defining Diversity

• At this time, please go to our discussion board and answer question #1 for this week.

• “How do you define diversity?”

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What is Diversity?

• Race?

• Nationality?

• Ethnicity?

• Gender

• Age

• Geographical ties/location

• Religion or spirituality

• Language(s) or dialects

• Sexual Orientation

• Family

• Physical (dis)abilities

• Mental (dis)abilities

• Income and social class

• Education (formal and informal)

• Employment or non-employment

• Political affiliation

• Military status, experience

• Clubs and organizations

• Hobbies and interests

• Personality characteristics

• Other (birth order, learning styles, etc)

Your Diversity Kaleidoscope

• Diversity Kaleidoscope.docx

• Consider the following and highlight the three aspects of diversity that are most central to who you are and the lens through which you see the world.

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Please keep this document available for the rest of the PowerPoint.

Your Diversity Kaleidoscope

• Consider the following and highlight the three aspects of diversity that are completely unimportant to you and how you view others in the world.

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Your Diversity KaleidoscopeAdapted from Ellen Summerfield, Intercultural consultant, Linfield College and SIIC

• Nationality

• Race

• Ethnicity (heritage such as Korean-, Irish-, euro American)

• Gender

• Age

• Geographic ties/location

• Religion or spirituality (including agnostic, Atheist)

• Language(s) or dialects

• Sexual orientation

• Family

• Physical (dis)abilities (e.g. hard of hearing, athletic, stutter, health issues)

• Mental (dis)abilities (e.g. math whiz, slow learner, poor memory)

• Income and social class

• Education (formal and informal)

• Employment or non-employment

• Political affiliation

• Military status, experience

• Clubs and organizations

• Hobbies and interests

• Personality characteristics (e.g. pessimistic, resilient, creative)

• Other (e.g. birth order, learning styles, chocoholic)

Personal Identity

GROUPS BY BIRTH

• Sex: Male/female.

• Racial group: For example, African, Amerindian, Asian, European, Pacific Islander

• Age and Population cohort: The time period/decade of your birth.

• Nationality: The nation of your birth; your citizenship status by birth.

Personal Identity

GROUPS THAT REFLECT CULTURAL IDENTITY WHILE GROWING UP

• Ethnicity

• Family Structure: Who are the significant family members in your life?

• Religion

• Geographical Region

• Community Where You Live

• Educational Background

• Social/Economic Background of Your Family

• Unusual Situations/Family Crises That Have Affected Your Growing Up

Personal Identity

GROUPS CHOSEN TO BELONG TO OR IDENTIFY WITH

• Groups of common interests

• Groups in which one chooses to participate

Your Personal Identity

• Looking at the first three characteristics you chose from the last activity, in which category of groups do they fall?• By Birth

• By Cultural Identity

• By Choice

• What about the three characteristics that do not factor into your view of others?

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Final Thoughts

• “We all see only that which we are trained to see.” ― Robert Anton Wilson

• “Be able to recognize when you're reading or hearing material biased to your own side” – Marilyn vos Savant

• “To know the true reality of yourself, you must be aware not only of your conscious thoughts, but also of your unconscious prejudices, bias and habits.”

Don’t forget to post on the

discussion board.

“See” you next week!