1. DIVERSITY
I. Defining Diversity
Diversity is defined by the Merriam-Webster Dictionary as: “the condition of being
diverse; especially in the inclusion of ‘diverse’ people (as people of different races or
cultures) in a group or organization…an instance of being diverse.” (2009) This work will
examine the principles and approaches of diversity learned to assist with working on future
issues and similar characteristics and will relate the information required for understanding
diversity
II. School Leaders and Diversity
The school leader understands the critical nature of diversity and equitable
treatment in a democratic society. (Interstate School Leaders Licensure Consortium
Standards, 2009) A school administrator is an educational leader who promotes the success
of all students by collaborating with families and community members, responding to
diverse community interests and needs, and mobilizing community resources. (Interstate
School Leaders Licensure Consortium Standards, 2009)
Diversity in the school community is beneficial in creating a learning environment
that is safe and supportive and that prepares students to become members of society.
Diversity means that all individuals receive fair treatment and that they are allotted respect
and dignity.

2. III. Characteristics of Diversity
Diversity is characterized by consideration that is given to the learning experience
for all individuals and is an element that enriches the learning experience and the school.
School leaders know that diversity is to be valued and shows this through demonstration of
“appreciation for and sensitivity to diversity in the school community. (Interstate School
Leaders Licensure Consortium Standards, 2009)
IV. Comprehending Diversity
Diversity is not so much something that is ‘created’ but instead is something that
already exists that the school and its leaders provide an appropriate response to. Diversity
means that all learners are provided with the same chance for success and academic
achievement. Diversity exists because different individuals exist in terms of their race or
ethnicity and the school leader holds a great responsibility to ensure that provisions of
learning are equitable and just for all students across all races, ethnicities and regardless of
the learner’s socioeconomic background or the learner’s first language. Additionally,
included in the element of diversity is that of students with special needs and students with
learning disabilities. The provisions for learning for these students should be sufficient to
ensure equity in the learning process and in classroom participation. When school
leadership values diversity and demonstrates the value of diversity the school is more likely
to be characterized by diversity in the classroom.

3. 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. Diversity can be integrated across the curriculum by
encouraging faculty to seek out guest speakers who represent different ethnicities and to
incorporate literature by authors of Hispanic, African American, American Indian, Middle
Eastern, and other origins. Another way to ensure a curriculum that reflects the student
body is to involve faculty in evaluating texts; do they include a broad range of historic
events, not just those that are Eurocentric?” (Harris, 2006)
According to Harris (2006) that which is often the root cause in situations involving
bullying or harassment of peers at school is “a lack of appreciation for diversity.” Harris
states that principals who “take a stand and advocate for all students build relationships
with our quot;differentquot; students and make them feel part of the school community. At the
same time they take a giant step toward establishing a school atmosphere that reduces
bullying and values diversity.” (2006)
The work of Sanchez, Thornton, and Usinger (2008) entitled: “Promoting Diversity
in Public Education Leadership’ identifies an existing ‘gap’ between “skills and knowledge
developed by principal preparation programs and the skills and knowledge needed by
leaders…” Sanchez, Thornton and Usinger additionally state “In combination with specific
components to preparation programs, there are general skills and knowledge that education
leaders need.” (2008)

4. Bibliography
Diversity (2009) Merriam-Webster Dictionary Online. Available at: http://www.merriam-
webster.com/dictionary/diversity
Interstate School Leaders Licensure Consortium Standards (2009) Educational Leadership.
Online available at:
http://www.uni.edu/coe/elcpe/edleadership/professionaldevelopment/isllc_standard
s.shtml
Harris, Sandra (2006) BRAVO Principals Celebrate Diversity. Education World. Online
available at: http://www.education-
world.com/a_admin/columnists/BRAVO/BRAVO008.shtml
Sanchez, Jafeth, Thornton, Bill and Usinger, Janet (2008) Promoting Diversity in Public
Education Leadership. Connexionational Council of Professors of Educational
Administration on Dec 4, 2008 12:03 pm US/Central.