2. Understanding Diversity
The multiplicity of racial and ethnic groups and immigration
patterns exists but not as complex as in the United States
Whether it is one student, or a large group of students, or the whole
class that differs from the teacher – as well as from other students –
teachers must bridge the gap:
i. Overcome biases
ii. Provides supportive environment for all – every
student is respected, feels comfortable and
confident, and can learn
3. Understanding Diversity:
Diversity as an asset
Teachers who respect their students’ cultural strengths, life
experiences, and community resources, and are able to draw on this
knowledge to strengthen connections to their students and families
are better positioned to meet their students’ needs
When teachers legitimize their students’ life experiences and see
them as essential to the success of the educational process, they
increase their students’ opportunities for educational achievement
and future success
One of the first steps in this process is valuing students’ diversity as
an asset in classrooms and schools
9. Understanding Diversity:
Diversity as an asset
An irrelevant teaching approach in a diverse classroom: deficit
model
Teachers or other professionals who adopt this model may believe
that students bring nothing of substantial value to their formal
schooling – they believe that students need to be taught everything,
and have no resources within their families or communities that can
support or be connected to their schooling
Deficit model of diversity places the focus on what students and
their families do not have and cannot do.
When this perspective prevails, teachers – and others who work in
schools – may fail to see the assets children and families do possess
that form the basis for their future learning
Approaches to Teaching in the
Culturally Diverse Classroom
14. Gender and Sex Diversity
Gender : traits and behaviors that a particular culture
believes to be appropriate for men and women
Sex : the biological differences of men and women
Nature versus nurture
Gender socialization
26. Instruction for Gifted and
Talented Students
Unfunded at federal level
Pull out programs
Cluster groups
Special magnet schools
Acceleration
Enrichment
See Table titled ‘Classroom Tips’ for instructional
suggestions for exceptional children, pages 55-57.
28. PROBLEM SOLVING IN THE CLASSROOM:
A THINKING FRAMEWORK
1. Identify the situation
2. Evaluate the teacher’s approach
3. Propose a plan of action given the variables and
constraints defined by the issue.
See flowchart on page 60 and Three Steps in the
Problem Solving Process on page 61.
30. Test Your Knowledge
1. Why is understanding diversity in the classroom
important for teachers?
2. What are the main group differences studied in
education?
3. In which ways may students from diverse cultural
backgrounds show differences in the classroom?
4. What are some approaches to teaching in the
culturally diverse classroom?
