Student Diversity Paper

Abstract Promoting effective learning in a diverse classroom comes with some challenges.

Teaching practices that encourage young children to embrace differences are a critical

component to shaping their views towards cultural diversity. This paper outlines the importance

of both students and teachers learning to deal with diversity. One example is that of

Kindergartners who are eager to learn tolerance through teaching strategies and using dolls as

instructional aids. The other example is of pre-service teachers who are assessed concerning their

perceptions and attitudes regarding the diverse classroom. Young minds are ready to discover

cultural similarities and differences and teachers are challenged to broaden their teaching
(Cabello & Burstein, 1995) In this particular study, pre-

service teachers entering their final course for the Teacher Education major were surveyed. The

mean age of the participants was 26, consisting of 80% female and 20% male, predominately

Caucasian. When asked about their understanding of diversity during their student teaching

experience, the majority of the participants reported they spent more time reading articles or

information related to diversity issues, as opposed to actually experiencing diversity in their

environment. (Pope & Wilder, 2005) The question remains as to whether the value for diversity

can actually be taught to pre-service teachers. The findings in this study indicate a student’s

value for diversity is a big indicator as to their interest in learning about diversity issues. Those

high in valuing diversity conveyed a greater appreciation for learning. It goes without saying that

those with very little value for diversity were not so eager to acquire more knowledge about the

subject. Is it possible to teach all of these pre-service teachers about diversity before they enter

the classroom? There is no “catch all” solution to this dilemma. The answer lies in a
Clearly, diversity education is an important element to a successful teaching career. Even

though these students will derive from all walks of life, the reality is a classroom is going to have

a diverse student base. Early identification of one’s value for diversity may allow educators to

measure and redefine teacher’s knowledge regarding cultural diversity. (Pope & Wilder, 2005)

Let’s face it. What teachers understand about their diverse students can most certainly affect their

future performance in the classroom. Just as I mentioned in the previous article summary, how

would the results vary if the majority of the participants were from a different race? I believe this

is a very important factor since diversity can mean different things to different races. I would

love to see a study on a group of African-American or Asian pre-service teachers. I wonder how

many of them would be open to diversity training or would they have an interest in learning?

The bottom line is students tend to do their best when a teacher is nurturing and kind.

Regardless of an instructor’s nationality, taking the time to embrace a diverse classroom is