The society is becoming increasingly diverse due to factors such as immigration and globalization. As the population increase, the quest for education is also impacted significantly. In the wake of these events, the education system is obliged to offer its services to learners of different backgrounds. This aspect is particularly important for schools that exist in a diverse environment such as American society. Diversity in American society is an issue that has elicited mixed reactions from the populace. Whereas, a particular faction has been pro-diversity, a significant number of the population faults diversity. The U.S government has enacted laws that promote diversity in all levels of society, including schools and the workplace. When discussing diversity, it is critical to examine the elements that encompass it. These elements include race, ethnicity, religion, and gender. In the classroom setting, other sub-elements of diversity include multiple intelligence, emotional diversity, physical diversity, and learning styles. Promoting diversity in elementary school is essential in preparing learners to be productive and transformative members of society.
Understanding the concept of diversity requires a person to appraise the issues leading to its emphasis in the current context. Specifically, diversity is explained by the American position. American society has made a tremendous improvement when it comes to diversity, considering the many years of confinement into an abyss of social, economic, and political exclusion (Miles & Ainscow, 2010). First, diversity in American society was greatly affected by the characterization of racial undertones. At its peak, racism in the U.S led to the segregation of the black minority. This means that there were facilities that were serving the whites or blacks exclusively. Violation of the segregation laws led to grave consequences. In this end, the black community had to endure extreme violence and brutalization as it is known that racial discrimination is both systemic and systematic. The U.S schools were either designated as white or minority; in this case, the targeted minority were the African-Americans. Second, diversity was also exemplified in terms of gender. The males were given preferential treatment over women. The system made it difficult for women to progress in education and take up active roles in society (Miles & Ainscow, 2010). Instead, women were denied fundamental human rights and freedoms. It is only after the unwavering campaign for women’s rights that the system conformed to the forces of popular demand leading to emancipation and empowerment of women.
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Apart from the two key components of diversity that have been mentioned, the remaining elements, such as ethnicity, culture, and religion, are seemingly more recent. Put in another way, these elements of diversity are emerging due to rapid immigration and globalization (Van Vuuren, Van der Westhuizen, & Van Der Walt, 2012). In the classroom setting, especially in elementary schools, it is crucial to emphasize on diversity since at this level, learners are still in the development stage and their minds have not been polluted by the toxic discussion about gender, race, or religious superiority. The development off negative attitude toward a particular person is based on the general perspective. Learners can note the differences especially gender or racial difference easily. However, at this point, they lack the necessary means of production to judge or prejudice. Learners will prejudice if society collectively creates an active platform that facilitates social issues (Miles & Ainscow, 2010). Conversely, when there is a positive discussion regarding diversity, learners will learn to embrace the concept. Embracing diversity is essential in fostering peace and social cohesion. The social fragmentation is contributing significantly to the myriad of unprecedented challenges that society is grappling to solve. It is incumbent upon the stakeholders in the education sector to espouse and implement absolute diversity in classrooms.
Diversity in the elementary classroom should start with racial inclusivity. It is illogical to talk about diversity when the entire class is made up of learners from the same racial background. A racially diverse classroom introduces other elements of diversity, such as religion and culture. In the book titled “ Christian teachers in public schools: 13 essentials for the classroom ,” Dalene Vickery Parker talks about various elements of diversity and how she approaches them a Christian angle. Specifically, the apt context of diversity in the book is premised in chapters four and five. A racially, diverse classroom environment will promote understanding and unity among the students (VanTassel-Baska, 2012). It must be noted that whiff of racism still exists in elementary school though it is not as intense compared to the society level.
Racially inclined parents are likely to talk ill about other races to their children. As such, the perception of children can be altered. The learners will manifest racial undertone through behaviors and interactions with their classmates. For instance, it is very common to hear specific learner talking about a certain group of people because their parents cautioned them against them. Such learner will tend to make friends with students that they share the same racial commonality. On the other hand, the learner will avoid the races he or she had been warned about. The extreme manifestation of racism occurs when the learners target other students solely because of their physical difference (Miles & Ainscow, 2010). Cases of bullying are rampant in schools. Some learners have been forced to change schools because of bullying. When a classroom environment is not diverse, then a learner who finds himself or herself in such a classroom becomes an automatic target for bullies. Diversity in elementary schools, therefore, must address the numerical proportionality of students.
Diversity in gender is also an issue that must be considered in elementary schools. Women have come along to be in the current position. However, failure to take affirmative action to protect the interest of women is frivolous. Female students should be given equal opportunities as their male counterpart. Whereas in American societies, young girls have been empowered equally; it is not the same case in other nations and cultures (Meyer, 2010). Some cultures are retrogressive in the sense that it advocates for the welfare of boys while ignoring the plight of girls. Cases of early child marriages, female genital mutilation, and sexual exploitation are reported in such cultures. The status quo remains even for educated males because they tend to hold firmly to cultural orientation. Gender inclusivity in elementary schools is crucial both in American society and in other civilizations (Meyer, 2010). With this in mind, male students will learn how to interact and socialize with female students. The ultimate goal is to create a society where all genders are treated equally. Diversity of classroom, especially in regards to the inclusivity of women is one of the issues that Parker advocates for in her book (Parker, 2012).
Culture is one of the elements of diversity that must be promoted in elementary schools. With learners coming from different backgrounds, they have unique cultures. When elementary schools are diversified, the students can share their culture. Learning and understanding another culture is particularly important as it enables the student to appreciate their own culture while respecting the culture of other students. Culture is an identity that defines a specific population (Meyer, 2010). It means that learning the identity of other people enables one to understand why they act or behave in a particular way. To illustrate this point, consider an action that is done by two people. The action can be deemed as retrogressive or backward, leading to demonization by the other culture. On the contrary, for the culture in context, the action is holy and permissible. The scenario presents a cultural dilemma that is rampant in society. However, through diversity in schools, the myths and misconceptions that one culture may have over another culture are debunked and demystified.
The diversity in elementary schools is also exemplified by religion. In a diverse society such as America, many religions exist. Freedom of religion is protected in the constitution. Any person is allowed to practice his or her religion freely without disturbance or distraction as long as the religion does not violate the rights of others. Some schools in America are exclusively for a particular religion. Such schools deny the learners an opportunity to interact with other students professing different faiths. As such, the religious animosity and polarization that is existential in the social scene continue to be fueled and escalated. The resultant effect is the lack of mutual trust and respect. Integrating learners from different religions creates an environment of understanding and social cohesion. Perhaps, this is what a seemingly polarized society, especially when it comes to the relationship between Muslims and Christians should adopt. This will not only improve the relationship between the two faiths but also bolster national security considering the grave ramifications of sectarian war. Diversity in religion in elementary school is analogous to planting tree of peace. It must be watered and nurtured for the fruits to be seen. Contrastingly, a lack of diversity in religion promotes the culture of mistrust that has been intergenerational.
Diversity in elementary school can also be examined from the internal dynamics of a classroom setting. These dynamics include multiple intelligence, differentiation, and learning styles. In any classroom, the ability of students is variant. There are weak students, average students, and excellent students. In this case, the primary parameter for measuring the ability of students is academic performance (Caldwell, 2012). Parker acknowledges this assertion. As a teacher, she states that understanding the different abilities of her students enables her to strategies on how to deliver the course content (Parker, 2012). This is achieved mainly through differentiation in classrooms. On this note, it must be known that some schools have been accused of segregating their students based on their abilities. The schools can have a separate class for an average and weak student from the excellent students. Parker states that it is essential to treat each student with respect and dignity (Parker, 2012). Preferential treatment of students leads to low self-esteem and loss of identity (Caldwell, 2012). Parker seems to advocate for differentiation strategies in schools (Parker, 2012). Through differentiation, all students learning a particular course will grasp the concept in the end regardless of whether the subjected is deemed as easy or difficult.
Conclusively, elementary school is the foundation for promoting integration and social cohesion in society. Diversity in elementary schools has numerous advantages to the learner and society in general. The school must strive to promote diversity in the system to create students that become transformative and productive members of the global society.
References
Caldwell, D. W., (2012). Educating gifted students in the regular classroom: Efficacy, attitudes, and differentiation of instruction.
Meyer, E. J., (2010). Gender and sexual diversity in schools (Vol. 10). Springer Science & Business Media.
Miles, S., & Ainscow, M. (Eds.). (2010). Responding to diversity in schools: An inquiry-based approach . Routledge.
Parker, D. V. (2012). Christian teachers in public schools: 13 essentials for the classroom . Beacon Hill Press of Kansas City.
Van Vuuren, H. J., Van der Westhuizen, P. C., & Van Der Walt, J. L. (2012). The management of diversity in schools—A balancing act. International Journal of Educational Development , 32 (1), 155-162.
VanTassel-Baska, J., (2012). Analyzing differentiation in the classroom: Using the COS-R. Gifted Child Today , 35 (1), 42-48.
