Introduction
The increased cultural and linguistic diversification experienced in the globalized world facilitates people to form strategic intervention mechanisms to achieve the set objectives. For instance, globalized activities have resulted in the creation of knowledge exchange, service provision, and trade activities among people from different locations. These changes are irreversible, and call for a guide in an educational reform to cater to the needs of people in a community. Though maintaining the immigrants to learn their first language is an essential aspect, the process should begin by ensuring that students in school learn different styles and skills to survive in the new environment. Diversification of schools in society is helpful for students from minority groups to succeed in the education and globalized institutions.
Description
The issue of diversification in schools began in the 1990s when many immigrants entered the USA either as refugees or seeking job opportunities. In consequence, many foreign students with limited knowledge in English entered American classrooms. According to Ojalehto et al. (2017), experts reveal that by the year 2020, two-third of the population in American schools will either be Hispanic, Asian, or African Americans, indicating the community and schools will be highly diversified. The education system will, therefore, have to create a learning environment that supports differences in social class, ethnicity, culture, and language. Diversification in schools begins with the need to ensure that teachers change their attitudes towards non-Americans. Education policy formulators should recognize the differences in cultural differences among students and share ideas that support all students to succeed.
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Self-Understanding of Diversity in Society
Diversification of schools in society goes beyond the creation of an opportunity for students from different cultures to attend schools in the community. For example, if a student comes from a Hispanic or African community, their language and practices are different from those of students from the American society (Tyler, Frankenberg, & Ayscue, 2016). Therefore, taking diversification from the mere perception that creating access to education will promote achievement is classrooms become an absurd belief. In effect, school administrations should understand that people from different regions experience challenges and create diversification support programs to encourage students from minority groups to remain engaged in class and school activities.
Diversification in schools should include education support programs such as feeding and medical programs to provide basic needs to students from an economically disadvantaged background. Socioeconomic status creates an opportunity for determining different economic status thus creating a chance for supporting education program that is designed to cater for the different perceptions regarding education in a community (Mordechay & Orfield, 2017). Socioeconomic status considers various aspects, such as finding the parental level of education, income, and occupation that define the values installed by an individual in a society. For instance, socioeconomic status for the children reflects through the values that parents put into the students, thus supporting future esteem in the community. Parents with low self-esteem affect the level of confidence and self-esteem to succeed in a diversified environment. In effect, education in diversified schools should come up with strategies for imparting confidence and improving self-esteem to prepare students to survive in a diversified economy.
Diversification of schools in society is the primary tool for minimizing the level of prejudice and discrimination experienced in a diversified community, thus creating a safer learning environment. In a diversified background, people usually have a difference in cultural values designed to support their lives and attitudes in the community. In schools, people attending isolated education institutions are usually disadvantaged in developing mechanisms to survive in the society (Pausits, 2015). As a result, diversified schools that promote education on diversification may become a powerful tool for countering discriminatory stereotypes in a community. For instance, through the understanding of various cultures and differences in social groups, students can create connections between their lives and that of their peers, thus increasing an opportunity for creativity and innovation. Teaching diversity creates an opportunity for building cultural competence, which increases the capability for students to show support and commitment to achieving success in a globalized work environment. Therefore, it is evident that school programs create a safer environment than isolated institutions because they create a room for people from different cultural backgrounds to share ideas.
Influence of Diversification of Schools on Teacher Identity
Diversification of schools in society has equipped me with strategies for redefining my teaching strategies and perception of students from different groups. For instance, it is undeniable that students can succeed in diverse settings irrespective of their cultural background if equality becomes a core in the teaching process (Pausits, 2015). In the teaching process, there is a need for ensuring that teachers have accommodative strategies that show students that they are in a position to succeed in education rather than ignorance and leaving students to accommodate their learning abilities. The teaching process needs to be set in such a way that students are capable of addressing different needs, such as commitment to answering questions and engagement in-class activities.
As a teacher, there is a need for focusing on working with students' ethnic and language minority groups as a way of accommodating such students without losing their cultural identity. For example, there is a need for learning about diversity causes and applying the concepts obtained from the course in classrooms without making it an optional unit. The primary objective of implementing this teaching and learning approach is to challenge students to change their perceptions about a particular group, thus creating a neutral environment (Tyler, Frankenberg, & Ayscue, 2016). In implementing this teaching strategy, the teaching materials need to be reexamined, especially in Humanities and Social Sciences. These subjects require teachers to provide examples that illustrate the application of points in real-life occasions. In effect, the materials have to be reexamined to determine the nature of stories given in classrooms.
Conclusion
Diversification of schools in society is a powerful tool for helping students from minority groups to succeed in educational institutions and globalized workplace. Diversification in schools refers to the construction of schools for students from different cultural backgrounds and creating support programs that promote equality among students. In most cases, minority groups tend to come from socioeconomically disadvantaged communities, thus creating a need for supporting such people to succeed in the workplace. This process also requires teachers to redefine their teaching approaches and encourage other activities such as balancing examples from different communities and supporting antiracism courses. The nature of models that teachers offer in Humanities and Social sciences determines the ability of such students to succeed in academics. Teachers should encourage students to pursue education by providing an equal playing ground for their activities.
References
Mordechay, K., & Orfield, G. (2017, April). Demographic transformation in a policy vacuum: The changing face of US metropolitan society and challenges for public schools. In The educational forum (Vol. 81, No. 2, pp. 193-203). Routledge.
Ojalehto, L., Kalalahti, M., Varjo, J., & Kosunen, S. (2017). Differentiation and diversification in compulsory education: A conceptual analysis. In The State, Schooling and Identity (pp. 125-147). Palgrave Macmillan, Singapore.
Pausits, A. (2015). The knowledge society and diversification of higher education: From the social contract to the mission of universities. In The European higher education area (pp. 267-284). Springer, Cham.
Tyler, A. C., Frankenberg, E., & Ayscue, J. B. (2016). Race and place: How suburban schools respond to increasing racial diversity.
