Diversity in EducationDiversity in EducationCathy Rosenberg, M.Ed.Cathy Rosenberg, M.Ed.

The Ohio State UniversityThe Ohio State University

SHAPE America Eastern DistrictSHAPE America Eastern DistrictLeadership Conference (2009) Leadership Conference (2009)

We Will Discuss:We Will Discuss:

The basics of diversityThe basics of diversity The implications of diversity on The implications of diversity on

American schoolsAmerican schools Ways for teachers to infuse Ways for teachers to infuse

multicultural education in their health, multicultural education in their health, physical education and dance classesphysical education and dance classes

With a partner, discuss & answer With a partner, discuss & answer these questions:these questions:

When we talk about diversity, what do we When we talk about diversity, what do we mean?mean?

How, if at all, does diversity affect you as How, if at all, does diversity affect you as an educator?an educator?

In what ways might you see diversity in the In what ways might you see diversity in the classroom?classroom?

What is diversity?What is diversity?

People that are different than the dominant People that are different than the dominant group in a society group in a society

(in the U.S.: White, middle-class, male, (in the U.S.: White, middle-class, male,

able-bodied, Christian, heterosexual)able-bodied, Christian, heterosexual)

Types of DiversityTypes of Diversity

RaceRace ClassClass GenderGender SexualitySexuality EthnicityEthnicity ReligionReligion NationalityNationality LanguageLanguage

According to that National Center of According to that National Center of Education Statistics (2004):Education Statistics (2004):

White,White,

Non-HispanicNon-Hispanic

MinorityMinority

Student Student

PopulationPopulation 60%60% 40%40%Teacher Teacher

PopulationPopulation 83%83% 17%17%

Student/Teacher DemographicsStudent/Teacher Demographics

0

10

20

30

40

50

60

70

80

90

100

1993-1994 1999-2000 2003-2004 2007-2008

% White Students

% Minority Student

% White Teachers

% Minority Teacher

Peggy McIntosh (1988)Peggy McIntosh (1988)“Unpacking the Invisible Knapsack“Unpacking the Invisible Knapsack””

As a White person:As a White person:

I can do well in a challenging I can do well in a challenging situation without being called a situation without being called a credit to my race.credit to my race.

I am never asked to speak for all I am never asked to speak for all people of my racial group. people of my racial group.

I can take a job with an affirmative I can take a job with an affirmative action employer without having action employer without having coworkers suspect that I got the job coworkers suspect that I got the job solely because of my race.solely because of my race.

I can turn on the television or open to I can turn on the television or open to the front page of the paper and see the front page of the paper and see people of my race widely represented.people of my race widely represented.

I can choose blemish cover or I can choose blemish cover or bandages in “flesh” color and have bandages in “flesh” color and have them more or less match my skin.them more or less match my skin.

Culturally Relevant TeachingCulturally Relevant Teaching

Ladson-Billings, G. (1994, 1999). The Dreamkeepers: Ladson-Billings, G. (1994, 1999). The Dreamkeepers: Successful Teachers of African American ChildrenSuccessful Teachers of African American Children

Successful teachers:Successful teachers: Focus on students’ academic achievements Focus on students’ academic achievements

rather than deficitsrather than deficits Develop students’ cultural competenceDevelop students’ cultural competence Fosters students’ sense of sociopolitical Fosters students’ sense of sociopolitical

consciousnessconsciousness

Culturally Responsive TeachingCulturally Responsive Teaching Gay, G. (2000). Gay, G. (2000). Culturally Responsive Culturally Responsive

Teaching: Theory, Research, and Teaching: Theory, Research, and PracticePractice

Effective teaching and learning Effective teaching and learning occur in a culturally supported, occur in a culturally supported, learner-centered context, learner-centered context, whereby the strengths students whereby the strengths students bring to school are identified, bring to school are identified, nurtured, and utilized to promote nurtured, and utilized to promote student achievement.student achievement.

Becoming a Culturally Becoming a Culturally Responsive TeacherResponsive Teacher

Self reflectionSelf reflection Recognize group affiliationRecognize group affiliation Learn about the cultures of his or her studentsLearn about the cultures of his or her students

Ask Yourself & Discuss with your neighbor:Ask Yourself & Discuss with your neighbor:• What do I know about my students’ cultures?What do I know about my students’ cultures?• What do I not know?What do I not know?• What do I want to know?What do I want to know?

Looks to reform the institutionLooks to reform the institution

Culturally Responsive/Relevant Culturally Responsive/Relevant Teaching PracticesTeaching Practices

Acknowledging Student Culture and How it Acknowledging Student Culture and How it Impacts Your Teaching and Their LearningImpacts Your Teaching and Their Learning

Validating Student CulturesValidating Student Cultures Teach Students About Issues of DiversityTeach Students About Issues of Diversity Promote Equity and Mutual RespectPromote Equity and Mutual Respect Teach Students to Be Advocates for Teach Students to Be Advocates for

Themselves and OthersThemselves and Others

QuestionsQuestions