Diversity Paper 1

Franciscan University of Steubenville

EDU 541

School and Society

Diversity Paper

By

Anthony Lopez

For Dr. Clint Born

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1. What is your definition of “diversity?”

I would define diversity as the distinctness between people; it is more than just one group

being different than another. Rather, I would go as far to say that diversity is an individual to

individual concept. Diversity incorporates religion practiced, ethnic backgrounds, interests,

achievement level, and socioeconomic level. Thus, for example, two people from the same

ethnic background may be diverse due to their religion or their interests.

2. What diverse group(s) do you belong to, if any? Explain how membership in this diverse

group(s) affects your understanding about this group(s).

Although I would like to consider myself Hispanic, being one quarter Mexican, I would

actually describe myself as Caucasian because I cannot speak or read Spanish and because I do

not incorporate any of the Hispanic aspects of life. However, I am able to respect those of

Hispanic culture. I am also Catholic, and therefore believe that I am diverse from other religious

groups. Being Catholic has shown me that many people might call themselves Catholic but not

practice the faith, and therefore I would even note that there are diverse groups of Catholics.

My interests of mathematics and analytical aspects allows me to notice that there are

specific people that get along because of common interests; this is why teachers of similar fields

are able to easily get along together. Being in different achievement levels, my level being

average to slightly above average, truly separates students into different diverse groups. I notice

that I get along better with people of my achievement level because they don’t look down on me

or expect me to know everything. Lastly, I am from the low-middle socioeconomic class, where

just like achievement the people in the same grouping are better able to get along due to not

looking down on one another.

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3. What experiences do you have as a result of living, studying, or working in diverse

settings?

I notice that even though people do their best to not judge or assume about certain diverse

groups, it still happens. For example, people see my last name and expect this Mexican looking

person to arrive. However, I look nothing like I am Hispanic; I am more German and I look it!

Also, people expect me to speak Spanish fluently, yet I cannot. As for being Catholic, I have

noticed once again that people again expect things out of me. People want me to be this quiet

little innocent person who would never lie or cuss or be mean, but this is impossible! Every one

messes up and does something or says something that is regrettable. However, being Catholic I

immediately get glares and dejection even though some other person who is not Catholic may

speak or act worse than me. What I have learned is that these experiences are created through

unintended subconscious stereotypes that all people want to believe to be true. As I have learned

it is wrong to expect that these will go away, instead we need to change how we act upon these

stereotypes.

4. What are your perceptions/assumptions of students and colleagues from diverse

backgrounds? Discuss at least two groups.

One big assumption that I have is that most Hispanics are Catholic. Although this fact

used to be almost completely true, the fact is that it is not currently the case. Thus, I assume

many people are religious that are not, and I begin to look at them through Catholic lenses

instead of individual lenses. Another assumption I make is that most lower-achieving students

are troublemakers. I think this is more of a correlation and not a causation, meaning I cannot

make this assumption.

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5. What are the sources of your diverse groups’ perceptions (e.g., friends/relatives, media,

stereotypes, readings, course work, past experiences)?

I think the most of my perceptions and assumptions come from past experiences and

stereotypes. When I see something happen multiple times within one diverse group that follows a

stereotype, then I somehow make an unintended connection that leaves an imprint on my thought

process. Now, these perceptions and assumptions may be strengthened by the other factors, like

people I know or what I read, but the majority stems through past experiences and stereotypes.

6. How will you learn more about your students’ and colleagues’ diverse backgrounds not

understood by your sources?

Honestly, the best method is to get to know individuals. As I mentioned, everyone is

diverse from others. Yes, we may see that they take part in one diverse group and another diverse

group, but they are an individual first. If I can confront and converse with people, while seeing

them as individuals, then I can start to knock out any preconceptions and assumptions that I may

have thought to be true.

7. How do you respond to your students (emotionally, cognitively, and behaviorally) based

on these perceptions?

I currently have not taught students other than in early experience, but I have begun

preparing for how I may interact with my future students. I believe that earlier on in my studies I

would have responded more inaccurately, probably giving in to the stereotypes; expecting

greatness out of higher-achieving students and expecting lower-achieving students to be rascals.

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However, through research, I have discovered that I must interact differently between students of

different groups: lower- and higher-achieving students, students in poverty and those that are not,

and students from different ethnic backgrounds all learn differently and behavior differently.

Thus, I must learn what is best for each diverse group while working with them.

8. Based on your experiences as a result of living, studying, or working in diverse settings?

How do your teaching practices reflect this?

As I said before, I am still working on how I will interact with these students. One note

though, is that different teaching strategies affect the diverse groups. For example, collaboration

may work better with lower-achieving students while lecturing may be more beneficial for

higher-achieving students. However, I cannot assume that every high-achieving or low-achieving

student will fit the mold: these should be guidelines to determine what each individual class will

learn the best from.

9. How do you adapt your teaching practices to be more responsive to the unique needs of

diverse student groups?

The best way to adapt instructional strategies in response to the unique needs of diverse

student groups would be to be flexible. It is good to introduce certain methods that may have past

success, or successful research, but each diverse group should not be defined by the past. A

teacher must always be looking for a better way of instruction, recreating their methods and

working towards what is best for each class.

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10. What other knowledge, skills and resources would help you teach from a more

culturally inclusive perspective?

I would be able to teach more from a culturally inclusive perspective through pure

experience. Since I have little experience, the most beneficial factor will be to become immersed

in the different diverse groups. So far I have only heard or read about these different diverse

groups. To truly have the knowledge, skills, and resources make sense for me would be to see it

occur in the classroom or to utilize it myself.