DIVERSITY: FROM CLASSROOM HARMONY TO WORLD PEACE 1

When we consider diversity, we usually think about race/ethnicity and culture. However,

it is much more varied than that: it involves gender, ethnicity, language, religion, and

socioeconomic status, not to mention differences in abilities and ways we learn. As we become

ever more connected to the world around us, we come to the realization that it is of utmost

importance to understand, respect, and value the diversity that exists in the global population.

Our children, most importantly, learn from our behaviors and attitudes. Due to the fact that they

are the future of our society, it is absolutely essential to impart the values that will foster a sense

of peace and synergy among all its members. Teachers, therefore, can have an incredible impact

on our future, either positive or negative. So, the teacher must create a classroom environment

that not only promotes respect and cooperation among students and teacher(s), but also caters to

each students diverse needs academically, socially, and otherwise.

First, lets consider one of the most widely discussed issues of diversity: race/ethnicity.

Ever since hundreds and thousands of years ago, people have been treated differently simply

because of their skin color or where they (or their families) are from. We have come a long way

since then, but thats not to say the issues have disappeared. During the mid 20th century, African

Americans fought for civil rights in all areas, including voting and schooling. Specifically, the

case Brown vs. Board of Education ruled that separate schools for whites and blacks were not

equal and were thus unconstitutional. Thus began the path to gain higher quality education for

minorities in the United States. However, even now, African American children who misbehave

in the same way as their white counterparts are more likely to be punished (Walker-Dalhouse,

2005, p.24). Once the consequences occur, they are more likely to feel alienated, have more

difficulty in the classroom, and even increase instances of misbehavior. Sometimes, what the

teacher considers misbehavior is not intended as such by the student, but rather what the child
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has experienced with his or her family that is different from our own experiences. Personally, I

have noticed instances where more African American students are punished, and their vernacular

is certainly unique (and at times may not be school appropriate). To combat prejudices in the

elementary school classroom, Araujo and Strasser recommend the use of literature and classroom

talk to clarify misconceptions about race and other diversity issues (2003). We as teachers must,

along with our students, recognize, respect, and celebrate the differences that originate from

racial and ethnic background, no matter what form they take.

The form most people consider when thinking about a global society would be culture.

Although this facet goes along with race and ethnicity, it is slightly different in that it involves

the students traditions and values, including how he is part of a larger community. Daniel Drake

argues that teachers should create a classroom environment that nurtures and values cultural

differences (1993). He suggests that teachers should be able to show sensitivity to the students

cultural beliefs while also obtaining student cooperation (as in the case of a male student

respecting your female authority while his cultural beliefs tell him that only men should have

authority). Here at Wesleyan College, students promote cultural traditions and protect the cultural

identities of each of their peers; this institution is a prime example of how students should treat

each other, in such a way that could be exemplified in an elementary school classroom. Not only

should teachers and students respect varieties of cultural identities, but it is also important for

them to learn (and teach) an awareness of a variety of cultures and traditions that they do not

know much about, whether these cultures are present in their classroom or not. By giving

students a multicultural education in a classroom environment that respects and celebrates

diversity, students will be more prepared to interact with people throughout the world as a part of

the 21st centurys global society.

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Going along with culture, language can be a major difference among students, especially

with the increases in immigrant populations. Knowing another language can help students later

on in life with obtaining jobs and higher pay, but during their elementary years, they may not

know much English. Therefore, this initial low level of proficiency will be a barrier to student

success, but only if the teacher neglects to provide assistance. Teachers might think that children

are proficient in English if they talk with other students; however, a discrepancy exists between

conversational English and classroom English (Smith & Tyler, 2010, p. 103-104). To combat

this, teachers can use sheltered English instruction, which provides support via restatements,

visuals, etc. When I was in 2nd grade, there was a student who had a very difficult time reading

in English (I dont remember how well he spoke it). We had Accelerated Reader tests on books

that we read, and we celebrated when he made a better score than he did before (still very low,

but an improvement). I dont know what exactly my teacher did to help him, but that was my

earliest experience with a language difference (at least that I recognized). Teachers can help these

students by providing support for English learning, encouraging them when they improve, and

creating a classroom environment in which students respect and encourage each other regardless

of how well they speak, read, or write English. In fact, if a teacher does have a student in her

class who has a language difference, she might even consider teaching basic words from that

students native language to the entire class so the students native language is valued as well.

Some students may not have language differences, but may have inherent difficulty with

language or in some other capacity, whether by limited vision, or difficulty learning/focusing.

These are students with disabilities, such as blindness, autism, ADHD, and learning or language

disabilities. Their brain function, along with environmental factors and genetics, prevents them

from achieving successes in certain areas at the same rate as their peers. In the past, these
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students with disabilities were separated from their peers almost all the time. So, during the years

following Brown vs. Board of Education, parents and educators fought for inclusion in the

general education classroom, with the end result being the Handicapped Children Act of 1975

(Schirmer et al 1995). This law required that students with disabilities be educated in the least

restrictive environment, stay in the general education classroom and be separated from their

peers only in the most severe cases and when absolutely necessary. In my elementary school

experience, I remember two particular instances in which these types of students were included

in my classroom. I dont remember how instruction was differentiated for them, but I do

remember having the feeling that they were different from me, and I didnt want to be around

them. Of course, I have developed more respect over time, but perhaps my teachers could have

done a better job in really including them and teaching all her students to be respectful and

supportive, regardless of the difficulties a child may have academically or socially. Children with

disabilities may be the diverse group that experiences the most academic and social hardship

during all forms of school, and the responsibility falls upon us as teachers to teach students not

only academic subjects but also social skills, respect, kindness, support, and inclusion as well.

One aspect of diversity that is not thought about in the elementary school classroom is

that of religion. Each child is raised in an environment that promotes one religion, more than one

religion, or a lack thereof. In the early days of schools in the United States, schools were often

built upon religious foundations, sometimes using the Bible as a source of reading material.

However, as the 20th century progressed, and especially after the turn of the 21st century, people

became ever more concerned about the separation of church and state. They did not want their

children subjected to material favoring another religion than their own. In 1962, the Supreme

Court ruled in Engel v. Vitale that official prayer was not allowed in schools (Prayer and the
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Public Schools). While official prayer is no longer allowed, that does not stop students (at least

in my experience) from gathering together and praying, especially when students passed away in

tragic car accidents. Furthermore, I have also encountered individuals who do not believe in God

like I do, and while I do not agree with their views, I am respectful of their individual choices.

While we may not think of elementary school as grounds for disagreement among religious

beliefs, teachers should objectively teach an awareness of major religions (and lack thereof) and

demonstrate to her students that every individual has a unique point of view on religion. The

most important factor, is, however, that these students are able to have peaceful and respectful

dealings with their peers even though they may not agree.

We as a 21st century society are becoming increasingly aware of our worlds diverse

population due to our ever expanding technologies and need for collaboration. As such, how we

teach our students to deal with people who are not like them will ultimately determine what the

world will be like in the future. They will either choose to immediately react negatively to

differences, or make attempts to comprehend, respect, and value the differences that make

individuals unique (or some combination of the two). Whether they make the right choices for a

more peaceful, respectful society, is dependent on their perceptions of adults actions in their

lives. If teachers demonstrate respectful, harmonious, caring environments in their classrooms,

then students are much more likely to respect and value diversity for years to come.
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Araujo, L., & Strasser, J. (2003). Confronting prejudice in the early childhood classroom. Kappa

Delta Pi Record, 39(4), 178-182. Retrieved from http://proxygsu-

wes1.galileo.usg.edu.wesleyancollege.idm.oclc.org/login?

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Drake, D. D. (1993). Student Diversity: Implications for Classroom Teachers. Clearing House,

66(5), 264-266.

Prayer and the Public Schools. (n.d.). Retrieved September 27, 2016, from

https://www.au.org/resources/publications/prayer-and-the-public-schools

Schirmer, B. R., & Casbon, J. (1995). Inclusion of children with disabilities in elementary school

classrooms. Reading Teacher, 49(1), 66.

Smith, D. D., & Tyler, N. C. (2010). Introduction to special education: Making a difference (7th

ed.). Upper Saddle River, NJ: Merrill.

Walker-Dalhouse, D. (2005). Discipline: Responding to socioeconomic and racial differences.

Childhood Education, 82(1), 24-30. Retrieved from http://proxygsu-

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