Diversity and Community

Diversity and Community: 

Reference: Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). Supervision and instructional leadership: A developmental approach. in association with Winona State University, EL 704, Instructor: Dr. Howman

Subtractive Schooling

Subtractive Schooling is the perception that dominant culture views cultures of lower-socioeconomic and racial minorities as deficits.  This implies that an issue is presented with diversity (an objective that must be overcome) rather than an asset to build on.

Leaders and educators must find ways to overcome this perception and understand that in order to educate ALL students, cultural implementation must occur in the classroom as well in the community.  The impact on a lack of cultural understanding can have catastrophic consequences on students education and life!

Educator Misconceptions

Often educators are unable to distinguish between lack of understanding and cultural diversity or disability.  Students are lost in inadequate opportunities to display their understanding of knowledge due to assessments that do not take into account cultural understanding.  This is found in the tests taking norms, lack of data collection, and incorrect interpretation of information.  Some of the reasons for this is due to a lack of educator preparation and interaction with the cultural community inside and out of the classroom.  

Culturally Responsive

There are several ways that schools can overcome "subtractive schooling."

• The simplest idea is to create a school goal to become a culturally responsive school.  While training sessions are an important part of gaining knowledge on different backgrounds, that is not enough.  The identity of the school must be defined by the students within it.  That often includes actively bringing the outside community into the school.  "Keep the lights on!"
• Academic and social inclusivity can also build upon the culture of the students in the school.  This is done by developing inclusive curriculum that incorporates stakeholders languages and cultural backgrounds.  Classrooms can continually collaborate outside of the building to bring in culturally diverse experiences for students.  Socially, schools must actively strive to develop an educational environment of building sincere, authentic, positive relationships between all people.  Cultural knowledge must be a part of all school operations and activities.  

Ensuring Gender and Sexual Minority Equity

Gender and sexual minority inequity in a school environment can have devastating consequences on a students academic and personal life.  This can include students having low self-esteem, poor mental and physical health, and high levels of trauma symptoms.

What to do?

There are actions that educators and school leaders can take in order to provide a learning environment that provides gender and sexual minority equity.

• Policy: Districts need to provide GLBT and gender equity by establishing policy that protects and supports ALL students including sexual minority students.  Policy needs to represent the population of the school community and be communicated clearly all stakeholders
• Training: Overcoming challenges in the area of inequity begins with self-assessment and reflection.  Educators must have an understanding of not only the knowledge associated with gender and sexual minority inequity, but also foster a professional and personal continual understanding.  
• Culture: Schools must create a culture where prejudice and discrimination are not welcome.  This includes implications presented in curriculum.  School safety and anti-bullying programs also promote a positive and safe inclusive culture for all students.  

Community Building

Communities are vital to the success of students.  Schools need to be immersed in a community as this not only benefits the outside community, but the learning environment as well.  Communities offer members a positive sense of belonging including shared identity, beliefs, values, and goals.  Mutually beneficial relationships are at the center communities. 

Challenges

• False sense of protection: Often communities internally feel the need to silo themselves in order to protect their own self-interests.  There is a false sense that only two sides exist... ...the winners and the losers.  This not only depletes the potential resources for collaborative success, but also causes destruction from within.  Members must be committed to the growth and well-being of the each member of the community.  
• Clarity of role: Communication is a key component to a successful community.  Honest and transparent communication allows for an environment that promotes the common good.  Members need to have a clear understanding of their role within the community and be held accountable.      
• Inclusion:  Communities must take an honest look at their members and ensure clear representation for all, including the minority.  In a school environment, students often have unique needs that require support in order to be active members of the community.  Promoting the message that all are equal members of the community will support positive representation of ALL members.  

The Four Rs

The 4-Rs are presented as a recipe for creating and maintaining world-class classrooms, schools, departments, and school districts.  They keep the focus on doing what is best for students and the positive impact leaders can have on staff and learning communities.

Relationship

• Success starts with relationships!  Students and educators needs to feel connections in a learning environment in order to be successful.  Knowing that there is care and mutual respect provides a foundation where goals can be accomplished (even the most challenging of goals).  Often people find that they don't have time to stop for a conversation or have a cup of coffee with a colleague.  While it seems that building relationships takes more time, the investment in relationships allows educators and students to accomplish more that ever thought possible.  The saying "many hands make light work" rings true.  When we work together in an effort towards success, learning and understanding moves from personal to collaborative and the possibilities are limitless.  

Relevance

• Relevance is a personal view.  A connection and network must be made when encountering "new" ideas and topics.  Learning is personal.  Educators must take the time to promote an environment that connects with the people within the environment (students).  Content can be a challenge, but it can also be engaging when it becomes an authentic part of a person's life.  

Rigor

• Rigor is personal.  Falsely, rigor is often presented as a system that learning environments implement in order to achieve goals and sustain programs.  Rigor is what people use to get to the next level.  It directly correlates with motivation.  In order to overcome personal challenges and adversities, people must be motivated (intrinsically or extrinsically) rise above.  Rigor is that motivation in action.

Resources

• Resources are needed in order to successfully implement the other 3 Rs.  A collaborative effort must be made when deciding on and implementing resources.  Resources are not just financial.  Connections, relationships, networks, experiences, support, etc... are often more important that funds.  Resources provide the structure for educators and leaders to engage students towards success.