Diverse1

Your environmental scan will include diverse elements of your community:

1. Begin to develop a systematic understanding of your broader community by mentally or physically:

2. Documenting the areas of diversity (examples listed below) ■ Age groups ■ Educational levels ■ Family make-up ■ Countries of origin ■ Organizations existing over time in the community ■ Organizations new to the community (less than three

years) ■ Demographic data re: income levels ■ Demographic data re: students’ race/ethnicity ■ Demographic data re: families race/ethnicity ■ Faith-based entities or backgrounds ■ Gender breakdowns ■ Languages ■ And so many others that you may consider

3. From this list of diverse community elements:

■ Select three to five (3-5) specific areas to consider ■ Chart or diagram these areas and aspects of differences

that might exist between the traditional expectations of educational programming and the needs of these communities

For Example: Considering Senior Citizens as a group – there are those with grandchildren in your school and there are those who have no direct interaction with the school. How do you address each of these groups differently? What are their individual needs? How could you build more engagement and support for and from each of these groups?

4. List a minimum of three (3) ways you could BEGIN to learn about these cultures or demographics.

For example: Visiting with faith-based leaders to discuss what ways the school/organization could benefit or support these entities. NOT connecting church and state, but just to be aware of special holidays, customs, or ways of dressing.

As noted in our learning notes: Be careful not to stereotype. This activity is specifically designed to help us learn to listen better in order to serve more effectively.

6. Submit your chart/diagram to your professor to begin a discussion of this data 7. Be sure to document all references used to understand the identified

groups/areas including personal interviews, phone calls, and email interactions.