week 7 rough draft for final project
kin2tu
Wk6Proj.KingP..docxRunning head: social diversity outline 1
social diversity outline 8
Social Diversity Outline
Paula King
Walden University
Diversity in Child/Adolescent Development and Learning
Dr. Virginia Salzer
March 8, 2019
Social Diversity outline
Introduction
Classroom diversity is a common aspect for international students; however, students from minority backgrounds must exercise their rights to education to attain education. Classroom cultural diversity can lead to under-performance or reduction in education performance for international students (Flores, 2015). Therefore, educators need to develop evidence-teaching models that will enable them to meet the needs of international students to meet their needs and wants. Education policymakers require education instructors and professors to assist students in attaining a high level of intellectual independence. However, some research shows that some institution instructors and professor all missing the variable opportunities to implement culturally sensitive and universal programs that enhance diversity among students. There are various causes of cultural diversity such as race, gender, and sexual orientation.
Thesis
The goal of this paper is to discuss the reasons for classroom diversity, characteristics, and the importance of classroom diversity and suggest possible measures to promote diversity among students.
Body
Causes of social diversity
Students come to the colleges and universities from various background, cultural context, various experience as well as different worldviews. These differences may create perfection among the international students that they do not belong leading to reduce performance and class participation and increase student’s distraction from classwork (Jones et al., 2016).
II. Different sexual orientation in modern society.
III. Race.
IV. Class
V. Relationship to the thesis statement
How to promote social change
Promoting classroom diversity is a shared goal among American universities and colleges. But achieving this goal is quite a challenge to our day to day classroom activities (Banks, 2015).
I. Use research-based teaching approach to facilitate progressive development among students.
II. Conduct a comprehensive evaluation for an instructional approach to determine the universal model application
III. Promote self-reflection programs among students.
IV. Relationship to the thesis statement
Characteristics/importance of various diversity
I. Fulling classroom goals and objectives.
II. To ensure equal treatment, equal chances and equal access to curriculum, teachers,
and administration to realize uniqueness among students (Deakins, 2009).
III. Creates room for students to recognize the importance of classroom diversity.
IV. Assist in transfer knowledge and experiences among students.
V. Relationship to the thesis
Conclusion
It is essential for students, teachers, and administrators to embrace classroom diversity among universities and colleges. However, to understand the means to promote cultural diversity. That can be achieved through the involvement of students and activities in the lesson plan that enhance cultural diversity. Educators need to develop evidence teaching models that will enable them to meet the needs of international students to meet their needs and wants. Education policymakers require education instructors and professors to assist students in attaining a high level of intellectual independence. Causes of classroom diversity include race, class, gender and sexual orientation. However, embracing this cultural difference have the following advantages Fulling classroom goals and objectives. To ensure equal treatment, equal chances and equal access to curriculum, teachers, and administration to realize uniqueness among students.
References.
Banks, J. A. (2015). Cultural diversity and education. Routledge.
Deakins, E. (2009). Helping students’ value cultural diversity through research‐based teaching.
Flores, I. M. (2015). Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. Research in Higher Education Journal, 27.
Good, T. L., & Lavigne, A. L. (2017). Looking in classrooms. Routledge.
Jones, T., Smith, E., Ward, R., Dixon, J., Hillier, L., & Mitchell, A. (2016). School experiences of transgender and gender diverse students in Australia. Sex Education, 16(2), 156-171.
