Running head: DIVERSITY SELF-ASSESSMENT 1

Key Assignment: Diversity Self-Assessment

Olivia Hubble

Johns Hopkins University

Running head: DIVERSITY SELF-ASSESSMENT 2

What is my definition of diversity?

Diversity is a collection of differing perspectives, experiences, and identities across a determined
group.

Do the children in my classroom and school come from diverse cultural backgrounds?
Looking at the population of students in my school, which is over 90% Hispanic, it is easy to say
that there is a lack of cultural diversity; however this is an uninformed view of the children that
attend my school and come to learn in my classroom. This perspective only takes into account
the race/ethnicity of these students and ignores how other facets of their identities, experiences,
and perspectives may impact their cultural backgrounds. Because culture and diversity combine
so many aspects of existence, I can confirm that my students come from a variety of diverse
cultural backgrounds that inform how they see themselves, learning, and the world around them.
Some of my students come from Spanish-speaking households, bilingual households, or English-
speaking households; they practice different religions with different levels of commitment; they
and their families come from different countries and continents; they exist at different
socioeconomic levels; and their values and norms differ from one another. I have also seen their
diverse cultures and perspectives come through when building relationships, having discussions,
and learning more about their contexts in this world; no student has ever been exactly the same--
they all have something different to offer.

What are my perceptions of students from different racial or ethnic groups? With language
or dialects different from mine? With special needs?
While race, ethnicity, language, and special needs are important to the identities of my students, I
need to serve their educational needs regardless of where they come from, what they look like,
what language they speak, and what accommodations and modifications they may need. My
perspective on these students is that they are different than me; they have lived experiences that
are different than mine; they contribute to my world view and to my classroom in ways that can
only push thinking and make for well-rounded teachers and students.

What steps do I need to take to learn about the students from diverse backgrounds in my
school and classroom?
Cultivating strong and authentic relationships is the best way to learn about all students. In doing
so, we learn about their diverse cultures and backgrounds that inform who they are and who I
perceive them to be.
One way I have found to be productive in fostering relationships is being open to answering
appropriate questions about myself. Allowing students to get to know me and where I come from
helps them to feel more comfortable and allows them to see me as a real person--instead of just
their teacher. I also find it imperative to ask students about their own lives and to follow through
with check-ins when they tell you specific things that are happening or that they are involved in.
These small steps all help build the basis of a relationship and show students that you care about
them and their lives. When these relationships have been built, it is very easy to learn about
students and their backgrounds.

How often do social relationships develop among students from different racial or ethnic
backgrounds in my classroom and in the school? What is the nature of these relationships?
Running head: DIVERSITY SELF-ASSESSMENT 3

In class, students from different racial and ethnic backgrounds develop relationships without
hesitation. These relationships had little to do with forced grouping or seating, but had more to
do with common interests, level of understanding in regards to content, and value of learning. In
common spaces (i.e. hallways, lunchroom, gym), when students are left to their own accord,
students tend to gravitate toward homogenous racial and ethnic groups. The relationships that
were seen in these common spaces seemed to be the sort that transferred outside of school as
well. In these homogeneous relationships there was a certain level of cultural similarity that
made them easier to form and sustain.

In what ways do I make my instructional program responsive to the needs of the diverse
groups in my classroom?
At this point in my lesson planning and instructional development, I try to provide a variety of
activities--that encompass all learning styles--for students to apply the things they learn during
direct instruction in order to practice and hopefully exhibit mastery. Also, I am very conscious of
the accommodations and modifications that students receive so that they are having the most
productive classroom experience possible. There is room for growth in this area for me, but I
think it will come with experience. I am looking forward to having the opportunity to explore
different facets of UDL and making lessons accessible to all students in a variety of ways.

What kinds of information, skills, and resources do I need to acquire to effectively teach
from a multicultural perspective?
Through coursework, we have read endlessly about how important it is to incorporate culturally
relevant and responsive pedagogy into content and curriculum. While many of these readings
provide valuable insight into the importance and theoretical implementation of such practices, I
have yet to see real, applicable ways to integrate this sort of multicultural perspective into a
mathematics classroom without disrupting the curriculum that is expected in seventh grade math.
In order to effectively teach from a multicultural perspective, I need access to examples of this
sort of teaching that have been effective and seamlessly implemented into a mathematics class. I
also would like to receive coaching around how I, specifically, could do this, instead of
consistently discussing approaches from the sidelines.

In what ways do I collaborate with other educators, family members, and community
groups to address the needs of all my students?
I collaborate with other educators and family members by discussing strategies that seem to work
best for engaging students. Often these conversations only come about when challenges arise
with student behaviors and learning outcomes; however, we should all collaborate more often to
discuss how to address learning styles and behavior management prior to issue.