University of California Culturally & Linguistically Diverse Students Essay
Question Description
Introduction (this is an introduction to the task; you are not necessarily required to write an introduction)
The United States continues to become increasingly diverse. The unique perspectives, backgrounds, and experiences of students can enrich the learning environment, if those differences do not become barriers. As an educator, it is imperative that you become knowledgeable about aspects of culture and diversity, and develop competence in creating an equitable learning environment for all students.
In this task, you will write an essay (suggested length 2-5 pages) in which you explain the importance of diversity consciousness for educators.
A.1. Describe two distinct diverse groups within the U.S. student population. To help an educator gain knowledge of each diversity group, cite source information to support your description in part A.
Some examples of diverse groups:
English Language Learners (also known as CLD: Culturally & Linguistically Diverse Students)
Students identified with Special Needs (it may be best to choose a specific physical, cognitive, and/or behavioral disability category)
Economically disadvantaged students / Children in Poverty
Students of various racial or ethnic backgrounds (choose one group)
Students from various religious backgrounds (choose one group)
Refugees
Native American Students
Students in single parent families or grandfamilies, or other nontraditional family structures
Students who identify as LGBTQ, or who have family members who identify as LGBTQ
Students identified as Gifted
When discussing your two diverse groups, please address the following:
Definition/description of each of your groups. For example: Criteria for economically disadvantaged families, or examples of the variety of cognitive disabilities.
Demographic Information – representation of each of your groups in the U.S. student population. For example:
ELLs are the fastest growing student demographic, with ___% of students in public schools in the U.S.A. being identified as ELLs in 2015 (National Center for Education Statistics, 2017).
Less than 2% of students in public schools in the U.S.A. have refugee status (National Center for Education Statistics, 2017).
You might also find it helpful to consider some of the following, if they apply to your groups:
language background, language variety, literacy
communication features & styles
cultural practices, beliefs, values, norms and/or traditions
the role of the family and family expectations;
value placed on education
Citing Sources:
You must cite information from at least one source for this entire section, and it is acceptable to cite the same source for both groups. You may also choose to cite at least one different source for each group.
A.2. Describe a challenge that each identified group (i.e., one challenge for each group) may experience in a school setting related to their diversity background.
You might see the challenge as a hurdle faced by the students in your identified group that impedes their academic success. It is best to base this challenge on research and reliable sources, rather than on assumptions or experience only. This will help you to know how widespread the challenge is, and how exactly it affects academic achievement.
These challenges are not aspects of your group’s diversity. These challenges are responses to those aspects of diversity within the school setting, such as the following:
low skills in a certain area (literacy skills, decoding, reading comprehension, math operations, focus, staying on task, scholastic organization”¦)
lack of access to important resources (tutoring, technology, assistance)
unfair discipline
prejudicial attitudes by some classmates, staff, and/or parents/community
lack of culturally-relevant materials and texts
lack of culturally-responsive teaching practices
lack of appropriate academic support
ignorance of cultural differences & culturally-based learning style
linguicism
racism
socio-economic biases
stereotyping/discrimination by peers and/or faculty and staff
A.3. Describe two strategies (i.e., one strategy for each of your chosen groups) by which educators can support the educational achievement of students from each of the identified groups.
The goal of this section is a beginning understanding of the concepts of culturally responsive teaching and equity pedagogy. We are thinking in specific terms about how culturally-responsive practices can promote academic success for students from all backgrounds, and help overcome the challenges they often encounter in school settings.
These strategies could include, but are not limited to, the following:
specialized teaching of a needed skill
implementing appropriate classroom accommodations and modifications (for example, using a graphic organizer to help a student comprehend a story or text)
using more culturally-relevant and bilingual materials and texts