Justin

Goodwin
EDL 675: Foundation of Education Leadership
Diversity Action Plan
June 24, 2013

Current Understanding: In the simplest of terms, diversity means differences. Growing
up in a fairly ethnically diverse community has generated great awareness and acceptance
of several cultures. Two of my oldest and closest friends are of a different ethnicity then
myself, and each otherone being Hispanic, the other Laotian. Over the course of our long
friendship (15+ years), I have observed and been a part of several ethnic celebrations.
Early on, these situations proved to be somewhat awkward and a bit uncomfortable;
however, over time my comfort level increased and I began to recognize, respect, and
appreciate the cultural differences I was witnessing.
From Hispanic holiday gatherings, Quinceaeras, and birthday parties complete
with piatas to Laotian family get-togethers, death-defying Asian fireworks displays, and
traditional wedding ceremonies, I have attended many ethnic and multicultural functions. I
have learned that there is an extreme difference between Mexican food and authentic
Mexican food, that the Catholic religion plays a major role in Hispanic culture, and that
status symbolizes hold great significance. I have learned that most Laotians practice
Theravada Buddhism, that white string bracelets are given for good luck at major family
events, and that a thick blanket purchased from the local Asian market is a traditional gift
given for the birth of a new family member (my children each have one). Both cultures are
very family-oriented and much time is spent together, both immediate and extended;
however, there are distinctly different philosophies regarding the concept of family.

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Considering Grand Islands demographic, these friendships prove beneficial as the

largest portion of our student population is Hispanic, and larger numbers of Laotian
students will be moving up from the primary and middle schools. Based on these
experiences, the major consideration that can be taken away would be that culture and
family heritage vary greatly among ethnicities, but have as much impact on members of
one group as they do on members of another. Rather than ignore the fact that these
cultural influences exist, we as educators have a responsibility to not only acknowledge
them, but also learn about them in order to better understand, and better serve, the kids
we teachespecially in a community as ethnically diverse as Grand Island.
Despite these experiences, however, my understanding of the societal struggles of
other ethnicities is limited by my own circumstance. As Peggy McIntosh suggests in her
article White privilege: Unpacking the invisible knapsack, Caucasian children are typically
raised with a skewed comprehension of the advantages that are appropriated in our
country based on skin color (1988). Consequently, this unawareness creates a false sense
of strength or ability, which in turn leads to feelings of superiority among the white
population (McIntosh, 1988). It is also important not to be blinded by the notion that
diversity pertains only to areas of race, when in fact the differences among our population
go far beyond this one classification. The current hierarchy allows for the mistreatment
of groups outside of the mainstream ranging from sexual orientation to physical or mental
exceptionalities. Based on this imbalance of power, several experts in the area of diversity
view this societal paradigm as an opportunity gap rather than an achievement gap
(McDowell, 2013). Undoubtedly, we must be cognizant of these colossal unseen
dimensions to avoid supporting the present hierarchy in place in our society (McIntosh,
1988).

Current School Setting: Grand Island Senior High (GISH) is the only public high school in
the Grand Island Public Schools (GIPS) district, thus making it a relatively large institution.
Consequently, Senior High is one of the largest class A schools in the state of Nebraska. Due
to the vast cultural diversity of our city, GISHs student body is comprised of a multitude of
ethnicitiesthe most prominent being Hispanic and White. In addition, Senior High is
classified as a Title I due to our high level of students from low-income households.
This diversity, however, does not discourage wealthier families from sending their
children to GISH. Senior Highs marketability is due in part to the wide variety of extra
curricular activities available that are not offered at Grand Islands competing district or
private schools. These opportunities range from traditional athletics to lesser-sponsored
or available sports (e.g. bowling, swimming, trap shooting), as well as a variety of
organizations or social clubs spanning a gamut of interestsfor instance, Skills USA,
Forensics, Multicultural Dance, Cooking Club, and Gay-Straight Alliance (GSA) to name a
few.
Another appealing factor is the multitude of AP, Honors, and dual credit courses for
high ability students offered at GISH. Additionally, Senior High has programs for students
with varying degrees of exceptionalities, namely the Ingra House, Hulas work program,
and numerous remedial and adaptive courses. In terms of gender separation, the split is
essentially down the middle. The following diagrams display student diversity among 11th
graders who were tested for the NeSA Writing Test in 2012; this class group is a solid
representation of the overall student population at Senior High:

Race
American Indian/Alaska
Indian
Asian
Black
White
Hispanic

Socioeconomic

LEP/ELL

Free &
Reduced

Eligible

Non Free &

Reduced

Not Eligible

Special Education

Gender

SPED

Male

Not SPED

Female

Regardless of the number of groups, clubs, and interventions in place at Senior High,

issues with tolerance still exist among the student body. The aforementioned article by
Peggy McIntosh alludes to the idea that many of the preconceived mental models our
children have about diversity were developed and continue to be nurtured at home.
However, despite the daunting task of changing negative hearts and small minds, the
administrative team and faculty do a tremendous job of trying to bring our school and
community together. Various interactive pep rallies are held to celebrate all major
achievements; principals stand sentinel at the doors daily, wielding a variety of signs which
broadcast positive messages (e.g. GISH cares, Its a great day on the island, Were glad
youre here) to students and parents as they enter the parking lot and building; family
friendly, community-based functions are orchestrated; and the GIPS Connect Ed recorded
message system keeps all district parents and staff informed of major events, tests,
conferences, etc. By and large, classroom teachers address individual incidents of
intolerance in a tactful and appropriate manner and the administrative team have clear
standard of conduct for all students, regardless of how they may be categorized.

Further Understanding: In order to better serve the diverse student population at GISH,
my first course of action will be to raise my cultural awareness. Easier said than done, this
task will require great self-reflection and some outside study. Despite my confidence in
being an accepting and tolerant member of the community, it is my concern that I was
taught to recognize racism only in individual acts of meannessnever in the invisible
systems conferring unsought racial dominance (McIntosh, 1988). To assist in this process,
the book The cultural proficiency journey: Moving beyond ethical barriers toward profound
school change by Franklin CampbellJones, has been recommended. By increasing

cognizance of how I personally respond to situations involving diversity, the unconscious

negative biases that I may be suffering from can be acknowledged and alleviated.
Hopefully, this text will enhance my ethical decision-making and personal understanding of
the many cultural differences present at GISH.
Consequently, this process will tie directly into Strategic and Instructional
Leadership. A willingness to evaluate ones self on deeper level in order to uncover any
hidden prejudices is indication of valuing ethical actions. By celebrating diversity and
embracing a variety of perspectives, it is my intent to create an inclusive community of
learners and facilitate curriculum, instruction, and assessment which honor diversity
gender, ethnicity, culture, language, socio-economic status, and exceptionalities (Johnston,
2009, p. 3). Furthermore, by committing to this course of action and leading by example, I
will encourage similar positive change among my colleagues and students.
Undoubtedly, this change will not come easy to many as their mental models are so
deeply ingrained or their preconceived ideas disguised as power from unearned privilege
(McIntosh, 1988). It is not hard to find cultural intolerance among the student body as one
walks through the halls of Senior Highracial slurs are part of many groups vernacular
and uninformed stereotypes rule their juvenile judgments of anyone who is different. It
would be a falsehood to state that such bigotry does not exist among some member of the
faculty as well. Clearly, with sensitive issues of this nature, where ones moral character is
brought into question and their cultural up-bring offended, individuals will surely oppose
such change and insult anyone who seeks it. However, agreeing with Gandhis contention
that all individuals want to work for the common good, I will be steadfast in setting a
precedent of ethical conduct, and without a doubt, those around me will accept this
unspoken challenge to be better (Nair, 1994, p. 98).

References
Johnston, J., Rasmussen, S. et al. (2009). EDL 675: Foundations of education
leadership. Course outline. Lincoln, NE: Doane College.
McDowell, T.J., (2013, June). The achievement gap. Presented to Doane EDL Cadre29
for course EDL675. Lincoln, NE.

McIntosh, Peggy. (1988). White privilege and male privilege: A personal account of
coming to see correspondences through work in womens studies. Wellesy,
MA. Wellesy College Center for Research for Woman.
Nair, K. (1997). A higher standard of leadership: Lessons from the life of Gandhi. San
Francisco: Berrett-Koehler.