Strategies for Supporting Student Diversity

The classrooms of todays Canadian school are undeniable diverse. This trend
is picking up speed, particularly in urban centers where immigration has fueled an
incredibly diverse society that are infinitely more complex and dynamic than the
demographics of the past. However, this is only part of the total picture. When we
talk about student diversity, we are also addressing issues such as gender, social
class, nationality, religion, and exceptionalities (Banks & Banks, 2003). To ensure all
students achieve learning goals and reach their full potential, teachers not only
need to be aware of these differences, but more importantly how to manage this
diversity to maximize all the potential that exists within it.

(Harris, 2015)
When we look at the diagram above, we can see the complex nature of
identity that is contained within a single student. This is further complicated when
these various identity markers begin to intersect and express themselves in a
multitude of ways. As a teacher it is our responsibility to not shy away from this

complex picture, but to try and understand it, so that we can become better
educators.

References
Banks, J., Banks C. (2003). Multicultural education. New York, NY: John Wiley & Sons,
Inc.
Charles, C.M. (1985). Building classroom discipline. New York, NY: Longman Inc.
DeVol, P. (2004). Using the hidden rules of class to create sustainable communities.
From

http://www.ahaprocess.com/wp-content/uploads/2013/08/Improving-

Outcomes-Using-Hidden-Rules-Class-DeVol.pdf
Harris, S. (2015). Intersectionality: going forward. Retrieved from
http://www.clydefitchreport.com/2015/01/intersectionality-going-forward/
Jones, V., Jones L. (2007). Comprehensive classroom management: Creating
communities of support and solving problems. Boston, MA: Pearson
Education, Inc.
McIntyre, D.J., OHair M.J. (1996). The reflective roles of the classroom teacher.
Belmont, CA: Wadsworth Publishing Company.
Mundschenk, N.A., Miner, C.A, Nastally, B.L. (2011). Effective classroom
management: An air traffic control analogy. Intervention in School and Clinic,
47(2), 98-103. http://dx.doi.org/10.1108/10748120110424816

Nash, S. (2010). Reflective practice as part of teachers professional development.

Retrieved from Teaching and Learning Community at Unitec:
http://tlcommunityunitec.ning.com/profiles/blogs/reflective-practice-as-part-of
Phillips, M. (2014). A place for learning: The physical environment of classrooms.
Retrieved from Edutopia: http://www.edutopia.org/blog/the-physicalenvironment-of-classrooms-mark-phillips
Prensky, M. (2001). Digital Immigrants Part 1. On the Horizon, 9(5), 1-6.
http://dx.doi.org/10.1108/10748120110424816
Ryan, M., Ryan, M. (2012) Theorizing a model for teaching and assessing reflective
learning in higher education. Herdsa, 32(1), 244-257.
DOI:10.1080/07294360.2012.661704
Sensoy, O., DiAngelo, R. (2012). Is everyone really equal. New York, NY: Teachers
College Press.
However, the first place to start is not with the student, but with the teacher.
All human beings have prejudice. Prejudice is a learned prejudgment toward social
others and refers to internal thoughts, feelings, attitudes, and assumptions based
on the group they belong to (Sensoy & DiAngelo, 2012, p. 29). It is essential that
teachers become aware of the prejudices that they hold and begin the process of
breaking them down and eliminating them. If teachers do not engage with this
process there are several dangers. One is that they may move from prejudice to
discrimination. Discrimination occurs when we act on our prejudices (Sensoy &
DiAngelo, 2012, p 32). For example, imagine a teacher has a prejudice that Asian
students are better at math. When circulating around the class the teacher might

subconsciously or consciously avoid the Asian students in their class because they
assume they dont need the help. This example demonstrates how even what some
people might label as positive prejudice, has a detrimental result. A student who
may have required help is persistently passed by. Discrimination can express itself
in a variety of ways, Acts of discrimination can include ignoring, avoiding,
excluding, ridicule, jokes, slander, threats, and violence (Sensoy & DiAngelo, 2012,
p 32). The key for a teacher is to accept they have prejudices, and then actively
work to identify them so that they can minimize and eliminate them, and prevent
them from having undue impact in their classroom.
Once a teacher has checked their own prejudices at the door, they need to
strategize how they plan to approach student diversity in their classroom. One great
approach is providing education that is multicultural and incorporates the social
reconstructionist model. This approach deals directly with oppression and social
structural inequality based on race, social class, gender, and disability (Banks &
Banks, 2003, p. 69). On top of which, it aims through education to help fashion a
more equitable world. Particularly in terms of power, its goal is to help rebalance
unequal relationships; shifting power away from the exclusivity of dominant groups
towards underrepresented ones (Banks & Banks, 2003).
How can a teacher do this? There are plenty of small steps that can help make big
differences. Try selecting works in literature that are from various groups, not
traditional white, male, able bodied, heterosexuals (Banks & Banks, 2003). This
helps reflect the diversity that exists in the world and demonstrates that all groups
have significant contributions to make that all too often go unacknowledged. It is
also important that the contributions and perspectives you select depict each group
as the group would depict itself and show the group as active and dynamic (Banks

& Banks, 2003, p. 68). Many times teachers select topics, individuals, and works
that they assume demonstrates diversity but in fact can be based on their own
prejudice. One example could be a teacher who consistently selects African
American athletes or entertainers to be held up as heroes, while overlooking
(because of unaddressed prejudice) African Americans who have significant
contributions in science or literature (Banks & Banks, 2003). Taking the same point
further, some indigenous students complain that they are shown their history
always in a negative light (Residential Schools), and rarely get to see their history in
a positive light.
This topic is so rich it can hardly be explored fully here, but the classrooms of
today will shape the success or failure of future generations, teachers must model
democratic principles, inclusivity, and diversity, to ensure students have the
knowledge and will to create a more equitable and just society in the future.