Diversity in Education

Diversity in Education

Introduction

Diversity as a concept comprises unflinching acceptance and unconditional respect for individuals, recognizing that each individual is an exceptional being. The many facets of diversity include gender and sexual orientation, race and ethnicity, ability and ideologies, including politics and religion, all of which combined shape social identity. Diversity in early education facilitates the shaping of social identities in a manner that instills values of acceptance and tolerance in adolescents. It plays a vital role in establishing these norms; thus, the focus of many educational institutions is to create and sustain a diverse community of individuals. For educators and for students, the increasing racial and cultural diversity in American early childhood schools (among other institutions) is bringing numerous challenges, as well as opportunities. Teachers, students, parents, and society at large must acknowledge the diverse composition and respond to its needs. The purpose of this essay is to reflect upon the successes and failures of early education teachers in effectively accounting for diversity. Using both primary and secondary sources, this essay will analyze diversity in early education.

Discussion

Interviews

Three interviews reflected perspectives on early childhood education and social diversity in early education institutions based on personal experiences. These interviews were collected, collated and compiled as part of this research paper.

First interview

The first interviewee is a retired professor, who vividly recalls her memories of her experiences in early childhood education. The interviewee is now 65 years of age and lives in Harlem, New York City. She recollects the racial discrimination in the early 50's when she used to go to school with White children. According to her, teachers typified and labeled Black kids in school as “trouble - makers”, leaving most Black kids feeling excluded while leading some to realize a self - fulfilling prophecy. Regardless of the stereotyping, the interviewee managed to achieve good grades. She explained the support she had from one White teacher, who trusted in her scholastic ability and often gave her time outside of class to help her with homework as the interviewee's parents lacked the educational capability to help her with it. Because of one teacher's kindness, the interviewee decided to become a teacher. Sharing her vision of teaching, she explained that she always wanted to teach White kids and show them that a Black teacher can be just as good, just as human, as a White teacher. She believes that her social identity was shaped by racial discrimination and inequality but that, on her ability and one teacher's commitment to social equality, she survived to instill tolerance in generations after her.

Now a grandmother, the interviewee insists that racial equality plays a pivotal role in shaping social identity in early education institutions. She stresses on educators' behavior towards racially diverse students, calling for reform. She believes that racial inequality, despite ethnically diverse campuses still exists, and her 5 year old grandson is fully conscious of being “Black”. Ignoring the hardships and discrimination she faced, she believes that a diverse community is still important so that a racial mix ...