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Diversity: Low SES (High Risk Student)

The document discusses diversity in education based on ethnicity, race, socioeconomic status, gender, language, religion, sexual orientation, and geographic area. It notes that cultural and ethnic differences can impact communication styles, personality traits, and cultural norms around concepts like time, group work, and education. Socioeconomic differences are also explored, with low-SES students facing more health, social, and academic risks while high-SES students have more study resources but potentially weaker social skills due to technology use. The document stresses that teachers must understand students' diverse backgrounds and plan activities that are relevant and encourage participation from all.

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hemma89
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18 views

Diversity: Low SES (High Risk Student)

The document discusses diversity in education based on ethnicity, race, socioeconomic status, gender, language, religion, sexual orientation, and geographic area. It notes that cultural and ethnic differences can impact communication styles, personality traits, and cultural norms around concepts like time, group work, and education. Socioeconomic differences are also explored, with low-SES students facing more health, social, and academic risks while high-SES students have more study resources but potentially weaker social skills due to technology use. The document stresses that teachers must understand students' diverse backgrounds and plan activities that are relevant and encourage participation from all.

Uploaded by

hemma89
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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The National Council for Accreditation of Teacher Education (NCATE) now defines diversity as

differences among groups of people and individuals based on ethnicity, race, socioeconomic
status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.
(Source: Teaching Diverse Students,pdf)

Ethnic and cultural differences
Language barrier/differences-
o Verbal & nonverbal messages expressed through facial expressions, eye contact,
voice tone, touch, gestures, and personal space can have different meanings in
different cultures. For example, Japanese tend to be straight-faced when happy
and smile to mask unpleasant feelings such as anger or sadness. Because the left
hand is considered unclean in Islamic cultures,
Communication styles
Personality extrovert vs introvert, independent level, slow warming up & cautious vs
confident & open minded; self-discipline.
Cultural norms- perception of time (punctuality), group work, importance of education,
authority, or competition

Socioeconomic Differences
Low SES (High Risk Student)
Have medical and dental problems
Engage in sexual activity at an early age
Involved in crime, violence and drug abuse
Low self-esteem

High SES
Better study resources and environment
Higher tendency of low socializing skills due to evolution of technology (less face-to-
face communication)


PWR POINT
Exercise
What does a diverse classroom community look like? Please complete Reflect and Apply Exercise 2.1, which
will check your understanding of the importance of knowing your students backgrounds.
Reflect
Because of their racial, ethnic, cultural, socioeconomic, and intellectual differences,
students bring unique needs to the classroom. Consider the geographic area where you
plan to teach. Create a concept map, or web, depicting the various cultures represented
by the diverse student population. What can you do to learn more about the cultures that
are currently unfamiliar to you?
Apply
Teachers must plan very carefully to ensure that all students participate in high-interest
educational activities that are personally relevant

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