Diversity In Education And Closing The Gap

This paper isan analysis of how exposure to diversity influences education on classroom participation and performance. The article examines how children and students are likely to engage in learning by associating their cultural identity, principles and influenced practices. This paper summarizes methods that help to close the gap in diversity and educational achievement in children and young people. it analyses the best available evidence that can help the education faculty improve services, promote diversity and ultimately. Literature Review Diversifying Education According to Mitchell Chang, racial diversity may have a direct positive effect on a white student. In another research, Nieto in his “profoundly multicultural questions” identified that issues of diversity play a significant role on how students and teachers view the importance of the classroom (Nieto, 2015).

Students can assume that they do not belong to the classroom setting, a feeling which leads to decreased participation and feelings of inadequacy. Besides, teachers can make stereotypical assumptions about student capabilities or assume a standard student performance. The study, therefore, suggests that identifying and thinking through notions of difference and their effect in the classroom would allow teachers and students to consider the classroom an inclusive place. In the article by Marietta Saravia-Shore and Arvizu entitled “Bilingual education in community contexts,” the authors make known the reasons why often time why low-income children and minority students are frequently below par on tests scores(Arvizu & Saravia, 2017). Development of one-way or two-way bilingual heritage language and foreign language enhances both academic performance languages and cross-cultural attitudes and behaviour (Lam, Chen & Cummins, 2016).

This, therefore, bridges the gap in education by integrating native majority and minority language thus enabling content and literacy instruction in the different languages and adopting pedagogical approaches which foster student cross-culture cooperation. In Canada, government support for early learning and childcare is currently a hot-button issue. Public policy is approached from two different perspectives; Ontario’s childcare advocates such as Dr. Charles Pascal calls for the provision of exclusively best educational start to life for children to promote their future well-being, their families and the economy. More so, teachers who learn about culturally responsive pedagogy have more confidence and belief in their usefulness in their instructions to diverse pupils or students. This shows that the implementation of curriculums is essential in giving teachers the opportunity to learn and adopt culturally responsive pedagogy.

Conclusions A teacher’s pedagogy approach is very important when teaching children from many different ethnic backgrounds. Being able to comprehend information has nothing to do with the child’s background or race, but relatively entirety to do with the way how the teacher teaches. Pure heritage and culture should be celebrated and people should stand in their beliefs and customs in order to shape some influence on education. G. , & Antonio, A. L. Rethinking research on the impact of racial diversity in higher education. The Review of Higher Education, 36(1), 25-50. Culturally responsive pedagogy. Encyclopedia of diversity in education, 1, 549-552. Nieto, S. The light in their eyes: Creating multicultural learning communities. Teachers College Press. , Hicklin, A. K. , Hawes, D. P. , & Melton, E.