Diversity in The Classroom and it's Impact on Students (Research Paper Sample)

Diversity in the Classroom and its Impact on Students
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Since ancient times, diversity has always been singled down to examining aspects of access and performance of students from disadvantaged backgrounds or from a particular race or ethnic grouping they come from. The need to address equality and ensuring more students get access to education has necessitated the development of programs aimed at catering for different diversity needs (Irvine, 1995). The performance and attainment of educational goals for students in inclusive learning environments emanate from results of research made therein. The implementation of this is highly dependent on the competencies of students, set goals and objectives, working strategies, models employed, the mission of the school and the values governing the relationship between the community and the school (Irvine, 1995).
Embracing diversity amongst all the members of the institution’s fraternity has significant effects on the achievements of the institution. Inclusiveness creates a wide pool of individuals with varied personalities and capabilities from whom the students can learn from (Iriye, 1967). Having high numbers of diverse individuals portrays an institution that is inclusive in nature and one that can accommodate people irrespective of their backgrounds (Helms, 1990). Despite results of some studies disapproving this assertion, a manifestation of huge numbers of different people helps in the formulation of easy support organizations that can help pair and improve the existing structures laid down by the institution.
Evidence has also shown that there is a significant effect of student participation in population specific facilities and properties. Once engaged in such, students are seen to be more motivated, focused and appear to be more gratified irrespective of the criticisms leveled against such initiatives in institutions (Goffman, 1963). Discussions about life in campus have dominated many social places for over two decades. These debates have always been related to race, ethnicity, Socio-economic class, gender, physique, religious affiliations as well as the cognitive capabilities of individuals (Dower, H, 1986). In a bid to streamline and harmonize all this, consequent effects have been witnessed. A belief that is widely held by many campus students that universities are always committed to ensuring inclusiveness has helped enhance a positive attitude towards campus life (Crocker, Thompson, McGraw & Ingerman, 1967). It has further been found out that students studying in institutions that do not have racial segregation are more interactive and courageous to engage in discussions with other students. They always appreciate students from other races as well as the campus life. This paper is going to explore the impact that is experienced when diversity is embraced in a classroom setting.
Educational benefits of embracing diversity in the curriculum and syllabus as well as in classroom teaching activities cannot be underestimated. Apart from the educational benefits enjoyed, diversity in teaching approaches and learning institutions also help individuals develop right attitudes for appreciating other cultures while at the same time helping enhance intellectual capabilities of individuals (Cross, 1991). There is a very close relationship between a student’s way of socialization while in school and their skills that are demonstrated through their capabilities in handling problems they encounter in life as well as their way of thinking.
An institution that has diverse students and teachers provide their learners with an opportunity to have a wide range of experiences that help expand their thinking horizons (Ainlay, Becker &Coleman, 1986). They are able to conceptualize issues better than those in environments that are not inclusive. This is because they acquire numerous perspectives about the challenges they encounter. Additionally, research has shown that there exists a link between encounters with diversity and amplified commitment to public commitment, independent conclusions, and community participation during and after college life. There is also a higher probability that diverse friendships developed in college may influence one to reside in less segregated areas after college (Coleman, 1988).
Owing to the increased diversity in our institutions of learning, there has been a lot of emphasis on embracing diversity even in classroom settings. Whenever there is an increased diversity of learners the consequent changes affect the curriculum; incorporation of issues like ethnicity as well as matters of sexual orientation into the teaching and learning material (Coleman, L, 1986). It has also immensely contributed to the expansion of scholarship and instructive perceptions; as well as improved support for diverse students. The existence of diversity amongst learners guarantees chances for intergroup relations amongst all students and helpful surroundings for subgroups of learners (Crocker, Thompson, McGraw & Ingerman, 1967). More so, evidence of diversity at the managerial level guarantees the public that institutions have created an environment that can accommodate all persons.
Research has also hinted that positive perceptions of the institution by a student usually lead to increased retention. Additionally, it is also important to note that appropriate communication amongst students is critical to the attainment of desired outcomes (Coleman, L, 1986). The learners are thus able to better their understanding while at the same time being able to reduce bias they might have about some issues. This consequently enhances their productivity academically, as well as shapes their personalities and principles.
Career choice of the students is also greatly influenced by the kind of interactions they might have in their course of study. Inclusion of strange facilitators in any activity at school provides a fertile ground for students to learn from and make informed decisions (Isaacs and Harold, 1958). However for the interactions to be successful there is a need to create a serene and an equal environment within which individuals are exposed to goals and objectives of the program.
Interactions amongst various students also help reduce chances of prejudice and discernment. The establishment of ethnic associations and easy networks enhances unity among different members of the institution as well as defining an identity for each of the parties involved (Said, 1979). This will help easily identify various groups in an institution and also encourage cooperation amongst the different groups within themselves. A foundation for active cooperation amongst students is created, and they are, therefore, able to adapt well to the institutional frameworks.
Research has shown that earlier held on assertions that race based organizations lead students to diverting away from institution’s activities is a fallacy that has been overtaken by events (Irvine, 1995). On the contrary, research has proven that issues of self-segregation are common amongst many learners even when they are members of a diverse organization in the institution. Friendship of students in college is more often than not, a mix of diverse races and ethnic groups present in their campus (Irvine, 1995). Students are well conscious of the ethnic groups present in their institution though; they do not concentrate on the circles of friends they form. Some students have even expressed their concerns that their institutions have not been able to accommodate adequately the issue of diversity. The existence of varied individuals and groups in an institution does not necessary imply that the institution’s frameworks have laid sustainable and favorable ground for the very existence (Helms, 1990). For instance, it’s worth noting that diversity of interaction of European students with others from other backgrounds leads to the former acquiring lots of gratification and a chance to open up as well as enhancing their academic performance.
Despite efforts towards embracing diversity having been amplified over the last one decade, the emphasis has been on how to improve the welfare and educational comfort of students from varied backgrounds. It has, however, been realized that other than this; embracing of diversity will go a long way in ensuring that there is sustainability and relevance of our education systems (Cross, 1991). It’s a matter of urgent concern just as technology has affected all sectors of human life. Cautious efforts should be undertaken to avert the possibility of breeding wrangles as they need to foster enhanced satisfaction for school life, better academic performance and also help increase intellectual competencies of an individual (Irvine, 1995).
Increased diversity in a classroom setting leads to enrichment of the academic world, and also fosters more engagements in the teaching and learning activities (Crocker, Thompson, McGraw, & Ingerman, 1967). This promotes greater learning and improved retention amongst the learners. Much of what has been achieved about diversity in institutions of learning is in agreement with what has been found about the same in other organizations.
Diversity in formulation of policies applied at different levels of the institution, if conducted with the support of the institution, provision of equal opportunities to participate. Articulation of set common goals helps individuals in an institution to be more critical and creative. They are also able to improve on their cognitive abilities and at the same time enhance their problem solving skills. Likewise, investigations on diversity of employees at a work station reveals that work backgrounds have a positive influence in enhancing employee fulfillment and productivity (Ainlay, Becker & Coleman,1986).
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