Diversity in Classroom

Introduction

Today classes are comprised of students from diverse ethnic, linguistic, and social backgrounds. Due to these forms of differences, students from such classroom have different backgrounds, cultural contexts, sets of experiences and worldviews. Another issue concerning diversity is how students and teachers view the importance of the classroom and how it should run. For example, assumptions about what a typical student should know. Some students, especially from minority, may perceive that they do not belong in the classroom setting and this can lead to a reduced participation, feelings of inadequacy and other distractions. These differences are not limited to race or linguistics, but also in religious differences, disability, gender-equity and children from single parents or same-sex households. In many cases, teacher’s preparation programs fail t o address these issues in a very tangential or sporadic ways. This social problems among youth essay paper will discuss some of the issues that hinder a student from a diverse cultural background in the traditional classroom.

Student Speaking Native Language Instead of English Language

There are many students who join schools speaking a native language other than English. This is common for students whose homes or communities do not use English as a language of communication. In most cases, such students are perceived by the English-speaking majority as the most educationally vulnerable. For example, in Los Angeles alone, there more than 80 spoken languages that represents a group of children being brought up with particular cultural and behavior traits. This boundless diversity has led to broad ideas, discoveries, and inventions in different fields of studies thus, enriching the American culture. Therefore, it is important for the teachers to adopt a global perspective in teaching as this will him to view culturally and linguistically diverse students as resources that opens opportunities for enrichment. A student who is learning to work and play collaboratively with other classmates from different cultures can help students to develop cross-cultural skills. To achieve this, teachers must have the attitudes, skills, knowledge that ensures effective learning environment for all students.

Cultural and Ethical Differences

A successful learning experience is dependent on the sustained engagement of students, however, racism has brought barrier on this achievement. In a sample carried out indicated that in more than 500 high schools, more than half of the minority students experienced racism. Such student feels that they are treated as unwelcome outsider. However, there are those who endure less negative effects of racism due to strong sense of identity and perceived cultural respect. To ensure that there is equality in the classroom, a teacher should ensure that the school system is in a position that students do not have to be confronted with the adverse effects of racism and one that engage in a positive learning experience with equal opportunities. Teachers should encourage all students to understand and respect other races in the classroom. This will automatically prepare students to engage in the wider society and also embrace multiculturalism.

Social Classes

Social classes tend to create a barrier of socializing between students in the classroom. For example, students with educated parents tend to have a better network of social relationships that facilitates success in the classroom as compared to those from uneducated parents. This is because the parents can easily provide caring as a precondition for students to feel trusted and one within the school environment. In order to ensure that all students have a conducive environment in the classroom, teachers should pay attention to the actual diversity in the class regardless of the social classes. The teacher should also be aware of any unintended reproduction of inequality and stereotypes based on group identities.

Gender

Gender stereotypes and expectations tend to shape students’ thoughts and interactions with others in perceptible ways in the classroom. The effect of gender on classroom dynamics has become a more prominent topic of educational research and discussion. The gender influences not only what is taught in the classroom but also how the students learn. For example, male students tend to depict a higher self-confidence in their intellectual and career abilities unlike the female students. Although, the female students may score well on standardized tests and in fact get better grades, this lowered self-confidence on mathematics and scientific abilities tend to drop. As a result, female students begin to show a waning interest in these subjects and end up taking fewer courses in these areas. Therefore, teachers should quick to notice less confident students, and thus encourage them to pursue certain careers by mentoring them.

Conclusion

This paper shows that it is significant for every teacher to learn more about their student’s backgrounds, cultural practices, social classes and more so how gender differences influence the performance of a student in the classroom. With such skills and experience, teachers will be more capable and efficient in their works and thus continuously improve the lives of their students. This can be achieved if the teachers accept to find, create, or design strategies that raise and improve the academic performance of the students as well as building a strong relationship with students.