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Awareness And Tolerance Of Race In The Classroom

588 Words3 Pages

). Awareness and tolerance of race in the classroom is seen through wall decorations, application and integration of subjects to the various cultures represented in the classroom, and most significantly, by acceptance of all students as equals regardless of race.
TIS serves the 25% ethnic population by tracking race so that the school can sufficiently justify a strong ELL program. Teachers are consistently, through professional development and morning meetings, made aware of the existence of the impact that culture and race have on the student’s life at school. Finally, in agreement with the International Baccalaureate philosophy, we have no set curriculum, meaning, we have no classroom textbooks, or a specific curriculum to follow. The lack of curriculum allows the teacher to include the subject matter, including heroes or significant people, regardless of race. Students are made aware of famous people within their own race and ethnicity regularly. …show more content…

Comparatively, Figure 6 indicates that Albuquerque as a whole is equally diverse. Part of TIS’s low percentage of ethnic backgrounds, as compared to Albuquerque as a whole, may be that TIS the school does not address diversity publicly, away from campus. With 25% of the student and faculty population of ethnic background (Table 2), and the mission to create a better, more peaceful world through intercultural understanding, TIS has perfect opportunity to bring true intercultural education into the classroom. Improving their effort to publicly address diversity in the area of race and ethnicity would increase the number of ethnic students and faculty on

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1350 Words | 6 Pages

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“One of my really close friends is not a United States citizen and is here attending school. I feel worried for her that she has to attend school in such a hostile environment.” Texas A&M University needs to get better at being real and acknowledging that racism exists on campus said Alejandra Luna, a Hispanic political science major. “I didn't know that being a minority meant your life was gonna be complicated,” said Luna. I didn't know we were constantly gonna be looked at as the standard for every minority.”

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The mission of the Lebanon School district is to inspire creativity, support academic progression, and construct a rigorous, challenging, inclusive learning environment that acknowledges distinctions, values, and traditions through the engagement of a quintessential replica of exceptional instruction indicative for 21st-century global learners success. Our district school community respectfully consists of 2% Asian American, 13% African American, and 19% Hispanic of 6,300 pupils. Whereas, the district employs 3% African American, and 6% Hispanic educators. Data analysis projections indicate the minority student body will increase significantly by 50% in the next 7-10 years. As a consequence, the district desires to employ highly skilled

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661 Words | 3 Pages

The University of Redlands aims to “create a campus that welcomes, values, and fosters diversity and inclusion” (University of Redlands). Diversity and Inclusion (D&I) training is conducted for all incoming faculty members to ensure a safe environment for everyone. The goal of the training is to set expectations and attitudes of the faculty, informing them what diversity means, and teaching skills necessary to execute the University’s D&I vision. After the D&I training, the faculty should be able to communicate and behave in a respectful, inclusive, empathetic, and non-discriminatory manner in the classroom and around campus. This training plan is crafted by the Campus Diversity & Inclusion (CDI) team.

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The question is, how can teachers promote multicultural competency in this multicultural society? Students need help to develop, multicultural competencies and multiple perspectives. Multicultural literature bridges the racial and class-based isolation that prevents the sharing of diverse experiences across racial, ethnic, class and cultural lines, (Hughes_hassell, S. 2013). The paradigms of race have been conflated with notions of ethnicity, class, and nation, because theories of race-of its meaning, its transformations, in the significance of racial events-have never been a top priority in social science, (Ladson-Billings, G.; Tate, W. F. 1995).

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708 Words | 3 Pages

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