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Learning Outcomes Project: Diversity Case Studies Analysis
“Nothing is simple when it comes to diversity and social justice” (Gorski & Pothini,
2018, p. 2). A student’s access to educational opportunity or level of instruction shall not be
determined by their racial identity, sexual orientation, socioeconomic status, gender, ethnicity, or
level of disability (Gorski & Pothini, 2018). As educators, we must take a systems approaches to
diversity and social justice, analyzing the relationship amongst each system and procedures. We
cannot solve complex systems with quick-fix solutions. Using quick-fix solutions can actually be
detrimental and damaging to our scholars; we must challenge inequity. Throughout this case
analysis and annotated bibliography, I examine how case studies surrounding curriculum,
instruction, and parental involvement have positively or negatively impacted students and
provide recommendations for how the scenario may be modified to promote the success of
diverse scholars.
Part A: Curriculum Case Study Analysis
In the case study Teaching Race with Huckleberry Finn, Ms. Kohl designed a lesson in
which the students were asked to read a selection of text and then they would reenact the
selected pages in class. The teacher developed this lesson using her favorite piece of literature
The Adventures of Huckleberry Finn by Mark Twain. The students were asked to read the first
fifty pages of the text prior to the reenactment of the text. This text incorporated racially
insensitive language that is offensive to some students, especially African American students
(Gorski & Pothini, 2018). The teacher knew the language utilized throughout the text was
problematic; however, her decision to not address the language prior to reading resulted in a
scholar becoming uncomfortable and leaving the classroom. There were a number of diversity
factors that negatively affected the situation in this case study. Firstly, the teacher knew the
language would be problematic and made zero attempt to curtail the use of the derogatory term.
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Secondly, the African American student was the only African American student in the classroom.
Thirdly, when the student expressed his uncomfortable feelings, the teacher was ineffective in
addressing the situation, resulting in the student leaving the classroom slamming the door behind
him (Gorski & Pothini, 2018).
According to Moule (2012), teachers must be aware of cultural values of all students,
acknowledge these cultural values and recognize they will differ from other students. The
teacher’s disregard for addressing the derogatory language prior to students reading the text,
inevitably provided the other students of non-African American decent permission to use the
word. As Moule (2012) states, teachers must include a degree of negation within the classroom
learning environment. In today’s world, teachers must address the use of racial slurs and
derogatory language, no matter the students that are sitting in our rooms. In a group where there
is only one African American schools, the majority of those students would not have experienced
circumstances or actions against their race; however, teachers must educate about racism, as the
role of a teacher is to prepare students to enter the world, being global citizens and making this
world a better place. It is evident the students and Ms. Kohl had not experienced actions of racial
slurs, as they were unsure as to why the student stormed out of the classroom. Caucasian
students remain silent, while African American students voice their abhorrence when it comes to
certain situations (Housse, 2008). The classroom community’s lack of understanding of the
student’s reaction and insensitiveness to the lived experiences of racism faced by people of color
while allowing the use of the n-word and reading of the text symbolized ignorance of the word’s
meaning and its effect on minority students (Housse, 2008).
It is my position this lesson did not provide an equitable and just learning environment
considering Ms. Kohl did not take into account the make-up of her scholar population. The
teacher did not consider how the scholars would react or feel hearing such language being used
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nor how they would feel using said language. Choosing to not address the language prior to the
class, negated the students’ feeling, culture, and ability to learn. Without acknowledging the nword, the teacher was unaware if the reaction he student had was related to the word usage itself
or how the teacher handled it (Kenny, 2020). All educators must be cognizant of racial diversity
and their own micro-aggressions, assumptions, and biases as it pertains to addressing matters of
race (Garcia et al., 2021). In the future, the teacher should first discuss derogatory language prior
to a lesson. Spending time in discussion, reflection, and research around perspectives about the
use of the n-word and other racially insensitive language, is valuable to students’ learning, as
well as being culturally sensitive to all students’ cultural values (Kenny, 2020). The teacher
should have a discussion with students’ around the research and positions of various people
(artists, writers, rappers, celebrities, etc.) around the use of the word. Additionally, the teacher
should create an agreement with scholars around the not utilizing racially insensitive language
during the reenactment, due to the perceptions surrounding the language and its use when
speaking and in literary works or songs. Schools in today’s world are becoming increasingly
diverse, requiring teachers to confront, expose, and reject any and all underlying values and
processes that devalue and decrease scholars’ will to learn, grow, and succeed in school
(Kozleski, 2020).
It is my position that the use of the n-word or other derogatory language should be
addressed; however, not used while speaking. Teaching scholars about the history and context of
racial insensitive language is critical to improving relationships and our scholar’s contribution to
the world; that being said, it can be done without actually stating the word aloud. Having
students journal, reflect, research, and write persuasive articles surrounding racially insensitive
language is important and valid; but also it is critical to ensure it is done tactfully and upholding
students’ feelings and cultural values.
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Part B: Instruction Case Study Analysis
In the case study “Insufficient Accommodations” Ms. Thurston planned a field trip for
students to visit a park where they could hike and explore, just as ecologists from the local
university (Gorski & Pothini, 2018). Prior to the field trip, a new student was added to the
teacher’s roster. The new student had cerebral palsy, requiring the use of crutches to assist him
getting around (Gorski & Pothini, 2018). Ms. Thurston was unsure whether the park and
learning center were accessible; therefore, she called ahead to the educational director inquiring
about accommodation for students with disabilities. The educational director assured Ms.
Thurston, stating, “The hike might be a bit much…but we have accommodations for students
with physical disabilities and learning differences” (Gorski & Pothini, 2018, p. 71). On the day
of the trip, Ms. Thurston came to the realization she should have asked more questions about the
type of accommodations the park provided as the accommodations were not sufficient.
According to Prater et al. (2014), students with disabilities comprise a vastly diverse
population of scholars requiring, in the majority of circumstances, a special modification or
accommodation. Under the Individuals with Disabilities Education Improvement Act (IDEA)
(2004), it is mandated for educators to provide accommodations to students, to enable them to
participate in inclusive educational learning and activities (Carter, Prater, & Dychess, 2009 as
cited in Prater et al., 2014). The teacher took the necessary steps to confirm accommodations
were available for the student; however, she did not ask the right questions of the educational
director to ensure sufficiency of the accommodation. Based on this assessment of
accommodation provided by the park, Justin would be unable to participate in the educational
experience with his peers (Gorski & Pothini, 2018).
Considering the accommodation available and the rules of the park not meeting the needs
of the student, an inequitable educational experience was created for this particular student. Due
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to the rules determined by the park, the students would be unable to travel the trail; instead
remaining behind to watch educational videos (Gorski & Pothini, 2018). According to
McLaughlin (2010), accommodations must be equal to the instruction and/or experience peers
are receiving. Kozleski (2020) concludes, equitable and inclusive education provides the ability
for scholars to not only learn alongside, but also learn with peers (Kozleski, 2020). Therefore,
this accommodation would not be considered an equitable accommodation as it was not of equal
to that of the students’ peers. This experience should be addressed with the entire class, not just
the student and the educational director exclusively (Gorski & Pothini, 2018). Creating a project
or future unit encouraging students to research inequity concerns within their school and
community for students with disabilities would allow all scholars to be integral in the problemsolving process.
In determining adequate accommodations on field trips for students with disabilities,
there are two recommendations to discuss. Firstly, using a checklist similar to that Vossen (2014)
created to ensure students’ safety. This checklist provides teachers and administrators with a
sound risk management assessment during the planning phase for school trips. For example, one
of the questions asked is “Appropriate activities for field trips considering the students’ physical
needs” (Vossen, 2014). If the teacher would have used a checklist similar to the one described,
this question would have prompted her to ask additional questions of the educational director.
The second recommendation would be to visit the site prior to the trip in order to verify the
accommodation described by the educational director, is in fact adequate. While Ms. Thurston
has completed this trip multiple times previously, she has never needed to ensure
accommodations for a student with physical disabilities. Under IDEA, every student is afforded
the same educational opportunities as their peers, no matter their level of disability (U.S.
Department of Education, 2004). Even if the same excitement is not generated by students, the
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teacher must determine another learning experience which includes all of her students, since this
current field trip and accommodation provided is inequitable. Considering the accommodation
provided was not an equitable one, the park could provide different observable areas for students
with physical disabilities to utilize to ensure the same learning experience is provided.
Additionally, the park could provide a golf cart or other vehicle to transport the student on the
hike or to different locations to meet up with his peers during the learning experience.
Part C: Parental Involvement Case Study Analysis
In the case study Student Interpreter, a teacher wanted to discuss a student’s behavior
with the parent; however, the parent’s first language was Spanish, and they did not speak or
understand English too well. Another teacher observed the student calling others names. The
teacher sent a note home with the student, in an attempt to reach the parent, however, he noticed
the note left in the students’ backpack. One day at dismissal, the teacher observed the parent
picking up her child and ran after them to have a conversation regarding the child’s behavior.
Due to the language barrier between the teacher and parent, the teacher asked the student’s
younger sibling to translate during the conversation. Being the teacher did not speak Spanish
fluently, it was necessary to find a different way to communicate with the parent. Open lines of
communication is an effective strategy in building relationships between families and teachers
(Moule, 2012). Due to the existing language barrier, the teacher needed to identify a translator as
to best address this diversity and cultural difference. According to Moule (2012), Chinese and
Spanish are the two most common language spoken in the United States other than English. At
the conclusion of the conversation, the teacher complimented the sibling on her ability to speak
English well, leaving the older sibling and mother uncomfortable (Gorski & Pothini, 2018). Not
fully understanding the cultural background of the family, the teacher made an insensitive
comment. Commonly teachers of Latinx students assume that English is the second language,
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not comprehending that some of these students are born in the United States and English is their
first language (Moule, 2012).
The means in which the teacher went about this interaction was not equitable to the
family. First and foremost, the family was not comfortable with the teacher utilizing the younger
sibling as a translator. Secondly, the teacher was inconsiderate of the family’s schedule. The
teacher asked if the parent had a few minutes to talk; however, he did not take into consideration
where the conversation would occur. He did not ensure privacy, holding the conversation on a
sidewalk during dismissal, and by using the younger sibling as a translator privacy was even
more so disregarded. Thirdly, the interaction was one-sided with the teacher expressing his
concerns of the observed behavior. The parent was not provided an opportunity to comment or
provide any insight during the interaction. This is not an effective way of communicating with
families. All educators should recognize and draw from the parent holding the wisdom and
insight into a student’s behavior or incident, ensuring every interaction builds the relationship
and proliferates the chance for scholars’ development towards academic and social attainment
(Kozleski, 2020).
It is my stance, the parent teacher interaction in this case study was inappropriate,
inequitable, and lacked the necessary structure to build relationships and produce results. In the
future, the teacher should: utilize a setting within the school, refrain from using another student
to facilitate or translate a conversation with a parent, and plan a meeting with a colleague that
can translate or set up a translator through the district to ensure proper record keeping and
translation. Additionally, planning the meeting with these structures, allows the parent time to
prepare mentally to meet with the teacher. Catching the parent off-guard on the sidewalk does
not allow a parent the opportunity to have a productive conversation, as you are unsure of the
“other” things going on in their head or where they are headed. Instead asking the parent if a
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time could be set to discuss some concerns you have would be more appropriate. Just as
educators need to create a safe environment for students, the same is true for parents. Creating a
safe space for parents to communicate in a way that is most comfortable to them and ask
question throughout the conversation to gain clarity allows for communication to occur.
Developing relationship begins with gaining and building trust. Creating lines for open
communication, as well as an environment where a parent is provided a proper translator are
critical to this trust building. Additionally, the teacher should have attempted other methods of
communication rather than ambushing the family at dismissal. He wrote a note and called
himself, both unsuccessful. He could have sent an email that was translated in the parent’s home
language, had a colleague that spoke Spanish call the parent, asked another colleague that has a
better relationship with the parent how the communicate with the family, or sharing with the
parent that he would be calling to arrange a time to meet with him and an interpreter.
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References
Garcia, I., Jackson, A., Harwood, S. A., Greenlee, A. J., Lee, C. A., & Chrisinger, B. (2021).
Like a fish out of water: The experience of African American and Latinx planning
students. Journal of the American Planning Association, 87(1), 108- 122.
https://doi-org.ezp.waldenulibrary.org/10.1080/01944363.2020.1777184.
Gorski, P.C. & Pothini, S.G. (2018). Case studies on diversity and social justice education (2nd
ed.). New York, NY: Taylor & Francis
Housee, S. (2008). Should ethnicity matter when teaching about “race” and racism in the
classroom? Race, Ethnicity & Education, 11(4), 415-428.
https://soi-org.ezp.waldenlibrary.org/10/1080/13613320802478960
Kenney, M. (2020, August 23). Teaching the N-Word. Rethinking Schools.
https://rethinkingschools.org/articles/teaching-the-n-word/.
Kozleski, E.B. (2020). Disrupting what passes as inclusive education: Predicating educational
equity on schools designed for all. Educational Forum, 84(4), 340-355.
McLaughlin, M. J. (2012). Evolving interpretations of educational equity and students with
disabilities. Exceptional Children, 76(3), 265-278.
Moule, J. (2012). Cultural competence: A primer for educators (2nd ed.). Belmont, CA:
Wadsworth.
Prater, M. A., Redman, A. S., Anderson, D., & Gibb, G. S. (2014). Teaching adolescent students
with learning disabilities to self-advocate for accommodations. Intervention in School
and Clinic, 49(5), 298-305.
U.S. Department of Education. (2004). Individuals with Disabilities Education Act.
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https://sites.ed.gov/idea/
Vossen, J. A. (2014). Checklist for Managing Field Trips in K12 Schools. [digital file] United
Educators.
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Part D: Annotated Bibliography
Curriculum
Article #1
Gray, D.l., Hope, E.C., & Matthews, J.S. (2018). Black and belonging at school: A case for
interpersonal, instructional, and institutional opportunity structures. Educational
Psychologist, 53(2), 97-113.
https://doi-org.ezp.waldenulibrary.org/10/1080/00461520.2017.1421466.
This article examines school-belonging, inclusive of interpersonal, instruction, and
institutional educational structures in relation to school reform not previously addressed my
current interventions (Gray et al., 2018). The authors asked a fundamental question: “What
opportunities do Black students have to establish a sense of belonging when school systems have
historically prohibited Black people from receiving formal education and are currently complicit
in inequitable education?” (Gray et al., 2018, p. 97). Racial identity has been described as a
sense of belonging (DeCuir-Gunby, 2009 as cited by Gray et al., 2018). Gray et al. (2018) share
the importance of encouraging students of color to explore their racial identity and cultural
heritage and cultivating a learning environment which fosters interpersonal relationships with
peers. Cultural distinctiveness (honoring cultural differences) and citizenship are integral parts of
institutional and instructional opportunities for minority students (Gray et al., 2018). Gray et al.,
(2018) share strategies to “accomplish a sense of belonging: recognize existing school policies
and environmental factors that could constrain suggested school belonging reform efforts;
identify the conceptual and operational boundaries of instructional and institutional opportunity
structures; develop observational tools that critically assess belongingness opportunity structures
as conveyed through classroom discourse; and situate examinations of school belonging
opportunity structures within historical contexts” (pp. 104-108).
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This article is extremely useful as it provides educators with specific culturally sensitive
strategies as well as guiding questions to critically assess institutional and instructional
opportunity structures for school belonging and motivation. This article “was funded by the
National Science Foundation’s Division on Learning in Formal and Informal Settings” (Gray et
al., 2018, p. 109). Additionally, this article is researched-based with 100+ sources and peerreviewed. Therefore, this article is reliable and objective. Students will not have a sense of
belonging without instructional and curricula opportunities.
This articles related to my current educational setting, as I am an educator within a
school district in an urban setting. The student population of the school where I am currently
assigned has a majority of Black and Latinx students. I coach teachers on meeting the needs of
our diverse scholars through using culturally relevant teaching and learning practices in
conjunction with the current curricula. Additionally, this article fits into the research, as it dives
deeper into the complex issue of students belonging at school.
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Article #2
Hu, S., Torphy, K.T., & Opperman, A. (2019). Culturally relevant curriculum materials in the
age of social media and curation. Teachers College Record, 121(14), 1-22.
This article outlines a structure for choosing and assessing culturally relevant curriculum
resources with the work of Ladson-Billings (1995) conceptualization of culturally relevant
pedagogy (Hu et al., 2019). The Cultural Relevance Evaluation and Assessment Tool (CREAT)
was a framework “created to (1) provide insights into the current state of culturally relevant
curriculum materials, (2) identify challenges and opportunities in practices to leverage virtual
spaces for cultural diversity, and (3) discuss how educators and researchers can be supported
with research tools to better engage in the space for culturally relevant education” (Hu et al.,
2019, p. 3). This framework highlights three criteria in instructional activities that afford
culturally relevant practices, self-guiding and reflecting questions to meet each criterion and
scoring rubrics. The three criteria are: “opportunities for students to experience academic
success, opportunities for students to develop and/or maintain cultural competence (seeking
one’s own culture in a mirror, seeking others’ cultures through a window), and opportunities for
students to develop a critical consciousness through which they challenge the status quo of the
current social order” (Hu et al., 2019, p. 4). The scoring rubrics noted whether the aspect of
cultural relevance evaluated is absent, is at the surface level, requires deep exploration and
problem solving or whether the materials explicitly negate students’ opportunities to engage in
learning experiences along any of the criteria (Hu et al., 2019). Additionally, the scoring rubrics
include the level, definition, and look-fors for each criterion. The analysis of “curriculum
materials found on Teachers Pay Teachers (TpT) suggest that the lack of high-quality, culturally
relevant materials may be the biggest challenge when it comes to leveraging virtual spaces to
support teachers in engaging in CRP [currently]; the resources maybe scare…and lacking in
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opportunities for students’ deep engagement of culture in conjunction with a specific subject
area” (Hu et al., 2019, p. 14).
This article is useful as more and more teachers are turning to virtual resource pools,
such as TpT for curriculum resources and materials. With more and more teachers using social
media and VRPs to leverage resources and knowledge from a virtual space. The article provides
implications for creators and curators, but also teachers as prosumers, teacher educators and
researchers. Using this framework to make informed decisions and analyze materials for student
and school contexts with regard to culturally relevant practices. This framework “is an example
of what a guideline situated in research-based theory and evidence could look like” (Hu et al.,
2019, p. 16). Additionally, this framework can be used as a professional development tool for
educators (administrators, preservice and in-service teachers, coaches, etc.) to have reflective
and collaborative conversations to inform planning, decision making, and instructional decisions
(Hu et al., 2019). This article is reliable as it is peer-reviewed and has been in circulation since
1900. It is unclear if this article is completed unbiased as Teachers College Record is published
for Teachers College, Columbia University. Considering this in-house publication, it is unclear if
the academic journal must align to the views and values of the college.
This articles relates to my current educational setting, as being an instructional support
teacher I work closely with teachers in the implementation and executive of curricula. Teachers
are constantly on TpT and other VRPs to find materials to support curricula; however, the
majority of these materials do not either support the curricula or speak to our diverse student
population’s needs. This article provides educators with framework to ensure one is reflecting
and thinking prior to purchasing and using materials with students.
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Article #3
Kaschub, M. (2019). We are…ready to embrace diversity and inclusion. Music Educators
Journal, 106(2), 6-7. https://doi-org.ezp.waldenulibrary.org/10.1177/0027432119880525
This article focused on inclusion and a sense of belonging in regards to music education.
Both teachers and students need to feel a sense of belonging in education. While offering rich
music experiences and programs present opportunities to belong, in the same breath these
narrow groups of musical experiences appeal to one demographic over another. This article
stands for the argument of offering diverse musical opportunities that embrace diversity and
inclusion (Kaschub, 2019). Kaschub (2019) suggests purposefully structuring programs,
developing curricula, and choosing materials and music which allow for inclusion and a sense of
belonging for scholars. In order for this to occur educators must develop a deeper understanding
of cultural competence through acquiring additional knowledge, attending professional
development centered on culturally relevant teaching practices, collaboration with colleagues,
and self-reflection to uncover implicit bias, assumptions, and unconscious biases. Only after this
work is begun and built, can we then “make progress toward achieving programmatic inclusion
and diversity” (Kaschub, 2019). This progress is achieved in three steps, according to Kaschub
(2019): teachers acknowledging that fact that the human brain uses same and different
comparisons for protection, teaching scholars to identify commonalities as points of connection,
while recognizing that differences hold potential for new learnings, and fostering an
environment where students’ interactions are valued.
This article is useful to the research of diversity and inclusion as it ties in a new lens for
focus. Typically research focusing on inclusion and diversity within the traditional learning
environment, not within the unified arts specialty. Applying culturally relevant teaching practices
to all aspect of education is critical to the success of cultivating learning environments that
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promote equity for all scholars. The article is reliable and objective as it is from a peer-reviewed
source. Additionally, this article is useful for music educators and administrators as it specifically
points out steps to fostering a learning environment encompassing of inclusion and diversity
practices.
This article does not directly impact my current educational setting, as I am not a music
educator; however, it shapes my perspective and view of how to integrate culturally relevant
teaching practices throughout a school building. Additionally, this article provides additional
reading sources from the field of education and field of music education that assist educators in
exploring diversity and inclusion. These reading can be used during in Professional Learning
Community to foster further development and understanding of culturally relevant teaching
practices.
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Article #4
Peterson, B. (2020, September 9). Whitewashing the past: A proposal for a national campaign
to
rethink textbooks. Rethinking Schools.
https://rethinkingshcools.org/articles/whitewashing-the-past/.
This article speaks to the need to transform history textbooks and teaching. The author
took part in examining social studies textbook series of possible choices being considered for
adoption by a school district. While publishers share claims about being “multicultural” and
honoring the nation’s “diversity”, zero of the social studies textbooks for fifth-grade history
studied the role of racism in United States history or even mentioned the word racism, two
negate using the word discrimination, nor did any of the texts speak to any United States
president owning slaves (Peterson, 2020). “The bountiful history of people working together,
crossing racial boundaries, and building social movements to make this country more democratic
and just is omitted” (Peterson, 2020, p. 2). “The omissions and shortcomings in these texts are
not limited to race, but a host of other key narratives in U.S. history such as class, gender, and
imperialism” (Peterson, 2020, p. 2). In Milwaukee a group of educators enlisted other
community-based organizations to express concerns about the content of social studies textbooks
being considered for adoption; convincing the superintendent to withdraw the proposal for
adoption for the upcoming school year. This group of stakeholders are collaborating to design a
plan for teaching social studies in Milwaukee addressing issues of race, inequality, and
imperialism, as well as, how to teach social studies (Peterson, 2020). Peterson (2020) also
mentions the importance of asking students’ help in critiquing textbooks, as an educational
opportunity for students.
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This article is useful as it urges progressive educators around the country to demand
publishers to considerably overhaul their texts. This experience in Milwaukee demonstrates the
process of inquiring problematic texts allows educators to not only speak about content but also
teaching methods (Peterson, 2020). However, the article is not objective, as it was written by the
co-founder of Rethinking Schools for the Rethinking Schools community.
This article relates to my current educational setting, as I work in the inner-city with
students who deserve to have textbooks that reflect our multiracial society and examine issues of
race, gender, class, and imperialism from numerous perspectives (Peterson, 2020). This articles
supports current research about the need for students to see their history and cultural in texts. In
order for students to feel a sense of belonging, their cultural views and values must be
incorporated into curricula.
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Article #5
Coats Drum, T. (2016). Focus on teacher education: Social studies and the black male: Culturally
Responsive curricula. Childhood Education, 92(6), 497-499.
https://doi.org/10.1080/00094056.2016.1251800
In this periodical, Coats Drum (2016) discusses the importance for teaching social studies
through a social justice lens. The majority of the literature on Black student achievement, depicts
them failing. While recent efforts have succeeded in closing the achievement gap, the results of
current studies still show a gap between students of color and their White counterparts. Coats
Drum (2016) suggests educators become reflective practitioners, utilizing “social studies as a
‘curricular home for unlearning the racism that has confounded us as a nation’” (LadsonBillings, 2003, p. 3 as cited in Coats Drum, 2016, p. 498). Coats Drum visited private schools
with predominately Black student populations. Through her visit she observed a common factor
of culturally relevant teaching practices being implemented throughout social studies classes.
The students’ within these private schools viewed their social studies teachers through a lens of
compassion, who harnessed their power to do and instill good for all they encounter (Coats
Drum, 2016). Students, especially those of color, are longing for authentic learning experiences
with which they can connect.
This periodical is relevant to diversity as is speaks to the inclusion of social justice within
social studies curricula. This periodical aligns with current views out of Milwaukee and
challenging the status quo of teaching mundane textbook narratives that negate minority
students’ lives. This periodical is research based; however, there is not information on is
Childhood Education Journal is peer-reviewed, therefore, this periodical could be unreliable and
written with bias.
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This periodical is relevant to my current educational setting, as I am an educator in an
inner-city school district, where our student population has a majority of students of color.
Coaching and working with colleagues to challenge the status quo and design instructional units
of study that speak to and assist scholars in connecting with the content is critical to our success
in utilizing culturally relevant teaching practices (CRTP). This periodical speaks to current
research and the need to incorporate CRTP within all discipline areas.
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Instruction
Article #6
Gaias, L. M., Johnson, S. L., Bottiani, J.H., Debnam, K.J., & Bradshaw, C.P. (2019). Examining
teachers’ classroom management profiles: Incorporating a focus on culturally responsive
practice. Journal of School Psychology, 76, 124-139.
This study examined how teachers’ classroom management practices and cultural
responsiveness coexist in middle school classrooms. (Gaias et al., 2019). Considering teachers di
not implement classroom management strategies in isolation, this study examined the use of
various strategies in conjunction with culturally responsive practices. Gaias et al. (2019)
examined “whether the average level of negative student classroom behaviors differed across the
classroom management profiles (p. 127). Gaias et al., (2019) observed the following student
behaviors: non-compliance, disruptions, verbal aggression, physical aggression, and profanity in
the study. It was found that teacher race and experience had little to no effect; however, “teachers
in classrooms with higher percentages of White students were significantly less likely to be in
the low and medium profile than the high profile; students in the high classroom management
profile were less likely to demonstrate negative behaviors” (Gaias et al., 2019, p. 132-134). The
results suggested that teachers’ use of culturally responsive practices were not utilized as widely
as more general classroom management strategies, even though the classrooms had a relatively
high concentration of African American students (Gaias et al., 2019). It was found that teachers
used more culturally responsive teaching practices in classrooms with a high concentration of
White students rather than those with a high concentration of students of color. As predicted
students whose teachers demonstrated love levels of classroom management displayed a higher
level of negative behaviors. It appeared that culturally responsive teaching practices were
associated with classroom management competence; therefore, an isolation of culturally relevant
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teaching practices was unable to be concluded. The study concluded that need for improving
teachers’ practices in the classroom through both cultural responsiveness and otherwise
traditional classroom management techniques. The findings suggest there is only a small subset
of teachers who demonstrate poor classroom management techniques; also demonstrating low
levels of culturally responsive teaching practices. It was found that a small group of teachers
would benefit from high-quality professional development on a wide variety of classroom
management techniques, while all teachers could improve their pedagogy utilizing culturally
relevant teaching practices.
This study is extremely useful in conjunction with other research as it looked at two
practices in conjunction with one another whereas previously they were researched in a siloed
approach. Considering teaching practices are not utilized in a siloed manner, it is important for
current research to use an integrated approach in studies to highlight overlaps in practice. This is
a reliable study as there were no comparable interests and the study was backed by over 100
references. Additionally, this study was peer-reviewed.
This study related to my current educational setting and fits in with my research, as it is
related to implementing culturally relevant teaching practices most consistently. Considering the
environment of where I work and that I coach teachers, this study is particularly important to
support the need for ongoing, high-quality professional development for all teacher to improve
their pedagogy to reflect culturally relevant teaching practices. This study supports that argument
that professional development should not be targeted based on years of experience, but for all
educators no matter their previously experience. All teachers can and should benefit from a
comprehensive professional development offering.
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Article #7
Garcia, G.E., Sacco, L.J., & Guerrero-Arias, B.E. (2020). Cognate instruction and bilingual
students’ improved literacy performance. The Reading Teacher, 73(5), 617-625.
English Language Learners (ELLs) should receive explicit, systematic instruction aligned
to a students’ home language so they are able to make connections to skills. Bilingual students
using cognates allows them to “relate languages” (Garcia et al., 2020). My bilingual students use
cognates during reading and writing constantly; however research has not documented the
strategy in use (Garcia et al., 2020). Teachers should utilize translanguaging skills (code-mixing,
code-switching, etc.) in order to facilitate students increased acquisition of the English language.
The aim of dual language instruction is biliteracy for both groups of learners (Garcia et al.,
2020). As educators and interventionists we must plan our instruction and view our children as
children, not just one piece or part of them. Our scholars bring so much to the table, we need to
use all that data to inform our instruction for them. Our bilingual students do not read in one
language or another, they use translanguaging while reading. Our bilingual scholars use both
languages to make meaning and sense of the text.
This article is useful especially as our population of students speaking other languages in
increasing with the rise in minority populations in the United States (Moule, 2012). The
Reading Teacher is a peer-reviewed journal; therefore, this article is reliable and objective. This
article is different from others within the research as it focuses on a specific strategy for ELLs;
rather than for all students. However, this strategy is important for educators to recognize and
encourage students to utilize as it is how our ELLs make sense of the text and meaning of words.
Too often educators have the wrong idea when it comes to teaching ELLs whereas they
specifically focus on teaching English, instead of utilize the students’ home language as a
strength and building off that foundation. Additionally, teachers make the assumption that
25
students who speak another language are learning English; whereas this is not necessarily the
case as they were born in the United State and their first language is actually English (Moule,
2012).
This article related to my current educational setting as the student population I work
with has a high concentration of ELLs. Sharing this article and information with teachers I coach
is helpful in their growth and ability to better serve their student population. This article helps to
shape my argument for using students’ diverse cultural difference and skills as an asset when
approaching their instruction. Their language is not the sole focus for teachers when planning
instruction, we must view our scholars through a whole-child lens, rather than piece by piece.
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Article #8
Chilman, k., Florri, Melba, Addi, Siobhan, Shaw, S.,...Seidel, S. (n.d.). A crash course on
trauma-informed teaching. The Cornerstone for Teachers.
https://thecornerstoneforteachers.com/truth-for-teachers-podcast/trauma-informedteaching/.
This podcast discusses understanding trauma-informed teaching practices as a means to
navigate instruction for scholars within the classroom more easily. Chilman et al., (n.d.) define
trauma-informed teaching as a “lens through which you choose to view your students which will
[aid the educator to] build better relationship, prevent conflict, and teach [scholars] effectively”
(para. 2). This podcast references the book Fostering Resilient Learners by Kristin Souers and
Pete Hall which provides five basic understandings about trauma: trauma is real, trauma is
prevalent, trauma is toxic to the brain and can affect learning and development in a multitude of
ways, in schools, educators need to be prepared to support scholars who have experienced
trauma, even without knowing exactly who they are, and children are resilient and within
positive learning environments they can grow, learn, and succeed (Souers & Hall, 2016 as cited
by Chilman et al., n.d.). The authors provide a summary of items to look out for in schools, as
well as common mistakes educators should avoid when working with students impacted by
trauma. The podcast provides concrete approaches for trauma-informed teaching: be present and
emotionally available, ask scholars directly how one can assist them, watch for triggers and
respond proactively, when an outburst is observed, shift from judgement to curiosity, learn more
about the community and families one serves, provide structure and predictability for students,
dismantle discipline policies and structure that strip students of power and control, and be
mindful of impact of vicarious trauma (Souers & Hall, 2016 as cited by Chilman et al., n.d.).
27
This article is relevant to diversity as it relates to the different trauma students make
come to school with and how it impacts the learning environment. The source is not objective as
it is a podcast and based on the authors understanding of the text Fostering Resilient Learners.
However, it is relevant to the importance of utilizing trauma-based teaching practices in schools.
That being said, the podcast was peer-reviewed through peergrade which is a platform to
facilitate peer review for students and teachers in education; therefore it is reliable. Additionally,
the podcast speaker, Angela Watson, is a National Board Certified Teacher.
This podcast is relevant to my educational setting, as it breaks down trauma-informed
teaching practices into bite-size pieces that are easier for teachers to digest and implement within
their classrooms. As a colleague that coaches teachers, it is critical that I locate resources that
teachers will gravitate toward and utilize, while in the same breath are peer-reviewed and a
reliable source of information.
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Article #9
Baker, M. (2019). Playing, talking, co-constructing: Exemplary teaching for young dual
language
learners across program types. Early Childhood Education Journal, 47, 115-130.
This article addresses the need for specific teaching practices for Dual Language
Learners (DLLs) specifically in the early childhood setting. This study was part of a larger study
which focused on teaching practices and policies for DLLs of urban area early childhood
programs. The teachers engaged in this study utilized a variety of strategies some specifically
tailored to DLLs and others that benefit DLLs but are general early childhood practices. General
Early Childhood practices comprised of: learning centers inclusive of materials for meaningful
play and learning promoting inquiry, predictable daily routines, following a whole-child
approach to curriculum and activities, and ongoing observation-based assessments. Practices
specifically for DLLs included: bilingualism as an asset, utilizing bilingual families as a
resource, DLLs viewed as citizens and an equal member of the classroom community, viewed
home language as an asset, and tailored scaffolding for language acquisition. Findings suggest
that exemplary teachers hold and asset-view approach around diversity and bilingualism and
therefore enact a wide variety of practices focused on fostering relationships and sense of
belonging at school.
This study is relevant to diversity as it speaks to the significance of encouraging
education through play as a key teaching method for young DLLs; just as it should be for all
early childhood students (Baker, 2019). Additionally, this study is relevant to the current
research focused on the inclusivity of minority parents in relations to parental involvement and
utilizing a students’ home language as an asset in their education. The Early Childhood
29
Education journal is a peer-reviewed source for research on children analyzing current issues,
trends, policies, and practices; therefore, this study is a reliable and objective source of research.
This study is relevant to the current state of education as there are shifts in early
childhood to move away from play; however, this study relations to other related studies
highlighting the importance of play for early childhood scholars in fostering cognitive, social,
and emotional development. Additionally, this study provides educators with specific strategies
to incorporate and affirm scholar’s languages into the classroom community; creating a sense of
belonging in the foundational years of education.
30
Article #10
Darling-Hammond, L. & DePaoli, J. (2020). Why school climate matters and what can be done
to
improve it. State Education Standard, 20(2), 7-11.
Due to No Child Left Behind and the focus of raising test scores, important aspect of
education has fallen to the wayside and left untended. With the reformation of Every Student
Succeeds Act (ESSA) leaders have shifted a focus to a while-child approach emphasizing
scholars’ overall wellbeing as an approach to academic success (Darling-Hammond & DePaoli,
2020). “Educators’ abilities to forge strong relationships with students lie at the [center] of
strong schools” (Darling-Hammond & DePaoli, 2020, p. 7). This is critically important for the
students who are exposed to trauma and adversity. The following school structures can facilitate
strong relationships for scholars: small learning environments, advisory/mentorship systems,
block scheduling, interdisciplinary teaching, collaborative planning for teaching teams, looping,
reduced class size, longer grade span schools, strong family-school connections, classroom
design and management, identify-safe environments, social and emotional learning, and
restorative discipline practices (Darling-Hammond & DePaoli, 2020). In order to cultivate
strong, meaningful learning environments educators must acquire knowledge, skills, beliefs, and
attitudes which meet the needs of diverse learners. Specifically focused on child development,
trauma-informed teaching practices, culturally competence and culturally relevant teaching
practices, social and emotional learning, mental health and wellness, and self-efficacy (DarlingHammond & DePaoli, 2020). Finally Darling-Hammond and DePaoli (2020) provide insights
for policymakers based on best practices observed in specific states across the nation, to ensure
that every scholars receives the benefits of a safe, supportive learning environment.
31
This article is relevant to diversity and current research as it provides strategies for
implementation based on current research in order to meet the needs of current federal policy.
Additionally, the article is reliable and objective as it comes from a peer-reviewed journal
source. This article speaks to the education of all students and ensuring teachers, preservice
educators, and policymakers implement best practices to ensure an equitable learning
environment for all scholars.
This article is relevant to my current educational setting as I am in a school working with
educators and students to shift mindset and focus to utilizing a whole-child approach for
instruction. Additionally, as an aspiring administration the information shared in this article is
critical in implementing strong learning environments for all scholars, no matter the population
or resources provided. Even without current resources provided from the district, teachers can
make changes within their learning environments to foster relationships with students and
families in order to improve the educational experience for all involved. Additionally, this
articles aligns with the current research of a whole-child approach to education in order to meet
the needs of the diverse scholar population.
32
Parental Involvement
Article #11
Frankenberg, E., Diem, S., & Clearly, C. (2017). School desegregation after parents involved:
The complications of pursing diversity in a high-stakes accountability era. Journal of
Urban Affairs, 39(2), 160-184. https://doi-org.ezp.waldenulibrary.org/10.1111/juaf.12309
This study focused on the effects of student choice for schooling and the impact on
school achievement. Voluntary segregation impacts diversity efforts of school districts with both
urban and suburban schools. The study focused on two urban-suburban school districts.
Frankenberg et al. (2017) found that both districts were effected in regards to accountability and
diversity efforts; however, each district was effected differently. Stakeholders within both school
districts shared differing opinions regarding student achievement and diversity, for only White
and Black students (Frankenberg et al., 2017). Within both districts the belief that diversity
matters in regard to academics existed’ however there were differing opinions of the desired
outcome to achieve diversity. This study illustrates the all too often picture of district focusing
on equity and diversity without concentrating on student achievement aims for which districts
are held responsible. Accountability requirements from the federal government complicate
diversity efforts by school districts (Frankenberg et al. 2017). With No Child Left Behind
(NCLB) came the accountability for schools to achieve proficiency in mathematics and reading;
however, are schools struggle to reach this level of proficiency, schools are resegregating. The
resegregation drives home the needs to achieve diversity as a means to increase achievement.
Siloing diversity and achievement is not effective, stakeholders must reevaluate current policies
and make modifications leading towards districts correcting voluntary segregation.
This study is important for education as a whole to comprehend, as in the current state of
accountability school districts must equally focus on equity not just excellence. Additionally, this
33
study provides readers with a peak into the lives and discussions parents face when determining
which school their child shall attend. Siloing issues is not productive for school districts, as they
must take a more holistic approach to reforming education, just as teachers approach instruction
based on the whole child. This study is reliable and objective in the fact is was completed and
produced for a peer-reviewed journal.
This study relates to my current educational setting, as well as the entire nation, being
this is a battle all urban-suburban districts are currently facing. This study demonstrates the
challenges district face as they implement federal and state policies. Navigating politics
complicates diversity and ultimately student achievement efforts. Understanding the challenges
districts face in critical to understand how systemic systems impact schools at the ground level
have. Leaders and leadership teams need to keep this in mind when developing policies and
outcomes for students.
34
Article #12
Cioè-Peña, M. (2020). Planning inclusion: The needs to formalize parental participation in
individual education plans (and meetings). Educational Forum, 84(4), 377-390.
This article focused on how inclusive education is ground the in belief of schools for all
which has remain unfulfilled, despite current reform in education. This research paper shared
data from a larger ethnographic study from 2016-2017 focused on the perceptions, values, and
beliefs surrounding disability, bilingualism, and guardianship of ten Spanish-speaking Latinx
mothers of students with disabilities (Cioè-Peña, 2020). The findings centered around three
themes: the mothers’ intentions, actual experiences, and their negotiation of the two. The issues
that arose in this research paper for Individual Education Plan (IEP) meetings do not exist in
isolation. This research paper shared how administrators and teachers currently limit minority
parents’ ability to engage in the education of their children as equal stakeholders, specifically
Spanish-speaking mothers. Additionally, Cioè-Peña (2020) examines the barriers and frustrations
mothers of scholars face while participating in IEP meetings. Cioè-Peña (2020) contemplates the
ability to modify the current IEP process to increase parental input while decreasing the level of
stress and anxiety, improving the overall experiences of all stakeholders.
The research is useful to improving diversity as is provides information on better
handling of including parents with minority backgrounds in the IEP development and process;
this being a large piece of education and inclusivity. This research paper is objective and reliable
as there was no potential conflict of interest presented by the author. Additionally, this paper is
peer-reviewed and back by more than fifty references. Additionally, while this article focused
specifically on mothers of Latinx students with disabilities, this information can be used for all
students and the importance of inclusivity and school for all. Finally, this paper aligns with the
35
research of Antony-Newman (2019) with the reformation of parental involvement as an inclusive
process no matter a parent’s socioeconomic status or cultural differences.
This research is relevant to my current educational setting as due to the current state of
the pandemic, my role of coaching teachers has been amended to provide special education
minute requirements to students. Therefore, I am more involved in the IEP process than typical
and I am noticing this disparity with the parental involvement of the students I serve. This has
been a current frustration I have shared with administration and our Educational Diagnostician in
regards to including parents and educating them on the actual process and the impact of their
voice. This paper provides evidence that this is a national issue, not just a relevant issue to one
school or section of the nation. Additionally, this article fits in with current research and the need
to reform parental involvement to align to equitable practices and policies in school districts.
36
Article #13
Dawson-McClure, S., Calzada, E.J., & Brotman, L.M. (2017). Engaging parents in preventive
interventions for young children: Working with cultural diversity within low-income,
urban neighborhoods. Prevention Science, 186), 660-670.
https://doi-org.ezp.waldenulibrary.org/10/1007/s11121-017-0763-7.
This paper describe preventive interventions for early childhood students that “placed
culture at the center” (Dawson-McClue et al., 2017, p. 660), while embedding resources into
schools. Students from ethnic/racial minorities are most likely to experience poverty than peers.
Students living in poverty experience additional trauma related to socioeconomic status and
racial injustices. This paper explains the reasoning and development for ParentCorps to address
consistent patterns of underutilized services by minorities. “ParentCorps aims to place culture at
the center, to minimize logistical barriers for minorities, and support frequent attendance and
skill practice” (Dawson-McClure et al., 2017, pp. 664-665). Dawson-McClure et al. (2017)
describe two ways to optimize parent engagement: changing and providing professional
development using a racial equity lens and building the knowhow of parents resulting in positive
students outcomes consistently across school settings (pp. 666-667). Utilizing the Stage-Based
Framework for Implementation of Early Childhood Program and Systems (Metz et al., 2015 as
cited by Dawson-McClure et al., 2017) allows ParentCorps to implement the study’
recommendations in a systematic way. The “promise for reducing racial, ethnic, and
socioeconomic disparities in learning, behavior, and health” can only be accomplished if parental
interventions, like ParentCorps, engage families (Dawson-McClure et al., 2017, p. 667).
This paper is useful to the research regarding diversity, as it describes and outlines
strategies and interventions for schools to utilize in order to support families and communities,
especially those living in poverty. This paper followed ethical standards, the authors declared
37
zero conflicts of interest and was written for a peer-reviewed journal. Additionally, funding for
this research was provided “by the Institute of Education Services, the National Institute of
Mental Health, and the New York State Office of Mental Health (Dawson-McClure et al., 2017,
p. 668). Therefore, this paper is reliable research and objective in nature.
This paper is relevant to my current educational setting, as the leadership team I am a
member of is currently looking for different and more engaging ways to involve parents. This
paper supports to need for districts and institutions to reevaluate the manner in which we
effectively engage parents, especially those from low socioeconomic circumstances. We need to
engage and empower families to create safe, nurturing, and predictable environments for
scholars.
38
Article #14
Antony-Newman, M. (2019). Parental involvement policies in Ontario: A critical analysis.
School Community Journal, 29(1), 143-170.
In this study, researchers examined the helpfulness of parental involvement on student
achievement. The analysis of policy documents showed that existing policies in Canada are
saturated with dialogue of parental scarcity and obstacles. The policies provide an unclear
definition of parental involvement, White middle class privileged parenting strategies, and
represent minority and immigrant parents as insufficient with basic skills and resources to assist
scholars successfully. The findings suggest a shift in the type of parental involvement has
occurred over the last decade from school-centered to a more inclusive approach (AntonyNewman, 2019). The study observed parents are not often acknowledged for the knowledge they
have regardless of their socioeconomic status and leaderships should focus on strengthening
parental partnerships as more of a component of instruction.
This study is relevant to research surrounding diversity as it focuses on diverse ethnic
groups inclusive of varying socioeconomic classifications. This study is research based with over
100 references and supporting citations. Additionally, while this study focused on policies in
Canada, the information is similar to school district information in the United States. The study
focuses on policy within s school district and how it is implemented within a school; therefore,
ensuring the values a district espouses are executed within the schools. Analyzing policy is a
great place to begin when looking for reform, as the policies need to reflect the practices being
executed in the classrooms. Without proper policy, schools are unable to hold teachers
accountable to implementing current research findings.
This study is relevant to my current educational setting as I am a participant on our
school’s leadership team and we have been focusing on increasing parental involvement. This
39
study acknowledges the disparities we are seeing within our current district policies. While we
are unable to change the policies just for our school, we are able to implement current research
to demonstrate the need for change within the current system. Additionally, as an aspiring
administrator, this study is relevant is shaping my argument for increased parental involvement
utilizing our current population, no matter their current socioeconomic status.
40
Article #15
Knoblauch, D. (2017). All families matter: Picture books with same-sex parents for the
elementary
classroom. New England Reading Association Journal, 52(1), 41-45.
This article discusses the necessity of students identifying as or from families of the
lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ) community to be represented
within the school curriculum (Knoblauch, 2017). Considering school curriculum is sanctioned
by the school board and considered official, it would make a powerful statement that families of
all descriptions are valued, if books representing LGBTQ families were included (Knoblauch,
2017). Hoffman (2012) states "all children should see a family that looks like theirs” (as cited by
Knoblauch, 2017, p. 41). Knoblauch (2017) argues primary and elementary teachers should lay
the foundation for acceptance. The purpose of this article was for Knoblauch (2017) “to
recommend appropriate picture books with same-sex parents for use in elementary classrooms”
(p. 42). The author recommends seven picture books (The Great Big Book of Families; We all
Have Different Families; The Family Book; Families, Families, Families; Emma and Meesha
My Boy; One Dad Two Dads Brown Dads Blue Dads; and ABC: A Family Alphabet Book), four
of which present all kinds of families in an intentional manner (Knoblauch, 2017). Additionally,
the author mentions other picture books that are less restrained in the presentation of LGBTQ
families, resulting in inquiries of tolerance and fairness. The author concludes that school
curriculum should reflect ever-changing family demographics.
The New England Reading Association journal is a peer-review source making this
article reliable and objective. Additionally, this research article aligns with diversity as it speaks
to the diverse demographics surround family structure in the world.
41
Diversity or Other Areas of Diversity
Article #16
Mori, J., Hasegawa, A., Park, J., & Suzuki, K. (2020). On goals of language
education and teacher diversity: Beliefs and experiences of Japanese-language educators
in north America. Japanese Language and Literature, 54(2), 267-304. https://doiorg.ezp.waldenulibrary.org/10/5195/jil.2020.131.
This article presents information collected from the outcomes of an online survey,
developed in preparation for a roundtable discussion, to solicit data on Japanese-language
educators’ beliefs and experiences within their profession. “The survey was comprised on four
parts: demographic information, beliefs about Japanese language and culture, beliefs about
teacher qualification, and perspectives/experiences about teacher diversity” (Mori et al., 2020,
pp. 269-270). The roundtable centered on diversity, inclusion, and professionalism included four
panelists with diverse backgrounds discussing Japanese language instruction. During the
discussion the panelists shared their experiences, concerns within their profession regarding their
perspectives on Japanese culture and language. The report was comprised of both qualitative and
quantitative data from the online survey, inclusive of the experiences and beliefs of language
education and teacher diversity outcomes (Mori et al.., 2020). A “majority of [survey]
respondents believe that the field is lacking in diversity (ethnic/cultural, gender/sexuality, and
age/generation)” (Mori et al., 2020, p. 286). The results addressed perceived causes of limited
diversity within the field: unappealing work conditions, lack of teacher training
programs/decline in enrollment, native-speakerism, and heteronormativity.
This article and survey provided an opportunity for educators to learn about experiences,
mindset, beliefs, and attitudes of Japanese-language educators across the nation. This research is
important especially for leaders and school districts whom design and script professional
42
learning opportunities. The Japanese Language and Literature journal is a peer-reviewed and the
official publication of the American Association of Teachers of Japanese, which members may
utilize and reference.
While this article does not reflect my current educational setting, it is important to
shaping my argument for identifying reliable sources when designing and scripting professional
learning opportunities for educators. Leaders and writers of professional learning must utilize
current research in the area of the learning opportunity in order to make the content meaningful
and reliable.
43
Article #17
Samuels, C.A. (2020). Why school board diversity matters; most school boards don’t look like
the students they serve, but new research suggests that must change. Education Week,
40(13), 11-13.
The article speaks to the necessity of having schools boards comprised of a diverse group
of professionals, which is relative to the students in the schools with which they are responsible
(Samuels, 2020). Research suggests diverse school boards allow for schools to operate
differently than those which are not. The research investigates the styles district leaders should
demonstrate in relation to their positions. The article mentioned the EDWeek Research Center
survey, “most school board members stated that the lack of minority representatives on their own
boards was no more than a minor problem” (Samuels, 2020, p. 11). This article describes the
benefits and shortcomings of school boards. One such failing is school boards not accurately
representing the students they serve (Samuels, 2020). Additionally Samuels (2020) provides
recommended steps for school board members to take to improve effectiveness: listen to seek
our differing stakeholder voice, increase knowledge of implicit bias and equity, and patience.
This research is relevant to diversity as it outlines advantages to diversifying school
board seats to more closely align with the student population served. As well as how a diverse
school board most accurately represents and comprehends students’ needs. Education Week is a
nonpartisan independent news organization that covers K-12 education, examining topics of
central concern to education stakeholders. Considering Education Week provides advocacy
work, this article cannot be defined as reliable and objective.
This research is related to my current educational setting as the school board where I
currently work does not reflect that of the students it serves. This has been an issue, as the school
board members are unable to empathize or comprehend the trauma and issues our students face
44
and bring to school on a daily basis. While this is advocacy work, this research is helpful to me
as I consider school board members for upcoming elections and who shall receive my vote. As
an educator, it is important to vote for professionals which are ethical but also can related to the
students they are elected to serve.
45
Article #18
Filbin, D.N. (2021). Discovering how black lives matter: Embracing student voice in the art
room. Art Education, 74(1), 19-25.
In his article, Filbin (2021) discusses the need to reflect on current pedagogy and how it
has fostered an inclusive classroom environment. Filbin (2021) references the work of Stuhr
(1994, 2003) advocating for art educators to “foster investigation of culturally relevant issues
which students can explore” (p. 19). Filbin (2021) encourages educators to: public confront
one’s white privilege, move past project-based curriculum to more meaningful experiences,
embrace student voice, and foster creativity in the classroom. Filbin (2021) conducted a case
study with two students focused on their experience and how their artwork narrated said
experience. Filbin (2021) states in can be difficult navigating this change to allow students to
pursue independent learning and encouraging risk taking; however, “when well facilitated it is
well worth the risk” (Taylor et al., 2006 as cited on p. 24).
This article is useful as a perspective for unified arts educators; however, Art Education
journal is not a peer-reviewed source. While this article included current research and citations,
it is unreliable as the article was persuasive in nature and not a scholarly piece. This is a biased
article of an art educator. That withstanding, it is comparable to other research to include social
and cultural content with the arts curricula. While this article was backed with references, the
majority of the references are from other Art Education journal pieces.
This article does not directly relate to my current educational setting, as I am not a
unified arts teacher. However, I believe it stresses the importance of including social and cultural
content within all disciplines of educations. Additionally, this is an article that colleagues within
the arts would utilize as the publication is provided to members of the National Art Education
Association.
46
Article #19
Phillips, A. (2019). The quest for diversity in higher education. Pepperdine Policy Review, 11(4),
163-191.
The purpose of this literature review was to provide clarity to an ongoing conversation of
importance and focus on diversity within institutions in America. Phillips (2019) explains, the
exact definition of diversity is unclear and never consistently defined, leaving the application up
for interpretation for higher education officials. Diversity is a concept which includes, but is not
limited to, a collection of intentions, ideals, programs, along with other concepts and beliefs
(Phillips, 2019). Many higher education organizations now include a department devoted
completely to diversity and equity (Phillips, 2019). This literature review attempt to clarify and
condense the conversation about diversity within America regarding higher education
organizations into a clear summary of recent viewpoints and circumstances.
This article is useful for research surrounding diversity, as it highlights the importance of
common language surrounding diversity as a means to provide clarity. This literature review is
not reliable as the Pepperdine Policy Review showcases student pieces surround policy work at
the university. While articles are reviewed by student editors (peers) and must meet arduous
academic standards, the information presented in not without bias or objective.
This literature review is relevant to my current educational setting, as we continuously
review and revise policies in reference to increasing diversity and the policies outlines by the
district. This review addressing the importance of common language and reviewing policy work,
mission statements, and information provided by diversity and equity departments. As a school,
we must utilize common language aligned to the district’s guidelines, even if our beliefs and
views of diversity differ. While this review helps to shape the argument for common language
surrounding diversity, it also needs to be validated through research.
47
Article #20
Arce-Trigatti, A., & Anderson, A. (2020). Defining diversity: A critical discourse analysis of
public educational texts. Discourse: Studies in the Cultural Politics of Education, 41(1),
3-20, https://doi.org/10/1080/01596306.2018.1462575.
This paper presents the findings from a project aimed to highlight the various definitions
associated with diversity in current educational conversations through a critical discourse
analysis. Speeches by previous Secretary of Education Arne Duncan, reflect major policy
initiatives of the time; therefore influencing aims and procedures through which diversity polices
were constructed. Not only were these speeches delivered to the education audience, but more so
they were covered by media outlets across the nation. Arce-Trigatti and Anderson (2020)
highlighted the trends of which nation educational conversations dictates how education
develops, implements, and rehearses diversity and schooling. This study explored archives of
texts published by Arne Duncan spanning the years of 2008-2015. The research was presented
through a critical discourse analysis of the texts. The analysis proved two conceptualizations of
diversity: diversity as an economic input and diversity as a democratic input, some subcategories falling under multiple themes. Arce-Trigatti and Anderson (2020) define diversity as
an economic input “as a monetary, remunerative form of capital in what Duncan refers to as the
‘global economy,’ or the ‘knowledge economy’ (Duncan, 2011d, pp. 2, 5). Whereas diversity as
a democratic input relates “to diversity in the education sector” (Arce-Trigatti & Anderson,
2020, p. 12). Many misinterpretations within educational discourse are as a consequence of the
absence of specificity about the word diversity (Arce-Trigatti & Anderson, 2020). This lack of
definition surrounding diversity is an obstacle within education.
This critical discourse analysis provides evidence to support the need for definitional
clarity regarding diversity within an educational context. This is relevant to current diversity
48
research and implementation as the lack of definition permeates throughout educational policy
and research. Stakeholders must unilaterally define diversity through common language. This
study highlighting the inconsistencies allows policymakers to view the needs assessment, modify
and develop a common definition across the educational sector. There was no potential conflict
of interest reported by Arce-Trigatti and Anderson (2020, p. 17). Being this article was not peerreviewed I am unable to state its objective nature and that it can be used as a reliable source.
This critical discourse analysis is relevant to my current educational setting, as we
continuously review and revise policies in reference to improving diversity practices within our
school. This analysis addressing the importance of common language and reviewing texts across
the educational sector as it relates to diversity highlights the need for common language. As a
school, we must utilize common language aligned to the district’s guidelines for diversity, even
if our beliefs and views of diversity differ.