2 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. 3 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 4 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. 5 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 6 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 7 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, 8 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 9 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. 10 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. 11 https://sites.ed.gov/idea/ Vossen, J. A. (2014). Checklist for Managing Field Trips in K12 Schools. [digital file] United Educators. 12 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). 13 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. 14 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 15 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. 16 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 17 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. 18 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. 19 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. 20 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. 21 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. 22 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 23 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. 24 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. 26 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. 28 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.