Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Diversity
Project
Kelsey
Halverson
Doane
College
Author
Note
This
paper
was
written
for
EDU602:
Critical
Issues,
taught
by
Dr.
Marilyn
Johnson-Farr.
DIVERSITY
PROJECT
DIVERSITY
PROJECT
DIVERSITY
PROJECT
academic
success,
better
attendance,
and
higher
graduation
rates.
Multiple
organizations
are
pushing
to
have
these
funds
used
to
benefit
the
students.
Again, I am impressed with the programs Huntington and LPS Title 1 schools have in
This article described the great lengths teachers in Philadelphia and all over the
country
go
to
in
order
to
serve
their
students
in
need.
Teachers
in
Philadelphia
have
done
countless
things
to
address
poverty
in
their
schools.
For
example,
some
teachers
wash
clothes
for
students,
buy
prom
attire,
and
provide
toiletries
and
eyeglasses
for
their
students,
in
addition
to
other
acts
of
philanthropy.
The
article
addressed
that
the
generosity
of
teachers
across
the
world
is
often
missing
from
the
dialogue
about
education
today.
While reading this article, I almost found myself yelling out, Amen! because
teachers
do
so
much
for
their
students
and
sometimes
all
that
we
hear
about
is
the
test
scores
we
didnt
meet.
This
article
hit
close
to
home;
Ive
provided
Christmas
gifts,
clothes,
supplies,
daily
snacks,
and
food
to
my
students
for
their
families.
While
I
havent
had
the
extremities
that
teachers
in
Philadelphia
have,
my
students
have
always
left
a
mark
on
my
heart
and
I
care
for
my
students
and
their
families.
Teachers
absolutely
are
the
first
responders
to
the
poverty
in
the
community.
We
pour
our
heart
and
souls
into
the
DIVERSITY
PROJECT
profession
and
everyones
child
is
our
own.
I
cant
name
a
single
teacher
that
hasnt
reached
into
their
own
pocket
to
help
their
classroom
or
a
student
in
their
teaching
career.
DIVERSITY
AT
HUNTINGTON
ELEMENTARY,
LINCOLN,
NEBRASKA
I
interviewed
Sarah
Swim,
a
former
resource
teacher
at
Huntington
Elementary
in
Lincoln,
Nebraska.
Currently,
Huntington
serves
474
students
in
grades
K-5.
They
have
42%
Minority
Students
and
84%
of
their
students
receive
Free
or
Reduced
Lunch.
Ms.
Swim
mentioned
that
Huntington
has
many
programs
for
students
and
families
including
an
afterschool
Community
Learning
Center,
the
Food
Bank
Backpack
Program
for
food
on
the
weekends,
and
many
after
school
clubs
for
students.
I
asked
Ms.
Swim
what
programs
she
felt
benefited
students
most.
She
said
that
hunger
was
a
big
issue
in
her
Kindergarten
through
First
Grade
resource
class
and
that
she
felt
students
really
looked
forward
to
the
backpack
of
food
going
home
on
the
weekends.
Ms.
Swim
mentioned
that
she
and
other
staff
members
often
served
students
snacks
and
food
out
of
their
own
funds
in
order
to
keep
the
focus
on
learning
in
the
classroom.
Another
special
program
Ms.
Swim
mentioned
was
Huntington
Headquarters.
Huntington
Headquarters
took
place
during
the
Holidays.
Surrounding
businesses
and
donors
in
the
community
supplied
many
gifts
to
the
school.
Huntington
then
gave
each
family
that
qualified
for
free
or
reduced
lunch
$100
fake
dollars
to
spend
at
the
store,
so
that
families
could
have
gifts
for
their
children
during
the
holiday
season.
Staff
members
volunteered
to
do
gift-wrapping
so
everything
was
ready
to
go
home
with
the
parents.
Ms.
Swim
said
that
this
created
spirit
among
the
staff
and
families
and
it
was
great
to
see
the
happiness
of
the
children
and
parents
when
they
were
able
to
have
gifts.
DIVERSITY
PROJECT
Ms.
Swim
said
that
her
most
difficult
challenges
in
her
resource
room
were
academic
challenges
due
to
no
prior
school
experiences
for
her
students
and
behaviors
issues
that
it
created.
Often
students
were
very
behind
academically,
and
didnt
always
have
the
support
at
home
to
continuing
working
towards
growth.
She
felt
the
behaviors
stemmed
from
being
behind
in
their
academics
as
well
as
other
learning
and
mental
issues.
Ms.
Swim
mentioned
that
the
best
part
of
working
at
Huntington
was
seeing
how
a
passionate
community
of
teachers
came
together
to
serve
the
needs
of
all
students
in
a
very
diverse
population.
COMPARE
AND
CONTRAST:
KOOSER
AND
HUNTINGTON
ELEMENTARIES
While Kooser may be a bigger school than Huntington, they are very different in
terms
of
socioeconomic
make
up
and
diversity.
Kooser
does
not
have
many
programs
in
place
while
Huntington
has
several
programs
in
place
to
serve
their
families
in
need.
By
looking
at
the
school
profile
provided
by
the
Lincoln
Public
Schools
District,
Huntington
also
has
a
Foster
Grandparents
program,
Family
Zoo
night,
YMCA
Sports,
Family
nights,
Second
Step
Family
Program
and
New
to
You
program.
I
think
this
says
a
lot
about
Huntington
and
their
mission:
Our
mission
at
Huntington
Elementary
School
is
to
education
and
empower
students
to
have
the
desire
and
skills
to
become
respectful
and
responsible
contributing
members
of
their
community.
I
think
the
staff
at
Huntington
puts
a
lot
of
effort
and
resources
together
to
create
and
build
relationships
in
their
school
and
community.
Kooser also builds community and relationships with our families and community,
however I find that many parents are actively involved and are eager to help. I dont think
DIVERSITY
PROJECT
that
this
means
Huntington
or
Kooser
is
a
better
school
than
the
other;
they
both
respond
to
their
diversities
in
the
way
that
is
necessary
and
best
fit
for
their
community.
Ive learned that it is most important for schools to address the diversities that exist
in
their
school
and
do
their
best
to
build
relationships--
whether
there
are
special
programs
or
not.
I
believe
that
teachers
in
both
schools
give
their
time,
talent,
and
treasure
to
meet
the
needs
of
their
students.
ACTION
PLAN
AND
GOALS
1. I
believe
that
diversities
within
school
play
a
huge
part
in
the
learning
of
students.
I
think
schools
need
to
be
aware
of
the
diversity
that
exists
and
work
to
overcome
any
hurdles
that
may
be
present.
I
know
that
socioeconomics
play
a
huge
role
in
student
life
and
their
academics.
Putting
programs
in
place
to
help
students
shows
commitment
to
their
intellectual,
social,
and
mental
well-being.
Parent
support
plays
a
huge
impact
on
students.
Students
want
to
be
loved,
nurtured,
and
inspired.
In
my
classes,
I
often
deal
with
low
socioeconomics
and
poverty.
I
know
that
this
impacts
my
students
and
now
I
have
more
experience
of
how
Huntington
has
built
relationships
and
supported
their
students.
2. In
my
ELL
classroom,
I
come
from
an
entirely
different
background
from
my
students.
It
is
imperative
that
I
place
all
stereotypes,
prejudgments,
and
uncovered
biases
aside
in
order
to
teach
my
students.
I
truly
believe
in
my
students;
Ive
watched
amazing
gains
in
their
education
and
social
abilities
and
I
am
excited
for
their
futures.
On
a
daily
basis,
I
allow
for
students
to
share
their
culture,
their
stories,
language
and
beliefs.
All
students
benefit
from
better
understanding
the
world
around
them.
I
realize
now
that
students
that
live
in
poverty
and
low
DIVERSITY
PROJECT
socioeconomic
status
feel
higher
stress
than
other
students.
I
can
provide
a
nurturing,
warm,
and
caring
environment
in
order
to
reduce
stress
and
to
help
them
succeed
in
the
classroom.
3. My
classroom
consists
of
many
languages,
backgrounds,
and
cultures.
I
take
time
to
share
their
experiences
and
traditions
so
we
all
understand
each
other
better.
We
take
the
time
to
communicate
with
each
other
about
how
important
our
family
traditions
are.
Within
the
school
of
Kooser,
I
am
constantly
an
advocate
for
my
students
to
their
teachers
and
administration
about
their
beliefs
and
traditions.
For
example,
many
students
at
Kooser
cannot
eat
pork
because
of
religious
and
cultural
beliefs
and
I
do
stand
behind
my
students
if
any
situations
occur
in
the
lunchroom
or
in
classroom
treats.
As
a
staff,
we
aim
to
welcome
all
cultures
with
open
arms
and
we
celebrate
our
differences.
We
are
all
Kooser
Kodiaks!
I
also
need
to
be
aware
of
the
socioeconomics
of
my
students
so
that
I
can
help
them
better
relate
to
the
students
of
Kooser
that
have
a
high
socioeconomic
status.
For
example,
some
of
my
students
families
do
not
have
cars.
Some
of
their
peers
at
Kooser
may
think
this
is
crazy
to
not
have
a
car,
so
I
can
address
the
issue
and
find
the
positives
in
carpooling,
riding
a
bike
to
school,
and
walking
to
get
the
family
groceries.
Kooser
does
a
great
job
of
helping
the
poor
in
the
community
by
having
many
drives
throughout
the
year.
However,
I
think
it
would
be
nice
to
do
more
for
our
low-
income
families
at
our
own
school
during
the
holidays.
Even
though
our
percentages
of
free
and
reduced
lunch
families
are
less
than
a
Title
1
school,
its
still
important
to
not
ignore
this
issue
and
how
it
affects
those
students.
DIVERSITY
PROJECT
4. I
better
understand
how
schools
meet
the
needs
of
students
of
poverty.
I
commend
Huntington
and
other
schools
that
are
able
to
provide
special
programs,
relationships,
and
a
caring
environment
for
their
students.
I
know
that
living
in
poverty
adds
stress
to
these
students
lives,
which
may
result
in
frustration
and
anger.
Schools
have
to
address
poverty;
it
cannot
be
ignored,
no
matter
how
small
of
a
population
that
exists
at
the
school.
It
is
most
important
that
administration
and
staff
comes
together
to
address
the
needs
of
the
families
to
ensure
student
success.
REFERENCES
Associated
Press.
"Teachers
serve
as
first
responders
to
poverty."
Erie
Times
4
June
2013:
n.
pag.
goerie.com.
Web.
6
June
2013.
Cavanaugh,
Sean.
"No
Child
Left
Behind
and
parental
engagement."
theNotebook
[Philadelphia]
13
Apr.
2012:
n.
pag.
TheNotebook.
Web.
6
June
2013.
"New
Profit
Inc.
::
Turnaround
for
Children."
New
Profit
Inc..
N.p.,
n.d.
Web.
7
June
2013.
<http://newprofit.com/cgi-bin/iowa/do/invest/33.html?page=leadership>.
Nocera,
Joe.
"Addressing
Poverty
in
Schools."
The
New
York
Times
28
July
2012:
A23.
Print.