“We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.”― Maya Angelou
As we end week 3 of #ptcamp and our Beyond the Bake Sale study of Linking to Learning (Chapter 3) and Addressing Differences (Chapter 4), I’ve been astounded by the high level of collaboration, brainstorming and deep reflection among the campers as we continue to focus on authentic family engagement beliefs and practices. As we consider how we approach issues of race, class and and culture, I must say that I'm proud to work and live in a diverse community.
- There are more than 70 languages represented in our schools.
- Approximately 20% of our students live in homes where English is not the home language.
- Almost 18% of residents were born in another country.
- The ethnic diversity in our town is about 38% (American Indian or Alaska Native, Black, Hispanic, Asian or Pacific Islander, and two or more races).
- 10% of our students receive special education services
- Approximately 19% of students are eligible for free/reduced-price meals.
Needless to say, we are a multitude of threads creating a rich tapestry. However, what most excites/warms/fulfills me is the fact that our community values the rich diversity in our community and attempts to operate on the belief that "diversity is our strength."
Over years, there have been a number of efforts to have courageous conversations about race and diversity at the town and school level. Our district is committed to closing the achievement gap. Our Board of Education and our District have identified diversifying our staff "to more closely match the diversity of our student population" as a strategic initiative knowing that in doing so "we will deepen our understanding, capacity, and effectiveness in helping all students realize their full potential." Within our schools, we have worked to look at our curriculum to make sure the experiences and activities make students aware of different cultures and diverse individual experiences. In addition, there are several programs and opportunities for students and families to celebrate, appreciate, and support the various types of diversity represented in our community. Yet with all of the great things happening, we know that there is more we can and should be doing to demonstrate that "all families, no matter what their income, race, education, language, or culture, want their children to do well in school--and can make an important contribution to their children's learning."
Educating students to become global citizens means equipping them with the tools to respectfully interact with people who look, sound, think, behave, and believe differently than they do. We continue to need professional development to reexamine our assumptions and practices, to make sure that we are teaching and responding in culturally responsive ways to our students and families. Our challenge is creating the professional learning experience that goes beyond a visiting speaker or one day workshop, because that doesn't promote the level of reflection and conversation necessary to go the distance. In order to continually keep our cultural lens (think beyond the traditional definitions) fixed and clear, we need to consider how we invite parents/guardians and students into the conversation about respecting differences and bridging the divides. Working together (school staff, teachers, students and families) we can and will operationalize the strength of our diversity in ways that not only make all members of our community feel welcomed, accepted, and appreciated, but also actively engaged in our school and greater community.
