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Religious diversity involves the multitudes of faiths that individuals may practice. A person's faith can be a fundamental component of one's identity. In our schools, members of all types of faiths should be accepted for who they are, without judgement or ridicule. Being inclusive to religious diversity has its benefits. According to EW, a diversity consultancy, religious diversity helps to, "build bridges in understanding, which in turn will make colleagues...feel more valued. They are likely to feel more comfortable...and more engaged." (ewgroup, n.d.). When our students are comfortable and engaged, then they are ready to learn.

APA Reference: Ewgroup. (n.d.) Religious Diversity in the Workplace and Why it’s Important for Inclusion. Ewgroup. https://theewgroup.com/blog/religious-diversity-in-the-workplace/

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Learner diversity is about how students have different ways of learning. Students learn things at different rates and in different ways. "Learning differences take into account individual learning motivators; learner aspirations, interests, experience, and cultural background; and individual students’ strengths and needs." (Nationally Consistent Collection of Data, n.d.) Students have different ways they learn better, which can be auditory, visual, etc. and it's important to provide outlets for all of those differences.

Reference:

Learning differences, learning difficulties, learning disabilities and the NCCD  -  Nationally Consistent Collection of Data. (n.d.). https://www.nccd.edu.au/wider-support-materials/learning-differences-learning-difficulties-learning-disabilities-and-nccd#:~:text=The%20term%20'learning%20differences'%20refers,individual%20students'%20strengths%20and%20needs.

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Socioeconomic status is about the different economic classes of a household including level of education, annual income, occupations, and housing status. (School of Education, 2023.) The classes are low-income, middle, and upper-class. According to Jesse Bennett, et.al, the lower-income class would be a household that makes less than $48,500 a year, a middle-class household would be a household that makes between $48,500 to $145,500 a year, and an upper-class household would make more than $145,500 a year. (Bennett, et.al, 2020.) Students come from different socioeconomic backgrounds, and it is important for educators to keep these differences in mind because these can impact a student's ability to learn. educators need to know about this diversity because, students who do not have basic physiological and safety needs met, have a difficult time focusing in class, and in getting along with their peers.

APA Reference:

-Diversity in the classroom: teaching, types, and examples. (2023, January 27). School of Education Online. https://soeonline.american.edu/blog/diversity-in-the-classroom/

-Pew Research Center, Bennett, J., Fry, R., & Kochhar, R. (2020, July 23). Are you in the U.S. middle class? Try our income calculator | Pew Research Center. Pew Research Center. https://www.pewresearch.org/short-reads/2020/07/23/are-you-in-the-american-middle-class/

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One diversity that is most talked about and noticed is racial and ethnic diversity. Race and ethnicity are not just about the color of someone's skin or geological background. Race and ethnicity encompass parts of people's personality, culture, and behaviors. Though we are no longer segregated because of race, there are still differences and tension that are hard to address. One issue with this diversity is that most educators have a colorblind philosophy, and it is not beneficial to the students. An article about cultural diversity "It is just as important for teachers to respect and recognize the impact of race on their students as it is for students to recognize it among themselves." (2019)

APA Reference:

Cultural diversity in the classroom (November 27, 2019) GoGuardian. https://www.goguardian.com/blog/diversity-in-the-classroom

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Gender diversity is about the inclusion of both male and female genders and other genders that people have created in the last decade. Gender is defined (by most individuals) as the social and psychological construct of the male and female sex. Gender identity is what we consider our gender to be (male, female, non-binary, trans, etc.) In the last decade, some students (of all ages) have chosen to identify as another gender, that is not their biological sex. It is important to create an environment where all students feel safe and heard. It's important for teachers to be aware of this and be kind to students who identify within this community. According to Standford University, because more than 2% of students are gender diverse, "This number is likely going to rise at the nationwide estimate for transgender individuals has doubled in the last five years."

(Irizarry, et.al., 2017)

APA Reference:

Irizarry, D., et.al., (2017). Gender Diversity in the Classroom. https://ctl.stanford.edu/sites/g/files/sbiybj17446/files/media/file/gender_diversity.pdf

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Article: Navigating the Religious Landscape in Schools: Towards Inclusive Leadership

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Article: Navigating the Religious Landscape in Schools: Towards Inclusive Leadership

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Racial and ethnic diversity- Journal article review

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Gender Diversity- Journal Article Review

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Article: Recommendations to support computational thinking in the elementary classroom.

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Article: Recommendations to support computational thinking in the elementary classroom.

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Article:  Talk about race: using critical race theory to support black social work students and prepare a representative and critical workforce.

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Article:  Talk about race: using critical race theory to support black social work students and prepare a representative and critical workforce.

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Article: Self-Esteem and Socioeconomic Status: A Meta-Analytic Review

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Article: Self-Esteem and Socioeconomic Status: A Meta-Analytic Review

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Article: Bringing LGBTQ Topics into the Social Studies Classroom

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Article: Bringing LGBTQ Topics into the Social Studies Classroom

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Resource:
- Children's Book
Resource Information:
- The Proudest Blue by Ibtihaj Muhammad & S. K. Ali
Summary of Resource:
- The book, "The Proudest Blue," is a story about a little's experience wearing her hijab. It highlights the importance of being who you are, and being proud of who you are as well. The story details the experiences of Faizah and her older sister, Asiya. It shows what it was like for Asiya to wear her hijab to school. The story is a powerful example of diversity and can spark important conversations about acceptance of all types of diversity.
Resource Justification
- Using children's literature to address cultural diversity is supported by the concept of "Mirrors & Windows," a term coined by Emily Style in 1988 (K, 2022). Mirrors and Windows is the practice of using books to help students experience cultures different from their own and allow readers to see their own cultures play out in stories. In the article, "How Using Mirrors & Windows Open Student's World" (K, 2022), the author explains that the use of this concept adds value to to culture diversity. When children see their own culture and values in a book, "it validates it and offers a sense of belonging." The practice of Mirrors and Windows is a great way to an appreciation of culture diversity in the classroom. It also helps create a welcoming community where all students feel welcome. The children's book I selected, The Proudest Blue, is a great example of how a children's book can be used as a Mirror and Window into religious diversity.
APA Reference
- K,N. (August 14, 2022). How Using Mirrors & Windows Open Student's World. TeachSimple.com. https://teachsimple.com/blog/teaching-strategies/mirrors-and-windows/
- Muhammad, I., & Ali, S.K. (2019). The Proudest Blue. Little, Brown Books for Young Readers.

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Resource: Children’s Book

Resource Information: Brilliant Bea by Shaina Rudolph Mary Vukadinovich, and Fiona Lee.

Summary of Resource: This book is about a little girl named Bea. Bea has dyslexia and learns things differently than other students and needs more support than others. This book talks about Bea's struggle with reading and writing but also talks about her strengths. This book encourages students to use these 'weaknesses' as strengths.

APA Reference:

Shaina Rudolph, et.al. November 2021. Brilliant bea. https://www.apa.org/pubs/magination/brilliant-bea

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A Story for Kids With Dyslexia and Learning Differences

Publication date: November 2021

Ships free to U.S. addresses

Brilliant Bea is an endearing and empowering story that demonstrates that a learning difference like dyslexia doesn't define who you are. Despite her struggles with reading and writing, Beatrice is a natural and brilliant storyteller.

With the help of a kind-hearted teacher, Beatrice uses an old-fashioned tape recorder so she can speak her words and them play them back, as a technique for learning in whole new way. With her new approach, Beatrice is able to show her classmates who she really has been all along.

This book is set in EasyReading, a dyslexia-friendly font.

Shaina Rudolph is an author and educator in the Los Angeles area. She has worked alongside students with unique learning needs for the last 10 years.

Shaina also coauthored All My Stripes: A Story For Children With Autism.

Visit her on Instagram.

Mary Vukadinovich has been working with students with language-based differences for the last 16 years. As a learning specialist in Los Angeles, Mary values the opportunity to teach diverse learners, including students with dyslexia.

Mary believes all her students can be successful, and she is constantly inspired by how brightly they shine.

Fiona Lee is a children's book illustrator living in central Vermont. Her background in education and science illustration informs how she approaches all of her illustration projects today.

Visit her website and follow her on Twitter and Instagram.

A child with dyslexia gains confidence in herself... Appropriately, said text is set in a readable, sans-serif type to support dyslexic readers who might encounter her story... Affirming and helpful.
- Kirkus Reviews

The teacher's supportive actions are wonderful to see, but even better is how the tape recorder helps Bea connect with her classmates. Printed in a dyslexia-friendly font, this affirming story about finding your feet and your voice is a lovely confidence booster for young readers, especially those who may learn differently.
-Booklist

Publication date: November 2021

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how i learn: a kid's guide to learning disability

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what is dyslexia?: a parent's guide to teaching kids about dyslexia

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Brilliant Bea is an endearing and empowering story that demonstrates that a learning difference like dyslexia doesn't define who you are.

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Resource:

-Children’s Book

Resource Information:

-Saturday At The Food Pantry by Diane O'Neill and Brizida Magro. September 15, 2021

Summary of Resource:

-This children's book is about a little girl named Molly and her mother who need groceries. Molly and her mother go to the food pantry to get some food. Molly asks her mom why they are not going to the regular grocery store, Molly's mom replies by telling her "Everyone needs help sometimes." While Molly and her mother are getting groceries, Molly sees another girl, Caitlin, from her class with her mom at the food pantry. Molly noticed that Caitlin looked ashamed, but in the end, Caitlin and Molly were not ashamed anymore.

Resource Justification:

-This book shows children that they shouldn't feel ashamed for needing help. According to the Atlanta Community Foodbank, 1 in 8 children are food insecure and are embarrassed by their lack of resources. (Atlanta Community Foodbank, 2023.) This book can help children who come from lower-income households feel more included in the classroom. This book will also help these students know that there is nothing to be embarrassed about because "everyone needs help sometimes."

APA References:

- Facts and stats - Atlanta Community Food Bank. (2023, June 15). Atlanta Community Food Bank. https://www.acfb.org/facts-and-stats/

- O’Neill, D. (2023, April 7). Saturday at the Food Pantry Albert Whitman & Company. Albert Whitman & Company. https://www.albertwhitman.com/book/saturday-at-the-food-pantry/

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Resource:

-Classroom Ideas

Resource Information:

-How to Support Young Learners in Racially Diverse Classrooms By Amanda Armstrong

Summary of Resource:

-This article discusses different ideas and strategies about how to identify these differences and to include them in the classroom. These ideas do not just benefit students but also help teachers to understand and support students. This article makes an important point about identifying how we view our own race and ethnicity and remembering that race and ethnicity are big parts of our lives.

APA Reference: Armstrong, A. (2020, November 18). How to support young learners in racially diverse classrooms. Edutopia. https://www.edutopia.org/article/how-support-young-learners-racially-diverse-classrooms/

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Culturally Responsive Teaching

Teachers may be hesitant to discuss race with young kids, but these research-backed, age-appropriate strategies can help.

Conversations about multicultural education, antiracism, and antibias are becoming more prevalent within educational communities. However, there may be hesitation and confusion about whether and how to create a classroom community that is supportive of children from racially diverse backgrounds-particularly ones who are younger.

In early childhood, educators may approach racial diversity and race-related issues from a color-blind philosophy or believe that young children are unable to understand issues of race due to their age. These approaches not only are dismissive of children and families' experiences but also create an inaccurate portrayal of history and current events. Additionally, color-blind approach is an ableist term that equates actual medical blindness with ignorance and implies that racism is only connected to sight and negates the structural and day-to-day issues associated with racism.

As a result, educators should intentionally create a learning environment that respects and values racial diversity while addressing students' experiences and the historical issues that shape those experiences. Here are five research-based approaches that early childhood educators can use.

Reflect on Who You Are and Your Experiences With Race

In order to create a learning environment that authentically supports racial diversity, educators can start with self-reflection. Understanding oneself will reveal educators' feelings, thoughts, and attitudes about race and how they influence interactions and expectations with students.

Remember Intersectionality

In addition to race, many children and families may experience other forms of discrimination and oppression when they belong to multiple identity groups simultaneously, such as gender, class, ability, language, or sexual orientation. Children may be blamed for problems or experience erasure because of their multiple identities. Therefore, creating learning environments that are supportive of racial diversity should also be inclusive of children's multiple identities. You can use resources like Photovoice, films, and texts to encourage students to reflect on the experiences of children and families with intersectional identities and think of ways they can be supported.

Discover Something to Love About Each Student

Even though children come from different racial and ethnic communities, it's important to balance that with recognizing students individually. To build learning environments that affirm and acknowledge racial diversity and intersectional identities, educators should discover something to love about each child in the classroom. This love and connection can develop through visiting the children's homes, meeting with families and community members, or interacting during recess or outdoor activities.

Avoid Tokenism

Educators should avoid doing one-off projects that reinforce stereotypes about different groups of people. Educators may incorporate activities and lessons that expose students to historical knowledge about people from a variety of racial and ethnic groups, the oppression experienced by people of different racial and ethnic groups, and the ways in which different groups have historically and currently contributed to national culture and society. When doing this, it's valuable to not position one or two well-known individuals as representative of their entire cultural community.

Build Bridges

Educators can implement activities that specifically address race-related topics or conversations. Students can read books that feature characters of different skin tones, then have a conversation about the importance of making friends with people from different backgrounds.

They can also make self-portraits by mixing paint colors or using crayons that match the children's skin tones. In this activity, children can see variation within their own and possibly other racial groups. This also may be a chance for students to observe colors associated with racial groups, like white, and notice if there are students who match that skin tone that may identify as White. For classes that are conducted virtually, students can use online painting tools.

When educators start with understanding themselves and then expand that to understanding the experiences of others, they can intentionally cultivate a learning environment that honors racial and intersectional diversity within the classroom and the larger society. It is not a practice that has an end result; rather, it's a process that requires consistent reflection, learning, and growth.

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How to Support Young Learners in Racially Diverse Classrooms

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Teachers may be hesitant to discuss race with young kids, but these research-backed, age-appropriate strategies can help.

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Resource:

-Classroom Ideas

Resource information:

-Hetreonomantavity in schools by Jason Flom

Summary of Resource:

-This article is about ways to include students who are diverse in their sexuality and/or gender. It gives some new ideas that I haven't found in previous articles. These ideas are all about including and providing a safe space for all students no matter their identity. These ideas also talk about educators supporting other educators and I think that is beneficial for both students and teachers.

Resource Justification:

-This article discusses many strategies to implement in the classroom One strategy that I identified throughout the article and our class discussions/resources, was to use neutral terms to address students. This specific strategy is also highlighted in an article by the Human Rights Campaign Foundation. This strategy involves using neutral terms and language in the classroom. "Use inclusive phrases to address your class as a whole – students, children, or scholars." (HRC Foundation, n.d.) This strategy is also emphasized in another article by Alyssa Bloomfield. "Use inclusive language that emphasizes “All children can….” Use inclusive phrases to address the entire class (e.g. students, children, scholars) rather than “boys and girls” or “ladies and gentlemen.”(Broomfield, n.d.)

References:

-Broomfield, A. (n.d.). An Introduction to Creating Gender Inclusive  Classrooms. ilispa.org. https://www.ilispa.org/assets/docs/ResourceLibrary/Alyssa%20Broomfield_Creating%20Gender%20Inclusive%20Schools%20Resource1.pdf

-Developing a gender-inclusive school. (n.d.). Welcoming Schools. https://welcomingschools.org/resources/framework-for-developing-a-gender-inclusive-school#:~:text=Use%20inclusive%20phrases%20to%20address,things%20outside%20of%20gender%20stereotypes.

- Flom, J. (2014, September 25). Heteronormativity in schools. Edutopia. https://www.edutopia.org/blog/heteronormativity-in-schools-jason-flom

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.