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Conceptual Framework
College Educational Theme and Core Components: Diversity
Diversity in the United States is increasing in most communities across a broad spectrum of categories: socioeconomic status (with greater numbers in poverty), language, religion, gender, ethnicity, race, sexual orientation, age, and exceptionalities. Banks (1997) refers to this trend as the “demographic imperative.” Inclusion is a part of the landscape of this country (Lewis & Doorlag, 1999). The challenge for our society is valuing diversity and fostering equity (Banks, 2000). We must prepare future professionals with the capability to be culturally responsive when working with students, parents, and the community. Furthermore, they must understand that “education is not an island, but part of the continent of culture” (Bruner, 1996).
As professionals, we must pay attention to both diversity and cultural differences to narrow the gap that exists between students and serve as models of the way to live in a multicultural environment (Eubanks & Weaver, 1999). The college strives for diversity in the composition of the faculty, staff, and student body. We need to cultivate inclusiveness in the college and “focus on the necessity and consequences of teaching inclusiveness in order to proactively accommodate students of diverse backgrounds” (Boykin, 2000, p. xiii). Furthermore, our graduates should possess an understanding of the effects of policy and practice on categories of diversity such as culture, race, and other categories, and an appreciation for an increasingly diverse population in Ohio and across the nation (Banks et al., 2001). The ability to read cultural contexts and adapt to them as professionals is an essential competency (Payne, 1998). Diversity “offers a rich potential for teaching and learning experiences” which our candidates need to learn to embrace openly (Cochran-Smith, 2001). For this reason, we are committed to preparing graduates who will acquire the awareness, skills, and dispositions to successfully teach, counsel, lead, and work with heterogeneous populations. The College incorporates cultural awareness through required courses, infusion of diversity in all course work, and inclusion of diverse students in its field and clinical experiences. In addition, “teacher education must be reformed so that teachers can examine their own knowledge and values” regarding diversity and equality (Banks, 1997)
At the same time, we must emphasize high expectations (Banks et al., 2001) for all individuals and cultivate a sense of self-efficacy in our candidates. We strongly believe that the professionals we prepare should make a difference for all students and clients. It is our goal to prepare professionals who can meet the needs of all students and clients which includes providing poor and minority individuals with opportunities that ensure that they have the tools necessary to become full and productive citizens (Sanders, 2000). We concur with Ladson-Billing (2001) that developing candidates’ commitment to larger society and community concerns is an important component of all programs that prepare education and allied professionals (Banks et al., 2001). A College of Education diversity plan states the goals for diversity and the strategies to be employed to accomplish the goals (see Appendix D).
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