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Diversity Statement
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In educational settings there are often multifarious groups of students, in terms of race and gender, but also varying in age, class, and educational backgrounds. Diversity within the classroom is beneficial in many ways, creating a more balanced set of perspectives that students can learn from, opening dialogue to broaden students' understanding of other people and ideas, and reflecting on themselves as individuals within a larger context. It can also present challenges in the classroom for teachers and students, where conflicts can arise, or cause the isolation of some students or groups of students.
Some of these considerations are easier to develop strategies for than others, and group dynamics continually shift within each classroom. I attempt to establish an atmosphere of trust and openness, which is crucial for allowing students to express themselves and ask questions. I create opportunities for students to get to know one another, through community building activities such as formal and informal conversations and group projects. Well guided project brainstorming dialogues and critiques can also help build a sense of comradery and understanding, as well as help students become aware of any biases they may hold. I also work with students individually to meet their needs on a more specific level. This is especially beneficial for students who may need extra attention, such as those struggling with certain concepts, in need of more challenging assignments or conversations, or those who may be more hidden within a group setting. One on one time is also important to get to know students on a deeper level and figure out their needs more directly.
As an art educator, I promote diversity in the classroom through the choices I make with projects, materials, and the artists and voices I share with my students. For example, when I make artist presentations, I aim to bring a varied group of artists to the attention of my students, avoiding a white male dominated perspective. Instead I seek out varying ethnicities, ages, genders, cultures, and artistic approaches, so students can find work they relate to on various levels and be able to pull from a larger scope of ideas and voices. This also can prompt dialogue regarding issues of race, class, gender, etc within the context of art, which can be a safer place for discussion and awareness to happen.
As a white woman, I am aware of how I have benefitted from my identity, but also know what it’s like to be overlooked, repressed, or diminished in certain settings. I am attentive to the fact that some individuals feel this way a majority of the time. In my classroom, I aim to create a space where all my students feel welcome and free to discuss their opinions and concerns. This can be a struggle, as certain personalities can dominate a space or conversation, and having a majority opinion can ostracize differing voices. One way to combat this during group discussions is to ask directly if there are any counter opinions, which may prompt a more open dialogue or debate, and occasionally I will call on individuals who may not speak up on their own as willingly. However, this tactic also should be done with care and consideration, often after a period of acquaintance where trust has already been established.
I have worked in a variety of educational settings, such as an Alternative Classroom Experience camp for at-risk youth in Little Rock, AR, a historically black high school as a young white female, a conservative, mostly white school district in the mountains of rural Virginia, an arts high school with a large LGBT community, and taught courses geared towards older learners at an arts center. All these institutions had their own sets of advantages and issues, but at their core, each possessed opportunities to foster connections and relationships with people, no matter their background. As an educator, my experiences have shown me the benefits of diversity within the classroom, which I can utilize to enhance students' understanding and cooperative skills through conflict resolution, dialogue and questions that prompt student awareness, and the artists and ideas I present to students.
Some of these considerations are easier to develop strategies for than others, and group dynamics continually shift within each classroom. I attempt to establish an atmosphere of trust and openness, which is crucial for allowing students to express themselves and ask questions. I create opportunities for students to get to know one another, through community building activities such as formal and informal conversations and group projects. Well guided project brainstorming dialogues and critiques can also help build a sense of comradery and understanding, as well as help students become aware of any biases they may hold. I also work with students individually to meet their needs on a more specific level. This is especially beneficial for students who may need extra attention, such as those struggling with certain concepts, in need of more challenging assignments or conversations, or those who may be more hidden within a group setting. One on one time is also important to get to know students on a deeper level and figure out their needs more directly.
As an art educator, I promote diversity in the classroom through the choices I make with projects, materials, and the artists and voices I share with my students. For example, when I make artist presentations, I aim to bring a varied group of artists to the attention of my students, avoiding a white male dominated perspective. Instead I seek out varying ethnicities, ages, genders, cultures, and artistic approaches, so students can find work they relate to on various levels and be able to pull from a larger scope of ideas and voices. This also can prompt dialogue regarding issues of race, class, gender, etc within the context of art, which can be a safer place for discussion and awareness to happen.
As a white woman, I am aware of how I have benefitted from my identity, but also know what it’s like to be overlooked, repressed, or diminished in certain settings. I am attentive to the fact that some individuals feel this way a majority of the time. In my classroom, I aim to create a space where all my students feel welcome and free to discuss their opinions and concerns. This can be a struggle, as certain personalities can dominate a space or conversation, and having a majority opinion can ostracize differing voices. One way to combat this during group discussions is to ask directly if there are any counter opinions, which may prompt a more open dialogue or debate, and occasionally I will call on individuals who may not speak up on their own as willingly. However, this tactic also should be done with care and consideration, often after a period of acquaintance where trust has already been established.
I have worked in a variety of educational settings, such as an Alternative Classroom Experience camp for at-risk youth in Little Rock, AR, a historically black high school as a young white female, a conservative, mostly white school district in the mountains of rural Virginia, an arts high school with a large LGBT community, and taught courses geared towards older learners at an arts center. All these institutions had their own sets of advantages and issues, but at their core, each possessed opportunities to foster connections and relationships with people, no matter their background. As an educator, my experiences have shown me the benefits of diversity within the classroom, which I can utilize to enhance students' understanding and cooperative skills through conflict resolution, dialogue and questions that prompt student awareness, and the artists and ideas I present to students.
