Equity and Diversity

Course Description

Examination of experiences of diverse groups in American society and California schools. Principles of education equity and practices that maximize student achievement are reviewed. The course includes instruction in understanding and acceptance of differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals serve. Culturally relevant learning pedagogy to meet individual and collective learners & academic and social equity needs are addressed.

Learning Outcomes

• Study and discuss the historical and cultural traditions of the cultural and ethnic groups in the United States and California society. (Removing and California because we will have NCATE agreement with at least 25 states)
• Examine his/her stated and implied beliefs, attitudes, and expectations about culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals in schools.
• Study diverse family structures, community cultures, and child rearing practices and ways to develop respectful and productive relationships with families and communities.
• Survey and analyze community resources and agencies and how to access them in order to provide integrated support for students.
• Examine principles of educational equity and identify methods of integrating multicultural/culturally responsive perspectives into teaching and other educational activities.
• Analyze programs/schools/districts that meet the needs of diverse populations and maximize student achievement and demonstrate the ability to describe and explain the major factors of impact.
• Integrate and apply an understanding, appreciation, respect and acceptance for student diversity and individual identity, through anchor activities. Candidates will discuss and critique their own beliefs.
• Describe, analyze and reflect upon how personal, family, school, community, and environmental factors are related to students’ academic, physical, emotional and social well-being.