Dominant Diversity

Dominant Diversity

One of the most dominant diversity issues facing educators is that of students that struggle with their sexual orientation and gender identification. This is an issue that impacts many students, which also affects our classrooms, campus culture, and campus climate. Gender and sexually diverse education is a curriculum that promotes the discussion of human rights and social justice issues, homophobia, and transphobia and provides students with the tools to understand and critically examine gender and sexuality norms and the inequalities produced by these norms in our culture (Meyer, Taylor, & Peter, 2015). This issue affects not only students who struggle with their sexual or gender identity and their families but also other students and teachers. This issue affects all involved on social, emotional, religious, and moral levels, as struggles with sexuality and gender challenge traditional views. Educators must be able to put aside personal or religious beliefs regarding issues of sexuality and gender issues to provide students that are struggling with these situations a safe learning environment and equitable access to learning (Meyer, Taylor, & Peter, 2015).

As educators, an essential part of our jobs is to build relationships with our students through which we can connect and encourage positive educational outcomes. Whether a teacher or campus leader, it is vital to build relationships that we care for, respect, and love our students regardless of their socio-economic status, race, colour, religious beliefs (or lack of religious beliefs), sexual orientation, or gender identity. However, a vital component of this is establishing a campus culture of understanding differences and respect for others. School leaders must be invested in ensuring that all students have access to a safe, inclusive, and equitable learning environment (Meyer, Taylor, & Peter, 2015). To assist the campus faculty in dealing with diversity, an educational leader must first model the behaviours that they want the faculty to emulate and then provide the faculty with the necessary resources to build the skills and understanding required to aid the student struggling with these issues, promote a positive and safe environment of respect and inclusion of diversity, and how to handle conflicts that may arise. The educational leader should be proactive by providing professional development on the responsibilities of and best practices for teachers to create safe and inclusive learning environments through bold planned lessons and activities rather than simply waiting to react through ‘teachable moments’ and anti-bullying interventions would provide additional supports for this work (Meyer, Taylor, & Peter, 2015).

Reference

Meyer, E. J., Taylor, C., & Peter, T. (2015). Perspectives on gender and sexual diversity (GSD)- inclusive education: Comparisons between gay/lesbian/bisexual and straight educators. Sex Education, 15(3), 221-234.

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Dominant Diversity

What do you believe is the dominant diversity issue for educators? For students? How can you, as an educational leader, assist your faculty in effectively dealing with diversity?