Diversity: you love
it, you love it not.
Although the feelings about it may be different, misconceptions
about diversity are very much the same.
For example, I’ve heard the great majority of people, when
talking about diversity, refer only to race. And when referring to race, almost
always they refer to African-American, or black. And it’s not just white
parents. I frequently hear visitors of color to the school judge our diversity
by the number of black students they see
in the classrooms.
Another misconception of diversity is that, even when we’re
talking about students of color, specifically African-American students, the
diversity automatically has a correlation to low socio-economic status. In a
conversation about diversity with a parent about this misconception, the parent
admitted that especially for some who mean well, diversity “doesn’t count” unless the child of
color is economically disadvantaged also.
It’s a harsh truth to face that some feel that way, but it’s
a necessary truth. It’s the flip side of the same coin for the members of the
community who aren’t big fans of the school’s diversity goals.
Some of those parents (as others have told me) still worry
that diversity is code for bringing in a large number of unqualified, ill-prepared
children of color who will be disruptive to their children’s educational
pursuits. My answer to that fear is that
it serves no one to have ANY children enter St. Paul’s who don’t have an
honest, straight forward opportunity to succeed academically and socially.
It’s understandable to an extent that people
disproportionately focus on race and color. One, it tends to be the most
obvious to assess because it’s physical. Two, this country has a painful,
complex history with race that is an ongoing issue, impacting every aspect of
society.
Another misconception is that, regardless of the type of
diversity we are talking about, it only impacts the person and persons who
bring diversity to the situation. That’s not true. For example, in my creative
writing classes, where I frequently have to nudge the girls to speak up more
and be more confident in speaking before the class, I do that not just for the
benefit of the girls but the for the benefit of the boys. The boys need to be
exposed to the importance of sharing equal time, opportunity, energy and
respect to girls and women.
The diversity of learning styles and personality types is
another factor that contributes to an enhanced culture at St. Paul’s. For
example, I’ve noticed that students and educators, even parents, who are more
extroverted personality types have more opportunities to be heard and engaged.
Yet, students, teachers, administrators, and parents with more internal
processors and “quieter” personalities need to also have the opportunity to demonstrate
what they have to contribute. And the extroverts have to be in a position to
support those introverts and allow them to shine and thrive also.
Diversity: you love
it, you love it not. But it’s all around you, impacting everyone and everything
and it’s here to stay. And how lucky we are that it is?
