Running head: Diversity Reflection
1
Diversity and Learning Environments
Grand Canyon University: SPD-540
2
Diversity Reflection
Personal Frames of Reference Regarding Cultural, Linguistic, and Gender Differences
Our experiences, social factors, and upbringing all influence our individual frames of reference.
I frequently found myself less exposed to the various cultures, languages, and viewpoints that
influence today's classrooms because I grew up in a culturally homogeneous setting. Although it
gave me a strong feeling of identity, my worldview was based in a largely monolingual and
monocultural environment, which constrained my comprehension of variety around the world.
My views of roles and expectations were also influenced by gender norms as they were
traditionally established in my culture. As a teacher, these early influences have taught me both
my strengths and my places for improvement, especially when it comes to recognizing and
meeting the special needs of diverse students.
Reflections on Potential Bias
, Despite my best efforts to promote equity and diversity, I am aware that my personal history
may inadvertently affect how I interact with students and their families. For instance, I might
mistakenly believe that a student's academic difficulties are due to a lack of effort rather than
structural obstacles like restricted access to resources or language problems. In a similar vein, I
may unintentionally give more weight to instructional strategies that suit my personal learning
preferences when creating lessons than to the variety of ways in which students absorb and
interact with knowledge. In the classroom setting, where conventional norms may
unintentionally marginalize pupils who do not fit them, this unconscious bias can also show up.
© 2019. Grand Canyon University. All Rights Reserved.
1
Diversity and Learning Environments
Grand Canyon University: SPD-540
2
Diversity Reflection
Personal Frames of Reference Regarding Cultural, Linguistic, and Gender Differences
Our experiences, social factors, and upbringing all influence our individual frames of reference.
I frequently found myself less exposed to the various cultures, languages, and viewpoints that
influence today's classrooms because I grew up in a culturally homogeneous setting. Although it
gave me a strong feeling of identity, my worldview was based in a largely monolingual and
monocultural environment, which constrained my comprehension of variety around the world.
My views of roles and expectations were also influenced by gender norms as they were
traditionally established in my culture. As a teacher, these early influences have taught me both
my strengths and my places for improvement, especially when it comes to recognizing and
meeting the special needs of diverse students.
Reflections on Potential Bias
, Despite my best efforts to promote equity and diversity, I am aware that my personal history
may inadvertently affect how I interact with students and their families. For instance, I might
mistakenly believe that a student's academic difficulties are due to a lack of effort rather than
structural obstacles like restricted access to resources or language problems. In a similar vein, I
may unintentionally give more weight to instructional strategies that suit my personal learning
preferences when creating lessons than to the variety of ways in which students absorb and
interact with knowledge. In the classroom setting, where conventional norms may
unintentionally marginalize pupils who do not fit them, this unconscious bias can also show up.
© 2019. Grand Canyon University. All Rights Reserved.
