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ERIC Number: EJ866131
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0271-6062
The Changing Face of Diversity
Reis, Noni Mendoza; Mendez, Sylvia
Principal, v89 n2 p10-13 Nov-Dec 2009
As the nation's schools strive to provide quality education for students most at risk for failure, the notion of diversity continues to lead the discussion. Revisiting understandings about diversity as a response to creating equitable learning opportunities to foster achievement for all students has become increasingly urgent given that, while the student demographics have shifted, the achievement gap remains stagnant. People can no longer neglect or miseducate such a significant segment of the population; all citizens benefit when the education of at-risk students is improved. If schools are to meet these challenges successfully, principals will be expected to be more critically informed about diversity. There has been a variety of understandings about diversity and how to respond to it in schools. This article discusses the most notable three distinct approaches. Revisiting understandings about diversity will reveal that it no longer refers to race alone. Now, more than ever, the ways in which school principals manage and respond to issues of diversity are essential to promote the systemic change needed to best meet the needs of the changing student population. Knowing and connecting with students who enter schools is essential. The principal, as the instructional leader, must demonstrate how diversity is a value-added resource that will enhance the learning environment for students, teachers, and the community in a positive and enriching manner. (Contains 2 online resources.)
National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A