FOSTERING INCLUSIVE EXCELLENCE: STRATEGIES FOR EFFECTIVE DIVERSITY MANAGEMENT IN SCHOOLS

Authors: Easaw Alemayehu Assefa & Chehos Kebede Zenebe

ABSTRACT

This article emphasizes the benefits of effective diversity management in schools, highlighting how it contributes to positive intergroup relations, reduced incidents of bullying and discrimination, and improved student engagement and achievement. By creating inclusive learning environments, schools prepare students for the diverse and globalized world they will encounter beyond the classroom. To achieve effective diversity management, the article suggests several strategies. First, it emphasizes the importance of engaging families and communities from diverse backgrounds by collaborating with parents and guardians and partnering with community organizations and resources. These collaborative efforts build strong home-school partnerships, facilitate cultural understanding, and provide valuable support to meet diverse needs. The article also emphasizes the significance of hosting diversity events and celebrations that showcase different cultures and identities. These events offer opportunities for learning, appreciation, and intercultural dialogue. Additionally, workshops and seminars on diversity-related topics promote understanding and inclusive practices among students, families, and community members.

Assessing and evaluating diversity initiatives is another crucial aspect discussed in the article. It highlights the importance of collecting and analyzing data on diversity and inclusion, measuring the impact of initiatives, and embracing continuous improvement and accountability. These evaluation processes enable educational institutions to make data-driven decisions, identify successful strategies, and address areas for growth. Ultimately, the article underscores the commitment to ongoing growth and learning within the educational community. It emphasizes the need for continuous reflection, professional development, and open dialogue to ensure that diversity initiatives remain relevant, responsive, and effective. By implementing the strategies and approaches outlined in this article, educational institutions can foster inclusive excellence, create supportive learning environments, and empower students to thrive in a diverse and globalized world.

Keywords: Diversity Management, Excellence, Inclusive, Strategies

REFERENCES

  • Abawi, Z., & Eizadirad, A. (2020). Bias-free or biased hiring? Racialized teachers’ perspectives on educational hiring practices in Ontario. Canadian Journal of Educational Administration and Policy, (193).
  • Aboud, F. E., & Levy, S. R. (2013). Interventions to reduce prejudice and discrimination in children and adolescents. In Reducing prejudice and discrimination (pp. 269-293). Psychology Press.
  • Aceves, T. C., & Orosco, M. J. (2014). Culturally responsive teaching. University of Florida.
  • Adamu, A. Y. (2013). Diversity in Ethiopia: A historical overview of political challenges. The International Journal of Community Diversity, 12(3), 17.
  • Adamu, A. Y. (2014). Ethnic and religious diversity in higher education in Ethiopia: The case of Bahir Dar University. Tampere University Press.
  • Adamu, A. Y. (2023). Student ethnic diversity management in Ethiopian universities: practices, challenges, and way forward. Higher Education, 86(6), 1325-1340.
  • Ainscow, M., & Miles, S. (2008). Making education for all inclusive: Where next? Prospects, 38(1), 15-34.
  • Ainscow, M., Farrell, P., & Tweddle, D. (2000). Developing policies for inclusive education: a study of the role of local education authorities. International journal of inclusive education, 4(3), 211-229.
  • Ambe, E. B. (2006). Fostering multicultural appreciation in pre-service teachers through multicultural curricular transformation. Teaching and Teacher Education, 22(6), 690-699.
  • Arredondo, P. (1996). Successful diversity management initiatives: A blueprint for planning and implementation. Sage.
  • Balcazar, F. E., Suarez-Balcazar, Y., & Taylor-Ritzler, T. (2009). Cultural competence: Development of a conceptual framework. Disability and rehabilitation, 31(14), 1153-1160.
  • Banks, J. A. (1993). Approaches to multicultural curriculum reform. Multicultural education: Issues and perspectives, 2, 195-214.
  • Barnett, R. (2020). Leading with meaning: Why diversity, equity, and inclusion matters in US higher education. Perspectives in Education, 38(2), 20-35.
  • Baroutsis, A., McGregor, G., & Mills, M. (2016). Pedagogic voice: Student voice in teaching and engagement pedagogies. Pedagogy, Culture & Society, 24(1), 123-140.
  • Barrett, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist.
  • Bartolo, P. A., Agius Ferrante, C., Azzopardi, A., Bason, L., Grech, L., & King, M. (2002). Creating inclusive schools: Guidelines for the implementation of the National Curriculum policy on inclusive education.
  • Blase, J., & Blase, J. (2001). Empowering teachers: What successful principals do. Corwin Press.
  • Bringle, R. G., & Hatcher, J. A. (2002). Campus–community partnerships: The terms of engagement. Journal of social issues, 58(3), 503-516.
  • Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions. John Wiley & Sons.
  • Burnstein, N., Vaughn, K., Wilcoxen, A., & Brewer, V. (1991). Infusing multicultural perspectives across the curriculum. Toward education that is multicultural, 161-170.
  • Cambridge-Johnson, J., Hunter-Johnson, Y., & Newton, N. G. (2014). Breaking the Silence of Mainstream Teachers’ Attitude towards Inclusive Education in the Bahamas: High School Teachers’ Perceptions. Qualitative Report, 19(42).
  • Carlisle, L. R., Jackson, B. W., & George, A. (2006). Principles of social justice education: The social justice education in schools project. Equity & Excellence in Education, 39(1), 55-64.
  • Caruana, V., & Ploner, J. (2010). Internationalisation and equality and diversity in higher education: merging identities.
  • Carver-Thomas, D. (2018). Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color. Learning Policy Institute.
  • Charteris, J., & Thomas, E. (2017). Uncovering ‘unwelcome truths’ through student voice: Teacher inquiry into agency and student assessment literacy. Teaching Education, 28(2), 162-177.
  • Chen, D., & Yang, X. (2017). Improving active classroom participation of ESL students: Applying culturally responsive teaching strategies. Theory and Practice in Language Studies, 7(1), 79-86.
  • Cipolle, S. B. (2010). Service-learning and social justice: Engaging students in social change. Rowman & Littlefield Publishers.
  • Clayton-Pedersen, A., & Sonja, C. P. (2007). Making excellence inclusive in education and beyond. Pepp. L. Rev., 35, 611.
  • Collins, B. W. (2007). Tackling unconscious bias in hiring practices: The plight of the Rooney rule. NYUL Rev., 82, 870.
  • Constantino, D. M. (2003). Engaging all families: Creating a positive school culture by putting research into practice. R&L Education.
  • Cook-Harvey, C. M., Darling-Hammond, L., Lam, L., Mercer, C., & Roc, M. (2016). Equity and ESSA: Leveraging Educational Opportunity through Every Student Succeeds Act. Learning Policy Institute.
  • Cooper, R., & Slavin, R. E. (2001). Cooperative learning programs and multicultural education: Improving intergroup relations. Research on multicultural education and international perspectives, 1, 15-33.
  • Cornell, D., & Limber, S. P. (2015). Law and policy on the concept of bullying at school. American Psychologist, 70(4), 333.
  • Craig, S., Hull, K., Haggart, A. G., & Perez-Selles, M. (2000). Promoting cultural competence through teacher assistance teams. Teaching exceptional children, 32(3), 6.
  • Cuellar, M., & Johnson-Ahorlu, R. N. (2016). Examining the complexity of the campus racial climate at a Hispanic serving community college. Community College Review, 44(2), 135-152.
  • Dalton, S., & Villagran, M. (2018). Minimizing and addressing implicit bias in the workplace: Be proactive, part one. College & Research Libraries News, 79(9), 478.
  • De Beer, J., Smith, U., & Jansen, C. (2009). ‘Situated’in a separated campus–Students’ sense of belonging and academic performance: A case study of the experiences of students during a higher education merger. Education as Change, 13(1), 167-194.
  • De Wet, A. (2016). Understanding harassment and bullying of learners in school: An education law perspective. Child abuse research in South Africa, 17(1), 24-35.
  • Del Barrio, M. J., Devesa, M., & Herrero, L. C. (2012). Evaluating intangible cultural heritage: The case of cultural festivals. City, Culture and Society, 3(4), 235-244.
  • Ebersole, M., Kanahele-Mossman, H., & Kawakami, A. (2016). Culturally Responsive Teaching: Examining Teachers’ Understandings and Perspectives. Journal of Education and Training Studies, 4(2), 97-104.
  • Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024). CULTURAL COMPETENCE IN EDUCATION: STRATEGIES FOR FOSTERING INCLUSIVITY AND DIVERSITY AWARENESS. International Journal of Applied Research in Social Sciences, 6(3), 383-392.
  • Espinoza, O. (2007). Solving the equity–equality conceptual dilemma: A new model for analysis of the educational process. Educational research, 49(4), 343-363.
  • Ewell, P. T. (2009). Assessment, accountability, and improvement. NILOA Occasional Paper, 1.
  • Feiler, A. (2009). Engaging’hard to reach’parents: Teacher-parent collaboration to promote children’s learning. John Wiley & Sons.
  • Ford, B. A., Stuart, D. H., & Vakil, S. (2014). Culturally Responsive Teaching in the 21 st Century Inclusive Classroom. Journal of the International Association of Special Education, 15(2).
  • Forlin, C., & Chambers, D. (2017). Catering for diversity: Including learners with different abilities and needs in regular classrooms. Life in schools and classrooms: Past, present and future, 555-571.
  • Fox, W., & Gay, G. (1995). Integrating multicultural and curriculum principles in teacher education. Peabody Journal of Education, 70(3), 64-82.
  • Gay, G. (2013). Teaching to and through cultural diversity. Curriculum inquiry, 43(1), 48-70.
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. teachers’ college press.
  • Gehlbach, H. (2004). A new perspective on perspective taking: A multidimensional approach to conceptualizing an aptitude. Educational psychology review, 16, 207-234.
  • George, U. (2002). A needs-based model for settlement service delivery for newcomers to Canada. International Social Work, 45(4), 465-480.
  • Goodman, D. J. (2011). Promoting diversity and social justice: Educating people from privileged groups. Routledge.
  • Grant, K. B., & Ray, J. A. (2010). Home, school, and community collaboration: Culturally responsive family involvement. Sage.
  • Griffin, K., Bennett, J., & York, T. (2020). Leveraging promising practices: Improving the recruitment, hiring, and retention of diverse & inclusive faculty.
  • Griner, A. C., & Stewart, M. L. (2013). Addressing the achievement gap and disproportionality through the use of culturally responsive teaching practices. Urban Education, 48(4), 585-621.
  • Groggins, A., & Ryan, A. M. (2013). Embracing uniqueness: The underpinnings of a positive climate for diversity. Journal of Occupational and Organizational Psychology, 86(2), 264-282.
  • Grothaus, T., & Cole, R. (2010). Meeting the challenges together: School counselors collaborating with students and families with low income. Journal of School Counseling, 8(27), n27.
  • Halford, A. J., Burrell, A. G., Liemohn, M. W., Jones Jr, M., Maute, A., Pulkkinen, T. I., … & Klenzing, J. (2023). Cultivating a culture of inclusivity in heliophysics. Frontiers in Physics, 11, 1061683.
  • Halpern, D. F. (2014). Critical thinking across the curriculum: A brief edition of thought & knowledge. Routledge.
  • Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A best evidence systematic review of interprofessional education: BEME Guide no. 9. Medical teacher, 29(8), 735-751.
  • Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.
  • Henze, R., Norte, E., Sather, S. E., Walker, E., & Katz, A. (Eds.). (2002). Leading for diversity: How school leaders promote positive interethnic relations. Corwin press.
  • Hurd, K., & Plaut, V. C. (2017). Diversity entitlement: Does diversity-benefits ideology undermine inclusion. Nw. UL Rev., 112, 1605.
  • Ireri, B. R., King’endo, M., Wangila, E., & Thuranira, S. (2020). Policy strategies for effective implementation of inclusive education in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 28-42.
  • Ishimaru, A. M. (2019). From family engagement to equitable collaboration. Educational Policy, 33(2), 350-385.
  • Jongbloed, B., Enders, J., & Salerno, C. (2008). Higher education and its communities: Interconnections, interdependencies and a research agenda. Higher education, 56, 303-324.
  • Jurasaite-Harbison, E., & Rex, L. A. (2010). School cultures as contexts for informal teacher learning. Teaching and teacher education, 26(2), 267-277.
  • Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250-270.
  • Kuh, G. D. (2001). Assessing what really matters to student learning inside the national survey of student engagement. Change: The magazine of higher learning, 33(3), 10-17.
  • Kumagai, A. K., & Lypson, M. L. (2009). Beyond cultural competence: critical consciousness, social justice, and multicultural education. Academic medicine, 84(6), 782-787.
  • Kumari, S. (2023). Exploring the Theoretical Foundations of Culturally Responsive Teaching in a Globalized World. Vidhyayana-An International Multidisciplinary Peer-Reviewed E-Journal-ISSN 2454-8596, 8(5).
  • La Vonne, I. N., Sleeter, C. E., & Kumashiro, K. K. (2014). Introduction: Why a diverse teaching force must thrive. In Diversifying the teacher workforce (pp. 1-16). Routledge.
  • Ladson-Billings, G. (2004). Crossing over to Canaan: The journey of new teachers in diverse classrooms. John Wiley & Sons.
  • Landa, M. S., & Stephens, G. (2017). Promoting Cultural Competence in Preservice Teacher Education through Children’s Literature: An Exemplary Case Study. Issues in teacher education, 26(1), 53-71.
  • Lee, A., Poch, R., Shaw, M., & Williams, R. (2012). Engaging Diversity in Undergraduate Classrooms: A Pedagogy for Developing Intercultural Competence: ASHE Higher Education Report, Volume 38, Number 2. John Wiley & Sons.
  • Maki, P. L. (2023). Assessing for learning: Building a sustainable commitment across the institution. Routledge.
  • Maringe, F., & Carter, S. (2007). International students’ motivations for studying in UK HE: Insights into the choice and decision making of African students. International Journal of Educational Management, 21(6), 459-475.
  • Martin, C. L., Fabes, R. A., Hanish, L. D., Gaertner, B., Miller, C. F., Foster, S., & Updegraff, K. A. (2017). Using an intergroup contact approach to improve gender relationships: A case study of a classroom‐based intervention. The Wiley handbook of group processes in children and adolescents, 435-454.
  • McCallion, G., & Feder, J. (2013). Student bullying: Overview of research, federal initiatives, and legal issues.
  • McNair, T. B., Bensimon, E. M., & Malcom-Piqueux, L. (2020). From equity talk to equity walk: Expanding practitioner knowledge for racial justice in higher education. John Wiley & Sons.
  • Meyer, E. J. (2015). Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools. Teachers College Press.
  • Mickan, S., Hilder, J., Wenke, R., & Thomas, R. (2019). The impact of a small-group educational intervention for allied health professionals to enhance evidence-based practice: mixed methods evaluation. BMC Medical Education, 19, 1-10.
  • Milem, J. F., Chang, M. J., & Antonio, A. L. (2005). Making diversity work on campus: A research-based perspective (pp. 1-39). Washington, DC: Association American Colleges and Universities.
  • Mitchell, D. (2016). Diversities in education: Effective ways to reach all learners. Routledge.
  • Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. Longman, 10 Bank Street, White Plains, NY 10606.
  • Nieto, S., & Bode, P. (2007). School reform and student learning: A multicultural perspective. Multicultural education: Issues and perspectives, 425-443.
  • Osterman, K. F. (2023). Teacher practice and students’ sense of belonging. In Second International Research Handbook on Values Education and Student Wellbeing (pp. 971-993). Cham: Springer International Publishing.
  • Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. Teachers College Press.
  • Pascarella, E. T., Martin, G. L., Hanson, J. M., Trolian, T. L., Gillig, B., & Blaich, C. (2014). Effects of diversity experiences on critical thinking skills over 4 years of college. Journal of College Student Development, 55(1), 86-92.
  • Pless, N., & Maak, T. (2004). Building an inclusive diversity culture: Principles, processes and practice. Journal of business ethics, 54, 129-147.
  • Portes, A., & Vickstrom, E. (2015). Diversity, social capital, and cohesion. SERIES «ETUDESEUROPEENNES, 41.
  • Reimer, N. K., Love, A., Wölfer, R., & Hewstone, M. (2021). Building social cohesion through intergroup contact: Evaluation of a large-scale intervention to improve intergroup relations among adolescents. Journal of Youth and Adolescence, 50(6), 1049-1067.
  • Richard, O. C., Murthi, B. S., & Ismail, K. (2007). The impact of racial diversity on intermediate and long‐term performance: The moderating role of environmental context. Strategic Management Journal, 28(12), 1213-1233.
  • Rigby, K. (2003). Addressing bullying in schools: Theory and practice.
  • Robertson, J. (2017). Rethinking learner and teacher roles: Incorporating student voice and agency into teaching practice.
  • Robinson, G., & Dechant, K. (1997). Building a business case for diversity. Academy of Management Perspectives, 11(3), 21-31.
  • Rosenthal, M. (2016). Qualitative research methods: Why, when, and how to conduct interviews and focus groups in pharmacy research. Currents in pharmacy teaching and learning, 8(4), 509-516.
  • Rothstein-Fisch, C., & Trumbull, E. (2008). Managing diverse classrooms: How to build on students’ cultural strengths. Ascd.
  • Saenz, V. B. (2010). Breaking the segregation cycle: Examining students’ precollege racial environments and college diversity experiences. The Review of Higher Education, 34(1), 1-37.
  • Salend, S. J. (2010). Creating inclusive classrooms. Pearson Education.
  • Schaffner, B. C., & Buswell, B. E. (2004). Ten critical elements for creating inclusive and effective school communities. Special Educational Needs and Inclusive Education: Major Themes in Education, 1, 295-313.
  • Schniedewind, N., & Davidson, E. (2006). Open minds to equality: A sourcebook of learning activities to affirm diversity and promote equity. Rethinking Schools.
  • Schofield, J. W., & Eurich‐Fulcer, R. (2003). When and how school desegregation improves intergroup relations. Blackwell handbook of social psychology: Intergroup processes, 475-494.
  • Seeberg, V., & Minick, T. (2012). Enhancing cross-cultural competence in multicultural teacher education: Transformation in global learning. International journal of multicultural education, 14(3).
  • Sekaquaptewa, D., Takahashi, K., Malley, J., Herzog, K., & Bliss, S. (2019). An evidence-based faculty recruitment workshop influences departmental hiring practice perceptions among university faculty. Equality, Diversity and Inclusion: An International Journal, 38(2), 188-210.
  • Short, K. G. (2023). A curriculum that is intercultural. In Teaching Globally (pp. 3-24). Routledge.
  • Siegel, A., Esqueda, M., Berkowitz, R., Sullivan, K., Astor, R. A., & Benbenishty, R. (2019). Welcoming parents to their child’s school: Practices supporting students with diverse needs and backgrounds. Education and Urban Society, 51(6), 756-784.
  • Slavin, R. E., & Cooper, R. (1999). Improving intergroup relations: Lessons learned from cooperative learning programs. Journal of Social issues, 55(4), 647-663.
  • Sleeter, C. E., Neal, L. I., & Kumashiro, K. K. (2014). Diversifying the teacher workforce. New York, NY: Routledge.
  • Sloan, P., & Oliver, D. (2013). Building trust in multi-stakeholder partnerships: Critical emotional incidents and practices of engagement. Organization Studies, 34(12), 1835-1868.
  • Southworth, J. (2022). Bridging critical thinking and transformative learning: The role of perspective-taking. Theory and Research in Education, 20(1), 44-63.
  • Swearer, S., & Hymel, S. (2015). Bullying and discrimination in schools: Exploring variations across student subgroups. School Psychology Review, 44(4), 504-509.
  • Sweeney, K. (2013). Inclusive excellence and underrepresentation of students of color in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 23, 1-21.
  • Thurlow, M. L., Liu, K. K., & Mentan, C. F. T. (2022). Engaging Parents or Guardians in Meeting the Needs of English Learners with Disabilities. New Waves-Educational Research and Development Journal, 25(1), 47-64.
  • Tienda, M. (2013). Diversity≠ inclusion: Promoting integration in higher education. Educational Researcher, 42(9), 467-475.
  • Trumbull, E., & Pacheco, M. (2005). Leading with Diversity: Cultural Competencies for Teacher Preparation and Professional Development. Education Alliance at Brown University.
  • Tutwiler, S. J. W. (2017). Teachers as collaborative partners: Working with diverse families and communities. Routledge.
  • Vaughn, M. (2021). Student agency in the classroom: Honoring student voice in the curriculum. Teachers College Press.
  • Vavrus, M. (2008). Culturally responsive teaching. 21st century education: A reference handbook, 2(49-57).
  • Verducci, S. (2019). Critical thinking and open-mindedness in polarized times. Encounters in Theory and History of Education, 20(1), 6-23.
  • Villegas, A. M., & Davis, D. E. (2007). Approaches to diversifying the teaching force: Attending to issues of recruitment, preparation, and retention. Teacher Education Quarterly, 34(4), 137-147.
  • Ward, M. J., & Ward, C. J. (2003). Promoting cross-cultural competence in preservice teachers through second language use. Education, 123(3).
  • Williams, D. A., Berger, J. B., & McClendon, S. A. (2005). Toward a model of inclusive excellence and change in postsecondary institutions (p. 49). Washington, DC: Association of American Colleges and Universities.
  • Wohlstetter, P., Datnow, A., & Park, V. (2008). Creating a system for data-driven decision-making: Applying the principal-agent framework. School effectiveness and school improvement, 19(3), 239-259.
  • Yell, M. L., Katsiyannis, A., Rose, C. A., & Houchins, D. E. (2016). Bullying and harassment of students with disabilities in schools: Legal considerations and policy formation. Remedial and Special Education, 37(5), 274-284.
  • Zare, P., & Othman, M. (2015). Students’ perceptions toward using classroom debate to develop critical thinking and oral communication ability. Asian Social Science, 11(9), 158.