Ethnic Diversity and Inclusive School Environments |
| |
| Authors: | Adrienne Nishina Jakeem Amir Lewis Amy Bellmore Melissa R Witkow |
| |
| Institution: | 1. Department of Human Ecology, University of California, Davisanishina@ucdavis.edu;3. Department of Human Ecology, University of California, Davis;4. Human Development Graduate Group, University of California, Davis;5. Department of Educational Psychology, University of Wisconsin–Madison;6. Department of Psychology, Willamette University |
| |
| Abstract: | Inclusive school contexts can promote psychological and social adjustment and enhance learning among students. Changing demographics and 21st-century workplace needs suggest that ethnic diversity is one important dimension of inclusion to consider. This article presents 4 suggestions for how schools can facilitate inclusivity for ethnic diversity that are recommended to be employed in conjunction with one another: (a) school and classroom ethnic composition (i.e., increased ethnic diversity), (b) positive ethnic identity for ethnic minority students, (c) multicultural/diversity training and cooperative learning, and (d) the promotion of social competence and prosocial behaviors. Developmental considerations are discussed and a case is made that improving individual students’ functioning can ultimately promote inclusivity for all students. Assisting students to be ready and able to form friendships with peers from ethnically diverse backgrounds provides them with valuable experience and skills that they can carry forward to new educational, community, and workplace settings. |
| |
| Keywords: | |
|
|
