Putative Suggestions for Inclusion Activities
- Student Focused (3):
Diversity Lifeline
Have individuals create a personal timeline on a piece of paper by drawing a long straight line and labeling the left end of the line “birthday” and the right end “today.” Ask them to think about the events in their lives that taught them about diversity and to mark those events on a timeline they have drawn. Use questions to generate ideas like : When was the first time you met someone of a different race and/or income level? Learned another language? Traveled far from home? Worked with someone from a different culture. Noticed a person who avoided you? Observed an incident you believe could have been related to bias or prejudice?
Web of Inclusion
Create a web of inclusion on corkboard, a whiteboard, or online. Start by asking one individual to note something that makes them unique. As others see the previously posted item, they look for connections to their own lives and make an addition. For example: I grew up in Texas, the next person connects to this with a line and adds: I lived in Texas when my husband was in the military, the next person connects to this and adds: My son is in the Army and is stationed in Belgium, and so on.
Encourage participants to ask more questions of the person who has drawn a connection to their team, as well as others in the web.
Rural Urban Demographics
Research and educate yourself on your state’s demographic composition, particularly in major urban areas. Compare with the ethnic and/or socioeconomic diversity in rural areas. Note any surprises you discover. Demographic information by state can be assessed at
Make an effort to find out more about the ethnic and socioeconomic groups that comprise the greatest percentages of your state’s population.
- Teacher Focused:
Connecting with Kids and Parents of Different Cultures
Self-Quiz: What are your assumptions?
a)What are the different cultures in my school? (include categories such as various ethnic and socioeconomic groups, students with disabilities, new immigrants, residents of public housing, and any other relevant groupings)
b)What characteristics first come to mind when I think of each group?
c)Where did these impressions come from? (Peers, family, media, religion, etc.) How reliable are these sources?
d)How do I treat people based on these impressions?
e)Can I remember a time when someone made assumptions about me based on a group that I belong to? How did it make me feel?
How to Develop Positive Communication with Parents
a)Establish rapport with parents. Encourage them to share about their culture and experiences with you. They will feel more respected, and will be more open to hearing about what you have to say. It is difficult for some parents to hear criticism of their children, so it will be easier to discuss a child when trust has been built.
b)Be consistent and honest. Some teachers have stated that parents from certain cultures can be particularly unforgiving if they feel betrayed. It is often harder to reestablish trust after it has been damaged than to build it the first time.
c)Help parents locate community resources. For example, they may be keeping their childout of school to baby-sit or because they do not have appropriate clothing.
d)Recruit parent volunteers. Explain the benefits of their involvement and create a range of volunteer opportunities. If parents seem hesitant to volunteer, find out why. They may be embarrassed by their language skills or clothing, may need baby-sitting help, or may lack transportation. You may be able to encourage them or help them find solutions.