The space between: How an English Department supports a school’s diversity mission.

Abstract

University of Washington Abstract The space between: How an English department supports a school’s diversity mission. Chair of the Supervisory Committee: Professor Geneva Gay Curriculum and Instruction The purpose of this study was to examine how an academic department at Cardinal Academy, an independent school, supported the diversity mission of the school through instruction. The study looked at multiple types of diversity, including learning styles, socio-economic status, gender(s), and family structures. Surveys, interviews, and observations with three teachers in the English Department determined the ways in which their instruction supported the diversity mission of the school by using a conceptual framework rooted in culturally responsive pedagogy. The study also examined factors in effective teaching generally and literacy instruction specifically, in order to develop a more comprehensive profile of teaching to and through diversity. Results from the surveys, interviews, and observations revealed four major categories: responsive environments; student centered and teacher access; relationships; and impacts of world views. Within these four themes, three strategies of instruction that were key to supporting and implementing a diversity mission were apparent. Teachers who provided multiple opportunities to create relationships that were meaningful were able to create bonds that helped facilitate instruction. These teachers provided a space in which students seemed comfortable and appeared to feel ownership. Another strategy that supported the diversity mission of Cardinal Academy was teachers allowing students to be experts in learning. This provided students with a variety of opportunities to share their varied perspectives, experiences, and interpretations of course materials. Adjusted instruction was the final strategy that supported the diversity mission because it allowed teachers to work with students emotionally, socially, culturally, and academically. These three strategies can be powerful tools in supporting diversity missions of independent schools. They expand classroom instruction and the efforts of schools to actualize their missions.