ed 595 culture ethnicity and race


After reading the Week 3 chapters from Excellence Through Equity (Blankstein, Noguera, & Kelly, 2016), consider your classroom student demographics. Envision your students as they interact with you and their classmates in your class.

Reflect upon how their social identities (culture, ethnicity, and race) impact them, you, your students, and your school.

What assumptions are made about people from different races, ethnicities, and cultures? Most importantly, how do those stereotypes leading to judgmental assumptions, impact the mindset of your students?

Reflect on the following as you write your 2- to 3-paragraph post:

  • How can you, as a role model for your students demonstrate a respect for equity and equality reflected in the diversity of your students?
  • How can you, through your classroom facilitation, prompt your students to better understand the meaning and value of equity and equality?
  • What measures can be taken by you, through course content and learning activities, that promote a respect and regard for the diverse culture, ethnicity, and race of others?
  • Pose your own answer to Sichel and Bacon’s (2015) question, “Why is there a dichotomy—where some students achieve and some students do not?” (p. 207).
  • Why is it important to develop equity in your classroom? How will this perspective affect what you teach, and how will you teach it?

Your response should include a minimum of two sources from your text.

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

Click here for information on course rubrics.


Sichel, A. F., & Bacon, A. H. (2015). Focusing on equity propelled us from good to great. In A. Blankstein, & P. Noguera, & L. Kelly (Eds.), Excellence through equity (pp. 205-2234). Alexandria, VA: Association for Supervision & Curriculum Development. Thousand Oaks, CA: Corwin.

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