ur own and outside of the groups to which people belong, yet are present in different individuals as well as classes (Gilbertson, G. 2016). The types of difference aren’t always fixed but additionally can be fluid, so we respect individual rights to self-identification, and we recognize that no one culture is intrinsically superior to another. It means knowing that every person is unique, and recognizing our individual differences. It’s all about understanding one another and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each person (Gilbertson, G. 2016). This type of understanding is imperative for those within the school system. With this type of understanding, it will allow faculty members to develop a better understanding for all of their students and would hopefully grant them some insight instead of them just labeling students due to lack of understanding (Gilbertson, G. 2016). Issues with diversity arise when a concern (policies- formal, informal, internal, or external) has a different impact on the specific set (i.e., impact on male students vs. female students, black, American vs. foreign students, urban vs. rural etc.) (Gilbertson, G. 2016).

Effects of Diversity within the Classroom

Discussions about diversity primarily focus on the following kinds of marginalization: race, class, gender, and sexual orientation, and rightfully so, given the value of these types of difference. In reality, students come to the classroom with different backgrounds, sets of adventures, cultural contexts, world view, and so on (Diversity in the Classroom, 2007).

Furthermore, issues of diversity play a role in students and teachers attitudes towards the significance of the classroom and also what should occur there (Diversity in the Classroom, 2007). By way of instance, assumptions about what a normal student should know, the sources they have and their previous knowledge are very important. Teachers can make faulty assumptions about students’ abilities or assume a fixed standard of student performance. Teachers may themselves feel out of place according to their own ascribed traits (differences based on class, privilege, and so on.). Assessing and thinking through notions of difference and the way they affect the classroom allow both students and teachers to find the classroom as an inclusive location (Diversity in the Classro