Helping Students Learn the Value of Tolerance, Diversity

This research targeted helping educators teach andchildren (who live in primarily homogenousenvironments with little diversity) learn abouttolerance, the value of diversity, and inclusion.The researcher created a research-based unit ofinstruction, "Tolerance, Diversity, and Inclusion"(TDI), that was supplemented with instructionalmaterials from the Teaching Tolerance program forUtah's second grade educators. These participantswere provided with the TDI unit on teaching aboutdiversity. At the end of the study, educators wereasked to complete a brief summated rating scalequestionnaire designed to measure participant'sbeliefs and professional practices regardingdiversity education, the TDI unit, and helpingstudents learn about diversity. While allrespondents reported valuing the importance ofdiversity education such value was not necessarilycongruent with what material was focused on in theclassroom. The majority of participants also feltthat being provided with the unit increased thelikelihood of them helping students learn aboutdiversity, tolerance, and inclusion; and felt theTDI unit resources were helpful and appropriate.

Autorentext

Sarah Kremin Sorenson earned a bachelors degree in linguistics from Brigham Young University and a masters of teaching degree from Western Governors University. She holds a professional teaching license with an area of concentration in elementary education. Sarah resides in Utah with her husband and children.

Klappentext
This research targeted helping educators teach and children (who live in primarily homogenous environments with little diversity) learn about tolerance, the value of diversity, and inclusion. The researcher created a research-based unit of instruction, "Tolerance, Diversity, and Inclusion" (TDI), that was supplemented with instructional materials from the Teaching Tolerance program for Utah's second grade educators. These participants were provided with the TDI unit on teaching about diversity. At the end of the study, educators were asked to complete a brief summated rating scale questionnaire designed to measure participant's beliefs and professional practices regarding diversity education, the TDI unit, and helping students learn about diversity. While all respondents reported valuing the importance of diversity education such value was not necessarily congruent with what material was focused on in the classroom. The majority of participants also felt that being provided with the unit increased the likelihood of them helping students learn about diversity, tolerance, and inclusion; and felt the TDI unit resources were helpful and appropriate.