Abstract
This paper explores what past researchers have found regarding addressing diversity in the elementary classroom. Some articles are focused on the elementary classroom specifically, while most are in classrooms up to twelfth grade. Much research that has been done advocates for teacher preparation programs to tailor their curriculum to include a diversity course or workshop to prepare preservice teachers for teaching in a diverse classroom. This study was done to show that student attitudes about diversity are surprising and different from what adults and teachers might think. Eleven third graders from central Kentucky were interviewed regarding their thoughts about diversity, without actually saying the word “diversity.” This paper will find that student attitudes and experiences should be used to inform teaching in order to be most effective and to create the safest environment for learning.
Semester/Year of Award
Fall 2013
Mentor
Rebecca Reister
Mentor Department Affiliation
Mathematics and Statistics
Access Options
Restricted Access Thesis
Document Type
Bachelor Thesis
Degree Name
Honors Scholars
Degree Level
Bachelor's
Department
Mathematics and Statistics
IRB Approval Number (if applicable)
14-046
Recommended Citation
Bourland, Allison F., "Diversity in the Elementary Classroom: A Revised Look at the Meaning of “Diversity” and How it Affects Student Dynamics in the Classroom" (2013). Honors Theses. 144.
https://encompass.eku.edu/honors_theses/144
