Over the years, I have unpacked and shelved, then packed and unshelved the numerous interpretations of this thing called diversity. Diversity was once broadly defined as “difference.” Later, the definition came to include specific differences such as race, ethnicity, gender, sexual orientation, religion, ability, socio-economic status, and age.

 

No matter the popular dialogue around inclusion, the concept of diversity encompasses acceptance and respect, and we know that operating with such can make us smarter, more creative, and more productive human beings.

 

According to a 2014 Scientific American report on diversity and innovation, “Decades of research by organizational scientists, psychologists, sociologists, economists and demographers show that socially diverse groups (that is, those with a diversity of race, ethnicity, gender and sexual orientation) are more innovative than homogeneous groups.” Diversity goes deeper than the “Big 8” markers of identity and includes the entire spectrum of one’s life experience. That includes family structure, culture, educational pursuits, interests, hobbies, political affiliations, learning styles, nationality and so much more.

 

At CA, we’re working to promote a fundamental understanding of and value for all types of human diversity and identity, both at the individual and school level. We are working to move beyond simple tolerance to embracing and celebrating the dimensions of diversity in each person.

 

In a comprehensive review of research on diversity and its impact on students, authors Daryl Smith and Natalie Schonfeld from the University of Wisconsin say, “It is becoming increasingly clear that diversity has an important and central role to play in the viability and vitality of our campuses. That is, much like technology, diversity is a central issue that must be addressed, and that when undertaken conscientiously, opens the way for greater engagement of issues, increased satisfaction with the campus, greater academic success, and increased cognitive functioning. Our review of research on the impact of diversity on students suggests that increasing diversity leads to the possibility of an enriched and engaging academic environment, where greater learning and skill development is possible.”

Empowering that kind of diversity is part of my work at CA, along with being a classroom teacher. Whether I am reading to Pre-K students about courage and kindness, leading a lesson in a fifth-grade class about perception and stereotypes, delivering content to my seventh-grade students on social activism, advising the Faces of Diversity student group, taking students to local and national conferences, being a resource for faculty and families, or being an ambassador for CA in the community, my goal is to empower that kind of learning and help students harness the creativity that comes from it.

 

Whether it is in the classroom, on the stage, or the playing field, my role is to support all students; to listen and advocate; to equip them with life skills and language to process and engage in thoughtful dialogue with people who are different in all kinds of ways. Certainly, this is the work of all of us at CA. Like safety, inclusivity is everyone’s responsibility, and our collective success depends on how well we seek out, engage with, and value different backgrounds, perspectives, and experiences.