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This article expands awareness of diversity issues in the workplace to classrooms.It is based on a crosscultural comparative study of the attitudes of secondary school students and their teachers in six European countries: Ireland, the UK, France, Latvia, Italy and Spain.However, results comparing students with teachers identified consistent gaps in perceptions, with teachers having greater estimates of difficulties posed by diversity, together with smaller estimates of bullying behaviour.
The goal is for all students to work in their Zone of Proximal Development, which is defined as “the difference between what a learner can do without help and what he or she can do with help.” That may mean that: These extra resources and accommodations do not make the classroom more “equal”—some students are getting more support, time, and attention than others.
But they do make it much more equitable: additional resources are going to students with greater needs.
The sample included 320 students and 208 teachers for a total of 528 respondents.
The article compares and contrasts attitudes towards non-national students, ethnic and religious minorities and disabled students, as well as gender issues, bullying and general perceptions of equality and diversity.
Globalisation and increased mobility of people within the EU have led to increased immigration and greater diversity within many EU countries, which have affected the composition of workplaces and classrooms.
This includes diversity in terms of nationality, as well as ethnic, racial and religious diversity.
But it’s not always easy to define precisely what we mean when we talk about equity. Much has been made of the difference between While equality means treating every student the same, equity means making sure every student has the support they need to be successful.
Achieving true equity will require looking at all of these aspects and more, from both a larger systems perspective and an individual student perspective.
Equity in education requires putting systems in place to ensure that every child has an equal chance for success.
That requires understanding the unique challenges and barriers faced by individual students or by populations of students and providing additional supports to help them overcome those barriers.