22. Cultural, Linguistic, and Gender Diversity

Abstract: No two students are alike, and although differentiation can successfully address the learning needs of many students, for others, equity cannot be achieved until special accommodations are made. Legal mandates require teachers to provide accommodations for special education students with Individualized Education Plans (IEPs) or regular education students with 504s. There are still other students who sometimes need assistance, encouragement, and invitation to take part in the learning process – namely, English language learners (ELLs) and those of varying backgrounds influenced by gender, socioeconomic status, orientation, religion, race, or culture. Teachers must work proactively to avoid teacher, student, or institutional bias and to ensure that all students receive a fair chance in the educational process.

Working with Diversity – Race and Ethnicity – Stereotypes and Identity – Multiculturalism – Encouraging Racial and Ethnic Minorities in Physics – English Language Learners – Identifying ELLs – Special Services for ELLs – Special Services for ELLs – Improving Academic Language Proficiency – Other Effective Strategies – Gender Differences – Gender Equity – Encouraging Females in Physics – Physical and Mental Disabilities – Universal Design for Learning – A Diversity Checklist