Too often, schools, places of worship, and parents abdicate the responsibility of teaching children to respect and value diversity in spite of research that shows the development of prejudices, stereotypes, and race-specific attitudes often predates kindergarten. And it can be very subtle. In the absence of education, we can develop some pretty crazy ideas about “others.” A few years back, I taught a group of Orthodox Jewish girls. Their exposure to Latinos was virtually non-existent; except for those Latinos they met who were maids and those who took care of the lawns for members of their tight-knit Jewish community.
I first heard about “Diversity Champions training” through a diversity consultant at MGM Mirage. Recently, I had the opportunity to train a group of diversity champions at Gaithersburg Middle School (GMS) in Maryland. GMS is a school of roughly 600 students outside of Washington, D.C. Students were selected for this training based on the recommendations of teachers and administrators. Even though the training was tailored to middle-school students, we wrestled with some of the very same issues and concerns that inevitably surface in adult discussions, training, and study circles on the topic of diversity. We talked about problems of acceptance at their school, what their school is doing right and how it might improve, opportunities they missed out on because of a lack of acceptance, and some of the things a diversity champion does.
The diversity, honesty, and commitment of these students really impressed me. This group had people of diverse colors, nationalities, ages, viewpoints, faiths, abilities and disabilities, and backgrounds. Moreover, they were very proud of their newfound status as “Diversity Champions,” and took on this role with a seriousness that belied their age. Their brutal honesty was mixed with a healthy dose of compassion and respect for others. And they understood that this training was not a one-shot deal; rather, it was part of a process.
Some weeks later, the process continued with “mix-it-up” day, during which time all GMS students were instructed to sit with different groups of students for lunch. The Diversity Champions we trained helped facilitate this process. While the students deserve their “props,” so does the leadership at this school. When it comes to diversity, GMS is no different than any other school in terms of the challenges it encounters. However, the leadership, as well as the staff, are committed to addressing issues proactively, issues which can and do impact student success each and every day.
These Diversity Champions will continue with training and related activities during the remainder of the school year, and a new cohort will join them in the future. It is a process that I am sure will be refined and perhaps even assessed over time. I can only suggest that other educational institutions, from elementary through to college, consider what GMS is doing, and ask themselves, how can we build on this model and tailor it to our own needs?