My commitment to diversity, equity, and inclusion originates from my experiences as an undergraduate at the University of Massachusetts. As a first-generation, low-income student from a single-parent household, I felt intimidated and out of place when I first came to campus. I was uncertain about what to expect both socially and academically. This fear led me to isolate myself and avoid seeking help essential to my success.
By my second year the seclusion I had imposed on myself due to my insecurities became unbearable. I realized that to fully benefit from my college experience, I needed to make changes. That is when I decided to join a student group on campus for aspiring educators. My membership in the group helped me to break out of my shell and connect with other students who shared similar experiences and backgrounds. I discovered that my fellow students came from diverse backgrounds and faced various struggles, some of which mirrored my own.
Through my involvement in the student group, I became acutely aware of the need for communities to be inclusive and to ensure that students feel their unique experiences and personalities are valued. For the remainder of my time at the University of Massachusetts, I intentionally engaged in extracurricular activities to reach other students like me. The lessons I learned as an undergraduate are foundational to my approach to inclusive learning.
I know what it feels like to be outside the dominant culture. As such, my goal as an educator is to enhance accessibility and inclusivity in the classroom. During my student teaching, I worked at three different inner-city schools, similar to the community where I grew up. I prioritized forming relationships with students and building trust through one-on-one interactions. Students have told me that they appreciate my enthusiasm and that this approach fostered a stronger sense of belonging among them.
My awareness and appreciation of cross-cultural understanding continue to grow. As an educator, I adapt my teaching methods to better meet the diverse needs of my students. For example, in an English literature class, instead of solely relying on in-class discussions to review the material, I included an online forum. This allowed students who are shy or uncomfortable participating in person, to have their voices heard online. As a result of incorporating an online forum, students exhibited increased engagement and participation. This approach not only enriched the class discussions by bringing diverse perspectives but also fostered a more inclusive learning environment.
I aim to continue to present materials in a manner that respects and honors diversity in gender, age, socioeconomic status, race ethnicity, religion, and culture. I will always leave room for new ideas and perspectives to ensure an inclusive community where each student is well served. By striving to respect one another, we can learn from each other and leave the classroom each day with a greater understanding of the world and its people.