The creation of a favorable learning environment is a key to the future prosperity of students. In the context of the present-day American society, such an initiative implies the focus of educational facilities on diversity (Easton-Brooks et al., 2018). Tulsa Public Schools also aim at addressing the needs of people in this regard. However, the intention to provide all children with the opportunity to develop their full academic and social potential is accompanied by numerous challenges.
The principal issue related to their policy is connected to the presence of multiple tasks. First, it is vital to ensure the diversity of not only students but also teachers, and this fact complicates the implementation of the program (Easton-Brooks et al., 2018). In other words, the presence of numerous stakeholders adds to the complexity of the initiative. Second, the transition into a highly diverse community of learning is possible only with the consideration of not only racial but also cultural and linguistic differences (Easton-Brooks et al., 2018). It means that a variety of characteristics of both students and teachers should be evaluated to address everybody’s needs in education. In this way, the challenges in the process of creating an appropriate environment for studying are conditional upon the necessity to cover all issues emerging in the process.
To summarize, the belief of Tulsa Public Schools in the importance of diversity among students and educators is underpinned by its impact on the stakeholders’ satisfaction. In turn, the opportunities for one’s development are directly connected to the facility’s capability to address the needs of all affected persons and assess their racial, cultural, and linguistic characteristics. Thus, it can be concluded that a variety of factors and people involved in the process define the challenging nature of the initiative.
Easton-Brooks, D., Robinson, D., & Williams, S. M. (2018). Schools in transition: Creating a diverse school community. Teachers College Record, 120(13). Web.