Profiles in Education 10/25/23 edition is published quarterly by Anton Media Group.

PROFILES IN AN ANTON MEDIA GROUP SPECIAL SUPPLEMENT • OCTOBER 25 - 31, 2023

DEI CONTROVERSY PLUS

Hofstra pins new nurses Homeschooling

(Photo from SUNY Old Westbury)

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DEI In The Classroom

BY ANTON MEDIA STAFF

specialsections@antonmediagroup.com

D

iversity, Equity, and Inclusion (DEI) have become prominent topics of discussion in educational settings over the past few years. While many see DEI initiatives as crucial steps towards creating a more just and equitable society, there is a notable controversy surrounding their implementation in classrooms. This controversy arises from a variety of perspectives and concerns, including ideological differences, practical challenges, and concerns about unintended consequences.

At the heart of the DEI controversy is the ideological divide over its principles and goals. Some view DEI as a vital tool for rectifying historical injustices and leveling the playing field for underrepresented groups. They argue that it promotes a fair and inclusive learning environment where students from diverse backgrounds feel valued and respected. Others contend that DEI initiatives can infringe on free speech and academic freedom, leading to the censorship of dissenting views and stifling intellectual discourse. They argue that prioritizing diversity and inclusion may come at the cost of academic excellence and the free exchange of ideas, which are fundamental to the purpose of education.

Practical challenges also fuel the DEI controversy. Implementing DEI in the classroom requires substantial resources, professional development, and time. Critics argue that these efforts can be better directed toward improving educational outcomes,

Principles and goals are the root of the DEI controversy. Getty Images especially in underserved communities.

There is also the challenge of defining the boundaries of DEI. What constitutes inclusivity? Who decides what is equitable?

These questions can be divisive and lead to disagreements within schools and communities. Balancing the need for inclusive policies with the practicalities of classroom management is a constant struggle.

Another aspect of the DEI controversy is the potential for unintended consequences.

For instance, some argue that DEI initiatives, if not carefully planned and executed, could lead to reverse discrimination. This concern arises from the fear that in efforts to increase representation of underrepresented groups, others may face disadvantages in the admission process or classroom

experiences. Striking the right balance can be challenging, and critics argue that focusing on individual merit and achievement should not be overshadowed by group identity.

There are concerns that DEI initiatives may inadvertently reinforce stereotypes.

The fear is that emphasizing group identity may lead to essentializing individuals, reducing their complexities to a singular identity marker, and perpetuating harmful stereotypes. Critics argue that this can hinder the ultimate goal of creating a truly inclusive and equitable learning environment.

Some people argue that DEI initiatives in classrooms could be seen as politicizing education. They fear that teachers may

feel pressured to conform to a particular political ideology or to endorse certain viewpoints over others, rather than fostering open, critical thinking. This raises questions about whether DEI initiatives are pushing a specific agenda and whether they should be more transparent about their goals and potential biases.

It is crucial to note that proponents of DEI in classrooms argue that these concerns can be addressed and mitigated through careful planning, open dialogue, and an evidence-based approach. They believe that DEI, when implemented effectively, can enhance the overall quality of education by ensuring that all students have equal opportunities to succeed. They also stress that DEI does not inherently conflict with free speech and academic freedom but rather seeks to create an environment where diverse perspectives can be openly and respectfully discussed.

The controversy surrounding DEI in classrooms is multifaceted, stemming from ideological differences, practical challenges, and concerns about unintended consequences. While critics raise valid concerns about potential drawbacks and the politicization of education, proponents argue that DEI initiatives can be designed and executed in a way that addresses these issues and leads to more equitable and inclusive educational environments. Striking the right balance between diversity and academic excellence is a complex endeavor, but it is a conversation that must continue to evolve as society seeks to create a more just and inclusive future.

SUNY Farmingdale Receives Diversity Award Farmingdale State College (FSC) announced it has received the 2023 Higher Education Excellence in Diversity (HEED) Award for the second consecutive year from INSIGHT Into Diversity magazine, the oldest and largest diversity-focused publication in higher education.

As a recipient of the annual HEED Award — a national honor recognizing U.S. colleges and universities that demonstrate an outstanding commitment to diversity and inclusion — FSC will be featured, along with 108 other recipients, in the November/ December 2023 issue of INSIGHT Into Diversity magazine.

“Farmingdale State College is committed to diversity, equity and inclusive excellence and this award is a tremendous point of pride,” said John Nader, PhD, president of FSC. “We are honored to be recognized among a select few of U.S. colleges and universities that demonstrate an outstanding dedication to these institutional priorities.”

This is the second year FSC has been named as a HEED Award recipient following a comprehensive and rigorous application process focused on the recruitment and

Photo credit Farmingdale State

retention of students and employees, best practices, leadership support for diversity, campus culture and climate, supplier diversity, and many other aspects of campus diversity and inclusion. FSC’s 2022 HEED Award is proudly displayed in Quintyne Hall, Room 100.

“We are incredibly proud to be recognized

for our efforts to enhance and celebrate a vibrant and inclusive culture throughout the campus community,” said Kevin Jordan, EdD, vice president for diversity, equity, and inclusive excellence and chief diversity officer. “FSC cultivates a campus population that reflects the rich diversity of our global society while fostering a climate that

provides educational, cultural, and economic opportunity.”

Now a majority minority institution, 51 percent of FSC’s students identify as coming from minority backgrounds. FSC has also recently received Federal designations as a Hispanic-Serving Institution and as an Asian American and Native American Pacific Islander-Serving Institution from the U.S. Department of Education.

INSIGHT Into Diversity magazine selected FSC for its comprehensive recruitment and retention efforts, curriculum development, collaborative governance and administrative planning and leadership, and diverse campus activities and programs that consistently foster and celebrate diversity, equity, and inclusion.

“We take a detailed approach to reviewing each application in deciding who will be named a HEED Award recipient,” said Lenore Pearlstein, publisher of INSIGHT Into Diversity magazine. “Our standards are high, and we look for institutions where diversity and inclusion are woven into the work being done every day across their campus.”

—Farmingdale State College

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Chaminade High School Appoints Chief Operating Officer

haminade High School announces the appointment of Brian Crimmins (Class of 1995) as the school’s first-ever Chief Operating Officer (COO). Crimmins, who served as the CEO of Changing Our World, Inc.—a leading philanthropy and management consulting firm—brings a wealth of experience and deep commitment to education and leadership to his new role at Chaminade.

Chaminade High School, a Catholic Marianist college preparatory all-boys high school located in Mineola, has a storied tradition of academic excellence, character formation and community engagement. As Chaminade continues to expand and enhance its mission, the appointment of a chief operating officer marks a significant milestone in Chaminade’s history.

Crimmins has dedicated his career to fostering positive change and enhancing the impact of organizations. His diverse background in leadership, strategic planning, operational management and philanthropy makes him exceptionally well-suited to oversee the business operations of Chaminade High School. Having

served as a member of the Board of Advisors for the past few years, Crimmins will bring his deep knowledge of the current environment that Chaminade is operating within.

“We are thrilled to welcome home Brian Crimmins ’95 as our first-ever chief operating officer,” said President Bro. Thomas Cleary, S.M. ’81. “His track record of leadership, dedication to education, and commitment to our Chaminade Family aligns perfectly with the need to support our current and future operational plans and strategies. The timing of Brian joining us is critical as we begin planning for our 100th anniversary [in 2030] of providing Catholic education on Long Island.”

Crimmins will report to Brother Thomas and collaborate with the Board of Advisors and other key administrators, all working towards the continued advancement of Chaminade’s mission statement and core beliefs. He will oversee the offices of advancement, alumni and parent relations, campus facilities, communications and marketing, the treasurer and finance and investments. He will

also advise other areas within the school, including admissions, athletics, financial aid and scholarships.

“Chaminade High School has a tremendous history of educating the whole man—body, mind, and soul. And, as someone who personally experienced this opportunity, as did my brothers, my brothers-in-law, my nephew, and my father-in-law, I understand the importance of developing Chaminade Men for our society today,” said Crimmins.

“In addition, I’m excited to take 22-plus years of consulting—including with many colleges and high schools—and bringing that experience to my work at Chaminade.”

Chaminade High School remains committed to providing a holistic and transformative education that prepares young men for lifelong success. The appointment of Crimmins as chief operating officer reinforces the school’s dedication to ensuring the necessary strategies and resources are in place to continue supporting Chaminade’s mission into the future.

—Chaminade High School

Brian Crimmins Photo credit Chaminade High School

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To Homeschool Or Not To Homeschool The pros and cons of alternative education

LAUREN FELDMAN

T

agreed. “I remember, a lot of times, needing to take a break, which is just not possible with the schedule I have in public school.”

Eschewing the individualism for public school education can be a hard transition.

Doug recalled his struggles of “getting used to the norms... Everything for everyone feels the same.” Which can be hard when a learner thrives in some subjects but needs extra attention in others. “I’m pretty sure I was ahead of everyone in reading, but behind in math, and I feel that the way they taught [in public school did not] individually accommodate everybody... It almost slowed me down, because I wasn’t able to practice the skills I was relatively already good at that needed practicing, because they had to teach everyone else things I already knew.”

lfeldman@antonmediagroup.com

he ways in which our children are educated has always been a topic of hot debate. We all want the best for our kids, for them to grow up educated and confident and excited to learn. However, we don’t all seem to agree on the best way to get them there. Enter homeschooling; a form of education which has been around as long as traditional schools have, if not longer. Many of us have very strong feelings about the concept, either for or against it, and a lot of myths permeate the homeschooling space.

Pros

Usually conducted by a parent, tutor, or online teacher, many homeschool families use less formal, more personalized and individualized methods of learning that are not always found in schools. This schooling may take various forms, but in the State of New York homeschools are expected to meet a curriculum standard. According to the New York State Education Department, “If a child is being educated at home, the local school district must be assured that the child is receiving instruction in certain required courses/subjects.” Parents are required to work with their school district to ensure they are meeting schooling standards.

Amanda teaching her son, Doug. (Photo courtesy of Amanda Olsen) While rigorous, this process can also be reassuring to parents who worry if their children will be behind the average public school attendee. “Even though it can be a pain, all of the reporting you have to do really makes sure that kids are getting what they need out of homeschooling... It makes it so that people are held accountable,” says Amanda Olsen, who homeschooled both of her sons during their elementary-school years.

There is also a level of individualized education provided by homeschooling that is unavailable in public schools. Warren Olsen, who was homeschooled from pre-K to thirdgrade, says he appreciated being able to learn at his own pace. “I really liked being able to pause or take a break so I could understand something, without worrying that I was holding [other students] up.”

Doug Olsen, Warren’s younger brother,

Cons

Primary challenges with homeschooling — as long as the schools are following state academic requirements — involve child socialization, extra curricular activities, and parent / guardian availability.

The reality of isolated education means that a child will not be exposed to the everyday social interactions that accompany public schooling. For many children,

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CONTINUED FROM PREVIOUS PAGE school is where first friendships are made, and life lessons such as sharing, turn-taking, and courtesy are heavily practiced. Parents or guardians who wish to homeschool their child should be aware of the potential social deficits that occur by the nature of a solo -child education and take steps to socialize their learner through field trips or get-togethers. While these socialization steps are very important, it is a common myth that homeschooled children have no socialization skills.

Warren concured. “I don’t like how everyone thinks homeschooled kids are super socially awkward and weird. It’s not really that bad.

I definitely had some trouble interacting with other kids at first, but I got the hang of it pretty quickly.” Fears of stalled socialization should not be ignored, but should not necessarily be a deterrent for parents or guardians to consider homeschooling.

Another potential con of homeschooling is the lack of offered extra curricular activities.

Clubs or sports are not usually available.

Parents or guardians looking to have learners engaged in these activities may have to source groups or classes elsewhere, such as a local community center.

The largest hurdle faced by homeschooling is actually not faced by the student, but by the teacher. A parent or guardian, in order to meet all state regulations, takes on a very heavy-handed roll in their learner’s education. Being solely responsible for the education of your child requires a heavy additional commitment to the already-committed parenting or warding you are already involved in. Aside from educational requirements, ensuring your learner is socialized and exploring outside-academic interests will take up additional time and resources.

Interested parents or guardians must acknowledge the intensity and effort required to give their little learners — or older learners — the best possible footing for their futures.

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Hofstra’s Nursing Class Begins Clinicals Thirty-four students from the Hofstra Northwell School of Nursing and Physician Assistant Studies, representing the first undergraduate nursing class at Hofstra, received their “Keeping Healthcare Human” pins, symbolizing their transition from classroom to clinical studies. The ceremony, attended by family, friends, and Hofstra faculty, featured a keynote address from Hofstra alum Amy J. Smith, DNP, APRN, AGACNP-BC, FNP-BC, NY-SAFE, assistant professor of nursing and director of the FNP and SANE programs. The nursing students, representing the Class of 2025, are in their third year, and will now begin their clinical rotations at Northwell Health facilities.

In her welcoming remarks, Dean Renee McLeod-Sordjan, DNP, PhD, FAAN, said, “As your professional identity transforms to a registered nurse, this process can be very challenging, both personally and professionally. As you gain your competency and confidence during your clinical years, the challenges you face will pave the way for the tremendous honor of caring for patients and communities.”

Barbara Messina, PhD, RN, ANP, and interim chair of the undergraduate nursing program, added, “Your patients will not remember the medications you administer them or the procedures you perform, but they will remember how you made them feel. Your empathy, your ability to listen, your caring touch will be the pillars with which you build trust and healing relationships.”

In her keynote speech, Dr. Smith had some very practical advice for the Class of 2025, based on her experiences. It included: “You have to eat, you have to hydrate, and you have to get adequate sleep - because if you’re not OK, your patients are not OK. “Every patient is coming from a past

Thirty-four students from the Hofstra Northwell School of Nursing and Physician Assistant Studies received their “Keeping Healthcare Human” pins. Hofstra University medical experience that has shaped their perception of health care. You’re going to be the one that’s going to change that perception just with a smile.

“Do the right thing and do the thing right every time you approach patients. It’s OK not to know something. It’s not OK to pretend that you do.”

Smith also reminded the students of the amazing opportunity they have in front of them, due in part to the Northwell-Hofstra partnership. “As you go into your clinical placements, be grateful that you have professors at Hofstra that still practice. We use evidence-based practice, and we use the standards of care that are provided at all Northwell facilities.”

The “Keeping Healthcare Human” pins were provided as a gift from the Arnold P. Gold Foundation, initiators of the first White Coat Ceremony in 1993.

Evita George of New Hyde Park and Christina Varghese of Williston Park are just two of the local undergraduate nursing students from the Class of 2025 who received their pins.

—Hofstra University

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