THE GROWING MIND
BY DR. KAREN SUMNER a freelance writer and editor based in King City
ACCEPTANCE, DIVERSITY AND INCLUSION
Schools must be places where all people feel welcome, safe and respected
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f there was ever a debate about the educational value of diverse and inclusive learning spaces, an overwhelming body of research has put the issue to rest. The more students engage with teachers and peers who are different from themselves, the more advanced their social and cognitive skills. They are better at dialogue, teamwork, critical thinking and problem solving. They also report greater motivation to learn and higher self-confidence. These benefits are seen for all students, no matter their background. For instance, studies have shown that unconscious bias held against any group interferes with the learning of those who hold the bias as well as those it is held against. In addition, with a decreased risk of stereotyping and discrimination, all students report feeling safer, and
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FALL / WINTER 2021-22 THE LINK
students of colour in particular are better able to focus and learn. Universities understand the extensive benefits of diverse learning environments and are working to correct historical imbalances partly created by inequitable admissions practices, unconscious bias in faculty hiring, and skewed academic patterns in high schools. As just one example, many universities would like to have a higher representation of women of all backgrounds in computer science programs, and so they are actively recruiting from high schools. But young women in high school do not always feel welcome in computer science courses and coding clubs. Cultural biases and stereotypes—such as that computer coding is a “masculine” activity—are pervasive. Why should schools care about how many women become computer scientists—