CASE ASSIGNMENT Using the background reading uploaded, write a 2-page paper addressing the following topic: 1. Differentiate between culture and diversity 2. Discuss the role of the leader to promote culture and diversity awareness in educational settings. 3. Provide an introductory and concluding paragraph of the paper 4. Reference 2-3 background reading from Arthur uploaded, cite using APA format 5. Provide a reference list in APA hanging indent format


The distinction between diversity and culture comes from the way that culture speaks to a general public’s qualities by methods for a few marvels, while the term diversity alludes to contrasts in people. Diversity examines how individuals who have a place with one culture may contrast from one another by methods for different highlights. A nation can either be mono-cultural or multicultural, and each culture symbolises the people groups’ method for living, their convictions and imagination (Holden & Kitchen, 2016). Culture is certainly a human-made thing. Additionally, it is as unique just as continually evolving. A relationship exists among culture and diversity.

It is evident that the diversities exist in cultures, and they are described by way of life. Additionally, culture is the primary concern that unites various people to frame an extraordinary living style. Further, culture utilises the various abilities of individuals for the improvement and the advancement of the culture itself just as the general public. Then again, culture is something that speaks to a network presence though decent variety alludes fundamentally to singular contrasts. Different aptitudes of individuals help to improve culture, and it is dependable individuals who make culture. Diversity may at times be organically acquired, and now and again, they are socially gained. Be that as it may, culture and diversity in people may go inseparably since both exist together in the general public.

The ideal approach to advance social and diversity mindfulness is to give understudies satisfactory verification that people that don’t appear just as they are, at the middle, people like them. Such a point of view can be told by propelling a culture of picking up from one another instead of a culture of censuring contrasts in characteristics and feelings (Ducate and Steckenbiller, 2017). There is a wide extent of study practices that can help in the empowerment of understudies to appreciate the cultural aspects and values of different people. Providing understudies with opportunities to share records of their life at home, like family event practices, gives individual understudies a window into their companions’ social conventions.

It is important for a teacher to keep up a specific component of affectability to language concerns. In standard investigation corridors, understudies who are not nearby English speakers as often as possible feel limited, lost, and constrained into discarding their one of a kind language for English. In a socially responsive investigation lobby, an arranged assortment of language is recognised, and the element of instructional materials provided for non-nearby speakers are exceptionally fitted to their component of English nature (Lindholm, 2017). Going with materials should be given in the understudies’ primary language and the understudy to be asked to learn English.

Working up thorough, instructive projects that are conscious is of key importance. A socially responsive educational curriculum is both far-reaching in that it ensures that all understudies are fused inside all pieces of the school and it perceives the exceptional complexities understudies may have. A socially dynamic instructive program also invigorates teachers’ understanding and affirmation of each understudy’s non-school public activity and the establishment and offers an approach to them to meld this information into the instructive projects, thus, propelling thought.


Socially responsive instructive projects best serve a multicultural society. Schools that perceive the decent variety of their understudy masses grasp the importance of propelling social care. Instructors who are excited about developing social care in their homeroom should adequately show to their understudies that they care about their social, eager, and academic needs. A couple of methodologies, similar to the ones delineated above, ought to be made and used to build trusting required with different understudies to make schools cordial for understudies of different social and arranged establishments.