Philosophy on Diversity

Comanchette R. McBee
I choose to teach at community colleges because of the diverse student populations. I view college as a great
equalizer, though many inequalities still exist within the structures of higher education. My goal as a teacher is to use my
position of privilege to promote social justice and equity. The student populations community colleges serve are often the
ones that have the most barriers that threaten their success. Yet, these same students will benefit the most from earning a
college degree. I work hard to remove as many barriers as possible for my students, so they can be successful and
empowered like my family was when my mom graduated from Riverland Community College. Prior to my mom’s
educational transformation, our lives were a lot harder because of the economic hardships we faced. Her certificate gave
our lives stability and safety; her degree showed me the power of education. I want to assist my students in writing their
own stories of success by being their learning advocate.
I begin by using validation theory and meeting my students where they are. When working at DMACC, I got to
teach six courses at the Iowa Correctional Institute for Women (ICIW). I was consistently asked to come back to the
correctional institute because my validating and supportive classroom gave students confidence and a sense of belonging.
I encouraged questions, provided positive supports, added additional guidance and practice, and gave the students
feedback that focused on their strengths. When students are under-prepared for class, I work hard to get them caught up.
For example, one student had only become literate a few years prior to taking Composition I at IWIC (which is an
amazing feat, by the way). To assist her success, I gave her videos and worksheets, assigned her a mentor in class, and
created a personalized learning plan. I was amazed by how hard she worked and how much she accomplished in such a
short time. By the end of the semester, she passed Composition I and was on her way to Composition II.
My students at ICIW showed perseverance and strength in the face of adversity. One student told me that she had
been told all her life that she was dumb and would never amount to anything, yet here she was completing her degree.
Many of my students had histories of abuse and trauma, yet they persevere. I saw this same spirit with my English as a
Second Language (ESL) students. Despite most of them being refugees who struggled to fulfil basic everyday needs, they
were in the classroom every day ready to learn. It really is inspiring. Yet, not every student has the ability to do this; we
know it takes a great deal of support to assist students in overcoming their daily challenges so they can make it to the
classroom. Colleges must go above and beyond to support students who face overwhelming barriers. When we do so, we
find that every student benefits.
Every time we accommodate one student’s needs, we add a layer of support that improves every student’s chance
of success. For example, when teaching English language learners (ELLs) common suggestions include writing down
spoken instructions and speaking in a clear, slow voice. These techniques assist all students in following directions. When
reading accommodations letters, one often finds requirements to add captions to videos and to give students access to the
teacher’s materials, actions which once again benefit every student. Universal Design for learning (UDL) argues for
diversified assignments and teaching methods. Using diversified assignments has been shown to have a positive impact by
giving students more autonomy and variety. Time and time again, I come back to the idea that making a classroom more
inclusive for one student has innumerable benefits for all.
Diversity adds beauty, vibrancy, and complexity to the classroom. Every person has a unique perspective to share,
and we all learn from each other. For example, in a personal narrative unit, my students can learn from their peers what it
is like to be a refugee, overcome addiction, struggle with racism, and fear for one’s safety. This unit is powerful because
students are exposed to realities they have never faced personally. The activity builds empathy, connection, and
understanding, which is a step in the direction toward ending society’s inequities. It’s also important to emphasize diverse
perspectives through course materials, such as readings and videos. Students need to know that one group alone doesn’t
hold knowledge and power. They need to see scholars and leaders who look like them and have experienced what they
have experienced.
I have worked with a lot of diverse populations over my time as an instructor, and I am forever thankful for that. I
enjoy the beauty and complexity that comes to a classroom that embraces student difference. Audre Lorde once wrote, “It
is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.” I couldn’t
agree more. When we embrace our students’ differences, we create a learning community abuzz with engagement and
success.