AMHORIZONS' Classroom & School Diversity Assessment Survey
Please answer the questions below as honestly as possible.  Your name and results will remain anonymous, and will not be shared in raw form, but I will interpret your results to create a diversity analysis based on your results.  -Thank You!

** This survey was adapted from material in the following sources: Richard Powell et al.  Field Experience: Strategies for Exploring Diversity in Schools,  Columbus, Ohio: Prentice Hall/Merrill,  1996.  Chapter 6;  James Banks, Cultural Diversity and Education: Foundations, Curriculum, and Teaching,  Boston: Allyn and Bacon, 2001,  pp. 336-344; Karen Matsumoto-Grah,  "Diversity in the Classroom: A Checklist," Equity Materials, Eisenhower National Clearninghouse,  http://equity.enc.org/equity/eqtyres/erg/111594/1594_001.htm;  Carl Grant and Christine Sleeter, Turning on Learning: Five Approaches for Multicultural Teaching Plans for Race, Class, Gender, and Disability. Columbus, Ohio: Prentice Hall/Merrill, 1998.**
Sign in to Google to save your progress. Learn more
Name or Pseudonym?
Diversity Questions - Classroom Level *
To a great extent
Somewhat
Very little
Not at all
To what extent do you consider affirming human diversity a top priority for your teaching?
To what extent do your daily lessons reflect this attention to human diversity?
To what extent do visuals (charts, pictures, and so on) reflect race, gender, sexual orientations, and disability diversity in a nonstereotypic manner?
To what extent do your regular instructional materials include people who differ by race, sex, class, language, sexual orientation, and disability in a nonstereotypic manner?
To what extent do resource materials include people who differ by race, sex, class, language, sexual orientation, and disability in a non stereotypic manner?
To what extent does your plan for selecting materials include multicultural education criteria?
Do your students see you as a teacher who is actively confronting instances of stereotyping, bias, prejudice, and discrimination when they occur in the classroom?
Do you teach the students to identify instances of prejudice and discrimination?
Do you help students to develop proper responses themselves to instances of bullying, harassment, prejudice, and discrimination?
To what extent do you intentionally plan for and consider multiculturalism and multilingualism in completing your long-range curriculum plans?
Other than on "special occasions," to what extent do you use resource people with various racial and social class backgrounds, those of both sexes, those of different sexual orientations, and those with disabilities?
To what extent do you use different strategies to teach students with different learning styles and skill levels?
To what extent do your teaching strategies promote active learning and critical thinking?
To what extent do you set and maintain high expectations for all your students?
To what extent is nonsexist and nonheterosexist language used? Do you use gender nuetral language?
To what extent do grading and grouping practices encourage and reward success for all students equally?
To what extent do your tests reflect sensitivity to multicultural education?
To what extent do plans for "special event" celebrations reflect diversity based on race, ethnicity, relegion or gender?
To what extent do you try actively to communicate with parents, especially those who live at or below the poverty level, are minorities, or speak a language other than English? Are parents informed about your multicultural, anti-bias curriculum efforts?
To what extent are you, as the classroom teacher, knowledgeable about the religious, cultural, linguistic, and socioeconomic backgrounds of the students in your class and the community in which you teach?
Can you recognize and constructively address value conflicts that arise in the classroom based on differences of race, ethnicity, sexual orientation, gender, social class, and/or religion?
Are you conscious of the degree and type of attention that you are giving to members of different genders/races/ethnicities in everyday classroom interactions?
Do you build a secure and supportive atmosphere by creating a noncompetitive classroom?
Diversity Questions - School Level *
To a great extent
Somewhat
Very little
Not at all
To what extent does the school philosophy and mission statement explicitly address multicultural issues and diversity?
Is the school mission statement and goals explicitly displayed in a central location in the school building?
To what extent do visuals in the hall or office (ie., pictures, bulletin boards, etc.) reflect race, gender, disability, sexual orientation, and language diversity in nonstereotypic manner?
To what extent does the school curriculum provide continuous opportunities for students to develop a better understanding of themselves and the whole historical experiences of the different ethnic and cultural groups in the school (ie., including experiences with racism, sexism, prejudice, economic exploitation, etc. as well as cultural achievements, heroes, and special celebrations ?)
Do school policies and procedures foster positive interactions among the various racial, ethnic, and cultural groups members of the school? Does the curriculum reflect and honor diverse cognitive and ethnic learning styles of its students?
To what extent do library materials reflect cultural and language diversity, both sexes, gays, lesbians, bisexuals, and people with disabilities in a nonstereotypic manner? Is there a plan to ensure that curriculum and classroom materials schoolwide reflect multicultural education?
To what extent are resources, in-service, and planning time made available to help the staff work with multicultural and bicultural education? (ie., to gain knowledge about different groups, to explore their own attitudes and feelings, to examine the verbal and nonverbal patterns of interethnic group relations in the school, and/or to create and select multiethnic and multicultural instructional materials?
To what extent are cooperative working relationships between special education and regular education staff supported and encouraged?
To what extent do policies and practices for assigning students to instructional groups and courses facilitate equal opportunity and equal access to a strong education?
To what extent are both sexes offered the same education and opportunities?
To what extent does the school support and encourage bilingualism or multilingualism for all students in its school programs, practices, and outreach activities? To what extent are notices sent home in the parents' language?
To what extent does the school staffing pattern provide students with diverse role models in nonstereotypic roles?
To what extent do plans for "special event" celebrations reflect diversity based on race, ethnicity, religion, gender, or disability? Does ethnic and cultural diversity permeate the total school environment?
To what extent do discipline policies and procedures treat all students and student groups equally and equitably?
To what extent are testing procedures nonbiased and used to help teach rather than categorize students?
To what extent is there a plan to involve actively all parents, especially those who live at or below the poverty level or minority background? Does the curriculum make maximum use of local ethnic and cultural community resources and experts?
To what extent is instruction available in the language of linguistic minorities, including American Sign Language?
To what extent are facilities accessible to students and parents with physical and visual disabilities?
To what extent do school lunch menus reflect the culturally diverse tastes of students?
To what extent do extracurricular activities provide for the diverse interests, cultural backgrounds, and physical capabilities of students? Are only the "star students" in each extracurricular activity invited to participate in school sports?
To what extent are students actively invited to participate in extracurricular activities, regardless of race, sex, social class, sexual orientation, or disability?
If you would like to write any additional comments or qualify any of your above answers, please do so in the space provided below.
Submit
Clear form
Never submit passwords through Google Forms.
GoogleForms
This content is neither created nor endorsed by Google.