Wagner, Kegan, Lahey, Lemons, Garnier, Helsing, and Rasmussen’s (2006) four C’s, consisting of competency, conditions, culture, and context, were used to think systemically when looking at the current (As-Is) and projected (To-Be) in the Galaxy School district. This paper focused on the need to embed past and current racial and gender diversity issues into the everyday curriculum in an effort to have a positive impact on students’ social-emotional learning skills. The current curriculum has limited racial and no gender diversity. Students can go from Kindergarten to eighth grade being taught very little history and current events that are racially and gender diverse. Semistructured interviews were conducted and survey responses collected from a survey administered to teachers and parents in the Galaxy school district. The findings demonstrated that teachers need to be trained on how to become culturally proficient and intentionally embed racial and gender diversity into their everyday curriculum.
","abstract_html":"<p>Wagner, Kegan, Lahey, Lemons, Garnier, Helsing, and Rasmussen’s (2006) four C’s, consisting of competency, conditions, culture, and context, were used to think systemically when looking at the current (As-Is) and projected (To-Be) in the Galaxy School district. This paper focused on the need to embed past and current racial and gender diversity issues into the everyday curriculum in an effort to have a positive impact on students’ social-emotional learning skills. The current curriculum has limited racial and no gender diversity. Students can go from Kindergarten to eighth grade being taught very little history and current events that are racially and gender diverse. Semistructured interviews were conducted and survey responses collected from a survey administered to teachers and parents in the Galaxy school district. The findings demonstrated that teachers need to be trained on how to become culturally proficient and intentionally embed racial and gender diversity into their everyday curriculum. </p>","abstract_has_math":false,"creators":["Dillard, Chimille E"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Sandra Stringer","Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-07-01T07:00:00Z","date_published":"2018-07-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["racial diversity","gender diversity","change leadership","curriculum","Curriculum and Instruction","Curriculum and Social Inquiry","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/324","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Sandra Stringer","Dr. Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Dillard, Chimille E"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["racial diversity","gender diversity","change leadership","curriculum","Curriculum and Instruction","Curriculum and Social Inquiry","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/324"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Wagner, Kegan, Lahey, Lemons, Garnier, Helsing, and Rasmussen’s (2006) four C’s, consisting of competency, conditions, culture, and context, were used to think systemically when looking at the current (As-Is) and projected (To-Be) in the Galaxy School district. This paper focused on the need to embed past and current racial and gender diversity issues into the everyday curriculum in an effort to have a positive impact on students’ social-emotional learning skills. The current curriculum has limited racial and no gender diversity. Students can go from Kindergarten to eighth grade being taught very little history and current events that are racially and gender diverse. Semistructured interviews were conducted and survey responses collected from a survey administered to teachers and parents in the Galaxy school district. The findings demonstrated that teachers need to be trained on how to become culturally proficient and intentionally embed racial and gender diversity into their everyday curriculum.
"]},{"key":"dc:title","label":"Title","values":["Embedding Diversity Into The Curriculum: Facilitating Challenging Conversations"]}]}],"canonical_facts":{"dc:contributor":["Dr. Sandra Stringer","Dr. Harrington Gibson"],"dc:creator":["Dillard, Chimille E"],"dc:date.available":["2018-08-13T07:00:00Z"],"dc:description.abstract":["Wagner, Kegan, Lahey, Lemons, Garnier, Helsing, and Rasmussen’s (2006) four C’s, consisting of competency, conditions, culture, and context, were used to think systemically when looking at the current (As-Is) and projected (To-Be) in the Galaxy School district. This paper focused on the need to embed past and current racial and gender diversity issues into the everyday curriculum in an effort to have a positive impact on students’ social-emotional learning skills. The current curriculum has limited racial and no gender diversity. Students can go from Kindergarten to eighth grade being taught very little history and current events that are racially and gender diverse. Semistructured interviews were conducted and survey responses collected from a survey administered to teachers and parents in the Galaxy school district. The findings demonstrated that teachers need to be trained on how to become culturally proficient and intentionally embed racial and gender diversity into their everyday curriculum.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/324"],"dc:subject":["racial diversity","gender diversity","change leadership","curriculum","Curriculum and Instruction","Curriculum and Social Inquiry","Education"],"dc:title":["Embedding Diversity Into The Curriculum: Facilitating Challenging Conversations"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}