“It must be remembered that the oppressed and the oppressor are bound together within the same society; they share the same beliefs, criteria, and reality” (Baldwin, 1962). This quote illustrates the ideology that systems of oppression and inequality are not isolated. They are perpetuated through shared beliefs and structures within society. This means that addressing disparities is not the only responsibility of those who are marginalized. It is a collective responsibility that requires reflection, accountability, and intentionality. In his words, James Baldwin illustrates the connection and responsibility we all have to each other in this society to address inequities and disparities. James was also referring to then oppression reflecting on the ingrained philosophies that perpetuate oppressive systems. This looks like rejecting dual language programs because oppressive systems reject languages that are not of their own culture.  I share this belief as a counselor, that it is my duty to advocate for all oppressed or undeserved individuals through providing equitable resources to create an optimal environment meant for all students to thrive.  

As an African American male, a father, a teacher, and coach I have continued to live through the words of James Baldwin. I understand that individuals who experience marginalization within systems often benefit from the support of those who hold influence and privilege. Throughout my journey to becoming a counselor, I have personally experienced this support from individuals within postsecondary education who used their positions to advocate for my growth and success. These supports often came from individuals who do not share the same lived experiences as I did, but they recognized the importance of equity and acted in ways that aligned with Baldwin’s message.  

My experiences have helped to shape my approach as a counselor. To me, actively advocating for students by creating opportunities that support their academic and personal development. Promoting courses that support struggling readers, as well as working with teachers to implement culturally responsive classroom practices that better serve diverse student populations, is what effective counseling practice looks like. My commitment to diversity is rooted in in creating spaces where staff feel empowered to foster environments for growth and prosperity for all students. I am directed by values grounded in addressing systemic disparities. This philosophy guides my approach to implementing equity-based practices within educational systems. 

Deeper understanding of Diversity   

I had the opportunity of attending a conference earlier this year based on a school wide intervention program designed to meet the diverse needs of all students. One concept that stood out during the conference was the historical development of the public education system through the work of Horace Mann, who is often credited with establishing the foundation of public education in the United States. While this system was designed to expand access to education, it was developed within a historical context that did not account for diverse needs of student populations today. According to Gloria Ladson-Billings, “The educational system… was not originally designed to educate all students equally” (Ladson-Billings, 2006).   

The current educational system continues to reflect systems that do not serve all students. For example, there was a time when students with English as a second language were misidentified and placed into special education programs. According to Sanatullova-Allison and 

Robison-Young (2016), a significant challenge in education has been the difficulty in distinguishing between language acquisition and learning disabilities, which has contributed to the overrepresentation and misidentification of English learners in special education. The system created by Horace Mann interpreted language differences as deficits rather than assets. This ideology contributes to inequitable placement and practices. This understanding has shaped my perception of diversity by reinforcing the importance of advocating for systems that recognize and build upon student diversity. As a counselor, I support practices that view language, culture, and identity as strengths. This means I promote inclusive practices that expand opportunities for all students.  

As a student in the California public school system in San Bernardino County, I have encountered challenging racial school climates and cultures. I recall observing and participating in race conflicts throughout the school year and understanding that the school itself had little to no remedy for this issue.  Through this experience, I understand the significance of school climate and culture. Creating an environment that is supportive and inclusive establishes a safe space for students to develop cross-cultural relationships and focus on academic performance and SMART goals for their future. Instead of addressing the school climate and culture, oftentimes disengagement and disruptive behaviors were addressed punitively. Disparities in suspension rates are one indicator of this reality. According to the California Department of Education (2024), African American students experience suspension rates that are more than double those of their peers, while Hispanic students also experience elevated suspension rates compared to White and Asian students. For example, statewide data indicates that Black/African American students have suspension rates as high as 7.9%, compared to approximately 3.3% for Hispanic students and 2.6% for White students, highlighting ongoing inequities in school discipline practices. 

To address these concerns, as a counselor committed to diversity, equity, and inclusion, I would promote culturally diverse events and collaborate with a wide range of communities to organize them. I was inspired by this through my undergraduate and professional experiences. California State University, San Bernardino produces an annual event representing Native American culture called the POW WOW. As an undergraduate, I would attend this event and learn about the various cultural practices of the Natives. This tradition establishes a level of cultural awareness and respect for Natives. From a systemic perspective, there seems to be an issue as to what we define as culturally relevant events and information. Some educators emphasize the importance of celebrating and learning more about whatever the dominant population is on a particular campus. My philosophy revolves around the concept of multiculturalism. By exposing students to diverse cultural traditions and practices, I aim to foster a global perspective and understanding among them. As a high school student with limited worldly experience, I naturally gravitated towards those who shared my cultural practices. I soon learned that this is a disadvantage and counteracts simple survival standards.  

Strength of Diversity  

Building an inclusive, respectful, and curious space contributes to a positive school climate where all students feel a sense of belonging. Over the past eight years working in the inner-city community of San Bernardino, California, I have had the opportunity to work with diverse student populations. Through this experience, I have observed how social differences are often constructed and reinforced over time. As a Black male educator, I have also experienced how identity can shape student perceptions and interactions within the classroom. 

            Having and embracing a diverse student body is a strength of the school’s climate and culture. In environments where one cultural perspective is dominant, students from different backgrounds may experience social and academic challenges, including disengagement, exclusion, or bullying. I have witnessed this as a professional, particularly with students who practice Islamic based religion during Ramadan. Specifically, during times of prayer, students have created an environment of isolation. These sorts of situations reflect limited exposure to diverse cultural practices. Experiences like this propel my commitment to creating systems that promote cultural awareness. Creating school wide initiatives that promote cultural practices where differences are recognized as strengths. I advocate for linguistic diversity and create opportunities for multilingual learning. Ultimately contributing to a school climate and culture that acknowledges diversity is the goal.  

Barriers to Student Success and Equitable Counseling Practices

When considering diversity, I recognize factors that include socioeconomic status (SES), language development, and sense of belonging are essential components of creating an inclusive space. Students from low SES backgrounds often have limited access to academic resources and facts that aide in the development of their self-efficacy and future aspirations. In contrast, students from more affluent communities are more likely to have access to role models, social networks, and experiences that positively influence their goal setting and long-term planning (Duncan & Murnane, 2011). With this understanding, I create invitations to address these concerns by collaborating with community organizations through professional networks to establish relationships that enable support from the wider community. It is my duty as a counselor to address these concerns through providing access to resources and SMART goal 

setting. 

Language development is also tied to identity, self-efficacy, and academic success. When bilingualism is not valued within schools, students may internalize parts of their identity is a deficit rather than an asset. Research has continued to support linguistic identity. According to the journal, “bilingual dominance positively correlated to family cohesion, self-esteem, and reading score” Ramos Salazar, L., Diego-Medrano, E., García, N., & Castillo, Y. (2023). When students have a strong sense of identity, their self-esteem produces higher levels of self-efficacy. As mentioned in the research, students who possess bilingual dominance have a positive correlation with self-esteem and reading scores. As a counselor, I advocate for programs that affirm students’ linguistic identities while supporting educators in understanding the connection between language, self-esteem, and self-efficacy.  

Conclusion

            My understanding of diversity is developed through my lived experiences as well as my professional engagements as an educator. I have established a greater awareness of how educational systems contribute to social barriers that impact student success. My belief in diversity is something I actively support with intentionality. I am committed to creating spaces that are inclusive and promote cultural awareness. I recognize cultural differences as strengths and the contrary is a reinforcement of systemic barriers to progress for minority groups. My goal is to serve all students regardless of demographic and circumstance. I will contribute to educational spaces in ways that reflect diversity and celebrate how this dynamic contributes to a climate and culture meant for all students to thrive.