Susan, a teacher who lives in a Midwestern city with much diversity, drives 20 miles to teach in a small town. She has driven and taught there for more than 30 years. When she first started teaching, the people and town reminded her of her own childhood spent in a small town. Susan has been comfortable in that teaching environment that, in many respects, is homogeneous. Sometimes, though, diversity comes to us even when we don't seek it. That small town is becoming increasingly diverse, and Susan has had to learn to embrace diversity as the students in her classes have changed. When change occurs, our natural human tendency is to gravitate toward familiar people and places, as Susan did in the vignette above. For example, immigrants to this country have sought places that look like the lands they left, and they have often settled near people who speak their native languages. The novelty of a new nation, a new home, and new friends, while exciting, can also be stressful. Our nation's motto reflects the diversity as well as the spirit of unity on which the United States was founded: E Pluribus Unum, which means of Many, One. Members of the educational community, especially teachers and students, need to understand the roles of diversity, prejudice, and privilege in the educational community, but an understanding of a multicultural perspective must begin with self-inquiry (Levin & McCollough, 2008, p. 157). In addition to self-inquiry, brain-based research validates that long-term understanding comes through personal experiences, such as incidental experiences that occur in daily life, experiences that are sought out by the adventuring person, or simulated events in a safe environment (Sylwester, 2000). This article describes how preservice middle level teachers at a small regional university planned and hosted a leadership conference for local eighth grade students to engage them in simulations and other learning experiences about diversity, social equity, and privilege. The goal for the teacher candidates, who served as the conference facilitators, and the eighth grade conference participants was to learn about and appreciate their own diversity as well as others' cultural backgrounds and experiences (National Forum to Accelerate Middle-Grades Reform, 1999). Although this particular conference was led by teacher candidates, this experience could benefit others who want to acquire a better understanding of diversity, social equity, and privilege. Middle level teacher leaders, student leaders, or principals could replicate these activities and ideas to benefit the teachers and students in their schools. A call to leadership The Student Association of Middle Level Educators (SAMLE) at the University of Northern Iowa (UNI) in Cedar Falls is one of the nation's oldest active middle level student associations. At one meeting, the guest speaker, Dr. Geraldine Perrault, suggested that the SAMLE-UNI members host a middle grades student leadership conference. The members of SAMLE-UNI, intrigued by the possibility of this service-learning opportunity, embraced Dr. Perrault's challenge. What would planning a conference for young adolescents take? It started with leadership from the teacher candidates themselves. SAMLE-UNI members decided to set up a committee structure in five areas: program planning, sponsorship/budget, food, T-shirts, and publicity/registration. Officers and leading members of SAMLE-UNI then signed on as committee chairs or co-chairs. At the first meeting of the chairpersons, they decided that understanding diversity was a critical component of leadership. Social Equity was the overall theme of the day-long conference, and the group settled on E Pluribus Unum: Out of Many, One as the conference title. All the teacher candidates had been educated in various aspects of diversity. First, several of the leaders had undergone extensive training for the Residential Advisory Program and served as Resident Advisors of dormitories. …
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