我认为，教育应该为学生打下基础，使他们成为社会的有用成员。因此，即使是最低年级的学生，也要加强多样性和开放性的观念。我认为，从表面上看，我们可以认为我们的社会是非常多元化的。我们不断地与不同种族、民族、文化、宗教的人相遇和交流。然而，我认为多样性应该超越表面的层面，即仅仅与不同文化的人交流。要使社会真正多元化，我认为需要对其他文化、民族和人群有一定程度的理解。学校可以说他们有一个多元化的学生群体，但我相信，如果学生对他们的同龄人的文化一无所知，那么他们并不像他们想象的那样多元化。MacDonald和Bernardo (2005)将多样性重新概念化为 “一个动态的、持续的、积极的、不断扩大的关于如何看待和重视差异的追求”（第2页）。我认为这意味着，教师说 “我有一群多样化的学生”（对学生的表面观察），与教师真正理解学生的多样性，并能认识（并重视）每个学生所能带来的独特的天赋和思想，这两者之间有本质的区别。 此外，众多的因素造就了一个人的身份。这些因素可能是可见的（如种族），也可能是不可见的。我认为，多样性也包含了一个人身份中看不见的部分。达特茅斯》上的一篇文章对这个概念进行了阐述。作者巴赫说：”……我们不能也不应该把我们的多样性概念仅仅局限于这些因素[种族和性别]。我们不能忽视多样性真正的体现之处：在大脑和内心，比单纯的皮肤更重要”（2016年，第1页）。我发现，这句话真正说出了多样性它的本质。它是人们学习、理解与自己不同的文化、思维方式等，并与之积极互动的结果。最近我对教育的多样性、公平性和开放性的认识，也引起了我对过去与不同学生的教学情况的反思。反思这些过去的情况时，我认为自己在教育多元化学生的能力上有所欠缺。我所教过的学生都是多元化的。然而，我认识到他们的多样性是一个表面的观察，并没有尝试创建开放的对话与学生发现他们的不同背景如何影响他们的兴趣和参与音乐。作为一个没有经验的老师，我发现自己教给他们的音乐都是我认为对他们有好处的，而不是先了解他们为什么想参与音乐，他们个人与音乐的联系，以及他们喜欢音乐创作的哪些方面。我相信，我的学生的文化多样性影响了他们对管弦乐课的反应。 每个学生都有一个基于他们背景的个人与音乐的联系，这促使他们参加管弦乐课程。我认为在教这些学生时，我没有看到他们的文化和他们对音乐的热爱之间的联系。我犯了一个错误，没有从他们的多样性中认识到他们的个性，并将其运用到我们的音乐课上。在回顾当时的情况时，我很难承认自己作为一名教师的不足，尤其是作为一名年轻教师。然而，我可以把我的高度认识带回学校系统，通过音乐与我未来的学生建立有意义的联系。
In my opinion, education is supposed to give students a foundation to become productive members of society. Therefore, reinforcing ideas of diversity and openness is essential, from even the lowest grade levels. I think that on the surface, we can perceive our society as very diverse. We are constantly meeting and interacting with people of different races, ethnicities, cultures, and religions. However, I think that diversity should go beyond the surface level of just interacting with someone of a different culture. For society to truly be diverse, I think that a level of understanding is needed of other cultures, ethnicities and groups of people. Schools can say that they have a diverse population of students, however I believe that if the students do not know anything about the culture of their peers, then they are not as diverse as they think. MacDonald and Bernardo (2005) have reconceptualized diversity as “a dynamic, an on-going and active pursuit of an ever-expanding about how difference is perceived and valued” (p. 2). I take that to mean that there is an inherent difference between a teacher saying “I have a diverse group of students” (a surface level observation about their students), and that teacher truly understanding the diverse nature of their students and can recognize (and value) the unique gifts and thoughts that each student can bring. In addition, a multitude of factors create a person’s identity. These factors may be visible (like race) or invisible. I think that diversity also encompasses the invisible parts of a person’s identity. An article in The Dartmouth expands upon this concept. The author, Bach, states “…we cannot and should not limit our concept of diversity to just these factors [race and gender]. We must not lose sight of where diversity truly manifests: in the brain and the heart, more so than in the skin alone” (2016, p.1). I find that this quote truly speaks to the essence of what diversity it. It is the result of people learning, understanding, and positively interacting with the cultures, mindsets, etc. of those that are different than their own.My recent insights to diversity, equity and openness in education have also caused me to reflect on past teaching situations with diverse students. When reflecting on these past situations, I believe that I was lacking in my ability to teach diverse students. The students that I have taught have been diverse. However, I recognized their diversity as a surface level observation and did not try to create open dialogues with the students to discover how their diverse backgrounds impacted their interest and participation in music. As an inexperienced teacher, I found myself teaching them music that I thought would be good for them to know, rather than understanding first why they wanted to participate in music, their personal connections to music, and what aspects of music-making they enjoyed. I believe that my student’s cultural diversity effected how they responded to their orchestra class. Each student had a personal connection with music based on their background which prompted them the participate in the orchestra program. I think that while teaching these students, I failed to see the connections between their culture and their love for music. I made the mistake of not acknowledging their individuality from their diversity and using that in our music class. In looking back at that time, it is difficult to acknowledge my shortcomings as a teacher, especially as a young teacher. However, I can take my heightened awareness back into the school system and make meaningful connections with my future students through music.