Westminster Ethnic Strife in Schools
In response to your editorial (“The Right Course on School Ethnic Strife,” Sept. 29) on Westminster High School, I would like, as staff-development mentor and teacher of 21 years at the school, to share the following information.
A significant portion of our 1990-91 staff development was dedicated to upgrading our skills for teaching in a culturally diverse school. These types of offerings have been ongoing for at least 10 years.
A sample of the 1990-91 workshops included: Teaching in a Culturally Diverse School; Gangs and Schools; Teaching the Hispanic Student; Conflict Resolution; Changing Ethnic and Cultural Demographics in California, and Strategies to Reach All Students.
On a professional note, I know from firsthand experience and input from the staff that problems of cultural diversity are foremost in the minds of the Westminster teacher. Many times, the curriculum is adjusted to allow for open discussions of ethnic and cultural similarities and diversities. Recent time adjustments to our bell schedule will permit, four days weekly, opportunities for mini-workshops and one-to-one discussions with students on these issues.
Westminster High School educators, as partners with the family constellation and greater community, endeavor to promote intercultural and interethnic harmony.
KENNETH S. SKOLYAN, Staff Development Mentor ‘90-’91, Westminster High School
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