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Cultural Diversity: Vargas Case Study


Vargas Case Study

Cultural diversity is the presence of various cultural groups within a society. Diversity exists in every society where involved factors include language, ethnicity, religion, sexual orientation, gender, class, nationality, health, age, and disability (Civitillo, Juang, Badra, & Schachner, 2019). In the Vargas case study, the family is diverse in many ways; for example, Elizabeth prefers to time for herself at some point, Bob prefers to have more family sessions and God before finding time for herself, Heidi finds school a doable thing. At the same time, Frankie doesn't enjoy school but rather soccer. The family is for sure diverse and needs self-advocacy to develop a solution to integrate each member of the family.

Frankie finds school boring and his teacher as mean for not allowing him to leave early to play soccer on how diverse the family is. His father attributes disdain for school as too smart for the grade. However, Frankie is athletic and is a member of a local soccer team that he can only join on Saturday; On Sundays, his father prefers to go to church and spend time together as a family. Elizabeth, on the other, has her preference as time with herself first before joining the family. Despite Frankie finding his school boring, Heidi finds a doable thing and performs excellently, as evidenced by the gold stars she usually gets.

On finding a solution to the family, it is first important to let the family become aware that there is diversity in their midst. Therefore, these differences come with a need for inclusion. Inclusion is finding admitting the circumstances and findings of a win-win situation (Danso, 2018). The family should accept each other and then create a plan that satisfies everyone based on their agreements. For instance, on Sundays, Frankie is granted one hour to attend his sports team but spends the rest of the hours with the family. Failure to recognize multiculturalism and diversity may lead to prejudice and discrimination, one of the leading sources of violence (). For instance, Bob may insist that Elizabeth should join the family before 1 pm and violence may ensue if she is unwilling to toe. Alternatively, to accommodate every individual, a change of the conversation within the family or with the teacher may support. The family argues a lot on their situations, a change of conversion to find the circumstances funnier and accommodative would turn their arguments into family time. The teacher may find a way to balance classwork and co-curriculum work to prevent Frankie from dropping out of school. According to Civitillo, Juang, Badra, & Schachner (2019), a large percentage of students drop out of school due to failure to find curriculum connections.

In conclusion, in every society, there exist multiple cultures and cultural differences based on various factors. These factors can lead to prejudice and discrimination leading to violence. However, the violence is preventable by finding a way to accommodate everyone through restructuring preferences and activities, for example, changing timelines so the family can meet for a duration where every member is satisfied. Alternatively, changing the conversation; for instance, the teachers allow the student to depart for sports in time; this may change Frankie's attitude about school and his teacher as not boring and mean. Lastly, diversity exists but finding ways for inclusion is important for co-existence.




Civitillo, S., Juang, L. P., Badra, M., & Schachner, M. K. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education77, 341-351.

Danso, R. (2018). Cultural competence and cultural humility: A critical reflection on key cultural diversity concepts. Journal of Social Work18(4), 410-430.


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