Practicing Awareness of Microaggressions

• Describe at least one example of a microaggression which you detected this week or remember from another time. In what context did the microaggression happen? What did you think and feel when you observed the microaggression or when you found yourself as the target of a microaggression?

Example 1: In having a meeting with several coworkers, in light of an expected change of command, the  fate of a certain employee was under scrutiny. While most indicated his fate rested on the financial ability to retain him, one coworker said, “We’ll know what is going to happen to him by next week. He was one of  “her people,” referring to the shared ethnicity of the command and thee employee and insinuating his job was a product of that shared ethnicity. I was angered at hearing the comment, his job was contingent on his abilities when hired but was now reliant on finances. Race was not a factor.  

Example 2: Recently, I participated in an online training for my career that used Webinars, live seminars conducted over the internet. Understanding that webinars are live and primarily audio, I informed my instructor early on, that “hearing” all of the information may be difficult and written support is needed. Just prior to the third webinar, I receive an email that states, “FYI to avoid frustration I feel that you should know that this webinar is fast passed and you will struggle retaining the information…” I was offended, I have difficulty hearing not comprehending and it will not matter how fast or slow one speaks, if they cannot properly enunciate and articulate their words.

• In what ways did your observation experiences this week affect your perception of the effects of discrimination, prejudice, and/or stereotypes on people

While the gentleman did not hear the comment being made, had he, I believe he would have been hurt. The statement insinuated he was not qualified or capable of the job, but merely held it as a racial privilege. I myself was offended at the stereotype placed on me, her statement, while most likely intended innocently, said to me, “because you are hearing impaired, you are stupid.” She generalized having a disability as being cognitively impaired and defined my by that.

Perspectives on Diversity and Culture

o    Their definition of culture

·        Culture is the reasons behind the way you act and the things you believe.

·       Culture to me is your families back grounds and beliefs, the way you are raised and the morals and values that are passed down from one generation to the next. Culture defines how we act.

·         Culture is different people from different places, different foods, and different communications styles.

·         Culture for me is the customs, traditions, thoughts and beliefs particular to a group of people or civilization

o    Their definition of diversity

·         Diversity is the differences between people.

·         Diversity to me is where you are around people with different back grounds and beliefs and you are accepting of their morals and values even if yours are different than yours. It is accepting people for who they are.

·         Diversity is the same as Culture, the ways we are different.

·         Diversity is the physical and social traits that identify each group of people or civilization; America has a diverse population with high predominance of African American and Latinos and the way each group of people live is driven by their culture

• Which aspects of culture and diversity that I have studied in this course are included in the answers I received—and what are some examples?

Many of the aspect of culture and diversity studied in the class are included in the answers above, for example, culture including values, beliefs, and morals, and traditions of families. Also included was the idea that diversity was the differences in people, and accepting those differences.

• Which aspects have been omitted—and what are some examples of such omission?

One of the answers provided did only touch on the surface of culture, addressing, languages, foods, and places of origin, and omitted the idea of culture including beliefs, mannerisms, and behaviors.

• In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics?

Many of the people interviewed were co-workers and employees. In thinking about other people’s definitions of culture and diversity,  I have realized that the definition of culture and diversity is not clear, and that cultural understanding and respect for diversity needs to start with continuity in meaning.

My Family Culture

Louise Derman-Sparks states that culture is, “…the specifics of what we actually believe and how we actually interact and what we actually learn from our own families and…” (Laureate, 2011) With that understanding, the three items I would take would include my bible that always has my most recent family picture taped inside, as it is the basis for my faith, my external hard drive as it encompasses everything important to myself and my family history,  and my hearing aids. Should I only be asked to keep one, I would keep my externals hard drive, as it is the basis for all that is important to me. It holds every family picture, every monumental step in life from marriage licenses, birth certificates, educational degrees and transcripts, to biblical quotes and passages, family recipes, family traditions and stories, and important phone numbers and email addresses.

This exercise is a reminder that family culture is the foundation of family, and is unique to each family regardless of cultural similarities. I have realized that remaining in contact with my family and having the resources the share and continue my family culture would be extremely important.

Laureate (2011). "Family Cultures: Dynamic Interactions". Retrieved on July 3, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364617&Survey=1&47=7515489&ClientNodeID=984650&coursenav=1&bhcp=1

When I Think of Research...

While this course has not changed my perception of an early childhood professional, it has been a true learning experience. Having very little experience in research, I had no understanding of the process involved in simply designing a research project. This course has provided me with a better understanding of the steps required in creating a research project, as well as an understanding of how to ensure research is unbiased and equitable, and how to ensure the validity. I think most influential thing learned is the responsibilities of the ethics committee and the difficult job they have balancing risk/benefit ratios and identifying ethical concerns. This is truly a job that I would not want to have.

I do not believe that I can identify one specific challenge encountered in this course, as the course in its entity was challenging. To ensure success throughout this course, I constantly evaluated and reevaluated my research simulation and constantly reviewed my understanding of the terms and ideas presented in the text, as well as relied on the support of my colleagues.

I would like to thank my classmates for their support. Your posts, responses, and questions served as additional learning tools and added in my understanding. Good luck in your future endeavors and see you in the next class!

Sondi

Research Around the World

To complete this assignment, I chose to explore the European Early Childhood Education Research Association (EECERA). The website publishes an early childhood journal that focuses on current research and all of the information in the journal is noteworthy. In reviewing past journals, it appears that current research topics include scaffolding learning, conducting research with young children, toddler language development, and many others. I was disappointed that accessing the full articles required becoming a member or paying for the article.

Addtionally, the website has several special interest groups, which include,

•Birth to Three

•Equity and Respect for Diversity

•Leadership and Integration

•Leadership Mentoring for Early Years Services

•Learning and Participation

•Mathematics Birth to Eight Years

•Outdoor Play and Learning

•Professionalism in Early Childhood Education and Care

•Transitions (EECERA, 2010)

The website also posted a link to the Education Arena, which included additional article, webinars, and other resources on current issues and trends in early childhood education and professional development. Overall, it appears that if one were choose to become a member of the website, they would have access to a plethora of useful and valuable information. Unfortunately, becomeing a member was not something I am willing to do.

EECERA. (2010). Special Interest Groups. Retrieved May 31, 2011, from EECERA: http://www.eecera.org/sigs/currentsigs.asp

Research that Benefits Children and Families—Uplifting Stories

I do not have any experience with research projects or know of any families or children who have seen positive results from being part of a research project. However, I have been at a base that has implemented a trail program “Caring for People” The program is designed to ensure that airmen and families have adequate supports including family support, deployments support, special needs support and school support. The program was implemented in 2009 on a trial basis and its success has been greater than imagined. Many children and families have benefited from the support the Caring for People Coordinator was able to arrange.

In terms of research, I did come across a very good article while researching the topic of self-reflective practices, that provided an awesome quote. Professor Carole Richardson, author of the article The Reflective Teacher; The Value of Reflective Practice for Pre-service and Classroom Teachers, states, 

It is through reflection on past experiences, on beliefs, on interactions with students, colleagues, parents, on future intentions, on our present situations, indeed, on every aspect of lives that we begin to identify the assumptions that frame the way in which we teach. (Richardson, 2005)

The article discusses in depth, the importance of self-reflection for early childhood professionals and is worthy of being read,as the quote alone is enough incentive to reflect on our own biases.

Richardson, C. (2005). The Reflective Teacher: The Value of Reflective Practice for Preservice and Classroom Teachers. International Journal of Learning, 12(6), 307-311. Retrieved from EBSCOhost 14 May 2011

Personal Research Journey

I have chosen to research the topic of culturally responsive practice, including the subtopics changing demographics, historical views of diversity, and self-reflective practices, which are essential to becoming culturally responsive and providing culturally responsive care. Culturally responsive practice is an issue that directly effects the Department of Defense (DoD), early childhood sector, and me both professionally and personally. Military or DoD childcare facilities frequentlychanges its demographics, with a diverse population comprised of children from all over the world. We service multiple cultures, multiple languages, and multiple child development beliefs, and our constantly changing demographics require us to be culturally responsive in our service to both children and their families. Doing so requires that we have procedures and policies in place that ensure staff are able to identify, respect, and accept the cultures we serve, which includes self reflection. Often, as adults, we do not realize that we place labels or hold biases, but our mannerisms, body language, and verbal innuendos express otherwise.

I have thoroughly enjoyed the simulation process thus far, and look forward to delving deeply into the subtopic, the value of self-reflective practices in providing culturally responsive care. I found that the research chart was very useful and will provide information to refer too. I would also greatly appreciate any information or advice from my colleagues.