Practicing Awareness of Microaggressions

This week I opened my ears, listening for microaggressions. Microaggressions are verbal remarks that are based off assumptions, stereotypes, and/or racist beliefs. Sometimes people make these remarks on purpose, but often times people make these remarks by accident (Laureate Education, 2011). I found this week that I hear microaggressions so often that I wasn't even noticing them anymore. It was shocking how many racial or stereotypical comments I am surrounded by on a daily basis. No wonder "85% of white Americans harbor racial biases that are outside their level of awareness" (Laureate Education, 2011). I hadn't thought about, until this week what it might feel like if the microaggressions were directed at my personal race, ethnicity, religion, sexual orientation or another identifying factor. I realize now how harmful these repeated microaggressions can be day after day.

One particular microaggression that stands out in my mind is one that could be categorized as a microinsult because it "demeans a person's racial heritage" (Laureate Education, 2011). These are much more offensive to me because they are intentionally hurtful and demeaning. An acquaintance of mine told me recently that anyone who lives in the United States should be required to learn how to speak English. He said, when people don't speak English it costs Americans a lot of extra money in tax dollars; he used the example of printing voter's ballots in the Spanish language. He made comments that suggested if you don't speak English you should not be in the United States. The remarks offended me right away because I always think of young children and the situations they have no control over. I think that many people are forced to learn English already and that people need to be more sensitive to the importance of maintaining a child's home language. Imagine how it might feel to not be able to fully communicate with your own family because you don't speak the same language. I tried to explain these things to him, but he only understood what he had heard in the news media. Then my husband changed the subject because he did not want a conflict to start. In my opinion people need to learn to have more empathy and it should be more of a focus in education programs. I don't disagree with my husband for changing the subject but on the other hand we need to address the issues as they arise one person at a time.

Reference:

Laureate Education (Producer). (2011). Microaggressions in everyday life. [Video file].

Retrieved from https://class.waldenu.edu

Perspectives on Diversity and Culture

Diversity and culture can be defined in many different ways. Often times people define culture by what they can "see, taste and define," aspects of culture such as dress, traditions, and food, known as "surface culture" (Derman-Sparks & Edwards, 2010, p. 56). After studying culture and diversity in depth, one begins to identify what is known as "deep culture," or the aspects of culture that are much more difficult to put into words, such as how and where people live and work, roles people play, hobbies people have and even the ways people express their emotions (Derman-Sparks & Edwards, 2010). Culture encompasses many different things; it is "a way of being in the world" (Laureate Education, 2011). 

This week to gain more of an understanding of culture and diversity, I interviewed four people that I respect, work with and look to for advice. I spoke with four people that have many years of experience working with people in various settings across the country, and I was very impressed with there responses to my questions about diversity and culture. They not only acknowledged surface culture but also deep culture that is often more difficult to observe. 

The following are four definitions of what diversity is:

-Different groups of people getting along, using their differences to their advantage. Different races and abilities pooling their different ways of thinking, food and cultures.

-Groups that differ from each other, including race, culture and ideas.

-Various different groups of abilities, mainly considering diversity within a group of students in a class.

-People of varying abilities and backgrounds, including family values, education levels, individual values, and income level. 

According to the interviews, culture was defined as:

-Learned behaviors in different parts of the world. Different ways of thinking and behaviors because of where and how they were raised, including eating, religion, nationality and geographic locations. 

-Ideas formed by a group of people, including art, science, and politics. Ideas form in all areas that make up a society and those are passed down through the generations.

-Family life and values, including how children are raised, ethnicity, and gender.

-Heritage, family values and how children are raised. 

All of the definitions of diversity, refer to comparing differences in people. If people did not compare themselves to each other, we would not even notice diversity. The definitions of culture, touch on surface culture and deep culture, referring to not only food, clothing, religion and race, but also to how we are raised and the values and beliefs we live by. Culture is so individual and different for each person that it is difficult to define. The definitions all touch on the importance of culture and diversity being passed down or learned in families. It is something that is valued and taught to children. All for the individuals I interviewed have experience in the field of education. Through the definitions given it is easy to see they all have a respect for diversity and culture. 

Reference:

Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Laureate Education. (2011). Family cultures: Dynamic interactions [Video file]. Retrieved from https//classwalden.edu

My Family Culture ...

"Nothing is more important within a culture than how its children are raised" (Derman-Sparks & Edwards, 2010, p. 55). By taking the Perspectives in Diversity and Equity course through Walden University, I am learning about the importance of family culture. Family culture refers to the beliefs, values, roles, rules, religion, and basic way of living (Laureate Education, 2011).

For the assignment this week, I am tasked with choosing three items of importance that represent my family culture. The three items that I chose are my wedding ring, a locket for my daughter, and a photo album with family pictures. I chose my wedding ring because it represents my strong love and bonded relationship with my husband. Instead of a traditional diamond for the center stone, it has a ruby, which represents my daughter Ruby. I chose a locket for my daughter because it was a Christmas present from my husband to our daughter, and it contains a picture of myself and of my husband, for Ruby to always remember we love and care for her. I chose a photo album because it is important to remember how fast things change and how many memories we have shared together. If I could only keep one of the above items, I would choose to keep the photo album because pictures are priceless and could never be replaced. I would be sad to let go of the locket and ring, but I would be grateful that I have my family.

"Most of the time, people do not even notice their culture, just as we do not notice that we live in a sea of air" (Derman-Sparks & Edwards, 2010, p. 55). From completing this assignment it made me realize how true this statement really is. I found it very difficult to try to explain to others the reason for my choices and the meaning of the items I chose to be most important. My culture is just who I am.

Reference:

Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Laureate Education. (2011). Family cultures: Dynamic interactions [Video file]. Retrieved from https://class.waldenu.edu