Practicing Awareness of Microaggressions

     A vivid example of microaggression (microinsult) that I remember as a child is being ostracized in a church setting while visiting my grandmother in North Carolina.  My brother and two cousins were sent to Sunday school ahead of the adults and since we were different ages, I being the youngest, were separated and sent to individual classes.  Once I entered the class all heads turned and whispers began.  Once the teacher turned her back all the kinds started to giggle and make comments about me being white and not welcomed near them.  One particular child was so bold to say, “She’s an albino and we don’t like her”.  For a young child, at six or seven, you feel hurt, confused and offended that others could feel and say those things to you without remorse.  I remember immediately running to my brother crying about the nasty things said to me.  Not only was this entire situation terrible but I do not recall any of the adults consoling me or reprimanding the kids during or after this ordeal.

     As we entered Thanksgiving week, I was keenly tuned into myself and others regarding their perceptions of biases and/or stereotypes of others.  As the family gathered throughout the week and I ventured to another state, I was delighted to not witness any prejudices.  Everyone I came into contact with was very friendly, approachable and kind.  What a better world this would be if we all continued on this pattern of interacting with everyone, showing kindness, compassion and humanity, regardless of their or our own disparities.

Perspectives on Diversity and Culture

I spoke with three individuals regarding the definition of culture and diversity.  They are stated below:

1.    My friend, White female, defined culture as who and what we come from and how we were raised.  Her definition of diversity is working, socializing or inclusion with a group of people different from your own background.

2.    My brother, Black male, defined culture as everything that shapes a person into adulthood (how they behave, what they eat, their beliefs, etc.).  Culture includes a person’s religion, experiences, and personal preferences and who/what a person is accustomed to being around.  Diversity is just differences in a common environment, as an example different groups with different beliefs attending the same school or college.  Diversity allows people to see other perspectives.

3.     My colleague, Hispanic female, described culture as the set of traditions, beliefs, values, ways of life, and ways to speak.  People pick up their culture heritage while growing up and this becomes a part of them.  Diversity means variety, people with different behavioral patterns coexisting on common ground.

The aspects of culture and diversity reflected in the above answers from friends, family members and colleagues include the social identity identified throughout Kay Deaux’s Social Identity.  It was interesting that no one related specifically to social representations or stereotypes but to the idealistic explanation, in their words, of both.  Most stated and understood the importance of family involvement with culture; however, no one stated the dominant culture and their connection to politics, economics, or gender.

Listening to others views on culture and diversity makes me more interested to learning and becoming informed on learning about others.  It makes me appreciate all differences and acceptance of others cultures (beliefs, attitudes and behaviors).  But most importantly, it makes me acknowledge that we are all unique and should be understood and grateful for our differences. 

My Family Culture

     The unthinkable has transpired and the thought of having to leave all your special and personal belongings compounds the fact that you must evacuate the place that love.  The three small (WOW) items I would choose to carry with me are:

1.   A family portrait of my immediate family taken several years ago.  This photo is one that I treasure because it includes my father, who passed away from cancer. In this photo he is holding my youngest son, whom he adored but never really got to see him grow up and become a fine young man and is often told he looks like his grandfather.

2.   Several Christmas’ ago, I gave my mother a Circle of Love necklace that she returned to me stating that it was an article she wanted me to have.  This necklace reveals the love I have for my Mom and always keeps her dear to me.  It is through this necklace that I feel close to her and I feel receives her wisdom and encouragement.

3.   The DVD, Autobiography of Miss Jane Pittman.  I can and have watched this movie endlessly and always find a touch of something that I have missed before.  Through this account of her life, I see someone who eloquently never forgets where she came from and would not allow those around her to forget the struggle.

     It can be seen that through the items chosen how much I love my family and how significant they are in becoming the focal point of my life.  Everyone who has been a part of my life has nurtured and supported me, making me the person I am today.  These three items only show a small part of the love I have for them. 

     If told I had to give up two items, I would be devastated but would quickly keep the family photo.  Without the necklace I would feel empty, as if I was missing a part of myself (in turn my mother.) and would hate to give up treasured items, but they are just that items-material things.  The family photo could never be replaced. 

    This experience has made me reflect upon what is important to not only me but to my family.   It instills in me that family traditions build strong connections amongst each other and encourage a sense of identity to the younger generation and something for them to look forward to, if not pass along.

When I Think of Research . . .

   In taking this course, I am now more conscious and informed on the reasons in choosing a topic, conducting, analyzing and addressing research issues.  I now truly understand that research is set in place to assist in the improvement of a particular area.  In the case of early childhood education, research on Universal Design Learning can help differentiate instruction by providing methods or strategies to make it easier for children struggling in all academic areas.

   My idea about the nature of research has grown in that that I am now more aware of the steps involved to complete a research study.  I was oblivious to the countless areas involved in guaranteeing a reliable, impartial and valid study when involving children and participants.  It is crucial to all to recognize that the more studies we conduct, the more information we will have and the closer we are to solving an issue of value.

   When it comes to planning, designing and conducting research in early childhood I am more attentive to planning and the steps involved in deliberating on what is to be researched (topic of interest to researcher), how it is to be researched (observations, interviews, surveys, checklists, etc), when and where the study will take place (setting and environment), who will be participating, what type of design will be used (qualitative, quantitative, mixed methods, etc.) and how the data will be evaluated.

   Challenged encountered in my research design was time frame.  I had to schedule appointments with teachers, administrators and parents which were not always according to my schedule.  I was able to meet all but two with plenty of flexibility added into my schedule.  I met with all during planning times, physical education periods and some after school.  Another challenge for me was students, and parents, that are part of the ESOL (English Speaking Other Language) population.  With the assistance of our school ESOL teacher, I was able to have all Hispanic students and parents participate without interruption of the research project.

   As a result of Building Research Competencies, I am now more comfortable in conducting research and identifying the steps along the way.  Through this course I can define and describe how to start the research process and pinpoint ways investigate and describe research activities.  I understand the role of a researcher as we make it our mission, during the process, to build equitable and reliable research.

Research Around the World

   My chosen international early childhood interest is the European Early Childhood Education Research Association (EECERA).  This journal is one of the most prestigious early childhood periodicals in the world and has been in existence for 18 years.  Some of the current topics include articles on Introducing Children’s Perspective and Participation in Research, Participating Research with Preschool Children With and Without Disabilities, Seeking Meaning and Understanding of Children as well as looking into the professionalism of educators.  As you can see there is quite a bit of concentration in the research area focusing on children and their participation.  The articles informed you of effective methods and ideas used to conduct research successfully.  These articles were of great interest as we are preparing our on research with children and families.

   The insights I expanded upon as I read through and learned more about this international association was their attention to the importance of childhood play and how it relates to children’s success.  Educators and the general public are very interested in the correlation between how and when children play and the significance of how it affects development.  Articles address the concern of how teacher professionalism can be improved upon and practiced within the Early Childhood field in ways that uphold children's rights and interests while promoting the vital role early childhood teachers play in young children’s daily lives.

   Other noteworthy information on this website that caught my attention was their conference list and the importance of sharing research information with various institutions locally and nationally.  The Special Interest Groups (SIG) mentioned assume a large role in the life of this organization as they critique, encourage and support various issues through global partnership.  A SIG formed in Malta and based their needs on specific work.  The actions of this group have been underway since 2007 and making great strides with their efforts.

References:

http://www.eecera.org

Research that Benefits Children and Families

     I often hear Holly Robinson-Peete discussing her son who is affected by Autism and being that I have several students with this disability I have always kept abreast on ways to best understand and help them make progress in school and in their daily lives.  “Now at the age of 13, he is a well adjusted and happy child who tries new food and gets along well with friends and classmates. (Robinson-Peete, H., 2007).” Recent calculations found that about 1 in 150 children have autism spectrum disorder (ASD). This estimate is higher than estimates from the early 1990s. However, some people believe increased exposure to a new crystalline compound, from the extra new vaccines recommended for children, explains the higher occurrence in recent years. However, evidence from several studies does not support such an association. 

     While researchers are scrambling to determine whether autism is linked to genetics, environmental factors or a combination of both there are many who seem to think it is related to vaccines.  In 2004, Pediatrics conducted a study done in Atlanta comparing ages of children who received their first measles-mumps-rubella (MMR) vaccination with children with autism and children who did not have autism. The children researched involved 624 cases (identified from multiple sources) and 1824 controlled   children (identified and matched based on age, gender, and location of school).  The study clearly showed that vaccinations were more common among case children than control children, as they are enrolling in early intervention programs.  While the CDC recognizes the alarm for finding causes and healing for autism, they are unyielding in partnering with research centers, governmental agencies and parents in ensuring that early detection, awareness, and diagnosis are key factors in understanding and finding treatment.

     I recognize that parents feel challenged but there is plenty of parental support throughout the communities.  There are groups established by parents of children with autism spectrum disorder (ASD) who have worked tirelessly to advocate for increased funding for autism research and treatment.

    

References:

Robinson-Peete, H. (2007). Fighting Autism. Retrieved from http://hollyrod.org

Centers for Disease Control and Prevention (2010). Concerns about Autism. Retrieved from http://www.cdc.gov.

DeStefano, F., Bhasin, T., Thompson W., Yeargin-Allsopp M, Boyle, C., (2004). Age at first measles-mumps-rubella vaccination in children with autism and school-matched control subjects: a population-based study in metropolitan Atlanta. Pediatrics 113: 259–266.

Personal Research Journey

     The topic I have chosen for the simulation is differentiation instruction.  This year I have a vast number of students that I teach in Math and Reading that need so much individual instruction that I am not able to provide, in a class of 10.  Therefore, I find myself continuously researching for new ideas and strategies to teach to the standard within different grades (first through third graders, all at one time).  Their ability level ranges from Kindergarten to mid-second grade.  However, I am finding it difficult to teach grade level text to students that need so much individual instruction and whom do not understand the basic skills, especially in Math.

     I have researched several websites, and have found some credible information and data.  I have even come across an individual who is known within the early childhood field and has years of experience and expertise with differential instruction, Carol Ann Tomlinson.  I have tried unsuccessfully to contact her, by phone and email, but hope to touch base with her before this course is over.  There are several books and organizations I am looking into (National Institute Materials Accessibility Standards (NIMAS), How to Differentiate Instruction in Mixed-Ability Classrooms and Differentiated Instruction and RTI:  A Natural Fit that I have been recommended by colleagues, who are in the special education field that I intend to check-out at the library, review for credibility, clarity and are able to provide answers to any questions that I may or start me to think in other directions.

     Please know if there is any assistance that you can give me or forward me to, I would be much obliged.