Microaggressions..Revelations of Subconscious Bias

This week's topic has been such an eye opener! A young woman, E, (about 21 years old) who is attending college full time and works part time, when her schedule permits, at the center where I am employed. E seems to practice a stream of consciousness style of verbal communication. Consequently, I have always regarded her as guilty of careless speech. Until this week, I have always thought that E's careless speech was the result of her youth (although I have been acquainted with her for 3 years now and this habit has not changed). Now, I think that microaggression is the more accurate label for her thoughtless comments.

About a year ago, I cut my once very long hair into a pixie cut. Last week, when E and I were working in a room together, she paused from helping a child to wash his hands and said to me, "You know, when I am old like you, I will cut my hair short". (By the way, I am 37 years old). Before I watched Dr. Sue's presentation, I just thought that it was another characteristically irresponsible comment made E. Now, I believe that her comment could be classified as a mircroaggression.

Another example of E's bias against old(er) people came up this week. I paused in speech while talking to another coworker (in E's presence) as I was calculating the probability of entering a random five digit code in the center's door security system and coming up with a valid entry code, allowing one entry without an assigned PIN, in my head (as had just occurred). E, who was not involved in the conversation at all, said "Give it a minute, she's too old to do two things at once". In response, I turned my back to E and gave the
answer to my other co-worker.

After both of those incidents, I wanted to say something rude back to E, but restrained myself. I have never regarded E as venerable, so I wasn't really hurt by her comments. I just found them to be insensitive and uncalled for. Perhaps they were lame attempts at humor or to gain attention. I actually think that calculating the correct answer to a somewhat complex probability problem in my head was enough of a retort to disprove E's  assertion that I am "too old to do two things at once".

After watching Dr. Sue's presentation, I had a better idea of what motivates people like E to utter such things. (E's biases are not limited to people who are older than she. They extend to people who [she perceives to be] heavier and less educated as evidenced by careless comments that I have heard her utter to others. Dr. Sue's presentation has caused me to be much more thoughtful in speech (which has been a long- term endeavor) and aware of the different nuances in the spoken language. I'd rather not offend anyone or be thought of in the way that I perceive E.

Reference

Laureate (2011)(producer). Video:“Microaggressions in Everyday Life”.

Culture and Diversity

I polled a friend and three relatives regarding their personal definitions of diversity and culture. Here they are:

 Culture is “they way you’re brought up”. Diversity is “difference”. –Doug, 49

Culture is “a way of life”.  Diversity is “differentiating ways that people live”-Blue Sky, 15

Culture “equals lifestyle”. Diversity “equals difference”- Dany, 37

Culture “is commonalities between people that form identity, not limited to ethnicity”. Diversity is “differences within a population” –Mary, 62

Some aspects of culture and diversity that I have studied that are included in the definitions above are, relating to culture: “way of life” or “lifestyle” and “identity”; relating to diversity: “differences” and “differences within a population”.

Some items that have been omitted related to culture include the examples of age,  race, ethnicity, language, socioeconomic status, abilities, class, parenting patterns and the fact that cultures exist along a spectrum.

I think that my poll participants did a great job with their definitions of diversity in that they all knew that difference is a primary concept. Blue Sky highlighted that diversity was related to the way that people live which related directly to his definition of culture. Mary unknowingly agreed with Blue Sky’s definition when she defined diversity as “differences within a population”.

This poll gave me an impression of how people define culture and diversity. I enjoyed discussing concepts with others that have been limited until now to academic discussion boards. These discussions with my family and friend have not changed my thinking about these issues.

 

If My Family and I Were Forced To Relocate to Another Country...

If my family and I were forced to relocate to another country, I would have everything that is important to me already. I know, it sounds like a cliche', but I am hard pressed to name one, much less three material objects that I would take with me. My husband, my sons and their father, my sister and her son are the most important aspects of my life. If I could take my [definition of] immediate family, I would have everything that I want and need to start a new life in a foreign country. Without these people in my life, I would be hard pressed to find meaning, purpose and motivation. I would lead the life of a religious ascetic, renouncing all but my religious practices.

Difficult times can teach us a great deal about what is important to us. Precious stones, metals and luxuries hold no lure for me in ordinary life. I have few momentos other than photographs, which I assume, would be destroyed in a disaster. I love books, but would not saddle myself with them if I was forced to relocate. Material things are not important to me. While I think that there are some who value possessions or money over human life, I think that the vast majority of people hold similar feelings to my own. I do wonder, however, how many other people could not come up any material items that they would like to bring to another country.

The insight that I have gained from this exercise is that I have no attachment to material objects. I believe that things are not important.  I asked this question of a few of my family members. My husband, an artist, said that he would take his sketchbook. One of my sons would take his Ipod, the other would take his phone and I believe that my sister, a reiki master and medium, would take her pendulum.

After several days of pondering this question, I could not come up with a single thing that I would be willing to take along with me if I were forced to relocate to another country. As one of my favorite gurus says, "Why be attached?" 

During the course, "Building Research Competencies", I have learned a great deal. Perhaps the most compelling information involved the potential ethical issues that are inherent in research. The power relations that can occur between researcher and participants make me feel wary of conducting research. Issues of informed consent relating to children and parents and the potential unknown and unforeseen risks to children who participate in research, later in life send my head spinning. However, I do feel more informed about these issues. I have a new appreciation for the amount of pre-work that goes into the planning of a research study. Additionally, I have learned about the massive amount of analysis that is necessary after the data has been collected. I now understand what is meant by quantitative, qualitative and mixed methods research design. I feel that mixed methods research, although it requires versatility on the part of the researcher, encompasses the benefits of both qualitative and quantitative research methods and therefore, yields the most comprehensive results.

Among the challenges that I encountered, the greatest was formulating a research question. I had difficulty narrowing my interests and questions about my interests into a suitable research question. Also, I found it challenging to write a hypothesis from my research question. I overcame this challenge by consulting as many sources as possible, in addition to the course readings, to increase my understanding of the qualities of research questions versus the qualities of hypotheses.

Truthfully, this course did not change my impressions of early childhood professionals as I already work in the field. I understand that early childhood professionals must be knowledgeable, insightful, intentional and ethical in their practice, their research and their lives.

Many thanks to all of my colleagues for your thoughtful feedback, friendly words, the work that you do and are preparing to do for children and their families as well as for taking this educational journey with me.

International Early Childhood Research Website

I chose to explore the European Early Childhood Education Research Journal (http://www.eecera.org/).

The article, “Introducing Children’s Perspectives and Participation in Research”, contains the work of seven authors from 6 different countries. The authors offer abstracts of their studies in which their attempts to understand some aspect of children’s learning and social interactions also shed light on the importance of obtaining children’s views and input into decisions regarding the best methods for maximizing their learning experiences (Harcourt & Einersdottir, 2011).

 In “The dynamics  of early childhood spaces: opportunities for outdoor play?”, the authors delve into the recent trend of diminished opportunities for outdoor play for children, its causes and results. The authors point to unsafe urban neighborhoods, more advanced and available recreational techonology, social and educational factors as the causes for this new definition of childhood. The article also discusses the ways in which different cultures have varying attitudes regarding outdoor play. For example, in Australia, a common concern among teachers is legal action resulting from a child’s injury incurred during outdoor play. In order to lessen the likelihood of this, outdoor play has been watered down. This results in the compromise of the children’s outdoor play experiences. On the other hand, Scandinavian preschool teachers, who mirror their cultural values of weather-hardiness and risk taking, are more likely to be less apprehensive about children’s outdoor adventures (Waller, et al., 2010).

I found a great deal  of interesting perspectives about early childhood education in European countries on the European Early Childhood Education Research Journal’s website. I found it especially interesting that the articles indicated the researcher’s country of origin. This was helpful in understanding the variation in paradigms across Europe.

References

http://eecra.org/

Harcourt,D.,  Einarsdottir, J. (2011). Introducing Children’s Perspectives and Participation in Research. European Education and Research Journal. 19(3), pp 301-7.

Waller,T., Beate, E., Sandseter,H., Wyver,S., Ärlemalm‐Hagsér, S.,  Maynard, T. (2010): The dynamics of early childhood spaces: opportunities for outdoor play?, European Early Childhood Education Research Journal, 18:4, 437-443

A real life example of the benefits of research with regard to children and families

An example of research that is beneficial to children and families that has personal relevance involves my neighbor, Rhonda, her daughter Madi, and Rhonda's father Paul. When I first met Rhonda, my son, Blue, was nearly two years old and her daughter, Madi was about one year old. Madi was a tiny, adorable bundle in her stroller. I had my son by the hand, walking to the corner store. We walked the 100 yards to the convenience store together and engaged in introductory small talk the way that new neighbors do. Rhonda had grown up with my husband and our children were about one year apart in age.Rhonda and her mother owned a dance studio. I remember thinking that Madi, judging by her size at the time, would probably grow to be beautiful and petite dancer like her mother. What I did not know at the time, was that Madi had (and still has) severe congenital scoliosis that caused her spine to grow in a "C" shape, restricting her breathing and the function of her organs.

While she was in elementary school, Madi was chosen to participate in the VEPTR (vertical expansion prosthesis titanium rib project). Madi has had 40 surgeries to date. These surgeries allow Madi to grow while minimizing the curvature of her spine. Madi is now a freshman in high school. She dances, acts, sings, excels in school, is a drummer and participates in athletics. The VEPTR (along with her zest for life) has allowed Madi to grow and thrive. This project is the result of a great deal of research and Madi's participation in the project is part of the resesarch process. Research has positively affected Madi, her mother and her grandfather (Madi and her mother are the lights of his life) as evidenced by the improved quality of life for the entire family.

For a comprehensive account of Rhonda, Madi and Paul's journey, please visit Rhonda's blog at
http://www.madimay.blogspot.com/ .

Topic for Building Research Competencies Research Simulation

I have an enduring interest in the experience of young children in non-Western cultures. The three subtopics that I chose to explore are early education in non-Western cultures, parenting practices in non-Western cultures and attitudes toward young children in non-Western cultures. I have chosen to focus on parenting practices in non-Western cultures. This topic is of interest to me because a young child's experience is shaped by their parents. Parents are a child's first teacher. Most children bond first with their parents or main caregiver who does the parenting. Parenting practices affect a child well into the adult years. On a personal level, I am the mother of two teenage boys and often wonder about a better, different or more effective way to approach my role as a parent.

I am open to ideas, links, or resource suggestions related to this topic.