Practicing Awareness of Microaggressions

         Unfortunately, as a black woman, I am subjected to microaggressions not only from those of different ethnicities but also gender as well. The most recent significant microaggression I suffered was when I took my son to a neurologist a few weeks ago. My son has been followed by several specialists since birth because of his diagnosis of Autism and CP and moving to a new state, I wanted to establish with one here. As I began to divulge information about his very extensive history of therapists and specialists, I was interrupted by the doctor on several occasions to compliment me on how articulate I was, to which I did not respond. The final interruption came in the form of a question when he asked me if I was a doctor. When I told him I was not, he then asked what exactly I did for a living. I told him that I was currently an at home mom who advocates for her children and again came another compliment that I was so knowledgeable and well versed, which again, I took offense to but did not express what I now can identify as a microinsult. His hidden message in my opinion was that black people are not intelligent and don't speak well. I also felt slighted as a woman and I think simply because he was male, I believe though, he could tell from my tone and facial expression that I was offended, seemed a bit confused as to why since he was showering me with accolades. 

         As I think back on the numerous microaggressions I am subjected to, the most common one is the way I speak.  I've been told so many times, not only from white people but black as well that I don't "sound black." What the hell does that mean?? How are "black" people supposed to sound or talk? I respond by telling them I speak "correctly" and that it's not a racial language, it's plain grammar! I feel it is degrading to my ethnicity and heritage to think I am supposed to Not be able to speak or know how to behave properly. I come from a long line of highly educated well versed people that include doctors, engineers, government officials, lawyers, journalists, musicians, and more. For people to assume a race of people lacks the capacity to aspire to operate on their "level" is microinvalidation in its highest form and unfortunately, this happens more times than not and worse yet, the offenders are totally unaware of their aggressions, which Dr. Sue explains is the most damaging.

         How I wish everyone could see or hear his video but then again, I am sure many will doubt what he is saying applies to them; yet another form of microinvalidation. 

Therefore I continue to exist in the realm of catch 22. 

Reference

Laureate Education (Producer). (2011). Microaggressions in everyday life [Video file]. Retrieved from https://class.waldenu.edu

Perspectives on Diversity and Culture

Studying diversity and culture has opened my eyes to the vast number of diverse people here in the US.  As our country is continuing to become more and more diverse, it is imperative that we accept and embrace those from all walks of life. Asking friends and family their definition of culture and diversity gave me some insight as to how we view others.




Friends/Family Definitions of Culture 

• Daughter: Social set of rules set by generations before us. Examples of culture include ethnicity, how people act, and eating habits.
• Friend: Culture to me is the fabric of how a race celebrates who they are, i.e. Spanish people celebrate their Latin culture with Cinco de Mayo, African Americans with Kwanzaa, and Jewish people with Rosh Hashanah.
• Friend: Culture what defines me as a member of a particular group.  I am Jamaican and I therefore do the things Jamaicans would do, not because it’s the thing to do but who I am, my parents, their parents, etc. I am proud of my heritage and hope to continue our family legacy.

Friends/Family Definitions of Diversity

• Daughter: Group with different types of people like racial, shy, outgoing, personality
• Friend: Diversity is how you would describe the various types of people within the US by race, creed, color and sex. 
• Friend: Diversity to me means difference. Race, sex, gender, even economic status in the US is so different/diverse. I like that because it gives us a taste of how the rest of the world is without actually having to travel to all the different places.

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?
Aspects of culture and diversity that I have studied in this course are included in the responses I received from friends and family includes ethnicity, gender, and socioeconomic status.  

Which aspects have been omitted—and what are some examples of such omission?
Those aspects that have been omitted include the diverse population of people who are disabled and/or have special needs. 

In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics? 
When I reflect on other people’s definition of culture and diversity, it lets me know that they are topics that many people, it seems, don’t consider very often and maybe, and possibly even something that is taken for granted, which may be the reason why there is so much inequality in this country.

                                          My Family Culture
If a catastrophic event caused my immediate family and me to take refuge in another country as our new home and I was forced to choose only 3 small items to take with me, they would be our family bible, family pictures, and my children’s birth and my marriage certificates.

• How you would explain to others what each of these items means to you
Our bible is the foundation of our family and beliefs.  Our pictures help us to maintain the memories of our lives and how we lived in our country. Last I would bring birth and marriage certificates in case I have to prove my children and husband belong to me.

• Your feelings if, upon arrival, you were told that you could only keep one personal item and have to give up the other two items you brought with you?
If I were told I could only bring one item, I would, needless to say, be highly upset because choosing three items was difficult enough.

• Any insights you gained about yourself, your family culture, diversity, and/or cultural differences in general, as a result of this exercise?
I feel it is important for people to maintain family values and cultures even when faced with adversity because these are the things that help us to feel a sense of belonging to this world.

When I think of Research.....

• If someone were to ask me what I thought of research at the beginning of this course, I would say that research was synonymous with grueling work! I feel there are so many different resources available, and not all credible, that one can truly become lost and derailed trying to plow through and pick out the exact information they need. This course had taught me that there is an easier more reliable way to research that doesn’t require hours and hours of reading irrelevant information such as scanning a scholarly article for the abstract, discussions, and conclusion sections (Lepuschitz, 2011).
• My ideas concerning the nature of doing research has changed because I have a new respect and better understanding of it with regards to the intricacies of the research process from choosing a topic to developing subtopics that are more refined and focused to help narrow down exactly what I want to research. It allowed me to not feel as overwhelmed and frustrated during the process.
• I learned that there are many different research design practices and approached including qualitative, quantitative, mixed methods, as well as various triangulation methods to explore. Once my research topic had been chosen, planning, designing and conducting research became somewhat easier to accomplish.
• One of the biggest challenges I encountered was the terminology in some of the course readings.  Because I was unfamiliar with the terms, I found t difficult to comprehend what I was read and apply it to my research topics.  By reading other sources and examples, I was able to gain a better understanding.
• My perceptions of an early childhood professional has not been modified as a result of this course, but I have a greater respect for those who choose research because although it can be overwhelming and frustrating, it is very necessary to gain knowledge and insight to address some of the issues we face in our society and with our children.

I would like to say Thank you not only to my colleagues but to Dr. Todd as well.

This group has always been very supportive and encouraging and I look forward to seeing many of you in the subsequent classes!! Good Luck!

References

Lepuschitz, J.K. (2011). A practical guide to reading research articles. Laureate Education    Inc., Baltimore, MD.

Lepuschitz, J.K. (2011). Quantitative designs: An overview. Laureate Education Inc., Baltimore, MD.

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

RESEARCH AROUND THE WORLD

     I chose to explore Early Childhood Australia (ECA) because I love the country and their culture and I especially love their accents! 

Early Childhood Australia (ECA) is a non-profit organization that promotes and works towards what is best for children and the Early Childhood Education and Care (ECEC) sector. Since 1938, ECA’s main focus has been advocacy, influencing many significant issues relevant to the care, wellbeing and education of young children in Australia. We develop projects in the sector and produce a variety of resources by way of subscription-based publications for our members and the broader sector which includes early childhood educators, services, academics and students. Our vision is that every young child is thriving and learning. 

     One of their current international research topics is “Supporting literacy learning in the early years.”

The book explores the connections between speaking and listening, reading and writing and offers practical advice and reflections on how to incorporate literacy learning into everyday practice.

     

As I perused the media segment I found the article, “Restricting access to Paid Parental Leave will leave children worse off, interesting because it discusses how unfair the government is being to parents who desire to take maternity leave to bond with their newborn child(ren). They are proposing  restrictions on the Paid Parental Leave Scheme to remove so called ‘double dipping’ which in essence is parents receiving both government and employment funds during leave. Ms Samantha Page, CEO of ECA says ‘The level of attachment formed between parents and their children in the first year is critical to children’s long-term development and family wellbeing.’ ‘We totally reject that mothers and fathers are “double-dipping”.

These are parents that are cobbling together enough time to do what is in the best interest of their family—forming a relationship with their newborn children (Early Childhood Australia, 2015).’ 

     Another article I read that I found noteworthy discussed Australia’s Family Package budget that has just received another $3.5 billion over the next 5 years.

 It would make access to early childhood education and care more affordable for a majority of working families from 2017 but the concern is for the families that will be affected by the stringent requirements or activity tests, particularly:

• Children in families where both parents aren’t working / don’t meet the activity test—will only have access to 12 hours subsidy (currently have access to 24 hours Child Care Benefit)
•  Children in families earning over $65 000 and less than around $150 000 where only one parent is in work—will have no access to subsidies (currently have access to 24 hours of Child  Care Benefit per week).
•  Children in families where one parent doesn’t work sufficient hours (under eight hours per fortnight)—will lose access to 24 hours of Child Care Benefit and Child Care Rebate.

     It is not surprising that Australia contends with the same issues as the US when it comes to child care costs and government funding.  It there is money available to the severely disadvantaged but it’s the middle class that needs it most and unfortunately, they make just enough to be disqualified from services.  As ECE we must continue to advocate for equity and inclusion for all children and families.

References

http://www.earlychildhoodaustralia.org.au/

Eating Breakfast

Research that Benefits Children and Families

I am not and never have been a breakfast eater and as a child, I hated when my mother made me eat breakfast!  First, my stomach, I felt, was not “awake” enough to consume anything and second, I wanted to take advantage of all the sleep I was able to get. Although she had her own reasons why she made us eat, research has proven that when children habitually eat breakfast, whether well-nourished, undernourished and/or from deprived or low socioeconomic (SES) backgrounds, their academic and behavioral school performances improved. Undernourished, deprived, and children from low SES backgrounds showed a particular improvement in mathematics and arithmetic grades.

I love this type of research because not only does it adhere to the OHRP regulations regarding research not involving greater than minimal risks, it provides children an opportunity to eat everyday who does not receive that luxury and this is definitely a positive example of the effects of research on children and/or families. 

The CDC reports the following:

Evidence on dietary behaviors and academic achievement

·         Student participation in the United States Department of Agriculture (USDA) School Breakfast Program (SBP) is associated with increased academic grades and standardized test scores, reduced absenteeism, and improved cognitive performance (e.g., memory).

·         Skipping breakfast is associated with decreased cognitive performance (e.g., alertness, attention, memory, processing of complex visual display, problem solving) among students.

·         Lack of adequate consumption of specific foods, such as fruits, vegetables, or dairy products, is associated with lower grades among students.

·          Deficits of specific nutrients (i.e., vitamins A, B6, B12, C, folate, iron, zinc, and calcium) are associated with lower grades and higher rates of absenteeism and tardiness among students.

·          Hunger due to insufficient food intake is associated with lower grades, higher rates of absenteeism, repeating a grade, and an inability to focus among students.

Evidence on physical activity and academic achievement

·          Students who are physically active tend to have better grades, school attendance, cognitive performance (e.g., memory), and classroom behaviors (e.g., on-task behavior).

·          Higher physical activity and physical fitness levels are associated with improved cognitive performance (e.g., concentration, memory) among students.

·         More participation in physical education class has been associated with better grades, standardized test scores, and classroom behavior (e.g., on-task behavior) among students.

·         Increased time spent for physical education does not negatively affect students’ academic achievement.

·         Time spent in recess has been shown to positively affect students’ cognitive performance (e.g., attention, concentration) and classroom behaviors (e.g., not misbehaving).

·         Brief classroom physical activity breaks (i.e., 5-10 minutes) are associated with improved cognitive performance (e.g., attention, concentration), classroom behavior (e.g., on-task behavior), and educational outcomes (e.g., standardized test scores, reading literacy scores, math fluency scores) among students.

·         Participation in extracurricular physical activities such as interscholastic sports has been associated with higher grade point averages (GPAs), lower drop-out rates, and fewer disciplinary problems among students.

References

Adolphus, K., Lawton, C. L., & Dye, L. (2013). The effects of breakfast on behavior and academic performance in children and adolescents. Frontiers in Human Neuroscience, 7,425. doi:10.3389/fnhum.2013.00425

Health and Academic Achievement. (2014). Retrieved from http://www.cdc.gov/healthyyouth/health_and_academics/pdf/health-academic-achievement.pdf

RESEARCH    

 Even the word carries the eminent dread of time, scouring through pages of data only to get redirected a hundred times and still not find what you need or if it is even credible!!  This class is quite necessary for me personally because quite simply, I need to know what the heck I’m talking about as a professional and currently I don’t have enough knowledge or experience to be credible. Also, even if I did, staying up to date on current issues is critical because things are changing so quickly especially with regards to early childhood education. The resource, “A practical guide to reading research articles” has already helped tremendously as well as knowing the principles for high quality research, how to critically analyze information, and use certain criteria and tools to evaluate electronic resources. Now I am not as apprehensive and even look forward to gathering the information I need.  

There is NOTHING wrong with My Child!

The topic I’ve chosen for the simulation process revolves around the detection, diagnosis, and treatment/services for children with special needs and varying exceptionalities.  As everyone knows, this is my passion and at the heart of my business because of my own personal experiences with my son who was diagnosed with Cerebral Palsy and Autism at age 2 and Sensory Integration Dysfunction by age 4. I believe early intervention is the key to helping these children develop, as much as they are able, into happy, healthy, independent adults. The first step is detection, which is an area that requires observation, honesty and action on the part of the parents and unfortunately, many either deny any possibilities that something may be amiss or don’t know where to go to get help obtaining a proper diagnosis for their child.  I believe when a parent or caregiver Denies the existence of a need in their child, they have become the greatest Barrier to that child achieving their fullest potential.

In order for me to truly help the children and families I will work with, I need to have accurate knowledge and resources available. Even though the thought of research is intimidating to me, learning how to properly research, deciphering what is and isn’t relevant through the guides and charts we have already begun to use saves times and energy. Also, by actually using a topic that is of great interest and relevance to me allows me to begin collecting the information that I need and can use!

To my classmates and colleagues I would ask that you share any new information and credible resources as I will do the same!

Lepuschitz, J.K. (2011). A practical guide to reading research articles. Laureate Education Inc., Baltimore, MD.

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.