Practicing Awareness of Microaggressions

Microaggressions are defined as brief everyday indignities that are verbal, behavioral, or environmental. They may be intentional or unintentionally communicated to women, to people of color, or to those of differing sexual orientation, and have an insulting message behind them that often causes severe psychological distress and harm ( Laureate Education, Inc., 2011).

One microaggression that I have witnessed, among many in my workplace, was toward my best friend. She is bicultural with a Hispanic father and a German mother. She has a last name that is rather easy to pronounce but teachers in our school seem to have a difficult time pronouncing it. Her last name is Chavez. Many teachers pronounce it with a fake French-sounding accent (Shhhha-vez). She politely corrects them all the time and even provides a word to help them remember how to say it (rhymes with Travis). The other teachers responses range from apologetic to annoyance. One teacher in particular addressed her incorrectly (Hey Shhhha-vez or however you say it, I don't know. Well, all your names end in a 'z' anyway.)

I was furious upon hearing it, not to mention my friend's reaction- she walked away. This just happened in an elementary school by a teacher. When my friend addressed it the next day, the teacher got defensive and apologized saying she just gets confused.

I was aware of the effects of discrimination, prejudice, and stereotypes on people previous to this observation because I have been on the receiving end of them too often.

References:
Laureate Education, Inc. (2011). Microaggressions in Everyday Life. [Multimedia Presentation]. Retrieved from Walden University course notes.

Perspectives on Diversity & Culture

 

I interviewed different people that I know about their thoughts on culture and diversity. When I asked them they all acknowledged that both were hard to define.

Person #1 (Jessica, 3rd grade teacher, Hispanic and German, best friend)

Diversity: Different Individuals Valuing Each other Regardless of Size, Intelligence, Talent, or Years

Culture: a group of people that celebrate the same values and traditions, see things in the same perspective, respect one another regardless of their differences, value one another

 

Person #2 (Nevia, PreK teacher, African American, mentor)

Diversity: Differences between any given group.

Culture: The background of an individuals upbringing.

 

Person #3 (John, insurance adjuster, African American, older brother)

Diversity: Diversity is about all-inclusiveness, the antithesis of homogeneity. Unfortunately it is defined by its absence in our country. Diversity would not be an issue in a true melting pot situation. we don't have diversity, we have homogeneity in our workplaces and in the lunchrooms at schools. We gravitate to people that look like us. Diversity is the opposing force to homogeneity. The concept of diversity has been developed because of our natural inclination to be with people like ourselves. It is our effort to change our natural instinct.

Culture: Culture is the set of beliefs, traditions, activities, and art of a group of people (utensils they eat with, the way they dress, their music, religion, what they watch). All of the semi-tangible things that make up a people.

 

Person #4 (Justin, Optical Dept., African American, younger brother)

Diversity: a melting pot, adds flavor, keeps things from being bland, individuality brought together as a whole.

Culture: heritage, roots, origin, the individuality of a specific group, different lifestyles that go through time.

 

So far this course has covered a few different aspects of culture and diversity, a few of which are mentioned in some of the above answers from the interviews- diversity as a representation of people who are different valuing other people who are different, and diversity being what makes us special as a people. Culture is represented in the very essence of a people. What they do and how they do it and how it gets passed on through generations.

Some aspects of culture and diversity were omitted like the importance of children and families being celebrated in their differences and what we as people can do about changing the way we view each other.

Learning what other people think about culture and diversity has helped me to realize that everyone does not necessarily think about culture and diversity on a regular basis or what they actually mean. As an educator I am to think about it all the time and how I can foster a healthy environment that encourages and supports family cultures and student diversity in my classroom. I need to not only think of it how I see it but also how other people (families I serve) may see it and consider their view when teaching their children.

 

 

 

 

 

 

 

 

 

 

 

 





My Family Culture
Three items I would take with me in the event a catastrophe were to devastate my home country would be my Bible, my glasses, and a photo album.
The Bible is probably my most prized possession. My encouragement and sustenance is derived from the Word of God. It means that much to me. My glasses are also important because I cannot see adequately without them. Depending on what host country I am in- I may not be able to get another pair of glasses. I would also take a photo album with my family and home in it.
If, upon arrival to my host country I was told I could only keep one item, I would keep my Bible.
Through this exercise I have learned that my family is important to me, but my faith is more important than them. In the end that is all I will have. My family culture is one that encourages rich relationship with Christ and to be real representations of His love to others.