Evaluating Impacts on Professional Practice

If I were experiencing a specific -ism in my own life, I am sure the families I am working with would be affected tremendously.  I think I would be very emotional and not acting like myself.  I wear my emotions on my sleeve.  People can usually tell when something is bothering me.  I have never thought about how “-isms” help shape who we are on the inside and out. It amazing how “-isms” can affect us mentally and physically.  Unfortunately, some of the “-isms” we experience more than others because of people’s own biases. "All of us have learned biases about our own and other’s groups. Those biases act as filters that keep us from accurately seeing who we are and what is happening in front of us” (Derman-Sparks, 2010, p. 21).  I have learned that “isms” such as racism, sexism, and classism have informed and influenced my professional life as it relates to young children and their families by helping me better understand each one and how they affect everyday lives.  Although I may not agree with issues relating to a particular “ism”, I have to respect each person’s decision.  I can agree to disagree and move on.  “We must embrace disagreement and complexity as being fundamental to working with children, families and staff from diverse groups and in changing times” (Derman-Sparks & Edwards, 2010, p. 30).

In today’s society, unfortunately the learned behavior of racism happens a lot.  Children literally don’t see color.  I observed my daughter playing at her daycare a few weeks ago.  The class is very diverse.  They have Blacks, Whites, and a few Hispanics in her class.  They all play together without a second thought.  All they know is they are having fun together.  It’s very unfortunate that as they get older they will be exposed to some form of racism.  Sadly, racism is a learned behavior. It’s not deeply rooted into the individual displaying the behavior. However, it is a behavior that can be changed, but everyone involved has to be open to change. 

The understanding of racism and racial identity development can increase an adult's effectiveness in supporting children's positive identity development.  This is why as educators we have to be cognizant of what we say and do.  We are shaping the lives of children, and they are watching everything we do.  We have to “stand up” for children and families with regard to bias, prejudice, or discrimination because someone has to advocate for the children.  Children should be given positive messages and images, and we have to stand for what’s right.  Families and educators who stand up for what’s right will eventually change the mindset of others.  “Adults have the power to create, to teach, to maintain bias and to eliminate it” (Derman -Sparks & Edwards, 2010, p. 11).  As stated in the text, we have to teach children about diversity, and to respect themselves and others.  We are here to make a difference, and we must continue the fight for all children to understand racism and racial identity.

Reference

Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.