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.