Wednesday, June 26, 2013

Thank-you and much success!!
By Anita L. Coles
I have really enjoyed this class and my colleagues. I would like to thank-you all because of you have grown more; understood more; felt confident more; and felt a part of a team more. I did not realize how time has flown… I am sure it was because I have had a great deal of fun in this class, partly because I found this class extremely interesting and the other part was because of how each of my colleagues have made me go beyond my own thinking to discover that there is a whole new way of thinking and learning…once again THANK-YOU ALL and I wish each and every one a successful journey!! : )… If you are ever in the Las Cruces area please look my establishment up “Little Steps/New Beginning Childcare and Learning Facility “  You all have truly have helped  me grow with also has help me& my staff become an even better childcare provider…

Sunday, June 16, 2013

The five stages team development

The five stages team development
By Anita L. Coles
I think the hardest group I have encounter was my social work colleagues group. We had to do a funding proposal. There were four in the group three women and one male.  Although we were familiar with one another’s faces and names, we had not gotten around to any formal introductions.
            Our first meeting classified as the “formatting” (Abudi, 2009-2010, p. 2) took place in our college classroom at that time; we made our introductions, as well as establishing who was going to do what. The assigning parts were not hard because only one member was aware, at the time, of the mechanics of putting together and presenting a proposal of any category and because of deadline date was very short we voted hands down that Earl would be the team leader, however, as other parts were being assigned the conflicts begun.
            Some felt that their assigned parts were either asking of them too much or too little. Earl being the lead person had those individuals who were unhappy with their assignments switch and all was well. There were very little disagreements because the team leader was very knowledgeable concerning the layout of our perspective funding proposal. Although Earl left each member to work on their assigned part of the proposal, he did leave himself available as needed.  In fact, the team met and worked on the proposal at Earl and his wife’s home.  
            The last part of the assignment was conducted in the classroom. The last part of the proposal was tenuous because all the facts and figures had to match so that when the team stood before the classroom and the instructor every part of the proposal should be easy enough for a layman, and professional enough to captivate the funding to team. The proposal was a success. Once the project was over, the team did split up; however, the team became very close. After graduating the College of Social Work, Earl and I were hired and worked at the same job. Other team members worked at different agencies but still kept in touch.
I think even thought my colleagues and I may not know each other than pictures and blog reviews I still feel a certain amount of closeness.

Reference

Abudi, G. (2009-2010). The five stages of team development: A case study  

Saturday, June 8, 2013

Disagreements and conflicts

Disagreements and conflicts
As I stated in my discussion, it seems a bit strange that the most of our assignments have been about a situation that I am or just finished going through. Than it, once again, hit me, it just seems that way because or courses are about everyday life situations. In any case, I am going through a conflict with a very close family member and have been for months.
                The problem is that this individual has been going through some very serious financial problems. This individual is constantly borrowing money from anybody who will loan money, but when it is time for this person to pay the money back the loaner has to run this individual down for the repayment. However, this is not the worse part most of the time this individual does not pay the entire loan back.
The problem is that because of my business and my line of work in the past I am well known, so what happens it that people will either come to me to complain and or expect me to encourage repayment. In the past I would try talk with the relative and this is what started our conflicts. To be honest up until I reviewed our week five materials I felt in the middle, resentful, and anger that my relative was still borrowing and that individuals were still loaning this person monies. I have learned so much by reading our week five reading material.
The information in which I read is not as if it were my first time being aware of certain parts of the information, but I think that in some cases it was my first time really listening. I realized what part that I was playing in this merry-go-round. I like helping people, and my line of work has been mostly helping individuals experiencing hardships. I became embarrassed to know that my relative was asking for help in the name of hardship and even more so embarrassed when those individuals who loan money ask me for help in trying to recover their loses. What I did to try to help resolve this situation is I offer to help my relative do a budget which they declined the help. I provided my relative with information about “free” financial counseling seminars.
The relative made excuses as to why they could not attend any of the seminars. The last thing that I offered was a set of CD’s that my son had made for me (my son and his wife when living in Germany did free financial seminars in their church; these seminar were supervised by a successful, well-known TV and Radio financial advisor).
The relative agreed to take the CD’s home but conveniently leaves behind every time. What I think that I learned was that I allow myself to me be in middle, and  realizing that to be a fact, I allowed myself to be dismissed from the whole situation all together.
I explained to my relative’s loaners that knowing the possibility of loan repayment and still willing to make the loans, in my opinion, meant that the loaners are getting something out of making the loans possible.  My relative is fully aware of the situation and the problem is between the loaners and my relative not me. I informed the loaners as well the borrower that I would no longer take or be a part of the disagreements and or their conflicts.
 I really believe that in order to resolve conflicts at least one half of the participates needs to be willing to look within themselves to see what part they are playing and need to be willing to want to changed. What I saw in this situation is a “lack of fairness,” ‘When someone uses more than a fair share of resources, it commonly leads to conflict” (O’Hair, Wiemann, p. 225).
                                           
                                               Reference
O’ Hair, D., & Wiemann, M. (2012). Real communication an interdiction.  
               Bedford/St. Martin’s Boston. New York



Saturday, June 1, 2013

Who Am I as a Communicator?

Who Am I as a Communicator?
By
Anita L. Coles
          
       In taking the test I assigned numbers to make sure that I would not confused whose scores were whose. I assigned the numbers 1, 2, & 3, me being number and so on. Our scores were almost identical except for the Verbal Aggressiveness Scale score (Taylor & Francis Group, 2009). I scored myself a 70. Number two scored me a 57, and number three a 63. 
         
        After reading both score results I knew without a doubt that I fell under the moderate level. After reading the significant level I knew right away that this level did not describe me at all. I was very surprise that our scores were so far apart. I am not too sure why I scored myself in the 70 area. The only thing that comes to my mind is that I did not want to sound like I was trying to toot my own horn, and would therefore rather underscore myself than sound conceited.
         
            In the Listening Styles Profile (Taylor & Francis Group, 2009), I fell under the Group 1 level. In the Communication Anxiety Inventory (Rubin, Rubin, Graham, Perse, & Seibold, 2009) number two scored me at 35, number three at 31, and I scored myself at 35, working with families and with the public for so many years have helped me to feel comfortable with public speaking, as well as feeling comfortable with talking for the first time with new people. However, if someone would have tested me on these questions fifteen years ago it would be a totally different story. All I can say is I am happy that Public Speaking was part of my college degree plan.
          
            Another thing that surprise me was although I try to be very conscious of how I listen to others, especially when I was working with families who had children with delays, I wanted to make sure that the families always felt and believed that I cared about them and their children (I can be somewhat of a dreamer if I am not careful), however, I was not sure if anyone else notice if I was attentive listener when others were talking to me. I feel super good knowing that it (according to those who scored me) is evident that I am a good listener. I think that this will also encourage me in continuing to want to work even harder on improving my listening skills.





References
Communication Measures: Rubin, R. B., Palmgreen, P., & Sypher, H. E.
           (Eds.) (2009). Communication research measures: A sourcebook. New
           York: Routledge
Communication Measure: Rubin, R. B., Rubin, A. M., Graham, E. E., Perse,
          E. M., & Seibold, D. R. (Eds.) (2009). Communication research

          measures II: A sourcebook. New York: Routledge.

Friday, May 24, 2013

Three strategies


Three strategies

By

Anita L. Coles

 
Before I moved to New Mexico I think that I would have to think long and hard about this particular assignment. However, since living in New Mexico I have had to make many adjustments some hard and some not so hard. Because I love meeting people and because I love learning about other cultures, so starting up a conversation with people I don’t know is really part of who I am.

 In fact, my children as they got older would refuse to go to anyway with me such as Wal-Mart because while standing in line if a person smiles or appears to be friendly, or have a baby sitting in their cart I will (if the stranger does not first) strike up a conversation that would many times continue even after our going through checkout.

I have also met many individuals because of my career and or having young children involved in certain activities such as church functions and school sports/activities. I think that I have always assumed that most of the people in which I approach and or came in contact with could see that I am a “nice, friendly, and caring person,” and would they would therefore welcome me with open arms.  however, after reading certain articles such as, “Interpersonal Communication and Diversity Adapting to Others,” (Allyn & Bacon, 2011), I cannot help but to wonder if I could have or should have handle how I have approach a person for the very first time in a different or better manner.

In thinking back on certain situations, and depending on certain individual’s culture I could have come on as being a pushy and or arrogant individual instead of as a friendly individual. The three strategies I could use to help you communicate more effectively with the people or groups:

1.   To begin communication with light talk nothing real serious like politics or religion (Allyn & Bacon, 2011, p. 14).

2.  Instead of trying to find something to talk about in the other person’s culture which I am guilty of and or  trying to avoid talking about my own, culture which I am also guilty of, practice “other oriented  ” (Allyn & Bacon, 2011, p. 15).

3.   Although I believe that it is always a good idea to learn about different cultures I have learn that it is never a smart idea to  assume that what one person practice in a culture that  appears to be the same is the same. That is to say, never assume similarities in fact I think for me it would be much better if I am to assume, to assume that no one person is the same. (Allyn & Bacon, 2011, p. 18).

 

 

Reference

Allyn & Bacon, Inc. (2011). "Interpersonal

     communication and diversity: adapting to others

     85–114. Clearance Center.

 

 

 

 

 

 

 

Saturday, May 18, 2013

Nonverbal Communication


Nonverbal Communication

By

Anita L. Coles

The movie that I watched begin with a group of young children, the children look to be between eight to ten years of age. It looks like the children dwell in some type of group home or school.  (I had my daughter to turn to a movie with my eyes closed so that I would not know the title of the movie)

Looking at the picture with the sound completely off it seems as if the children are in the backyard running around as if they have gotten into some type of trouble they look surprised or frightened. Although the children look somewhat disturbed they also look like they are being mischievous. It is hard to tell with the sound down. The children ran to the back door; an adult male figure opened the door.

About seven of the children are standing in front of the door or close to the door. The adult male starts from the end of the row of children and looks to be slapping all of the children at hand.  The children look surprise but not really stunted or hurt more like they did not expect the slaps.  Two boys begin to talk and start walking fast and then begin to run…13 years later the boys are now adult (I am assuming that these boys are the same boys who ran away when they were very young boys). The two men are eating lunch and talking and the other one is listening but seems annoyed at the one who is talking.

The man who is talking has a smile on his face and has picked up a jar of sugar as if he is preparing himself a cup of coffee. The second man reaches for the jar of sugar and while trying to pour sugar in his cup the sugar come undone all the sugar pours into the second man’s cup. The second man looks very annoyed.  The first man continues to talk as if nothing happened out of the ordinary. 

This seems to further annoy the second man.  The first man stands to his feet begins to walk away and with his back to the second man, the first man continues to talk to the second man.  The second man while looking upset begins to talk to the first man. The first man does not turn around but does appear to respond to what the second’s comments.  The men seem to be casing homes and breaking into the homes. The homes look like they belong to very rich individuals.

Although the second man seems to go along with the first he seems very reluctant to do so.

The second man meets a very pretty young woman. The woman appears to be going along with whatever the two men are doing.  

One day both men appear to get into a huge disagreement and part ways.  One day while the second man and the women were walking in what looked like a meadow the man hand what look to be a letter in his hand; after reading the letter the man went down to his knees and the women kneel down in front of the man as if she was trying to console the man.  

 (With the volume on) This movie was about two brothers who were in an orphanage. They were pranksters.  The last prank that they pulled man the housemaster very angry and he (the headmaster) punish all who that was involved by slapping their little faces. This made the brothers angry so the brother ran away.  The youngest brother had the strongest well so he was able to talk the older brother into doing whatever he (the youngest brother) wanted

The youngest brother talked the oldest brother into a life of crime until he (the oldest brother) found a woman. After meeting the women the brother tried to continence his younger brother to give up life of crime but the brother would not. The younger brother and his older brother, along with and his now wife went separate ways, the younger brother continued his life of crime; the older brother started living the straight and narrow.

One day while he and his wife were taking a walk the older brother received a letter informing him that is younger brother had gotten brutally beaten up and as a result had died.  The other brother fell to his knees and his wile knell down on her knees to comfort him…end of story.   

It just goes to show that we really cannot always look at a situation and assume what we see or what we think we see is the truth and or the facts to a situation.

 

 

I though t that the boys were good friends or perhaps brothers. I could tell that the boys/men were close and that they did mostly if not all everything together. I could tell that man of the men was more spontaneous than the other man, However, I was very shock to learn that the one the daring and spontaneous man was the younger and not the older man. I just assume that the one who was always holding back with what appeared to be doubts and concerns was the younger man.

 

 

 

References

The name of the movie is Brothers Bloom:  the movie is considered to be an “Action/Adventure, Comedy, Drama and Romance Movie.” The actors are: Rachel Weisz, Adrien Brody, and Mark Ruffalo.  (Channel 273)

Thursday, May 9, 2013

Modeling behaviors


Modeling behaviors

By

Anita L. Coles

 

I am a very social person and in the course of my socializing I have met so many people that have inspired me along the way. However, if I had to choose one person it would be a tossup between my best friend Janet and my aunt Juanita.  

The reason why Janet and I became such very good friends (we are more like sister now) was because she dared to tell me to my face about something that she felt  I needed to know that others were saying behind my back. She was not rude but she was sincere, she was not judgmental but she knew I could do better and called me on it.

My first reaction was anger; how dare her, she did not know me well enough to dare be that honest… then I stop for a minute and realized the fact that she did not know me that well and yet she was willing to put her neck on the line to help me. I immediately went from feeling anger, to feeling very, blessed I realized that she was a good friend I just needed to see that. I soon came to realize that not only was Janet a loyal friend she was also humorous, very giving and very slow to judge. So when she does you know that she has researched and researched and pondered before taking action is taken.

The other person I actually have tried to model myself after is my aunt Juanita. She is 90 years of age. She is currently studying Hebrew which correlates with her business. She has her own ministry /home teaching studio for young children.  Her staff members needs to be able to speak, write, and teach at least two languages. She loves children and has tons of patience when it comes to children  

What I like most of all about my aunt is ever since I have known my aunt she has always indulged herself in higher education, and although she has many degrees she is very much down to earth . In my opinion my aunt has always been and still is a very wise but humble woman I can talk with my aunt about anything at any time.

 She has always taken the time to listen without any signs of a judging me or trying to give me advice. My aunt is my hero!!

Wednesday, April 24, 2013

Professional Hopes and Goals


Professional Hopes and Goals

By

Anita L. Coles

One hope that I have when I think about working with children and families who come from diverse backgrounds is to teach the children with compassion and eagerness using techniques in which the children are accustom; Not only having the desire to teach but to also learn from the families; Modeling self -respect and self-worth.; and last but certainly not least, building positive parent/teacher relationships.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice to design a nationwide adopted model on techniques of working with families of diverse backgrounds. This particular model would provide techniques concerning methods on welcoming and respecting diverse families minus making the families feel as if they are on display because of their differences. By using this particular model, we as teachers/educators; students; parents of student; communities; political figures, and individuals throughout the world shall learn and understand the importance of equality and justice is for all mankind and not just for a selective few (Derman-Sparks & Olsen Edwards, 2010, p. 56).

In other words, I would like one day in the very near future, to help design a plan that will recognize and acknowledge our differences without the general feelings of comfortableness and awkwardness while doing so.

                    

 

Thank-you All

 

I would like to take this time out to thank each and every one of my colleagues. I may not have gotten around to responding to everyone’s’ discussion posts and or blogs but I did read them and each one did inspire me…thank-you all very much, I hope that I was able to have done the same.

I wish you all the best in your continuing journey of teaching and learning -–again thank-you!!

 

 

 

 

 

 

                                  Reference

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias

    Education for young children and ourselves: National

     Association for the Education of Young Children.

      Washington DC.

Friday, April 19, 2013

Welcoming Families From Around the World


Welcoming Families From Around the World

By

Anita L. Coles

A family from Poland plans to enroll their child Artur in our child care learning facility. Until this year, the family has never traveled outside of Europe. Therefore, I believe that making this family feel welcome and most of all wanted, is the childcare staff‘s top priority.  To try to help Artur feel welcome and comfortable while in our facilities; and until I can meet with Artur’s family for specifics, I will take the initiative and provide the following:

1.    The facility has a journal/book that we have the parents fill out when they child first begin the center. This particular book is called “Tell us about (The child’s name).” The book has specific questions  such as; what name does your child like to be called ; in trying to help your child free comfortable especially during the “getting use to us period,” whom would  your child feel the most comfortable with male or female; what are some of your child’s favorite foods…

2.  Provide the family with the Childcare’s Parent Handbook in the language that the family will understand.

3.  Prior to the first meeting, have the family record and   bring with them any questions; concerns, or request that they may have. Review with the family each question; concern; and or request. Be prepared to either have answers for their questions; provide insights to their concerns; information regarding the center’s policies and procedures.

 

4.  Collect as provide important contact information.

5.  Make sure that the family is aware of as well as understand that the childcare center has an “open door policy.”

 

I believe that these preparations will benefit both the family and our staff. By meeting with the family and having the family tells us about their interest and cultural preferences can help eliminate taking anything for granted. We do not want to assume what interest families coming from another country are.

By asking the family what their interest are including cultural interest, in my opinion, shows respect; compassion, and a sense of welcome. I believe that it is equally important for the families to become aware of the child care center’s policies and procedures. The center is a place of business and the family expects excellent care services (as should be), therefore both the family and the service providers shall have a clear understanding of all services that will be provided.  

 

Reference

Kingsley, P. (2011). New Europe: the life of a Polish family.

      The Guardian.  

 

Friday, April 12, 2013

The Personal Side of Bias, Prejudice, and Oppression


The Personal Side of Bias, Prejudice, and Oppression

By

Anita L. Coles

I grew up in a state where the majority of the people were prejudice. However, unless one knew what to look for regarding prejudice one might miss the little subtle signs, for example, many years ago, a situation took place in high school during gym class (now call PE).

During some of our gym exercises the girls would need to hold hands. (There were only two Blacks in our gym class, me and another girl) This particular Caucasian girl (back in the day the girl and boy gym classes where separate) would hold out her pinky finger to me and she would tell me “no I am not holding your hand; give me your ‘baby’ finger,” and that was the extent of our holding hands. Sad part was that the teachers would allow (Taylor, 2011) . 

As I stated before, I have encountered many of such as above mentioned; there are some that I have forgotten; I would need to think really hard to remember, and then there are some that are hard to forget. The next one was when I was working in a factory I was still quite young and had not experience adult individuals being prejudice toward me. A few days after starting work, an older Caucasian male told me that he did not want to work with me because I was “Colored.”  My response to this  particular gentleman was that that was his problem not mine, and as long as he did not hit me or use any derogatory  words  towards me…everything would be fine (Less than six months were became very good friends).  (Derman-Sparks & Olsen Edwards, 2010, p. 24).

        When my family and I moved to New Mexico I was sure life would be different as far as experiencing prejudice and so forth.  I thought that all people of color experience the same things. Well I was wrong, I learned that prejudices comes in many forms and is the product many of oppressed situations. I was doing my monthly grocery shopping. The individual who was my cashier was Caucasian male; he totaled my account to be a little over $200.00. I than realized that I had left my “card” in my car, I informed the cashier that I would need to run to my car to retrieve my card.

        The casher told me that he would wait until I returned. I ran to my car found my card; grabbed my card and run back to the cashier. When I went to hand the cashier my card, I noticed that my groceries dollar amount had changed considerably; it went from over $200.00, to  almost half the amount; just as I was about to ask him why the amount changed he noticed my card and quickly hit the cash register keys to change back to the $200.00.

        Then it hit me, he thought (or better yet, assumed) that I meant that I was going to get a “Food Stamp Card.” (EBT card)  Once he realized his mistake he turned redder than a beet, he sheepishly apologized, and tried really hard to quickly bag my groceries. I did mention to him that he may not want to prejudge the next individual before first gathering all facts there were other people waiting to check out behind me, each smiled and nodded their heads in agreement (Derman-Sparks & Olsen Edwards, 2010, p. 26).

        To be honest, I felt a little sorry for the young man because he truly displayed prejudgment. I am sure had I not been a person of color he would have expected the card to have been “Visa,”   MasterCard,” or something similar.  As an educator, I really saw this as an opportunity to help a young man understand how prejudice can work, and if he wanted to, he could use the situation as an opportunity as well to learn a valuable lesson (Derman-Sparks & Olsen Edwards, 2010, p. 21).

        We all have our own bias; prejudices; and maybe even oppress a person or two; I know I have my and am trying to understand and work my way through them.  Dealing with the girl in my gym class, the man at the factory, and the young cashier reminds me that we are not perfect and before I can work on someone’s bias; prejudices; and creating the act of oppression I first need to understand and work on my own (Derman-Sparks & Olsen Edwards, 2010, p. 23).  

 

 

 

 

Reference

Derman-Sparks, L., & Olsen Edwards, J. (2010) Anti-bias education for y

        young children. The National Association for the Education of

         Young Children; Library of Congress Number 2009938138

        ISBN: 978-1-928896-67-8 NAEYC item# 254.

Thursday, March 28, 2013

Practicing Awareness of Microaggressions


Practicing Awareness of Microaggressions

By Anita L. Coles

Early in my years I  was in the college of civil engineer. When I first started the course I did quite well I had a GPA of 3.8. However, when I started my research class I begun to do poorly. In the beginning I thought it was all my fault that I was doing to poorly. At the time I was taking care of my sick dad, raising two small children alone, and holding down a full time job. So I thought too much on my plate

I met with the professor of my research class to ask him what could I do to help get my GPA back up. The professor informed me that he did not think that I could do anything because some people from certain racial background have a harder time understanding certain academics than other races. He went on to say that I should not worry and if I receive a “D” as my final grade (we were not even midway with this course) and a “D” is a passing grade this microaggression was in the form of Microassult and microinsult (Sue 2011) . On that note, I wrote a letter to the college Dean of Electrical Engineering I informed the Dean that I believe that his department housed a few teachers that were prejudices

The college/Dean’s replied to by stating  that the school researched and found that other people of color were attending the College, and had no complains and therefore believed the college had not violated any laws.  I dropped out of college for two years. Letter I went back to the same school different program and graduated with a 3.6 GPA, and cumulatively a 4.0.  

While I was attending class, I ran into my old EE (Electrical Engineer) advisor. He ask me why I dropped out of the EE department I told him if I tell you, you would not believe me, than he said to me “was it because some of the teachers were prejudice? My mouth flew open; than he told me his wife attended the same college, and was treated the say way. He also said that one of the teachers made a racist remark about his wife (at the time the teacher who made the racist remark was  not aware this women was my advisor’s wife (my advisor was White his wife Black).  This situation took place some twenty odd years ago.

However, a few days ago my daughter and I were having lunch at a restaurant were my daughter also work part-time as a server. One of their regular customers (a middle age Hispanic man) saw her sitting and jokingly asks her why she is not working. She told him that she was working a later shift because she had finals early that morning. He asks her what she was studying … she told him Electrical Engineering; he replied “Oh you must be attending the  Branch,” she said to him, “although there is nothing at all wrong with attending the branch,  I am not and have not attended the branch.” The hidden message is the only way you could obtain an EE degree  is to attend a lesser demanding college/University (Sue, 2011) (Gorki, 2008, p. 2). Then he asks her if she thought that she might have a hard time getting hired anywhere; hidden message, you are going to have a hard time getting a job because you are women and a Black women at that (Sue, 2011).  Her replied to him was that she has already accepted a job offer in Texas and should begin working right after graduation. The man just looked sheepish and replied “oh.”  In my opinion times have not changed much. There is still so much work to be done.  These two examples represented two types of prejudices, one against a person of color (possible gender as well); and the other color and gender.

In order to became more aware of and to work on eliminating actions such a microaggression we as teachers/educators, and parents need to encourage our young children to do what my daughter is doing: seek and continue to seek higher education; if in order to pursue a dream and or a goal dare to move  outside their comfort zone; Lastly but certainly not least, respectfully defend their cultural inheritances(Seifert, 2007, p.7)

 

                              References

Gorski, P. (2008). The myth of the "culture of poverty." Educational

           leadership, 65(7), 32--36. Academic Search Complete database.

Laureate Education Inc. (2011). (Derald Wing Sue, PhD).

           Microaggressions in everyday life.

Seifert, T. (2007). Understanding Christian privilege: Managing the

           tensions of spiritual plurality. About Campus, 12(2), 10—17

          Academic Search Complete database.

Saturday, March 23, 2013

Perspectives on Diversity and Culture


                         

Perspectives on Diversity and Culture

 Anita L. Coles

      The three individuals in which I ask to provide me with their definitions of “culture and “diversity” had very interesting views and or definitions. The three individuals were a husband and wife of different racial backgrounds, and women who is 90 years young, although married, the husband and wife each provided their own viewpoints and or definitions; the wife is in her late 30’s and the husband early’ 40’s.

What I found to be very interesting was that all three individual’s definition and viewpoints were closely related; however, the way each one expressed their viewpoints concerning culture and diversity was amazingly different. The wife provides her definition and viewpoints almost poetically.  I had the husband and wife email me (I requested this because I wanted to keep their viewpoints separate even if they both had the same or similar ideas.) I would like to share both of their viewpoints:

Wife:  Culture to me is about traditions, valves, food...I guess basically just how

 we are  raised. I think smaller Part of race…religion has a larger part in  

             how we were raised though I do think the history of race does affect

 the culture though[sic]. Diversity to me makes me think of how we lived on

             from around the world. We were all different races, religions and nationalities, that

             is what made it so amazing. Different languages, food, transitions, ways

 kids are raised. And for the most part all in a respectful way[sic]. Mostly wanting to

             learn about each others[sic]cultures[sic] (2013)

            

        Husband: “Culture=the way a person is brought up, the

Way they dress the foods they eat and so on.  

Diversity=the differences between cultures...the way a

Group looks the way they act and so on” (2013)

 

I interviewed my aunt by way of telephone; my aunt expressed her viewpoints on how it was when she was a young child. Her culture consisted of a “pretty normal day like anybody else’s except for Sundays. Sundays everyone had to attend church, first staring with Sunday school, morning worship, go home eat dinner take a nap and go to evening services.  That was a standard [family culture/ritual] every Sunday.

We would always go to the eldest home after church to eat dinner. No one could play any games, watch television, read a comic book... if [it] did not have to do with God and or church you did not do it on a Sunday period. The way we dressed was no pant ever; long dresses and or skirts and always a hat to cover the head, a head that was not covered was[being] disrespect to God and  mankind.” (2013).  

I think if I were to be in agreement between all there definitions and or viewpoints I would say that there is a place in all there viewpoints and definitions that I would or could feel comfortable with. However, I do think that Derman-Sparks and  Olsen-Edwards(2010) summed it all up for me “ a person’s cultural group is related strongly to his or her ethnicity, which reflects the place of origin and cultural background of the person’s ancestors ---whether parents, grandparents, or relatives who lived hundreds of years ago”(Derman-Sparks, & Olsen -Edwards, 2010, p. 56).

 

 

Reference

                Derman-Sparks, L., & Olsen-Edwards, J. (2010).  Anti-bias education  for young children and ourselves. National Association for the Education of young children. Washington D. C.