When thinking about diversity, it almost impossible to separate your personal and professional identities when considering the issues of –isms. An –ism is about the institutional advantages and disadvantages people experience due to their membership (or perceived membership) in certain social identity groups (Derman-Sparks & Edwards & 2010). Isms come in different forms including racism, classism, sexism, ableism, religionism, and ageism. As professionals, we bring in our own individual perspectives, hopes, ideas, and morals into the settings in which we work with young children and families.
A dear teacher friend of mine, this year, left the public school system to go work at a private school. The benefits are numerous however, so are the challenges. She says the families are very wealthy and a lot of the teachers are as well. Feeling very uncomfortable is an issue she has faced during the school year. The school serves children K-12 and some of the older students drive very expensive vehicles (much nicer than hers). She says many days she does not feel “as good” as the teachers, parents, and students. She feels as though certain comments, about others not quite fitting in, have been made by families in front of their children. Therefore, the children have views that maybe are not their own. I have been thinking about this scenario being one that I could be facing. I think it would be a very difficult and emotional situation. If we want children to thrive in a diverse world and choose to stand up for themselves and others, then we must choose to help young children make sense out of the confusing and often emotionally charged messages they receive about themselves and others (Derman-Sparks & Edwards, 2010).
Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).
Amy, your post about the economic class distinctions experienced by your friend illustrated classism in our profession. It is interesting but not surprising that the source of bias behaviors was the parents, modeling prejudice for their children. This kind of situation is an all-too-common challenge for educators. It is certainly true that it is difficult to separate our personal and professional perspectives as regards experiences with “isms”. You have shared a story that can resonate with many teachers!
ReplyDeleteHi Amy,
ReplyDeleteIn responding to your post, it was very informative and sad in a point. It sad to note that your friend is going through the same thing as I am at my place of work. Nonetheless, encourage her to continue thriving for success for her labour will not go unnoticed. The children are the future and we are the educators that are guiding them o achieve thus. Nice post, keep it up.
It is interesting that you bring up the point of the teachers feeling "less than" in comparison to the parents. I work for a health system, so most of our families are doctors, nurses, and other health professionals that make way more than an early childhood professional, such as myself. This is a difficult issue to deal with. It is hard for me to imagine the life that they live, especially if I have visited their home or they have opened up to me more about their life.
ReplyDeleteHi Amy,
ReplyDeleteThank you for sharing your post. I completely understand how your friend felt. From what you have shared I think that she should be proud of who she is. The school that she is working for now must appreciate what she has to contribute, and they must accept her for who she is or else they wouldn't have hired her. I think those are some things that could help her build up her confidence.