Evaluating Impacts on Professional Practice

The consequences I might expect for the children and families with whom I work while I experience specific "–ism(s)" in my own life is racism and classism. The reason that I chose racism and classism is due to my previous experience as a professional and as a African American who came from a low income family. The consequences is that in certain areas in which I demonstrate my professionalism there are still people out there that view me as just a black woman who will not be anything more and is always looking for a hand out. The other consequence that I might expect is classism due to where I live, the salary I make and that I might be a single parent or divorced. I have been labeled so many times with the specific isms that I cannot count them. I really want to change that view of labeling due to a person’s social or economic status and their culture. I have learned in the previous courses that I have to be self-aware and focus on my passion as well as be a positive role model and be mindful of any hidden biases (Derman-Sparks & Olsen Edwards, 2010). I would not take any frustration or previous insults as a target for a child or parent to view me the same because we are all individuals and all have different views, hearts and minds. I also have learned in this program that it does not matter what your gender, race, sexual orientations, culture, age or religious beliefs that we all deserve the same respect, understanding and support to be successful and viewed as a individual human with feelings (Derman-Sparks & Olsen Edwards, 2010). Since the courses in this program, I have been empowered, encouraged and motivated to spread the joy of being different and being who we are, because we do not choose our color of our skin, DNA, culture or age and that this is something that we are born with. We as people create and change our given identities as we develop and mature into adulthood (Derman-Sparks & Olsen Edwards, 2010).   

If I allow the negative views and personal experience interfere with my profession, children will also feel the negative experience because it will be demonstrated through my behavior, interactions and communications. The consequences of any isms can negatively affect a child and family if the educator is not self-aware or have hidden biases that will not allow the educator to be fair, understanding, respectful, supportive and be open of acceptance to all people. The relationship between the educator, caregiver or parent is very important when it comes to making and sharing ideas to make critical decision that is in the best interest of the child. The children need the support for motivation, compassion, understanding, dedication and inspiration (Edelman, 2004). Understanding our own biases is critical to developing effective partnerships because, when it comes to any profession especially children, we must acknowledge the true facts that we all differ in some way, our purpose and that professional educators respect all cultures, ages, and genders of each child and family (Laureate Education Inc, 2010).  

Reference

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

Edelman, L. (2004). A relationship-based approach to early intervention. Resources and Connections, 3(2). Retrieved November 8, 2011, from http://olms.cte.jhu.edu/olms/data/Resource/1144/A%20Relationship-based%20Approach%20to%20Intervention.pdf

Laureate Education Inc, (2010). "Learning about Fairness: Culture, Language, and Economic Class"