Chat with us, powered by LiveChat Take time to review: Your Diversity Profile from EDUC 6164 (Perspectives on Diversity an | Gen Paper

Take time to review:
Your Diversity Profile from EDUC 6164 (Perspectives on Diversity and Equity) WK1Agg2
What you have learned about “equity pedagogy” (such as Anti-Bias Education)-attached
The poem “I Am From: A Poem of My Cultural Identities“-attached

A copy of your poem (a poem has to be made up based on cultural/social identity)
The multiple cultural identities revealed in your poem and the social messages you may have received related to these identities
Two ways your identity development as a child could have been positively influenced by equity pedagogy, such as Anti-Bias


My Social Identities

Chandra Farmer

Graduate Certificate in Teaching and Diversity in Early Childhood Education, Walden University
EDUC 6164: Perspectives on Diversity and Equity

Wendy Mccarty

January 16th, 2022

My Social Identities
Which of your social identities did you assume, i.e., have you chosen?
I would have to say my chosen social identity is ?ethnicity/religion.? This social identity helped to shape who I am as woman today. To put it simply, I was destined to become who I was at birth; in other words, I was biologically programmed into the person I have become today. In most circumstances, people will be classified as a particular ethnic group without feeling it or recognizing it themselves; social identity provides people with a framework for socializing and a sense of self-esteem. (Deaux, 2001). Which ones have been ascribed by others and/or by circumstances?

Social identity theory states that our identities are formed through the groups to which we belong; as a result, we are motivated to improve the image and status of our own group compared to with others (Deaux, 2001). My identities ascribed by others or circumstances would include ?relationships, gender, and ethnicity.? In addition to how I view myself, social identity also influences how I treat people. For example, a common phrase in my family was, ?in order to get respect; you should give it.? On the other hand, I have adopted a more social constructionist view. I believe to understand the experiences of others; I need not have to belong to the same gender, race, class, age, ethnic groups and share the same experiences. Instead, I must be able to grasp the sense of the experiences of others, by reflecting on my own identities in relation to others, and identifying, describing, and explaining those experiences. Which ones, if any, cannot be so clearly categorized, and for what reason(s)?
The two social identities that cannot be categorized are ?ethnicity and gender.? I tend to believe that only people who are in similar positions, such as gender, age, race etc. can understand the experiences of others.


Copyright 2007-2011 Shaun-Adrian F. Chofl

I Am From: A Poem of My Cultural Identities


Shaun-Adrian F. Chofl

Why a poem?

Growing up, even during early childhood and primary school, I was never
considered a “good student.” I didn’t see the point. If you asked me the reason
for my disinterest in learning ten years ago, I might have professed that what I
was asked to learn was not relevant to me. Though there is likely some truth to
this that was not entirely the only reason I engaged in what Kohl refers to as a
refusal to learn. After studying anti-bias education (ABE) in college, using it with
the young children I have been fortunate to serve, and teaching ABE in my
college learning communities – I learned that my refusal to learn had more to do
with how I was viewed by others.

I refused to learn because in so many ways my multiple cultural identities were
dishonored, devalued, and disrespected by society and school. I was the fat,
dark skinned Mexican others seemed to avoid. I was the effeminate boy no one
wanted on their team. I was the kid with weird parents. I was often viewed and
thus viewed myself as defective. What was the point in learning?

It took decades for me to recover from the pain inflicted on me as a child and
writing the following poem was in part – one of many essential elements of my
transformative journey. George Ella Lyon, an educator, poet, and activist,
developed the basic design of the poem.

I wrote the following poem in honor and celebration of who I am, and everything
that makes me – me.

Copyright 2007-2011 Shaun-Adrian F. Chofl

I am from tortillas and flan

from burritos warmed on an engine block

I am from a farm in south Phoenix, a house my parent’s could barely afford
in Scottsdale, the weekends in Prescott, and the summers in El Paso, Tejas

I am from four cars in the driveway that didn’t work – the best place where I
could pretend I was a racecar driver

I am from chickens, pigs, and cows

I am from “sit down before I make you sit down” and “Your Dad still loves
you – he just had a bad day”

I am from Chihuahua, Mexico and Hamburg, Germany

From homesteaded land in El Paso, Tejas and a tent city for domestic
workers in Chicago, Illinois

I am from love, pain, abuse, and fear

From unconditional love and hope

I am from a house full of dogs who taught me how to feel loved

I am from “You act like a faggot” and “They did mean anything by it – you
are just special”

I am from walking home from school when I was five with my older brother
and feeling like I could be anything (as long as he was near)

I am from eating food in my closet to being unsure why there was no food
in the kitchen

I am from “Abuela Chula” with her jingling charm bracelets and Gramma
and Granpa who lived in the woods and who could make anything out of
nature (they even had raccoons!)

I am from a heart that wanted to love

From a soul who needed to be t

EDUC6357: Diversity, Development, and Learning

?Start Seeing Diversity: Introduction?

Program Transcript

NARRATOR: At the Washington Beach Community Preschool, we want our
students to be proud of who they are. To be respectful of others. To recognize
bias and injustice. And to act, both individually and in cooperation with others,
against things that are unfair.

Achieving these goals can be challenging. In our society, many issues divide
people. These include age, gender, sexual orientation, family composition,
economic class, physical abilities and characteristics, race and ethnicity, and
many others.

To explore and challenge bias related to these issues, we’ve implemented an
anti-bias approach in our program. There are eight basic assumptions that guide
our work. First, even very young children notice differences and begin to
discriminate based on them. While many adults assume children don’t notice or
discriminate based on the differences they see, experience and research tell us
they do. Second, the problem is not that children notice differences, the problem
is that our society values some of the differences as positive and sees others as
negative, and that children absorb and act on those values.

Third, we do not all experience those biases in the same way. Depending on who
we are, different biases support our identity or attack it. When the biases support
identity, we often develop, even without realizing it, a feeling that our own
knowledge, values, and ways of doing things are better than those of others. The
biases deeply affect how people feel about ourselves, and how we feel and act
towards others, whether we’re conscious of those affects or not.

Fourth, an anti-bias approach is important for all children and children’s
programs. We are all bombarded by societal bias from movies, television,
children’s books, family, friends, and many other sources. Fifth, like other adults,
teachers are usually unaware of their biases. Therefore, we unintentionally
perpetuate them in the environments we create for children. This isn’t our fault,
and it can be changed. The biases are learned– they can be unlearned.

Sixth, this is a long term process. Unlearning old ways and developing new ones
takes time. Sometimes this process is difficult. Staff members may find that we
hold fundamentally different values from one another, or that we have been
unknowingly perpetuating bias and stereotypes. We can also support each other
as we learn about biases, and increased awareness can open doors to new
friendships and experiences.

Page 1

Seventh, it’s important to create an environment where everyone’s participation is
sought and valued, and where it’s OK to disagree with one another.

FEMALE SPEAKER: That’s part of building trust with people: being able to get
angry and still talk things out.

NARRATOR: Does this m

3-Practice strategies that support diversity and anti-bias perspectives

Knowledge is power. I learned in ?Anti-bias education for young children and ourselves? it is important that early childhood educators keep building our understanding of the many diversity/equity issues regarding children, families, early childhood education, and society. Early childhood education has a deep faith that all people deserve the opportunities and resources to fulfill their complete humanity. I learned from ?Anti-bias education for young children and ourselves? in an anti-bias classroom teachers intervene with immediate and follow-up activities to counter the hurtful effects of these messages. In anti-bias classroom, children learn of their individual diversity, and learn to be proud of themselves and their families. Children learn to respect human differences, to recognize bias and to speak up for what is right. Anti-bias education supports the principle that every child deserves to develop to their fullest potential. I learned from ?Janet Gonzalez-Mena article? three ways to overcome cultural conflicts in caring for an infant. They are;
1) Resolve through understanding and negotiation
2) Resolve through caregiver education
3) Resolve through parent education
Early childhood education providers need to learn conflict management skills for when families and caregivers have different perspectives. I learned from the article ?Taking a culturally sensitive approach in infant/toddler program? that parents and caregivers alike, both hold strong views about how babies are supposed to be taken care of. Not all children in care outside the family are in culturally assertive environments. With the many different cultures in America, many positive outcomes result. When adults manage and resolve conflicts related to caregiving, the fewer inconsistencies in approach the babies will experience. The curriculum we plan needs to support diversity and anti-bias perspectives. Just about every subject area in the early childhood education has the possibility for anti-bias education al themes and activities. These activities can be individualized or in a group. Teachers can support diversity and anti-bias perspectives in a classroom setting, field trips, simulated environments, or in a practicum site. Themes of self-discovery, family, and community are effective and honest when they include exploration of gender, ability, racial identity, culture, and economic class. Relationships and interactions with children and families, the visual and material environment, and the daily curriculum all come together to create diversity and an anti-bias learning environment. Children must feel secure, safe, loved, and nurtured to develop the basic trust they need for healthy development. One way we practice strategies that support an anti-bias classroom is through transitions. I learned from the article ?The importance of transition? that planning for and supporting transitions between activitie


Who Am I??The Journey Begins

Chandra Farmer
Graduate Certificate in Teaching and Diversity in Early Childhood Education (e.g., Master of Science in Nursing), Walden University
EDUC 6164: Perspective on Diversity and Equity
Wendy Mccarty
January 11th, 2022

Who Am I??The Journey Begins

Part 1: Who Am I

Social identities that apply to me include ethnicity/religion, relationships, gender, socioeconomic status, and vocations/avocations. A person’s social identity specifies their groups and who they are (Deaux, 2001). 1. “For as long as I remember, I was taught to be proud of who I am as an African-American. “2. “I am a woman who knows what she wants.” 3. “I am a teacher who learns some new every day.” 4. “I am a sounding board for my student and parent relationships.” 5.” I am a change agent helping those in need of education.” 6. “I am a teacher embracing the unique needs of students.” 7. “I am a woman of quality who respects man’s equality.” 8. “I am an African-American woman who knows her power and worth.” 9. “I am a firm believer that two heads are better than one.” 10. “I am living for today and not tomorrow.”

Part 2: What Are My Goals for This Course?

Three professional goals regarding the study of diversity include: How can I develop a perspective and sensitivity that will enable me to provide culturally responsive education and care that meets and honors the needs of today’s diverse students and families; how have cultural/diversity differences created challenges in the classroom; and what impact do I want to have on the students and families I serve? Based on my questions, it aligns nicely with the statement “redefining good teaching” in response to the diverse students and families I serve. I am working on my personal growth by “valuing and affirming student background knowledge” disposition because I have learned how essential it is to determine students’ background knowledge. Finding that specific trait or skill allows the teacher to connect personally. When I see that connection with my little ones, they feel a sense of happiness and connectedness, which is what I am striving for.


Deaux, K. (2001). Social identity. In J. Worell (Ed.), Encyclopedia of women and gender
(Vols. 1?2, pp. 1?9). Maryland Heights, MO: Academic Press.

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