Experiences in Communicating with Diverse people

At my workplace, a Title I school in an urban area, I interact with diverse people on a daily basis.  Many of the people I communicate with are economically diverse, ethnically diverse, and have diverse language abilities.  I often find myself speaking slightly slower and using more animated hand and facial gestures than I normally would, when I'm communicating with people whose first language is other than English.
 
According to Beebe  there are a few strategies I can try to improve my intercultural communication competence (2011):
 

• Develop an appropriate knowledge:  taking the time discover how others use communication codes (verbal and nonverbal).  Asking questions and listening, all the while taking in cues about their norms, roles, and rules.

• Develop motivation:  to develop a desire to improve from within.  Be mindful of cultural differences and use self-talk when uncomfortable feelings arise.

• Develop skill:  to increase awareness to the communication behaviors of others and adapt one's behaviors in order to increase communication effectiveness (other-oriented).  Being aware of the thoughts, perspectives, and emotions of others when I am communicating.

Reference:
Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

Communication Observation

Keeping Up with the Kardashians is a show I have never watched, but have heard about for years.  I watched an episode with the sound on and off in order to make comparisons of their verbal and nonverbal communication.

With the sound off, the character's seem to have a fun and loving relationships with one another.  They smile, hug,laugh, and make eye contact when speaking to one another.  At times they express some personal opinions based on their eye movements (eye rolling), facial expressions (lips pursed) and body language (hands on hips).  They seem to have personal and professional relationships with one another because I saw them in the home setting and in a professional meeting setting. 

With the sound on, I discovered my assumptions about the Kardashians were mostly correct.  They demonstrate a loving and caring relationship, as a family.   When they talk with one another they listen and make eye contact.  I learned they sometimes struggle to balance their personal and professional relationships, but through consistent communcation they work through it!

Communication Behaviors

Competent communication, requires active listening, appropriate body movements (language), and appropriate verbal and non-verbal communication.  In my current position, I work with a mentor who supports me in my fairly recent new role as a Master Teacher.  She demonstrates competent communication skills by exhibiting particular behaviors that make communication with her effective.  For example, she makes consistent eye contact with the person/people she speaking with, asks clarifying questions prior to answering questions to ensure she understands, and remains focused on the topic by eliminating distractors (cell phone, email, etc.).  I model many of my communication behaviors after her because  through observation people have a positive response to form of communication.  They often feel "listened to" and respected whenever they communicate with her.  I strive to have the same impact on the people I communicate with on a daily basis.

Professional Hopes and Goals

When I think about working with diverse children and families, I hope to protect them from bias an prejudice by creating an anti-bias environment.  I hope to learn about various family cultures by involving young children and families in my classroom and using that knowledge to provide an anti-bias education. 

My goal for the early childhood field is to affect positive change in relation to diversity and equity by taking a stand on bias and prejudice.  I will be able to take a stand on issues of diversity, equity, social justice by increasing my self-awareness of my personal biases, identifying microaggressions when they occur, and by educating my colleagues on ways to promote anti-bias in my school community. 

For my classmates- thank you for sharing your thoughts, feelings, and experiences in working with young children and families.  You have shared some thoughtful insights and have offered innovative solutions for current issues in the field.  Good luck with the rest of your classes!

Welcoming Families from Around the World

Pretend Scenario:

A new family has recently emmigrated from the Philippines to the United States.  Their daughter will be joining my preschool program soon.  There are several ways I will prepare myself to be culturally responsive towards this family:

1.  I will gather pictures, posters, and other materials which reflect the Filipino culture so the child and family feel welcome and accepted in the program.
2. I will gather, read, read, and display age appropriate fictional and nonfictional books that reflect the Filipino culture.
3. I will meet with the family and learn about their educational goals, family culture, and language diversity.
4. I will establish a daily form of communication with the family they are most comfortable with.
5. I will develop a plan to provide the family opportunities to be actively involved in the classroom setting.

My hope is that through careful planning and attention to meeting the needs of the family they will feel welcome in the program setting.  I believe including photographs, sharing cultural stories, and reading books of the Filipino culture.

Sharing personal stories of bias, prejudice, and oppression

An incident that occurs frequently in the school setting is the celebration of dominant culture Christian holidays.  Last year, I observed a teacher celebrating Christmas, Easter, and Valentines Day with her class of diverse students.  Three of her students followed jehovah's witness beliefs and were unable to participate in the celebrations.  During the celebrations these students were sent to another classroom of students who were not celebrating at the time.  This was example of institutional oppression and exclusion.  These incidents sent the message to students, "if you're not one of us you're an outsider."
This message dimished equity of those students because the celebration was in recognition of traditions of some students while excluding others who do not recognize the dominant culture traditions.

For me, I remember feeling a sense of unfairness and sadness for the excluded students because they received a message "you are different and we don't completly accept you for your beliefs/traditions."  I felt as though the teacher could have turned these celebratory traditions into educational opportunities for the students to exchange/share cultures rather than exclude students who "didn't fit."  By creating an environment where students learn and share cultural beliefs and traditions all cultures become accepted and welcomed; therefore, all students are equal with no dominant culture influence.

Observation of a microagression

I work in a school community which includes many impoverished immigrant families from Mexico.  Recently, I witnessed a verbal microagression towards one of our families.  The family, I'll give them the last name Rivera, was helping to decorate one of our school parent meeting rooms.  Many of the teachers and staff were helping with the decorating as well.  The Riveras, husband and wife, were heading up the project and delegating various tasks that needed to be completed.  When the project was complete a teacher approached the couple and asked,

"You're English is so good, where are you from?"  The Riveras responded, "Yeah, well we're from Phoenix."  The teacher stated, "Oh, I thought maybe you were from Mexico and spoke really good English, but I guess you would speak good English if you're a native Arizonian." The conversation ended abruptly and the teacher left the room shortly after.

As an observer to this microagression, I felt very uncomfortable for both the teacher and the Riveras.  It was akward because it was evident the teacher assumed the Riveras were immigrants and had learned to speak English "well enough."  I felt the teacher's verbal microagression was unintended because after she realized the Riveras weren't immigrants her body language and facial expression showed embarassment.  I also felt uncomfortable for the Riveras because the teacher's microagression caused them to "explain" their language ability and nationality. 


I have always perceived discrimination, prejudice, and stereotypes as "things" or "events" that happen in most places; however, not frequently on a school campus. This week's lesson regarding microagression has expanded my understanding that  discrimination, prejudice, and stereotypes happen everywhere.  I also understand that microagressions whether intended or unintended are avenues for discrimination, prejudeice, and stereotypes to negatively impact people.