Welcoming Families From Around the World

Blog: Welcoming Families From Around the World
Think for a moment about the following two statistics:

• About 195 different countries exist in the world today.
• According to the U.S. census bureau, the United States’ population includes individuals and families from 150 different countries.

It is certain that as an early childhood professional you will encounter children from diverse backgrounds whose families may have come from many different countries. In what ways can you prepare yourself for working in early childhood settings which represent such diversity?
For this assignment, imagine the following scenario:
You are working in an early childhood setting of your choice—a hospital, a child care center, a social service agency. You receive word that the child of a family who has recently emigrated from a country you know nothing about will join your group soon. You want to prepare yourself to welcome the child and her family. Luckily, you are enrolled in a course about diversity and have learned that in order to support families who have immigrated you need to know more than surface facts about their country of origin.
In order to complete this assignment, first choose a country you know nothing about as this family’s country of origin.
By Saturday of this week, post the following:

https://www.google.com/search?site=&source=hp&q=Images+of+Mexican+families&oq=Images+of+Mexican+families&gs

• The name of “your” family’s country of origin: Mexico
• In an article entitled, "Welcoming Hispanic Children and Families to Preschool Programs" by
  Cristina López-Sánchez, states:
• "The learning environment must be supportive of children’s native languages and cultures through the materials, resources, music, visuals, school personnel, and the daily instruction provided. Only in that sort of environment will parents believe that what they say is truly valued and that people really want to hear their perspective. This Ask an Expert discussion is related to ways educators can interact effectively with children and parents of Hispanic background. Questions answered include “How can I help a child whose English is hesitant to have a better social experience in my classroom?” “Should a teacher encourage a child to translate for his parents?” “How can I encourage Hispanic parents to express their observations and opinions, even if they disagree with mine?” “What topics shall we address in our parent education program specifically to help parents with the many demands of education in the United States"(López-Sánchez, January 2006). Many early childhood professionals can help children and their families from Mexico feel very welcome by being interested in them and their culture. Do not attempt to make them forget about their culture, but incorporate some of their culture into the classroom. Talk to the parents even if you do have an interpreter about what they want for their child and incorporate it in the classroom setting.

At least five ways in which you will prepare yourself to be culturally responsive towards this family

An article entitled, "Teaching and Parenting Young English Language Learners Welcoming Immigrant Families to the Preschool Classroom" states,

       1. "In a large study of immigrant families with young children (Children Crossing Borders project), the researchers interviewed 100 immigrant parents (Adair & Barraza, 2015). As a result of these interviews, the researchers learned what parents of immigrant children would like their child’s teacher to do to welcome them and their child to preschool. Just as all parents want their child to feel welcome at school, the immigrant parents indicated they would like their child’s teachers to express warmth, patience, affection, and kindness toward their child"(Laumann, July 2015). Do not leave it to just administration to welcome the child from Mexico, the child's teacher should meet with the parent and if possible have home visits with the child. This is where the bonding begins.
2."When immigrant families first arrive in a U.S. preschool setting, the classroom teacher should be aware that the family may wish more detailed information (preferably written in their heritage language) about U.S. preschool practices. Including a translator and/or cultural liaison in initial meetings is most helpful during the family’s first visit to the preschool classroom and at family events sponsored by the preschool"(Laumann, July 2015). Many times the families of Mexican children may not know the English well, so it would help if letters to the parents or guardians would be in their native language in order for them to understand school policies, regulations, and what is expected from the child's classroom. If the parents cannot read that well it would be good to have an interpreter as well. It alsoe would be important that teachers learn Spanish as well.






3. To learn about immigrant parents’ expectations, Adair and Barraza suggest that teachers ask parents, “Is what you see in the classroom similar or different from what you remember from your home country?” (p. 11). Teachers also should ask parents for helpful ideas about getting to know their child and their child’s interests. Engaging in conversations with immigrant families not only demonstrates the teacher’s respect for the parents but also provides an opportunity to better understand the family’s expectations for their child’s preschool experience. When teachers know the parent’s expectations they can better explain how typical classroom routines and activities address children’s learning and development. Asking parents about their expectations for their child may initiate further conversations about what parents hope their child will learn at preschool and what kinds of learning experiences the preschool setting may provide for their child"("(Laumann, July 2015).
It is extremely important that the teacher would ask the parents or guardians of the child questions about the child. This will help the teacher be better suited to address the child needs and what type of curriculum that needs to be adhere to help the child in the best way possible. It also makes the parents feel like they are having a part in their child's curriculum, safety, and health.

4. Preschool teachers of children from immigrant families will want to be especially patient as the children learn a new language and become used to a new culture. Teachers can take time to listen to the child to learn more about the child’s life outside of school (e.g., family outings, neighborhood events, a friend’s birthday party). Using photographs and drawings may help children describe their experiences outside of preschool and build connections between parents and the preschool teacher. (For examples, see Strickland, Keat, & Marinak, 2010.) Immigrant parents interviewed in the Children Crossing Borders project worried that their child’s preschool teacher would move too quickly as their child tried to understand new concepts. They hoped that teachers would “take their time when reviewing concepts, books, materials, and instructions with their children.” (p. 11). Taking the time to slow down and carefully listen to children demonstrates respect for their thoughts, ideas, and their heritage language. Families of immigrant children want to feel reassured that their child’s teacher will be understanding when their child tries to communicate with her"("(Laumann, July 2015).
Making an adjustment from one culture to another can be a cultural shock to immigrant children and their families. Slowing down and respecting their language, traditions, events, outings, and other cultural related activities will make the families of immigrant children feel comfortable and help them bridge the gap from their native culture to the United States of American culture. This will help them be more cognitive as they keep their own culture and learn the United States of American culture.

5. Preschool teachers build meaningful relationships with immigrant parents when they sincerely ask parents about their expectations for their child. During formal and informal interactions with immigrant parents, teachers demonstrate how much they value parents’ knowledge concerning their child. Welcoming and partnering with immigrant families during their child’s preschool years establishes a positive home and school relationship for families that hopefully will be sustained throughout their child’s school years"("(Laumann, July 2015).Welcoming and partnering with the immigrant child's parents family during preschool years is definitely a start of a firm relationship with the child and their families all throughout their school years. This can help prevent high dropout rates for children from Mexico. This can help children to benefit their families and culture. Children and their families may decide to become citizens and productive citizens of the United States of America because of early childhood professionals providing a great welcome to them and by getting to know the child and their families culture. By incorporating the child's culture in the classroom and getting back ground information from parents on the child is the greatest welcome of all.

•  
• A brief statement describing in what ways you hope that these preparations will benefit both you and the family. It will benefit me and the family by being knowledgeable about the child and family. It will help me by knowing what to put in my curriculum for the child. It also will help the parents by making them feel that I am trying to understand them and their child. It will mean to me as an early childhood professional make me feel like I definitely know the meaning of welcoming Mexican families and their families. Welcoming the Mexican family means to me means understanding, empathizing, loving, caring, implementing, and learning about their culture, and implementing their culture with my culture.

References
Laumann M. Bernadette, "Teaching and Parenting Young English Language Learners Welcoming Immigrant Families to the Preschool Classroom." January 2015. Retrieved on June 24, 2017 from http://illinoisearlylearning.org/blogs/ell/bl-welcoming.htm
López-Sánchez, Cristina, "Ask an Expert: Welcoming Hispanic Children and Families to Preschool Programs ." January 2006. Retrieved on June 24, 2017 from http://www.illinoisearlylearning.org/askanexpert/hispanic-ps/index.htm .


Below are some activities for Mexican children from different websites:

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The Personal Side of Bias, Predjudice, and Oppression

• What memory do you have of an incident when you experienced bias, prejudice, and/or oppression, witnessed someone else as the target of bias, prejudice, and/or oppression? Keep in mind that one can encounter such incidents in real contexts, including online environments, as well as in fictional ones, such as movies, books, television shows, and the like.

 The memory that I will talk about is black women and beauty. I will use television and media as examples it seemed like to me in the 1980's and 1990's the only black women perceived to be beautiful was women that was half black and half white or just 

biracial. For instance in shows like the Cosby show, you were automatically deemed beautiful  if you were biracial. It seemed like in that era of the 1980's and 1990's the only black  women portrayed in television and movies in romantic roles and deemed beautiful were biracial and light skinned black women. If you were a woman and too black you were portrayed in other roles. It was to say if you wanted to be called beautiful and you were too black you better step back.

           Psychology today had published article on black women'sattractivenes, but brought on an  outcry and rightly so. This is what someone said, "Wow. So Psychology Today published an article yesterday titled “Why Are Black Women Less Physically Attractive Than Other Women?” Wow. It disappeared from the website after massive, overwhelming outcry about it being obvious racist pseudo-science bullshit. The fact the article ever went up at all is appalling, though, and unfortunately must be called out. (The article’s been reposted here if you feel the need to read it, which I do not recommend.)

The author, Satoshi Kanazawa, is known for racist junk science. He works in the field of evolutionary psychology, which sadly is full of folks passing of their deduction as objective fact to prove their racist and sexist views. He’s obsessed with attractiveness and linking race and intelligence in work that’s been repeatedly debunked. He’s also said he wished Ann Coulter was president on 9/11 so we could have nuked the entire Middle East. Yeah, wonderful guy...No, the real reason black women are less attractive is probably because they have more testosterone than other women. And testosterone, while it looks fine in men (yay gender essentialism!) makes women fugly. “Objectively.” I think what he’s trying to say is butch women are gross. I think Kanazawa is gross.

This piece is so undeniably racist there’s just no way Psychology Today put it up for any other reason than to generate traffic. which is despicable. And in fact they’ve published plenty of bullshit by Kanazawa in the past, plenty more junk science and pointless racist ramblings. Maybe the fact this article was taken down means they’re finally done with him – a girl can dream. Here’s where you can contact Psychology Today. Because maybe if enough of us tell them we’re over this crap this really will be Kanazawa’s last article"(Truitt, 2011). I think the myth that black women are ugly is one of the greatest misconceptions of the black race. Black people themselves  have been brainwashed that the lighter skinned you are and the straighter your hair is the more beautiful you are.

• In what way(s) did the specific bias, prejudice and/or oppression in that incident diminish equity? It diminishes it by saying that no matter how beautiful a black woman is she still not as beautiful as other races. This means to her she is inferior to other races of women. So  in order for black women to be presentable for husbands, job opportunities, and deny what they feel about their natural beauty we have to straighten our hair, wear hair extensions, sometimes black women dye their hair blonde, some even wear blue or green contacts. I am glad some black women are proud of their beauty and have not sold out to the mentality that the only way to be beautiful is to look Caucasian.
• What feelings did this incident bring up for you? This means in some cases we do not have equal opportunity for jobs, businesses, and husbands.These incidents means that as an Afro American Female we may have to carry the pride of our race alone, but I say march on black women.
• What and/or who would have to change in order to turn this incident into an opportunity for greater equity? I think it starts from teachers, parents, society, and black people themselves by believing that no race is superior to another race and we all should be proud of who we are.

Reference

Truitt, Jos Retrieved from http://feministing.com/2011/05/16/racist-psychology-today-article-claims-black-women-are-objectively-less-attractive-than-other-women/

Blog Assignment: Perspectives on Diversity and Culture

Call, write to, or talk to at least three friends, family members, acquaintances, and/or colleagues. Include at least one person who you believe is in some ways culturally different from you (a different gender, race, class, religion, abilities, age, etc.).

Ask each person to share:

• African American female-Their definition of culture- Different races
• African Male- culture-different race, beliefs,  music, dress 
• African American female definition of diversity-Different kinds of people, race
• African male Diversity-Different culture, ideas
• Family member African American Female Culture- different races, nationality, types of food you eat, heritage
• Family member African American female-Diversity-Different background of races, culture, and ethnicity
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Then reflect on the answers you received and ask yourself:

• Which aspects of culture and diversity that I have studied in this course are included in the answers I received—and what are some examples? All of the answers basically that I have received are what I basically have studied except heritage
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• Which aspects have been omitted—and what are some examples of such omission?Some aspects that have been omitted are  gender, gestures, party affiliation, everything about a person is culture. Diversity-sexual orientation, ableism, race,different cultures,  
• In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics? I think that mainly I did not know so many people thought as I did, but my definition of culture and diversity is more complex and longer than theirs. I did not think as heritage as a definition of culture until my sister said it.

Blog: Practicing Awareness of Microaggressions

• Describe at least one example of a microaggression which you detected this week or remember from another timeIn what context did the microaggression happen? What did you think and feel when you observed the microaggression or when you found yourself as the target of a microaggression? .According to Dictionary.com, microagression is "noun
  1.

  a subtle but offensive comment or action directed at a minority or other nondominant group that is often unintentional or unconsciously reinforces a stereotype: microaggressions such as "I don't see you as black.".
  2.

  the act of discriminating against a nondominant group by means of such comments or actions:(Dictionay.com). 
• I feel like that even though a woman can do a job as a man,  sometimes in clergy people are prejudice against women in ministry. We are suppose to have a woman pastor at our church in July, however, a person said "a woman." I just wonder why not. Even though I am a woman minister I kind of looked down on her because she was a woman. Society has brain washed us to believe that a man can do it better. I know I do not want anyone to look down on me because I am a woman when I become a pastor, but I instinctively I did  as some men perhaps thought toward this female pastor. I was disappointed because she was a woman, but you know what I am getting rid of this bias and say this woman needs to be judged on ability not gender. I am not going to be brainwashed by society on women.I know this means that I will be a target of discrimination because I am a woman when I become a pastor. I know this means I have to pray more, prove myself worthy of my calling more than a man.I know I will have to research women in ministry, so people will believe that I am called by God. One day I am going to write a book on women ministers and clergy.  I know if I was a man I would not write a book about women ministers and clergy, but since I am a woman I will write a book on women ministers and clergy, so I can help others to believe in women clergy and women ministers.I know if I was the target of this discrimination when I become a pastor, I would be highly upset. I also would be resentful against society in general.Society is not going to brainwash me against women pastors anymore because that means I am against myself.
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• In what ways did your observation experiences this week affect your perception of the effects of discrimination, prejudice, and/or stereotypes on people
• My observation makes me feel that microaggression can cause racism, predjudice, discrimination, resentment, and belittlement just because what someone has brainwashed me to believe. It makes me think that the whole human race is perhaps dysfunctional because of microaggressions.This may also be the reason why there is such a failure rate of children in school and dwindling membership in church.Sometimes I have to try to make sure I treat all children equal in the classroom because my perception of a certain ethnicity, gender, and culture can make me bias in the treatment of others.I do not want any child to fail because of any biases toward them.

Reference

Microagressions, Retrieved from Dictionary.com on June 03, 2017.

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