Practicing Awareness of Microagressions

One type of microagression I observed this week on a few different occasions was at work.  I have a co-worker (male) who is less than polite to his female co-workers.  He will demand information from us or not speak at all.  I even noticed how he seems to puff out his chest when he talks to females; I can’t tell if he is trying to make himself look stronger or what. However, when it comes to exchanges between him and the other males, his demeanor is more relaxed and friendlier. At first, I did not catch on to his attitude and behavior and I honestly ignored it.  I would call him out on being rude from time to time by saying, “Hey, the the least you could do is greet me before you start rattling off a list of things you need from me.”  He would laugh it off and apologize for it but the next day, do the same thing.  But this type of microagression annoys me. However, I realize that his behavior is taught.  I am not his boss but I do serve as what you may call a mentor and I do my best to be open and honest with him about the things he does and says.  I guess this is my small way of attempting to reverse the things he has been taught but I know it will take some patience on my part.

My observations this week have taught me that discrimination, prejudice and stereotypes are all taught.  In each of these instances, someone had to teach an impressionable individual how to discriminate or harbor the feeling that they have. For example, little boys do not know to disrespect women until someone shows them that they can get away with it (at least sometimes).  And from working with children of all ages, I can guarantee you that young children do not care about the color of the skin of their peers.  They may express interest in or show curiosity when someone does not look like them, but they do not know to treat people differently because of those differences. 

Perspectives on Diversity and Culture

Perspectives on Diversity and Culture

I reached out to three of my friends to ask them how they would define culture and diversity.  The first friend (African American, born in Somalia, adopted by a European/German family and raised in Germany) defined culture as the traditions, beliefs and behaviors of a country and diversity as successfully living together with people of different cultures.  My next friend, born and raised in the United States and of Caucasian and Hispanic descent, defined culture as a set of traditions that a group of people practice and their way of life and defined diversity as the differences that make up a culture, with those differences being race, creed or religion.  My third friend (African American and born and raised in the United States) defined culture as the things (people, music, foods, etc.) that influence us in our daily lives and diversity (race, religion, sexual orientation, gender) as the differences within a culture.  

·      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? Social identities (gender, religion, sexual orientation), traditions and beliefs are some of the aspects of culture that are included in the answers I received.  The Laureate video described it best.  As it all relates to children, race, ethnicity, class, parenting patterns can also make up culture.

·      Which aspects have been omitted—and what are some examples of such omission?

One aspect that was omitted was the intersection of gender and social identity.  For example, Deaux (2001, pg. 3) states, “many meanings and implications are associated with gender.  Personality traits, role behaviors, physical characteristics and a host of other associations can be linked to gender categories.” Additionally, “a person’s identity as a woman may differ radically depending on whether she views herself as a feminist or as a more traditional type of woman” (Deaux, 2001, pg. 3).bout gender identity.  

·      Thinking about other people’s definitions of culture and diversity influences my own thinking about these topics in the way because they force me to really consider what my peers are saying and determine whether or not I agree.  And I find that although there are some variations in the definitions, I agree with each of them.

Deaux, K. (2001). Social identity. In J. Worrell (Ed.), Encyclopedia of women and 

gender (Vols. 1-2, pp. 1-9). Maryland Heights, MO: Academic Press.

Laureate Education (Producer). (2011). Family cultures: Dynamic interactions [Video 

file]. Retrieved from https://class.waldenu.edu

My Family Culture

If a major catastrophe had almost completely devastated the infrastructure of my country and I had no say in where I could go and I could only take 3 small items with me, I would choose to take a bible for sentimental value (my grandmother’s that I received after she passed away), a notebook (because I thoroughly enjoy writing, especially by hand, and writing in a journal is therapeutic for me) and my cell phone and a journal because I can load music and pictures on it to keep me inspired when I’m unsure of what will happen to me and my family. 

If I was told that upon arrival, I could only keep one item and I would have to give up the other two items I brought with me, I would feel sad.  However, if my family is right there with me and they are safe, I would be able to manage.

·        As a result of this exercise, I really took stock in what is important and realized that so many of the things I think I need on a daily basis are insignificant.  I found myself wanting to things that had more sentimental value and although those were material things, there was still some meaning behind my desire to bring them along.