Case Study_ Child Rearing

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Case Study: Culturally Specific Child Rearing Practices Swinson 1 Case Study: Culturally Specific Child Rearing Practices Brienna Swinson School of Education, Liberty University Author Note Brienna Swinson I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Brienna Swinson. Email: bswinson3@liberty.edu

Case Study: Culturally Specific Child Rearing Practices Swinson 2 Key Issues The case study features issues related to racism and discrimination in the lives of African Americans, and how it reflects in daily situations, such as the school environment. First, it addresses the experience of racism faced by as described by the mother, who recounts both her own experience with racial bias with her mother and how it affected the both of them. Following her statement the mother discusses what she learned from the experience and how the nature of racism shaped her responses to discriminatory behavior. Tutwiler (2005) mentions that adults may follow "cultural scripts" in the process of child rearing that are rooted in the family's cultural history. This is true for Stephanie's mother as she explains that particular encounters of discriminatory behaviors will happen and teach her how to respond. Lastly, Stephanie's mother asserts to the teacher to make aware that these experiences affect a child's development and well- being, especially in the school environment and that she is teaching Stephanie to stand up for herself and that equality is a human right for all. Plan for Developing and Maintaining a Positive Relationship To maintain a positive working relationship with the parent and support the student it is important to have open communication, building relationships, involving the parent, and providing a curriculum that is inclusive. Providing an open line of communication with the mother would be first in this plan and showing an understanding towards her concerns and that she can be heard. The lack of communication between the parent and teacher is one of the main reasons why many issues arise in schools. Having an open communication to discuss Stephanie's progress and any concerns, keeps the mother informed and could provide some relief. Providing this open communication directly involves the parents in their students' education. By encouraging and integrating parental

Case Study: Culturally Specific Child Rearing Practices Swinson 3 involvement in school and decision-making processes can help the mother feel more connected to her daughter's education and contribute to a more inclusive learning environment. By providing an inclusive learning environment that reflects diverse perspectives aids in the learning of students so that they can make connections. Many students are reluctant upon education because they do not feel as if it relates to them. Rationale for the Plan “ Nobles suggest that a major function of the African American family unit is to promote the well-being of its members by protecting them from racism.”(Tutwiler, 2005) . This plan aims to address the needs of the student and her mother who have experienced racism. By establishing open communication, one can build trust and understanding to address the mother's concerns of racism and protecting Stephanie. Having an inclusive curriculum not only justifies the experience of the African American students but also educates all of the importance of equality and diversity. “The student’s wellbeing, which is key to achieving relevant and sustainable learning, requires a synergy between cognitive, emotional, and social aspects, as the person and personality are not divisible into parts abstracted from the whole.” (Tedesco et al., 2014) By building relationships with the students, you learn more about them and create that connection and environment where they are welcomed and can excel in learning.

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Case Study: Culturally Specific Child Rearing Practices Swinson 4 References Tedesco, J. C., Opertti, R., & Amadio, M. (2014). The curriculum debate: Why it is important today. Prospects , 44 (4), 527–546. https://doi.org/10.1007/s11125-014-9326-x Tutwiler, S. W. (2005). Teachers as collaborative partners: Working with Diverse Families and Communities . Routledge.

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