Journal reflection #2.edited

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1 Journal reflection #2 Charles Kelley CH DEV_002_27497FA23H : Early Childhood DR. Ruby Duron 22 nd October 2023

2 Journal reflection #2 Microaggressions refer to subtle, intentional or unintentional, everyday acts or comments that communicate bias towards marginalized groups ( Kiles and Chisholm-Burns, 2022) . I have encountered the term in various contexts, including readings and discussions. Understanding microaggressions is crucial for educators and everyone, as these behaviors perpetuate systemic discrimination, creating a hostile environment for affected individuals. Educators must be aware of this concept to foster inclusive classrooms, while broader societal awareness is necessary for combatting prejudice, promoting diversity, and ensuring equitable treatment for all. In the first scenario, the microaggression is the assumption by the program director that Shemeka is only there for a substitute teacher position based on her appearance or probably her race. In the second scenario, the microaggression is Carla renaming Huizhong as "Z" because she finds his name difficult to pronounce, thus dismissing his cultural identity. In the last scenario, the microaggression is the office administrator's assumption that Mrs. Lopez prefers forms in Spanish based on her ethnicity and questioning her ability to understand English. Huizhong's experiences at school can be traumatic for him in several ways. The microaggression of renaming him and encouraging others to do the same can lead to feelings of identity erasure. Over time, this may impact his self-esteem and sense of cultural belonging, potentially leading to emotional distress and confusion about his own identity. Shemeka, Huizhong, and Mrs. Lopez might be feeling a range of emotions about racial- ethnic bias and fairness. Shemeka may feel frustrated and undervalued, wondering if her qualifications were dismissed because of her race. Huizhong could feel confused and possibly embarrassed by the name change, and it might affect his self-esteem. Mrs. Lopez may feel disrespected and possibly frustrated with the assumption that she doesn't understand English.

3 Shemeka and Mrs. Lopez may be thinking that their qualifications, experiences, and preferences are being overlooked or questioned based on racial-ethnic bias. They may be concerned about whether they will receive fair treatment in these situations. Educators can increase awareness and eliminate microaggressions and racial-ethnic bias by undergoing diversity training, remaining informed, and actively challenging stereotypes when they arise ( Kiles and Chisholm-Burns, 2022) . Promoting open, respectful dialogues in the classroom allows students to share their experiences and perspectives. Educators should also integrate diverse perspectives into their curricula, validating all students' identities and experiences. Finally, educators can model empathy and respect, setting a powerful example for others. These efforts help create inclusive, equitable learning environments that benefit all students ( Kiles and Chisholm-Burns, 2022) .

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4 References Kiles, T. M., & Chisholm-Burns, M. (2022). Five essential steps for faculty to mitigate racial bias and microaggressions in the classroom. American journal of pharmaceutical education , 86 (8). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10159380/

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