Monthly Archives: June 2013

Professional Hopes and Goals

Well, dear friends and colleagues, we have taken another step closer to our Master’s degree by (nearly) accomplishing yet another course! We have learned so much independently and together about diversity, equity and social justice. As we reflect and review these past several weeks, we have the opportunities to share our professional hopes and goals for early childhood education. Below are just some of mine …

cultural continuity

Children and families from diverse backgrounds may experience something called cultural discontinuity, which occurs when “other practices differ between the home and the program” (Derman-Sparks & Edwards, 2010, p. 59). Basically put, the family’s culture that constitutes of their values, their traditions, their beliefs, and so many other things simply don’t fit into the dominant culture that they have entered into.  When this does happen, a child may take the brunt of it all, feeling trapped between the culture at home and the dominant culture that fills the school or early learning environment. Louise Derman-Sparks supports this thought by stating that “children… (are) kind of forced to give up their family culture” (Laureate Education, Inc., 2011b) when there is an incongruence between the two cultures. Furthermore, this can produce damage within the family, as Nadiyah Taylor stated that “children feel separated in some way from their family … they feel like they’re not whole” (Laureate Education, Inc., 2011b). Based upon all of this information, it is very evident how much damage cultural discontinuity can be inflicted upon both children and families.

Therefore, it is my hope when working with children and families from diverse backgrounds that they experience a sense of cultural continuity, rather than the negative implications from cultural discontinuity. When children feel open and welcomed between both their home environment and the early learning one, then their development and growth will hopefully be enriched and optimized. Now, I must insert a side note here to those who may be wondering “well, how does an early learning environment welcome ALL children from different backgrounds?” The simple answer is a diverse environment, however it takes a lot of effort and energy to create this. Furthermore, the staff needs to be collaborative and cooperative, working together to incorporate all of these family cultures into the learning environment. Some of the steps that may be included are learning about the family, ensuring the family is reflected both in the center and the child’s classroom, and arranging for appropriate communication between families and staff. (For more tips about how I would be culturally welcoming to a new family, please see my post from last week.) Nonetheless, “children thrive when an early childhood program respects and integrates their home languages and cultures into all its aspects” (Derman-Sparks & Edwards, 2010, p. 59). Therefore, it is my hope that as I work with children and families from diverse backgrounds that I will continuously work with both the professionals and the families to ensure that there is a sense of cultural continuity emitted to the children and families, so the children may feel that they will “always be able to go home again and belong” (Laureate Education, Inc., 2011a).


One of the things that struck me this week were the words of Julie Benavides: “I think that this diversity work and anti-bias work, it’s also having to do with working with other adults in our institutions” (Laureate Education, Inc., 2011c). Although this sentence was quickly shifted to focus on finding a voice in early childhood education, I really pondering my interaction with other adults within early childhood education. I realized how little I enjoyed working with (usually) other women. Imagine being cramped into a small building with dozens of children and 10-12 women. I cringe at the thought of all the drama that just we, the women (usually), create that keeps us from truly working together to best benefit the children. So often in early childhood education (and even in public education where I currently work), we as educators get caught up in our own work and working independently “to avoid that drama.” We need to look past the drama and work collaboratively together to create a better learning environment for the children. Therefore, my goal for early childhood education in relation to diversity, equity, and social justice is for the professionals and educators to collaborate and WORK TOGETHER to create equal and just learning opportunities for the children. As early childhood professionals, we need to move away from the drama and move together towards “co-constructing knowledge” (Laureate Education, Inc., 2011c) together.


Before I sign off for a final time, I’d like to take this part of my blog to personally thank all of my colleagues and Professor Tuthill too! While I learned a lot about diversity and equity in relation to me, I was able to take my learning to a deeper (and higher) level due to the input, questions, and wisdom you all shared with me. I couldn’t have reached this point of where I am today without your help. Thank you to all of those in my blog group that left such amazing comments. I really loved all of the interaction in regards to the American-Spanish boy. Thank you to all of the colleagues in my discussion group and for their thoughtful comments and questions. Thanks to Dr. Tuthill for her feedback that challenged me to think and apply myself even more. Thank you in general to everyone for all of your support you extended these past eight weeks. I may not have said thank you often, but every kind word, comment, remark, or question was recognized and appreciated deeply. So, I stand here, applauding YOU.

For one final time for Perspectives in Diversity and Equity course, I am signing off.

Best of wishes to everyone.




Posted by on June 29, 2013 in A Word of Thanks, Week 8


Welcoming Families From Around the World

(Please note: All people and events are completely fictional and do not portray any real-life situations, children, families, or other individuals.)


Welcome to All About You, an early learning and development center that services young children and their families. We specialize in working in an urban environment, where we proudly represent diversity through children and families from various backgrounds, cultures, and ethnicity. My name is Erin, and I currently oversee all of the classrooms within this center. Part of my job responsibilities is ensuring that each early learning classroom continuously meets the overarching learning and development needs of all children, while adapting and modifying for individual learning styles. In addition, I make sure all of the families we work with are equally represented within our center.

Recently, we received word that we will be soon welcoming a new family from China. Although we are a diverse early learning and development center. we have yet to represent a family from China. We are eager to meet this family and welcome their two young children. However, since we have never worked with a family from this country (and currently know very little about this country), I will be working to prepare myself and my staff to be culturally responsive to this family from the first moment we meet them. Below, you will find an easy-to-follow flow chart that outlines the steps that I will take to meet the cultural and individual needs of this family, as well as an explanation of each step.

flowchart1. Evaluate my own personal biases and stereotypes. One of the most important steps towards becoming culturally responsive to a child and their family is for me to personally evaluate any of my personal biases or stereotypes that I currently hold towards that specific culture. Once I acknowledge these biases and stereotypes, I will be able to dispel them, creating almost like a “clean slate” to learn accurate information about this country, which will also enable me to response to this family from an unbiased point of view.

2. Research and become familiar with the family’s homeland and culture. Now that I have dispel any previously held misconceptions, I can embrace the correct information about this family’s home country and /*culture. Although this will provide an overall view of the culture, it will at least allow me to gain a general understanding of the background of the country and culture.

3. Conference with the family and allow them to teach how they interpret their homeland and culture. Although I have gained factual information about the family’s home country and culture, it is vital that I conference with the family to allow them to show me which aspects of culture they adopt and which ones they don’t specifically follow. This will allow me to see their family’s culture in relation to the home country and culture. This conference will place me as the student, and the family as the teacher. While I am an early childhood educator, I am not knowledgeable about this particular country and culture. Therefore, allowing the family to adopt the role of teacher will place them in a position of power, creating an opportunity for them to show me how they see their country and culture. This will, hopefully, begin to build a foundation for a relationship and partnership with this family.

4. Hold an all-staff meeting to discuss the culture of the new familyOnce I have thoroughly understood the country and culture of this new family, it is imperative that the entire staff adopts this understanding as well. Through an all-staff meeting, there will be opportunities for all staff members to evaluate their own personal biases and stereotypes, replacing them with the correct information about this family’s homeland country and culture. In addition, this meeting will allow ample time to thoroughly understand this new family’s culture, with a period to answer any further questions or concerns. This all-staff meeting will help all staff members to be on the same page in regards to culturaly embracing this family.

5. Prepare the childcare center for the arrival of the familyAfter all staff members are knowledgeable and aware of this new family’s home country and culture, another important step is to prepare the childcare center for their arrival. This includes labeling all rooms in their home language, so the family will know where to go. If there are important notices hung up around the room, steps should be taken to translate these into the family’s home language so they will feel included in the center.

6. Arrange for communication between staff and familyOnce the overall center has been accommodated for the family, it is imperative that communication between the staff and family is arranged. A translator should be contacted prior to the arrival of the family, and arrangements should be made to have this translator available if the family chooses to utilize this service. If there are any take-home notes or family communication papers, efforts should be taken to have these translated into the family’s home language to encourage their participation in their child’s classroom from day one.

7. Prepare the child’s classroom for arrivalEfforts should also be taken to prepare the child’s classroom for arrival. This includes hanging up signs in the child’s home language and ensuring that toys (including dolls) show representation of the child’s culture. Books should be added to the classroom that depict the child’s home country and culture. In addition, the children in the classroom should receive a few lessons about the new child’s home country and culture prior to the child entering the classroom, so they can be prepared and encouraged to welcome this new child.

8. Plan for a cultural day to share everyone’s similarities and differencesOnce the family has been welcomed into the center, a cultural day should be planned to show that everyone has similarities and differences. This will allow the new child and family to share about their home country and culture, per their comfort level, and it will enable the new child and family to see all of the similarities and differences the other children and families have to offer. This cultural day is not intended to single out a specific child or family, but rather it is meant to highlight the positive representation of diversity throughout the early learning and development center.

Through taking the above steps, it is my hopes that both the staff (including myself) and the family will benefit. Through learning factual information about the family’s culture and home land, I will be able to correct any biases and stereotypes that I previously held about this family’s culture and country. This will able me to interact with the family and teach the child without biased opinions. Through holding an all-staff meeting. all of the professionals will be able to be on the same page, approaching this child and family with the same information. It will also provide an opportunity for staff members to ask any questions and to dispel any previously held misconceptions prior to this family’s arrival. Creating a center that is accommodating for the family, including posting signs in this family’s home language and arranging for easy communication, will benefit the staff by allowing them to participate in communication with the family. This will create a better relationship and partnership with the family, which will ultimately benefit both the family and the staff. Through taking all of these steps, it is hopeful that the staff will be able to benefit and will become more open and welcoming towards this family.

For the family, allowing them to become the teachers will emit a sense of power for the family. Through doing this, the family will feel more in control of how others see their home country and culture, rather than just succumbing to the stereotypes and biases. This will benefit the family by allowing them to correct the prejudices with correct information. In addition, through preparing the center for the arrival of the family, the family will hopefully feel a sense of pride in seeing their home country and culture represented within the center, which hopefully will encourage their participation. By providing a translator and materials in their home language, the family may also feel more encouraged to participate and to talk with the staff. A cultural day will also benefit the family, by enabling them a time to share with the entire center about their home country and culture, as well as providing them an opportunity to learning about the similarities and differences others have to offer. It is hopeful that taking the above steps all will benefit, contributing to a sense of unity among the center.

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Posted by on June 22, 2013 in Week 7


The Personal Side of Bias, Prejudice, and Oppression

When I first began to go over this assignment and reviewed the three associated key words, I decided that I wanted to take a closer look at just exactly each one meant. What does it truly mean to experience or witness bias, prejudice, and/or oppression? Take a closer look at how one of our main text books defines these words (all definitions are exact quotes – appropriate citation can be found at the bottom of this page and on the right hand side of the picture):

3definitionsOk, so now we know exactly what bias, prejudice, and oppression mean. We have explored how all three of these occur within the world and have begun to observe how they have entered into our own personal and professional lives. However, I took a step back and asked myself when have I personally experienced the effects of one of these terms or when have I witnessed it? While several different examples came to my mind, I knew that I wanted something different and unique. I wanted to represent an marginalized group that doesn’t necessarily come to mind as quickly as others. Sure, I can chose an example of racism or even LGBT-ism, however both of those terms have come to be very familiar in today’s society. So, what other example could I give that showcases bias, prejudice, and/or oppression that has a different story? Just as I was pondering this, I received an email from a dear friend and within seconds I knew exactly how my story was to be told …

The Time that Mexican Kid, err, wait, he’s American?

Meet Sebastien De La Cruz:

(Photo courtesy of

He is an 11 year old mariachi singer who is a native from San Antonio, Texas. His singing talent landed him a spot on “American’s Got Talent” last season. His adorable mariachi outfit represents his style of singing, to which he says:

(Photo courtesy of

However, his story begins after he was asked last minute to sing the National Anthem at a NBA Finals game in his hometown of San Antonio, Texas. This kid has a powerful voice – take a minute to listen:

So, this 11-year-old boy does a fantastic job of showcasing one of his (many) talents. Yet, he was meant with some pretty nasty prejudice remarks that were plastered all over Twitter, simply because they based their information without accurate proof: they thought he was a Mexican singing the National Anthem for America. When, in fact, Sebastien was born and raised in America! Here are just some of the prejudice remarks that were sent towards Sebastien’s way:

(All Twitter photos courtesy of:

So, you might think that this prejudiced act would cause some pretty harmful effects for Sebastien. After all, isn’t that what prejudice, bias, and oppression lead to? Negative implications for the individual? Listen to this wise and mature response Sebastien gave in regards to all these negative remarks, an example of how to take a prejudice act and turn it into an opportunity:

That Really Isn’t Fair Because … 

Hearing Sebastien’s story made me stop to think about how equality truly hasn’t been reached in America yet. It certainly seems fair for a white, “American-looking” kid to sing the National Anthem without so much of batting an eye. I bet if Justin Timerlake sang the National Anthem at 11 at the NBA Finals game, everyone would have praised him, rather than criticized. So, why is this different for Sebastien? He has a powerful voice, just like Justin. He has every right to sing at an event that he was invited to. So it seems unfair that he would have to face such cruelty simply because people believed he was a different nationality. This is where equality has yet to be reached … children and adults are being judged on nationality, ethnicity, race, or other defining characteristics, which leads to different type of treatment depending upon what identity that child or adult is. In my opinion, equality doesn’t judge nor criticize based on nationality … rather it affords the same treatment to everyone, regardless of their nationality, ethnicity, and so on. 

I believe that equality also hasn’t been reached because people use incorrect information to judge people and then go public with it. I find this absurd that the social media website, Twitter, allowed such hateful remarks against this boy that were all based on false information.(On a side note, all Twitter accounts who hosted those prejudice remarks have since been shut down or banned.) Would this treatment also be allowed if hateful remarks were posted about a significant public figure based on false information? Probably not, but then again we can never be too sure of the social media and its powerful influence. I do believe, however, that equality was not achieved in just how far those comments based on negative information got. Wouldn’t have equality stepped in and provided just treatment to Sebastien until accurate information was provided? All in all, Sebastien was served a big helping of inequality simply based on his presumed nationality.

Why I Oughta …

Reading through articles and seeing pictures of Sebastien stirred a lot of feelings for me. Initially, I was ashamed of the way that my home country responded to one of our own citizens. How can we as a society respond in such a negative way and cling to false information so quickly without seeking accurate truth? Had we taken the time to recognize that this boy was American, just like the others casting their prejudice remarks, I bet that they would have said something completely different. Shame on America for pinning prejudice remarks on one of their own citizens. Shame on America for only looking skin deep and immediately stereotype and become prejudice. Perhaps our country has a long way to go towards equality … as it appears we are a country with a dominant culture and if you don’t even “look” the part, then suddenly you are lesser than the rest of us. Shame on American for this poor response to Sebastien and his singing of the National Anthem?

In addition, I also felt sadness for the boy who had to endure so much at such a young age. He should have received more praise than shameful remarks for his outstanding singing. He had to bear the brunt of our society’s prejudice attitude when all he was doing was what he was asked to do at the last minute. However, this hint of sadness was replaced quickly with a sense of pride, as I heard Sebastien’s remarks to the media. “People don’t know, they just assume …I’m from San Antonio, born and raised” (Mordeci, 2013). This heartfelt response was genuine and respectful towards a group of people that honestly don’t deserve that. An 11-year old boy stood up to American and showed that that their racist, prejudice remarks wouldn’t hold him down. He’s proud of his country and his father, who defended our country. Sebastien, you made me proud and have shown me what a citizen of the United States should act like.

What is there to change …

Honestly, in order for this incident to turn into an opportunity for greater equity, those within America that hold that racism and prejudice attitude would have to change their thoughts, actions, and behaviors. In order to us to stop automatically assuming who people on just on the surface and then pinning negative stereotypes to them, it’s almost as if we have to re-record those messages with more positive, equal ones. As Americans (and even people in general worldwide), we need to stop judging based on surface culture and inaccurate information. Before we assumed, we should ensure that our facts are correct before attaching our prejudice remarks. If we, as Americans, truly began to uphold this, then I believe that we can move closer towards greater equality.

To read more about Sebastien’s story, you can click here


Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Mordecai, A. (2013). Some racist bullies picked a fight with an 11-year-old kid and lost in glorious patriotic splendor. Retrieved from


Posted by on June 15, 2013 in Week 6


Practicing Awareness of Microaggressions

microaggressionWhen I first started working with this concept and its related aspects, I wasn’t quite sure that it really related to me. Sure, it may be something a professional may come into contact with when working in diverse environments, but how much could it truly pertain to me, a white woman who was brought up in the dominant culture? However, as I continued to work through the reading materials and assignments, I quickly realized that microaggressions occur every day to everyone. There are neither exemptions nor exclusions for any individual. Once this insight dawned on me, I decided to look for microaggressions in my own personal past in order to grasp this concept a bit better. Once I sat down to evaluate my life, I was shocked to recall two distinct moments of microaggressions, with one of including me as the perpetrator. Let me tell you a story or two …

pastThe year was 2006, and I was roughly a sophomore in college going for my degree in education. The year before I worked at a camp for children and adults with special needs. While I was there,  I worked along the side of many talented individuals, however there was this one particular gentleman that I struck up a close friendship with. Throughout the year, we kept in contact and even worked again together in 2007. It was during this year that the romantic feelings began to blossom, however I was hesitant due to his mild version of cerebral palsy that weakened his right side. Towards the end of 2007, this gentleman and I went out to breakfast to celebrate his birthday. During this meal, he opted to tell me that he believed I was the one he was supposed to marry. Shocked and speechless, I let this sentence sink in for a minute or two, trying to figure out what to say next. I glanced at his right side and his fisted right hand. Rather than thinking before speaking, I blurted out that I couldn’t marry him because I wanted a husband who could drive, and he couldn’t because of his cerebral palsy. This quickly became a defining moment in our friendship, in which we nearly called in quits in being friends.

Several  years went by before we ever spoke again. During that time, I still believed that this gentleman’s disability automatically prevented him from driving a car. It wasn’t until my son was born and diagnosed with cerebral palsy that I realized how very wrong and insulting that accusation was. I made a random phone call to this old friend in 2011 to apologize for being so rude. He was able to share with me how hurt and ashamed he felt. Then he explained that his disability doesn’t stop him from achieving anything. He can drive, but he has chosen not to because he lives in a big city with public transportation. We were able to patch up our friendship and move on, which I’m very glad about. In fact, we will be getting married in November.

Being on the side of the perpetrator was an interesting experience. It’s true when Dr. Sue said that “it is the unintentional, unconscious forms that are outside the level of awareness that creates the greatest difficulty” (Laurete Education, Inc., 2011). Since I didn’t know that I was being microaggressive, I couldn’t visibly see or even imagine the amount of harm that I had done. If microaggression is done on an unintentional, unconscious level, the perpetrator truly doesn’t know. They are the ones who hold the power and indeed believe that they are correct. It wasn’t until I stopped to listen to my friend share his hurt that I realized the insult I said. Once I was aware that I was microaggressive, I immediately felt guilty because I never intended to hurt my friend. Coming to realize that I was a perpetrator made me step back and evaluate my words and actions.

Here’s another story for you (and I’ll try to make it quick): This microaggression example occurred with me being the victim, and it happened not too long ago. As many of you know, my son was born with multiple disabilities. When he was delivered via emergency C-section, he was immediately placed on a “head-cooling mat,” which was a fairly new program at the hospital that cooled my son’s body down significantly for three days to help prevent any further brain damage. Fast forward three and a half years to 2013. I had been invited to attend a Mother’s Day event for mommies of children with brain injuries. This was a fabulous time of manicures and massages that allowed a brief moment or two of relaxation and pampering. Upon arriving that day, I discovered that there was another mother there, whose son had recently completed a head-cooling program at another local hospital. I was so eager to meet her and share my now three plus years of experience with a head-cooled baby. Of course, there was a flock of people around this woman and her infant son, but I managed to squeeze in, introduce myself, and explain how my son was also a head-cooled baby, but at a different hospital.

Within seconds, another woman chided in (who happened to be on the committee overseeing the head-cooling program that this little boy had participated in). She claimed that the program that my son was in was poorly planned. I tried to interject to explain that it still had saved my son’s life. Yet, she just continued on, explaining all of the negative qualities that my son’s head-cooling program had had and distinctly pointed out that the hospital my son was born at no longer had the head-cooling program due to the fact that there wasn’t the proper long-term support. I was shocked and hurt to see someone bash the program that stopped my son from having any more brain damage. As if that wasn’t enough, this woman went on to rant and rave about the head-cooling program at another hospital and all of its glorious details. I was only left with doubt and shame, wondering if I had made the wrong decision with my son. It truly was “detrimental and damaging” (Laurete Education, Inc., 2011) on my sense of integrity and self-esteem.

Being the victim of microaggression verses being the perpetrator are two completely different experiences. At the receiving end, I felt belittled, betrayed, and depressed honestly. I doubted who I was and the decisions I had made in regards to my son’s health care. I found it interesting that within seconds years of self-worth and pride were immediately drained from my being. Microaggression truly tears down the victim, and it makes it ten times worse when an perpetrator is microaggresive without even knowing it. If someone knows that they are doing it, then perhaps they will come to their senses and apologize for being so rude. Yet, if it is completed on an unconscious, unintentional level, it’s as if there is little hope for the perpetrator to realize the hurtful things that were said. As the victim, I ended up walking away, alone and saddened. I knew that if I said anything, I would be the person who would end up looking like the fool, because the perpetrator just didn’t know. Being on the receiving end of unintentional microaggression renders a person almost helpless and voiceless.

thisweekAlright, so I contemplated and evaluated microaggression in my past. Now it was time to look for it in my present life. Could I find examples of this within my daily going abouts? I began to listen and watch, but at first I couldn’t see or hear anything. I began to wonder maybe microaggression  isn’t in my world anymore. Yet, once I began to look past my personal biases and truly listened to those around, I realized that microaggression was indeed around everyone, even me.

The first scenario occurred as my team and I had just finished putting our students on the buses. It’s been rather warm lately in Pennsylvania, so we were all sweating and complaining about how hot it is. Standing nearby, there was a Hispanic couple who also agreed with us about how warm it was. As we walked away, one of the teachers remarked, I don’t know why they are so hot. This weather is the weather of their country. I was shocked to hear such a statement, yet I also knew that she was not trying to insult this Hispanic couple.  It was clearly an instance of unintentional, unconscious ethnic microaggression.

Another situation  took place when a friend and I were watching a movie. We tend to watch the movie to the very end – even through the credits. As the names flashed before us, my friend saw the name “Maggie Murphy”  and claimed that that person must be German. By a single glance at a name, my friend had automatically assumed that individual must be German. I was a bit astonished that my friend made such a statement off of a single word. (I’m not quite sure if this would qualify as a microaggression, however I believed that it was. I imagined that if someone looked at my last name and claimed that I was Polish, when I am not, I would feel offended.)

Observing and being the bystander during these two microaggressive incidents, my thoughts and feelings were very similar. Since I was paying close attention to microaggression around me, I was startled and shocked to learn that situations were occurring right under my nose, from people that I would never expect. I experienced feelings of  defensiveness. I wanted to defend that couple or Maggie Murphy, since they were unable to speak up for themselves. I was also saddened to see such subtle attacks on an individual’s ethnicity or culture. I was left a bit speechless, as I wasn’t quite sure what to say. Do I speak up and mentioned something, or should I just let it go? If I did speak up, would I have been looked at funny or told that I’m making a big deal out of it?  Unconscious, unintentional microaggression walks a very fine line that can be easily crossed.

newReflecting on both my past and present experiences with microaggression, my perceptions on the effects of discrimination, prejudice, and stereotypes were affected. Below you will find a bulleted outline of these new insights.

  • One of the biggest changes in my perceptions is the origin of discrimination, prejudice, and/or stereotypes. I realized that the root of discrimination, prejudice, and stereotypes often begins with some types of microaggression. When a microaggression occurs, it should stop there, however the receiving individual (or even bystanders) may not want to intervene. Since these people may be hesitant and fearful, they may not say anything to the perpetrator. Not only will this feed into the power felt by the perpetrator, but it can also contribute significantly to the development of stereotypes, discriminations, and/or prejudices.
  • I also realized that some discriminations, prejudice, and stereotypes stem from the unconscious, unintentional intentions of individuals. When I made that comment to my friend about his “inability to drive,” I was stereotyping him due to his disability, but here’s the thing: I didn’t even know that I was doing that. This made me see that “individuals who are unaware of their biases … indeed do the greatest harm to individuals” (Laurete Education, Inc., 2011).
  • Since microaggressions often occur through the unconscious, unintentional efforts of individuals, this helped me to understand that I need to be more aware and consciously attentive to what I am saying and doing, as well as those around me. When I pay attention, I am able to intervene and provide accurate information to help correct a discrimination, prejudice, or stereotype, which will actually help address those microaggressions that  “perpetrated in our society” (Laurete Education, Inc., 2011).
  • Finally, my perception of discrimination, prejudice, and stereotypes was affected through the powerful insight that microaggression occurs every day through every person. This helped me realize that discriminations, forms of prejudice, and even stereotypes are developed daily from any individual, and we all need to exercise caution to help avoid this development.

Thank you, once again, for reading this week! I look forward to sharing more insights and information over the coming weeks. Stay tuned!


Laurete Education. (2011). Microagressions in Everyday Life. [Media Presentation]. Retrieved from


Posted by on June 1, 2013 in Uncategorized