Week 5: Political Will to Improve ECE Systems

During my explorations of early childhood systems including that of Head Start as well as other organizations, I have come to understand not only current issues and trends that affect those systems, but also about how these are significantly shaping the future of the ECE field. The context of public policy and politics is going in a direction in which advocates, educators, and parents are seeking improvement in the field of early childhood care and education.

One of the strategies is involved several with early childhood system fundamental elements concerns documenting and accounting for service provision and receipt utilizing technology. Communication about resources, systematic changes, etc. are being delivered digitally and to that end, hopefully increasingly accurate tracking of the good work we do will be  recognized and acted upon positively by those in power. As a child welfare professional, I can honestly say that documenting everything I do has become a way of life, and though it can be very frustrating often working through stacks of paperwork; I am content knowing that the services and effectiveness of those services are being read by others at some point along the way. Simultaneously, this communication is sent , received, and tracked more efficiently, leaving more time to spend with the children and families I work with. This makes it all worth it.

Another strategy for improving the political will for this field is the emphasis on professional development. I feel that this element of early childhood systems will survive and thrive in addition to being recognized when those involved in it feel that they are also being nurtured professionally. An article I read for our recent applications included one from a European journal discussing the role of the teacher assistant, including that often these professionals feel stuck in their role, and therefore burnout and turnover are the result. I have to admit that this notion is familiar to me and unfortunately stereotypically perceived by other disciplines. One of the reasons why I chose to advance my education with this Walden program includes the fact that I want to do everything possible to stay in this field, which I am so passionate about, for as long as I can.

"Everyone here has the sense that right now is one of those moments when we are influencing the future."
Steve Jobs

Week 1 Blog Assignment-Early Childhood Systems: Thoughts on Early Childhood Public Policy & Advocacy Concentration

Part 1: Why did you choose this specialization (Early Childhood Public Policy & Advocacy)?

I chose this specialization because it described exactly why I chose to return to school for my Master’s degree. I had come to realize that working with and for children and families is my niche in life and therefore I wanted to hone and expand my abilities in the field. Because this niche has landed me in the area of child welfare versus formal education of children, this concentration is the most appropriate within this degree program for me. Specifically, I have an interest in learning more about the “big picture” of my professional field. I would like to know how major policy decisions are made, and advocate for the children and families I serve when these decisions hinder their success in our communities.

Part 2: Why are advocates essential to the early childhood field?

I believe that advocates and advocacy are essential to the field of early childhood and child welfare because I feel that all too often, the people with the most influence, resources, and therefore power in our society, often do not understand the needs of those they make decisions for. Advocates are the voices charged with changing this. The children and families that are most effected by poor policy are usually also the ones with the least amount of power in making these decisions. Becoming skilled in advocacy and learned in how public policy is developed and implemented is crucial in order to keep those we hope to serve at the top of the priority lists of policy makers and stakeholders.

Part 3: What do you hope to learn about public policy and advocacy?

I hope to learn more about the process of creating new laws, practices, training methods, funding and resource distribution is accomplished. When there are shifts in practice that effects private and public programming, employment, and family participation in the services they receive.

I also hope to gain more understanding about how the US compares to the rest of the world with regards to our policies on early childhood education and child welfare issues. For example, when I studied abroad in Europe during my undergraduate studies, I learned that they have a different, extended academic calendar for grade school students as well as the fact that in many areas, this was more successful than our policies here in the US.

Lastly, I aim to enhance my understanding and capabilities of how to incorporate this knowledge into my day-to-day professional roles and responsibilities. I hope that by the end of my program with Walden, I will be equipped to go after positions of leadership and management so that I may not only continue to advocate for children and families, but also for my colleagues as our field continues to grow into a more respected and appreciated one in society.

“We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.”
― Elie Wiesel

Week 5: Nonviolent communication and conflict resolution

For our blog assignment this week, we were asked to think about current conflicts or disagreements we have experienced either professionally or personally. We were directed to use what we have learned regarding the principles of nonviolent communication and the 3 R's to think of and/or explore ways that may foster conflict resolution:  

I have a new supervisor at work and we are still getting to know each other in terms of how we do our jobs. She is getting to know me as a professional and I am getting to know her as a supervisor. This is always, as I am sure my classmates and colleagues would agree, is always a dynamic process with lots of factors that play in to the building of the professional relationship and (hopefully) developing partnership. In our first supervision, (when I go in and we do a case review discussing what is going on with the children and families I am working with and establishing goals and tasks to continue to work on regarding their cases) she directed me to do something that I have never been directed to do in my prior 8 years of doing this work. Now, understand that I will never not complete a directive when I have been told to do so; however, I told her that I had never done it before and asked questions about this particular task. She responded, “Well, you are being directed now, Vanessa.” In a very condescending and frankly rude manner, to the point where I felt that the matter was not up for any kind of discussion at all.

Usually, I am the type of person that is not easily intimidated and feels confident to ask questions and have an actual discussion, but based on the response (and HOW she responded); I did not feel comfortable doing so. I felt like the topic had simply been shut down and closed and that I may have had my head bitten off if I stayed on the subject, or tried to compromise (or even better understand) at all.

One strategy that I have learned, or thought about, after learning about the principles of NVC and the three R’s would be (and I know it may be cliché) to be smart in “picking your battles.” Because I am a very passionate advocate, not only for the clients I work with, but also for myself, I have been really working on the way that I accomplish this. I have found that often times; I can express myself better, and easier, in writing. In addition, because documentation is a MAJOR component in what I do in terms of liability, it may be easier to develop compromise or resolution this way. I think that while on the one hand, there are costs associated with communication via writing, it is also advantageous because it minimizes taking someone’s tone, facial expressions, etc. too personally.

Another strategy that I have been thinking about using the three R’s and NVC regarding this situation is improving on my ability to let time do its job. The fact of the matter is that I do not know this person yet and they do not know me, so time will resolve this. I hope that my new boss sees that I am a knowledgeable, efficient, productive employee who does not need to be spoken to as if I am anything else, and over time our communication will evolve into a more reciprocal situation.

I have engaged colleagues, even former supervisors’ advice regarding the situation and have been encouraged to proceed with cautious optimism, which I will. But, I have also been encouraged to not lose my ability to stand up for what I think is right, as well as not to lose my motivation or curiosity by asking questions as I have my own professional development to consider as well.

Week 4: Who am I as a communicator?

This week we completed three assessments regarding communication as well as had others complete the same assessments for comparison of ourselves. These assessments rated levels of communication anxiety-the level to which we feel nervous in situations as opposed to relaxed in others in our ability to communiate, verbal aggression-levels of respect, argumentativeness, etc. regarding our communication with others, as well as determining our listenng styles-on which areas of communication we tend to focus and retain information in communication.

In the areas of communication anxiety and verbal aggression, the scores to which I assessed myself and those of how others rated me were very consistant. Concerning my levels of communication anxiety, when I am in situations where I do not know my place, or do not have enough understanding, or if I am physically in a place that is new to me, I am more likely to be nervous and limit the amount of verbal communication I engage in. However, if I am in a familiar place, with well-known people, communicating about a subject in which I feel confident in my knowlege and experience, then my level of anxiety is low and I am very willing to engage. Concerning verbal aggression, these scores were also consistant. I was raised by two very outspoken, opinionated parents, and so it is no surprise that I tend to be like this as well. However, in the work I do with children and families in the child welfare system, I must learn to remember that I have to be a camelion in my communication styles. I must learn to utilize certain skills at certain times depending on what the situation may call for.

I was very surprised about the scoring of the last category of assessment: Listening styles. I rated myself in group one, indicating that I am mostly "people-oriented" in that I try to be empathic to others and build relationships in order to be effective in my communication and work. However, others rated me in the areas of being "action-oriented" and "content-oriented" which also seem appropriate in how I listen to others during communication. Being skilled in all of these areas of listening is essential in working in child welfare if one is to be effective and promote positive social change.

In reviewing all of the possible outcomes of these assessments, I would find it difficult to COMPLETELY lump myself into any one category as I beleive there are pros and cons to each. I was happy to engage others who know me well to understand how I may be percieved in my communication styles.

I'm a great believer that any tool that enhances communication has profound effects in terms of how people can learn from each other, and how they can achieve the kind of freedoms that they're interested in.

Bill Gates

Week 2 - Communication Skills: Language, Nonverbal, Listening

For our blog assignment this week, our activity includes the following excercise:

As you have been learning, communication is not always straightforward. Everyone, at some time or another, makes assumptions based on messages communicated through body language and facial expressions.

For this assignment, again consider what you have been learning about communication skills and styles. Then record an episode of a television show you do not normally watch. Watch the show with the sound turned off.

• What do you think the characters’ relationships are based on the ways in which they are communicating?
• What are they feeling and expressing based on the nonverbal behavior you are observing?

Now, watch the show with the sound turned on.

• What assumptions did you make about the characters and plot based on the ways in which you interpreted the communication you observed?
• Would your assumptions have been more correct if you had been watching a show you know well?

I have done half of this assignment in the past when I have turned on the Spanish language channels and tried to follow the story line. Usually when I turn this channel on it is either a Spanish soap opera or a talk show, the latter of which is much more difficult to try to imagine what is really happening.

For this assignment, I turned on an episode of “Mob Wives.” I had always been intrigued with the name of the show because my favorite movies are about the Mob including the Godfather Series, Goodfellas, Donnie Brasco, etc. , but haven actually taken the time to watch it.

Without the sound turned on, I could follow that it was a show about women married to men with power based on the fact that all of the women seemed to be married. I also got the sense that though they were married to men with power of some sort, these women were powerful themselves and within their groups of friends. In the episode I watched, it seemed as though two of the women were each planning costume parties. In parts of the episode, there were captions when the women were talking on the phone to each other about the dates of their parties. One of the women seemed upset as her eyes changed shape, and she used her hands to talk even though she was on the phone.

I assumed since they were talking about dates that there was some conflict concerning the women’s parties they were each planning.  The woman who used her hands when she spoke hung up the phone first and with a disgruntled look on her fact, almost as if she was hung up on by the other woman. When I thought about getting into this show and even as I watched it in silence, I assumed that it would be more about the women’s relationships with their criminal husbands, and their families, and less about how the women relate with each other.

When I watched the episode with the sound turned on, I learned that two of the wives were each planning a Halloween party. Since the actually holiday was on a Monday, the two wives were arguing via phone about the dates each would host a party as well as the fact that if they chose the same day, it may cause friction between their “families,” including between their husbands and their employees. Instead of my assumptions that the Mob Wives’ husbands and their relationships with each other, the show focuses on what it’s like to be in a circle of friends whom all are married to mobsters…

Though I think this was a good exercise to test our assumption-making, and for self-reflection purposes. The only thing I could focus on when I was selecting TV show to watch was that there is SO much “trash TV” on these days. I thought about what it would be like to watch a cartoon episode and practice the same exercise, or maybe having my 4 year old Godson try an activity like this, to get a child’s perspective and see his imagination at work.

Week 1: Communication and Collaboration in the Early Childhood Field

For your blog this week, think of someone (e.g., family member, celebrity, politician, friend, or professor) who demonstrates competent communication within a particular context. What behaviors does this person exhibit that make him or her effective? Would you want to model some of your own communication behaviors after this person? Why or why not?

Part of my job collaborating with child protective services and working with children and families involves being properly trained in interviewing clients in order to obtain information about their current situation. This was a task that was very challenging for me at the beginning of my career. This training includes completing a ride-along with one of the child protection investigators. The investigator that I was with was named Kate. The cases we work come from allegations regarding children's safety and well being, and usually include maltreatment in some way. I was very impressed with Kate's ability to not only obtain information from children and their caregivers, but also make them feel comfortable enough to share information with her openly and without much perceived effort on her part. Despite the allegations on the case we went out on being especially egregious, Kate maintained composure and professionalism. She was able to adapt her communication style to her audience. For example, when interviewing children, she was great at using kid-friendly language, showing empathy and building rapport. However for the child's parents, who were very resistant and manipulative, Kate was able to utilize her authority in her communication, yet maintain professionalism to do the job.
After my ride along with Kate, I recognized that while she was very effective in her communication, both verbally and non-verbally, she reassured me that I will be able to develop my own style of interviewing and communicating with our clients. She admitted that there were times when she was talking to the parents, listening to their numerous lies, and for a certain amount of time she played along, but eventually, at the end of the day, our job is to uncover those lies and discuss truth to keep kids safe. She admitted that she does become frustrated and even angry, but those emotions will not get the job done or resolve problems. I do model some of what I observed in my ride along with Kate in the services that I provide with clients, but she was right, since my ride along, I have developed my own techniques of communicating with clients. I try to remember to put myself in their shoes, be respectful of varying communication styles.

Week 8: Professional Hopes and Goals

Perspectives on Diversity and Equity EDUC 6164 is wrapping up this week...It has been an interesting and revealing 8 weeks!

One hope that I have when I think of working with children and families who come from diverse backgrounds is that they know that I care about learning about them as people and their significance as members of our community. I hope that they recognize that I am not “just another” social service worker, but a stakeholder in their success as well as in my own journey as a professional in the child welfare system.

I challenge the field of early childhood/child welfare  to be more welcoming and encouraging to male professionals. So many children and families I have observed and worked with over the years would benefit from positive, male role models. Additionally, I think that in this field, because it is predominantly a female profession, the male perspectives regarding working with children and families is lacking. Concerning diversity, equity, and social justice men have significant points of view and they should be incorporated into the good, necessary work we do.

I would like to thank my colleagues and fellow classmates for stimulating my mind when it comes to offering their perspectives on diversity, equity, and social justice. Additionally, thank you for your comments to my posts and hope that you have enjoyed reading my point of view as I have yours!

Good luck to us all as we continue our Walden University journey!

Week 7: Diversity as Opportunity

The following is our blog assignment for this week:

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.
Post the following:

• The name of “your” family’s country of origin
• At least five ways in which you will prepare yourself to be culturally responsive towards this family
• A brief statement describing in what ways you hope that these preparations will benefit both you and the family.
This hypothetical family is from Cuba. Even though I live in Florida and geographically, this country is close, I know very little about it, much less about what a family would experience emigrating to the US from there. In order to prepare myself to welcome them to my services in a culturally sensitive and responsive way I would:
1. Learn about the history and current situation of the nation. This will be beneficial in working with the child and family, as I will have some initial insight on their perspectives.
2. I would find out and seek resources in my community that could be of professional assistance to me in my education about the cultural issues that are relevant. I would also invest in a Spanish/English dictionary and become familiar with useful words/phrases for the initial conversations with the family.
3.  Setting up a time to meet with the child and family when we are able to discuss their expectations of me as a service provider as well as to establish rapport. Working with the child and family will be more effective if they know my own cultural background, and may help them feel more comfortable educating me on their unique family structure.
4. Because music is very important to me, and a part of most cultures, I would start listening to Cuban music. Though I would not be able to understand the lyrics, one can get a sense of the cultural perspectives of a people this way. Looking up translated lyrics would be a good way of assimilating to working with the family as well as a possible discussion starter when beginning services.
5. One other activity I would engage in to prepare working with a Cuban family would be to obtain the knowledge and experience from colleagues. I would be interested in knowing what some of the common issues are for them in emigrating to the US so that I may be prepared if these are present in my case.
With the availability of the internet and so much information about the world available to us, as professionals in the early childhood field, I believe that we can agree that preparation is half the battle often times in working with children and their families. In my experience in child welfare, clients know when you are not prepared or do not have adequate knowledge about something. I find that I am a much more confident professional if I have a well-rounded knowledge about certain aspects of my job. Of course, working with children and families can also be unpredictable, and therefore, gaining unexpected knowledge about the cultural needs and perspectives of those we serve makes work exciting and rewarding.

Week 6: Bias, Prejudice, and Oppression - A Children's Example

The blog assignment this week in Perspectives on Diversity and Equity includes the following questions for reflection:

• What memory do you have of an incident when you experienced bias, prejudice, and/or oppression, or 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.
• In what way(s) did the specific bias, prejudice and/or oppression in that incident diminish equity?
• What feelings did this incident bring up for you?
• What and/or who would have to change in order to turn this incident into an opportunity for greater equity?

This week I am going to Disney World and so as I read this question, I thought about the fictional children’s movie character, Dumbo the Elephant. Dumbo had extremely large ears for his size and was discriminated against, and exploited. I remember when Dumbo lost his mother and was made to perform as an act in the circus. He was ridiculed, ostracized, and exploited because he was different, leaving him sad, isolated, and insignificant. I believe that when children and families are subjected to the same, they feel similarly. I know I do.

So, in their early childhood’s, children are learning about diversity, oppression, prejudice, and discrimination. Fortunately, a positive lesson that differences can be challenging, but positive are also conveyed to children in the media. As parents, early childhood professionals, and adults, we have a responsibility to keep that message present during their kids’ upbringings.

By the end of the movie, Dumbo’s extra large ears were recognized as special, beneficial, and beautiful once their capabilities were recognized and respected. I believe that though it is unfair, the differences in people must in essence prove themselves before earning the common courtesy, respect they deserve!

Quotation from the movie:

Timothy Q. Mouse: You all oughta be ashamed of yourselves. A bunch of big guys like you, pickin' on a poor little orphan like him. Suppose you was torn away from your mother when you was just a baby. Nobody to tuck you in at nights. No warm, soft, caressin' trunk to snuggle inta. How would you like being left out alone, in a cold, cruel, heartless woild? And why? I ask ya, why? Just because he's got those big ears, they call him a freak. The laughing stock of the coicus. And when his mother tried to protect him, they threw her into the clink. And on top of that, they made him a clown! Socially he's washed up! Aw, but what's the use of talkin' to you cold-hearted boids? Go ahead! Have your fun! Laugh at him! Kick him now that he's down! Go on! We don't care.

Week 4: Experiences with Micro Aggression

An example of a microaggression that I experienced this week unfortunately happened in the workplace. In my job with a child welfare program here in FL, I am one of the youngest caseworkers in my office. Unfortunately, this microaggression occurred from a co-worker onto me. During a conversation about a difficult case she said, “You are so young, Vanessa. You need some time to develop a thick skin, hopefully when you are my age, you’ll get it.” Without going into detail about what those “things” are, I was a bit offended in that a. she assumed that because of my age I was less capable of handling a challenging situation than she. And b. that she made me feel somewhat inadequate because I was handling the situation differently than she.

To be honest, I was frusterated, angry, and took offense to her comment. I take pride in the fact that I am at the age I am and have accomplished what I have in my career and experience working with children and families thus far. While I agree that with time, comes more wisdom, in any situation, I do not think my co-worker’s comments were necessary, constructive, or respectful. Though I do not think she meant any malice, I did address the comments and stood up for myself. I informed her that while I look forward to the professional experiences and wisdom time will bring, it made me feel inadequate and that in such as stressful job that we both do, the office should be a place of cohesion and support, not a place to compare and/or rate each other’s professional capabilities. I also felt relieved that our supervisor was present for this and I did not have to address it further.

My experience with microaggression this week definitely brought home Dr. Sue’s explanation of microinvalidation. I agree that just because ill will or insult is not intended, it does not make discriminatory, prejudicial, or stereotypical comments, behaviors, or environments acceptable (Laureate Education, 2010). I think that sometimes we as receivers of microaggressions must remember a basic psychological principle: when one points out the shortcomings of another, they simply are compensating for those they have with themselves!

References

Laureate Education, Inc. (Producer). (2010). “Microaggressions in Everyday Life” [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6284779&Survey=1&47=8983925&ClientNodeID=984650&coursenav=1&bhcp=1

Week 3: Friends', Family, and Colleague's Perspectives on Culture and Diversity

My friend and co-worker Christina is 100% Indian and therefore, we have very different perspectives regarding how culture and diversity play roles in our lives. She discussed with me that her culture and that of her family is very unique in the sense that they identify themselves with the Christian faith. She talked about how this aspect of their culture is viewed as very unique among others within their race and ethnicity. Concerning diversity, having been born and raised in Brooklyn, NY, these cultural differences also shaped how she “fit in with others in school, church, and even just playing in the streets.”

I decided to talk with my father about his point of view about culture and diversity as well. My father is a former US Marine, and during his service had the opportunity to travel to various places around the world including Japan, Germany, and Hawaii, therefore, I knew he would have some interesting things to say based on these experiences. My dad talked about what it was like having to justify to his family that he was marrying and planned on having children with a white woman (my parents met during boot camp) and that this was very challenging, even upsetting to my paternal grandparents. Dad reflected on his time in Japan and talked about how as far as very different and awkward he felt, that being in that part of the world, he felt very welcomed and adapted quickly with the unique mentalities and cultural traditions practiced there. Dad says that he believes culture and diversity go “hand in hand because there are not two people alike in the world, which makes it a very interesting place sometimes.” I totally agree.

Lastly, I chose to talk with my friend Donnie about these two topics. Reflecting on Donnie and I’s friendship, I think he is one of my most interesting friends because we are so different. He grew up in the Midwest with country music (which I am not a fan of), a mostly conservative outlook ( I consider myself pretty Liberal on most subjects), and he shared that there were about 30 people in his high school graduating class (mine was over 800). I thought Donnie would have an interesting point of view about culture and diversity and I was right. Donnie talked about how a person’s culture “basically are all the little things that make people who they are.” “I think diversity, and others responses to things that are different are also part of their culture.” Donnie made an interesting and valid point that I also agree with. Depending on the culture from which one is raised, may set the tone for how accepting, respectful, and appreciative they are about others.

Christina, Donnie, and my father all made some great points that I hadn’t really considered thus far in this class. However, all of them discussed how complex the topics of culture and diversity are. Their definitions of each validate this point. When my father talked about his time oversees and in the Military, I was reminded of the issues of cultural congruence (or lack thereof), as well as the fact that family culture and an individual’s cultures are always evolving.

I was surprised that none of my conversations with Christina, Donnie, or my dad raised the issue of how their genders play into their perspectives on culture and diversity. I consider the fact that I am a woman to be a part of my culture, especially as I listen to my parents, grandparents and the other older people in my life talk about their life experiences.

If you approach each new person you meet in a spirit of adventure, you will find yourself endlessly fascinated by the new channels of thought and experience and personality that you encounter.
— Eleanor Roosevelt, Wife of President F. D. Roosevelt, activist, UN diplomat (1884-1962)

Week 2: Reflections on Family Culture

This is the first blog assignment for my class Perspectives on Diversity and Equity:

Imagine the following:

A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.

Blog about all of the following:

A description of the three items you would choose 

How you would explain to others what each of these items means to you 

Your feelings if, upon arrival, you were told that you could only keep one personal item and have to give up the other two items you brought with you 

Any insights you gained about yourself, your family culture, diversity, and/or cultural differences in general, as a result of this exercise

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The first personal item I would include would be a book that my mother and aunts put together chronologically describing the lives and life experiences of my grandparents. I would bring this because it shows documentation and descriptions of many of my roots, which are significant to whom I am culturally. I would explain to others that where I come from and the people in my life have had a profound influence on who I am today as well as what I hope for the future, despite my geographical location.

A second personal item that I would choose would be one of the only gifts I have received from my parents that they collaborated on in giving me, which is a pendant of a Star of David and Silver cross  entwined. My parents came from two differing faiths and in raising me, they allowed my brother and I the freedom to make up our own minds about religion. I have always appreciated this and it is good to know that though their marriage did not last, their efforts in keeping cultural freedom and a respect for diversity present for my our well-being always has.

A third special item I would bring would probably be my I-Pod. Music has always been a significant part of my life. As a child, I remember that both of my parents had music playing all the time. I played instruments during school.  I find that now that I am on my own, I always have to have something playing in my house, when I drive, doing paperwork and schoolwork, etc. I like to keep up with different types of music, changes in trends, etc. I also think that music is a significant part of most cultures. Therefore, if I were evacuated to a foreign place, music may be a good way to assimilate to the new culture, but still represent myself as well.

If, upon arrival to this new country and culture, I was told that only one of these would be possible to bring. I would feel very confused and angry. I would hope I would have the chance to collaborate among my other family members chosen items so that some of everything would be represented for us.

I think this was a useful first blog assignment for this course on Perspectives of Diversity and Equity. Choosing these three personal items was not easy, but the ones I chose represent some very significant aspects of my cultural experiences. It puts diversity into perspective as I did think about the cultural possibilities of my hypothetical new location as well. This excercise reinforces how complex family culture can be and the importance of reflection on ones cultural experiences.