Evaluating Impacts on Professional Practice

The -ism I struggle with personally is sexism.  When I was growing up, my father did not let me do certain things because they were not things girls "should" do such as play sports and lift heavy things.  As I got older and got married, my father in-law felt that it was necessary that I do the housework and cooking even though my husband and I shared those responsibilities in our house.  My mother has always taught me to be independent and armed me with the knowledge that I am capable of doing anything regardless of stereotypes.

Because I grew up with the stereotype that girls/women should only do certain tasks, hold certain jobs, etc., I found it necessary to try and prove myself to others that I could do anything regardless of my gender.  This proved to be a good thing and a bad thing.  While my confidence was boosted proving my independence, identity and strength as a woman, I often found myself becoming defensive when approached with comments like "your husband is not supposed to do that, that is woman's work."  I was especially defensive when these statements were made in front of my own children.

I have noticed that in my teaching, I tend to get defensive when boys tell girls that they cannot play with a certain toy and vice versa because it is not a "girl" or "boy" toy.  After realizing my own experiences of being oppressed, I am also realizing that while adults may be conscious about what they are saying and really believe what they are saying, children do not always understand why they are saying what they are saying.  So I have tried to not become personally offended when children make sexist statements but rather take the opportunity to have a conversation with them about why they might think that.  I learn so much from their responses that help me to put those statements into perspective such as cultural expectations and family styles (Derman-Sparks & Olsen Edwards, 2010).  Those are times when I have to remember that children are expressing what they are experiencing and our classroom should be a safe and respectful environment that honors cultures and families but also respects everyone's identity and dignity (Derman-Sparks & Olsen Edwards, 2010).

References 

Derman-Sparks, L., & Olsen Edwards, J. (2010).  Anti-bias education for young children and

       ourselves.  Washington, DC:  NAEYC.