Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Diversity in Education, Chapter 2, Caprice Padauano


Published on

Published in: Education, Sports
  • Be the first to comment

  • Be the first to like this

Diversity in Education, Chapter 2, Caprice Padauano

  1. 1. Chapter 2 Children and Their Identity!
  2. 2. What are children like? <ul><li>Curious about themselves and others </li></ul><ul><li>Construct social identities </li></ul><ul><li>Overt and covert messages teach </li></ul><ul><li>Who is or isn’t important </li></ul><ul><li>Make sense of what they see and hear </li></ul><ul><li>Develop their own pre-prejudgments </li></ul><ul><li>Who belongs </li></ul><ul><li>Power </li></ul>
  3. 3. Curious about themselves and others <ul><li>By 6 months children notice differences in skin color and associate that with who they know </li></ul><ul><li>By 2 years old they know gender and apply it </li></ul><ul><li>By 3 years they begin to ask questions about how they fit with others </li></ul><ul><li>By 4 they show awareness of family structures and economic class </li></ul><ul><li>By 5 they clearly want information about what will stay the same and what will change in their own lives both physically and emotionally </li></ul>
  4. 4. Construct social identities <ul><li>All people born into an identity </li></ul><ul><li>Will form personal identities as well as how they fit into social identities </li></ul><ul><li>Begins in toddlerhood (2) </li></ul><ul><li>Identities can harm or support </li></ul><ul><li>Our own beliefs set our ideas about what we can or cannot do and will impact our ability to thrive </li></ul>
  5. 5. Overt and covert messages teach <ul><li>Over=those things said or declared </li></ul><ul><ul><li>Primary caregivers </li></ul></ul><ul><ul><li>Media </li></ul></ul><ul><ul><li>schools </li></ul></ul><ul><li>Covert=tiny unseen messages </li></ul><ul><ul><li>What we do not what we say </li></ul></ul>
  6. 6. Who is or isn’t important <ul><li>Being visible makes them feel important </li></ul>
  7. 7. Make sense of what they see and hear <ul><li>Children will form theories based on what they see and hear </li></ul><ul><li>Often incorrect based on lack of knowledge </li></ul><ul><li>Respect their thinking but correct the incorrect theories </li></ul>
  8. 8. Develop their own pre-prejudgments <ul><li>Absorb EVERYTHING </li></ul><ul><li>They learn incorrect ideas, stereotypes and biases </li></ul><ul><li>Watch so closely and silently that adults forget they are around </li></ul><ul><li>Learn most from covert messages </li></ul><ul><li>Address these early or they will stick </li></ul><ul><li>After age 10 it is almost impossible to change thinking </li></ul>
  9. 9. Who belongs <ul><li>From watching they form ideas about status </li></ul><ul><li>What they see is what is real </li></ul>
  10. 10. Power <ul><li>They know who is boss just by watching </li></ul><ul><li>Internalized oppression=ones belief about their relation in their own group that results in behaviors </li></ul><ul><li>Internalized privilege=ones belief about their relation in their own group that results in a sense of entitlement </li></ul><ul><li>ALL related to power and if their group has it or doesn’t and who has the power in the group or over the group </li></ul>