Application: Living in an “-ism” World
With this assignment, you continue your analysis and evaluation of societal prejudices with regard to sexism, heterosexism, bisexual-ism, and ageism.
Begin your preparation for this Application Assignment by asking yourself: Which of the topics I examined struck a familiar chord in me, and for what reason(s)? With which ones was I unfamiliar and/or uncomfortable, and what is/are the reason(s) for these feelings?
For this assignment:
Review the articles about various “isms” in the resources for this week
Consider the significance of each “ism” in your professional and personal life, and
Write a summary essay, at least 3 pages in length, in which you address the following questions:
If I had been a man instead of a woman or vice versa, how would my life have been different?
What is the most salient experience in my life that is directly related to my sex?
What new insights, professionally and/or personally, about sexism did I gain from this article
What, if any, assumptions do I make about people whose sexual orientation is different from mine?
What experiences of privilege and/or oppression in my life are directly related to my sexual orientation?
What new insights, professionally and/or personally, about heterosexism did I gain from this article?
What do I know now about specific challenges LGBT persons are likely to encounter that I did not know before I studied the resources?
What do I think/feel when I hear people say that LGBT persons should not be permitted in early childhood settings?
What new insights, professionally and/or personally, about lesbian, gay, bisexual and/or transgendered persons did I gain from these resources?
When I think back to my early childhood years, in what ways did adults made me feel powerful and significant and/or powerless or insignificant?
When I imagine myself to be 90 years old, how powerful and/or marginalized might I feel—and why?
What new insights, professionally and/or personally, about ageism did I gain from this article?
Assignment length: at least 3 pages
Anti-Bias Education for Young Children and Ourselves
Chapter 3. “Becoming an Anti-Bias Teacher: A Developmental Journey” (read “Become Aware of Your Own Feelings and Beliefs” and “Examine Institutional Advantages and Disadvantages” on pp. 22–27).
Book Excerpt: Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. New York, NY: Wiley
Chapter 8, “Gender Microaggressions and Sexism”
Chapter 9, “Sexual-Orientation Microaggressions and Heterosexism”
Article: Harris, S. (2011, Winter). Do not let them know you are OLD. Virginia Tech “Research” Magazine, 26–31. Retrieved from the Walden Library using the Academic Search Complete database: http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=57626783&site=ehost-live&scope=site