Quotes From the Book
*Although I usually record quotes from books that I feel are extremely important or enlightening occasionally I come across statements that I disagree with. Such is the case with this particular book. Quotes that I believe to be untruthful or misleading are hi-lited in red.
Many teachers are unaware of how to develop these skills (part of cultural competence) (p. 3)
It all starts with knowledge and awareness, which can grow into atti- tude and action. As you become aware of diverse perspectives and are willing to walk in another’s shoes, you create opportunities every day to act in ways that perpetuate fairness and equity. (p. 3)
Teachers may also spotlight racial diversity by highlighting single historic figures like Dr. Martin Luther King, Jr. to represent all Black Americans, or targeting certain months or planned lesson units to focus on Women’s History or Native Americans. On the surface these efforts might seem like a way to introduce chil- dren to diverse people and traditions. However, spotlighting either a certain group or a specific celebratory holiday can actually send a message of “other-ness” which can further distance children instead of develop their understanding and appreciation. (p. 47)
Despite some progress to close the gaps through landmark legal and sociopolitical actions, there remains in the United States a value system that positions middle- and upper-class Whites in a privileged status. Sometimes this status, or “racialized power,” is unseen or ignored by White teachers (and people in general) who equate racism with individual acts of discrimination or prejudice. (p. 80)*
Even when individuals do not hold racist views or promote racist values, failing to take action to equalize opportunities and promote equality in systems and policies serves to perpetuate racial inequal- ity, a phenomenon referred to as institutional racism (Derman-Sparks & Ramsey, 2006; Vaught & Castagno, 2008). The results of institutionalized racism can be seen in a variety of disparate outcomes for people of color, in spite of antidiscrimination laws. Examples of grossly unequal experiences based on race include:
● Infant mortality rate for Black/African American infants is 12.6%, and 8.1% for American Indian infants, compared to an average across races of 6.6% in 2008 (Kids Count, 2008).
● The percentage of children living in single-parent households in 2010 was nearly double the average (34%) for Black/African Americans (66%) and 1.5 times the average for American Indians (52%; Kids Count, 2010).
● At the end of 2010, Black non-Hispanic men were almost seven times more likely than White non-Hispanic men to be incarcerated, and Black non-Hispanic women were three times more likely to be incarcerated than White non-Hispanic women (Guerino, Harrison, & Sabol, 2010).
● Families of Hispanic, American Indian, and Black/African American children are 2.5 times more likely to live in poverty than White non- Hispanic families (Kids Count, 2010).
● American Indian and Alaskan Native teenagers are over three times more likely than non-Hispanic Whites to not complete or graduate from high school, and Black/African American and Hispanic/Latino teens are twice as likely to not graduate from high school (Kids Count, 2010). (p. 81)*
As children are faced with communication which is unfamiliar, they are chal- lenged to use more cognitive strategies and social cues (such as speaker eye gaze). But researchers have also found that bilingual children tend to be more sensitive to the communication partner’s perspectives and cues. Bilingual children tend to both interpret ambiguous situations more read- ily but also provide more information to the listener. Research such as this underscores the perspective that growing up bi- or multilingual can be a strong resource for children’s linguistic, cognitive, and social development. (pp. 105-106)
The 1995 statement presented research evidence that supports pro- fessionals’ realization—that “knowing more than one language is a cognitive asset” (NAEYC, 1995, p.2). and that supporting children’s development of multiple languages enhances overall development.
When teachers convey messages of valuing Standard English over other languages, children can also internalize a discord between themselves and their own families. Kieren’s experience is echoed by many dual language learner children, as the acquisition of English results in the loss of their home language. (p. 114)
Children are capable of mastering several languages simultaneously or in sequence. (p. 115)
Bi- or multilingual children are able to switch language, depending on the place and person they are com- municating with. This ability to switch languages is called code switching. (p. 115)
Academic language refers to linguistic styles and vocabulary that are part of content area knowledge (math, science, social stud- ies, and so on) but that differ from conversational language (Gollnick & Chinn, 2009). Much of the school day engages children in academic language, which also involves higher level cognitive processing skills. (p. 115)
Risks associated with limited financial resources can be compounded when caretakers (parents or care-taking adults) work more than one job or long hours and are less available as a support for children, leaving open the potential for negative external influences. (p. 129)
Brain structures are formed and are regulating body functions within the first two months after conception. Many neural connections are also formed and begin to develop before birth (Kail, 2007). Adequate maternal nutrition (includ- ing supplemental vitamins) and prenatal health care are important supports for this crucial fetal work, beginning at conception (even before pregnancy tests reveal positive results). (p. 132)
Families living with limited resources or who in poverty tend to be gener- ally defined by not having adequate resources, or by what they do not have. However, all families and individuals have strengths... (p. 140)
Viewing children and families as resilient, or with great resiliency potential, is an important value to bring to teaching and operates in concert with a realistic awareness of what are sometimes tremendous emotional, financial, social, or physical challenges and setbacks. (p. 140)
Food is used to nourish our bodies, and many families also teach their children to not play with their food. To use food as a source of play (noodle necklaces), drawing (pudding paint), building (cracker houses), in sensory bins (beans or rice), or as math manipulatives, is insensitive to children who are chronically hungry. It is also potentially disrespectful of foods that are an important part of family cultures. (p. 142)*
In general we are quick to appreciate the essential role families play in children’s development, but at times, teachers are also prone to negative views of family lifestyles and structures that are not a part of a now-outdated picture of two-parent family units. (p. 186)*
A few decades ago defining family was approached as a simpler process and included a narrow view of a married mother, father, and biological children living in the same household (married, cohabitating). This was termed the nuclear family. (p. 186)*
From early U.S. census reports in the late 1800s, up until the 1970s, we know that between 83 and 87% of children in the United States lived with two parents. From the 1970s through 2009, that number steadily declined, and currently 69% of children live with two parents. During this same time period the percentage of children living with a single mother steadily increased from 9 to 25% (Kreider & Ellis, 2011). (p. 191)
Despite the growing numbers of families that represent structures other than a nuclear family model, the nuclear family persists in society’s perception as “normal,” with a privileged status. (p. 192)
In measures of developmental outcomes, children do fare better when the family unit is characterized by quality parenting processes, relationship stability, and adequate resources. Two-parent biological families tend to provide these key characteristics more often than other family structures (AAP, 2003; Sanson & Lewis, 2001). When children are raised by both biological parents through- out childhood, and when family interactions are characterized by mutual commitment, shared parenting, respectful problem solving, and warmth, children benefit from socialization to these models of successful interactions. In essence, children learn what they live, and the message in such families is about how to supportively engage together over the long term. And while some research indicates that these qualities are more likely to be present in the nuclear family structure, increasingly other family structures continue to demonstrate potential for such healthy socialization as well. (p. 193)*
Roughly 30% of all children are likely to spend some part of their childhood in a blended family structure (AAP, 2003). While blended family transitions can improve experiences for children by providing additional parenting time and financial resources, “in general, children who are raised in a stepfamily do about as well as do children of single mothers” (AAP, 2003, p. 1551), with some potential experience of stress due to family transition. Since most blended families are formed after a period of single parenting, of which the large majority are single mother families, research attention has focused on the role of stepfathers in the blended family structure. While stepfathers tend to be less emotionally involved and spend less time with stepchildren (compared to a co-residing biological father), taking on the father figure role and investing significant quality time has a positive impact on children’s outcomes (Parent, Saint-Jacques, Beaudry, & Robitaille, 2007). (p. 194)
These are ways to validate all family members (not just a narrow definition of mother or father). (p. 195)*
Being raised in a single parent household (single father or mother) is commonly cited as a potential detriment to children’s development, primarily due to an increase in parent stress or depression and reduced economic resources and employment (AAP, 2003; Leininger & Ziol-Guest, 2008; Ricciuti, 2004).
Working for social justice in our classrooms and communities is the primary overarching value that drives current professional practice. (p. 217)*
Many teachers are unaware of how to develop these skills (part of cultural competence) (p. 3)
It all starts with knowledge and awareness, which can grow into atti- tude and action. As you become aware of diverse perspectives and are willing to walk in another’s shoes, you create opportunities every day to act in ways that perpetuate fairness and equity. (p. 3)
Teachers may also spotlight racial diversity by highlighting single historic figures like Dr. Martin Luther King, Jr. to represent all Black Americans, or targeting certain months or planned lesson units to focus on Women’s History or Native Americans. On the surface these efforts might seem like a way to introduce chil- dren to diverse people and traditions. However, spotlighting either a certain group or a specific celebratory holiday can actually send a message of “other-ness” which can further distance children instead of develop their understanding and appreciation. (p. 47)
Despite some progress to close the gaps through landmark legal and sociopolitical actions, there remains in the United States a value system that positions middle- and upper-class Whites in a privileged status. Sometimes this status, or “racialized power,” is unseen or ignored by White teachers (and people in general) who equate racism with individual acts of discrimination or prejudice. (p. 80)*
Even when individuals do not hold racist views or promote racist values, failing to take action to equalize opportunities and promote equality in systems and policies serves to perpetuate racial inequal- ity, a phenomenon referred to as institutional racism (Derman-Sparks & Ramsey, 2006; Vaught & Castagno, 2008). The results of institutionalized racism can be seen in a variety of disparate outcomes for people of color, in spite of antidiscrimination laws. Examples of grossly unequal experiences based on race include:
● Infant mortality rate for Black/African American infants is 12.6%, and 8.1% for American Indian infants, compared to an average across races of 6.6% in 2008 (Kids Count, 2008).
● The percentage of children living in single-parent households in 2010 was nearly double the average (34%) for Black/African Americans (66%) and 1.5 times the average for American Indians (52%; Kids Count, 2010).
● At the end of 2010, Black non-Hispanic men were almost seven times more likely than White non-Hispanic men to be incarcerated, and Black non-Hispanic women were three times more likely to be incarcerated than White non-Hispanic women (Guerino, Harrison, & Sabol, 2010).
● Families of Hispanic, American Indian, and Black/African American children are 2.5 times more likely to live in poverty than White non- Hispanic families (Kids Count, 2010).
● American Indian and Alaskan Native teenagers are over three times more likely than non-Hispanic Whites to not complete or graduate from high school, and Black/African American and Hispanic/Latino teens are twice as likely to not graduate from high school (Kids Count, 2010). (p. 81)*
As children are faced with communication which is unfamiliar, they are chal- lenged to use more cognitive strategies and social cues (such as speaker eye gaze). But researchers have also found that bilingual children tend to be more sensitive to the communication partner’s perspectives and cues. Bilingual children tend to both interpret ambiguous situations more read- ily but also provide more information to the listener. Research such as this underscores the perspective that growing up bi- or multilingual can be a strong resource for children’s linguistic, cognitive, and social development. (pp. 105-106)
The 1995 statement presented research evidence that supports pro- fessionals’ realization—that “knowing more than one language is a cognitive asset” (NAEYC, 1995, p.2). and that supporting children’s development of multiple languages enhances overall development.
When teachers convey messages of valuing Standard English over other languages, children can also internalize a discord between themselves and their own families. Kieren’s experience is echoed by many dual language learner children, as the acquisition of English results in the loss of their home language. (p. 114)
Children are capable of mastering several languages simultaneously or in sequence. (p. 115)
Bi- or multilingual children are able to switch language, depending on the place and person they are com- municating with. This ability to switch languages is called code switching. (p. 115)
Academic language refers to linguistic styles and vocabulary that are part of content area knowledge (math, science, social stud- ies, and so on) but that differ from conversational language (Gollnick & Chinn, 2009). Much of the school day engages children in academic language, which also involves higher level cognitive processing skills. (p. 115)
Risks associated with limited financial resources can be compounded when caretakers (parents or care-taking adults) work more than one job or long hours and are less available as a support for children, leaving open the potential for negative external influences. (p. 129)
Brain structures are formed and are regulating body functions within the first two months after conception. Many neural connections are also formed and begin to develop before birth (Kail, 2007). Adequate maternal nutrition (includ- ing supplemental vitamins) and prenatal health care are important supports for this crucial fetal work, beginning at conception (even before pregnancy tests reveal positive results). (p. 132)
Families living with limited resources or who in poverty tend to be gener- ally defined by not having adequate resources, or by what they do not have. However, all families and individuals have strengths... (p. 140)
Viewing children and families as resilient, or with great resiliency potential, is an important value to bring to teaching and operates in concert with a realistic awareness of what are sometimes tremendous emotional, financial, social, or physical challenges and setbacks. (p. 140)
Food is used to nourish our bodies, and many families also teach their children to not play with their food. To use food as a source of play (noodle necklaces), drawing (pudding paint), building (cracker houses), in sensory bins (beans or rice), or as math manipulatives, is insensitive to children who are chronically hungry. It is also potentially disrespectful of foods that are an important part of family cultures. (p. 142)*
In general we are quick to appreciate the essential role families play in children’s development, but at times, teachers are also prone to negative views of family lifestyles and structures that are not a part of a now-outdated picture of two-parent family units. (p. 186)*
A few decades ago defining family was approached as a simpler process and included a narrow view of a married mother, father, and biological children living in the same household (married, cohabitating). This was termed the nuclear family. (p. 186)*
From early U.S. census reports in the late 1800s, up until the 1970s, we know that between 83 and 87% of children in the United States lived with two parents. From the 1970s through 2009, that number steadily declined, and currently 69% of children live with two parents. During this same time period the percentage of children living with a single mother steadily increased from 9 to 25% (Kreider & Ellis, 2011). (p. 191)
Despite the growing numbers of families that represent structures other than a nuclear family model, the nuclear family persists in society’s perception as “normal,” with a privileged status. (p. 192)
In measures of developmental outcomes, children do fare better when the family unit is characterized by quality parenting processes, relationship stability, and adequate resources. Two-parent biological families tend to provide these key characteristics more often than other family structures (AAP, 2003; Sanson & Lewis, 2001). When children are raised by both biological parents through- out childhood, and when family interactions are characterized by mutual commitment, shared parenting, respectful problem solving, and warmth, children benefit from socialization to these models of successful interactions. In essence, children learn what they live, and the message in such families is about how to supportively engage together over the long term. And while some research indicates that these qualities are more likely to be present in the nuclear family structure, increasingly other family structures continue to demonstrate potential for such healthy socialization as well. (p. 193)*
Roughly 30% of all children are likely to spend some part of their childhood in a blended family structure (AAP, 2003). While blended family transitions can improve experiences for children by providing additional parenting time and financial resources, “in general, children who are raised in a stepfamily do about as well as do children of single mothers” (AAP, 2003, p. 1551), with some potential experience of stress due to family transition. Since most blended families are formed after a period of single parenting, of which the large majority are single mother families, research attention has focused on the role of stepfathers in the blended family structure. While stepfathers tend to be less emotionally involved and spend less time with stepchildren (compared to a co-residing biological father), taking on the father figure role and investing significant quality time has a positive impact on children’s outcomes (Parent, Saint-Jacques, Beaudry, & Robitaille, 2007). (p. 194)
These are ways to validate all family members (not just a narrow definition of mother or father). (p. 195)*
Being raised in a single parent household (single father or mother) is commonly cited as a potential detriment to children’s development, primarily due to an increase in parent stress or depression and reduced economic resources and employment (AAP, 2003; Leininger & Ziol-Guest, 2008; Ricciuti, 2004).
Working for social justice in our classrooms and communities is the primary overarching value that drives current professional practice. (p. 217)*