My Community Experience: Center for Change

            For my community experience, I interviewed a staff member at the Center for Change in Lindon, Utah. The Center for change is a treatment facility for people with eating disorders. They serve a large group of people through residential treatment for women and outpatient treatment for both men and women. They have three care units – residential adult unit, residential adolescent unit and an inpatient unit. The inpatient care unit is the smallest because these patients need the most attention and intensive care. The adult and adolescent residential units are larger because they don’t need as much attention or as intensive care. They also have units that include just day-patients who can either come the whole day or just part of the day. The Center for Change is staffed with therapist, dieticians, nurses, care technicians, schoolteachers, administrators, and cooks to help rehabilitate these people.

            I interviewed a care technician who works with the patients every day helping them to make it to their group therapy sessions, behave correctly, and calm these patients down when they are having a bad day. She spends a lot of time with these residential girls and has become a good example to them of someone with good eating habits and a positive self-image. She also mentioned how she is often dealing with suicidal patients and she has to make sure the patients eat all of their food and she has to attend them to the bathroom. She also explained how the group therapy sessions help work on these patient’s body image, art skills, eating disorders and how to process difficult circumstances.          

            I was not able to visit the facility because they restrict the people who enter. Some of the patients are being protected from sexual predators or stressful situations that act as a trigger for their eating disorders and suicidal thoughts. However, she described for me the demographics of their patients as predominantly females being mostly 15-18 years old in the adolescent care facility and 18-30 years old in the adult care facility but there are occasionally patients outside of these demographics. Most of their patients are also lower or middle class Caucasians with some Hispanic and African Americans. The Center for Change is the number one treatment facility in the United States for eating disorders and so they often see patients from around the world

            A term that came to mind from our class discussions was the term: hidden disability. I think that depression and eating disorders are most certainly a hidden disability that can affect these people’s ability to live their lives and function normally. In that regard, though, we need to be careful not to discriminate against these people, oppress them, or make them feel like they are less than they truly are. We should make sure we don’t exclude them from the group but instead we need to teach these students interdependence and help them gain strength from each other. I am also reminded again that as a teacher I need to implement structural pedagogy where I help students overcome these difficulties instead of putting them down through use of the deficit pedagogy. I should recognize these students as struggling, but it shouldn’t stop me from enabling them to be the best student they can be.

            This interview was enlightening to say the least. I have never experienced an eating disorder or been in a position where I was liable to cause harm to myself. Luckily, I have a family that loves and supports me but I know this is not the case for everyone! It was sad to talk to the staff member about the things they often experience with these girls and the measures they have to take to keep them safe. It was disturbing to think that these girls didn’t even have bathroom privileges in fear that they would cause themselves harm. And I could never imagine what it would be like to have to teach people how to eat properly. These patients have suppressed their hunger so much that they have actually lost the ability to recognize hunger cues and they have to be retaught what hunger feels like to help these patients obtain the nutrients they need. It saddens me to think that the majority of the girls in this treatment center come from my own race and social class.  
           And I guess that is one of the risks associated with accepting this as a normal, albeit sad trend among young American girls. I have to accept the fact that socioeconomic status, being of privilege or having good loving family doesn’t guarantee you a good or easy life. Another risk that will come with accepting this, is the guilt associated with the fact that society and the perceptions it perpetuates about what is beautiful and normal are only part of what cause these problems. Some people feel so hopeless that taking their life is a serious option to them and I have to accept this as a reality before I can help them but it again creates a feeling of guilt because I do not understand how that would feel. Once I accept this truth it makes me better able to recognize the signs in other people, especially my students. I will also be able to accept them for who they are and love them for that while also offering to help them. I know when I teach in high schools I will encounter girls who have eating disorders and so it was enlightening to talk about the services available to them to know them about myself so I can be a great resource to these students but also to see what I can teach girls and boys to make them less vulnerable to the media’s influence before they could cause themselves harm just to be skinny and “feel” beautiful. Although it is saddening, it was a good experience to learn more about these girls so that I can come to understand them and their situation better as I interact with them as a teacher.

Mexican American Oppression: What it is and What it Means for My Classroom

            For my investigation of oppression in America I focused on Mexican Americans. They have a long history of oppression and misunderstandings in America, starting when a large portion of the western United States including but not limited to Arizona, New Mexico and Texas were acquired through wars, treaties and land purchases around 1854₁. This brought about 100,000 Mexicans into American citizenship₁. According to 2012 census research done by Pew Research Center, there was a record 33.7 million Mexican Americans in the USA with 11.4 million of these being immigrants born in Mexico₂. They account for 11% of the overall American population₂. Despite being a significant portion of the population, Mexicans are still treated as second-class citizens because they aren’t considered white₂. Their socioeconomic status is similar to African Americans but much lower than white American citizens₃. A 2012 census showed that Hispanic Americans made $39,000 on average a year while white Americans made more like $57,000₄. More Mexicans are living in poverty than white Americans, leaving Mexicans disadvantaged in educational and work opportunities₃.

            Mexican Americans have more easily been assimilated into American society than other ethnicities that differ greatly from white Americans like African Americans or Chinese Americans. Some Mexican Americans were considered white Americans, usually because they had obtained higher education or their citizenship came from the conquest of Mexico but they were hardly treated as white citizens₅.  The amount of discrimination experience by Mexican American citizens has been found to correlate with the darkness of their skin, with darker skinned Mexicans experiencing more discrimination than lighter skinned Mexicans₅. Some correlation has also been found between higher educational status and more discrimination but researchers suspect this comes from the increase amount of contact with white Americans leadings to stereotyping and discrimination₅.

            The confusion over whether Mexicans were white or non-white Americans led to segregation in schools through poor treatment from white Americans but was overthrown by white under the law racial designation₅. Eventually their status was declared as brown opposed to white, helping separate Mexicans so that they could make better claims of unjust treatment through legal means₅. Aside from segregation in schools, however, this mistreatment has lead to Mexican Americans either born in the U.S or in Mexico attaining lower levels of education₅. 59% of Mexican immigrants don’t finish high school or get a diploma, but with Mexicans born in the U.S. only 21% don’t finish high school₂. This has even continued to prove true for several generations after immigration₅. Experiences of discrimination in schools have included surprise at academic ability, assumptions that they don’t speak English, and some offensive name calling - all these things work to hinder students’s learning. There is also discrimination against Mexican Americans as homeowners and health insurance owners, with low percentages of owning either₂. Since 1996, Most immigrants are not allowed health benefits till 5 years after they become citizens, but some are never given those welfare benefits₆. Another area of discrimination was in the workplace, a study shows that nearly three in ten Mexican workers feel they have been discriminated against them in the workplace either through racial slurs or being paid less₈. Another survey showed many felt they had been denied promotions or hire at all due to being Mexican Americans₅. Many Mexican Americans are also exploited through long work hours and dangerous work conditions₉.

            The main misunderstanding that has caused discrimination against Mexican Americans is that all Mexican Americans are illegal immigrants, where the percentage is actually only 51% are illegally residing in the U.S₂. Immigration legislation in 1980s made legal entry into the country nearly impossible, but it still continued without proper documentation₅. However, despite the understanding of most Americans these immigrants, illegal or not, have boosted the productivity of our economy and have helped create jobs for Americans₆. Another common misconception is that those immigrants who have come here illegally want to remain her illegal, but in truth it is very hard to become a citizen once you have entered illegally, even small children who were brought here without their own consent could be deported and banned for 10 years before they could apply for citizenship₆. There is also a misconception that Mexican Americans immigrants are more likely to participate in criminal activity than native-born U.S. citizens, but only 0.7% of foreign-born Mexican men were incarcerated in 2000₆. This assumption changes the way Mexican American men are treated by police officers, teachers and community members.

            Other stereotypes that these Mexicans are subjected to are being lazy, unable to speak English, drunks or gang members₇. These are not just passed down through families or individuals but they reinforced throughout media campaigns and TV shows too. These shows often show Mexican women as uneducated and only homemakers, but this misconception too is incorrect. There are Mexican American women who are educated in every field making a difference₇. These stereotypes can have a negative effect on Mexican Americans specifically causing depression, a negative perspective on the world and deidentification of culture₁₀. Those oppressed through cultural discrimination have developed many coping methods, which include confronting discrimination or avoiding discrimination in general₉. We see both of these methods in high school or college students who either ignore the discrimination or actually drop out to avoid it completely. We also see Mexicans cope through finding emotional supports or trying to contribute the stress to something other racism₉.

            Reading all this material and considering what these students in my class will go through in my school and community has made me really solemn. How many prejudices do I have against Mexican Americans and how do I personally oppress them? The biggest thing I have learned from this experience is the truth about Mexican Americans. It was good for me to read about most of them not actually being illegal so I don’t make this judgment automatically with my students. I think it was healthy to read about the most common stereotypes and how they are incorrect so that I don’t make those assumptions as a teacher. I should not expect my Mexican American students to be lazy or disinterested in school. I can expect that most will actually speak English and speak it well. In reality they are no different than my other students aside from their skin tone, but even that doesn’t really matter.

            More importantly, how can I change their learning experience in my classroom? I read a couple of different articles about how I as a teacher can change my classroom environment and ultimately the environment of my school. First, I have to stop laughing at demeaning jokes or encouraging racial stereotypes and encourage my colleagues to do the same₁₀. This article also emphasized stopping these jokes in my own home to help stop them spreading to my work environment too. Another important thing I read that I think will make a big difference is actually learning about Mexican American culture compared with the differences of my own culture. This article mentioned specifically the difference in how Mexican children are taught to respect their elders as opposed to white American children. Mexican children are taught to lower their eyes when in the presence of an adult or person with authority, while in America this can be seen as disrespectful or even suspicious to do₁₁. We also have to consider the fact that these students may not be familiar with technology or with the sensory overload of decorated classrooms₁₁. Learning about these important aspects of their culture in relation to ours is going to be very important for my classroom and me in the future. The most important thing I can do though, is to encourage the communities I am a part of as a teacher, white citizen and women to work to better understand Mexican Americans so that we can allow them to have the education and life they deserve.

Cultural Artifacts: 

Here I have collected a few things to represent the culture of Mexican Americans or what we assume is their culture through media exposure and incorrect stereotypes. 

I especially liked this image because it shows that we all have certain expectations for members of the Mexican culture, but in reality many have become assimilated into our cultures and are similar to us. 

This was another stereotype I found often in my research - that Mexican families were large and the women were primarily homemakers but this is not necessarily true.  

I chose this meme because this is another stereotype that Mexican Americans have to deal with. They are seen as lazy but really they are very hard working and trying to provide for their families too. Many Mexicans don't come to America to find the American dream, but instead they are just looking for ways to provide food and comforts to their families. 

I chose this picture because this is another common stereotype that also affects Mexican men and teenagers. They are not all criminals or part of gangs but they are misrepresented in the media for being dangerous when white Americans are really the ones who fill up jails. 

I chose this picture to represent another media representation of Mexican Americans. This is a new Mexican soap opera that is very dramatic, shows sexually entangled, criminally active and illegal Mexican immigrants. It misrepresents the majority of Mexican Americans who are no different than white Americans other than being bilingual and having a different skin tone.  

I chose this last picture because it is another popular film that misrepresents Mexican Americans. It shows Pedro as having a heavy accent and speaking poor english when in reality most immigrants are not this way. Pedro was also not a great student in school and was socially awkward for not knowing American culture - this last aspect may be true but studies have actually shown Mexicans assimilate into American society very quickly and easily. 

Footnotes:

1.     http://www.pbs.org/opb/historydetectives/feature/mexican-americans/

2.     http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

3.     https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1781361/

4.     http://www.businessinsider.com/heres-median-income-in-the-us-by-race-2013-9

5.     https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3846170/

6.     http://www.equalrightscenter.org/site/DocServer/REPORT_FINAL_WEB_7.pdf?docID=151

7.     https://culturalmisconceptions.wordpress.com/2013/02/27/stereotyping-mexicans/

8.     https://www.hg.org/article.asp?id=6051

9.     https://www.apa.org/pubs/journals/features/cou-a0036591.pdf

10. https://psychologybenefits.org/2013/09/26/how-latinos-experience-subtle-racism/

11. http://www.learnnc.org/lp/editions/brdglangbarriers/4486

Picture credits:

Stereotypes: https://www.pinterest.com/pin/301037556312388252/

Lazy Mexican: http://imgur.com/YXihlQi

Family reunions: https://www.pinterest.com/pin/380554237234775022/

Pedro: https://www.pinterest.com/pin/470978073504587455/

Jane the virgin: http://tinypic.com/view.php?pic=2q9gric&s=8#.V_sKvjKZMcg

Gang members: http://latino.foxnews.com/latino/news/2014/05/06/mexican-cartel-allegedly-hired-ms-13-to-carry-out-torture-operation-in/

Being The "Other"

Yoga Cultural Artifacts

Flexibility and Strength
Yoga's culture had expectations or social norms that the participants had to be strong and flexible.

Yoga Lingo
The culture of yoga consisted of many different terms that I was unfamiliar with. I have a chart showing some of the basic positions of yoga and the weird names they are given like downward facing dog, the chair, warrior I or pigeon. To be able to participate in yoga you have to have a basic understanding of this lingo or someone willing to explain it.

Supplies
Yoga's culture revolves around established social norms including the type of clothes you wear to class, the things you use in class like mats and blocks or the body type you need to fit in with the other yoga participants. 

Reflection

                  I attended a yoga class at the Pleasant Grove rec center. The class took place in a large room with a single window facing eastward. There were sinks along the south wall. There were only three people in the class, including myself, and the instructor. It was dark outside because it was still early in the morning and almost all the lights in the classroom were turned off to create a relaxing atmosphere, but it was hard for me to feel relaxed when I felt so out of place. It was a new experience for me getting up so early to participate in the yoga class because I don’t regularly exercise in the morning. After arriving, I asked someone in the class where the best place was to set up my yoga mat and one of the other woman who attended was very helpful. Even though she was helpful, I felt like I started the class already behind due to my lack of experience. I didn’t know anything about yoga except that I would need a yoga mat. As the class started, we didn’t really interact again and the room fell silent. I sat on my mat watching and listening to the instructor and tried my very best to preform the different positions. Unlike the members of the class, I did not understand what the different terms like downward facing dog, sleeping pigeon, chair, or warrior II meant so I had to watch the instructor every time she instructed us to change positions. This made me stand out from the other people in the class who seemed very relaxed while preforming all of the positions from the prescribed yoga terms. I felt like they were all yoga experts and I felt like the bumbling outsider who couldn’t do yoga. I was sure that I was exactly what they thought about me too. I also really struggled with learning how to breathe like the instructor asked us to because it was a hard work out for me. I am terribly out of shape and it showed. My body is not flexible and so it was difficult to do many of the yoga positions. The instructor would often walk around while we were doing cycles of different positions and two or three times the instructor came over to me and correct something about my position. She even had to pull foam blocks out of the closet to help modify the yoga positions so I could do them. I found this a little embarrassing and alienating, but I couldn’t fully participate without them. This made me feel like an outsider and I felt like the other members of the class were annoyed at me. It did not take long before I was completely winded and struggling to keep moving from position to position. My wrists are very weak and so it wasn't long until it was hard to hold my body weight. That made me start taking breaks more frequently, again alienating myself from the other members of the class who were seemingly yoga experts. At the end of the class the instructor asked if it was my first time doing yoga and, although it was embarrassing that it was so obvious, I admitted that it was indeed my first time.

            This was an interesting experience being the "other one". I was initially scared to go by myself. I was afraid that it would be lonely and embarrassing, but I didn’t think it would be as hard as it was. I felt alone, awkward because I felt like I couldn’t ever do yoga simply because I had never gone to a yoga class before. It was a lot harder than I thought it would be – making the class even more difficult because I didn’t start working out in advance or prepare in any way. There will be students in my classrooms that will feel the same way because they don’t know Biology. Such students could be taking it as their first high school science class or they may not have ever done well in school. These disadvantaged students will feel awkward, alone and incapable of learning, but I have to reach out to these students. If I help them feel more comfortable, then they will hopefully see that they can do anything they put their mind to.

Personal Cultural Artifacts

Chores
This represents the social norm aspect of Mormon culture where my parents expected me to do chores on a regular basis, which shows the emphasis that our culture put on cleanliness and hygiene. 

Southern Language
This represents the unique moral culture the South has for being very respectful to your elders. You would get scolded if you didn't say yes ma'am or yes sir. Politeness was part of the southern charm.  

Trophies
This is a symbol of accomplishment in American society, especially in sporting events  or academic areas, giving the owner status.  

Music & Instruments
This picture represents the social norms in Mormon culture that makes music and the ability to sing or play an instrument important. Even though I wasn't particularly good at either, I still have a great respect for music because of this cultural aspect.

Board Games
A unique social norms aspect of Mormon culture and my family's own culture is our love of board games and competition!

Journaling
Something that has been really important to me since my early teenage years was journaling and this was because of the moral value journaling was given in the Mormon culture.  

Homemaking
This represents the Mormon culture's teaching of social norms in gender roles and homemaking. This is when I first learned to cook for myself when I left for college.

Patriotism
This is the American symbol for the belief in freedom that our culture respects by hanging it all around the country and reciting the Pledge of Allegiance or singing the National Anthem while facing it. 

Marriage
In American culture a diamond ring on your left hand is a symbol of marriage and a bond between a man and a woman. My parent's marriage was important to them and this taught me to value marriage.

"Soft Swear Words"
Mormon culture also shifted my language because it was not socially acceptable to cuss. So we had to find other words to replace these taboo words and it is an identifying feature of Mormon culture. 

Bowling
In the South, bowling was actually a popular sport. It created a unique culture of bowlers who use technical terms, make nerdy jokes and who own lots of bowling balls. This tradition would count both as a social norm and symbol of athletics in Tennessee. 

Young Women's Medallion
This necklace is a symbol in the Mormon culture of spirituality and hard work that young women get after completing multiple spiritual projects and experiences.  

Pop
This is another symbol of the unique culture in the South where we used different terminology for some things, including calling soda - 'Pop'. 

Beauty Expectation
Another social norm found in American culture is the expectation that you have to be tall, skinny and blond to be beautiful. This has shaped my body image, unfortunately and has created a negative culture around beauty.

Technology
This is a representation of the American culture of valuing technology and innovation. Having the next big thing was not only a social norm but a symbol of status.

Modesty
This picture represents the moral belief found in the Mormon culture called modesty. Mormons believe our bodies are sacred gifts and that we should treat them respectfully by dressing modestly and not getting tattoos. All through high school I had to work hard to find modest clothing and it has contributed to my culture. 

Diploma
This represents the value of education in the Mormon culture but also in America where education means higher status, more money and accomplishing the American dream.

Purity & Covenants
A very important belief and moral value in Mormon culture is to remain sexually pure before marriage so you can marry in the temple and make important covenants with God and your spouse. This goal shaped my actions as I grew older.

Reflection

            Doing this assignment was very interesting and enlightening. I had not reflected on what parts of my culture reflected so deeply on my life before doing this assignment and I think it is fascinating to see the mixture of Mormon, Southern and American culture building myself. I know I will not be unique in the Mormon cultural aspects in this class or at BYU but the different aspects I have picked up from Southern and American culture have mixed to create a unique me.

            Since these things define me as a person it will be nearly impossible to leave them behind when I enter a classroom. I will have to find a way to not force my moral values or social norms on my students who may not be Mormon or even American. I cannot force my beliefs on modesty or sexual purity on my students, but I will have to respect the decisions those students will make. I will only enforce these aspects as far as the school dress and conduct code will require. I don't have to stop letting these things define me as a person, but I have to find a way to push them aside while in the classroom so they don't have a negative impact on my teacher-student relationships or my ability to teach my subject well. Some of my culture will not have such a negative impact, for example, the importance of cleanliness and organization will help me keep my classroom clean and safe for the students while also helping me stay organized with assignments, grading and teaching. These things could help me connect with a struggling student, for example a new student who just moved into my school from somewhere in the South I could foster a connection based on sharing this culture like food preferences, popular clothing or brands and language differences. I could also foster a special connections with students who are Mormons living as minorities outside of Utah. We would have similar cultural aspects like conference, local activities and young women activities to help them not feel alone. I will need to be careful not to let my religion and its culture impede my ability to teach or interact with students of other faiths that believe in different things. Specifically in biology, I will have to be careful when teaching the subject of evolution and the age of the earth because these things are sensitive to religious people. Also, I could see either of these cultures interfering if my classroom if I focus on one student too much, not sharing my attention across the class. I will just have to always be aware of any negative effects my actions could have on some of my students. Some good influence my culture could have is my valuing education and patriotism (only in America). By teaching students that education is important I can help them be more successful in my class and their future education. Depending on the mixture of cultures in my classroom I can also teach patriotism and gratitude for the freedoms we have been given because I think these things are important for a student to learn. In other words, I can bring some of these things into the classroom with me but I need to be aware of the effect they will have on my students and act accordingly.

Photo credits: 

image 1: http://startingacleaningbusinesstips.com/15-essential-items-for-your-cleaning-business-supply-list/

image 2: https://www.pinterest.com/pin/497155246340806463/

image 4: http://pcwallart.com/piano-keys-wallpaper-4.html

image 6:http://www.amodelrecommends.com/2015/01/19/qa-day-5-year-journal/

image 8:https://wall.alphacoders.com/by_sub_category.php?id=225969

image 10: http://www.quickmeme.com/meme/3pe9un

image 12: https://www.pinterest.com/pin/58969076344430746/

image 13: https://www.sodapoptops.com/soda-pop-tops-can-covers/

image 14: http://fashion.lilithezine.com/Skinny-White-Runway-Models.html

image 15: http://www.wsj.com/articles/iphone-se-review-smaller-gets-smarter-with-better-battery-life-to-boot-1458762252

image 17: http://www.onlineeducationincanada.com/diplomas-certifications/the-differences-between-a-ged-and-an-online-high-school-general-diploma/

image 18: https://www.lds.org/church/temples/draper-utah?lang=eng

All other picture were taken by myself