Portfolio 8: Summary

One of the biggest changes that has taken place in me this semester is that I have been humbled. I am a Feminist and on the first day of class, I assumed that I already knew everything there was to know about inequality and social justice. I also was a little judgemental towards my other classmates who did not think the way that I did. I noticed this arrogance while re-reading my first reading reflection. Although I mentioned disruptions, they were not totally sincere. As the semester continued, however, I started to realize that I did not know everything and that I had strong biases, even if I was already aware of racism, xenophobia, and sexism.

The first time that I began to had my own biases and that I was still unaware of the problems of marginalized groups was when we reviewed our "Imagined Classrooms" together as a class. I mentioned that I put in my lesson that I wanted to include female poets and Dr.Draper responded that that was great, but that I was forgetting to include individuals of varying races, sexualities, and abilties too. I was a little bothered by this because I had involved both black and white female poets in my imagined lesson plan--and I thought that was enough. However, as the semester continued I began to realize the importance of what she said andI even pointed this out in my "Re-imagined Classon" in Portfolio 7. I also made sure to make that imagined lesson more inclusive through Dr. Draper's suggestions. Prior to this class, I guess I was aware of inequality, but I only cared deeply about the inequalities that directly influenced me and my family. This realization was also futher realized by the Adiche video I watched for Lesson 3 and the creation of Portfolio 2 as I began to realize just how involved I am in the hegmonic structures of our society. I also was better able to empathize with those who are "outsiders" in our country in Portfolio 3 as I visited a Unitarian Universalist church near my home since that reality became more understandable and relatable to me. Going back to my identity as a Feminist, "The Silenced Dialogue" also made me realize that having good intentions would not be enough and that even if I am a liberal, I may still fall short or unintentionally leave colored students or non-"normative" students out of the dialogue in my classroom (similar to what Dr. Draper pointed out in my original "Imagined Classroom").

My biases became more and more conspicuous to me as the semester went on and we touched on various topics in class. Although I never mentioned this in my portfolios, one bias that I became aware of was my bias towards those who do not identify as I do politically. I often found myself rolling my eyes at the comments some of my classmates would make. Dr. Draper mentioned in class one day about the importance of working with those that we may not agree with in order to benefit our students and that was when I realized that even if I do not agree with someone, that does not mean that I'm better than them, that I have more to bring to the table than they do, or that they are not worth talking to. Although this was not a racial, ability, or class-based bias, it was one that I had engrained within me before entering this class. Speaking of racial, ability, and class-based biases, I first became sincerely aware of them after our lesson on ability. I realized as I was watching "Isn't it a Pity?" and "Critical Discourse" that I failed to recognize the needs of individuals with disabilities in my "Imagined Classroom" and that they way I viewed individuals with disabilities was condescending and almost dehumanizing. I changed this is my "Re-imagined Classroom" plan. Portfolio 6 also helped me come to terms with my biases as I read "Breaking Through". This assignment probably had the greatest impact on me and made me the most aware of the needs of immigrant children and emerging bilinguals. I was unaware of their struggles and the difficulties that may emerge for those students in school enviornments. It also made me become more dedicated to the idea of creating an equitable classroom enviroment and to get to know my students on a personal level so that I can best serve them (like by including literature that may be applicable to their situation in my classroom, not expecting every student to have needed materials at home, and not assuming that my students understand everything that I say). A couple of days after this portfolio was completed, I actually had a conversation with some of my co-workers at work about the reality of some immigrant families (like Francisco's) and I took a lot of my information from what I had read for that assignment. I was very disrupted by his story (as seen in the long list I made in that Portfolio), but by acknowledging those disruptions I have become more sympathetic to the needs and the situations of immigrant children and hopefully I will be able to be a better teacher because of it.

My "Re-imagined Classrom" (Portfolio 7) is probably the best proof that I learned a lot from this class this semester. When were asked to go through our our original "Imagined Classroom" and change it, I was a little frustrated because I thought that I had gotten a lot of things right the first time. However, I eneded up making changes to almost every section of that first portfolio because I realized that while I did get some things right, I had a lot of areas that I could improve and make even more inclusive. My initial "Imagined Classroom" was more about making children feel welcomed and tolerated--while also including women into the curriculum; however, I failed to address the needs of students who do not fit the hegemonic mold. I also did not take equity or explicitly teaching for social justice into account--I made sure to include both in my "Re-imagined Classroom" though.

Overall, I would say that I did learn a lot in this class. Although I was intitially on the right track with how I saw teaching, there were a lot of things that I needed to address and become aware of in myself--which this class definitely helped me do. 

Portfolio 7: Re-Imagined Classroom

Orange Font: Original Text

Purple Font: New Text

Five images (you can take them or they can come from the Internet [provide proper credit]). These images should reflect, in some way, what you imagine your classroom will look like once you are a teacher. Please annotate your images by providing a description of the image and how it relates to your future classroom.

https://s-media-cache-ak0.pinimg.com/736x/b4/1a/58/b41a58f5d01b2c484daa01ad0479a44e.jpg

I want to decorate the walls of my classroom with projects about my students and by my students so that they feel represented and so that I can get to know them better as individuals.

I still want to incorporate this aspect into my classroom since I feel like it will allow me to represent my students and their cultural backgrounds. Additionally, I would make sure to be sensitive to children who are transgender and make sure that they are represented in a way that makes them feel comfortable and that they feel safe to represent themselves according to their gender identity (like having a boy shaped head or a girl shaped head). 

https://s-media-cache-ak0.pinimg.com/736x/19/04/ed/1904ed06ec7bbe18c79eaed17b3ad4e1.jpg

I want my classroom to be colorful and inviting. I also want to have areas where I can showcase student's work like in this photo. I think it would be cool to display homework assignments or artwork that they're really proud of.

https://s-media-cache-ak0.pinimg.com/564x/46/33/b4/4633b45b8d0331d62756b9a0e62d803c.jpg

I originally mentioned that I wanted to have a colorfully decorated classroom, but I think now it's more important to me that I have a culturally representative classroom for my students. I think the above picture might be a little cliche, but I like the general idea of exhibiting that I am proud of the diversity of my students so that they can be proud of their cultures as well. 

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEOhr4eTZhEOwxbc2cUdGmlFPcdCHNCzP0bNeQM3ohTaO9m6S8YF3T-0PFm03q2LcXjb5DR2SlHH-Md2w0SUFCXkuDN5LsudcyCLTWK7OTQmSU6ajViME5GX1vSp037t012AI5TF69A6AT/s1600/IMG_1663.JPG

I want to have a reading corner in my classroom where students can read when they finish their work along with a class library too. I think it's really important for students to have a space to relax in the classroom and to have quick access to books.

http://cdn2.hubspot.net/hub/80068/file-21727482-jpg/images/ipad-art-wide-tablets-in-classrooms-420x0.jpg

I still want to include this in my classroom because I feel like it is accessible to all students for the most part. However, I think it might be important to have a technology center for children who are emerging bilinguals or who are blind and who cannot simply sit down and read a book. 

http://f.tqn.com/y/k6educators/1/W/h/F/200285309-002.jpg

This seems like a pretty standard setup for a classroom and I imagine mine will look something like this too. Windows, desks across the room, and a whiteboard/blackboard at the front of the room too. I also like that this classroom has color in it and is organized as well.

https://lh3.googleusercontent.com/-uVE28nRAq4M/VjEDKkfot2I/AAAAAAABcYo/wenfnA9W1NsjaasLTajcnov0bWSRfGDPACHM/s540/PS51_3.jpg

After looking at the picture I provided for my classroom layout again, I realized that it isn't very wheelchair accessible. In order to make my classroom more equitable and accessible for all of my students, I think a layout more like the layout in the picture above would be a better fit. However, I think the tables in this newer picture may be placed too close together, so if possible, I would try to provide more space between tables so students with wheelchairs could move around with ease. 

https://s-media-cache-ak0.pinimg.com/564x/ca/ac/c3/caacc38ffa3dd4e662d67a35687ad7f6.jpg

I really want to create a classroom environment that is safe for all the students who walk in and that also promotes personal responsibility in the students. I like the idea of having the students make a class promise like this and the rules for the class and then putting it on the wall where they can see. I also want to put motivational posters up that encourage and empower the students.

I still like the idea behind this picture since it promotes a respectful classroom environment. One thing I should make sure to have crayon colors for all skin tones available for the part where students draw portraits of themselves so each child feels represented and not marginalized. I also mentioned that there would be motivational posters--however, I initially imagined those posters to be in English. I think it would be a good idea to have posters in multiple languages depending on native language backgrounds of the students that I have in my classroom. 

Portfolio 6: Book Club

Portfolio 6: Book Club

For this portfolio, I was assigned to read "Breaking Through" by Francisco Jiménez. "Breaking Through" is an autobiographical account of Francisco's time in middle school and high school as a Mexican immigrant.

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Points of Disruption

• The fact that Francisco had to provide for his family and go to school at the same time
• My childhood and adolescence were relatively carefree and I assumed that others have had the same experience I did--that they could focus on growth and learning rather than spending all of their free-time working.
• The fact that the ICE agents took him out of class in front of his classmates
• This disrupted me because I didn't know that children were simply taken out of their classes (in the case of this happening at school) without a warning or without any respect or concern given regarding their emotional well-being.
• The fact that none of the adults in his school were entirely aware of his situation at home
• Prior to reading this book, I liked to think that teachers could be more in tune with what was going on in their students lives or their living conditions. It goes more undetected than I thought.
• The fact that adults discriminated against him because he was Mexican (even though he was just a child)
• We hear a lot about adults or groups of individuals being treated badly because of their race or ethnicity, but I didn't realize just how instense discrimination was for children--and that it was often done by adults.
• The severity and intensity of the work that migrant workers do 
• I never thought that share-cropping or working in the fields of California was easy, but I never realized how terrible it really was and that children take part in it as well. Additionally, I didn't realize the impact that that work had on the bodies of the workers (like with Francisco and his dad)
• That Francisco's family had to get a lot of their belongings from the dump
• I knew that families in poverty struggled, but I had no idea that they sometimes had to go to the dump to find essentials or goods that they could not afford otherwise. In the book it even mentioned that Francisco's mother had to find baby clothes at the dump for one of his younger siblings.
• That his family couldn’t just go to the store and buy things when they needed them
• I grew up in a household where if I needed something for school I either already had it at home or my parents would buy it for me. Coming from this background, it was disruptive for me to realize that this isn't the case for all families and that a lot of children are a significant disadvantage with school because of this (like with Francisco's typing teacher saying each student should practice at home on a typewriter, but Francisco didn't have one and they couldn't afford to get one, so he almost failed the course). 
• Francisco's father's statement that “Only rich people can become teachers”
• This disrupted me because I came from a family where I didn't have to really worry about the cost of college. It was a given that I would go and I knew that my family would be able to afford it. However, the same was definitely not true for Francisco.
• How Francisco's counselor initially assumed that he was going to go to a vocational school because he was Mexican
• Growing up, my counselors pushed me to go to college and I don't think I remember ever being told about vocational schools. This is disruption because I assumed the same was true for all students. It's hard to accept that one's race can determine how people may perceive your future, your potential, and your success. 
• The impact of Francisco's immigrant status on his school life
• It really disrupted me when I learned that Francisco failed First Grade because he didn't know any English--especially the fact that his teacher didn't do anything to help him and allowed it to happen. I was also disrupted by the fact that he often had to miss school for work. 
• Francisco having to study while at work
• I grew up being able to have my own space to study. I was disrupted when I learned that because of his situation, Francisco had to study while he was working late shifts at night. In one instace, he taped a poem he had to memorize to a broom so he could study while he cleaned the office he worked at.  
• Living alone with his brother to provide for their family
• This was a major disruption for me because I had no idea that children were often forced to live alone in the United States in order to provide for their family to come over and join them. I knew this was a reality for adults, but I had no idea that this happened to children. 
• That his family lived in barracks and tents rather than a house or apartment
• I've always lived in either a house or an apartment--never in a barrack or a tent. This is a disruption for me because I assumed that those who were poor lived in trailer homes in the worst case scenarios. I had no idea that this was a reality for migrant and poor families.

Descriptions of Stories From the Book that Clarify or Provide Examples of Ideas We Have Been Discussing in Class

• Cultural Capital
• When Francisco was in high school, he had no information about college or how to apply for college (like the cost, the role of extra-curriculars in college applications, or the material covered in college) because no one in his family had ever attended college. When he was a child, he also did not know what manners to use when dining out a restaurant (he and his brother copied the lady who took them out to eat and were nervous the entire time). These are all examples of the role of cultural capital in terms of one's success in any given society. Since Francisco was an immigrant, he did not have access to this cultural capital through his family or his own culture. However, he was able to gain cultural capital through interactions with peers and teachers as they helped him find the resources he needed to get into a college and succeed in everyday life. 
• Prejudice/Discrimination/Racism (Passive and Stealth)
• When Francisco was in middle school, he went to the town dances and met a girl named Peggy. They both liked each other and he was eventually invited over to her house so her parents could meet him. Her parents asked him if he was Spanish and when he said he was Mexican, they were more distant with him. The next day, Peggy began to ignore him at school and when he waved to her Mom, she ignored him as well. As he grows up, Francisco realizes that the reason why Peggy's family did this and why Peggy stopped seeing him was because he was Mexican. The same thing happens to his brother, Roberto, as well with his first girlfriend.
• Insitutional Racism
• When Francisco goes to visit a college with other high school students, he notes that the people he saw at the college reminded him of the people he saw in his high school and not the people he saw working the fields with his family. This story is an example of the reality of insitutional racism because minorities and immigrant communities were systemically blocked or forced to overcome more barriers to gain a higher education.This story also took place before and during the Civil Rights Movement--a time where insituational racism was very prevalent and more overtly pro-white.  
• Language of Power/Bilingualism/BICs/CALP
•  Francisco mentioned that he failed First Grade because he didn't know any English. He also was judged repeatedly throughout the story for having a thick accent that could "be cut with a knife" (like with what happened with Peggy's family). He was able to acquire English skills as he spent more time in the United States though. For example, his teacher assigned a book for him to read, but he didn't know a lot of the words. However, he didn't let that hold him back and he looked up each word he didn't know in a dictionary as he read. Additionally, when he had to go to a Rotary Club meeting after he was made the student body president he was asked to give a speech--without being warned ahead of time. Because of this, he got nervous and spoke in both Spanish and English. Francisco also was pretty good at knowing what to say, but not the meanings behind what he said (BICS)--he mentions that as a result of this, he often did not understand English jokes. He also struggled in his English classes in middle school and high school and also didn't do very well on the English section of the SAT (CALP).
• The Working Poor
•  Francisco and his family worked tirelessly and often worked difficult jobs in order to make ends meet. Even then, they still did not have enough money to have a significant savings account or to buy things that they needed. For example, Francisco had a job where he had to work before and after school.His Father also worked, but his back gave out on him after working in the fields for multiple years. For a time, his brother's janitorial job was what provided the main income for the family. Although his family was poor, it was not because they were lazy--they worked endlessly and no matter what they did, it was never quite enough. 
• Religion
• Francisco mentions briefly that when the 1960 election took place, he learned that some people chose not to vote for President Kennedy because he was Catholic. He doesn't delve into the topic beyond that, but for Francisco (who was Catholic), he was shocked and confused by why people refused to accept or respect someone for their religion. 
• Undocumented Immigrants
• Initially, Francisco and his family were undocumented immigrants who worked in the fields of California and they were turned in by a fellow fieldworker. While Francisco was in class, ICE agents came and removed him from the school--he was embarrassed and cried while they drove him to his parents. Three of his siblings were born in the United states and his mother had a green card, so they were intially going to split the family up--allowing some to stay and forcing the rest to go back to Mexico. His parents begged the agents to give them a couple days to get things in order so the entire family could go back to Mexico together since staying together mattered most to them. His family didn't cause crimes or harm anyone while they were here illegally, they were just trying to earn enough money to survive and stay together.

How the Stories From the Book Will Influence My Thinking About My Future Work as a Teacher

While reading this book, I gained greater insight into the lives of immigrant families and the influence that immigration (particularly immigration from Mexico) can have on children. Although this story took place in the 1950s and 1960s, I feel like a lot of what happened to Francisco still happens today--the poor working conditions, the need for every family member to help with the income, the inability to purchase basic needs, immigrant children have additional education barriers to overcome, etc. From Francisco's experiences, I have gotten a lot of ideas on how to help immigrant children in my future classroom. One idea that I had is to ask bilingual children ahead of time to speak in front of a group, rather than throwing it on them unexpectedly (to prevent what happened to Francisco at the Rotery Club meeting from happening to my students). Another was to introduce literature that immigrant children might relate to in order to help them understand and learn English (like with Francisco's English teacher who encouraged him to read "The Grapes of Wrath). Another thought was to take the time time to get to know my students so that I am aware of what is going on in their lives (like how Francisco's counselor did not realize that his family did not have a phone or that he was providing for his family). I think that it would also be a good idea to have materials and items that can be checked out by students in my classroom so they can still do well in class even if they don't have access to those items at home. I also have more motivation to make myself available to my students after school as a resource so that I can talk them through their assignments and give them the one-on-one help they may need (like Francisco's English teacher did for him). Overall, the stories from this book have influenced how I see my work as teacher because I realize more now that my students will bring the challenges from their personal lives into my classroom and that because of this, it is imperative that I am aware and accommodating of those challenges so that they can succeed and thrive at school. 

Portfolio 5: Community Experience ("Loving")

Resources Available in the Community

For this portfolio, I chose to watch "Loving" and focus on the role of the ACLU within the Loving v. Virginia case (as encouraged by Dr. Draper). The Loving case revolved around an interracial couple that violated Virginia’s anti-miscegenation laws by getting married in Washington D.C. and returning back to their home. They were charged with unlawful cohabitation and jailed. They left Virginia and moved to Washington D.C., but upon returning to Virginia to visit family members, they were arrested for travelling together. They were referred to the ACLU to represent their case in the Supreme Court to go against the institutional racism within the state of Virginia and the United States at large. 

The ACLU's role in Loving v. Virginia: 

https://pbs.twimg.com/media/C5o9sVbUYAA8bHD.jpg

After Mildred wrote a letter to Robert Kennedy asking for help with their case, he referred a lawyer to them from the ACLU. The lawyer contacted the Lovings and told them that he would be able to help them charge-free with their case--which was crucial to the Lovings since they did not have the money to pay for legal help. The lawyer then helped them construct a plan (driving through Virgina and breaking their parole and then helping pay their bail) to have their case brought to the attention of the Supreme Court. Additionally, the ACLU provided them with connections to the press to have the story publicized and brought to public attention in order to strengthen their cause. The ACLU also took on the responsibility of backing them up through the court proceedings and giving them any additional resources that they needed. 

The ACLU in Utah: 

http://www.standard.net/image/2013/04/08/800x_a16-9_b0_q80_p1/F-Inqueue-stories-166074-190580-jpg.jpg

Just as in "Loving" the ACLU still plays a significant role in America today. The Utah division opened in 1958 and its primary focus is operate through "public education, legal advocacy, litigation, and lobbying at both the state and local levels to ensure the constitutional rights and freedoms of everyone living in or visiting Utah". Additionally, they cover issues that involve: "participatory democracy, racial justice; immigrants' rights; religious liberty and freedom of belief; and privacy and technology". (http://www.acluutah.org/about-us) On the ACLU for Utah's website, they also have a lot resources available to the public, including a section for individuals who need help. In this section, they also have a link that explains what rights an individual is entitled to, a list of resources, and a place to submit a complaint. They also have a Spanish version of the website available to the public as well. 

As a future teacher, I think it is important that I am aware of what resources are available for my students (and their families) if they are faced with injustice. Additionally, there is also the possibility that charges could be brought against me for things that I do on behalf of my students and for the sake of inclusion in the classroom. As I was looking through the history of the ACLU in Utah, I noticed that a few of their cases in recent years have involved the education system in one way or another. For example, one case involved a lawsuit that was brought against gay-supportive student clubs at East High School and another case for the same issue was brought up against high schools in the Washington County School District. There was a case where the ACLU protected a teacher who went against a school's 'gag rule' regarding openness with her sexuality. Another case that the ACLU was involved with was when the Davis School District tried to remove all books with same-sex parents from their school libraries. In those cases, the ACLU protected the rights of schools, students, and teachers. 

Essentially, the ACLU still plays an active role in the promotion and maintaining of the civil rights for all individuals from all walks of life. Although I've never had to consult the ACLU, I think it's important to be aware of the role that they play in our community and the help that they provide to those who need it—especially the disenfranchised. 

Portfolio Assignment #4: Investigating Oppression

Group: Gender (Specifically Women)

Although women make up approximately half of the population in the United States, the history and current status of women in America is fraught with institutional, interpersonal, ideological, and internalized oppression.

http://www.goodtherapy.org/blog/blog/wp-content/uploads/2013/11/History-of-Sexism-300x233.jpg

Historically, women were not guaranteed any freedoms within the Constitution of the United States due to influential beliefs regarding coverture (once a woman was married, she lost her individual identity and became the property of her husband). Additionally, women did not gain the right to vote until 1919, did not gain the right to serve on juries until 1957 (it wasn't until 1973 that women in all 50 states had the right to do so), did not gain the right to control their reproductive health until 1973, did not gain equal protection under the law until the 1970's (ERA), did not serve on the Supreme Court until 1981 (Sandra Day O'Connor), and did not have the right to serve in all areas of the military until 2015.

 Alongside legislation, women have historically been underrepresented in positions of power and in various career categories; subjected to sexual abuse and assault disproportionately to men; placed in strict gender categories (especially those of homemaker and mother); paid less than male counterparts; and objectified by the media. 

https://www.rainn.org/sites/default/files/1_in_6_Women%20122016.png

http://static6.businessinsider.com/image/56df2e0d910584e73c8b4d9b-1200-970/gender-pay-gap-state-map.png

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http://i.huffpost.com/gen/1425531/thumbs/o-POLITICS-DIVERSITY-900.jpg?1

Currently in America, the average white american woman makes 79 cents for every dollar a white male makes in the same job position (studies show that women in Utah--for example, aren't expected to match men's wages in the next century); the number of women does not represent the number of women in the country proportionately; and the percentage of women in poverty has risen over the past decade. Through hegemonic practices--regarding white men as the "norm" or the group in power, women have been continually oppressed. While advances have been made for increased women's rights, the male-centered culture of power has made progress difficult and slow. 

The media has had a massive influence in promoting male power in America. Advertisements in the 1950s explicitly promoted male and female roles--with women blatantly portrayed as submissive, unintelligent, and incapable. 

http://womeninads.weebly.com/uploads/5/7/1/8/5718919/9939874.jpg?343

https://thoughtcatalog.files.wordpress.com/2013/09/creditfreerepublic.jpeg?w=528&h=790

Advertisements today still play a role in the domination of women by promoting the objectification of female bodies for male interests (demeaning them to objects, rather than individuals), traditional gender roles, and ideas that go against the reality of female intelligence.

https://adremix.files.wordpress.com/2012/12/ar130732910127494.jpg?w=300&h=216

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https://thetab.com/blogs.dir/90/files/2017/01/sexist-ad-0.jpg

Comics and memes have also played a role in further promoting female discrimination by making light of serious topics such as abuse, women's rights, and female capabilities. This can also be seen in "dumb blonde" jokes and "make me a sandwich" jokes as well. Movies and television promote female discrimination by under-representing women in productions or attributing female roles to gender stereotypes.

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http://www.quickmeme.com/img/f5/f5f961e68c30123b847f34a47be0387eb98f345d7038039100ee02587180daf3.jpg

http://vagendamagazine.com/wp-content/uploads/2013/11/genderfilm1.jpg

Methods of gender domination have had significant negative consequences upon women in America. Due to the objectification of women's bodies, many women turn to dieting and eating disorders in order to make themselves more "attractive" according to societal expectations and due to increased body image insecurities. Gender dominance and sexism also result in higher rates of anxiety, depression, and hostility towards the opposite gender. Women also perceive themselves differently and internalize stereotyped/sexist ideas such as women having lower intelligence or lower leadership capabilities in comparison to men. Additionally, as seen with comments made by President Trump regarding women, the oppression of women in American society results in increased sexism, normalized sexism, and the pardoning of derogatory comments as "locker room talk"(not something to discredit a presidential candidate who will serve both genders) as well.

http://gender.stanford.edu/sites/default/files/styles/news_large/public/news/graph_rev2_0.jpg

Although there are negative consequences that result from the oppression of women, many women are fighting to end this by promoting the need for increased gender equality in all aspects of society. The most recent example of this can be seen with the Women's March on Washington (and the sister marches across the country). Additionally, celebrities and feminists have also made attempts to educate the public and make the public aware of the condition of women in America. 

http://i2.cdn.cnn.com/cnnnext/dam/assets/170121211838-28-womens-march-dc-super-169.jpg

As a future teacher, I think it is incredibly important that I'm aware of this issue so that I can combat it in my classroom. The students who come to my class are going to come with internalized ideas about who they are and who their classmates are in terms of their gender and what they can or can't do. Additionally, the education system itself is heavily entrenched in the oppression of women too and often promotes male hegemonic structures. We typically teach from male-favoring viewpoints and rarely emphasize the accomplishments of women (for example, we hear a lot about Albert Einstein, but hardly anything about Marie Curie). Girls are also discouraged from pursuing excellence in mathematics and science due to gender expectations. With this awareness of oppression, I can modify my classroom curriculum to involve male and female narratives; I can push my students to be successful in any academic category, regardless of their gender; and I can hopefully help them rise above the sexism that they consume on a daily basis. 

Portfolio 3: Being the Other

Artifacts:

Unitarian Hymn Book
Photo taken by me

Meeting Program
Photo taken by me

Meeting Program
Photo taken by me

Rev, Patty Willis and her congregation
http://cdn.deseretnews.com/images/article/contentimage/1446309/1446309.jpg

Chalice lighting--Lit at the beginning of the service and blown out at the end
http://cdn.deseretnews.com/images/article/heroimage/1446310/1446310.jpg

Unitarian Universalist Chapel
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Unitarian Universalist Logo
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Portfolio Assignment #2: Personal Cultural Artifacts

For this assignment, I'm going to define myself through the lenses of Mormon culture, feminist culture, female culture, personal family culture, American culture, and white culture:

Salt Lake City Temple: In Mormon culture, everything
we do revolves around the Temple and the work that takes
place there.
https://s-media-cache-ak0.pinimg.com/236x/fa/b6/8e/fab68e6f20d995dabd6e535451792ecb.jpg

Funeral Potatoes: Mormon culture and my personal family culture, funeral potatoes symbolize
the importance of  homemade comfort foods at gatherings, celebrations, in grieving, and in socializing .
http://www.trmckenzie.com/wp-content/uploads/2015/11/Funeral-Potatoes-recipes.jpg

"The Feminine Mystique": Within the culture of feminism,
this book reinvigorated the women's right's movement in the 1960s--resulting
in what we know as feminism today.
https://images-na.ssl-images-amazon.com/images/I/21HH85PDoBL._AC_UL320_SR184,320_.jpg

Wedding Bands: In my family culture and Mormon culture, wedding rings not only
symbolize marriage, but also dedication and love for one another.
https://apis.xogrp.com/media-api/images/b3d41b57-14f1-4353-b4e1-c11d1f0e34c1

iPhones/Smart Phones: In White culture, having a smart phone rather than a flip
or slide phone can serve as a symbol of status, white collar work, and wealth.
https://support.apple.com/library/content/dam/edam/applecare/images/en_US/iphone/iphone-6splus-colors.jpg

Uncle Sam: In American culture, Uncle Sam serves as a symbol
of  American greatness, bravery, and the ideal belief of our
dedication to freedom.
https://upload.wikimedia.org/wikipedia/commons/1/1d/Unclesamwantyou.jpg

Covered Wagons: In Mormon culture, pioneer wagons symbolize the strength of early-saints
and promotes feelings of pride in our pioneer ancestors; in American and white culture,
pioneer wagons symbolize our conquering of the land, the spirit of the West, and the
fortitude of our ancestors.
https://s-media-cache-ak0.pinimg.com/originals/04/e4/c1/04e4c11f177e2eea94cf7c0836eddfbe.jpg

College Education/Degree: Getting a college education is a sign of intelligence
and status in American culture.
https://cpms.byu.edu/wp-content/uploads/2010/02/byu-medallion1.jpg

Birth Control: In feminist culture, birth control symbolizes advancements

 with reproductive rights; in female culture, birth control symbolizes the

practically universal experience of pregnancy and menstruation
http://www.waynewomensclinic.com/wp-content/uploads/istock_000001141281medium_wide-5ef5cf4c139044596c667f818762bbdb5dcf15f9.jpg

The "Melting Pot": The (ideal) American belief
 America is a country of diversity.
https://classracegender.files.wordpress.com/2014/02/melting_pot.jpg

Inclusion of "God" in American Culture: American culture assumes a national
Christian identity and references it in our national anthem, in our currency, and
in other aspects of national interest.
http://cdn.thedailybeast.com/content/dailybeast/articles/2016/01/24/dear-atheists-don-t-fear-in-god-we-trust/jcr:content/image.img.2000.jpg/1456961003481.cached.jpg

Football: Football as a sport is experienced almost religiously within American 

culture. Men are typically it's biggest fans and the professional athletes who

play football are exclusively men as well. Often seen as the epitome of  "masculinity".
http://www.drodd.com/images14/football12.jpg

Vogue Magazine: In American and White culture, it promotes fashion and
beauty standards.
https://jackarbizu.files.wordpress.com/2012/04/20120430-164904.jpg

"The Family: A Proclamation to the World": In Mormon culture, the family
proclamation outlines what we believe is God's standard in order to have an
"eternal family".
http://rationalfaiths.com/wp-content/uploads/2014/03/proclamation.jpg

The Statue of Liberty: In American culture, the statue of liberty
represents the American belief that everyone is welcome in America.
https://pbs.twimg.com/media/CdCLAAsWoAEEP16.jpg

Disney Movies: Most American watch these movies and relate to them.
They teach children about the importance of never giving up and that happy
endings are a reality.
https://c1.staticflickr.com/8/7435/12529754163_0202b7ca6d_b.jpg

"The Book of Mormon": In Mormon culture, The Book of Mormon is used
for missionary work and is heavily studied. It is treated as the "most true" book on the earth
https://smilingldsgirl.files.wordpress.com/2013/08/book-of-mormon.jpg

Reading Books to Children: Within my family culture, white culture, and American culture
parents read stories to their children to excite them about learning how to read, to bond
with them, and to put them to sleep at night.
http://images.wisegeek.com/dad-reading-with-two-children.jpg

Apple Pie: There's a saying that goes: "There's nothing more American than
apple pie". In white and American culture, apple pie is often served during
Thanksgiving and Christmas and is referenced as a source of American herritage/
what it means to be an American.
http://images-gmi-pmc.edge-generalmills.com/36452ba2-648c-4c67-90f7-3a1fc36cf6f4.jpg

Sewing Machine/Sewing: In my family, women bond over sewing projects together
or showcasing their projects to each other. For example: Homemade gifts of blankets or
 burp cloths are expected at baby showers and are seen as more desirable too.
http://demandware.edgesuite.net/aamm_prd/on/demandware.static/-/Sites-joann-product-catalog/default/dwb6c5bdd4/images/hi-res/14/14028245.jpg