Capstone ProjectLife-Long Learning

Kassim Osman

FSOS 4296 Field Study: Working with Families

Professor: William Goodman

Introduction:

For the purpose of this captioned paper, I will share specific learning experiences that

have improved my ability and the desire to work with clients and that will assist me in my future

career working with children and families. In addition, I will share unique and specific internship

and volunteer experiences and use them to understand and explain the theory of symbolic

interactionism (Benokraitis, 2010). I will also reflect on critical thinking in connection to my

lifelong learning skills as described by Bloom (1956). I grew up in an amazing family who has

always been there to help others whenever able. We have always been taught the lessons of

kindness, respect and love for all people. And I always knew that my passion was in helping

others—I just wasn’t sure which direction this passion would take me in. My current paid

employment as well as my internship assignment involves working with students from low

income families. One of the best things about my internship site is that it offered me the

opportunity to help people that desperately need assistance and to learn a lot about human built

environmental difficulties experienced by families and students of English language learners. I

switched my major from Bio-Based Products to Family Social Science and after taking few

courses in Family Social Science field. My passion in helping people finding solutions that meet

their specific needs has solidified my ultimate goal in life. In addition after assessing what my

passions and my abilities are, I decided to become a professional helper hoping I could help

families and children grow intellectually and pursue what they desire to. In general I like to help

because my satisfaction comes from helping others. I believe as human being, we are inclined

and accustomed to help one another. In my paper I will further evaluate three areas of self-

assessment. These are my ability to self assess, my learning awareness, and my life-long learning

skills or capabilities.

My Education Experience

A degree in Family Social Science field and the courses incorporated in this field gave

me the understanding of social problems, their causes, their solutions and the impacts these have

on a society. I would like to take a step further to become a family therapy for my lifelong

learning journey and hoping to become a useful resource person in the community as a

professional in social services. Therefore, I hope to be able to help make a difference in the lives

of children from low income families so that their dream may come true as other children in the

world.

Family Policy course has helped me understand how theories are used in different ways

of understanding families and the historical context of implementing social policies. This

understanding will help me approach clients professionally while maintaining cultural

competence, knowledge and respect for the differences in communities. The Family Social

Science courses materials has opened opportunities for me that would otherwise not have existed

in my career path. My Sexuality and Gender in the Families, Family System and Diversity,

Family Policy, Global and Diverse Families, Families and Aging and Parent and Child

Relationships courses have solidified my existing personal experiences in families through

theories such as Family System Theory, Life Course Perspective, Human Ecology Model, Social

Justice Theories and theoretical perspectives on the family. These theories have immensely

further shaped further my professional life through my volunteering experience at an inner-city

school.

My Internship Experience

I intern at a contract alternative school (in contract with Minneapolis Public Schools) that

serves mainly students from immigrant communities. This is a voluntary segregated school and

majority of the students are of East African ethnic background. This institution creates a barrier

to diversity that is common in conventional public and private schools. The message conveyed

by this space is to attract parents that place an emphasis on ethnic identities, culture, and

education. This institution is consciously spaced and they are housed in a large spacious building

that was once a Minneapolis Public Schools elementary school. I helped students in classroom

and also work with behavior staff in drafting intervention plan for noncompliant students. Some

of the students are new to the country and I feel that I was in a similar situation about 10 years

ago. I can relate and empathize with these students. I feel like I can make their life better by

helping with their classroom work. I enjoy it and I know that my help is needed and appreciated

in every second.

The school mission, student learning expectations, picture of the student of the month,

and how to say hello in numerous languages are posted on walls. Their students’ expectations

cover everything students do in and outside the classroom. These expectations contribute and

reinforce students’ behavior towards education and it will ultimately help them to achieve their

goal. The mission and vision of the school is to cultivate a welcoming school environment that

values cultural heritage and diversity. Values that are integral for this institution are to prepare

students for academic success through leadership in science and technology and nurture students’

abilities to build a sense of discovery in science and math. These values come from school’s

mission and vision which is to integrate technology with academic curriculum. The language

often used by the staff is English with only an occasional use of native languages among support

staff. Most of the parents/clients are of East African origin and some of the front desk staff

speaks their language. There is a strong cultural learning environment visible around this school.

This institution creates an environment where learning is optimized, where students and teachers

engaged in learning process.

My internship at Heritage Academy was one of the most rewarding experiences I have

ever had because it has taught me how to tailor my approach to the students’ needs and

effectively communicate these needs to the school administration. Overall, my internship

experiences have taught me how to express my acceptance and respect to families in a diverse

community. It has also installed in me a passion to assist others in gaining access to a quality

education, regardless of their economic status. This site has also helped me prepare appropriate

strategies needed in responding with each in these families; immigrant and mainstream families.

Practicum Experience

When I first started volunteering at this site I was a bit intimidated after seeing some of

the students running around the building dressed inappropriate school attire. However, after

interacting with staff and students my assumptions changed. Staff members and students are

extremely friendly and whenever I did need assistance with anything they were there to help me.

The experience I encountered is that the good behavior of the students towards adults in the

building and their eagerness to learn. Students have good relationship with each other and

teachers are respectful to students and students are respectful to them. I learned about myself

that my help is needed regardless of the quantity of time that I can spare for these students. Most

of the classes are challenging to newer students and any assistance provided to them they would

appreciate immensely.

Ecological psychologist like James Garbarino(1995) coined the term environmental

press, meaning children implement what they learn from their surrounding environment and the

people around them and they form a social map based on their understanding and experiences. It

is the choice of the parents of these students to get educated in a segregated environment and

their lives of segregation will perpetuates itself and may live segregated lives as adults.

Students and some of the staff members dress in a certain way to reflect their cultural practices.

Language spoken, food students eat at the cafeteria all reflects the culture of the students. The

lack of diversity in this organization creates a major challenge for its students because diversity

can help achieve social inclusion and social cohesion. Even though the limited diversity is very

important for the families of this institution by creating social capital and interactions between

people that are similar hence maintaining their own cultural identity, it reduces the opportunity

for students to interact with the other communities.

Overall, my volunteering at this site has taught me how to communicate with clients

about sensitive issues in an appropriate manner. This job significantly improved my

communication skills, my patience, and my initiative. As a result I became more aware of my

own values and beliefs whilst showing respect for all persons and their values, beliefs, cultures,

goals, needs and preferences. Courses and theories studied in Family Social Science gave me a

greater understanding of social problems, their causes, their solutions and the impacts these have

while allowing me to obtain skills required to be successful in my human service career. My

practicum has also helped me improve my ability to assess client needs through active family

involvement that has improved my skills of assessment process. I also worked with professionals that

added depth to my experience. This experience has been integral in pushing me beyond the safe

bounds of the classroom environment to learn the how of putting theory into practice. It’s been

exhausting and a little terrifying, but I’ve had amazing support from the staff and cannot imagine

any other way that I could’ve learned so much in so little time. Now, approaching graduation, I

am optimistic about taking a job as a professional helper, confident that I have been prepared for

what is to come.

I will connect my overall observation about the behavior and values of this institution’s

participants to the theory of Symbolic interactionism(Benokraitis, 2010). “Symbolic

interactionism is a theory that looks how ideas, beliefs, attitudes shape our daily lives, as well as

those of our families” (Benokraitis, 2010, p.38).

Symbolic interactionism

Through my personal, education and practicum experiences, I have come to understand

that human development is greatly impacted by the people around us and the environment in

which we live in. Human development is multi-contextual in that there are a variety of factors

that affect development. Our social environment reinforces both negative and positive

behavioral patterns which as a result affect how we associate with others. Individuals create

their own social reality through collective and individual action and the participants of this

institution pull together to maintain collective identity that is detached from the mainstream

society. Symbolic interactionism (Benokraitis, 2010) focuses attention on the symbolic world

formed by the individual in interaction with the environment and, in particular, on how people

ascribe meanings and values to the world in which they live (Shirpa, K., Maticka-Tyndale, E &

Chinichiani, M. 2007, 1-17). This theory further theory allows observing the world in a different

light by using the symbols around us. It is theory that tends to understand things by focusing on

the micro level of the society.

Human being learns certain behavior from the different groups with which they associate

and the closer the relationship, the more likely someone is to be influenced. The parents of the

students of Heritage Academy consider this human being behavior as the most important aspect

to consider. These students share some symbols such as clothing and language and they usually

view each other as brothers and sisters. When individuals share a particular form of identity, they

often form some kind of alliance, a way of living that differs from the dominant culture and is

based on that shared values. Racialization in mainstream schools and the broader host

community creates a tricky social fabric for these families to navigate and they end up relying

more on the group to which they feel they most belong. And cultural socialization that is rich in

this institution provides their students with racial socialization, which acts as a buffer against

negative racial messages in the environment.

Social exchange theory (Benokraitis, 2010) can be also used to explain the behavioral

pattern of the participant of this institution. Social exchange theory is a social psychological

perspective that explains social relationships as a process of negotiated exchanges between

parties that is based on the concept of rewards, punishments and resources (Homans, 1958). In

this concept individual seek interaction with others to maximize their rewards and minimize the

cost. The parents of the students that attend this school minimize the cost of losing their

children’s culture to mainstream society and on other hand they forego the natural diversity of

American values.

People actively engage in the interpretation and creation of symbols as a way of making

sense of, assigning meanings to, and communicating about their daily lives and the world in

which they live(Shirpa, K., Maticka-Tyndale, E & Chinichiani, M. 2007, pg. 4). This theory

views human interaction as a process of exchanging symbols such as words, signs, behaviors that

through socialization are implied with meanings and thus provide a way to interact based on

those meanings. So when people communicate they exchange symbolic words that have a

meaning attached to them and then they go from there. Students and some of the staff members

dress in a certain way to reflect their cultural practices. Language spoken, food students eat at the

cafeteria all reflects the culture of the most staff members and students. The families of the

students in this institution have strong desire to maintain their cultural practices and demand

greater recognition and accommodation from the administration of this school for their children.

The services offered by this institution to its clients are strongly influenced by minority culture

and the ease to receive specific support.

Symbolic Interaction (Benokraitis, 2010) is the way different people and things interact

with different symbols. An example of symbolic interaction that is visible in this institution

would be prayers by perform Muslim students. Some people see prayer and understand its

meaning and how it can be used while others may not recognize this symbol and not understand

what it means at all. Many times students and teachers in the mainstream schools will have

misunderstanding over prayer. Teachers will at time accuse students of dawdling instead of

praying due to lack of knowledge regarding cultural practices of the students. For them to be

able to understand this human behavior they have to be able to know the meaning of this ritual

through interactions and developed personal feelings towards them and see how other people

react to our behaviors. To the parents and students of this institution prayer time is integral

important to them. As Herbert Blumer (1969) stated “these meanings are handled in, and

modified through, an interpretative process used by the person in dealing with the things he/she

encounters." In analyzing the experience and actions of people who are faced with a new social

world, as is the case for this immigrants students, symbolic interactionism(Benokraitis, 2010)

calls the researcher's attention to the symbolic meanings of particular actions and experiences in

both the old world and the new; to role requirements and the potential for different meanings,

costs and rewards associated with role performance; and to potentials for role strain, its source,

experience and resolution.(Shirpa, K., Maticka-Tyndale, E & Chinichiani, M. 2007, pg. 4). My

intern experience at Heritage Academy has helped me see how families as active agents make

meaning and use their interpretations in creating social order. In general, symbolic interactionism

(Benokraitis, 2010) as a theory has helped me understand that symbols and interactions in social

processes affect the individual and vice versa.

Conclusion

My volunteering experience has shown me the professional application of the theories and Family

Social Science courses taught in classroom. This also gave me a unique opportunity to see how families

and communities that share common culture form connections to preserve and protect their future

generations from assimilating into the mainstream society. I developed critical thinking skills and finding

solutions to social needs experienced by families and students I worked with. This site has helped me

learn how to effectively and efficiently build communication among diverse people. It has also helped me

explore careers that are in high demand and are projected to stay in demand. Despite the lack of diversity,

the work of this institution can have indirect benefit to society as whole by educating students

who will develop into more responsible citizens, build a strong economy and bring about a

brighter future for everyone. As Nelson Mandela said “Education is the most powerful weapon

which you can use to change the world” and educating young minds can change society.

FSoS courses at University of Minnesota have allowed me to practice and apply skills in

a professional setting, which is something I am not able to do in my other classes. FSoS courses

are the most practical courses I have ever taken at the University. I can incorporate theories

learned through these courses in my professional career. I also have an in-depth knowledge

behind the theory and practice of professional communication. I understand the psychological

reasons for writing certain ways and how to execute those methods. My overall experience was

valuable as it made my theoretical knowledge about families and children real and personal. I

was no longer dealing with abstract academic concepts.

References:

Benokraitis, N. (2010). Marriages & families: Changes, Choices, and Constraints (7th ed.).

Boston, MA: Pearson

Blumer, H., (1969). Symbolic Interactionism: Perspectiveand Method. Englewood Cliffs, NJ: Prentice-Hal.

Bronfenbrenner, U. (1994). Ecological models of human development. International

Encyclopedia of Education, 3(2), 37-43. Retrieved from

http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf

James, G. (1995). Drawing our children's social maps. Raising children in a socially toxic

environment (pp. 23-4). San Francisco: Jossey-Bass. Retrieved from

https://moodle2.umn.edu/mod/url/view.php?id=782626

Shirpa, K., Maticka-Tyndale, E & Chinichiani, M. Iranian Immigrants' perceptions of sexuality in Canada: A symbolic interactionist approach. The Canadian Journai of Human Sexuality, Vol. 16 (3-4) 2007. Retrieved from https://ay13.moodle.umn.edu/mod/url/view.php?id=931348.

Areas of Development

Level Evidence for Development

Ability to self-assess Observing own

performance Using feedback

from others & evidence

Finding & analyzing patterns

Making judgments

Advanced Through this practicum experience I have discovered my strengths and weaknesses related to the role of a helper and learned what I need to work on in the future. In addition through this experience has given me the opportunity to try a myriad of new things that I would have never dared to try otherwise. This site has further allowed me to build my self-confidence in dealing with diverse clients.

Theories I have read about families can be difficult to implement but through this experience I was able to identify when appropriate in applying these theories to families and children. The theory of symbolic interactionism has taught me the importance of nonverbal communication and symbols as it relates human interactions. Knowing the basic knowledge symbolic interactionism has allowed me to better understand everyday routines that people go through without explicitly making meaning out of it. The FSoS courses, specifically Family Policy course have taught the value of multiple views (sanguine, concerned, and impatient) on issues that affect families. This has allowed me to make my own judgment or argument based on one of these three views.

Awareness of how one learns

· Concepts and misconceptions

· Knowledge construction

· Meta-cognition

Advanced Overall, FSoS courses have allowed me to practice and remind my skills in a professional setting, which is something I am not able to do in my other classes. Theories impeded in the courses have helped me to approach diverse clients more professionally. Presentations, case studies, internship were worthwhile because they ingrained concepts into my critical thinking skills, which are useful for the rest of my professional career. In addition I am able to incorporate the theory of symbolic interactionism into my capstone using my internship site observation.

I have further concluded that the best method of learning for me is through listening in lectures, reading the course materials, discussing my opinions and understanding with my peers, and obtaining hands on experience at my internship site

Developing lifelong learning skills

· Developing identity as a learner

· Transferring learning to other contexts

· Understanding learning as a lifelong process

Advanced Through my college education and internship experience, as a learner I develop the identity that I have more options in my life than I originally thought. Based on my educational and internship experience and feel much more confident about my future career. I have also gained great deal of experience both inside and outside classroom along with a much more developed resume and there are many more possibilities now open to me.

Criteria Level Evidence for Poor, Adequate, Good, or Excellent Written Work

Evaluates information using critical thinking lenses (application, analysis, evaluation, and synthesis).

Good My ability to evaluate information using critical thinking strategy is good. I was able to apply, analyze and evaluate FSOS courses assignments and projects that I’ve have taken using critical thinking skills. I also demonstrated level of thinking skills in my capstone paper by applying the theory of symbolic interactionism. I have also exhibited levels of thinking skills and evaluation when I demonstrated how students at Heritage Academy are connected to each other by educating themselves in segregated institution.

Uses Family Systems theoretical perspective or another theory in analyzing, developing, and/or framing subject matter.

Good In my capstone paper, I feel that I have effectively expressed my understanding of the symbolic interactionism theory. I have also demonstrated the ability to apply the theories learned in FSoS courses in my written assignments and projects. Courses that I have taken have certainly provided me with an excellent grounding and I am confident that I have a good grip of the learned theories.