Olympia Dorsey

Reflection

A few years ago, I volunteered at my local food pantry handing out food and greeting people. I was excited to help and I thought the day would go smoothly. When working I noticed a family near the entrance hesitating to come in. The father was wearing traditional African clothing and spoke very little English. The mother had two small children, and looked  slightly nervous. I remember feeling a mix of anxiousness and impatience, I wanted to help them but I didn’t know how to communicate to them. I felt myself tense up, and my heart beating faster as I approached them.

I tried to speak slowly asking if they needed help. At first, the father nodded, and the children clung to their mother. I could feel anxiety rising in me, I assumed they would understand English quickly and their hesitation made me confused of how to help. My mind immediately went to problem-solving mode wondering why aren’t they responding? I had a knot in my stomach and was having a hard time breathing. But then I tried thinking about it from their perspective if i was in a country where i didn’t speak the language I would want someone to be kind to me. I slowed my voice, used gestures, and allowed the family time to respond. Gradually, the mother smiled and nodded, and the children relaxed, and the father responded with appreciation. I felt relief and warmth and realized my frustration stemmed from my own assumptions about communication, not from anything the family did. This is similar to Sharpe, Mair, and Yuen (2016) theory on compassionate pedagogy and being reflective and kind, especially when emotions run high.

The cultural characteristics:

Family: Father, mother, two children

Cultural identity: African heritage, traditional clothing, limited English

Relationship: Family interacting with volunteer

At the time, I assumed that everyone would communicate as I do and have the same level of English as me. My reaction of frustration followed by compassion reflected my values but also my bias. This situation made me more aware of cross cultural dimensions such as language, ethnicity, and communication styles. Wasson and Jackson (2002) suggest that analyzing critical incidents like this can increase cross-cultural sensitivity and help us recognize the influence of personal assumptions.

Action

Looking back, I could have handled this situation even better by preparing for potential communication barriers and being mindful of cultural differences before approaching the family. My initial frustration  shows the feelings of broader society when faced with language barriers.

To improve empathy and compassion, our society could benefit from:

Active listening: Letting people speak fully before responding

Cultural humility: Being aware of biases and learning about other experiences

Nonverbal communication: Gestures, facial expressions, and body language (Sharpe et al., 2016)

These strategies could bring  more welcoming society where people are heard, understood, and valued. By reflecting on this experience, I understand the importance of observing, and responding with empathy. These small actions can help bridge cultural gaps and create a kinder environment.

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References

Sharpe, E., Mair, H., & Yuen, F. (2016). Compassionate pedagogy for reflexive practice. In [Book/Journal Title].

Wasson, D. H., & Jackson, M. H. (2002). Assessing cross-cultural sensitivity awareness: A basis for curriculum change. Journal of Instructional Psychology, 29(4), 265.