Biased Behavior About Race And Gender
See the attachment “Creating an Anti-Bias Learning Community: Diversity of Race and Gender” form. Consider how you would build help children get to know themselves better, build respect for others, and combat stereotypes and prejudices that arise in the setting in which you work with young children and their families through the four aspects of creating an anti-bias learning community:
Positive interactions with children
Positive relationships with and among families
The visual and material environment
Curriculum planning
Next, read through the statements below that reflect children’s misconceptions about race or gender differences and may signify the beginnings of internalized privilege or internalized oppression. Select one statement (either race or gender-related) to be the focus of your analysis.
Race:
“Am I red, teacher? That girl said I’m a Red Indian. Why did she say that, I’m not red!!” (Boy, 6)
“I don’t like dark people – dark people are bad guys!” (Girl, 3)
“People with slanty eyes are scary. I’m glad I don’t have slanty eyes.” (Girl, 5)
Gender:
To a boy wearing boots with a flower pattern: “Tommy is a girl! Tommy is a girl!” (boys, 5)
“Rosie is big and ugly! She looks like a boy!” (Girl, 3½)
“Only boys can play with the big trucks!” (Boy, 3 )
Now, consider how you could use the statement you chose to proactively challenge stereotyping and address the diversity issue(s) in order to help children in the process of learning to honor and respect race or gender differences.
Using the attached form, record the child’s statement you selected in the upper right-hand box. Then, for each of the four anti-bias learning community elements listed on the left-side of the form, come up with at least two action items that will address the misconceptions or biases indicated in the child’s statement.
Review Chapters 6 and 7 of attached Anti-Bias Book