Making Sense of Social Identities: Black Children Constructing the Meaning of Gender and Race

• In Event: 46.085 - Roundtable Session 15
  In Roundtable Session: 46.085-3 - Climate, Curriculum, and Conceptions of Self: Gender and Sexual Orientation in Schools

Abstract

This mixed-method analysis examines how Black children (N = 34; 2nd -5th grade) discuss the importance and meaning of racial and gender identity. Results show that children rate gender as more important than racial identity. To explore the meaning behind this difference we coded children’s narratives. Preliminary findings suggest that children interpret the meaning of these identities in similar and different ways. While children referenced Physical Appearance to define both race and gender, they mostly discussed race in terms of Equality but gender by the Privileges/Restrictions it affords. The lower racial importance may reflect a colorblind ideology that diminishes racial differences, while the importance of gender reflects the salience of gender differences. Implications for education and identity theory are discussed.

Authors

• Onnie Rogers, University of Washington - Seattle

• Caleb Dawson, Gonzaga University