Anti-Bias Education in Action in Two Preschool Settings in the United States

• In Event: Anti-Bias and Inclusive Early Education Policy, Practice, and Perspectives in Cross-National Contexts

Abstract

Several early childhood scholars, including the proponents of anti-bias curricula, argue that if adults do not acknowledge the meaning of race and racism publicly, children may draw conclusions privately and develop stereotyped beliefs (Boutte et al., 2011; Derman-Sparks & Edwards, 2010). This argument aligns with developmental intergroup theory, which posits that in the absence of explanations behind phenomena such as the use of racial labels and segregation, children develop stereotypes (Bigler & Liben, 2006, 2007). Therefore, it is important for adults, such as teachers, to find out what children know about race and directly challenge children’s misconceptions (Derman-Sparks & Edwards, 2010).

The anti-bias early childhood curricular approach advocates for the discussion of issues such as discrimination, privilege, oppression, and racism with young children so they can develop skills to identify and challenge unfairness, prejudice, and stereotypes (Derman-Sparks & Edwards, 2010). Anti-bias educators are urged to not only to respond to children’s questions about human diversity, but to also intentionally design activities addressing human difference. The few studies that have addressed this topic in early childhood settings have not focused on practices of teachers who are intentional about the use of anti-bias curricula. Therefore, the current study examined, via two case studies, how two preschool teachers intentionally address race and gender diversity in their classrooms and use anti-bias curricula.

For a period of two months, for 8 hours a week, two teachers in the southwestern United States were observed in their classrooms by the primary researcher. The teachers were also interviewed at the beginning of the observation period using a semi-structured interview protocol. In addition to classroom observations and teacher interviews, the study included book reading tasks to elicit gender- and race-related discussions between teachers and children. Teacher and child conversations were recorded and analyzed. Overall, this study provides a contextualized, nuanced view of how race and gender diversity are addressed via anti-bias practices in two early childhood classrooms. Questions such as “How do ECE teachers who intentionally use anti-bias practices discuss racial and gender diversity with children?” and “What are some of the challenges and successes of enacting anti-bias approaches in the early childhood classroom?” are addressed.

Results will highlight teachers’ intentions and perceptions of the challenges and success of implementing anti-bias practices, and how their intentions and perceptions both align and contrast with observed classroom practices. Results will also shed light on teacher-child interactions during book reading tasks centered around racial and gender diversity, and how young children question, challenge, or confirm messages about racism and sexism in children’s literature. In sum, this study will enrich our understanding of what purported anti-bias practices look like in the real world, and teachers’ rationales for and experience of implementing these practices. Further, the study will reveal children’s experiences and perceptions of these practices. The types of conversations teachers are having (and not having) surrounding race and gender in preschool settings, and how children receive these messages will also be discussed. Implications for teacher education and early childhood policy will be addressed.

Author

• Flora Farago, Arizona State University