A Qualitative Examination of Teachers' Racial and Gender Practices in Early Childhood Education

• In Event: Teacher Activism for Equity

Abstract

Evidence of sexism and racism in early educational context illustrate the need to understand how and if educators’ contradict instances of discrimination and how and if educators socialize anti-bias ideals. We examined elementary teachers’ responses to hypothetical scenarios of peer-based gender and racial discrimination. Content analysis revealed reactions to discrimination within two themes: a) anti-bias and b) avoidance. In response to gender discrimination, teachers frequently and explicitly referenced gender and endorsed anti-sexist practices. Yet, in race-related scenarios, teachers rarely referenced race or anti-racist strategies. Findings provide specific evidence of anti-bias practices teachers can improve upon and specific avoidant practices teacher should avoid to be promotive of all children, including children of color and girls who are limited by negative stereotypes.

Author

• Jayley Ann Janssen, Arizona State University