Confronting and Countering Racism, Sexism, and Discipline Patterns in Early Childhood and Elementary Education Contexts

Session Type: Symposium

Abstract

This interactive symposium examines ways in which teachers and children interpret and navigate tensions involving race, racism, and gender in classroom contexts. It details the cultural assets Black male teachers bring to the teaching profession, particularly benefitting Black males; how cultural and contextual influences inform teachers and students making sense of disciplinary moments; how children discuss racism when given the opportunity in the context of a social justice curriculum; and, how early childhood teachers’ beliefs surrounding race and gender influence their classroom practices. The session represents diverse methodological approaches, including ethnography and a predominantly quantitative survey study. Implications for teacher education, and curricular and classroom practices will be discussed.

Sub Unit

• SIG-Critical Examination of Race, Ethnicity, Class, and Gender in Education

Chair

• Beth Blue Swadener, Arizona State University

Papers

• Promoting Black Excellence: Understanding the Success of Black Male Teachers With Black Male Students - Nicole McGowan, Teachers College, Columbia University

• Race and Gender Influences in Classroom Discipline - Rebecca A. Neal, Arizona State University

• Let's Talk About R-A-C-E: First Graders' Exploration of Race in a Social Justice Curriculum - Kathlene Alysia Holmes, University of Texas - Austin

• Early Childhood Teacher Beliefs, Attitudes, and Classroom Practices Surrounding Race and Gender - Flora Farago, Arizona State University

Discussant

• Mariana Souto-Manning, Teachers College, Columbia University