How, When, and Why Early Childhood Educators Talk About Race With Young Children

• In Event: 68.041 - "Yes, We Do See Color!" Actively Combating Racism in Early Childhood Education

Abstract

Although the lay public perceives children as innocent and colorblind, this could not be further from the truth. Young children develop racial stereotypes between 3 and 5 years of age (see Levy & Hughes, 2009). Early childhood classrooms are potentially the first settings outside the home where children receive messages about the meaning of race and racism (author). Early childhood educators may inadvertently or advertently send messages about the meaning of race and racism to children (Van Ausdale & Feagin, 2001). However, the ways in which early childhood educators intentionally discuss race and racism with young children has been largely unexplored. Therefore, the current study seeks to answer when, how, and why early childhood teachers talk about and design activities surrounding race in early childhood classrooms.

341 early childhood educators teaching in the southwestern U.S. (99% female; 61% White; 18% Hispanic; 7% Mixed; 5% Black; 5% Asian; 4% Native American) filled out a battery of questionnaires as part of an online survey about their attitudes and practices surrounding race and gender. The current paper analyzes open-ended responses to the question: “Can you share a time when you recently addressed racial diversity in your classroom?” Open-coding was used to identify salient themes and all responses were double-coded by the primary researcher and a research assistant.

Some teachers listed specific responses to race-based teasing or exclusion, or to children pointing out and asking about skin color. Other teachers listed strategies they use to promote racial inclusion in general, not linking their responses to specific classroom incidents. Some teachers interpreted racial diversity as meaning diversity beyond race – such as linguistic or cultural diversity. Teachers who explicitly addressed race and racism reported using the following teaching strategies: a) Designing activities about skin color, such as book readings representing families of color; art activities including drawing self-portraits with skin tones matching that of each child; encouraging children to identify and label their skin color; encouraging children to compare and contrast their skin color to those of others. b) Using classroom materials and supplies that represent racial diversity, including photos, pictures, and posters representing racial diversity; toys, such as dolls, with a variety of skin colors; art supplies, such a paint and yarn, that allow children to create racially diverse figures. c) Discussing race and skin color with children, including pointing out skin colors represented in the classroom; emphasizing that people across and within racial groups are similar and different; asking questions from children to explore their racial attitudes in-depth. d) Designing curricular units or lessons addressing racial diversity, including: All about Me units, Heritage Day.

Implications for teacher education and self-reflection are discussed. Becoming a culturally and racially competent teacher is not an easy task. Teachers must reflect on their own prejudices before they can address these issues with children (D’Angelo & Dixey, 2001). Findings from this study may inform ways in which teachers may reflect on their own biases and beliefs, and become comfortable addressing race with young children through a variety of strategies

Author

• Flora Farago, Stephen F. Austin State University