Table Of Content

Confronting Prejudice in the Early Childhood Classroom by Luisa Araujo and Janis Strasser When teachers (1) Ms. B.: Okay, let’s talk about Peter’s Chair (Keats 1967). confront prejudice Did you like the story? What was your favorite part? (2) Brittany: When Peter helped the father paint the chair. actively in early (3) Nelson: I like when he sees the high chair and then runs away. childhood settings, the (4) Laura: When he was hiding. classroom can be a (5) Jose: I didn’t like the story. (6) Ms. B.: So, Jose, you didn’t like the story. Why not? place where children (7) Jose: Black people are bad. (8) Ms. B.: Just because they are a different color doesn’t celebrate diversity. mean they are bad or good. (9) Lucas: Blacks are strangers. (10) Ms. B.: There are whites who are strangers. Tell me something: If you go on this street right now and if a white man comes and tells you ‘Lucas, your father said you can come with A fter Jose’s comment that me; I’m taking you home,’ is he a stranger? There are whites “black people are bad” (line who are strangers; there are blacks who are strangers. We 7), Ms. B., the kindergarten class- shouldn’t look at people’s color. room teacher, took an active role in (11) Lucas: Only if you know them, you can go with them. clarifying this misunderstanding. (12) Ms. B.: Right, and there is no difference if they’re black First, she responded promptly to or white. the misconception advanced by (13) Nelson: People are black, and they think they are good another child that “blacks are people. strangers” (line 9). She created a (14) Ms. B.: Very good. There are white teachers and black problem-solving scenario to show teachers here at school, and I have a lot of black friends. that a stranger can include both (15) Melissa: There are black teachers. black and white people (line 10). (16) Ms. B.: What you have to understand is that your skin She thereby minimized the impor- color doesn’t matter. Look at me and look at Brianna. I’m darker. tance of skin color and focused in- That doesn’t make me a bad person. stead on the understanding of the (17) Jessica: I have a black friend. concept of strangers. This, in turn, (18) Ms. B.: Good. What we have to understand is that some- led Lucas to conclude that you can times mom or dad or TV tells us that there are bad people go with people if you know them around. (line 11), regardless of their skin color. Secondly, Ms. B. used Nelson’s in the school. Finally, she ad- 16). Jessica followed her lead and positive comment about African- dressed stereotypes, again using a shared her personal experience: “I American people being good (line concrete example—her skin have a black friend” (line 17). In 13) to offer concrete examples color—to illustrate that skin color summary, Ms. B. emphasized that about African-American teachers doesn’t make a person bad (line human qualities, as portrayed in 178 Kappa Delta Pi Record • Summer 2003 the media and mentioned by fam- ment enable children to confront tices in homes, communities, and ily members, are about people in their prejudices and to celebrate the media can negatively affect general and not about a specific diversity. children’s feelings about them- group of people who share the same skin color. Research into Practice Luisa Araujo specializes in ESL early This example from an insight- Ms. B. used many of Crary’s literacy development. As an Assistant ful teacher shows what an active (1992) guidelines for dealing with Professor, she teaches undergraduate role in addressing children’s racial differences and helping young chil- and graduate reading/language arts comments might look like. Clearly, dren to become more comfortable education courses at William Pater- this transcript shows that the chil- with different kinds of people: son University in Wayne, New Jersey. dren have developed “racial lan- •Respond promptly. Her research interests include guage” to describe themselves and •Give simple answers. multicultural education, early lit- others and that their teacher tried •Model respectful behavior eracy development, and reading. to change their misconceptions both verbally and nonverbally. Janis Strasser is an Associate Profes- about race and skin color (Carnes •Acknowledge children’s fears. sor of early childhood education at 1997). Ms. B.’s practices in facing •Clarify misconceptions. William Paterson University. She has prejudice in her bilingual kinder- •Introduce differences via taught in preschools, as well as pub- garten classroom relate to research books. lic and private schools, for more than in the field of multicultural educa- •Offer children experiences 25 years and has published research tion. She has embarked on a jour- with real people. on literacy, multicultural education, ney toward celebrating diversity. By age three or four, children and the arts. Drs. Araujo and Strasser Use of multicultural children’s lit- have already begun to construct are both members of the Zeta Alpha erature and the implementation of their gender and racial identity. Chapter of Kappa Delta Pi, and Dr. an antibias classroom environ- Stereotypes, prejudices, and prac- Strasser is the chapter’s counselor. Kappa Delta Pi Record • Summer 2003 179 selves and others. Derman-Sparks easily in diverse classrooms where awareness or tolerance for diver- (1983, 3) warned that young chil- children are from a variety of eth- sity to celebrating diversity. In dren may develop “pre-prejudice,” nic backgrounds. But what can this way, teachers can engage in which she defined as “beginning teachers do to face prejudice when multicultural education that aims ideas and feelings in very young all the children in their classrooms at social justice. Education in a children that may develop into real are differing shades of peach? democratic society should help prejudice through reinforcement In one study in a rural Colo- students acquire the knowledge, by prevailing societal biases. Pre- rado area without much racial or attitudes, and skills they will need prejudice may be misconceptions ethnic diversity, preschool children to participate in civic action to based on young children’s limited exchanged photos, videos, artwork, make society more equitable and experience and developmental and other artifacts with children in just (Banks 1991). Basic charac- level, or it may consist of imita- a racially diverse New Jersey pre- teristics of multicultural educa- tions of adult behavior. More se- school (Koeppel 1992). By sharing tion include education that is rious forms are behaviors that in- antiracist, important for all stu- dicate discomfort, fear, or dents, and pervasive, and that fo- rejection of differences.” cuses on social justice and criti- Crary (1992) and Beaty (1997) cal pedagogy (Nieto 2000). have suggested several ways to deal with young children’s fear and re- From Awareness to jection of differences. The cultural Celebration diversity of young children can be In addressing Jose’s fears about celebrated by helping them see “black people,” Ms. B. journeyed their common bonds and by incor- beyond the initial level of tolerance porating into the curriculum toward a higher level of valuing di- children’s literature and meaning- versity. Nieto (1994; 2000) pro- ful activities. Picture books, in par- posed four levels of understanding ticular, can inspire imaginative ex- diversity. Tolerance, the lowest periences for children (Keifer level, implies that differences are 1995). Furthermore, young chil- acknowledged and, perhaps, ac- dren develop social-thinking strat- cepted. Ms. B.’s acknowledgment of egies that enable them to be more Jose’s comment fit a portion of assertive and effective in solving Nieto’s definition of tolerance: “No peer-related problems after being overt signs of discrimination are read specific picture books and acceptable” (Nieto 2000, 342). The engaging in related school activi- highest level includes affirmation, ties (Bhavnagri and Samuels 1996). solidarity, and critique and re- The use of words such as aspects of their home, family, and quires many opportunities for “black” and “white” as they apply school communities, in develop- young children and their teachers to skin color may be confusing and mentally appropriate ways, the to explore their values regularly as serve to categorize racial groups Colorado children began to refer to an integral part of the curriculum. into “us” and “them” (Holmes their penpals as “friends” rather Nieto (2000, 242) defined this level, 1995). Classrooms where children than describing them as “black.” in part, as when “policies and prac- learn that people’s skin color re- These are some of the ways tices . . . affirm diversity and chal- flects an assortment of colors from through which we can help chil- lenge racism” and “everyone takes peach to mahogany and honey dren understand similarities and responsibility for challenging rac- mustard use language categories to differences between people and ism and discrimination.” reflect diversity. Thus, they build question race-related stereo- According to Nieto (2000), true inclusive, equitable, and caring types. Nonetheless, teachers multicultural education includes communities where there are a lot should move themselves and instructional strategies and inter- of “us.” Of course, this can be done their children from a level of actions among teachers, children, 180 Kappa Delta Pi Record • Summer 2003 and families. Often, teachers intro- stand that each person’s color is Neugebauer 1992). duce into their curricula activities unique and comprised of a blend Oral storytelling by teachers, such as “International Food Day” of tans and browns. Other resource families, and students also can be or “Pretend Visits to Another Coun- books and articles for teachers of- used to address, either directly or try” and think that these tourist fer abbreviated lists of diversity pic- indirectly, issues of diversity approaches to sharing diversity will ture books (Derman-Sparks 1989; (Derman-Sparks 1989; Paley 1995). promote cultural understanding. Neugebauer 1992; Strasser 1999). Emphasis on quiet classrooms and Although these activities may in- The antibias classroom envi- written work has failed to acknowl- troduce students to tolerance, this ronment should include a range of edge the importance of oral tradi- approach does not lend itself to the materials reflecting children, tions in learning in African-Ameri- affirmation of diversity. adults, and diverse family configura- can cultures (Hale 1991; 1992). tions of various racial and ethnic Through their oral stories, children Celebrating Diversity makeup engaged in nonstereotypic share much information about The use of picture books, with themselves and their beliefs. Oral discussions and related activities, storytelling is congruent with the can be a first step in creating within cultures of several minority groups the early childhood classroom an and has proven to be an effective “anti-bias environment” (Derman- way for children, families, and Sparks 1989). Teachers can expand schools to communicate, even in children’s repertoire of “racial lan- classrooms where children are guage” by reading diversity books, from the same ethnic group. Par- a new genre of children’s picture ents’ stories help build a sense of books that addresses issues of skin community within the classroom color, gender, and ethnicity, and (Paley 1995). demystifies physical challenges Miller and Mehler (1994) have (Strasser 1999). These books intro- supported the importance of duce children to rich language children’s storytelling about their such as “the roaring browns of home and family life. Vivian Paley, bears and soaring eagles” and a kindergarten teacher, re- “whispering golds of late summer searcher, and author of many grasses” (Hamanaka 1994) to de- books about life in the early child- scribe skin color. Class discussions hood classroom, constructs her then can center on stereotypes of own stories for her kindergarten race, ethnicity, gender, and dis- classes. When an African-Ameri- abilities to enable children to ex- can doll is not played with in a press their feelings of bias. predominantly European-Ameri- A resource all teachers should gender activities. Photos, books, and can classroom, Paley (1994, 147) have is Building Bridges with other images of people doing jobs in shares a story about “Magpie,” a Multicultural Picture Books: For and out of the home, and engaged bird, meeting a little princess: Children 3–5 (Beaty 1997). The sug- in various recreational activities, de- gested selection of books with re- picting diversity in family styles, also Magpie watched the lated activities depicts diverse chil- should be displayed. Dolls, dramatic child a moment longer. Her dren in the various roles of friends, play equipment, art materials, and skin reminded him of the helpers, and heroes, and portrays manipulatives should reflect the soft brown of a young robin them as caring, sharing individu- same criteria. Checklists are avail- and her hair the black of a als. In addition, teachers can pro- able for teachers to evaluate their raven’s tail. Where he came vide opportunities for children to own early childhood classrooms and from the children were engage in hands-on activities, like analyze books and materials for more the color of the pale mixing paints to match their own racism, sexism, and other diver- peaches that grew in Prin- skin color, to help children under- sity issues (Derman-Sparks 1989; cess Alexandra’s courtyard. Kappa Delta Pi Record • Summer 2003 181 . . . ‘Is this your castle?’ peers helps young children develop race, gender, ethnicity, and other Magpie asked. The girl understandings of diversity. Invit- forms of diversity. nodded. ‘I am Annabella ing families into the classroom, References and my father is Prince asking them to share their tradi- Banks, J. A. 1991. Multicultural education: For Kareem. That’s an African tions, family histories, and day-to- freedom’s sake. Educational Leadership 49(4): 32–36. name. We’re descended from day lives can become a rich com- Beaty, J. J. 1997. Building bridges with multicultural picture books: For children 3–5. African kings and queens. ponent of classroom life. Sending Upper Saddle River, N.J.: Merrill. Bhavnagri, N. P., and B. G. Samuels. 1996. Would you like to meet fa- home a questionnaire about fa- Children’s literature and activities promoting social cognition of peer ther?’ vorite family stories, games, relationships in preschoolers. Early songs, relatives, and other aspects Childhood Research Quarterly 11(3): 307–31. Carnes, J. 1997. Starting small: Teaching As Paley’s story unfolds, it be- of culture can be a good first step tolerance in preschool and the early grades. Montgomery, Ala.: Southern Poverty Law comes the catalyst for the three (Williams and De Gaetano 1985). Center. Crary, E. 1992. Talking about differences children African-American girls in Paley’s Similarly, teachers should notice. In Alike and different: Exploring our humanity with young children, ed. B. class as well as the European- help young children recognize, Neugebauer, 11–15. Washington, D.C.: National Association for the Education of American girls to value the African- internalize, and use rules to guide Young Children. Derman-Sparks, L. 1989. Anti-bias curriculum: American doll. The story also be- their social behavior. Clear, Tools for empowering young children. comes a vehicle for the children simple rules that are develop- Washington, D.C.: National Association for the Education of Young Children. to explore their ethnic identity mentally appropriate can offer Hale, J. 1991. The transmission of cultural values to young African-American children. Young and a voice for Paley, a European- strategies to deal with name- Children 46(6): 7–15. Hale, J. E. 1992. Dignifying black children’s lives. American teacher, to connect to calling, power struggles, and Dimensions of Early Childhood 20(3): 8–9, 40. Hamanaka, S. 1994. All the colors of the earth. her African-American students’ moral issues (Jordan, Cowan, and New York: Morrow Junior Books. Holmes, R. M. 1995. How young children perceive identity. Roberts 1995). Paley (1992) titled race. Thousand Oaks, Calif.: Sage. Jordan, E., A. Cowan, and J. Roberts. 1995. Derman-Sparks (1989) noted a book after one such rule she cre- Knowing the rules: Discursive strategies in four sources from which antibias ated for her kindergarteners—You young children’s power struggles. Early Childhood Research Quarterly 10(3): 339–58. stories can emerge: Can’t Say You Can’t Play. Rules Keats, E. J. 1967. Peter’s chair. New York: Harper and Row. •issues that emerge from that address issues of justice Kiefer, B. Z. 1995. The potential of picturebooks: From visual literacy to aesthetic understand- children’s daily lives; within the classroom help elimi- ing. Englewood Cliffs, N.J.: Merill. Koeppel, J., and M. Mulrooney. 1992. The sister •events that are currently hap- nate bias and promote fairness schools program: A way for children to learn about cultural diversity—When there isn’t any pening in the world; (Carnes 1997). in their school. Young Children 48(1): 44–47. Miller, P. J., and R. A. Mehler. 1994. The power of •information that the teacher Finally, by engaging in con- personal storytelling in families and wants children to have; and stant self-reflection, teachers kindergartens. In The need for story: Cultural diversity in classroom and community, ed. A. •history. must become aware of their own H. Dyson and C. Genishi, 38–56. Urbana, Ill.: National Council of Teachers of English. She has advocated the use of unconscious racist assumptions Neugebauer, B., ed. 1992. Alike and different: Exploring our humanity with young “personna dolls” to enhance and of the portrayal of racist ste- children. Washington, D.C.: National Association for the Education of Young storytelling. These dolls have reotypes in their classrooms Children. Nieto, S. 1994. Moving beyond tolerance in names, family histories, and spe- (Wynne 1999). Do we have high multicultural education. Multicultural Education 1(4): 9–12, 35–38. cific characteristics. They, like expectations for all children? Are Nieto, S. 2000. Affirming diversity: The Paley’s Magpie, can become a ve- our classrooms free of books and sociopolitical context of multicultural education, 3d ed. New York: Longman. hicle for introducing and telling materials that perpetuate stereo- Paley, V. G. 1992. You can’t say you can’t play. Cambridge, Mass.: Harvard University Press. stories about feelings regarding types and racism? Do we model Paley, V. G. 1994. Princess Anabella and the black girls. In The need for story: Cultural diversity differences, such as Jose’s feelings fairness and understanding in classroom and community, ed. A. H. Dyson and C. Genishi, 145–54. Urbana, Ill.: about black people being bad. through what we say and do? National Council of Teachers of English. Paley, V. G. 1995. Kwanzaa and me. Cambridge, Derman-Sparks (1989) described Through self-reflection and Mass.: Harvard University Press. Strasser, J. 1999. What color is Mary? Celebrating 16 personna dolls. Teachers can the creation of classrooms focus- diversity through literature and art. Journal create their own dolls or puppets ing on children, families, and lan- of the Center for Professional Development in Early Care and Education 1(1): 31–35. as they shape the stories. guage-rich strategies for using Williams, L. R., and Y. De Gaetano. 1985. ALERTA: A multicultural, bilingual approach to teaching In addition, teachers can de- stories, books, materials, and ac- young children. Menlo Park, Calif.: Addison- Wesley. velop curricula around children’s tivities, Ms. B. and all teachers Wynne, J. T. 1999. The elephant in the living room: Racism in school reform. Paper presented at homes, families, and communities. can help Jose and all children re- the Annual Conference of the American Educational Research Association, 19–23 April, Learning about the lives of their define misconceptions about Montreal. ERIC ED 436 614. 182 Kappa Delta Pi Record • Summer 2003