Why Talking About Race Matters
The idea that children are too young to talk about race is a common misconception. Another misconception is the idea that talking about race equates to racism. Because of this idealism, many teachers and parents prefer to not bring up race, but see everyone as human beings. According to Whitman, research has shown the colorblind approach - teaching children not to see color or it is racist to acknowledge racial & ethinc differences - is doing more harm than good because this approach reinforces racist attitudes, assumptions, and systemic racism. Young children can understand and appreciate differences and categorize it, including race. Studies have shown that not addressing the racial differences does not make children colorblind, instead, it encourages them to absorb the implicit racial messages of American society. Children learn that race is a category even when parents try not to teach them about race.
Children are aware of the world that is around them and frequently ask questions about race, culture, and even injustices. Experts agree that teachers and parents need to talk about race and racism openly and early. Having the tools to know how to discuss race is so essential for children from all backgrounds. Studies have found as early as 6 months, a baby's brain can notice race-based differences. By ages 2 to 4, children can internalize racial bias.
Implicit Biases
What are racial biases? Racial biases are unconscious thoughts about individuals or groups from specific identity groups. Researchers at Northwestern University conducted implicit biases experiments with 4-5-year-old children exploring racial & gender biases. The findings showed children begin to show biases at an early age by absorbing the stereotypes they see, increasingly attuned to social category labels, social status, and the biases demonstrated by family members. The researchers looked at young children’s implicit and explicit biases toward four groups: black males, black females, white males, and white females. Results from the children’s responses in both experiments revealed that black boys were rated less positively than black girls, white girls, and white boys.children are not immune to bias and may treat each other differently based on race, ethnicity, or gender.
So what can teachers do to help children unlearn these social biases? For starters, teachers must be aware of their own biases. In a classroom setting, children use teachers as reference points for how to react to others. Understanding one’s preferences and biases help determine whether social bias toward certain groups is being perpetuated in classrooms. Teachers can also determine how you want to address situations of social biases when they occur. For example, If one child is projecting hierarchies of power during play, the educator can work with them to resolve the issue, which could involve listening to the children’s experiences and offering suggestions for sharing. Teachers can also invite parents, community members to the classroom to share their experiences with anti-racist activities.
Other ideas include encouraging complex thinking and taking children’s questions and biased statements seriously. refraining from silencing or shaming children when they ask questions, giving children information that empowers them to be anti-racist, suggesting creating a racial affinity program - where elementary school-aged children are sorted by their racial groups to discuss questions on race & racism and then return in a larger group to discuss the questions. Encourage & support students to highlight examples of biases and stereotypes in their reading and come together as a group to discuss it. They can learn to ask who is doing what in the story's plot, and why; who is in the role of leader and who is taking the orders; and who has been left out of the story altogether. Teachers & students must understand that addressing biases is a process and will not be solved in one day.
The Discomfort of Talking about Race
Talking about race can be uncomfortable for everyone. It is essential to normalize the feeling of discomfort about race and racism and chattel slavery. When the teacher feels uncomfortable or notices students squirming, acknowledge the discomfort. Let them know it is normal. It is hard to tell small children about chattel slavery (for example), hard to explain that young black men were lynched, that police turned fire hoses on children while others bombed churches, and killing black children at their prayers. Teachers can let students know that chattel slavery ended a long time ago, but BIPOC still faces racism today. One example to create a safe space for discomfort when teaching race in a classroom setting is holding listening circles or breakout rooms, which can help get an idea of how children are feeling. Some ideas include handing each student color cards (green, yellow, & red) as a way to signify their comfort level. We want to refrain from forcing students to speak if they are feeling quiet. Sitting in silence is also a form of participation and processing.
Diversify the Curriculum
Another way to teach race in a classroom setting is by using diverse books and content. Teachers can incorporate Ethnic Studies by telling diverse stories that teach age-appropriate lessons on racial injustice and history, and that does not gloss over painful truths. The material can examine the contributions of diverse cultures In English, math, science, social studies, art, and music. For example, incorporating Black history all year round, which highlights the disciplines about the accomplishments, experiences, and perspectives of Black people.
Model
Lastly, teachers can teach race in the classroom setting by modeling action. Adults who actively engage in cycles of learning, listening, and talking about anti-racism may be more effective at teaching children to be anti-racist. What adults do—far more than what they say—can have a big impact on kids. Taking on the sensitive topics of race and racism in the classroom is important to work that requires “self-reflection and humility”.
It is necessary to provide children with a vision that change is possible, and that change can be practiced in the classroom. Teaching race in the elementary & middle school level is a journey and not a destination.
DeVante Jewett, ASW
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