# data[].attributes.body
I am using this for the first strategy, which involves utilizing children's literature to address the bias of racial diversity. There are so many great children's books that celebrate racial diversity that can be used in the classroom. This is for the elementary age range. I am planning to teach primary school students, specifically those in grades K-2.

Reference

Spriegler, J. (2016, June 16). Teaching Young Children Abiyt Bias, Diversuty, and Social Justice. Retrieved from edutuopia: https://www.edutopia.org/blog/teaching-young-children-social-justice-jinnie-spiegler

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.body
One of the most effective strategies for teaching anti-racism is to model it for your students and to ensure that you advocate for them. This is again for the elementary age—primary elementary education.

References

Anti-Racism in the Classroom: Tips & Resources for Teachers about Racism. (2022, March 15). Retrieved from School of Education American University Washington DC: https://soeonline.american.edu/blog/teaching-about-racism/#:~:text=anti%2Dracist%20curriculum.-,Modeling%20Anti%2DRacist%20Behavior,to%20highlight%20anti%2Dracist%20issues.

# data[].attributes.attachment_link.title
Resources for Teaching About Racism in the Classroom

# data[].attributes.attachment_link.description
Educators who want to teach anti-racism principles and lessons may wonder where to start. Explore these resources for teaching students about race and racism.

# data[].attributes.body
My favorite strategy in this article is called Challenge them. Basically, it says that even though they may have less access, be sick more, and so on, they still should have the exact high expectations. This is a strategy for elementary aged-primary grades.

Reference:

Hayes, J. (2019, 18 September). 5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom. Retrieved from Social Studies School Service Blog: https://www.socialstudies.com/blog/5-ways-teachers-can-address-the-poverty-gap-in-the-classroom/?srsltid=AfmBOoqDOWOqVEHcsfk5yJ6NafhqoiZYlgD9hwr-uexlxSzIKfMUW26P

S

# data[].attributes.attachment_link.title
5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom - Social Studies

# data[].attributes.attachment_link.description
Social Studies 5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom

# data[].attributes.body
Although this is from the same article, it is a different strategy. This strategy outlines the importance of teaching social skills to students at every grade level, from turn-taking to making new friends. This should begin at the start of every school year and focus on developing skills throughout the year. I think this is a great strategy and can see this being beneficial at my own school district.

Reference

Hayes, J. (2019, 18 September). 5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom. Retrieved from Social Studies School Service Blog: https://www.socialstudies.com/blog/5-ways-teachers-can-address-the-poverty-gap-in-the-classroom/?srsltid=AfmBOoqDOWOqVEHcsfk5yJ6NafhqoiZYlgD9hwr-uexlxSzIKfMUW26P

# data[].attributes.attachment_link.title
5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom - Social Studies

# data[].attributes.attachment_link.description
Social Studies 5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom

# data[].attributes.body
The first strategy suggests not addressing your class as boys and girls, but rather as students or friends. I think this is great! I saw a teacher who calls her students "littles", and another who simply says "class class". I chose this strategy because it is an effective way to address gender bias in the classroom.

This is also an elementary age strategy.

Reference

Teachers: 20 Ways to Reduce Gender Bias at School. (2019, August 15). Retrieved from Think or Blue: https://thinkorblue.com/teachers-reduce-gender-bias-at-school/

# data[].attributes.attachment_link.title
Teachers: 20 Ways to Reduce Gender Bias at School | Think or Blue

# data[].attributes.attachment_link.description
Teachers play a critical role to prevent gender bias and gender stereotypes in the classroom. Use these 20 tips to reach gender equity in school.

# data[].attributes.body
This strategy suggests using open-ended materials for activities and avoiding the traditional pink for girls and blue for boys color scheme in general, which I think is an excellent idea. This is why I picked this strategy—going with more neutral colors and avoiding gender-assigning colors. This is another elementary-aged strategy.

Reference:

JANICE KROEGER, A. E. (2019, MRCH). Tate and the Pink Coat: Exploring and Enacting Anti-Bias Principles. Retrieved from naeyc: https://www.naeyc.org/resources/pubs/yc/mar2019/exploring-gender-enacting-anti-bias

# data[].attributes.attachment_link.readable_text
Mittens and boots fly as 3-year-olds bundle up to adventure out into the winter snow. Tate, ready to go in the middle of the line, stands with no coat and bare arms. When Ms. Tiana, one of his teachers, approaches, Tate quietly shares that he did not have a coat he could wear to school that morning. She assures him that there are plenty of extra coats he can choose from for the day.

"Wow, this looks beautiful, and it's so fuzzy!" Tate says. He glows as he shows off the bright pink coat he's found in the box of extra outdoor clothing. It is a puffy coat complete with a faux fur leopard lining.

"No, no, that's a girl coat; I'm sure we have another you can use," Ms. Diane, another teacher, says. As she digs back into the box, Tate's face fills with embarrassment and shame. The only "boy" coat in the collection is dark blue and several sizes too small. When Tate tries it on, his discomfort is evident. "This one's too tight," he says. Seeing this interaction, Ms. Tiana steps in and assures Tate that he is welcome to wear any coat he chooses, including the pink one. Tate smiles, snatches up the pink coat, and hops back into line with his friends.

The example above demonstrates Ms. Tiana working to create a gender-inclusive space for Tate as he selects the jacket he prefers. Gender-inclusive spaces allow children to easily move between roles or materials commonly regarded as male or female without any gendered expectations or barriers. For nearly thirty years, proponents of anti-bias education have reminded us that "it is not human differences that undermine children's development but rather unfair, hurtful treatment based upon those differences" (Derman-Sparks & Edwards 2010, 3). Children's emotional safety may be compromised when adults or peers express disapproval of young children for supposedly incorrect gender expressions (Chrisman & Couchenour 2003). In this article, we argue that by working to create inclusive classroom environments and thus modeling acceptance of gender exploration in the early childhood classroom, we allow children the freedom to be their most authentic selves, regardless of how they come to identify themselves as adults.

Gender-inclusive classrooms promote an anti-bias atmosphere in which all children can explore and grow. Creating a space that promotes equity, safety, and respect for all members of a classroom community is a hallmark of good teaching and school leadership (Derman-Sparks & Edwards 2010; Mosso-Taylor 2016; Kroeger & Regula 2017). However, from early childhood through high school, children who do not conform to traditional gender roles and forms of expression are likely to be harassed, bullied, or physically assaulted-and all too often, teachers and administrators ignore these instances of harassment (Kosciw et al. 2012).

Youth who do not conform to traditional ideas about gender are less likely to finish high school or college, are overrepresented among homeless youth, and are more likely to have mental health concerns than their gender-conforming peers (Choi et al. 2015). Given these challenging social problems, we believe it is never too early to positively support young children's gender exploration and expression. Even in the most innocent-seeming moments, such as Tate's selection of a pink coat, our words and actions may affect children's emotional, social, and identity development.

We believe it is never too early to positively support young children's gender exploration.

For many years, anti-bias practices related to gender have tended to emphasize promoting a non-sexist atmosphere (Derman-Sparks & ABC Task Force 1989; Derman-Sparks & Edwards 2010; Campbell, Smith, & Alexander 2016). As Tate's story makes clear, however, combating sexism is only one small part of creating a gender-inclusive classroom. This article advances conversations about gender diversity and anti-bias education. It supports children and teachers in challenging gender-related bias, examining its personal consequences, and countering the "negative effects of bias on children, themselves, and their communities" (Gunn 2003, 132).

In this article, we use Tate's choice of the pink coat to discuss the practical underpinnings of gender and anti-bias decision-making in the classroom. We hope that after reading this article, teachers will be better equipped to work through their own biases before responding to young children who are exploring gender in nontraditional ways. Additionally, we hope to help teachers reflect on how seemingly minor things, such as a collection of pink dress-up clothes or a block area adorned mostly with dinosaurs and trucks, might feel like barriers for children who wish to play outside of stereotypical gender roles.

Gender-inclusive classrooms promote an anti-bias atmosphere in which all children can explore and grow.

Considering how to engage with children in more supportive and inclusive ways can start with learning gender concepts, intentionally reworking classroom materials, and being more thoughtful about communicating with children and families. We explore these three strategies in detail; for more ideas, see "Supporting Gender Diversity in Your Classroom".

Learning gender concepts

Ideas about gender and sexuality are constantly evolving. They overlap with anti-bias principles and can be confusing to educators (and families) (Derman-Sparks & ABC Task Force 1989; Derman-Sparks, LeeKeenan, & Nimmo 2015). Learning some terminology and current thinking about gender constructs can help.

The term gender brings together three notions-an individual's assigned gender (done at birth based on physical appearance), gender identity, and gender expression (Killermann 2018; Newman 2016; Human Rights Campaign 2017). The traditional view of gender is binary-male or female. Babies are assigned male or female at birth, and then are expected to identify and express themselves as such throughout their lives (Gunn & MacNaughton 2007). In contrast, more current thinking on gender is expansive. Rather than a binary notion or even a continuum (masculine to feminine), gender is considered multifaceted, interrelated with other aspects of one's identity (e.g., spiritual beliefs, race), and may be fluid (i.e., for some people gender identity is not fixed) (Ehrensaft 2012; Kroeger & Regula 2017). Note that this discussion of gender is not a discussion of sexuality, which is a separate concept regarding sexual and romantic attraction. In popular culture, concepts of gender and sexuality are often conflated (Gunn 2011). Neither gender identity nor gender expression determines sexual orientation (i.e., attraction).

When teachers reflect deeply on their understandings of gender, they can make more informed decisions and create opportunities to address inequity and bias.

In many ways, our society has already abandoned many of its more traditional ideas about gender-for example, we've accepted that women can be scientists and men can be nurses, moving away from the idea that certain behaviors, skills, and abilities are associated only with certain genders. But current thinking on gender goes further; it lets go of the idea that gender assigned at birth, gender identity, and gender expression must align and must stay the same over time. For example, a child assigned female at birth may identify as female but often choose to wear outfits (a facet of gender expression) that our society sees as male, like plaid shirts and cargo shorts; or a child assigned male at birth may identify as female but choose to wear plaid shirts and cargo shorts to avoid being bullied. As children mature, their gender identities and preferred forms of expression may change (Ehrensaft 2012; NASP 2014). Exploration of gender in the early years helps children form and reform their gender identities, discovering their interests and the many ways they can express themselves (Ehrensaft 2012; Kroeger & Regula 2017). Throughout children's explorations and changes, it is important for teachers, families, and other caregivers to remain open, responsive, and supportive.

Many educators find it helpful to study gender terminology and visual models of gender concepts (Human Rights Campaign 2017; Killermann 2018). Two websites we recommend with such resources for teachers of young children are GLSEN ( www.glsen.org/article/gender-terminology) and Gender Justice in Early Childhood ( www.genderjusticeinearlychildhood.com).

Reexamining the pink coat scenario

Opening up opportunities for children to express their gender more freely and reducing gender barriers (or biases) requires teachers to reflect critically on their thinking and practice (Derman-Sparks, LeeKeenan, & Nimmo 2015). Pedagogical change is more likely to succeed when teachers choose to make a change than when it is imposed on them by external policy demands (Gunn & MacNaughton 2007). When teachers reflect deeply on their personal understandings of gender, they can begin to make more informed decisions and create opportunities to address inequity and bias. Learning to support gender exploration in the classroom enables teachers to ensure that children feel safe and acquire more sophisticated understandings about gender as they learn and grow.

Reflecting on Tate's experience, we can see that what his two teachers personally defined as appropriate (or inappropriate) for young children guided their actions. We could say that for Ms. Tiana, Tate's sense of self, of autonomy, and of belonging in the classroom were prioritized. At first glance, it seems that for Ms. Diane conformity to traditional gender expression was more important than Tate's desire, warmth, or comfort-but perhaps she had not taken the time to examine her own biases or misconceptions surrounding gender. In any case, Ms. Diane's actions reinforced expectations for conformity to the gender expressions typically promoted in our broader society.

When we engage with children, we are constantly emitting subtle cues, whether we are conscious of our biases and values or not. Ms. Diane may have been worried about negative judgments from other teachers or from Tate's parents, or perhaps about other children teasing Tate. In other words, she may have been motivated by concern for Tate's emotional safety. She may also have felt an internal discomfort with Tate's choice and acted impulsively, unaware of the messages (e.g., boys don't wear pink) she might have conveyed to Tate and his peers.

Increasingly, work from mental health fields (including school psychology) indicates that it is important for young children to be able to explore gender in their earliest years by playing with their appearance (e.g., hairstyle, makeup, clothing, jewelry). This enables children to understand how external appearance or aspects of gender expression may or may not match internal gender identity or assigned biological sex (Ehrensaft 2012; NASP 2014). This is especially relevant for children who are engaging in nontraditional gender expressions and play, and all the more so for children who remain engaged in such expressions throughout childhood. Approaching children neutrally or affirmatively, as Ms. Tiana did, also creates space for children to freely and fully explore their interests. Ms. Tiana's actions led to Tate's emotional security, shown by his smile and his quickly lining up to play outside.

Reworking classroom materials

When teachers establish classroom spaces that support the traditional binary concept of gender (for example, putting the boys' photos and names on blue paper and the girls' on pink paper), they may inadvertently reinforce children's stereotyped constructions of gender and unintentionally create social conditions that limit children to traditional gender roles (Gosselin 2007; Chrisman & Couchenour 2003). To create neutral spaces for exploration, educators need to acknowledge how gender limitations and biases might exist in classrooms and deliberately avoid and/or counteract them (Freeman 2007; Sullivan 2016).

Offering open-ended materials

Materials are among the most important aspects to consider when creating an inclusive, gender-neutral classroom. We encourage teachers to select materials that invite exploration without imposing gender expectations. For example, one simple change is to avoid objects that reinforce gendered play, like those that suggest pink is for girls and blue is for boys. Toys and objects with neutral color palettes, such as an unpainted wooden doll house with gender-nonspecific figures, may help children feel more welcome to explore various roles, labels, and activities in their play. These neutral materials also enable more creative play, as children can decorate the house and design outfits for the figures.

Stocking the classroom with found materials and loose parts can encourage play that isn't limited by traditional understandings of gender.

Even when materials are specifically chosen (or created) for their neutrality or representational ambiguity, children bring their own expectations, assumptions, experiences, and memories to their play. One way that teachers may begin broadening children's perspectives is by incorporating more open-ended materials into classroom spaces. Fabrics of various colors and textures are an exciting alternative to premade tutus or firefighter jackets-and (like an unpainted dollhouse) they challenge children to engage in more creative play. Children can use fabrics to transform into any character and apply them to any dramatic play context, which can help reduce play fraught with gender expectations.

Stocking the classroom with found materials and loose parts (such as pinecones, cardboard boxes and tubes, wire, buttons, twine, and gears) can be another imaginative and inexpensive way to encourage play that isn't limited by traditional understandings of gender. Creating a gender-neutral makerspace with natural materials, for example, can inspire children to create sculptures, make books, piece together collages, or construct whatever they imagine. They may also create props of their own liking with these materials to enhance storylines they have created. These new materials and spaces can be presented as formal activities or as enticing provocations. When children see new opportunities for play and exploration that do not carry signals about gender, they may feel more welcome to engage and to collaborate with children they might not otherwise play with, breaking down gender barriers.

Selecting books and images

Thoughtfully choosing children's books is another way to contradict stereotypical gender roles. By incorporating and discussing books that depict characters whose gender identities and expressions are multifaceted, fluid and/or ambiguous, teachers can help children expand their understanding of what it means to be male, female, neither, or both. Sharing books that model positive reactions to gender exploration and nontraditional play in the classroom sends a message to the community of learners and advances the anti-bias principle of transformation for all (Gunn 2003; Sullivan 2016).

Supporting Explorations of Gender with Children's Books

These books help children develop an expansive, inclusive understanding of gender for ages preschool to third grade.

In addition to literature, images depicting diverse gender expressions and roles people take around the world can be a valuable classroom resource. Teachers can display photographs or illustrations that show clothing, occupations, and lifestyles around the globe that contrast with Western societies' traditional gender roles and expressions. For example, a teacher might display pictures of men and women in flowing fabrics or skirts (such as kilts or various types of sarongs, which are common in many parts of the world) to support male children who might enjoy trying on all of the different types of clothing in the dramatic play center. Photos showing the ways gender roles and expressions differ around the world contribute to children's understanding that gender is a social construct rather than a fixed and universal set of ideas, values, or behaviors.

Communicating with care

Young children do not have a negative view of others' diverse gender play unless someone communicates to them that it is inappropriate. Teachers' actions and words help shape the classroom culture and tell children how teachers feel about gender and gender exploration (Cahill & Theilheimer 1999). If children are given the autonomy to define-and redefine-their identities as they grow, rather than taking up our society's traditional gender expectations, biases may be reduced. If children do not condemn each other but see teachers allowing diverse gender expressions, biases may be reduced (Kroeger, forthcoming).

Acting and speaking inclusively

Teachers' actions and words help shape the classroom culture and tell children how teachers feel about gender barriers and gender exploration (Cahill & Theilheimer 1999). Inclusive practices and language help children who are engaging in nontraditional expressions of gender feel safe and welcome, and they also help their peers be accepting.

Exploring gender in the early years helps children form and reform their gender identities, discovering their interests and the many ways they can express themselves.

To remove gender bias from classroom practices and routines, teachers should examine their expectations for children and make sure all children are supported in using the most challenging materials. All children can excel in subjects such as math, science, engineering, reading, writing, and the arts. Predisposing particular children to play with materials that enhance knowledge and skills in certain subject areas-for example, guiding boys (but not girls) to play with construction materials that include gears and motors-perpetuates gender bias. By mindfully redistributing play materials and encouraging all children to pursue activities of different types, teachers can reinforce opportunities to play in gender-neutral, inclusive ways.

Similarly, teachers should beware of stereotyping classroom responsibilities. Ensure that all children participate in classroom routines (such as cleaning, carrying supplies, cooking, preparing snacks, and taking care of one another and materials), in outdoor and nature play (including climbing and other adventuresome activities), and in movement and music.

Carefully reflecting on the language used with children is also essential for reducing gender bias and ensuring that teachers are not inadvertently communicating unbalanced or restrictive expectations. Research has shown that girls tend to receive more comments related to their appearance and kind touch than any other communicative feedback, while boys are frequently acknowledged for showing strength or lack of emotion (Chick, Heilman-Houser, & Hunter 2002). Similarly, addressing boys as "little dude" or girls as "honey" perpetuates the view that young boys should be tough and young girls should be sweet. To avoid reinforcing these biases, teachers may want to spend a few minutes at the end of each day recalling and reflecting on how they spoke with different children in their classrooms. With time and effort, teachers can change their ways of speaking with children. One simple first step is to refer to children by their preferred names instead of other terms like "sweetie." When addressing an entire group of children, use neutral terms, such as "everyone," "children," "preschoolers," or "Room 9" instead of "boys and girls."

While singular instances of stereotype-reinforcing communications from adults might not impact a child, frequent use of biased language may compound over time to shape the ways in which children view themselves, others, and society's expectations about gender. A young girl who receives comments on her neatly braided hair every morning may come to think that she has a responsibility to make sure her hair is well groomed and visually appealing. This may cause her to internalize the belief that her physical appearance is the only aspect of her identity that matters to others. A boy repeatedly praised for his tough demeanor may not allow himself to express a range of emotions, resulting in his being perceived as lacking compassion or empathy for others or for himself (Rao & Seaton 2009). A child like Tate, who may or may not identify as a boy or girl and whose interests are often frowned on, may come to believe that a person has to fit neatly into a category in order to be valued.

Like all anti-bias efforts, changing how one feels, thinks, and talks about gender takes time. With reflection and practice, early childhood educators can remove gendered assumptions and messages from their language, making their classrooms more welcoming-and truly enabling children to explore their interests.

Fostering partnerships with families

Creating safe and inclusive spaces for children exploring gender may also impact the children's families. Teachers can encourage parents to be accepting of children's playful gender exploration (Kroeger & Regula 2017), and administrators can ensure educational settings are welcoming for children who do not identify with their gender assigned at birth (Kroeger, forthcoming; Mosso-Taylor 2016). When families feel that their children are respected and accepted, they are more likely to become active members of the classroom community (DeVries & Zan 2012).

If family members struggle to understand a child's nontraditional gender play or expression, a teacher's knowledge of basic concepts related to gender (and sexuality) may prove a valuable resource for supporting the family. With a teacher's understanding and with access to appropriate current resources (such as those provided by GLSEN and Gender Justice in Early Childhood), families can be coached on strategies to help make the home a safe haven for their children (Gender Spectrum 2018). By sharing resources with families, teachers can extend anti-bias practice beyond the classroom walls to encourage healthy development in all parts of a child's life.

Here are some additional tips for engaging with families:

Take your time building engagement among families on the topic of gender. Recognize that communities and families will differ in their readiness for rethinking gender; be conscious of pushing too fast.

Recognize cultural influences on gender (such as a family's religious beliefs), and try to find common ground with a wide variety of community members.

Draw on what children notice and ask about regarding gender in the classroom to inform conversations with families, including conversations about the various roles associated with gender in their homes or communities.

Be willing to answer or discuss family members' questions about gender openly and honestly. Model lifelong learning for families by sharing how you are exploring and deepening your own understanding of gender. If possible, arrange a workshop with local experts to support families with a desire to learn more about gender.

Consider the safety of children and families who confide in you and take care not to betray their trust, whether or not you agree with the ideas they have expressed.

Learn about local issues and politics; reflecting on communities from multiple perspectives may influence your strategies for making change.

As early childhood educators learn about current thinking on gender, work to eliminate gender bias, and reflect on their classroom materials and practices, they can embrace the development of gender-inclusive communities. We believe that working to create safe spaces for gender exploration is essential to advancing anti-bias education.

By encouraging children to play freely, without regard to traditional gender limitations or biases, teachers can provide children who express gender in nontraditional ways with many opportunities to learn about gender fluidity, express themselves in different ways, and understand their developing sense of identity. With sensitive support from teachers, those children's peers will learn that they too can play as they wish, and that they can accept their classmates no matter what toys or roles they find interesting.

Within the field of early education, much of the previously accepted wisdom about gender has guided teachers to stay within boundaries that are historically stereotypical and unwelcoming to many young children. With anti-bias principles in mind, teachers can reflect on gender and rethink their actions. Recognizing their own and other's gender biases and beliefs allows educators to consciously counteract inequity in their practices, classroom materials, and language.

It's time to let Tate wear the pink coat.

# data[].attributes.attachment_link.title
Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles

# data[].attributes.attachment_link.description
Gender-inclusive classrooms promote an anti-bias atmosphere in which all children can explore and grow.

# data[].attributes.body
The strategy Be The Change really stuck with me. Using strategies like Pair-Share to expand equity in the classroom. I really like this idea. I have seen how children can be incredibly supportive of students with special needs in their classrooms when they are paired with them for activities. This is for elementary-aged children.

Reference

Bowman, K. D. (2020, August 4). Strategies for Countering Unconcious Bias in the Classroom. Retrieved from NAFSA Connecting People Changing the World.: https://www.nafsa.org/ie-magazine/2020/8/4/strategies-countering-unconscious-bias-classroom

# data[].attributes.attachment_link.readable_text
In June, a mathematics professor from a California community college unwittingly made national headlines after sending an email to a Vietnamese student asking her to "Anglicize" her legal name. He told her that the pronunciation of her given name sounded offensive, like "an insult in English." She refused, telling the professor that his request was discriminatory, but he repeated the request. Once administrators learned of the incident, Laney College put the professor on administrative leave.

While this example may be extreme, it illustrates one way that unconscious bias seeps into university classrooms, creating an uncomfortable environment for international students who already face a host of challenges when adapting to a new culture and an unfamiliar academic system.

Such expectations of conformity and attempts to suppress or alter cultural identity may interfere with international students' sense of belonging on campus, explains Christina Yao, PhD, assistant professor and coordinator of the Higher Education and Student Affairs Program at the University of South Carolina.

"The potential implications [of situations like this] could be feelings of alienation, or feelings of being [viewed as the] 'other,'" Yao says.

Recognizing Unconscious Bias

Unconscious, or implicit, biases are the attitudes, preferences, and assumptions that any person holds toward another individual or group of people. These beliefs-centered around a wide range of characteristics, from race, ethnicity, and gender to religion, speaking accent, physical appearance, and physical abilities-are formed from birth, outside of a person's awareness. However, they play a role in perceptions of and interactions with others.

Issues and perceptions around racism and unconscious bias affect international students studying in the United States, as well as those studying in other parts of the world-including U.S. students studying abroad. In the classroom, these biases can manifest in a number of ways:

A professor calling on certain students most frequently-for example, research shows a tendency by teachers at all levels to call primarily on white, male students

The readings and multimedia materials chosen for any given lesson not representing or reflecting the diversity of the classroom

A presumption that international students have expertise or an interest in issues related to their race, ethnicity, or home country

A tendency to equate lower proficiency in spoken English with poor writing skills

Initiating a discussion on a hot topic, such as racism in the United States, without realizing that international students in the classroom may not understand the historical and cultural circumstances linked to the issue

Faculty members are not the only ones who hold biases; students do as well. Yao points to research showing that non-native English speakers tend to be marginalized when it comes to group work, possibly because they struggle to comprehend or speak in an unfamiliar language or may not grasp the norms of peer collaboration.

Unconscious biases can hinder student recruitment, engagement, and success. In professional settings, it may stifle innovation or hinder efforts to diversify the leadership pipeline.

"If we're really trying to use education as a force for positive change, then we have to be constantly shifting and challenging ourselves to see the things we do that exclude or marginalize or devalue others," says David Wick, EdD, assistant professor with the MA program in international educational management at Middlebury Institute of International Studies at Monterey. "The only way to do that is to begin dismantling our implicit biases."

Here are a few tips for identifying, acknowledging, and actively working to counter unconscious bias in the classroom.

1. Get real-and embrace discomfort.

Addressing unconscious bias starts with awareness and acknowledgment, says Holly Carter, PhD, associate professor of sociology and interim principal of Harlaxton College, which is part of the University of Evansville.

"First and foremost, we must be aware that these biases exist, [everyone has them], and they don't make you a bad person," she says. "Secondly, [we all] have to be willing to acknowledge the fact that they can have some interplay in our life. And then I think we have to be open to experienc[ing] things that will change that socialization."

By the nature of their profession, international educators likely are interested in learning about different cultures and people. They should take time to reflect on how personal belief systems develop and how a person's worldview impacts their interactions with people and places that are different.

"If we're really trying to use education as a force for positive change, then we have to be constantly shifting and challenging ourselves to see the things we do that exclude or marginalize or devalue others." -David Wick

Malaika Serrano, MA, vice president for diversity and inclusion at WorldStrides, has worked with students to boost self-awareness through a process of naming their "privileged" identities-characteristics that give a person an advantage over others-and "targeted" identities-those that can hold someone back. The exercise sparks open conversation about biases and strategies for change. "We just take a deep breath and then lean into the discomfort," Serrano says.

2. "Spend time with people who are not like yourself."

A longtime volunteer with Habitat for Humanity, Carter quotes fellow Habitat supporter President Jimmy Carter as frequently saying, "The most important thing you can do in this world is to spend time with people who are not like yourself." An openness to hearing other people's stories can foster a deeper understanding of the vast range of human experiences.

At the University of Evansville, the weekly I-House series gives students from different regions of the world an opportunity to share with the campus community about their customs, beliefs, and culture.

"Sometimes we dance, and sometimes we eat, but these opportunities have been valuable in helping us to understand people in a different way," Carter says.

Following months of highly publicized acts of violence against Black Americans, Serrano led "Listening Circles" for employees at WorldStrides to discuss the personal and community impact of this violence. Serrano facilitated respectful conversations around questions such as the following:

What is your understanding of recent events that have transpired?

How has this made you feel?

What is one thing you would like to learn about someone from another community?

3. Apply intercultural communication techniques.

Globalization is a force that has led to more frequent and powerful intercultural interactions, and navigating those interpersonal relationships is more complex than ever. With one of her colleagues, Kathryn Sorrells, PhD, communication studies professor at California State University-Northridge, developed the Intercultural Praxis as a guide for "critical, reflective thinking and acting" in the context of global engagement. The process involves several steps:

1. Inquiry: Ask questions to understand more deeply another person's beliefs, or ask ourselves how we learned to think a certain way. "Fundamentally, our assumptions come from unasked questions," Sorrells explains.

2. Framing: Look at issues from different perspectives. "We develop certain ways of seeing the world based on our cultural frames [gender, race, etc.]," Sorrells says. "[Become] aware of your cultural frames and then [learn] through practice how to expand those."

3. Positioning: Consider the access to power in any given situation, based on materialistic and/or symbolic circumstances.

4. Dialogue: Engage in conversation to build bridges of understanding, tolerance, and acceptance.

5. Reflection: Create a better understanding of ourselves and how we relate to others, as well as the willingness to change our perspectives and actions.

6. Action: Use what we learn about ourselves as motivation for doing our part to make the world more peaceful and just.

"We've used the model as a way to understand that people bring very different perspectives and frames and they're positioned differently," says Sorrells, "but how can we benefit from our differences?"

Be the Change

Even taking the smallest steps toward countering unconscious bias can make a big difference. Educators should learn to pronounce international students' given names, for example, and ask for their help when needed.

Wick uses a technique called Pair Share to expand equity in the classroom. The method enables each student to reflect on class topics with a partner, then each group shares their insights with the entire classroom.

"[It can be difficult] to get educators to become conscious enough to ask these kinds of questions and start challenging themselves. ... By asking the questions and putting it into a public forum, I model that I'm continuing to push myself and asking for that kind of feedback in front of other people." -Tasha Willis

"One of the benefits of this teaching technique is that it can change which voices are heard," Wick says. "The pair conversation makes it more likely that every person in the room has a chance to express their ideas."

Technology also can be used to expand equity, Wick says. For example, students can contribute ideas through platforms such as a Doodle poll or a Google Form, reducing the risk of feeling like their ideas are wrong or unpopular.

And though it is not always comfortable, international educators should be honest about their own unconscious biases-for their benefit and that of their students.

"[It can be difficult] to get educators to become conscious enough to ask these kinds of questions and start challenging themselves," says Tasha Willis, EdD, associate professor in the School of Social Work and faculty director for internationalization at California State University-Los Angeles.

"By asking the questions and putting it into a public forum, I model that I'm continuing to push myself and asking for that kind of feedback in front of other people," she says. "That helps humanize me to other people around me-faculty, staff, and students-and lets them know that this is just part of being human, and that we have all inherited the world as it is." *

# data[].attributes.attachment_link.title
Strategies for Countering Unconscious Bias in the Classroom

# data[].attributes.attachment_link.description
NAFSA: Association of International Educators is the world's largest nonprofit association dedicated to international education and exchange.

# data[].attributes.body
2. Avoid separating children based on gender. Do you ask students to line up for the bathroom or recess by sex or gender? Are they grouped for activities this way? If you make sex a distinctive category frequently, children will think it matters more than it does. It will also present a tough challenge for children questioning their gender.

I thought this strategy was great! I know that the school where I am employed has most of its teachers line up the students in numerical order and then send them to the bathroom a few at a time, and I love this! This is why I picked this strategy to remind me that I want to do this! This is an elementary age strategy.

Reference

Teachers: 20 Ways to Reduce Gender Bias at School. (2019, August 15). Retrieved from Think or Blue: https://thinkorblue.com/teachers-reduce-gender-bias-at-school/

# data[].attributes.attachment_link.readable_text
If you've ever told a boy he shouldn't be upset, or called a girl bossy, keep on reading.

We all have gender bias; it's okay to admit it. Even if you're a strong believer in gender equity or a self-proclaimed feminist, it lingers in the back of your brain, deep in your subconscious.

Teachers play a critical role to prevent gender stereotypes and reduce gender bias in the classroom. In early education in particular, our children's young brains are forming and imbibing every message.

I know that you're probably stressed about setting up your classroom and getting your lesson plans ready. And trying to scrounge up a few extra dollars for all of the classroom supplies you need! But approaching the school year with a gender lens will help you ensure that every student learns, grows, and embraces their individuality.

(While I'm not an education professional, I am a gender equity and women's policy expert... and a parent. Thanks for all you do for our children and for taking the time to help them each shine brightly! And thank you for taking the time to read these gender bias prevention tips with an open mind.)
Anti- Gender Bias Basics

1. Address your students equally. Instead of "girls and boys" try to use "students" or "friends," a wonderful category our preschool uses. Do you use pet names, like champ, buddy, mate, lad, honey, sweetheart? These nicknames treat boys as tough and girls as delicate. (I've been guilty of this too!) Similarly, this piece articulates why saying "you guys" is inherently sexist, but it can also be alienating to individuals who are LGBTQ+.

2. Avoid separating children based on gender. Do you ask students to line up for the bathroom or recess by sex or gender? Are they grouped for activities this way? If you make sex a distinctive category frequently, children will think it matters more than it does. It will also present a tough challenge for children questioning their gender.

3. Learn about children as individuals. I once had (what I thought was) an excellent conversation with a new teacher at a preschool about my commitment to end gender stereotypes, and she echoed its importance. The following day she greeted my child at the door and asked her what her favorite color was. The teacher did not pause to wait for my child to answer, but instead asked "is PINK your favorite color?" even though my child was wearing yellow. Let the child tell you what they like. Related: not all girls like pink.

Children's Appearances: Colors, Toys, and Clothes

4. Evaluate the way you greet students. A well-meaning preschool teacher greeted my daughter almost every morning with "you look so pretty today!" Constant comments about appearance reveal adults' internalized beauty standards for women and girls; a lesson we needn't pass on to the next generation. Try these tips instead.

5. Understand Walmart's power over your teacher-student relationship. Your students' wardrobes are largely dictated by the big box stores' arbitrary decisions about what is labelled by gender and sorted in the "girls" and "boys" aisles. Only parents with the privileges of time and resources can find children's clothing that are gender-inclusive and buck stereotypes (i.e. beyond superheroes and transportation for boys, and princesses and rainbows for girls). Don't rely on the t-shirt graphic to give you insight into the child.

Related: Finally, longer shorts for girls
Girls like trucks, too
6. Toys and colors are for everyone. Seriously; don't ask that boy if he's sure he wants the pink sticker. If he chose the pink crayon or the princess dress-up gown, let it be. This is play, and I'm sure you agree that play is healthy, especially play that uses exploration and experimentation.

7. Question your school's dress code. Is there a dress code? If so, check to see if it has different expectations for different sexes. Do many teachers feel that a girl wearing shorter shorts or a tank top will "distract" boys? Talk to your colleagues about how policing girls' bodies can lead to self-consciousness, body monitoring, shame, and over-sexualization at a young age.

Get our body image guide here, which contains 8 advanced strategies.

Set Up a Gender-Equal Classroom Environment

8. Audit your bookshelf. In a review of our home library I found that the protagonist in children's books was 8 times more likely to be male than female. To conduct an audit of your classroom books, download Think or Blue's gender representation book audit form here.

9. Remember that female leads are for everyone. I've heard authors of girl-led books recount stories of educators wistfully declining an author visit because the boys wouldn't be interested. Well.. boys certainly won't be interested if adults fail to uphold stories of women and girls in history and today as valuable and important.

10. Reassess the visuals in your room. I personally find many classrooms to be visually overstimulating when every wall, nook, and cranny is filled with bright colors and posters. There is a case for the calm and serenity that comes with minimal decor. But if you display visuals during lessons such as "Community Helpers," be sure that they reflect a variety of genders, ethnicities, and abilities.

11. Expand children's role models. Use gender neutral words for professions, such as police officer, worker, mail carrier, fire fighter, nurse. Substitute "the men are fixing the roof" with "the workers are fixing the roof." Read more about this easy tip.

In addition, witness the power of inviting real-life role models to the classroom, especially when they disrupt expected gender stereotypes.

Interactions among students

12. Encourage mixed gender friendships. Be cognizant of your tendency to encourage single-sex friendships, even if it's subconscious. A teacher once reported to me proudly that my daughter had begun to develop closer relationships with other girls in the class. It wasn't a goal or concern of ours, so I was confused. I'm happy for her to be friends with ALL children. Here's why mixed-gender play is so healthy for everyone.

13. Equalize air time. Studies show that boys begin to interrupt other children at a young age. If my child is interrupted, she almost always stops talking. I'm currently working to give her the tools to say "I wasn't done speaking yet," or "I'm not finished." Try the same in your classroom.

14. Evaluate children's assigned and organic roles. During group projects, have you observed whether they self-select certain roles? Does a girl always end up being the "secretary/recorder"? If you observe this, take steps to rotate roles and help them share accountability.

15. Teach consent your students. Remind them to ask before they touch each other and that consent can be withdrawn at any time. Model this yourself, too. Once, on a day my daughter had a tough time entering the classroom, an energetic assistant teacher swooped my child up in the air and jiggled her. This trick may have worked well to acclimate other students, but it backfired and my daughter started sobbing. I informed the teacher that my child was not used to being picked up without permission. Watch this video for more tips about consent.

16. Help boys lose gracefully. If a girl beats other classmates at sports, or shines academically, don't console the boys or feel the need to shore up their self-confidence. Boys will sometimes lose to girls, in the classroom and someday in the boardroom. The earlier they learn this, the better. Help them take this defeat gracefully.

Pin it to remember tips later!

Teachers, Check Your Personal Bias

17. Check your assumptions. Do you assume girls will want to read or play hopskotch, or that boys will want to build or play sports? Teachers have sometimes led my daughter to crayons during dropoff, rather than asking her if she wants to build, or asking what SHE is interested in playing with. Follow the child's interests whenever possible. 20 Places Your Gender Bias is Hiding.

18. Work on your own anti-bias and stereotyping outside of the classroom. Who are your friends? Where do you spend your time outside of school, and with whom? Whose social media do you follow? Take steps to diversify your personal time. A few educator accounts I love are:

They have taught me valuable lessons about white saviorism in classrooms and the importance of learning names properly. Plus many more important lessons. Go follow them!

19. Plan ahead for how you would respond to a transgender or gender non-conforming child. If you haven't had a transgender or gender non-conforming student in your class or your school, even better reason to prepare for how you and your school would handle it. Is there a policy about bathrooms, sports teams, and pronouns? How will you help the other students be compassionate and better understand the child's journey? Get better educated.

20. Reconsider discipline. First, check your school district's discipline record within the Office of Civil Rights, and how it differs by gender and race. Second, check your own bias. Children of color are more likely to be disciplined, and adults tend to think that black girls are more mature than white girls. Think about this before you discipline.

Thank you, teachers, for the work you do every day. And for taking the time to learn more tips for how teachers can reduce gender bias and gender stereotypes in the classroom. YOU are changing the future!
Is your school, classroom, or parent group interested in learning more about how gender bias impacts children + strategies to overcome it? Learn more about my services here.

If you're ready to book a workshop, head straight here:

# data[].attributes.attachment_link.title
Teachers: 20 Ways to Reduce Gender Bias at School | Think or Blue

# data[].attributes.attachment_link.description
Teachers play a critical role to prevent gender bias and gender stereotypes in the classroom. Use these 20 tips to reach gender equity in school.

# data[].attributes.body
I chose this for the strategy that focuses on creating activities that enable children to share and celebrate their identities.

I thought this was a great strategy to confront the bias of religion. This is an elementary or even a primary education strategy.

Reference

Gienappv, R. (2021, January 7). Five Anti-Bias Education Strategies for Early Childhood Classrooms. Retrieved from PBS SoCal: https://www.pbssocal.org/education/teachers/five-anti-bias-education-strategies-early-childhood-classrooms

# data[].attributes.attachment_link.readable_text
Editor's note: The author of this article is also the author of a resource listed below.
Too often, educators only offer activities about bias and racism on particular days, such as Martin Luther King, Jr. Day. But anti-bias education is most effective when it's woven into everyday classroom experiences, rather than only taking place on special days. For children to internalize messages of affirmation, fairness and empowerment, anti-bias strategies need to be incorporated into all aspects of learning.

But how to begin? Few things interest young children as much as themselves! Anti-bias (and anti-racist) education works best when we start in our own classrooms. Although it might not seem like it at first glance, every group of children is at least a little bit diverse.

It's a good idea to design classroom experiences with diversity (race, gender, family structure, social class, language, religion and disability) in mind, especially the diversity represented by your particular students.

These strategies can help you begin anti-bias education, or go deeper into it, in your classroom.

1. Incorporate Diverse Books That Tell Stories About Children Experiencing Everyday Life

Guy W. Jones and Sally Moomaw, authors of " Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms," encourage educators to incorporate Native stories into existing preschool units such as homes, families and communities. This helps young children understand that Indigenous peoples are living in the present day - not just the past.

Jones and Moomaw stress this idea because most non-Native children are only aware of American Indians as peoples of the past. The principle of focusing on present-day life and ordinary experiences is important when talking about other groups of people as well.

Books that are explicitly about bias shouldn't be the only diverse books that children experience. Young children are especially interested in daily activities and topics such as food, play, families and work. One crucial anti-bias strategy is to provide many diverse books on these subjects.

For example, a unit on families might feature these books:

2. Create Activities That Allow Children to Share and Celebrate Their Identities

Providing art materials such as crayons and construction paper that can match many different skin tones helps children to feel seen.

Educator Katharine Johnson explores skin tones with her young students by reading Katie Kissinger's " All the Colors We Are/Todos Los Colores de Nuestra Piel: The Story of How We Get Our Skin Color/La Historia de Por Qué Tenemos Diferentes Colores de Piel," which helps children understand why we have many shades of skin. In circle time, Johnson provides a variety of paint chips in shades of brown, tan and peach. After the children help her find the chip that best matches her skin, she scatters the chips throughout the room. Children then help each other find the best match for their skin.

Teachers can also blend acrylic paints together to provide many different skin tone shades for self-portrait making. This lesson plan from Learning for Justice (formerly Teaching Tolerance) includes direction for both creating a self-portrait and having discussions about skin tones.

Another great idea comes from educator Rita Tenorio, who invites students to create "me pockets" by filling a clear, letter-sized plastic sleeve (the kind used for baseball cards) with photos, drawings and other things that help others get to know them. After everyone's me pockets are returned to the classroom, Tenorio creates a binder for them so children can look at them as if they were a book. As they look at them, children experience the cultural and linguistic diversity of their peers.

3. Prevent and Address Microaggressions with Role-Plays

Because children hear and absorb prejudices that are common in society, sometimes they will express them in the form of microaggressions. It's important to address these incidents promptly, but without shaming children. Scolding will lead to children hiding their behavior rather than unlearning biases.

Role-plays are one way to anticipate prejudicial comments that are likely to happen, as well as to respond after a microaggression has taken place.

Persona dolls (which the teacher introduces and gives a backstory to) can be used for role-plays about bias. The role-play can include lots of discussion, including what could be done differently or what a bystander could say. Since persona dolls can be expensive, it might be a good idea to ask if a parent from the class who can sew can make some. I have also printed out and laminated stock photos of children and created backstories for them as alternatives to persona dolls.

" Anti-Bias Education for Young Children and Ourselves " by Louise Derman-Sparks and Julie Olsen Edwards provides several examples of how to use persona dolls in roleplays. In one instance, a teacher introduced a doll named Lucia, who was upset because "when she drew a picture of her family - herself and her grandma - another child said to her, 'That can't be your family, 'cause there's no mommy and daddy in it!'" The teacher asked the children to name how Lucia might be feeling, and led them in a discussion about the many different forms families can take.

Role-plays with dolls or photo cards can also address incidents of bias after they happen. Before doing this, it's important to privately talk to the child who was the target of the microaggression about what happened and how they're feeling. Ask their permission before having a role-play with the class. During the roleplay, be sure to talk about feelings, as well as what other children could say if they witness a similar incident. The goal is not to shame children who have committed a microaggression, but to help all children understand why the comment was hurtful.

4. Explore the Stories of Social Justice Movements

As we talk with children about injustice, it's important to share stories of the people and movements who have worked to change these injustices. This lays a foundation for children to see that all of us, no matter our age, can find ways to speak up.

As teachers introduce children to brave leaders for justice, they can share what these people were like as kids through books. For example, " Preaching to the Chickens: The Story of Young John Lewis," written by Jabari Asim and illustrated by E.B. Lewis, describes how Congressman John Lewis learned about peacemaking and speaking up for the vulnerable as he cared for his chickens.

"Side by Side/Lado a Lado: The Story of Dolores Huerta and Cesar Chavez/La Historia de Dolores Huerta Y César Chávez," written by Monica Brown and illustrated by Joe Cepeda, shows how César Chávez and Dolores Huerta's childhoods inspired them to fight for farm workers.

Adults should also offer stories that counter the idea of a single person being the only force that changed injustices like segregation. Look for books and other materials that tell the stories of ordinary people who were part of movements for justice. " Boycott Blues: How Rosa Parks Inspired a Nation," written by Andrea Davis Pickney and illustrated by Brian Pinkney, talks about Rosa Parks and Martin Luther King's roles in the Birmingham bus boycott. However, the main focus of the story is the sacrifices of the ordinary citizens of Birmingham that made victory possible.

5. Provide Children with Opportunities to Speak Up About Bias

One of the best ways to teach children that they can challenge bias and injustice is to give them concrete opportunities to do this!

"Anti-Bias Education for Young Children and Ourselves" shares how educator Nancy Spangler provided such an opportunity to her class.

Spangler's 3 and 4-year-old class was a place where teachers and students worked hard to make everyone feel included. But one day when she pulled out a game, the teacher noticed that all the characters in the game were white.

She drew the children's attention to this and asked them if the cards "look like all the people you know?" The children said no, identifying many kinds of people who were missing from the card set.

Spangler helped the children draft a letter to the maker of the cards, where the children shared what they thought was wrong with cards. The children also used skin tone pens they already had in the classroom to recolor the existing cards so they would "look real."

More Anti-Bias Resources for Early Childhood Educators

# data[].attributes.attachment_link.title
Five Anti-Bias Education Strategies for Early Childhood Classrooms

# data[].attributes.attachment_link.description
Here are a few strategies and resources that can help you begin anti-bias education, or go deeper into it, in your classroom by incorporating messages of affirmation, fairness and empowerment into all aspects of learning.

# data[].attributes.body
Involving family and the community! What a great strategy! I chose this strategy because there is no better way to gain proper information about a religion and culture than from the family. This is a strategy for the elementary classroom.

Reference

Gulati, M. S. (2020, August 31). Five Essential Strategies to Embrace Culturally Responsive Teaching. Retrieved from Faculty Focus: https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/five-essential-strategies-to-embrace-culturally-responsive-teaching/

# data[].attributes.attachment_link.provider_name
Faculty Focus | Higher Ed Teaching & Learning

# data[].attributes.attachment_link.title
Five Essential Strategies to Embrace Culturally Responsive Teaching

# data[].attributes.attachment_link.description
The following practices provide five essential strategies for how educators can make their learning environments more culturally responsive.