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How Educators Can Counter Anti-Immigrant and Anti-Refugee Rhetoric

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How Educators Can Counter Anti-Immigrant and Anti-Refugee Rhetoric

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Target Age Group: K-12

This resource begins with a discussion of the dangers of anti-immigrant and anti-refugee rhetoric, and how it affects children in particular. Anti-immigrant and anti-refugee rhetoric can, unfortunately, be easily absorbed and internalized by students, and this resource describes how educators can work to counter hateful speech and develop anti-bias classrooms. The resource provides several lesson plans and activity ideas for respectfully introducing the concepts of immigration, migration, and asylum-seeking into the classroom. The activities provided, which come from such sources as Teaching Tolerance, the United Nations, and the Anti-Defamation League, give teachers a good starting point for teaching the history of human migration and the importance of showing empathy to immigrants and refugees. Finally, the resource gives educators information on how to get involved in advocacy outside the classroom.

Dillard, C. (2018). How educators can counter anti-immigrant and anti-refugee rhetoric. EducationWeek. https://www.edweek.org/leadership/opinion-how-educators-can-counter-anti-immigrant-and-anti-refugee-rhetoric/2018/12

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Editor's note: There is currently a lot of controversy about and hateful rhetoric directed at immigrants and refugees. Today is International Migrants Day, so Teaching Tolerance staff writer Coshandra Dillard shares strategies and resources for educating youth about the immigrant and refugee experience and countering the negative rhetoric.
With each passing day, our society witnesses escalating hate directed toward immigrants and refugees seeking asylum in the United States. Countering this rhetoric, which negatively influences everyone-including impressionable students-may seem like a daunting task. But we must address it for many reasons, not the least of which is: Educating young people to be empathetic and to respect the rights of all humans is significantly easier than addressing hate and bias later.

Hateful rhetoric has always festered in American schools; in the era of social media, these incidents commonly reach news outlets before school administrators address them and turn them into teaching moments. Educators can be proactive in preventing hate by promoting human rights and teaching about a diversity of cultures in the curricula and beyond the classroom.

Perhaps the most troubling consequence of anti-immigrant rhetoric is its effect on the tiniest and most vulnerable people. According to a new report published in the Journal of Epidemiology and Community Health, anti-immigrant rhetoric produced stressors that may have contributed to an increase in preterm births among immigrant, Hispanic, and Muslim populations-all targets of President Donald Trump.

Trump's presidency has contributed to the recent wave of anti-immigrant sentiment. People are even evoking his name when committing hate crimes or using hate speech, according to Documenting Hate, a project of ProPublica and Reveal. The project has tracked more than 300 reports of people using Trump's name in hate speech since it began tracking in January 2017. So, it's no surprise that the Trump administration's divisive, anti-global, and anti-diversity stances have resulted in young people, and even some educators, following suit.

Teaching Tolerance compiles reports monthly on the state of hate in schools. They include incidents of Latinx students being subjected to chants of "Build the wall!" at school, as well as deportation taunts and jokes, explicit threats, and outright hostility aimed at both young people and their families.

While changing attitudes about immigration are certainly at play, educators must also look carefully at what, and when, their students learn about human migration. The movement of people is the story of the world, and it affects everyone. The UN Refugee Agency figures show that 1 in every 110 people globally is either an asylum-seeker or a refugee. That means there are more than 25 million refugees, 3.1 million asylum-seekers across the globe, and 40 million who are displaced internally in the United States.

It's also vital that we all-especially young people-know and understand Article 14 of the Universal Declaration of Human Rights, which says, "Everyone has the right to seek and to enjoy in other countries asylum from persecution."

THE CURRICULUM

When students hear false, hateful rhetoric directed at immigrants and refugees, they will either believe it, question it, or absorb it as a message directed at them. By teaching students about America's long and complex immigration story-including how groups of people move around the world to seek better lives-we establish an environment more conducive to effective, reasoned dialogue around this narrative.
Preparing
Fear of "the other" is often at the root of hate. Educators must first educate themselves about issues so that they are better advocates inside and outside of the classroom. Then, they can teach about, celebrate, and engage in dialogue about the experiences of various groups of people.It begins with setting classroom expectations and facilitating respectful conversations. Using Teaching Tolerance's Civil Discourse in the Classroom, educators can provide students with tools to engage in controversial issues competently and respectfully.

The following resources support discussions about immigration to bust the myths students may be hearing and help students consider the perspectives of people of all backgrounds:
Diving In
Once educators have established an environment where students understand and can discuss the value of diversity, educators can dig into the actual issues to better understand and critique the rhetoric they'll hear inside and outside of the classroom.

Consider these three steps:

Teach the basics. Who are refugees, immigrants, and asylum-seekers? It may be easy for students to confuse these terms. Have students define the terms and allow time to discuss what each term means in different parts of the world. The U.N. Refugee Agency provides resources to teach the basics to students of all ages. Educators can stimulate productive discussions in class by using resources from the American Federation of Teachers and Share My Lessons.

Examine history. Human migration has always been a continuous flow of movement around the globe for different reasons, whether due to war, famine, or lack of economic opportunities. Show how U.S. immigration policies evolved and were developed to exclude certain groups of people. An Educator's Guide to the Immigration Debate is a great place to start. The Global Oneness Project also has a lesson plan called " A Refugee's Story."

Emphasize empathy. Encourage students to put themselves in someone else's shoes. Educators should model that behavior as well. Begin with surveying students and then provide an activity that helps students become more conscious of other people's feelings. At a fundamental level, we must instill in youth that they should recognize everyone's humanity. One way to do this is to give students the opportunity to read texts written by immigrants and refugees.

BEYOND THE CLASSROOM

Countering anti-immigrant and anti-refugee rhetoric takes more than classroom conversations. Educators who are devoted to social justice are in a good position to turn history lessons into real action that make a difference in their classroom-and outside of it.

Try these three steps:

Advocate for district policies that protect immigrant students. Lobby school officials to create resolutions and plans that safeguard students who are victims of hate rhetoric or subjected to unjust immigration policies.

Advocate for immigrant and other marginalized communities. If your school has no immigrants or lacks diversity, join groups that provide support to immigration and refugee efforts and lend your voice.

Provide social and emotional support to immigrant students and their families. For example, Teaching Tolerance developed a comprehensive resource, This Is Not a Drill, for educators who want to stand with vulnerable communities.

Even if your school doesn't serve a large immigrant population, you should still make a concerted effort to debunk myths, teach about various experiences, and encourage students to be more empathetic. Many schools have district-level diversity officers who can support this work.

And, finally, no matter the makeup of a school, explore topics beyond race, ethnicity, and immigration, such as ability, religion, class, sexual orientation, and gender. Engaging a wide range of topics about diversity helps foster a more inclusive environment for all students, no matter what their identity or background.
Follow Coshandra, Teaching Tolerance, Heather, and the Center for Global Education on Twitter. Image created on Pablo.

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How Educators Can Counter Anti-Immigrant and Anti-Refugee Rhetoric (Opinion)

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Editor's note: There is currently a lot of controversy about and hateful rhetoric directed at immigrants and refugees. Today is International Migrants Day, so Teaching Tolerance staff writer Coshandra Dillard shares strategies and resources for educating youth about the immigrant and refugee experience and countering the negative rhetoric.

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How Should I Talk About Race in My Mostly White Classroom?

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How Should I Talk About Race in My Mostly White Classroom?

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Target Age Group: Middle/High School

Talking about and confronting racial bias are important elements of a culturally responsive classroom; however, some teachers may be hesitant to approach the subject of racial bias in a classroom of all or mostly white students. This resource explains why it is important to confront racial bias in all classrooms, and how to introduce the topic to a classroom of all or mostly white students. In this resource, the author explains how to create a safe space for having conversations about racial bias and privilege, gives specific ways to define topics about racial bias and discrimination, and provides information about connecting the issue of racial bias to activism and social justice work.

Anti-Defamation League (n.d.). How should I talk about race in my mostly white classroom? https://www.adl.org/education/resources/tools-and-strategies/how-should-i-talk-about-race-in-my-mostly-white-classroom

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Race and racism are important topics to bring into your classroom. Because race is part of our public conversation and integrated into so many aspects of our world, young people want to and should be part of that conversation, no matter their race. White students in predominantly white classrooms should be discussing race for those reasons and because they are members of a multicultural society and world. Sometimes teachers feel reluctant to raise the topic of race especially if they are teaching in an all or predominantly white community. Teachers may be concerned that students bring their own assumptions and stereotypes, will hold back for fear of saying the "wrong" thing or bias will emerge and will be hard to facilitate and contain. Also, teachers may fear pushback from administrators and parents who feel they shouldn't talk about it at all.

Below are tips and strategies to consider when teaching predominantly white students about race and racism.

1. Set up group guidelines.

Students, and in particular white students, sometimes don't participate in discussions about race because they feel inadequate, worry they'll be mocked, are embarrassed by their lack of knowledge or concerned that strong feelings will arise. Many may think the topic isn't relevant to them. When engaging in any conversations about tough topics, it is critical to set up group guidelines or agreements to promote a classroom environment that is safe and respectful. Do this collaboratively with students and make sure that the following areas are discussed: listening and interrupting, how to deal with strong emotions, establishing trust, confidentiality, sharing "air time" and dealing with differences or disagreements. Further, from the beginning establish an environment that allows for mistakes. Because we are products of a biased society, students may not be cognizant that everyone has biases and holds stereotypes. This should be explained to them explicitly. Assume good will and convey to students that they should do the same. Find ways to inspire students to challenge themselves and their assumptions by asking open-ended questions.

2. Help students accept discomfort and uncertainty.

A safe learning environment doesn't mean you and your students will or should be comfortable with every discussion. Be prepared for these conversations to potentially be messy and complicated. They may not end as you expect they will. You can remind yourself of this and share that understanding with your students so you manage everyone's expectations. It is helpful to remember and share with students that often deep learning, the kind that is lasting and long-term, comes when things are uncomfortable or "sticky" and you are able to work through those things. That's the "aha" or epiphany moment. It may also be helpful to explain to students that often when things are complicated or when there is a conflict, if things are handled well, there can be a higher understanding or improved relationships on the other side.

3. Clarify that the goal is not to be "colorblind."

The goal of teaching about race and racism is to help students understand the historical context and current manifestations of racism in the U.S. There are many white people who believe the best way to eliminate racism is to not talk about it and not notice racial differences at all (i.e. be "colorblind"). They may want to tell young people not to notice differences because they conflate noticing differences with having bias. It may also be a way to avoid dealing with discussions of race because they are uncomfortable. It is completely natural to notice race and other physical characteristics; telling children not to see it is incorrect and confusing. Let students know that noticing differences does not promote bias-judging and discriminating based on race does. Further, it's important to acknowledge that white is a racial identity and even explore with students what being white means to them. You may also want to share with parents that you are talking about these issues because some white parents may believe that talking about race makes them or their children racist.

4. Acknowledge that learning about race and racism is a process.

It is often the case that white people who have always been in the majority do not think about their own racial identity the way that people of color often do. Recognize that learning about race and racism is a process because many white students may not have had the opportunity to reflect on and discuss it. They will come with bias and misinformation, as we all do, and it will take time for them to develop their own understanding and insights. Make it clear that this can be a lifelong process and that one is always learning, including yourself, and that you will be learning together. Introduce less complex topics at first and from the beginning, present and use accurate terminology. At the same time, don't sugarcoat or simplify language or concepts. Defining words and the language of race and bias can be one of the first things you do which can include differentiating prejudice, bias, discrimination, racism and implicit bias. In the beginning, establish the fact that we all have a race, and they are included in that. Sometimes white students think that race doesn't apply to them and includes only people of color.

5. Provide opportunities to learn about others and foster empathy.

Regardless of whether or not the racial diversity of our larger society is represented in your school, it is important to bring diverse voices and perspectives into the classroom in other ways besides personal sharing. This is particularly true if you have a predominantly white school and you are talking about race. Use children's books, short videos, movies, literature, stories by teens, or arrange for a video chat to expose students to other voices on race as this fifth grade teacher did. As the goal is to dispel stereotypes-not perpetuate them-be sure to review these resources in advance. Exposing white students to people who represent different racial groups can also build empathy as they learn and better understand others' lives, experiences, perspectives and feelings.

6. Address white privilege in non-defensive ways.

The term "white privilege" is one that often produces anxiety and defensiveness among white people, including students. At the same time, if students are going to engage in conversations about race, privilege has to be on the table. The goal of a discussion about white privilege is not to make anyone feel guilty for who they are or defensive about their lot in life. The goal should be to help students understand and analyze issues of power and privilege as they relate to racism. One way to start the conversation is to talk with students about the ways bias manifests in institutions (i.e. discrimination). Explain that bias can impact people in two ways: by discriminating against some or advantaging others, depending on race or other aspects of identity.

Define white privilege as: "unearned and often unseen or unrecognized advantages, benefits or rights conferred upon people based on their membership in a dominant group (e.g. white people, heterosexual people, men, able-bodied, etc.) beyond what is commonly experienced by members of the non-dominant group."

Another angle to discuss privilege is to talk with your students about the ways they feel disempowered or discriminated against as young people, often through ageism directed towards them. These can include things like not being allowed to do certain things they think they should be allowed to do; assumptions adults make about them; or discriminatory acts that target them. Students can reflect on the ways that they, as young people, lack privilege in these situations. This discussion will help them understand the concept of privilege without getting defensive and will help to foster empathy. You can then make the connection to white privilege and since you've set the groundwork, hopefully the leap to white privilege isn't too far a reach for them. It will be important to identify dominant identities (i.e. being white) because students may not accept that they have white privilege by saying they belong to another marginalized group ("but I'm gay, poor, female"). While that may be true, it doesn't erase their white identity.

7. Connect to ally behavior and engage in social justice.

As your students discuss race, some of them may be interested in addressing the racism they have learned about, both in their interpersonal relationships and in society. Helping your students understand what it means to act as an ally and learning the different ways to engage in ally behavior is an important next step. White people can act as allies by identifying racism when they see it, calling it out and challenging it in a myriad of ways. You can help to facilitate this process by giving students an opportunity to explore how to act as an ally and practice different strategies-both interpersonal or on a larger stage by getting involved in activism. There a wide variety of ways to do this including educating others, online activism, advocating for legislation, protesting, creating public awareness, etc. Convey a message of critical hope that when people work together-in the past and in modern times-they can make a difference and improve our society and world.

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How Should I Talk about Race in My Mostly White Classroom?

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Race and racism are important topics to bring into your classroom. Because race is part of our public conversation and integrated into so many aspects of our world, young people want to and should be part of that conversation, no matter their race.

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Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles

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Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles

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Target Age Group: Early Childhood

This resource begins with a vignette which raises questions about both classism and gender bias. A young student named Tate has no coat, and is told to choose a coat from a box of extra outdoor clothing. The boy picks out a fuzzy pink coat, and is almost immediately told by one teacher that it is a “girl coat”. The boy is saddened by this, but his choice is quickly reaffirmed by another teacher. The details of this interaction set the stage for the resource and its information on maintaining gender-inclusive early childhood classrooms. This resource helps teachers to understand gender concepts, and provides strategies and tools for promoting diversity and gender inclusivity within early childhood classrooms. It describes how the selection of classroom materials, literature, and communications can contribute to gender inclusive spaces. It also gives teachers guidance on how to approach these subjects with families and guardians.

Kroeger, J., Recker, A.E., and Gunn, A.C. (2019, March). Tate and the pink coat: Exploring gender and enacting anti-bias principles. Young Children (74)1. https://www.naeyc.org/resources/pubs/yc/mar2019/exploring-gender-enacting-anti-bias

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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.

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Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles

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

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Target Age Group: K-12

One important part of creating an anti-bias classroom is providing a safe and welcoming space for LGBTQ students. According to Accredited Schools Online Staff Writers (2020), “Teachers play a crucial role in supporting and advocating for LGBTQ students, ensuring they are able to learn and explore in a safe classroom space” (para. 1). Becoming an ally for LGBTQ students may be new and intimidating territory for some teachers, but Accredited Schools Online (2020) provided this helpful resource which gives educators the tools they need to become allies for their LGBTQ students. This resource includes a glossary of relevant terms, a list of LGBTQ students’ rights, strategies to confront bullying and harassment, ideas for creating inclusive curricula at all age levels, and outside resources to visit for further information.

Accredited Schools Online Staff Writers (2020). Teachers as LGBTQ allies. Accredited Schools Online. https://www.accreditedschoolsonline.org/education-teaching-degree/lgbtq-youth/

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Meet the Experts
Dr. Deb Cohan
Dr. Deb Cohan, Assistant Professor of Sociology at University of South Carolina Beaufort with a specialization in Gender Studies. Former Board of Directors member at PFLAG.
Eugene Patron
Eugene Patron serves as the communications and marketing director for the Point Foundation. He focuses on creating connections and awareness and building support for a variety of causes and communities.

Introduction

According to the National School Climate Report, 86 percent of LGBTQ youth reported being harassed at school, compared to 27 percent of students overall. School years can be challenging for all students, yet those who identify as LGBTQ often face additional pressures or concerns. Within this guide, LGBTQ students can find resources and information about support systems available to help them navigate both high school and college environments.

A Safe Place to Learn

Incidents can take many forms, including physical harassment, emotional or mental abuse, stronger violence, or discrimination. As the Internet has grown to include the use of various social media platforms, cyber bullying has become an issue. Bullying Statistics found that 42 percent of LGBTQ youth have experienced cyber bullying, a rate three times higher than other students.

There is hope to shift the tide; GLSEN found that half of all youth don't understand that discriminatory language is hurtful, nor do they realize the negative consequences their words have specifically on LGBTQ youth. A few things everyone can do to maximize support for LGBTQ teens and college students include:

Create a supportive community

1 Many schools have student or faculty-led groups that champion and empower the LGBTQ community and align them with straight allies. These groups often promote advocacy and education for the larger student body and provide an outlet for socializing, finding support and encouragement, and talking about the challenges faced on and off campus.

LGBTQ students are also encouraged to seek out mentors on their campus who can not only speak to higher administration on their behalf, but also provide a listening ear and an older voice on the challenges they commonly face.

Create a supportive school campus

2 As further statistics and research emerge about the damaging effects of LGBTQ discrimination on school campuses, many are taking an active stance against prejudiced behavior. Whether enacting policies and disciplinary protocol for those who engage in this behavior or educating all students about the importance of equal rights for all students, a number of colleges are leading the charge in shifting thought and action. These institutions often have LGBTQ offices that encourage student advocacy, alumni relations, media awareness, and faculty support. These organizations may also hose events to educate the wider campus and provide counseling services to students facing discrimination. Advocate pulled together a list of the Top 10 trans-friendly colleges in America.

Build outside resources

3 Outside of campus-based programs and offices, there are many local community and online resources that help to create more welcoming learning and living environments for LGBTQ students. Whether operating as a national organization with local chapters or an individual center, these programs will often work alongside colleges to help students find housing, employment, and healthcare services.

LGBTQ+ Resources for All Students

In addition to numerous LGBTQ organizations focused on particular age groups, many general programs and initiatives exist, which seek to bolster community, encourage positive dialog, and ultimately security greater equality. Some of the best nationally recognized initiatives are listed in this section.

CenterLink
Founded with the mission to build sustainable LGBTQ community centers, this organization now has over 200 locations in 46 states and five countries. Aside from strengthening local LGBTQ communities, the organization also provides networking, technical assistance and training, and capacity building services.

GLAAD
With a national focus on leading conversations about equality for the LGBTQ community and informing the media narrative, this organization works with news and entertainment media of all formats and communications and digital strategy outlets to ensure the public is provided with powerful stories about the LGBTQ community that advocates for greater equality.

Gay & Lesbian International Sport Association
With an international reach, GLISA brings together international sports federations, human rights organizations, associations representing sport teams, clubs from major regions, and other stakeholders to facilitate partnerships for building bridges between sports and the LGBTQ community.

Gay, Lesbian and Straight Education Network
GLSEN's mission is simple: to ensure every member of school communities feel respected, regardless of their sexual orientation. This is accomplished through educating teachers, students and the public about the common pressures faced by LGBTQ students and working to remove barriers to success.

Get Equal
GE focuses on equipping the LGBTQ community and their allies to fight against inequalities and to push for progressive change. Whether organizing direct action efforts, hosting local community meetings, training members in tactics of direct action or providing professional consulting, the organization is committed to continuously fighting for equality.

Human Rights Campaign
HRC is the largest organization fighting for the civil rights of lesbian, gay, bisexual and transgender Americans. The organization currently has over 1.5 million members, all focused on making true equality for all possible. The organization has a number of research publications outlining equality indexes on areas such as healthcare, employers, states and corporations.

Matthew Shepard Foundation
By erasing hate and building compassionate and accepting communities, the Matthew Shepard Foundation hopes to empower LGBTQ individuals to challenge and address discriminatory behavior in their schools, neighborhoods and homes.

National Center for Transgender Equality
Identifying as America's premier social justice advocacy organization for transgender individuals, NCTE works at the federal, state and local levels to leverage political capital and change laws encouraging discriminatory behavior. The organization has a particularly helpful "Know Your Rights" section of their website with information on housing, healthcare, employment, and more.

National Gay & Lesbian Task Force
Since 1973, NGLTF has focused on building the political capital of the LGBTQ community through activist training, advancing pro-LGBT legislation and raising the profile of LGBTQ interests and causes. The organization is also an excellent resource for learning about the beliefs and platforms of those running for public office in regards to LGBTQ interests.

PFLAG
Through support, education and advocacy efforts, PFLAG seeks to unite the LGBTQ community with friends, families and allies. By doing so, the organization hopes to further equality efforts and lessen discriminatory practices. Currently, there are more than 350 chapters and over 200,000 members.

TransYouth Family Allies
TYFA is focused on supporting children and families to create support systems offering encouragement and acceptance regardless of sexual orientation. Main areas of work include educating the public about discrimination, working to eliminate oppression and violence, and forming alliances to ensure support services are in place for LGBTQ individuals.

The organization has a number of outreach initiatives and resources to accomplish this mission.

LGBTQ+ Teens

Research has shown that LGBTQ students, no matter their level of education, have historically faced higher levels of discrimination than their straight peers. These numbers tend to be at their highest during the middle and high school years. A groundbreaking report by the Human Rights Campaign found that LGBTQ youth are twice as likely to have been physically assaulted, kicked or shoved at school. Meanwhile, 92 percent of LGBTQ students say they hear negative messages about being LGBTQ. Top sources for negative comments include school, the Internet and fellow students.

No student should ever have to experience discrimination or negative behavior, regardless of their sexual orientation. This becomes increasingly important as students start thinking about post-secondary options. A recent report found that nearly 14 percent of LGBTQ students who receive frequent verbal harassment decide not to go to college. Fortunately, many people believe this and countless organizations are working on behalf of LGBTQ teens to ensure these behaviors are eradicated over time. It's working: 77 percent of LGBTQ youth said they know things will get better. Below, students and their allies can find helpful resources and information to support them through these years.

The Attic Youth Center
This Philadelphia-based organization is an excellent example of how LGBTQ youth centers can empower and inspire local teens that identify as lesbian, gay, bisexual, transgender, or questioning. Some of the services offered include life skills, mental health counseling, supportive programs, community engagement, and social activities. AYC also provides a number of resources at both the local and national level.

Gay Straight Alliance Networks
GSAs are student run clubs operating in both high school and middle schools that provide support, socialization, and activism activities for LGBTQ youth. The overarching goal is to fight against homophobia and transphobia; providing leadership and activist training for group members and encouraging them to advocate for nondiscriminatory policies and greater equality accomplishes this.

International Lesbian, Gay, Bisexual, Transgender, and Queer Youth and Student Organization
IGLYO is an internationally focused advocacy and activism organization focused on representing the interests of LGBTQ youth. To accomplish this mission, the organization hosts conferences, provides educational materials, and offers the general public many opportunities to get involved.

It Gets Better Project
The mission of the IGB Project is to give LGBT youth across the world hope that things do get better. In response to raised incidents of students committing suicide after being bullied in school, syndicated columnist Dan Savage created the organization to provide both inspiration and resources, including pledges and educational videos.

The Trevor Project
With suicide rates noticeably higher among LGBTQ youth than their straight peers, the mission of The Trevor Project is incredibly important. By providing a 24/7-crisis intervention service, online community, and educational programs, the organization seeks to be both life saving and life-affirming.

YouthPride
Since 2009, this organization has prevented 151 LGBTQ youth suicides through innovative programming and excellent resources. Whether offering daily after school activities or support and discussion groups, the Atlanta-based organization engages youth and empowers them to advocate for themselves. The organization also provides counseling and free HIV testing.

Local LGBTQ+ Centers

In addition to the larger organizations listed above, there are various LGBTQ Centers focused on serving local communities. Whether offering afterschool programs, counseling, mentoring, empowerment services or advocacy initiatives, these organizations provide crucial care at a pivotal time. These centers also frequently work with local schools to help create safer places for LGBTQ students to learn. Before visiting a center, students may have questions about their services. Some of these may include:

Create a supportive community

Many schools have student or faculty-led groups that champion and empower the LGBTQ community and align them with straight allies. These groups often promote advocacy and education for the larger student body and provide an outlet for socializing, finding support and encouragement, and talking about the challenges faced on and off campus. LGBTQ students are also encouraged to seek out mentors on their campus who can not only speak to higher administration on their behalf, but also provide a listening ear and an older voice on the challenges they commonly face.

Create a supportive school campus

As further statistics and research emerge about the damaging effects of LGBTQ discrimination on school campuses, many are taking an active stance against prejudiced behavior. Whether enacting policies and disciplinary protocol for those who engage in this behavior or educating all students about the importance of equal rights for all students, a number of colleges are leading the charge in shifting thought and action. These institutions often have LGBTQ offices that encourage student advocacy, alumni relations, media awareness, and faculty support. These organizations may also hose events to educate the wider campus and provide counseling services to students facing discrimination. Advocate pulled together a list of the Top 10 trans-friendly colleges in America.

Build outside resources

Outside of campus-based programs and offices, there are many local community and online resources that help to create more welcoming learning and living environments for LGBTQ students. Whether operating as a national organization with local chapters or an individual center, these programs will often work alongside colleges to help students find housing, employment, and healthcare services.

INTERVIEW

with Expert DR. DEB COHAN

Dr. Deb Cohan, Assistant Professor of Sociology at University of South Carolina Beaufort with a specialization in Gender Studies. Former Board of Directors member at PFLAG.

Because of the social change work of tireless LGBTQ activists and their straight allies, we are living at a time that is most ripe and ready for conversation.� Ask questions, get curious, share your curiosity, and be prepared to be surprised as to how and where you might find allies. Also, seek out the GSA at your school, and look into your local PFLAG organization. In this day and age of social media, you will also find support in chat rooms and on websites with people living across the globe. With that said, think globally and act locally and keep up your involvement in your own community.

Do not be afraid to seek counseling so you have a safe, open, and trustworthy space to talk with a trained therapist, preferably one who specifies that s/he is friendly to these issues.

Be sure to tell your doctor if you can so your health issues can be addressed holistically.

Self-loathing, isolation, self-injury, and suicidal thoughts are sadly common among high schoolers and college students and especially so among LGBTQ youth.

Teachers and professors can assign reading by some of the great LGBTQ writers of our time. Some write about LGBTQ identity while others write about other subject matter. Often, these are great springboards for discussion on intersectionality and the connections between gender, sexuality, race, and class.

Teachers and professors can also host film screenings and invite guest speakers who highlight these issues from their own personal and professional experiences; these activities must be followed by spirited, lively, open and honest discussions. I do this all the time in my own classrooms. It not only creates a safe space for LGBTQ students but it creates expansive space for straight students. I have had a number of students tell me that after my class, they would be okay if they have a child who is gay-this is hugely transformative considering that they entered the class admittedly homophobic.

LGBTQ+ College Students

In addition to balancing coursework, navigating new social situations and possibly trying to work during their studies, LGBTQ college students may encounter unique challenges while undertaking their education. The National Gay and Lesbian Task Force found that one in five college students fear for their physical safety due to their gender identity or sexual orientation. The good news is that many colleges across the nation are actively fighting to end discrimination on-campus and engender a spirit of acceptance and respect among all students, faculty and staff members.

The Campus Pride Index

Founded in 2001, Campus Pride has becoming the leading national organization for promoting safe college environments by developing student leaders and campus groups. What once started as an online community and center has now grown into a massive effort that has taken root on college campuses across the nation.

One of the most significant resources provided by the organization is the LGBTQ-Friendly Campus Pride Index. This guide is used to measure LGBTQ qualify of life across college and university campuses and promote better practices and open dialog. It also helps postsecondary institutions become more LGBTQ-friendly. According to the organization, "LGBTQ-friendly" describes a learning environment that is inclusive, welcoming and respectful for all lesbian, gay, bisexual, transgender and queer people.

The Index has identified eight factors contributing to an overall LGBTQ-friendly college environment:
8 Factors Contributing to an Overall LGBTQ-Friendly College Environment
Curricula & Courses: LGBTQ-Inclusive Academics

Aside from LGBTQ Centers and student-led groups, colleges and universities can promote LGBTQ awareness and acceptance through academics, as well. Some of the best practices include:

1 Create inclusive lesson plans with positive examples of notable LGBTQ leaders. Fordham University provides an excellent resource to all faculty members that outlines LGBTQ teaching recommendations. Some of their suggestions include:

Challenge heterosexist assumptions

Don't use us/them terminology; be inclusive

Use LGBTQ writers, academics, scientists, and business leaders as examples of positive contributions throughout the course.

Increase the visibility of LGBTQ role models and allies

Make all students, regardless of sexual orientation, feel valued

2 Offer degree programs covering gender, sexuality, diversity, and queer history and culture. A number of schools have courses and degrees that explore the spectrum of human sexuality. Some of the most interesting include:
Majors

Feminist Studies

LGBTQ Studies

Queer Studies

Psychology with an concentration in LGBTQ Studies

Individual Courses

Multidisciplinary approaches to LGBTQ Health

Socio-cultural and historical dimensions of the LGBTQ community

Queer theory

Sex and gender in cross-cultural perspective

The sexual politics of religion

Key College Resources for LGBTQ+ Students

Aside from academic inclusion of LGBTQ topics and positive perspectives, many campuses have various other types of support systems available for LGBTQ students. Some of these include:
LGBTQ Resource Centers
Because LGBTQ students can often face unique challenges, they need unique support and resources. Colleges and universities throughout the nation now often have centers dedicated specifically to LGBTQ needs. Students can find a safe place to locate resources, support, information, and care. In addition to direct services, these departments often host various campus events to foster community, promote education of LGBTQ topics, and promote health and wellness for all students.
Online Social Media and Discussion Resources
Today's students constantly use the Internet in a variety of ways. Universities have picked up on this trend and many now offer online forums for discussion and support, and the latest information on current news and issues within the LGBTQ community. In most cases, these forums are private and can only be accessed with proper and valid school logins.
Faculty and Staff Education Programs
Academics lead the charge in ensuring all students, regardless of sexual orientation, feel safe, valued and empowered in their classrooms. Universities now offer training and many resources to ensure faculty and staff are well-informed about inclusion of LGBTQ topics and are sensitive to discrimination.
LGBTQ Campus Events
Campus wide events deigned to celebrate and empower LGBTQ students and their allies are a great way to educate the larger campus community about LGBTQ interests. Many LGBTQ Resource Centers will host a variety of events throughout the school year. George Mason University provides a great example of a rotating event schedule. Some of their upcoming events include Pride Week, National Coming Out Day and Safe Zone Training. The school also hosts book reading groups from LGBTQ authors and scholarships for LGBTQ students.
Special On-Campus or Campus-Sponsored Housing Issues
Students have enough on their plates without worrying about feeling comfortable in their living space. Many universities provide options specifically designated for LGBTQ students, be they shared dormitory rooms, suite-style apartments, or gender-neutral accommodations. Numerous schools have also begun creating all gender bathroom facilities to ensure further inclusivity.

Other Online Resources

LGBTQ students have enough on their plates navigating the usual pressures of college life without having to worry about feeling safe or discriminated against. Resources and organizations aimed at LGBTQ college students are crucial for educating, informing, advocating, and providing resources. Some of the best organizations serving LGBTQ college students and their allies are listed below:

Delta Lambda Phi Fraternity
The DLP Fraternity was established for gay, bisexual, transgender and questioning men in 1986. Today, the Greek life organization has over 30 chapters spread throughout the country. The chapters seek to form bonds of brotherhood within a decidedly nontraditional group, offering opportunities to lead, grow, and form lifelong friendships.

Gamma Rho Lambda Sorority
Established as the first national lesbian sorority, today this Greek life organization strives to be inclusive of all members, regardless of their sexual orientation. The enduring focus is on creating a sisterhood built on truth in tolerance, knowledge through diversity, bonds of unity, and strength in trust.

Consortium of Higher Education LGBT Resource Professionals
Since 1997, this organization has been working with colleges and educators across the nation to create learning environments where LGBTQ students have equality in all respects. Whether supporting academics or developing inclusive curriculum, the organization advocates on behalf of students by educating faculty and staff.

Reaching Out
Reaching Out MBA was created specifically for LGBTQ students pursuing Master's in Business Administration as a way of empowering and supporting them in their studies and as they enter the professional world. With a mission of inspiring these students to lead the way in equality, the organization educates students about the challenges and opportunities of being an LGBTQ MBA student, inspires them to be leaders, and builds connections among other LGBTQ MBA students.

The Point Foundation
The Point Foundation operates as a national LGBTQ scholarship fund, helping LGBTQ students achieve their academic and leadership potential regardless of obstacles. The biggest obstacle this organization seeks to remove is concern about financing a college education. Students with financial need who can demonstrate their aspiration to make a significant impact on society can truly benefit from the work of this organization.

The Gender & Sexuality Action Committee
Operating under the umbrella of the American Medical Student Association, GSEC seeks to assure equal access to both medical care and education. The organization aspires to be a leader on issues affecting the health of women, intersex and LGBT communities. This goal is accomplished through providing support initiatives, working with legislators to improve police, advocating for patients and students, and providing safe and supportive environments and leadership opportunities for physicians-in-training.

INTERVIEW

with Expert EUGENE PATRON The Point Foundation

College today is a challenging expense for all students, but in surveying LGBTQ applicants for Point Foundation scholarships nearly half say they lack family support to help them pay for college. LGBTQ students estranged from their families may have a hard time filling out FAFSA ® �if they cannot get their parents to supply pertinent information. (Thankfully, recognizing this challenge, the U.S. Department of Education has taken some important steps to make this somewhat easier in recent years).

LGBTQ students are very much in need of professional role models. They have never met openly LGBTQ doctors, entrepreneurs, scientists, or other professionals. Many LGBTQ students wonder if they choose to follow their interests and study their academic discipline of choice, can they be out to their peers and their professor?

Point alumni who have gone on to teach at colleges and universities stress the importance of faculty being out on campus and accessible to LGBTQ students. LGBTQ faculty interacting with LGBTQ students inside and outside of the classroom - having lunch with LGBTQ students, being an adviser to LGBTQ student groups - helps LGBTQ students by modeling for them how they too can integrate themselves into campus life. It's important for LGBTQ faculty to identify and encourage faculty allies - including straight peers - who can help make the campus community welcoming for LGBTQ students.

Point Foundation is a supporter of the Tyler Clementi Higher Education Anti-Harassment Act, which would require colleges to create and distribute an anti-harassment policy to all students and employees, including prospective students and employees upon request. More information on this proposed federal legislation can be found� here.

According to Lambda Legal, nearly one-third of LGBTQ students drop out of high school, three times the national average. Just by getting through high school, LGBTQ students should take pride in their accomplishment!

LGBTQ high school students should try and participate in Campus Pride's LGBTQ College Fairs, where they can learn about colleges that actively seek applications from LGBTQ students. Campus Pride and other organizations also provide annual rankings of how LGBTQ-friendly different schools are. Even after considering these rankings, it is important for LGBTQ students to remind themselves that they can find LGBTQ peers and allies on most campuses today. Students shouldn't hold themselves back from attending the school of their choice because they are LGBTQ.

Scholarships for LGBTQ+ Students

In addition to countless general scholarships, LGBTQ students have numerous funding opportunities offered by leading civil rights and advocacy organizations focused on eradicating sexual orientation discrimination. Some of the top LGBTQ-specific scholarships available include:

The Pride Foundation

Varies

January 11

This scholarship awards LGBT students and their allies who have demonstrably contributed to the LGBTQ community. It is open to both undergraduate and graduate students hailing from Alaska, Idaho, Montana, Oregon, and Washington

The League Foundation

$1,500 - $2,500

April

Students qualified to receive this funding must graduating high school students who plan on attending a college, university or trade school. As part of the application process, students will need to complete an application and two personal essays.

The Point Foundation

Varies

January 20

LGBTQ students who aspire to be leaders in their communities and in the fight for equal rights are excellent candidates for this scholarship. Selection criteria is made on "last provider" basis, meaning this scholarship fills the gap in funding not provided by other sources.

PFLAG

$1,000 - $5,000

April 30

PFLAG awards these scholarships to graduating high school seniors who self identify as members of the LGBTQ community or as an ally. Students must also demonstrate previous commitment to furthering equality via programs, projects or activities within their high schools or communities.

Gamma Mu Foundation

$1,000 - $2,500

March 31

Gay men under the age of 35 may apply for Gamma Mu's scholarship, including those in both undergraduate and postgraduate degree programs. Preference will be giving to students who come from or plan to attend college in a rural area; who have overcome discrimination; who demonstrate leadership qualities; and who have a history of strong academic performance.

Live Out Loud

$5,000

March 4

LGBTQ students demonstrating leadership and ambition are able to apply to this scholarship, providing they are also high school seniors living in New York, New Jersey or Connecticut. Students will complete an information form and six essays as part of their application.

The Queer Foundation

$1,000

February 14

High School seniors may apply for this scholarship, which is awarded on the basis of an English essay competition. Students must compose an essay focused on queer theory or related topics, such as queer medical, legal or social issues.

The Stonewall Foundation

Up to $12,500

August 20

This scholarship was created specifically for immigrant LGBTQI students enrolled in a New York City-based university to provide economic stability in an unfamiliar environment. Students must be full-time and should have completed at least one academic year at the time of their application.

The Association of LGBT Journalists

$2,500

July 31

This scholarship was named after notable painter Bob Ross, who was a strong advocate for LGBT and AIDS rights. Students eligible to receive this award must be enrolled in a journalism or related degree program at a Northern California institution. Students who are from Northern California but attending elsewhere may also apply.

American Psychological Foundation

$15,000

November 1

Students completing empirical and applied research focused on LGBT family psychology and/or therapy may apply for this scholarship, provided they are currently completing advanced graduate coursework. They must also be endorsed by their supervising professor and have a demonstrated commitment to working within LGBT family issues.

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LGBTQ+ Student Resources & Support | Accredited Schools Online

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Bullying Statistics found that 42% of LGBTQ youth have experienced cyber bullying, a rate 3x higher than other students. Here are a few things everyone can do to maximize support for LGBTQ teens and college students.

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19 Children's Books that Challenge Gender Stereotypes

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19 Children's Books that Challenge Gender Stereotypes

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Target Age Group: Early Childhood/Adolescent

When building a culturally responsive, anti-bias classroom, it is important for educators to look at the literature being promoted and shared with students and whether it challenges or contributes to bias and discrimination. This resource provides a list of children’s books which confront gender stereotypes and gender bias. The list of books, which also promote racial and ethnic diversity and inclusion, approach such topics as gender stereotyping, gender roles, and gender identity. While some of the titles face gender issues directly, others confront gender bias by subtly having characters challenge gender stereotypes. The resource provides a brief synopsis, the intended age range, and suggested uses for each book.

Gienapp, R. (2020). 19 Children’s books that defy gender stereotypes. https://www.rebekahgienapp.com/gender-stereotypes/

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Last summer, in my church's , we talked a lot about gender. It was so interesting to watch the ways that the kids both challenged gender stereotypes and reflected the ones they'd learned from society.

Reading good books together is a wonderful way to defy stereotypes of all kinds. In our house, there's no such thing as a "girl book" or a "boy book." We also talk about how there are more than two genders. My kiddo knows that some folks ask us to use they/them pronouns because that best expresses who they are.

This post shares 19 of the best children's books (both picture books and chapter books) that help children unlearn gender stereotypes. Some address gender head on, while many of them quietly challenge notions about what it means to be masculine or feminine.

Disclosure: For your convenience, this post includes affiliate links. If you purchase items through these links, I may earn a small commission at no additional cost to you. You can read my full disclosure policy here.
Picture books that challenge gender stereotypes

My Friend Robot by Sunny Scribens, Hui Skipp, and Norma Jean Wright

In this fun-filled singalong book, kids build a treehouse with the help of their new robot, just built by the young Black girl who leads the group. Along the way, young children learn a lot about simple machines and how they are all around us.

The book includes a CD with different versions of the song, which is sung to the tune of "London Bridge is Falling Down." Whenever I've used this book with preschool and kindergarten groups, it's been a big hit! (Recommended for ages 3 - 7)

Jabari Jumps by Gaia Cornwall

So often, adults encourage boys to suppress their feelings. This is one of the earliest ways that children learn gender stereotypes.

When Jabari arrives at the pool, he announces to his Dad that he's going to jump off the diving board for the first time. Jabari assures his Dad that he's not scared at all, but his body language says otherwise. His father sensitively offers Jabari tools to overcome his fear, while also letting him know that it's okay if it doesn't want to jump. (Recommended for ages 3 - 7)

Think tattoos are about being a tough guy? This tender conversation a father has with his young son will change your mind.

With tattoos that remind Dad of his favorite childhood book, to the words "be kind" that his own father used to tell him, each tattoo has a meaningful story. While some of the tattoos are elaborate, it's the simplest one that the little boy loves the most. (Recommended for ages 3 - 7)

Barefoot Books Children of the World by Tessa Strickland, Kate DePalma, and David Dean
Purchase from Barefoot Books
Primarily through its detailed illustrations of children at play, this book challenges stereotypes about whether activities, interests, and clothes can be defined by gender. There are also many children pictured who have a disability, as well as families with a number of different structures.

I can think of few other books that do such a beautiful and subtle job of celebrating the diversity of our world, while also helping children identify what we have in common as people. The illustrations are simply gorgeous, and children will love poring over them! (Recommended for ages 4 - 8)

Elena's Serenade by Campbell Geeslin and Ana Juan

Elena longs to be a glassblower who makes magical creations like her father. But her father thinks she's too little, and "besides, who ever heard of a girl glassblower?" Elena's brother Pedro tells her she should travel to Monterrey, where all the best glassblowers work.

Dressing herself as a boy, Elena sets out on her journey. When she blows on her pipe to pass the time, she discovers she can make amazing music that enchants the animals she encounters. When she arrives in Monterrey, she is in for an even more amazing surprise about what her serenades can create. (Recommended for ages 4 - 8).

Morris loves doing many things at school: painting, doing puzzles, and singing the loudest at circle time. But his favorite thing is to put on the tangerine dress in the dress-up corner. Its color reminds him of tigers, the sun, and his mother's hair. He loves the swish and crinkle noises the dress makes when he walks.

His classmate Becky tries to pull the dress off of him, insisting that boys can't wear dresses. The other boys won't let him ride in their cardboard spaceship because "astronauts don't wear dresses." After a few days of this, Morris doesn't feel so good. His mom lets him stay home from school. At home, he imagines going on a space safari while wearing the tangerine dress. When Morris goes back to school, he's ready to be just who he wants to be, and play how he wants to play. (Recommended for ages 4 - 8)

The Boy Who Grew Flowers by Jen Wojtowicz and Steve Adams
Purchase from Barefoot Books
Rink Bowagon comes from a family of folks who have strange talents, and his classmates keep away from him. But no one knows about his own special gift. He sprouts flowers all over his body whenever the moon is full. What will happen when Rink has the chance to use his special talents to help a newcomer to town?

This book is one of my favorites about sensitive, gentle boys. (Recommended for ages 4 - 8)

Drawn Together by Minh Lê and Dan Santat

The first time I spotted this title at the bookstore, its stunning art called out to me!

It's often hard for grandsons and grandfathers to connect with each other. That's especially true for a Vietnamese American boy who doesn't speak the same language as his grandfather. At first it seems like the day will be a total bust, with the two alternating between boredom and frustration that they can't communicate. But when they discover a shared love telling stories through drawing, everything changes.

Though this is a picture book, it will appeal to kids who love graphic novels too. (#ownvoices, recommended for ages 4 - 8)

When Aidan Became a Brother by Kyle Lukoff and Kaylani Juanita

The first few years of Aidan's life, he often felt misunderstood. People thought he was a girl, but Aidan knew he was a boy. Eventually, Aidan and his parents figured out just what kind of boy he was, and what made him happy.

So when his parents tell him that Mom is going to have a baby, Aidan knows his job as a big brother is to make sure the baby feels understood. But when the time comes for the baby to arrive, Aidan starts to worry. What if the baby doesn't like the clothes and the nursery decorations he helped to choose? With his parents' support, he starts to understand that being a good big brother doesn't have to mean doing everything right. (#ownvoices, recommended for ages 5 - 9)

In the years leading up to the space race between the United States and the USSR, "computers" were people who did high level math problems. This engaging picture book tells kids about four Black women leaders whose math skills kept countless pilots and astronauts safe during their missions.

Young readers will also learn how Dorothy Vaughan, Mary Jackson, Katherine Johnson, and Christine Darden had to push repeatedly to break through racial and gender barriers. For example, Johnson wanted to go to research meetings with the other experts on her team. Her boss refused, saying that women couldn't attend. But Johnson's dogged persistence eventually won her entry.

Mary Jackson wanted to become an engineer, but officials at aeronautics lab said it was impossible. She would need to take high level math classes at a school Blacks weren't allowed to attend. Jackson persisted, and became the first African American woman engineer in the lab. (#ownvoices, recommended for ages 5 to 10)

Thunder Rose by Jerdine Nolen and Kadir Nelson

From the moment Rose was born, she was powerful. The first child born "free and easy" in her family, she immediately captures a bolt of lightening and sets it on her shoulders. She even chooses her own name, announcing that she's "right partial to the name Rose."

Like many heroines, Rose is beautiful and has a sweet spirit. But it's also quite clear during her heroic feats that match any tall tales that she is "full of lightening and thunder." Not only does this book challenge gender stereotypes about girls and strength; it's also an incredibly fun read! (#ownvoices, recommended for ages 6 - 10)

When We Love Someone, We Sing to Them/Cuando Amamos Cantamos by Ernesto Javier Martinez and Maya Gonzalez

Papi tells his son that "when we love someone, we sing to them." Papi remembers how they sang to Mami on Mother's Day, and pledges that when his son feels the joy of love in his heart for someone, he'll help him sing.

That day comes, and the little boy asks Papi if he can help him serenade the "boy bright brown" who brings him joy. This beautiful celebration of a first crush reminds children that love is love. (#ownvoices, recommended for ages 7 - 10)

Chapter Books that Defy Gender Stereotypes

There are so many reasons Lola Levine is one of our favorite series, including the subtle reminder that girls and boys can be best friends. Lola loves to play soccer, and even though some of the kids don't understand her, she has her best friend Josh.

But when Lola accidentally hurts another player on the field, suddenly she has a new, unwanted nickname. She'll have to use her creativity to convince the other kids that Lola Levine is not mean! (#ownvoices, recommended for ages 6 - 9)

Dara's Clever Trap by Liz Flanagan and Martina Peluso

Unlike many fairy tales that culminate in a marriage, this traditional tale from Cambodia begins with one. This lets us know that Princess Dara has a lot more to do than look for Prince Charming. When Dara goes on a trip to search for white stones she needs to build a beautiful palace for her father, her husband falls victim to a scheme. The king's wicked ministers convince the king that Rith plans to overthrow him. Rith is quickly sent into exile.

When Dara returns, she naturally sheds some tears. Then she realizes she must quickly get to work if she is to save her husband. The princess quickly puts her engineering (and scheming) skills to work to plan her own trap for the wicked ministers. (Recommended for ages 6 - 9)

Jasmine Toguchi has a problem that younger siblings everywhere can identify with: she never gets to be the first to do anything! Just once, she'd like to do something that her older sister Sophie hasn't already done.

Soon, Jasmine's entire family will be arriving at her house, including her Obaachan who's coming all the way from Japan, for the New Year celebration. Sophie is old enough to help the women of the family roll the special mochi dessert. But Jasmine can't join in until she's 10 years old, and that's 2 years from now.

Suddenly, Jasmine realizes that she could do something that her sister has never done: help the men of the family pound the rice for the mochi. But can she break out of gender stereotypes and convince her father that's she's old enough and strong enough to join them? (#ownvoices, recommended for ages 7 - 10)

Many fourth graders have secrets about themselves that they're afraid to tell others. But 10 year old George's is bigger than most. She knows she's a girl, even though everyone else thinks of her as a boy.

When it's time to try out for the school play, Charlotte's Web, she dreams of playing Charlotte. But her teacher says she can't even try out for that role, since she's a boy. George is sure that if her mother can see her play Charlotte, she'll understand that she's a girl. So, she opens up to her best friend. They're soon hatching a plot that they hope will help everyone understand who she really is. (Recommended for ages 9 - 12)

The House That Lou Built by Mae Respicio

Lou loves spending time with her large Filipino family. But it would be awesome to have some space of her own, something that can't happen as long as she and her mother as living with her grandmother in her small house.

For a long time, she's dreamed of building a tiny house on the land she inherited when her father died. After all, she's a star in shop class, so she's confident that she can figure it out. After her mother announces she's looking for jobs outside of San Francisco (so they can find an affordable place to live), Lou realizes it's time to put her plan into high gear. (#ownvoices, recommended for ages 9 - 12)

From the first time fairy tales are told to her, Princess Adrienne knows that they're "hogwash." When she becomes a teenager, her own father locks her into a tower, telling all the brave princes and knights to try to rescue her from a fierce dragon who guards the gates. Adrienne has no patience for the princes and the sexist, racist ideas they have about what a princess should be like.

When she finds a sword under her bed, she realizes that she and Sparks (her dragon) can be the ones to rescue princesses just like her who've been locked away. From the sarcasm to the feminism to the adventure, there's so much to love in this story! (Recommended for ages 9 - 12)

Both white and Lakota classmates alike tease Jimmy McLean. With blue eyes and light brown hair, others question whether he's really Lakota. Jimmy's grandfather tells him that there was once a great Lakota leader who also had brown hair and light skin: Crazy Horse. Grandpa suggests that they take a journey this summer, to visit all the important places where Crazy Horse made history.

This slim novel tells an important chapter in U.S. history from a Native American perspective in an incredibly engaging way. It also challenges typical notions of masculinity by showing Crazy Horse's compassion and bravery simultaneously. What was most meaningful to me about the book was watching the ways that Jimmy changes as he learns the history of his people. (#ownvoices, recommended for ages 10+)

Full of humor, heart, and tween awkwardness, this novel in free verse explores the many questions in 11 year old Celi's heart. She wonders when she'll begin her period, yet dreads the moon ceremony her mother wants to hold with other women in her family. Mima reminds her that this is "a ritual taken away from us during so many conquests," but to Celi, it just feels like sharing what should be secret.

When Celi's best friend Magda shares that she is gender fluid, it's surprising. After Magda shares how she feels about Celi's crush Ivan, Celi at first thinks Magda shares her crush. Instead, Magda says that Ivan is the kind of boy she wants to be.

After Ivan publicly ridicules Magda, Celi's loyalties are tested. (#ownvoices, recommended for ages 10+)

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19 Children's books that defy gender stereotypes - The Barefoot Mommy

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Last summer, in my church's , we talked a lot about gender. It was so interesting to watch the ways that the kids both challenged gender stereotypes and reflected the ones they'd learned from society. Reading good books together is a wonderful way to defy stereotypes of all kinds.

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Let's Get it Right: Using Correct Pronouns and Names

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Let's Get it Right: Using Correct Pronouns and Names

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Target Age Group: K-12

Pronouns, such as she, he, and they, and names are important and personal parts of human identity. Pronouns are used constantly in writing and speaking, and names are the words we use to identify one another and ourselves. Pronouns and names are also key parts of gender identity. As the Anti-Defamation League (n.d.) explained, “as our society has progressed in understanding gender identity, our language must also be updated. It should be accurate and convey understanding and respect for all people, especially for those who are transgender, gender non-conforming and non-binary” (para. 2). This resource explains the importance of using preferred pronouns and names for all students, especially those who are transgender and gender-expansive. It offers a list of gendered and gender-neutral pronouns, provides strategies for determining students’ preferred pronouns and names, and gives several outside resources which can be consulted when trying to create an inclusive classroom environment. Importantly, the resource also discusses confidentiality and ways to keep each student’s gender identity safe.

Anti-Defamation League (n.d.). Let’s get it right: Using correct pronouns and names. https://www.adl.org/education/resources/tools-and-strategies/lets-get-it-right-using-correct-pronouns-and-names

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Gender, Pronouns and Names

We use people's pronouns and names frequently and in regular, every day communication, both verbally and in writing. We do it almost without thinking. Because names and pronouns are the two ways people call and refer to others, they are personal and important. They are also key facets of our identity. Therefore, calling someone by the wrong name or "misgendering" them by using incorrect pronouns can feel disrespectful, harmful and potentially unsafe.

From an early age, many were taught that pronouns should follow specific rules along the gender binary: "she, her and hers" for girls and women and "he, him and his" for boys and men. However, as our society has progressed in understanding gender identity, our language must also be updated. It should be accurate and convey understanding and respect for all people, especially for those who are transgender, gender non-conforming and non-binary.

Because some people identify themselves outside the gender binary (gender binary is the idea that gender consists of two distinct, opposite and disconnected categories-male and female), it is important to make sure you know the specific pronouns people use, whether they use female, male or gender-neutral pronouns. Be mindful that the pronouns "he" and "she" come with a set of expectations and gender norms about how people express their identity. For many, these terms are limiting and confining so gender-neutral options are preferable.

If you use the wrong pronoun or name, people may not correct you because they may feel awkward, uncomfortable or unsafe. If you don't know what people's pronouns and names are, you can listen to how they or others refer to them, or you can ask. There are suggestions below about how to do this in a school or classroom setting.

There has been a much-needed movement away from asking and identifying pronouns as "preferred." For example, people used to ask, "What is your preferred pronoun?" This question is problematic because a person's pronouns are not just "preferred"-they are the pronouns that should be used.

Strategies for Supporting Young People

Using correct names and pronouns shows respect, acceptance and support to all students, especially those who are transgender, gender non-conforming and non-binary. While some schools and school districts have specific policies on a range of issues regarding transgender and gender non-conforming students, below are practical tips and strategies for showing respect to students.

Student Interest Survey

At the beginning of the school year or new semester, many teachers distribute a "get to know you survey" to learn more about their students: how they best learn, their hobbies/interests outside of school, what they did over the summer, etc. You can add a question about pronouns such as: "What are your gender pronouns?" or "Which pronouns do you use?" You can also ask what name they use. This sends a message to them that you want to know their accurate name and pronouns and it gives you the information you need to get it right. You should also ask whether it's okay or not to use their name and pronoun in communication home to parents and family members and during parent-teacher conferences. Keep in mind that some students may not disclose this information to some or all family members.

Model Inclusivity

If you know students' correct pronouns and names, use them in class and do not rely on "official" or roster information. You can act as a role model by sharing your pronouns and using them when introducing yourself. Be careful not to make assumptions about someone's pronouns and name and at the same time, be sensitive to students who may not feel ready or comfortable to disclose this information. If you make a mistake in using the wrong name or pronoun, quickly self-correct and move on. Similarly, if another student or adult uses an incorrect name or pronoun, make the correction and continue the conversation. Don't dwell unnecessarily on it, which could inadvertently make the student feel more uneasy.

One-on-one Conversations with Students

If you do not address names and pronouns in a survey or another way, students may talk with you individually outside class about their name or pronoun. Listen to what they say without judgment, ask clarifying questions and let them know you will correctly use their name or pronoun. As stated above, the best way to ask is: "What are your gender pronouns?" or "Which pronouns do you use?" Be mindful that some students may not disclose this information at home so it's helpful if you sensitively ask whether their name and/or pronoun should also be used in communication home to family members.

Discussion Starters

There are a few ways to start a discussion about the use of pronouns. Always be mindful not to single anyone out and don't engage in a class discussion if you feel it would increase the discomfort, rather than minimize it.

One way is to have students read an article about the history of the pronoun "they" such as A Brief History of Singular "They" or Even the staunchest grammarians are now accepting the singular, gender-neutral "they." Or you can have students read something like Here's Why Gender Pronouns Are So Important. There are also short videos that can serve as conversation starters about pronouns such as Why Gender Pronouns Matter or Why Pronouns Matter For Trans People. After you read or watch, ask open-end discussion questions like: What are your thoughts and feelings about what you read/watched? What did you learn that you didn't know before? How are you thinking differently about this now? You could also assign a reflective writing assignment or a "quick write" to have students express their thoughts.

Confidentiality

Always be aware that while students may share their pronouns and name with you, this doesn't mean they have shared it with other teachers, students, friends or family members. If you have the opportunity, ask students whether their pronouns and name should be used in communication home to parents or not. And don't share this information without express permission from the students themselves.

List of Pronouns

Below is a list of pronouns. This is not a comprehensive list and other pronouns, or no pronouns at all, might be preferred by some transgender people. Be mindful that cisgender as well as transgender, gender non-conforming and non-binary people may use any of these pronouns.

Feminine: She, her, hers Masculine: He, him, his Gender Neutral: They*, them, their Gender Neutral: Ze, zir, zirs Gender Neutral: Ze, hir, hirs

* Many dictionaries have recognized "they" as a singular pronoun for years, including Oxford English Dictionary, Merriam-Webster's Dictionary and dictionary.com

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Let's Get It Right: Using Correct Pronouns and Names

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We use people's pronouns and names frequently and in regular, every day communication, both verbally and in writing. We do it almost without thinking. Because names and pronouns are the two ways people call and refer to others, they are personal and important. They are also key facets of our identity.

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Six Ways to Stand Behind Your LGBT Students

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Six Ways to Stand Behind Your LGBT Students

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Target Age Group: K-12

Creating a safe and inclusive environment for LGBTQ+ students is an important part of being an anti-bias, social justice-minded educator. This resource provides a list of ways that educators can support, empower, and advocate for LGBTQ+ students of all ages. The authors of this article note that, while there are a record number of our LGBTQ+ students, the current political climate has made many students feel unsafe and unwelcome in the world. This resource helps teachers foster a classroom environment which counters the bias LGBTQ+ students may face in other areas of their lives. The resource provides discussion points, specific teaching strategies, and outside resources geared toward providing an inclusive classroom. It also guides teachers in confronting and challenging their own biases and biased practices.

Learning for Justice Staff (2017, August 2). Six ways to stand behind your LGBT students. Learning for Justice. https://www.learningforjustice.org/magazine/six-ways-to-stand-behind-your-lgbt-students

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"[T]he day ... will go down in history as Anti-LGBT Day."

This is how James Esseks, director of the American Civil Liberties Union's LGBT and HIV Project, deemed July 26, 2017. On this day, President Trump announced a ban on transgender people serving in the military, and the Justice Department filed a brief stating the ban on sex discrimination in the 1964 Civil Rights Act does not protect workers on the basis of sexual orientation. On the same day, Trump announced he would nominate Sam Brownback, an outspoken opponent of gay rights, as ambassador for international religious freedom.

While the concrete outcomes of these developments remain to be seen, they signal a pushback against recent LGBT rights wins at the federal level and run alongside state-level efforts to limit LGBT rights in the workplace and public life in places like North Carolina and Texas, for example.

More young LGBT people are out than ever before. These indicators of a sea change at the federal level may leave LGBT students, who have grown up primarily during a period of expansion for LGBT rights, feeling disappointed and threatened.

At the start of this school year, it's crucial for educators to be aware of how their queer students are feeling. Here are some suggestions for letting LGBT students know it is safe to be who they are in your classroom.

Encourage discussion instead of silence.

Don't ignore questions about these current events. Unwillingness to engage in conversation about the lives of LGBT people validates the belief that such experiences should be whispered about. Use political events as opportunities to encourage queer students to speak their truth and as opportunities for all students to understand the consequences of court decisions and local and federal legislation. The question "What does this mean for me and the people I know?" deserves a thoughtful, non-partisan response.

Bring LGBT role models and public figures into your classroom.

Take time to learn and teach about strong LGBT public officials in contemporary history, such as Barney Frank, Mark Takano, Harvey Milk, Deborah Batts and Tammy Baldwin.

Respond to the White House's "anti-LGBT day" with a culture of LGBT inclusivity in your classroom. Incorporate gay, bi and trans figures into the curriculum. Even displaying posters featuring inspiring LGBT figures in your room can send a strong, positive message.

Educate your students on the evolution of civil rights.

The Justice Department's brief explicitly states that the 1964 Civil Rights Act should not evolve to include sexual orientation as part of gender discrimination-a reversal from previous interpretation of the law.

In your reading and social studies classes, use this current event to discuss changing interpretations of previous legislation-even the Constitution-and the need for legislation to change over time as cultural norms evolve. Note that the march toward full equality has always been unsteady and that social movements often see hard-won gains followed by regression.

Remind your students that you support their safety, well-being and rights in any political climate.

Brush up on your LGBT best practices, and ensure your allyship foundation rests firmly in place. Review and share these articles to deepen your understanding of the term "ally":

Take inventory of the stories and messages you share.

While the decisions of those in political authority have profoundly affected the lives of many queer youth this summer, you can use your own position of authority to craft a positive narrative of inclusion. Many students will look to their social context for their sense of approval and belonging. Young people absorb messages most indelibly by observing those around them. Therefore, make sure you model a welcoming mind and open heart to match the equity you teach. Speak up when students or colleagues use anti-LGBT language in school.

Remember: As an authority figure, everything you say, from a lecture to an off-the-cuff joke, carries weight and influence. Perpetuating gender norms and heteronormative cultural expectations alienates LGBT students looking for hope.

Avoid the boy/girl dichotomy when dividing student into groups, and think twice before joking with students about relationships or crushes. Even if you unintentionally model negative or biased messages, students may conclude: My identity is abnormal. I do not matter here.

Know your outside resources.

LGBT students' lived experiences often differ from those of even their most well-meaning allies. Without seeing their identities positively reflected in the media or news, they may seek additional help. Guide your students by familiarizing yourself with resources available in your area: queer-friendly youth shelters, LGBT-affirming places of worship or supportive community organizations, for example.

The ultimate antidote to the threats facing LGBT students lies in a robust commitment to inclusion and empowerment.
Cory Collins is a staff writer for Teaching Tolerance. Jey Ehrenhalt is the school-based programming and grants manager with Teaching Tolerance.

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Six Ways to Stand Behind Your LGBT Students

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"[T]he day ... will go down in history as Anti-LGBT Day." This is how James Esseks, director of the American Civil Liberties Union's LGBT and HIV Project, deemed July 26, 2017.

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Teaching Young Children to Understand and Accept Differences

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Teaching Young Children to Understand and Accept Differences

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Target Age Group: Early Childhood

Gender bias is an issue that comes up frequently in early childhood education, often in seemingly innocuous ways. The example Lesley University (n.d.) provided in this resource was of a group of young children reading a story about a female knight. Some children accepted the fact that the knight was female, while others struggled with bias about assumed gender roles. This resource helps teachers understand why gender bias exists, how it may present, and how to confront it with young children. The resource provides specific activities and conversation starters for discussing gender bias with young students, and also gives teachers ways that they can avoid promoting gender bias in the classroom.

Lesley University (n.d.). Teaching young children to understand and accept differences. https://lesley.edu/article/teaching-young-children-to-understand-and-accept-differences

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Teaching Young Children to Understand and Accept Differences | Lesley University

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Through anti-bias education, early childhood educators can create learning communities that support human differences. Discover how you can foster an empathetic classroom.

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5 Things Every Kid Should Know About Disability -- Raising Anti-Ableist Kids

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5 Things Every Kid Should Know About Disability -- Raising Anti-Ableist Kids

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Target Age Group: Early Childhood

Ableism and anti-disability bias are so pervasive in our society that, often, we do not even recognize it. It is important that we, as educators, confront and challenge our own ableism and work to find the biases we may have otherwise missed in media, children’s literature, and our own communication. This resource provides ways to recognize ableism and anti-disability rhetoric in media and literature, and offers several alternative texts which instead empower people with disabilities. The resource also shows educators how they can advocate for their students with disabilities and approach conversations with students about disabilities. Finally, the resource provides links to outside resources, which go deeper into the subject of anti-bias classrooms and disability advocacy.

Ray, A. (2021, January 2). 5 Things every kid should know about disability: Raising anti-ableist kids. Books for Littles. https://booksforlittles.com/disability-empowerment/

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Talking to Young Children About Disabilities

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Talking to Young Children About Disabilities

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Target Age Group: Early Childhood

In order for teachers to truly cultivate anti-bias classrooms, they must recognize and challenge biases against people with disabilities. There are many seemingly innocent examples of ableist practices, language, and assumptions which are prevalent in society and in the classroom. For example, as Kellogg (n.d.) explained, use of the word “crazy” can stigmatize people with mental illnesses. In this resource, Kellogg (n.d.) described how teachers can use ‘people-first’ language in the classroom in order to create a safe and inclusive space for all people. This resource also provides specific ways that educators can talk with young children about disabilities, including using books and puppets. The resource contains several links to additional resources on the topic of disability and fairness.

Kellogg, M. (n.d.) Talking to young children about disabilities. D.C. Area Educators for Social Justice. https://www.dcareaeducators4socialjustice.org/news/talking-to-young-children-about-disabilities#:~:text=The%20anti%2Dbias%20goals%20pertaining%20to%20disability%20and%20fairness%20are%3A&text=All%20children%20will%20learn%20accurate,as%20and%20different%20from%20others

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Talking to Young Children About Disabilities - D.C. Area Educators for Social Justice

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Last May, Teaching for Change's D.C. Area Educator's for Social Justice , hosted a session for early childhood educators on teaching about disability. There was a variety of educators and specialists in attendance including therapists and teachers of inclusive and self-contained classrooms

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Finding a Place for the Religious and Spiritual Lives of Young Children and Their Families: An Anti-Bias Approach

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Finding a Place for the Religious and Spiritual Lives of Young Children and Their Families: An Anti-Bias Approach

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Target Age Group: Early Childhood

Religion and spirituality are integral parts of the everyday lives of students and families; however, many educators feel uneasy about approaching these topics in the classroom. With the diversity of religious and spiritual beliefs present in society and in the classroom, it is important for educators to affirm the beliefs and values of their students and families in order to cultivate an anti-bias classroom. This resource explains the importance of creating a place for religion and spirituality of all forms in the early childhood classroom, and discusses how creating space for religion and spirituality contributes to anti-bias education. In this resource, the authors provide several teaching strategies, children’s books, and conversational approaches that can be used in order to bring spiritual and religious literacy into the classroom. The resource also provides information to share with families, especially those who may at first feel uncomfortable with such topics being brought into the classroom.

Nimmo, J., Abo-Zena, M.M., and LeeKeenan, D. (2019, November). Finding a place for the religious and spiritual lives of young children and their families: An anti-bias approach. NAEYC. https://www.antibiasleadersece.com/wp-content/uploads/2019/12/Nimmo-religion-YC-2019.pdf

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Addressing Inequity with Anti-Bias Education: Learning About Class and Fairness

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Addressing Inequity with Anti-Bias Education: Learning About Class and Fairness

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Target Age Group: Early Childhood

This resource begins with a vignette which describes a child who is experiencing bias based on socio-economic status and gender. In the vignette, the child’s teachers realize that they have unknowingly contributed to this bias by focusing on things like new clothing and physical appearance. The resource goes on to explain how classism and poverty affect the learning and physical and emotional health of young children, and describes how teachers can confront their own socio-economic biases. Finally, this resource provides a wealth of information about how to create safe and welcoming classrooms for children of all economic backgrounds. The authors provide tips and strategies for setting up spaces that are equitable for all students and describe how teachers can approach issues of class and socio-economic status with young students. The authors also provide several activity ideas which teach anti-classist values, such as emphasizing the importance of all types of work and having students focus on experiences rather than possessions.

Derman-Sparks, L. and Olsen Edwards, J. (2020). Addressing inequity with anti-bias education: Learning about class and fairness. Teaching Young Children 13(3). https://www.naeyc.org/resources/pubs/tyc/feb2020/inequity-with-anti-bias-education

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Jessica comes to school every day in sturdy jeans and T-shirts, but as soon as she arrives, she changes into the frilliest clothes she can find in the dramatic play corner, stuffing her home clothes into the back of her cubby. As the day progresses, she staunchly insists that the clothes she wears are her own clothes, worn from home. Jessica also begins taking clothing, usually pink, out of her classmates' cubbies, again tearfully insisting they are really hers.

Her teacher speaks with Jessica's teenage sister, who brings her to school each day. The sister reports that Jessica's clothes are hand-me-downs from her two older brothers. "We'd all like new stuff if we could get it," her sister says, "but Mom doesn't have money for that."

With that information in mind, Jessica's teachers begin paying closer attention to the situation in the classroom. A number of the 4-year-old girls from affluent families show up every day in new, trendy pink or lavender outfits and spend a lot of time swapping clothes, changing in and out of clothes, and playing in front of the mirrors. The teachers have jokingly labeled this group "The Pink Connection" and often compliment them on their new dresses, lovely outfits, and appearances.

With a sense of shock, the teachers realize that the problem isn't Jessica's-it's theirs. Jessica's sense of not being good enough, of class and gender shame, is coming from her experience at school-and, they realize it isn't a good environment for any of the children. They intentionally change their interactions with all the children, deemphasizing "new things" and stopping their comments on the children's appearances.*

*This vignette was shared by Nancy K. Brown, an early childhood teacher, director, and consultant.

The big picture: Economic class is real

Inequitable opportunities, privileges, and life experiences based on economic class deeply affect young children's lives. Although a family's economic resources do not determine how much they love their child or how skilled they are at parenting, a lack of those resources can make the fundamental necessities for their children's healthy growth and development (e.g., safe housing, nutritious food, regular health care) very difficult or impossible to get.

Classism, the system of economic inequity and bias against people with low incomes and those in poverty, is very real in the United States but is often not well understood. Millions of children face challenges due to the multiple consequences of poverty.

Poverty, particularly when it is deep and persistent, can impede children's ability to learn. It can contribute to poor mental and physical health. Children may have low energy due to lack of proper nutrition or suffer from environmental poisoning (e.g., from lead paint in their homes, toxic waste in their neighborhoods, lead in their drinking water). They may not be fully immunized, or they may have untreated chronic illnesses. They may live in neighborhoods with few parks, libraries, or public spaces or with high levels of violence. And they may be living in cars, on the streets, or in shelters.

In addition to experiencing the effects of their family's income insecurity, young children also absorb value-laden attitudes and beliefs about themselves and others regarding where and how they live, what they do and don't own, how they travel, what they wear, and so on. Explicit and implicit biases toward people with low incomes and those living in poverty tend to be negative, while biases about people with wealth are more likely to be positive.

Since classism most profoundly injures children in families with low incomes, it is important to critically analyze some of the biases their families face. One of the most widespread myths is that if people work hard, they will succeed and flourish. This myth ignores the realities of low-income work and of class privilege in education, resources, and contacts. Most people in poverty work very hard and yet remain poor. It is not unusual for adults in the family to hold more than one job, and even when both parents are employed, family income may still be below the poverty line. In America today, the single biggest predictor of economic success is the economic success of the family in which you are raised.

The value and importance of different kinds of work

Children learn about whose work matters from the curriculum in their schools; from their families; and from children's books, media and advertisements, videos, and toys. What they learn often emphasizes the work of people in professional and middle- to higher-income careers. "Community Helper" units in many curricula tend to focus on only a few types of work (doctors, nurses, firefighters, police officers), ignoring the many other types of work that also support a community's quality of life (restaurant staff, farmworkers, store clerks, office staff, bus drivers). Children tune in to these messages about who matters, who is important, who is "real" and visible. The result for children from families who have lower income levels is often a beginning sense of shame and discomfort about themselves and their families.

"Princess, princess, I'm the princess," Selina sings as she puts on an elaborate costume in the dramatic play corner. "You can be the maid," she tells Shanice sternly. "You have to do everything I tell you." The teacher who hears her wonders what connections, if any, Selina is making between her play and the reality that her mother cleans houses for others.

At the same time, families with middle or upper incomes or in professional or management work may implicitly or explicitly communicate to their children a sense of entitlement (e.g., that they have a greater right to the material resources of the world) as well as a sense of superiority over families with lower incomes. Teachers report often hearing statements such as, "I got lots more toys than you did. I got a new trike and a new soccer ball and two new dolls and lots more! What did you get for your birthday?" and "You can't play with us because you do not have ___!" (fill in the latest, expensive, well-advertised toy).

Strategies and activities about economic class and fairness

Economic issues affect all children. The following suggestions will support all the children in your program, regardless of their economic backgrounds.

Create a welcoming and equitable learning community

As you pay attention to economic class issues in your program, instead of looking for what children don't know or what they are not able to do (a deficit approach to teaching), adapt activities to support the strengths children bring into your program.

Have the same high expectations for children from every family.

Pay attention to each child's unique approach to learning, knowledge, and skills, which is shaped by their specific life experiences. Does the child tend to use words to show what she knows, or does she demonstrate what she can do? Does the child expect adults to tell him what they want him to do, or to ask him (e.g., "It's time to set the table" versus "Would you like to set the table now?").

Create beautiful environments for all children. Fresh paint, live plants, and clean, bright cushions do not have to be costly. Ask for contributions from neighborhood stores (which can be surprisingly accommodating when they know it is for a children's program).

Be mindful of families' concerns about clothing. Make or buy aprons for children to wear during messy play, and make sure the paints you use are truly washable. (Purple is often particularly difficult to remove.) Thrift stores are wonderful places to pick up large long-sleeved shirts that children can wear buttoned up as smocks. Have children wear plastic ponchos during water play. Remember that it may be difficult for families with low incomes to purchase new clothes and washing clothes can require spending many hours (and dollars) in laundromats. Children outgrow their clothes in all income groups. Arrange an ongoing clothing swap where families can donate clothing their children have outgrown and take home what they want.

Use sensory materials that are not food. For example, use birdseed rather than rice or cornmeal at your sensory table. Make finger paint instead of using pudding or yogurt. String leaves and seedpods rather than pasta. This is important both for families with food insecurity and for families who have plenty and do not recognize how waste hurts others.

Foster non-classist assumptions and interactions

Counter the pervasive messages that people need to have possessions to be valued or even to be noticed. You have a responsibility to children of all economic backgrounds to combat this harmful message of entitlement.

Make a decision not to focus on children's new possessions during circle and sharing times. Encourage children to share information about experiences they had with their families. Invite children to bring in their oldest toy and talk about how they still play with it.

Encourage children to use toys and materials cooperatively. The approach employed in many early childhood settings-providing a quantity of the same item so children "won't have to share"-conveys the message that private ownership and exclusive use are more important than collaboration.

Make whole-class murals out of handprints or drawings.

Create a class quilt, with each child contributing a square.

Ask pairs or teams of children to do specific tasks together (setting the snack tables, cleaning up the block area). Celebrate the important work they do in a class book called We All Work Together.

Focus on justice rather than charity: be cautious of introducing activities to "help poor people," which can unintentionally convey messages of the superiority of the helper and the helplessness of the receiver. Frame activities as "making things fair" rather than "helping the poor." For example, asking children to contribute toys for "the poor" for a holiday or event may teach pity and lead children to question whether families with low incomes really love their children because they do not buy them toys. In contrast, children can contribute to a toy bank in the classroom throughout the year where children are able to exchange and choose toys they want.

If your program celebrates or studies holidays, use them to emphasize gifts of the heart rather than purchased gifts. Ask children about what fun activities their family did together rather than what gifts they received. Create an ongoing class book about people being kind to one another, titled The Best Gift of All. Help children dictate stories for it throughout the year, and read it frequently at circle times.

Create persona doll stories that help children recognize and challenge hurtful stories and behaviors that demean children from families who have low incomes. Acknowledge family strengths and skills for handling difficult economic realities in these stories. If you do not know much about families who cope with great economic challenges, talk to people in the community who do!

This article supports the following NAEYC Early Learning Program Accreditation standards and topic areas
STANDARDS 2: CURRICULUM; 6: STAFF COMPETENCIES, PREPARATION, AND SUPPORT; 7: FAMILIES
2L: Social Studies
6D: Ongoing Professional Development
7A: Knowing and Understanding the Program's Families

Photographs: © Getty Images

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Addressing Inequity with Anti-Bias Education: Learning about Class and Fairness

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Jessica comes to school every day in sturdy jeans and T-shirts, but as soon as she arrives, she changes into the frilliest clothes she can find in the dramatic play corner, stuffing her home clothes into the back of her cubby.