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A Bad Case of the Stripes by David Shannon is a wonderful story of a girl who feels as though she has to change herself and her likes to appease others. the reader quickly learns that this is not the case and never should be. Books such as this help children to develop their own sense of self and be proud of the person they are and will become. This Scholastic list is a great start for introducing children to this topic.

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There is a quote by Alvin Price that's worth remembering: "Parents need to fill a child's bucket of self-esteem so high that the rest of the world can't poke enough holes to drain it dry."

All children are wonderfully unique. It's something to celebrate. By helping your child recognize and embrace the qualities that make them special, you'll boost their confidence and guide them to accept and value the differences they see in others. ( Here are more books that encourage kindness and empathy.)

The books in this collection are great for inviting discussion with your children about the qualities and abilities that make us each different, being proud of what they can do now, and feeling confident to work hard to achieve whatever they dream of doing in the future.

In Giraffes Can't Dance, readers meet Gerald, a rather clumsy giraffe who dreams of dancing at the annual Jungle Dance. When the other animals laugh and scoff at him, Gerald leaves the dance feeling sad and alone, but on the way home, he meets a wise friend who suggests that maybe the problem is that Gerald just hasn't found the right music to dance to.

AndWemberly Worried is an inspiring book for children who regularly feel worried or anxious. Despite assurances from members of her family, Wemberly worries about lots of things - big things, small things, and in-between things, and right now Wemberly is very worried about starting school. However, once she is there, Wemberly discovers that she might not be the only one!

Older readers will enjoy Exclamation Mark!, a clever story about an exclamation mark who tries to blend into a world of periods. When he meets fellow outsider - question mark - he discovers his own inner purpose and unique abilities, and learns to be proud of what he can do!

And in The Sandwich Swap, your child will discover the consequences of jumping to conclusions, along with the importance of embracing differences. Despite their friendship, Lily and Salma are each horrified by the disgusting foods the other eats for lunch every day: a peanut butter and jelly sandwich for one, and a hummus and pita sandwich for the other. When one day Lily tells Salma what she thinks of her lunch, an argument begins that ends up involving the entire school! However, the two eventually learn that their differences only make their friendship stronger.

Meanwhile, A Bad Case of Stripes is a wonderful book for talking with children about peer pressure and being true to one's own tastes.

Shop books about being unique below! You can find all books and activities at The Scholastic Store. Plus, explore more children's books by age and interest, including books about video games and titles about middle-school bullies.

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10+ Encouraging Kids' Books About Being Yourself

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There is a quote by Alvin Price that's worth remembering: "Parents need to fill a child's bucket of self-esteem so high that the rest of the world can't poke enough holes to drain it dry." All children are wonderfully unique. It's something to celebrate.

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When faced with bias, prejudice and racism, many children are unaware of how to stand up to the injustice and stick up for themselves and those around us. Read Brightly is a resource that helps parents find the literature to expand their knowledge on this topic, no matter what age. This includes books such as A is for Activist by Innosanto Nagara.

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It's never too early to stand up, speak out, and create change. Malala Yousafzai began speaking out about education issues at 11, and young activists like Madison Kimrey, Xiuhtezcatl Martinez, and Maya Penn are stepping up to show that there are no age limits when it comes to a passion for justice. My own daughter is similarly inspired. Like many young people, she is passionate and curious about so many of the issues that affect all of us.

Books can be great resources for change-minded kids, helping them think about why and how they can be a force for good in a complicated world and have an impact, large or small. Here are some great books for readers of all ages.

Preschool/Picture Books

Middle Grade/Tween

Teen/Young Adult

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10 Books That Empower Kids to Stand Up and Speak Out | Brightly

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It's never too early to stand up, speak out, and create change. Malala Yousafzai began speaking out about education issues at 11, and young activists like Madison Kimrey, Xiuhtezcatl Martinez, and Maya Penn are stepping up to show that there are no age limits when it comes to a passion for justice.

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This PBS resource is plentiful in information regarding the similarities and differences we have and how they make us who we are and bring us together rather than tear us apart. With reviews from actual children, books like Last Stop on Market Street by Matt de la Peña, are a great way to start swinging light on this issue.

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11 Picture Books to Celebrate Diversity | Parenting Tips & Advice | PBS KIDS for Parents

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This list of books featuring diverse characters and highlighting the importance of diversity in communities is a great way to start conversations about diversity with your young children.

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SplashLearn is a blog dedicated to helping both educators and parents allow children to thrive in their educational environments. Topics regarding writing, math, and empathy are included within the website. In this entry, we discuss the different ways children can be introduced to the topic of empathy and later implement it into their daily lives.

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SplashLearn Blog - Educational Resources for Parents, Teachers & Kids

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15 Best Empathy Activities for Kids In 2024

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Discover empathy activities for kids that teach compassion, understanding, & kindness. Perfect for parents & educators aiming to foster empathetic young minds.

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The Anti-Defamation League serve Massachusetts, Maine, New Hampshire, Vermont, and Rhode Island. They offer tools and resources for individuals and organizations looking to understand and challenge different biases affecting the community and to improve community cohesion.

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KidsKonnect strives to create spaces and conversations that lead to racial healing, equity, and gender bias. By providing resources and support, they aim to empower communities to engage in meaningful dialogue and action.

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In honor of Women's History Month, we're going to discuss how teachers and homeschooling parents can educate their children or students about gender equality. This is because gender identity and perceptions of others start in early childhood. Children need to know that gender roles do not shape their identity, capacity, or professional preferences. Teaching gender equality for kids is a vital topic in early childhood.

The clear benefit of reducing gender inequality is improved mental health, self-confidence, and dignity of both men and women, but there are other far-reaching benefits to society in general.

According to the International Labor Organization, increasing gender equality would also increase the employment rates, improving the global economy. Other studies confirm the link between gender inequality and child mortality, even gender inequality and lack of environmental awareness.

Considering these important implications, we must be prepared to revise the educational curriculum and implement practices that positively influence children's cognitive and emotional development. Experts agree that even the little things, like exposing kids to non-stereotypical characters through literature, movies, or games and dividing work-assignments (also at home) equally, can redefine their behavior and perception of gender roles.

Nonetheless, that's not all you can do! Keep reading to find out how to implement the topic of gender equality for kids in formal education regardless of age!

Teaching Gender Equality for Kids

Before you start teaching anything, the golden rule is to test the waters. If you naively ask kids to tell you the difference between boys and girls, beyond physical characteristics, you'll be surprised to hear that even preschoolers have already formed some stereotypes. Unfortunately, this is usually learned from hearing or seeing how adults behave or while watching TV.

What are the most common stereotypical perceptions that young children can have? Here are several examples:

Boys are stronger and faster than girls.

Boys like blue colors and girls like pink.

Boys like to play with trucks, while girls like dolls.

Girls wear makeup, boys don't.

Girls gossip more.

You might not get these answers immediately, but if you ask tricky questions like who's smarter, or who likes sports more to encourage them to share their opinions, you'll get them talking.

The Starting Point

Now that you've evaluated your students' or kids' way of thinking, where do you go from there? Our advice is to use that knowledge as a starting point and introduce the topic of gender equality in age-appropriate language. What does this mean?

Well, let's say that your students or children have already formed some gender-based stereotypes. You can proceed by explaining how those kinds of assumptions are faulty observations and not real knowledge. Continue to explain that all people make these faulty assumptions, even in situations when we feel like we really know it's true - it's not. So, how do we recognize that we're wrong? We'll recognize our mistakes by learning about gender, gender roles, gender bias, and discrimination. Finally, make sure to explain to kids why it's important to learn these things - our mistakes and words can hurt other people and put them in a very bad position!

On the other hand, if your students or kids haven't been exposed to gender-based stereotypes, proceed by telling them the typical examples that they might hear in the future. Then continue to describe how such examples are wrong and bad, just like we've explained in the previous paragraph.

With this introduction, you're ready to dive deeper into the topics you've just mentioned.

How to Teach About Gender to Preschoolers

Let's start from the most basic concept, the first thing you need to explain to kids is gender. What exactly is gender and how it's different than sex?

Most parents and teachers dread this conversation thinking it might get uncomfortable, but it doesn't have to be like that! By showing pictures of different kids, ask kids to guess whether they're a boy or a girl, and make sure to include non-stereotypical photos of kids such as a boy dressed in pink, playing with a doll, or with long hair and vice versa. Regardless of whether they answered right, ask them - how do we decide who's a boy and who's a girl?

They might be confused a little, or assume that the differences that are easily observable, like "boys don't wear dresses" are somehow determining their gender identity. This is completely normal and understandable. In early childhood development, around 5 to 8 years old, children form their identity by comparing themselves to others - defining an "I" versus "everyone else."

You can see how this developmental process without proper knowledge and guidance from adults can lead to stereotypical behavior - "If I am a girl and she is a girl and we both wear pink dresses, but he is a boy and wears only pants, then a girl is someone who wears dresses and a boy is someone who wears pants."

Another example of this phenomenon is when you introduce your child to a friend who's a doctor and they say all confused "But, doctors wear white coats!" If they only see doctors in the hospital, they'll assume that the concept "doctor" means someone who wears a white coat.

The easiest way to prevent such misguided assumptions is to, first, expose kids to diversity, and then explain why these differences make sense and are okay.

Biological Sex

When it comes to gender and people's sex, explain to kids that boys and girls can be very different because what makes someone a girl or a boy is their biological sex only. This is a word that describes the differences in bodies between men and women. For example, men are usually bigger and taller than women, they're also hairier, especially on the face - men can grow a beard, but women can't. On the other hand, women have bigger breasts and wider hips. They can be pregnant and give birth. But, we can't always see these things when we look at someone, which is why people have invented another word - gender.

Gender

While a person's biological sex tells us whether they're a boy or a girl, a man or a woman, a person's gender tells us how most people will look or behave based on their gender.

Make sure to highlight the very nature of gender - it's not accurate and it doesn't tell us how things should be, but only how things typically are. The problem with this is that while it's very easy to spot these characteristics when we see someone, they can be misleading. Most girls wear dresses, while most boys don't, but if some boy wants they can also wear a dress, and this is okay.

Another way you can make the distinction between sex and gender is to tell kids that sex is what people can or can't do, while gender is what people most frequently do or don't do. A good example of this would be - women can't grow a beard even if they wanted to, but they can have short hair! Men can't get pregnant and give birth, but they can wear dresses if they want to!

This brings us to the next step - gender equality as people can do things that are not typical for their gender if they wanted to!

Definition: Gender Equality for Kids

To give children a memorable definition of gender equality, make connections between the concepts that we've already defined. For instance, we've just mentioned that gender refers to differences that don't apply to all people and differences that can be changed - if women want to have short hair, they have the right to do so!

This is why gender equality means that all people have the same rights! If men want to wear dresses, they have the right to do so! If they want to wear makeup, they have the right to do so! If women want to wear pants, they have the right to do so! If they want to play with trucks and cars, they can do so!

Keep the examples simple and relevant for the child's age so they can understand the main idea behind the concept.

According to UNICEF, gender equality means that all children have the same rights, resources, opportunities, and protections that can help them fulfill their full potential.

Explaining Gender Bias and Discrimination

While the definition of gender equality sounds great, children might ask, why do we need it? Does it mean that sometimes boys and girls don't have the same rights? Now that kids know about gender and gender equality, take some time to discuss these things, encouraging kids to think of examples when boys and girls don't have the same rights.

If you put it like this, it might sound too abstract for little children, which is why you may show kids pictures of people who break the stereotypical grande roles - a man with long hair, holding a doll, wearing a dress, a tiara, or anything else that's typically considered feminine. Also, a woman with short hair, wearing a suit, lifting weights, fixing a car, etc. After this, ask kids are these pictures weird or funny, and why? If men and women had the same rights to do everything they wanted to, why do we think that some things are funny or weird? This is a great introduction to the concept of gender bias and discrimination.

Ask kids whether they would feel good if other kids would laugh at them. Then proceed to explain that when we treat people differently, when we accept one thing as normal and another thing as funny or weird, we're doing something that's called discrimination. And, when we're discriminating against someone just because he's a boy who wants to do a thing that most girls do or the other way around, we say that we have a gender bias.

It would be a smart idea to show kids examples of sayings or conversations and to encourage them to recognize whether people are discriminating against someone based on their gender. Make sure all the examples are relevant for the kids' age and their everyday life.

Teaching Feminism: How to Explain Feminism to a Child?

At this point in the lecture, it would be very easy and it would logically make sense to associate our history with the development of the concept of gender equality.

Once you're showing kids examples of sentences or conversations, you can slowly move toward older commercials and typical conversations or speeches when women didn't have the right to vote, to work, or even to study. If kids understand the concepts we've covered so far, they'll react to these examples. Tell them that they're right and that we know this now, but unfortunately, this was not the case a long time ago.

Briefly explain to kids how people in the past didn't know a lot of things. They couldn't explain these things as we do now, so they believed that there are many differences between boys and girls - which is false! In our article, "The Parent's Guide to Teaching Kids About Cultural Diversity and Inclusion ", we go into the details of how being uneducated and not knowing things can lead to stereotypes and prejudices, so don't hesitate to check it out if you want more information regarding this part.

Continue to give examples of the things that people believed in the past and all the things that women were not allowed to do, including simple things like wearing pants, going out with friends, owning property, voting, and so on.

So, how and when did things change? When did we realize that we need gender equality?

Here's when you introduce the concept of feminism. While the women in the past that first demanded equal rights are known as suffragettes, belonging to the Suffragette movement, they are also considered feminists, it's just that the word feminism was not that popular in the past.

Feminism is the belief that all people are equal in social, economic, and political aspects. According to this definition, a feminist is a person who beliefs that all people, both boys and girls, are equal, having the same rights in society.

As we mentioned, in the past, people didn't know better and they didn't believe all people are equal, which is why those that did believe we're all equal were called feminists.

Check out our worksheet bundles on Suffrages, Women's Equality Day, as well as our article on Women's History Month for Kids, to get more details on how to teach kids about feminism and gender equality.

Examples of Gender Bias and Discrimination Through History

To support your arguments that people in the past discriminated on the basis of gender and were biased, you need to give real examples to kids, bringing the topic closer to them and making it more relatable. In addition, you'll also pay respect to the women who were overlooked in history, yet deserve the world to know and celebrate them.

In the following paragraphs, we'll describe four inspirational women through history, but there are many more, which you can find browsing through our "Inspirational Women Through History" section on our website.

Rosalind Franklin is probably the most frequently mentioned name when it comes to sexism in science and gender inequality. Why? Well, when the time comes, kids will learn that Watson and Crick discovered the double-helix structure of DNA, without ever learning the name of Rosalind Franklin. The reason why some people argue that this is unfair is that Rosalind Franklin also worked on the same problem. It was her picture and information that Watson and Crick used without permission to publish their discovery.

Marie Curie was not quite overlooked as the greatness of her work could not be overshadowed, yet she too faced a lot of injustices and obstacles in her life due to sexism. Her application to the French Academy of Sciences was rejected just because she was a woman, and she also wasn't allowed to study in Poland, so she attended an underground, unofficial university.

Jocelyn Bell Burnell is not a name we know all too well, even though Burnell's work is considered "one of the most significant scientific achievements of the 20th century." She discovered the first radio pulsars in 1967. After her discovery, Burnell faced extreme discrimination just because she was a woman, and had to battle sexism to pursue her career. Her colleague Antony Hewish was honored with a Nobel Prize, instead of her.

Another woman with a genius mind is Ada Lovelace who's today known as the "the first computer programmer" - a profession which even today is dominated by men. Ada lived a long time ago, from 1815 to 1852, and people seem to forget her legacy when they tell the story of computer science. However, you can help future generations to celebrate and remember her name.

How to Promote Gender Equality in Education?

Throughout the article, we mentioned some ways you can promote gender equality in education, but there are many ways to teach kids about gender equality. Here's what you can do:

Be a role model. Treat children equally and objectively. If you see stereotypical behavior, address it and explain why it's not okay.

Revise the reading materials and the required literature before assigning it to kids. Make sure it's not sexist. Try to include as much diverse materials as you can, so you can expose children to different situations where the gender roles are not traditionally illustrated.

Include both boys and girls in sports activities equally.

Include some gender equality activities whenever possible.

Use gender-neutral language when referring to children.

Include many toys for kids to choose from and make sure to encourage kids to play with different toys regardless of their gender.

Don't use colors associated with gender, or make sure to mix the colors - boys' names in pink, girls in blue, etc.

Gender Equality Activities for Kids

In our articles about Women's History Month and International Women's Day, we composed a detailed list with several activities that promote awareness and gender equality, so don't hesitate to check them out.

In the meantime, here are a couple of activities on gender equality for kids:

1. Are you acting like a man or a woman? - Understanding the stereotypical expectations in society and being comfortable breaking from those predefined roles. For this activity, divide the students into two groups and let them create a list with two columns. In the first column, the students try to identify what people think women should act, and in the other how men should act.

2. Man's work or woman's work? - Give students a checklist with different occupations or housework tasks and ask kids to write next to each occupation whether it is a woman's work or a man's work. After this, have a discussion about why we perceive some occupations as men's or typically women's jobs and whether both sexes can actually do that job.

3. Watching a gender equality documentary.

4. Drawing an inspirational figure from the opposite sex.

5. Participating in reverse role activities - girls do boy's typical activities, while boys do typical girl's activities. For example, all girls play football, while all boys dance and cheer (for one day).

Teaching Resources on Gender Equality

We can't cover everything in this article, so here are some amazing resources for you to find more information and dive deeper into this topic.

1. World Atlas of Gender Equality in Education by United Nations.

2. Worksheet bundles and autobiographies of inspirational women through history.

3. Girls into science: a training module by Clegg, Andrew.

4. Little Leaders by Vashti Harrison.

5. Diversity and Marginalisation in Childhood: A Guide for Inclusive Thinking 0-11 by Paula Hamilton.

6. No Difference Between Us: Teaching children about gender equality, respectful relationships, feelings, choice, self-esteem, empathy, tolerance, and acceptance by Jayneen Sanders.

7. Gender Equality in Primary Schools by Helen Griffin.

8. Why Gender Matters, Second Edition: What Parents and Teachers Need to Know About the Emerging Science of Sex Differences by Leonard Sax M.D. Ph.D.

Before You Leave

Gender equality is a highly important topic that should be introduced in early childhood. As we've seen in this article, that's not a challenge once you have the right information. Hopefully, our article provided just that. We tried to explain everything in detail and shared some relatable and simple examples that you can use for kids of all ages.

Nevertheless, you can find much more information on our website, so don't hesitate to follow the links and download any bundle that seems relevant. All of our worksheets are easy to edit and follow, saving you a lot of time and energy. Best of all, kids will learn while having fun!

Finally, don't forget to subscribe to our newsletter and visit our blog because new insightful pieces are coming soon!

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In honor of Women's History Month, we're going to discuss how teachers and homeschooling parents can educate their children or students about gender equality. This is because gender identity and perceptions of others start in early childhood. Children need to know that gender roles do not shape their identity, capacity, or professional preferences.

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Head Start or the Early Childhood Learning & Knowledge Center, offers guidance on the many diverse family dynamics that exist. Their resources include pamphlets, articles and websites on family diversity and creating accepting and nurturing environments for children and their families.

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This resource is part of a series developed to support programs in partnering with parents and guardians who identify as lesbian, gay, bisexual, and/or transgender ( LGBT). Find information and strategies to create an early childhood setting that is welcoming for all children and families. Recommended for directors, teachers, providers, and parents.

Download the PDF

Pamphlets and Articles

Do No Harm: Creating Welcoming and Inclusive Environments for Lesbian, Gay, Bisexual, and Transgender (LGBT) Families in Early Childhood Settings
Burt, T., Gelnaw, A., & Lesser, L. K. "Do No Harm: Creating Welcoming and Inclusive Environments for Lesbian, Gay, Bisexual, and Transgender (LGBT) Families in Early Childhood Settings." Young Children 65(1) (January 2010): 97-102.

Learn the importance of creating safe and supportive learning environments for all children and families in early childhood settings. Article highlights the National Association for the Education of Young Children (NAEYC) code of ethical conduct, goals of anti-bias education presented in "Anti-Bias Education for Young Children and Ourselves" (Derman-Sparks & Edwards, 2010), and tips for including all families in early childhood settings.

Lesbian, Gay, Bisexual, and Transgender (LGBT) Families: Tools for Directors in Supporting Staff Discussion with Fears
Burt, T., & Klinger, L. L. "Lesbian, Gay, Bisexual, and Transgender (LGBT) Families: Tools for Directors in Supporting Staff Discussion with Fears." Exchange 30(5) (September/October 2008): 62-65. http://www.returntooursenses.com/wp-content/uploads/2014/08/LGBT-families-Lee-Klinger-Lesser.pdf

Read about the need for all early childhood settings to create environments where children and their families feel visible and honored. Find strategies for opening dialogue with staff and identifying and addressing common fears.

A Note on Mother's Day & Father's Day Human Rights Campaign Foundation. A Note on Mother's Day & Father's Day. Washington, DC, 2015.
Retrieved fromhttps://welcomingschools.org/resources/inclusive-mothers-fathers-day
Explore guide to making activities for Mother's and Father's Days more welcoming for all students and their families-including families with LGBT parents, families with single moms or dads, and families with grandparents raising children.

Opening Doors: Lesbian, Gay, Bisexual and Transgender (LGBT) Parents and Schools
Family Equality Council. Opening Doors: Lesbian, Gay, Bisexual, Transgender and Queer (LGBT) Parents and School. New York, NY, 2011.

This guide offers parents guidance on creating supportive, safe, and welcoming learning environments for all young children, with an emphasis on LGBT-headed families. Find stories of young children from LGBT-headed families, descriptions of facts/fears and rights and responsibilities, and conversation prompts to engage with LGBT-headed families.

Plenary: Parenting and Partnering: Lesbian, Gay, Bisexual, and Transgender
18th Annual Birth to Three Institute. Parenting and Partnering: Lesbian, Gay, Bisexual, and Transgender (LGBT). Washington, DC, July 2014.

Watch panel discussion for stories and conversations with LGBT-headed families.

A Practitioner's Resource Guide: Helping Families to Support Their LGBT Children Substance Abuse and Mental Health Services Administration. A Practitioner's Resource Guide: Helping Families to Support Their LGBT Children. Rockville, MD, 2014. Retrieved from http://store.samhsa.gov/shin/content/PEP14-LGBTKIDS/PEP14-LGBTKIDS.pdf
Find resources for practitioners in health care and social services fields about supporting families with children who identify as LGBT. Guide includes summary of research on the critical role of families in reducing risks to and promoting the well-being of LGBT children.

Report of the Early Head Start National Center Expert Work Group
Early Head Start National Resource Center. Report of the Early Head Start National Center Expert Work Group. Washington, DC, May 2013.

Learn issues LGBT-headed families face across communities. Discover strategies and recommendations to address the challenges programs face with providing services for all families in need. Recommended for federal staff, and training and technical assistance providers.

Talking to Our Children about Our Families Brickley, M., & Gelnaw, A. Talking to Children about Our Families. New Berlin, WI, n.d.
Find sample responses to questions children may have about LGBT-headed families, broken down by age groups-under age 3, ages 4-7, and ages 8 and older.

Who Can Marry Whom? Inclusive Conversations about Marriage
Human Rights Campaign Foundation. Who Can Marry Whom? Inclusive Conversations about Marriage. Washington, DC, (n.d.). Retrieved from https://welcomingschools.org/resources/who-can-marry-whom-inclusive-conversations-about-marriage

Discover sample responses to children's questions about marriage. Includes "Checklist for a Welcoming and Inclusive School Environment."

Research

Children with Parents Who Identify as Lesbian, Gay, Bisexual, and Transgender (LGBT)
American Academy of Child and Adolescent Psychiatry. Lesbian, Gay, Bisexual and Transgender Parents. Washington, DC, May 2019. Retrieved from http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-with-Lesbian-Gay-Bisexual-and-Transgender-Parents-092.aspx

Learn myths about outcomes for children raised by LGBT parents compared to children from heterosexual families from the American Academy of Child and Adolescent Psychiatry. Report concludes quality of parent/provider relationships with a young child affects the child's development.

LGBT Families of Color: Facts at a Glance
Movement Advancement Project. LGBT Families of Color: Facts at a Glance. Denver, CO, January 2012. Retrieved from https://www.lgbtmap.org/file/lgbt-families-of-color-facts-at-a-glance.pdf

This brief offers detailed recommendations for eliminating or reducing inequities and improving the lives of children with parents who identify as LGBT. Based on " All Children Matter: How Legal and Social Inequalities Hurt LGBT Families", a report providing a comprehensive portrait of obstacles facing LGBT- headed families in the United States.

Promoting the Well-Being of Children Whose Parents Are Gay or Lesbian
Perrin, E. C., Siegel, B. S., & Committee on Psychosocial Aspects of Child and Family Health. "Promoting the Well-Being of Children Whose Parents are Gay or Lesbian." Pediatrics (March 20, 2013): 1098-4275. Retrieved from American Academy of Pediatrics website: http://publications.aap.org/pediatrics/article-pdf/131/4/e1374/1099120/peds_2013-0377.pdf

Report provides research-based rationale for marriage equality, and allowing gay and lesbian adults adoption and foster care rights. Based on 30 years of research revealing children raised by gay and lesbian parents demonstrate resilience despite economic and legal disparities and social stigma.

Websites

Welcoming Schools: Family Diversity Resources

Family Equality Council

COLAGE

" Go to Creating a Welcoming Early Childhood Program for LGBT-Headed Families

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Resources about Diverse Family Structures | ECLKC

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Expand your knowledge with the latest information and research about partnering with parents who identify as LGBT. Discover how to create inclusive early childhood settings.

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A video that informs viewers of the challenges and opportunities that come with special needs children. This gives insight to families who may have children with disabilities as well as those who may not and hope to approach the topic.

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The Polka Dot Project: Understanding Special Needs Children

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The role of a parent when it comes to identifying and preventing biases is immense. This article published in the National Library of Medicine goes into depth about how parents can contribute to biases as well as how they can prevent them from forming.

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Abstract

Children begin displaying racial biases early in development, leading many who author popular press articles to generate suggestions for preventing and decreasing such biases. One common theme in the popular press is that parents should play a role in addressing children's biases. In the present article, we analyze the current recommendations parents receive about addressing their children's biases and consider their utility. We conclude that the evidence base supporting the effectiveness of parental intervention to reduce children's biases is scant. Next, we offer suggestions for how to construct a useful evidence base from which good recommendations could be drawn. In so doing, we issue a call to action for researchers to conduct research that will yield empirically-supported, specific, shareable suggestions for parents who are seeking advice about how to engage with their children in this important domain. We additionally suggest that researchers become actively involved in the dissemination of the research findings so as to improve the lives of those who receive and express biases.

Keywords: Children, Prejudice Interventions, Race, Intergroup Relations, Parenting

Racial biases emerge in childhood ( Bigler & Liben, 2007; Levy & Killen, 2008) and are particularly pervasive among White U.S. children. White children favor their own group over other racial groups (e.g., African Americans) on laboratory measures of social preferences as well as on resource allocation tasks by 4 to 5 years of age (e.g., Baron & Banaji, 2006; Engelmann et al., 2018; Kowalski, 2003; Renno & Shutts, 2015; Shutts et al., 2013). By age 6, children also begin applying stereotypes to racial groups, indicating, for instance, that unfamiliar African Americans will underperform academically ( Pauker et al., 2010).

Race-based biases are noticed by, and have detrimental effects on, children of color. For example, by 10-12 years of age, 67% of African American children report having been insulted by a peer because of their race ( Simons et al., 2002). Further, a growing body of research reveals that experiences with racial discrimination from peers negatively impact the academic achievement, mental health, and physical health of children of color ( Marcelo & Yates, 2019; Trent et al., 2019; Wong et al., 2003). Beyond effects on those who are the targets of bias, racial biases can also have negative consequences for those who are the perpetrators of bias. Adults who are more racially biased experience more distress, anxiety, and impaired cognitive functioning in interracial interactions ( Devine et al., 1991; Plant & Devine, 2003; Richeson & Shelton, 2003). Children who are racially biased may limit their interactions with racial outgroup members, thereby missing opportunities to develop friendships or to become culturally competent.

Against this backdrop, numerous articles have appeared in the popular press in recent years offering advice to parents-most often White parents-for how to reduce their children's racial biases. Generally, we share the intuitions of popular press writers about the positive role parents could play in addressing race with their children. Although there are many sources of influence on the development of children's racial biases (e.g., media, teachers, peers), parents are in a unique position to monitor their children's behavior across diverse situations and over years. In addition, White adults have values that guide how they think about and react to their own biases ( Plant & Devine, 1998) and White parents extend these values to their children ( Scott et al., 2019).

After carefully evaluating the types of advice offered to White parents for how to address race with their children, however, we are not sanguine that the advice being given to parents will help them address racial biases in their children. Our pessimism comes from the fact that the recommendations typically found in popular press articles are not derived from empirical evidence; indeed there is little research to support how White parents should engage with their children about race. Absent a solid evidentiary base, it is unknown whether the recommendations would yield the hoped-for beneficial effects, no effects, or counter-intended effects.

In what follows, we first review the recommendations that are offered to White parents for addressing race with their children. Next, we elaborate our critique of the recommendations. Finally, we discuss the type of research needed for the field to be in a position to provide useful and effective suggestions to parents-suggestions that could and should be communicated in the popular press.

Popular Suggestions for Parents

To determine the types of suggestions that are frequently offered to parents for addressing race with their children, we conducted a Google search. For the search (done on May 9 th, 2019), we specified that articles: 1) must contain the words "race" and "children" somewhere in the title or article; and 2) could contain any of the following words and phrases in the title or article: "racism," "child," "parent," "racist," "bias," "prejudice," "prevent," "eliminate," "strategy," "what to do," or "reduce." We chose terms we thought parents might search for when thinking about how to address race with their children as well as terms we thought would locate the types of articles parents would come across when reading parenting blogs or the newspaper. We intentionally omitted words that align with a particular strategy (e.g., "talk") to avoid biasing the types of articles returned towards a particular strategy.

Our search yielded hundreds of results and we selected and coded the top 50 popular press articles (i.e., not peer-reviewed journal articles) that were relevant to the topic of addressing children's racial biases. We limited our review to 50 articles for substantive and practical reasons. First, by the time we reached 50 articles, the articles started to become less specifically targeted towards parents and less relevant to how parents should address race with their children. Second, we believed parents themselves would be unlikely to engage with more than the top 50 articles. The articles were coded independently by the first author and a trained research assistant. Reliability between the coders was high (interrater percent agreement = 86.63%, κ = 0.73). The first author examined all coding discrepancies and made the final coding determination. The coding of each article and links to the articles can be found on OSF.

Before describing the advice offered to parents, we note that 66% of the articles either explicitly stated that they were for White parents or suggested that they were about addressing White children's biases (see Table 1 ). None of the articles returned in the search solely focused on parents and children of color1. The focus on White parents in these articles likely stems from research showing that White children display more substantial racial biases than children of color early in development ( Dunham et al., 2007; Dunham et al., 2013). Furthermore, whereas parents of color engage in frequent conversations with their children about race (for a review, see Hughes et al., 2006), White parents are generally reluctant to talk about race with their children, which may suggest that White parents would especially need guidance about how to address issues of race and racial biases. Given the focus on White parents and children in the popular press articles, we center primarily on suggestions given to and research on White parents and children in the present article. From this point forward, when we discuss parents, we will be referring to White parents unless otherwise noted.

Table 1

Suggestion

All Articles
(N = 50)

Articles that are
Likely or
Definitely for
White Parents (N
= 35)

Articles that are
Definitely for White
Parents (N = 19)

Across the popular press articles, one suggestion appeared in nearly every article: Parents should have conversations about race with their children in order to address their children's racial biases (see Table 1 ). For the remainder of this piece, we focus on the suggestion to discuss race with children given its high prevalence across articles. This suggestion likely stems from the logic that if parents do not talk about race and their children are biased, then talking with children about race may be necessary to prevent or reduce biases. Another potential motivation for this suggestion derives from the literature on colorblindness (i.e., the tendency to ignore or downplay the relevance of race) with adults: Many studies have established that White adults' racial colorblindness is detrimental to intergroup relations (for a review, see Plaut et al., 2018). For example, White people's colorblindness leads White people to be seen as more biased by people of color ( Apfelbaum et al., 2008), increases social distance between people of different races ( Madera & Hebl, 2013), and decreases minority group members' psychological engagement with work ( Plaut et al., 2009).

Although it would be desirable to prevent or reduce biases in children before the biases become deeply entrenched, it is not clear that parent-led conversations in this domain will lead to beneficial outcomes. Indeed, reviewing the popular press articles suggesting that parents should talk about race brought a major concern into focus. In light of the frequency of the recommendation for parents to talk with their children about race, we are struck by the paucity of systematic research evaluating the actual impact of such conversations.

Lack of Evidentiary Base in Popular Advice

To our knowledge, there is no empirical evidence supporting the efficacy of parent-child conversations for reducing children's racial biases. There is research showing that White parents generally adopt a colorblind approach in conversations about race with their children (e.g., Pahlke et al., 2012). However, reviewing Google Scholar and PsycInfo returned no empirical articles evaluating the actual impact of parent-child conversations about race when they do occur2. Furthermore, in a recent review on the development of intergroup biases, Skinner and Meltzoff (2019) concluded that the articles they reviewed on parental socialization used exclusively correlational approaches to evaluate relations between parents' and children's racial biases; no articles evaluated causal influences of parental-racial socialization. In another review focused on intervention research, Aboud and colleagues (2012) did not find any intervention research evaluating parental engagement with their children on issues surrounding race. In sum, current searches and previous reviews highlight the complete absence of evidence and illuminate a lacuna in the literature.

Some of the conversation topics and approaches recommended in popular press articles (see Table 2 ) certainly make contact with existing empirical research and therefore read as potentially advisable. The recommendation to use "fair" and "unfair" language is linked to research showing children are averse to inequality ( Shaw & Olson, 2012); the recommendation to teach about the history of race relations is linked to research on effective school curricula ( Hughes et al., 2007); and the recommendation to tackle race head-on (e.g., call out racism in the environment, name race) are likely linked to research on colorblindness reviewed in the previous section. Critically, however, none of these recommendations are based on empirical research in which parents talked to their children about race.

Table 2

Recommendation

Percentage of Articles
Making Recommendation

Use "fair" and "unfair" language to discuss racial biases

42.86%

Call out racism in the environment (e.g., on television)

40.82%

Do not shush or shut down children's questions about race

38.78%

Name race (e.g., label skin color when reading books)

30.61%

Teach about the history of race relations

26.53%

Ask children questions about what they think about race

22.45%

Tell children that everyone is equal

12.24%

Consider, for example, the recommendation that parents should address the history of race relations when they have conversations with their children about race. It is indeed true that one study ( Hughes et al., 2007) showed that elementary school-age White children who experienced lessons presented by a trained teacher addressing the history of race relations in the U.S. had more positive views of African American individuals compared to those in a control group. However, it is not at all clear whether children would be similarly affected by a history of race relations that a typical parent, who likely lacks the type of training and expertise on the topic possessed by a teacher, could implement at home. We suspect many parents would struggle to articulate the history of race relations in this country. Even parents who are knowledgeable about the history of race relations would likely need some guidance on which issues are developmentally appropriate, when to address current events, and how to tailor conversations for a child. More broadly, research carried out by experimenters in controlled laboratories and lessons implemented by skilled professionals may or may not be relevant to the question of whether and how parents should talk to their children about race. And, this research does not clearly identify the tools parents would need to implement the recommendations in their homes.

A number of scholars focused on intergroup biases have discouraged making suggestions for interventions that have not been rigorously evaluated ( Cox & Devine, 2019; Legault et al., 2011; Moss-Racusin et al., 2014; Paluck, 2012). Though recommendations could yield beneficial effects, it is also possible that they do nothing at all. Recommendations could also backfire and inadvertently lead to greater rather than less intergroup bias in children. So serious are these concerns that in a recent review of diversity trainings, Levy Paluck went so far as to say that "field experiments should be considered an ethical imperative, on the level of rigorous testing of medical interventions, to ensure that interventions do not create a backlash or otherwise harmful effects" (p. 185, 2012). We concur with this assessment.

Indeed, the adult prejudice-reduction literature provides a clear cautionary tale against promoting the implementation of bias-reduction or diversity-training strategies that have not been carefully evaluated. Rooted in concerns about the problematic nature of racial biases, in recent years, businesses introduced diversity trainings across their organizations. Dobbin and Kalev (2015) evaluated the impact of diversity training in a variety of business settings and found that organizations that had such trainings were not more diverse overall than companies that did not have diversity trainings and, additionally, minority employees left the organizations that had diversity trainings at higher rates than their majority counterparts (see Bezrukova et al., 2016; Kalev et al., 2006; and Pendry et al., 2007 for additional reviews). Further, Pendry and colleagues (2007) noted that people often respond to diversity trainings with feelings of threat, anger, and defensiveness.

In sum, to date, the primary suggestion provided to White parents for addressing race and racial biases with their children lacks the empirical backing to be broadly implemented3. As illustrated in the examples reviewed above, recommending an untested suggestion is ill-advised at best and irresponsible at worst. Telling parents to have conversations with their children about race to reduce bias, in the absence of evidence that doing so is effective, is akin to providing unevaluated diversity trainings in organizations, if not more concerning given that negative effects could be perpetuated throughout children's lifespan.

Future Directions for Scientists

Thus far in this piece, we have argued that the advice offered to parents in popular press articles focused on addressing race with their children lacks a sufficient evidentiary base. In this section, we turn to considering what would be needed to create sufficient evidence from which good recommendations could be drawn-in particular, recommendations that could plausibly lead to beneficial outcomes. Then, we consider how to effectively disseminate research findings and recommendations to parents.

A primary recommendation for creating a useful evidentiary base for parent-led bias interventions is to conduct research that includes parents and their children. The reason for this recommendation is straightforward: Studying parents and their children is the only way to understand what parents can do (e.g., what support they need, how they interpret and implement suggestions) and what effects parents' actions can have on children. To our knowledge, no existing research has successfully engaged both parents and children in interventions to reduce children's racial biases.

In addition to actually including parents, consideration of the existing recommendations in the popular press led us to recognize the importance of conducting research that yields specific recommendations. Specific recommendations are critical to ensure effective usage, avoid misinterpretation of recommendations, and promote parents' self-efficacy in addressing race with their children. Recommendations should clearly detail the people for whom they are effective, the circumstances that promote their success, and the particular content that has beneficial outcomes. For example, which recommendations should be implemented at what ages? What exactly should parents say or do to realize the recommendations? Should parents enact recommendations in particular contexts or under specific circumstances? To evaluate these boundary conditions, research studies must test particular recommendations across ages, racial backgrounds, time, and situations.

Creating recommendations with precision is particularly critical given that race is a topic that fosters considerable anxiety for White adults and often leads to avoidance of issues surrounding race or interracial interactions (for a review, see Shelton et al., 2006). If parents are anxious about race-related conversations, they are likely to withdraw from or have difficulty with such conversations-especially in the absence of concrete guidance about what to say and do and when to have such conversations. Indeed, the literature supports the notion that even though White parents generally believe it is important to discuss race with their children, they typically avoid such discussions altogether ( Pahlke et al., 2012; Vittrup, 2018). Moreover, if parents do engage in race-related conversations but exhibit considerable anxiety, their children may detect their discomfort potentially leading to more negative outcomes. When White preschool children view interracial interactions in which a White adult is displaying nonverbal discomfort, children's attitudes towards Black people can become less positive ( Castelli et al., 2008). Adults' interracial anxiety is reduced when they are given specific, structured recommendations about what to do and say ( Avery et al., 2009), suggesting the benefit of conducting research that yields concrete, structured recommendations for engaging with their children about race.

Beyond including parents in research that evaluates specific recommendations for intervention, how else might the field build a useful evidentiary base? To provide some guidance, we turn to the approach Devine and colleagues followed when building and testing an intervention for adults to reduce their own biases ("Prejudice Habit-Breaking Intervention"; PHBI; Devine et al., 2012; see Cox & Devine, 2019 for a fuller characterization of the approach). We note that our aim here is not to be prescriptive or to advocate for a particular theory or articulate a particular research program. Rather, our goal is to encourage research that will build a solid evidence base by providing a general roadmap regarding how we as a field could first think about, and then act on, the idea of involving parents in bias intervention work with children.

When creating an intervention to address adults' racial biases, Devine and colleagues (2012) began by evaluating what the research literature suggested about the nature of adults' prejudice and how prejudice might be attenuated. In doing so, they turned to a well-developed model ( Devine, 1989) that conceptualized prejudice as a type of habit. They then considered the necessary components for breaking a habit-including awareness, concern, access to tools to reduce the habit, and sustained motivation. With this analysis in mind, Devine and colleagues designed an intervention that addressed each component in turn. The intervention revealed how people could be unwittingly complicit in the perpetuation of discrimination and educated people about the consequences of bias. Then the intervention taught participants strategies that had previously been shown to be effective in short-term laboratory-based intervention studies and that could be applied to facilitate their long-term goal of reducing biases. Each component of the intervention was crafted with clear intentions and the tools provided concrete, specific behaviors or activities for adults to enact to overcome their biases. In order to evaluate the efficacy of their intervention, the researchers implemented multiple randomized controlled studies with different samples (e.g., college students; university professors) in both laboratory and field settings. Further, they assessed a wide range of outcomes (e.g., self-report and behavioral) over time (from two weeks to two years). The PHBI was the first and remains the only intervention that has been shown experimentally to produce long-term reductions in biases ( Carnes et al., 2015; Devine et al., 2012; Devine et al., 2017; Forscher et al., 2017).

Our recommendation is not (necessarily) to apply the PHBI directly to the parent-child context, but rather to encourage researchers to follow a similar trajectory in mapping out their research agenda. Drawing lessons from the PHBI, researchers could similarly draw on the extensive body of theoretical and empirical work focused on the development of children's racial biases. This literature could inform an analysis of how prejudice is developed in childhood, as well as how it might be attenuated. Of particular relevance in the parent-child domain are well-articulated theories of how biases are socialized (e.g., Bigler & Liben, 2007; Hughes et al., 2006; Perry et al., 2019). Further, there are examples of bias intervention strategies that have demonstrated efficacy in short-term laboratory studies with children (e.g., studies showing that perspective taking, intergroup contact, and individuation can reduce children's racial biases; Houlette et al., 2004; Qian et al., 2017; Stathi et al., 2014). Overall, the results of such studies likely informed some of the recommendations listed in Table 1 , but could and should be integrated into research with parents and their children.

Empirical research testing the effects of different strategies parents might implement in the service of addressing race with their children is long overdue. As in the PHBI, it will be critical that researchers focus on results from randomized controlled studies with longitudinal assessments. Such studies should be conducted in both laboratory and field settings. Laboratory studies will reveal strategies that parents can feasibly implement when they are provided with guidance and structure; field research will be necessary to evaluate whether laboratory-based findings generalize to circumstances where everyday distractions and pressures are present. In an iterative fashion, should there be obstacles or barriers outside the laboratory, the interventions could be tweaked to enhance their efficacy in everyday settings. Further, careful attention should be paid to the types of outcomes that will provide evidence that particular recommendations are actually effective: who are the targets for whom recommendations are seeking to improve outcomes (White children? children of color?), what should be measured (social preferences on a friendship choice task in the lab? climate in classrooms?), and how do the measures researchers select operationalize relevant constructs? Creating a nuanced understanding of effective intervention techniques and conducting more inclusive research can build an evidence base from which to draw specific suggestions for parents to address children's biases.

Dissemination of Research

Although conducting and publishing carefully conducted research on parents and their children with specific practical suggestions is necessary, it is not likely to be sufficient to achieve the intended impact. Most parents do not read psychology journals in order to glean parenting advice. This reality raises the question of whose responsibility it is to bring the work into the public realm and how to disseminate research in a way that accurately reflects the science and is useable by the target consumers (in this case, parents). There are a variety of productive avenues that researchers can pursue to ensure that their work will have the greatest potential for the intended beneficial effects. Here, we outline a few possible approaches that could enhance the successful and accurate dissemination of research.

One suggestion is for researchers to work with journals to provide summaries of research articles for parents that present core findings in lay terms. Such articles should clearly delineate for whom different strategies will be effective, when parents should utilize various strategies, and should provide step-by-step guidance for the implementation of strategies, as informed by rigorous research studies. However, we acknowledge that many scientists do not have interest in writing for popular audiences or do not have skills to share their work in the popular realm. In such cases, researchers could provide assistance to journalists to write accurate and sufficiently nuanced articles. Alternatively, by working with community partners, researchers could train others to serve as the disseminators of science.

Beyond writing for the popular press, scientists in the field of bias reduction could create and moderate websites directed towards the public to review research in accessible yet specific ways. Such websites could provide parents with the background and resources to effectively address issues of race with their children. Although we raise a few potential suggestions for how to effectively disseminate research, we invite scientists to carefully and creatively consider methods for reaching the target populations. Ensuring the successful dissemination of science after the rigorous evaluation of methods will increase the impact beyond the scientific community and help bridge the all-too-frequent divide between research and practice.

Conclusion

Until research is conducted to evaluate how parents should address race with their children, the field (and parents) are in a difficult position. It is ill-advised to provide guidance absent the type of evidence we have outlined as necessary throughout this paper. However, parents with young children may miss opportunities to address race with their children if they postpone engaging with race-related topics until the research exists. Given this dilemma, we propose that researchers highlight laboratory studies that provide hints about what may be effective for reducing children's racial biases. In doing so, however, it is essential that researchers are cautious and honest about the state of the science, clearly noting when recommendations are extending beyond the existing evidence base and working to avoid the prevalent tendency to come across as authoritative absent evidence.

In sum, we hope that this paper serves as a call to action for researchers in this field to conduct intervention research in the service of producing empirically-supported, specific, shareable suggestions for parents who are seeking advice about how to productively address race with their children. As we move forward, we gain optimism about the potential for parental engagement to address children's biases from two sources: First, in other domains, parents can change how children act when parents are given concrete suggestions-in particular, suggestions derived from theory, that are specific, and that have been rigorously evaluated (e.g., see Brody et al., 2016 on parenting interventions to reduce risky parenting and improve children's health; see Harackiewicz et al., 2012 on parenting interventions to improve children's educational outcomes). Second, there is a great deal of interest in and energy devoted to addressing children's racial biases: Our internet search generated hundreds of articles and blog posts, and these articles and posts have been read by thousands of people. Our hope is that we can come together as a field to capitalize on that interest and provide effective, evidence-based suggestions going forward.

Acknowledgments

We thank Seth Pollak and Kristina Olson for comments on previous versions of this paper. We also thank Nicole Huth for her help coding articles presented in this paper.

Preparation of this article was supported by a Wisconsin Alumni Research Foundation Professorship awarded to the last author, MIRA 1 R35 GM127043-01, and a core grant to the Waisman Center from the National Institute of Child Health and Human Development (U54 HD090256).

Footnotes

Coding for this project can be found at https://osf.io/m9ack/?view_only=908cb3a35af44289b0d0e7fc55ad4195

¹ Articles that discuss how parents of color should address children's personal experiences of discrimination, preparation for bias, racial pride, and self-esteem are also present in the popular press but did not appear with our search terms and are outside of the scope of the present piece.

² One study (Vittrup & Holden, 2011) randomly assigned White parents to show children race-related videos and discuss race with their children. However, only 10% of parents actually engaged in in-depth conversations (about 5 parents). Thus, this research does not provide evidence about the effects of parent-child conversations about race.

³We note that the other suggestions for parents that are described in Table 1 also do not have a sufficient evidentiary base to suggest that they may be valuable in reducing children's racial biases. The literature provides no clear evidence that any of the provided suggestions, when implemented by parents, reduce children's racial biases.

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# data[].attributes.attachment_link.title
Parents' Role in Addressing Children's Racial Bias: The Case of Speculation Without Evidence

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Children begin displaying racial biases early in development, leading many who author popular press articles to generate suggestions for preventing and decreasing such biases. One common theme in the popular press is that parents should play a role in ...