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Implicit biases exist at every level of education. A teacher may assume that a student from a certain background may have higher or lower intellectual abilities or ambitions. Teachers may think that students with accents will be poor writers. Teachers treating students with physical disabilities may also treat them as if they have a mental disability. Teachers may assume that students can relate to certain historical events because of their demographic.

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Awareness of Implicit Biases | Poorvu Center for Teaching and Learning

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Examples Instructors may assume that certain students know to seek help when they are struggling, although students at higher risk for struggling academically are often less likely to seek help and support. Instructors may assume that students from certain backgrounds or social groups have differi…

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Implicit bias is the unconscious prejudice or judgement of another without knowledge that you are doing it. Everyone has implicit bias.

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Implicit bias, also known as implicit prejudice or implicit attitude, is a negative attitude, of which one is not consciously aware, against a specific social group.

Implicit bias is thought to be shaped by experience and based on learned associations between particular qualities and social categories, including race and/or gender. Individuals' perceptions and behaviors can be influenced by the implicit biases they hold, even if they are unaware they hold such biases. Implicit bias is an aspect of implicit social cognition: the phenomenon that perceptions, attitudes, and stereotypes can operate prior to conscious intention or endorsement.

Adapted from the APA Dictionary of Psychology and Wikipedia

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Implicit bias, also known as implicit prejudice or implicit attitude, is a negative attitude, of which one is not consciously aware, against a specific social group.

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Culture competence is the ability to interact with people of all races, religions, sexual orientation, and socioeconomical status. This is important in teaching because I will be around children, parents, and coworkers with different cultural backgrounds, with different beliefs, and from completely different walks of life than myself. Understanding cultural competence will allow me to create an inclusive environment for all my students, making them feel comfortable, safe, and valued.

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NCCC: Curricula Enhancement Module Series

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Implicit bias in education is often unintentional. Teachers may not even be aware that they are showing a bias. In teaching I will attempt to allow my students to be who they are. I will try not to make snap judgements in my classroom, not judging their intellect, or possible academic achievement on how they talk, what they look like, who they pray to, or what their homelife looks like. I have seen students be treated differently due to cultural expectations of their teachers. I will believe in all my students regardless of their background.

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What Is Implicit Bias In Education? - CountyOffice.org

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Examples of implicate biases are judging a child based on race, ability, gender, culture, and language. Unfortunately everyone does it, I have, accidentally, thought that one student may be more successful than another due to how engaged their parents are or are not.

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How to be culturally competent as a teacher

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How to be culturally competent as a teacher

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In order to be a culturally competent teacher you must work with families, show respect for differences, model these expectations, show real world problems in the classroom, use the students different cultures to draw new curriculum and instruction, recognize their own biases, speak in a responsive way, and reflect on the different cultured that may be present in the classroom. These are all way to set up framework for developing, addressing, and modeling cultural competence in the classroom.

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What does cultural competence look like in the classroom?

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What does cultural competence look like in the classroom?

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I have personally worked in a classroom that had many children that celebrated Diwali instead of Christmas. We held a huge Diwali celebration, with the help of the children and the parents. We ordered food and desserts that were normally eaten, the children and teachers all wore traditional clothing, the students performed native dances, and we learned why it was such an important holiday for nearly half our classroom. It was one of the most rewarding days in the classroom to date.

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Teacher's perceptions of their students and their families can impact how a child views school overall. A teacher that is bias and lacks competence can outcast their students, making them feel uncomfortable, unwelcome, and/ or like there is something wrong with them.

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Last week at Colgate University in central New York, reports of a black male carrying a gun - which in reality was a Colgate student carrying a glue gun for a school project - prompted school officials to put the campus on lockdown. In a message to the university, President Brian W. Casey wrote: "It is important that we understand the role that implicit racial bias had in the initial reporting of and responses to the events of last night."

African Americans have learned to expect bias in their lives from an early age, and very little has been done to counteract the effects associated with implicit biases. If black students experience the effects of implicit bias from the first day they step into a school, how can we expect them to develop healthy or positive attitudes toward authority figures later in life? While we may think of ourselves as unbiased, it is important for educators to recognize and purposefully counteract any effects of implicit bias by beginning with staff and then spreading understanding beyond schools and into the public mindset.

Implicit bias - unconscious attitudes and stereotypes used by the brain to make decision-making more efficient - often alters our actions and decisions in high-stress and split-second situations. When bias relates to preferred foods or colors, very few - if any - negative consequences occur. However, implicit bias often enters our judgments related to other people based on skin color, ethnicity, language, and other traits. In schools, the effects of implicit bias on students of color have been linked directly to excessive discipline, lower teacher expectations, and over-critical grading procedures; and linked indirectly to higher dropout rates, future incarceration, and lower higher education outcomes.

Experiences of implicit bias and related differences in treatment of individuals by race starts at an early age. A study by Yale University faculty found that preschool teachers looking to prevent behavioral problems focused on black male students significantly more than their peers. National data sets show K-12 black students received suspensions and expulsions at rates higher than students of all other races, and they experienced out-of-school-suspensions 3.8 times more often than white students. Resulting differences in discipline exposure by race lead to juvenile incarceration, lower graduation rates, diminishing academic achievement, higher incidences of future poverty, and high costs to taxpayers through assistance programs and extended time in the K-12 school system.

To begin lessening the effects of implicit bias, schools must provide professional development opportunities to make teachers aware of implicit bias and the different ways it might impact students. Data collection and analyses in the form of equity audits provide clear information as to where implicit bias most severely impacts students. Schools need to implement policies that allow for adequate time for teachers to react to and respond to the academic, disciplinary, and social needs of students. Recognition of culture must become an integral part of school climate and be allowed to grow and change based on the population of students served by the school.

Personal bias mitigation can begin with systemic self-examination. The Implicit Associations Test, developed by social psychologists, is a tool that assesses levels of implicit bias in several categories. Although it is difficult, individuals may begin to change their levels of implicit bias by reading stories that go against popular beliefs about people or cultures and experiencing examples of strong and/or successful people of color. Individuals must share awareness of bias with local communities or workplaces and practice making informed decisions and thoughtful reactions when working through situations subject to bias. Every situation will be different, but beginning to identify and address one's own implicit biases is an important first step toward the realization of a more just and equitable society.

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Dr. Beachum is the Bennett Professor of Urban School Leadership at Lehigh University. He is also the program director and an associate professor in the Educational Leadership program in the College of Education. Gina Gullo recently completely her doctorate in Educational Leadership at Lehigh University.

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The negative effects of implicit bias in schools - WHYY

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Last week at Colgate University in central New York, reports of a black male carrying a gun - which in reality was a Colgate student carrying a glue gun for a school project - prompted school officials to put the campus on lockdown. In a message to the university, President Brian W.

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Case Study on implicit bias in education

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Case Study on implicit bias in education

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In this case study done in 2018-2020 we look at the implicit bias in education. It suggested that teacher's may evaluate student's learning skills based on racial biases. They found that white students were most likely to be given higher markings for their learning skills.

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State of the Science: Implicit Bias in Education 2018-2020 | Kirwan Institute

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Over the past 10 years, the Kirwan Institute has explored developments in implicit bias research in education. Schools are oftentimes believed to have the power in promoting more positive racial attitudes and allowing all to partake equitably in society (e.g., Banks et al., 2006). However, teachers and school administrators who are entrusted with fulfilling this capacity, are themselves immersed in a social environment where implicit racial biases are pervasive (Nosek et al., 2007; Gullo & Beachum, 2020). For this multi-year State of the Science report, we examined 33 articles published between 2018-2020 that interrogated the role of implicit racial bias in education

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Teachers that show a mutual respect for their students differences have a more positive and long-lasting relationship with their students. This video shows a scenario where small children are brought in with their parents and asked to play with toys. They rated their school readiness on how imaginative their play was. Students of color received lower scores than white children. Proving that biases do in fact exist, even from that early age.

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The Kirwan Institute for the Study of Race and Ethnicity

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Implicit bias may influence a teachers way of handling discipline in the classroom. This video was interesting because it discussed that a teacher may be wary of even approaching the situation, due to being afraid of looking or sounding racist. This is a tough thing to get past as an educator. Most teachers want to help, most teachers work to make every student feel comfortable, and most teachers do have their students best interest at heart. Implicit biases in the classroom hinder the learning and education of students who feel different.

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California Commission on Teacher Credentialing

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Uncovering the Veil: How Implicit Bias Impacts Educational Decisions September 2023

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Children can thrive or not depending on how they are raised. A lot of the the outcome is dependent upon the upbringing of the child. The child's cultural, religious, and socioeconomical status all play important factors in how the child background is formed.

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Cultural Influences On Child Development

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Many gender minority students are bullied, due to lack of knowledge or not readily addressing the concerns and needs of these students who are questioning their gender identities. many of these students drop out or deal with truancy. Anti-bullying efforts, school policies, and increasing access and knowledge are important to keeping all children safe in and out of the classroom.

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In light of the gender and sexual orientation diversity within the human race, and in light of the stigma associated with being a sexual orientation or gender identity minority, in August 2014, APA's Council of Representatives adopted the Resolution on Gender and Sexual Orientation Diversity in Children and Adolescents in Schools. The resolution calls for K-12 public schools to be places of safety and support for all students, and offers recommendations for policies, programs, training, and practices.

Note: The following resources were not formally adopted as part of the resolution by council, but were developed by the resolution working group to support and facilitate dissemination and implementation of the resolution.

Introduction to the Resolution

The stress and stigma of being a sexual orientation or gender identity minority can increase developmental risks for lesbian, gay, bisexual, transgender, questioning, queer, asexual, or intersex children and youth. In particular, still too common are concerns around bullying in schools and schools not fully addressing the educational needs of children and youth who are sexual or gender minorities, or those who are questioning their sexual and gender identities. Many sexual and gender minority children and youth experience truancy, dropping out or sometimes being pushed out of school, subtly, or explicitly.

The resolution calls for:

Promoting safe and supportive school policies for all children and youth.

Protecting the right to privacy around sex, sexual orientation, and gender identity for children and youth in schools.

Collecting data on sexual orientation and gender identity in schools.

Developing anti-bullying efforts within schools.

Developing programs to increase school engagement for sexual orientation and gender identity minority children and youth.

Increasing access to facilities and programs for youth and children based on their gender identity, not their assigned gender.

See fact sheets, best practices and other resources for implementing the resolution's recommendations.

While issues addressed in this resolution impact sexual orientation and gender identity minority children and youth in schools worldwide (e.g. stigmatization, stress, bullying, lack of support), they speak more closely to the lived experiences and needs of sexual orientation and gender identity minority children and youth living in the United States. For example, group identities and other terminology described in the resolution, and literature cited, represent the realities sexual orientation and gender identity minority children and youth encounter in the United States; they may not apply to those living in other sociocultural contexts. Therefore, this resolution is primarily intended to inform and support the school-based practice of psychologists, counselors and other mental health professionals working with sexual orientation and gender identity minority children and youth in the United States.

This resolution is aligned with APA's strategic plan - specifically, expanding psychology's role in advancing health and increasing recognition of psychology as a science (i.e., expanding the translation of psychological science into evidence-based practice and promoting the applications of psychological science to daily living). It also advances the National Association of School Psychologists' (NASP) strategic priorities and goals that relate to culturally responsive services and schools; and advocacy for children, youth, families and schools by working to improve policies that will more effectively meet the needs of the whole child.

Context for the Resolution

The current context for this resolution is one of rapid societal change. Youth and children in the context of schools are part of this phenomenon of rapid change. Youth and children are grappling with issues and questions of sexual orientation and gender identity in ways different from previous generations, and often at earlier ages. The last time that APA and NASP addressed sexual minority youth in schools was in 1993, in the joint resolution Lesbian, Gay and Bisexual Youth in the Schools. There have been significant changes in societal attitudes since then, but also a lack of improvement in some fundamental ways regarding how our institutions address the needs of sexual orientation and gender identity minority youth.

June 2013 saw the U.S. Supreme Court decide that the Defense of Marriage Act was unconstitutional, and the overturning of Proposition 8 in California, which had rescinded marriage equality for same-sex couples. Since then, state level bans across the country have largely been overturned making marriage equality for same-sex couples available to a significant majority of the population. The "don't ask, don't tell policy" prohibiting open LGBT people from serving in the U.S. military was repealed in 2010.

States are also adopting policies to protect sexual orientation and gender diverse youth in schools. For example, The California Student Safety and Violence Prevention Act of 2000 amended California Education Code to specifically prohibit discrimination against and harassment of students and staff in schools on the basis of sexual orientation or gender identity - adding to the protected categories of sex, ethnic group identification, race, national origin, religion, color, or mental or physical disability.

Despite advances in LGBT rights, the prevalence of bullying within school and neighborhood contexts has not declined (Patrick, Bell, Huang, Lazarakis, & Edwards, 2013), and in some communities hate crimes against sexual orientation minorities have even increased (Mustanski, 2013). There has been controversy over "reparative therapy" and sexual orientation change efforts (SOCE). APA and NASP have taken clear stands against these and other efforts to pathologize variations in sexual orientation and gender identity and expression, which infringe on the rights of LGBT individuals. Numerous other education, mental health, and medical professions have adopted similar positions about the ineffectiveness of SOCE, and raise the concern that SOCE may be harmful (APA, 2009; Just the Facts Coalition, 2008).

While this resolution is about schools, schools also have a role in the larger community, in neighborhoods and with families. Thus, the observations and recommendations contained in this resolution are relevant beyond the school walls. Schools should be safe and welcoming to all students, and a resource to the whole community in efforts to enhance the resiliency and psychological well-being of sexual orientation and gender identity minority children and youth.

Definitions and Limitations of Language

The language around gender and sexuality continues to evolve rapidly, even as the Resolution on Gender and Sexual Orientation Diversity in Children and Adolescents in Schools was being written. Words and their definitions change or become refined as our understanding of complex constructs related to sexuality and gender evolves. Using words or phrases that are most accurate, respectful and useful is an important goal in implementing this resolution.

Given how rapidly terminology changes, even the following list of terms and definitions might undergo significant change in the future. The resolution drafters therefore decided it important to explicitly and consciously articulate their current understanding of terms that appear in the resolution and in its supporting documents as follows:

Asexual refers to a person who does not experience sexual attraction or has little interest in sexual activity.

Bullying is unwanted, repetitive and aggressive behavior marked by an imbalance of power. It can take on multiple forms, including physical (e.g., hitting), verbal (e.g., name calling or making threats), relational (e.g., spreading rumors) and electronic (e.g., texting, social networking). (Rossen & Cowan, 2012).

Cisgender replaces the terms "nontransgender" or "bio man/bio woman" to refer to individuals who have a match between the gender they were assigned at birth, their bodies and their gender identity. (Schilt & Westbrook, 2009).

DSD refers to "disorders of sex development," a term that is used to discuss intersex and variations in sex development by some medical professionals and community members. See entry for Intersex .

Gender refers to the attitudes, feelings and behaviors that a given culture associates with a person's biological sex. Behavior that is compatible with cultural expectations is referred to as gender-normative; behaviors that are viewed as incompatible with these expectations constitute gender non-conformity. (APA, 2012).

Gender expression refers to an individual's presentation - including physical appearance, clothing choice and accessories - and behavior that communicates aspects of gender or gender role. Gender expression may or may not conform to a person's gender identity.

Gender diversity refers to the extent to which a person's gender identity, role or expression differs from the cultural norms prescribed for people of a particular sex. This term is becoming more popular as a way to describe people without reference to a particular cultural norm, in a manner that is more affirming and potentially less stigmatizing than gender nonconformity (Gender Spectrum, n. d.).

Gender dysphoria refers to discomfort or distress that is associated with a discrepancy between a person's gender identity and that person's sex assigned at birth - and the associated gender role and/or primary and secondary sex characteristics (Fisk, 1974; Knudson, De Cuypere, & Bockting, 2010). Only some gender-nonconforming people experience gender dysphoria at some point in their lives (Coleman, et al. 2011).

Gender identity refers to one's sense of oneself as male, female or something else (APA, 2011). When one's gender identity and biological sex are not congruent, the individual may identify along the transgender spectrum (APA, 2012; Gainor, 2000).

Gender identity and sexual orientation are different constructs. Transgender people, like disgender people, may be sexually oriented toward men, women, both sexes or neither sex, and like most people, usually experience their gender identity (who they feel themselves to be) and their sexual orientation (whom they are attracted to) as separate phenomena (Bockting & Gray, 2004; Chivers & Bailey, 2000; Coleman, Bockting, & Gooren, 1993; Docter & Fleming, 2001; Docter & Prince, 1997). Many transgender people experience a shift in their sexual attractions at some point (Daskalos, 1998; Meier, Pardo, Labuski, & Babcock, 2013), indicating that sexual orientation may be more dynamic than previously thought.

Gender non-conforming is an adjective and umbrella term to describe individuals whose gender expression, gender identity, or gender role differs from gender norms associated with their assigned birth sex. Subpopulations of the transgender and gender non-conforming community can develop specialized language to represent their experience and culture, such as the term "masculine of center" that is used in communities of color to describe a gender non-conforming identity.

Gender role refers to a pattern of appearance, personality and behavior that, in a given culture, is associated with being a boy/man/male or being a girl/woman/female. A person's gender role may or may not conform to what is expected based on a person's sex assigned at birth. Gender role may also refer to the social role one is living in (e.g., as a woman, a man or another gender), with some role characteristics conforming and others not conforming to what is associated with girls/women or boys/men in a given culture and time.

Genderqueer refers to a person whose gender identity falls outside of the gender binary (i.e., identifies with neither or both genders). Genderqueers may also use the term "gender fluid" as an identifier but typically reject the term "transgender" because it implies a change from one gender category to another.

Intersex refers to a range of conditions associated with atypical development of physical sex characteristics (APA, 2006). Intersex individuals may be born with chromosomes, genitals and/or gonads that do not fit typical female or male presentations (2013). Some examples of these conditions include ambiguous external genitals, inability of the body to respond typically to sex-related hormones and inconsistency between external genitals and internal reproductive organs (APA, 2006). Since 2006, the medical and research community has used the term disorders of sex development . This term refers to congenital conditions characterized by atypical development of chromosomal, gonadal or anatomical sex (Houk, Hughes, Ahmed, Lee, & Writing Committee for the International Intersex Consensus Conference Participants, 2006). An alternate term - differences of sex development (DSD)- has been recommended to prevent a view of these conditions as diseased or pathological (Wisemann, Udo-Koeller, Sinnecker, & Thyen, 2010). In order to be inclusive of various terminology preferences, the Resolution on Gender and Sexual Orientation Diversity in Children and Adolescents in Schools uses intersex/DSD when referring to individuals who are part of this community.

Pansexual is a term "most commonly used in the world outside academia as a sexual identity (and sexual orientation) term similar to 'bisexuality,' but more inclusive of trans people. It also shows an awareness of the implied gender binary in the term 'bisexual.'" (Elizabeth, 2013, p. 333).

Pushout refers to a student who leaves school before graduation due to the encouragement of school personnel, often to enable the school to achieve a performance goal or to lower disruption within the school, or because the school views the student as too much trouble. This term is in contrast to "drop out" to highlight the institutional influence on individual behavior (Find Youth Info, n.d.).

Queer is an umbrella term that individuals may use to describe a sexual orientation, gender identity or gender expression that does not conform to dominant societal norms. Historically, it has been considered a derogatory or pejorative term and the term may continue to be used by some individuals with negative intentions. Still, many LGBT individuals today embrace the label in a neutral or positive manner (Russell, Kosciw, Horn, & Saewyc, 2010). Some youth may adopt 'queer' as an identity term to avoid limiting themselves to the gender binaries of male and female or to the perceived restrictions imposed by lesbian, gay and bisexual sexual orientations (Rivers, 2010).

Questioning is an identity label for people exploring their sexual orientation or gender identity, and is in a state of moratorium in terms of identity formation.

Sex refers to a person's biological status and is typically categorized as male, female or intersex. There are a number of indicators of biological sex, including sex chromosomes, gonads, internal reproductive organs and external genitalia. (APA, 2012).

Sex assignment is the initial categorization of an infant as male or female.

Sexual orientation refers to the sex of those to whom one is sexually and romantically attracted. Categories of sexual orientation typically have included attraction to members of one's own sex (gay men or lesbians), attraction to members of the other sex (heterosexuals), and attraction to members of both sexes (bisexuals). Some people identify as pansexual or queer in terms of their sexual orientation, which means they define their sexual orientation outside of the gender binary of "male" and "female" only. While these categories continue to be widely used, research has suggested that sexual orientation does not always appear in such definable categories and instead occurs on a continuum (Kinsey, Pomeroy, Martin, & Gebhard, 1953; Klein, 1993; Klein, Sepekoff, & Wolff, 1985; Shively & DeCecco, 1977). In addition, some research indicates that sexual orientation is fluid for some people; this may be especially true for women (e.g., Diamond, 2007; Golden, 1987; Peplau & Garnets, 2000).

Transgender is an umbrella term that incorporates differences in gender identity wherein one's assigned biological sex doesn't match their felt identity. This umbrella term includes persons who do not feel they fit into a dichotomous sex structure through which they are identified as male or female. Individuals in this category may feel as if they are in the wrong gender, but this perception may or may not correlate with a desire for surgical or hormonal reassignment (Meier & Labuski, 2013).

References for Definitions

American Psychological Association. (2006). Answers to your questions about individuals with intersex conditions. Retrieved from http://www.apa.org/topics/lgbt/intersex

American Psychological Association. (2009). Report of the task force on appropriate therapeutic responses to sexual orientation. Retrieved from http://www.apa.org/pi/lgbt/resources/sexual-orientation

American Psychological Association. (2011). Answers to your questions: About transgender people, gender identity, and gender expression. Retrieved from http://www.apa.org/topics/lgbt/transgender

American Psychological Association. (2012). Guidelines for psychological practice with lesbian, gay, and bisexual clients. American Psychologist®, 67(1), 10-42.

Bockting, W. O., & Gray, N. (2004, August). Transgender identity and HIV risk: An Internet-based study. Abstract presented at the 112th Annual Convention of the American Psychological Association, Honolulu, Hawaii.

California Safety and Violence Prevention Act of 2000, Cal. Stat. §§ 200-220 (2000).

Chivers, M. L., & Bailey, J. M. (2000). Sexual orientation of female-to-male transsexuals: A 1615 comparison of homosexual and non-homosexual types. Archives of Sexual Behavior, 29(3), 259-278.

Coleman, E., Bockting, W., Botzer, M., Cohen-Kettenis, P., DeCuypere, G., Feldman, J., ... Zucker, K. (2011). Standards of Care for the Health of Transsexual, Transgender, and Gender-Nonconforming People, Version 7. International Journal of Transgenderism, 13, 165-232. doi: 10.1080/15532739.2011.700873

Coleman, E., Bockting, W. O., & Gooren, L. J. G. (1993). Homosexual and bisexual identity in sex-reassigned female-to-male transsexuals. Archives of Sexual Behavior, 22(1), 37-50.

Daskalos, C. T. (1998). Changes in the sexual orientation of six heterosexual male-to-female 1671 transsexuals. Archives of Sexual Behavior, 27(6), 605-614. doi:10.1023/A:1018725201811

Diamond, L. M. (2008). Sexual fluidity: Understanding women's love and desire. Cambridge, MA: Harvard University Press.

Docter, R. F., & Fleming, J. S. (2001). Measures of transgender behavior. Archives of Sexual Behavior, 30(3), 255-271

Docter, R. F., & Prince, V. (1997). Transvestism: A survey of 1032 cross-dressers. Archives of Sexual Behavior, 26(6), 589-605.

Elizabeth, A. (2013). Challenging the binary: sexual identity that is not duality. Journal of Bisexuality, 13(3), 329-337. doi: 10.1080/15299716.2013.813421

Find Youth Info. (n.d.). How trained service professionals and self-advocacy makes a difference for youth with mental health, substance abuse, or co-occurring issues. Retrieved from http://www.findyouthinfo.gov/youth-briefs/transition-age-youth-challenges

Fisk, N. (1974). Gender dysphoria syndrome: The conceptualization that liberalizes indications for total gender reorientation and implies a broadly based multi-dimensional rehabilitative regimen [Editorial comment]. Western Journal of Medicine, 120(5) 386-391.

Gainor, K. (2000). Including transgender issues in lesbian, gay and bisexual psychology: Implications for clinical practice and training. In B. Greene, & G. Croom (Eds.), Psychological Perspectives on Lesbian and Gay Issues, Volume 5: Education, research, and practice in lesbian, gay, bisexual, and transgendered psychology: A resource manual. (pp. 131-161). Thousand Oaks, CA: SAGE Publications, Inc.

Gender Spectrum. (n. d.). Understanding gender. Retrieved from https://www.genderspectrum.org/quick-links/understanding-gender/

Golden, C. (1987). Diversity and variability in women's sexual identities. The Boston Lesbian Psychologies Collective, ed., Lesbian psychologies: explorations and challenges (pp.19-34). Urbana: University of Illinois Press.

Houk, C. P., Hughes, I.A., Ahmed, S. F., Lee, P.A., and Writing Committee for the International Intersex Consensus Conference Participants. (2006). Summary of consensus statement on intersex disorders and their management. Pediatrics, 118(2)753-757. doi: 10.1542/peds.2006-0737

Just the Facts Coalition. (2008). Just the facts about sexual orientation and youth: A primer for principals, educators, and school personnel. Retrieved from www.apa.org/pi/lgbc/publications/justthefacts.html

Kinsey, A. C., Pomeroy, W. B., Martin, C. E., & Gebhard, P. H. (1953). Sexual behavior in the human female. Oxford, England: Saunders.

Klein, F. (1993). The bisexual option (2nd ed.). New York, NY: Harrington Park.

Klein, F., Sepekoff, B., & Wolf, T. J. (1985). Sexual orientation: A multi-variable dynamic process. Journal of Homosexuality, 11(1-2), 35-49.

Knudson, G., De Cuypere, G., & Bockting, W. (2010). Process toward consensus on recommendations for revision of the DSM diagnoses of gender identity disorders by The World Professional Association for Transgender Health. International Journal of Transgenderism, 12(2), 54-59.

Meier, S. C. & Labuski, C. M. (2013) The demographics of the transgender population. In A. K. Baumle (ed.), International Handbooks of Population, International Handbook on the Demography of Sexuality, 5 (pp. 289-327). doi: 10.1007/978-94-007-5512-3_16

Meier, S. C., Pardo, S., Labuski, C. & Babcock, J. (2013). Measures of clinical health among female-to-male transgender persons as a function of sexual orientation. Archives of Sexual Behavior, 42, 463-474. doi: 10.1007/s10508-012-0052-2

Mustanski, B. (2013, June 12). Are violent hate crimes against lgbt people on the rise? The Sexual Continuum, Psychology Today. Retrieved from http://www.psychologytoday.com/blog/the-sexual-continuum/201306/are-violent-hate-crimes-against-lgbt-people-the-rise

Intersex Campaign for Equality. (2013). FAQs: What is intersex and how common is it? Retrieved from http://oii-usa.org/category/faqs/

Patrick, D. L., Bell, J. F., Huang, J. Y., Lazarakis, N.C ., & Edwards, T.C. (2013). Bullying and Quality of Life in Youths Perceived as Gay, Lesbian, or Bisexual in Washington State, 2010. American Journal of Public Health, 103(7), 1255-1261. doi: 10.2105/AJPH.2012.301101

Peplau, L. A., & Garnets, L. D. (2000). A new paradigm for understanding women's sexuality and sexual orientation. Journal of Social Issues, 56(2) 330-350. doi: 10.1111/0022-4537.00169

Rivers, I. (2010). Understanding the changing nature of identity in LGBTQ youth research. Society for Research in Child Development [Commentary]. Social Policy Report, 24, 18.

Rossen, E., & Cowan, K. C. (2012). A framework for school-wide bullying prevention and safety. Communique , 41(2). Retrieved from http://www.nasponline.org/resources/bullying/bullying_brief_12.pdf

Society for Research in Child Development. (2010) Russell, S. T., Kosciw, J., Horn, S., & Saewyc, E. Safe Schools Policy for LGBTQ Students (Social Policy Report, 24(4), 1-17). Retrieved from http://www.srcd.org/sites/default/files/documents/spr_24_4_final.pdf

Schilt, K., & Westbrook, L. (2009). Doing Gender, Doing Heteronormativity: 'Gender Normals,' Transgender People, and the Social Maintenance of Heterosexuality. Gender & Society, 23(4), 440-464. doi: 10.1177/0891243209340034

Shively, M. G., & De Cecco, J. P. (1977). Components of sexual identity. Journal of Homosexuality, 3(1), 41-48.

Wiesemann, C., Ude-Koeller, S., Sinnecker, G.H.G., & Thyen, U. (2010). Ethical principles and recommendations for the medical management of differences of sex development (DSD)/intersex in children and adolescents. European Journal of Pediatrics, 169(6), 671-679.

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resolution on gender and sexual orientation diversity in children and adolescents in schools

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Gender and sexual orientation diversity in children and adolescents in schools

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The working group that wrote the Resolution on Gender and Sexual Orientation Diversity in Children and Adolescents in Schools created these additional resources to support and facilitate dissemination and implementation of the policy. Together, these policy resources call for K-12 public schools to be places of safety and support for all students.

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Family unit and socioeconomic status factors in development

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Family unit and socioeconomic status factors in development

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The physical presence of family can affect how successful a child becomes. A family with a higher socioeconomical status will have more available free time in which to encourage their children to study more. Wealth itself does not matter as much as the parent's involvement in their child's education.

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This study shows that children raised in a religious home with parents on the same religious grounds, tend to be strong in social development skills but not always on soft skills such as academic excellence. More research needs to be done on which denominations tend to stress social development as well as academic excellence.

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(Feb. 6, 2019) -- Do children raised by religious parents have better social and psychological development than those raised in non-religious homes? In a new study, UTSA researchers found that religion can be a mixed blessing for children as they get older.

John Bartkowski, professor of sociology at UTSA, Xiaohe Xu, professor of sociology at UTSA and chair of the Department of Sociology, and Stephen Bartkowski, from the Office of Institutional Research and Effectiveness Services at the Alamo Colleges District, recently published an article called, "Mixed Blessing: The Beneficial and Detrimental Effects of Religion on Child Development among Third-Graders" in the journal Religions.

The team analyzed data from the Early Childhood Longitudinal Study (ECLS)-Kindergarten Cohort to complete the study. They examined the effects of parents' religious attendance and how the religious environment in the household (frequency of parent-child religious discussions and spousal conflicts over religion) influenced a nationally representative sample of third-graders. They reviewed the children's psychological adjustment, interpersonal skills, problem behaviors, and performance on standardized tests (reading, math, and science).

They found that third-graders' psychological adjustment and social competence were positively correlated with various religious factors. However, students' performance on reading, math, and science tests were negatively associated with several forms of parental religiosity.

The findings suggest that parental religiosity is a mixed blessing that produces significant gains in social psychological development among third-graders while potentially undermining academic performance, particularly in math and science.

"Religion emphasizes moral codes designed to instill values such as self-control and social competence," said Bartkowski. "Religious groups' prioritization of these soft skills may come at the expense of academic performance, which is generally diminished for youngsters raised in religious homes when compared with their non-religious peers."

This research builds upon a previous study conducted by Bartkowski and colleagues. Published in 2008, that study was the earliest to use national data to analyze the impact religion has on child development. That study found that religion was associated with enhanced psychological adjustment and social competence among primary school-age children (kindergartners). Bartkowski also discovered that religious solidarity among couples and communication between parent and child were linked to positive development characteristics while religious conflict among spouses was connected to negative outcomes.

Bartkowski said there are many ways to pursue well-rounded development, and religion is only one avenue. "If it takes a village to raise a child, religion occupies an important place in that village. But it certainly doesn't have a corner on fostering positive developmental trajectories for children. In fact, religion may be best paired with other community resources such as academically oriented school clubs and activities," he concluded.

Bartkowski also highlighted one notable limitation in their recently published study. "Some religious groups may more effectively balance soft skill development and academic excellence than others. Regrettably, our data set does not inquire about denominational affiliation, so we cannot say if children from Catholic, Protestant, Mormon, Muslim or other denominational backgrounds are especially likely to strike the delicate balance between social psychological development and academic excellence," Bartkowski explained.

He said further research is needed to determine if some religious groups are better at balancing interpersonal skill development and academic capability.

Bartkowski said a major takeaway from this new study is that religion is an important influence, generally for good and sometimes for ill, as children navigate their way through the grade school years.

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UTSA sociologists study the impact religion has on child development

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(Feb. 6, 2019) -- Do children raised by religious parents have better social and psychological development than those raised in non-religious homes? In a new study, UTSA researchers found that religion can be a mixed blessing for children as they get older.

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Five important factors that effect child development

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Five important factors that effect child development

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There are many factors that can help influence how a child develops. Genetics, health and nutrition, gender, environment, and family are five of the main factors. All of these factors are helping to mold the students in the classroom. This article takes a look at just five of the the many identifying qualities of how a child's development will turn out.

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Today, we're going to look into the 5 most important factors that influence child development.

From the moment our babies are born, we marvel at every sight of them. We document (in our memories, and on camera, if we're lucky) every milestone, from their first smile to their first step to their first little wave. And as we watch them grow with our sleep-deprived eyes from tiny defenseless babies into toddlers and beyond, we're reminded almost daily of what fascinating creatures they are and how amazing it is that these tiny humans have learned so much, so quickly.

We can all take for granted just how huge each tiny new development really is. Those little "firsts" aren't just adorable memories for us to cherish, they're also huge developmental milestones that our babies have just achieved. But are all children created equally or are there underlying factors that impact their developmental timetable?

Firstly, what do we mean when we talk about "child development"? Child development is the period of physical, cognitive, and social growth that begins at birth and continues through early adulthood (for more on this read our blog post on Child Development).

These types of developmental milestones cover both the physical and psychological changes children undergo. But these goals can be heavily influenced by internal and external factors. While every child is different, and development and learning proceed at varying rates, we should also take into account some of the other important factors that also play a large role in early childhood development.

Our babies inherit much from us genetically aside from physical appearance, like eye and hair color, skin tone, nose shape, as well as height and body build. They also inherit things like aptitude. Have you ever said something like: "My child loves math, she gets that from her mother/father?" Our children (for better or for worse) can also, to an extent, inherit traits like intelligence, abilities, and attitudes.

These innate propensities can include everything from shyness and stubbornness to kindness and perseverance or even a specific talent (or lack of!) for certain things. Some kids may have more outgoing or tenacious personalities than their same-age peers, which can also affect how quickly or slowly they hit their developmental milestones.

While all kids are special and have amazing potential, some children are also more naturally gifted or excel more than others at certain things. Whether it be at sports or academics, some kids pick things up much faster or more easily than others. Not everyone is destined to be a pro tennis player (in fact, few are). Not every child learns at the same pace or has the same capability to acquire or retain or understand information. You can give 100 randomly-picked children the same academic opportunities - same teacher, same school, same resources, etc and yet they won't all attain the same grades. According to the Center on the Developing Child, Harvard University; "Our genes contain instructions that tell our bodies how to work, but the chemical "signature" of our environment can authorize or prevent those instructions from being carried out."

So, it's not all about biology, let's look at the other factors at play...

While some health attributes are passed through the genes, some viruses, diseases, and disabilities can be developed as a result of external factors including (but not limited to) our environment. Good health can include access to quality healthcare, vaccinations, medicines, a toxin-free environment, clean water and air, and of course, diet.

According to Zero To Three, "brain growth depends critically on the quality of a child's nutrition." Nutrition plays a significant part in our baby's growth and development as it affects not just their health but also things like strength, growth, and energy levels, which can adversely affect learning. Providing our children with a balanced diet from birth is essential for their growth and development.

But it's not just the physical health that has a role to play in our child's development. We need to also be mindful of their mental health too. Things like anxiety and depression, ADHD, and autism, can also significantly impact a child's ability to thrive or the pace at which they develop.

While no two kids are alike, the nature vs nurture debate is interesting when considering gender differences. Obviously, girls and boys develop differently from one another - both physically and emotionally, but by how much and why are up for debate. While it is certainly noticeable once puberty hits, different developmental timetables can be seen, although possibly more subtlety, from a young age.

Naturally, all kids are different, and their individual development may not necessarily tow the gender line. Nonetheless, sex can be an important component when thinking about factors that influence child development. Physically there tends to be little difference in height and weight until late elementary school but it is thought that some cognitive and social skills develop earlier in girls, who are also known to mature earlier than their male counterparts.

Most parents will attest to the fact that their sons are very different from their daughters, not just developmentally but also in the way they play, act, react, behave, and think. But why is that? Do we treat them alike or do we parent them differently? Do we have different expectations of them based purely on their sex? Do they receive the same discipline? What are natural inherent differences versus those that are influenced by external factors (i.e. us!)?

Aside from the biological differences between boys and girls, gendered expectations and social norms can also influence a child's development. More often, without realizing it, our own perceived gender roles can influence the way in which we parent our children which in itself can have profound effects on their thoughts, behavior, and actions. We may unwittingly expose our children to different environments or opportunities. For example, we may roughhouse with our sons, but be gentler with our daughters, and therefore potentially exposing our boys more to the use of gross motor skills at an earlier age. We may play with cars and trains with our boys and dolls and art with our girls. But does that really make a difference? Yes! A child who regularly picks up a crayon to draw or threads beads through a lace to make necklace will be using/practicing different cognitive and fine motor skills than perhaps a child who is playing with his chunky cars.

It stands to reason that no two children (even multiples) will do the exact same thing for the same amount of time, so naturally, some might advance faster or in different ways than others. We even see these differences in same-sex siblings whose personalities or natural abilities and interests may also lead us to play with them or treat them differently and thereby affecting their individual developmental timetable.

A child's physical and social environment also plays a big role in factors that influence child development.

Access to suitable housing, healthcare, education and recreation facilities, clean air and water can influence a child directly through their own health well-being and opportunities afforded to them, as well as indirectly by affecting their caregivers' emotional and physical well-being.

Does your child have access to a stress-free environment to live, and play, and explore? Does he have toys to play with and people to interact with who can help stimulate him both mentally and physically?

No two children, including multiples, have the exact same preferences or experiences. One baby may love tummy time and strive to lift his head up, while another may hate it and just lay there with his head on the floor crying. These two experiences can make a significant difference to some of their physical milestones including rolling over, crawling, walking, etc. Some kids, for example, are given lots of attention and affection, others may not be - that'll have an impact on their language development as well as certain socioemotional milestones. From birth to at least 5, children learn mostly through play and through their experiences - so if they don't get enough playtime and physical and mental stimulation, they won't necessarily develop in the same way.

The social relationships your child has can be hugely impactful. Let's think about who our children have regular access to and how they influence them. Obviously being surrounded by loving, nurturing, safe individuals is key. Children are like sponges. They pick up on everything, and as parents, we are mindful of who and what they're surrounded by. The quality of their interactions with others determines their intellectual, social, and emotional development.

We've saved the best for last. Family is almost certainly the most important factor in child development. In early childhood especially, parents are the ones who spend the most time with their children and we (sometimes unwittingly) influence the way they act and think and behave. A child's social, emotional, and even physical development are very dependent on the opportunities he or she has, and a strong familial bond can make all the difference.

The role of responsive parenting plays a large role in building a strong foundation in our children and in maximizing their developmental outcomes. Do we provide comfort when they cry? Do we show them love and affection? Do we invest in their progress by giving them "tummy time" to strengthen their muscles, or holding them as they learn to walk? Do we spend enough time engaging them and stimulating them through play, and introducing them to things like colors and numbers, and showing them how to share? Do we lead by example and demonstrate positive behaviors? Are we exposing them to healthy relationships, and what values are we teaching them?

How we interact with our children (and how often) can be hugely significant. We are the most important people in their little lives, and they depend on us for everything - nourishment, security, warmth, comfort, attention, stimulation, and, most importantly, love and affection. In the words of the author, Alfie Kohn;
"If children feel safe, they can take risks, ask questions, make mistakes, learn to trust, share their feelings, and grow." For more like this, read our blog posts on the 5 Types of Child Development and The Value of Learning Through Play.

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5 Important Factors That Influence Child Development

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Are all children created equally or are there underlying factors that impact their developmental timetable? Today, we're going to look at the 5 most important factors that influence child development including their environment, sex, genetics, health and nutrition, and of course, family.

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Each person needs to be aware of their own cultural competence. Every person need to establish the framework of acknowledging cultural differences, understand their own culture, engage in self-assessment, acquire cultural knowledge and skills, and view behavior in a cultural context.

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Cultural competence allows for everyone to respect the differences between them. In education cultural competence is a teacher that tries to make their classroom inclusive for all students, regardless of race, language, or culture. I will strive for a classroom that is welcoming of all students, allowing them to hopefully feel safe and understood.

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How to have a culturally competent classroom

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How to have a culturally competent classroom

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I will have a culturally competent classroom by first being aware that I have biases. I will then strive to make all children comfortable by learning about their cultures and designing my curriculum and classroom activities around that. I will discuss different cultural celebrations and the history behind the celebrations.

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Creating A Culturally Competent Classroom

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Importance of cultural competence in the classroom

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Importance of cultural competence in the classroom

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Teachers that do not practice cultural competence tend to be more intolerant and have bullying happen under their watch. They are less likely to build strong positive relationships with their students. As an educator I will nurture the differences to make an inclusive classroom where all my students will feel welcome and accepted.

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I recently stumbled upon a social media thread that asked educators to post three words that they would tell themselves during their first year as a teacher. I found myself replying, "Learn them first". The "them" in my statement referred to the students who would spend the academic year learning and growing with me as their guide.

During my tenure in education, it has become evident that the more I know about the students, the greater my impact on their emotional, social, and academic well-being. Knowing intricate details of why they do what they do, holidays that they celebrate, their family structure, their cultural values and norms, allows me to exercise a level of cultural competence that proves beneficial to my students.

What is Cultural Competence?

As it pertains to the field of education, Diller and Moule, authors of Cultural Competence: A primer for educators, states, "Cultural competence focuses on the ability to successfully teach students who come from cultures other than our own. It entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching."

The average American classroom boasts a melting pot of students who come from various backgrounds with a plethora of beliefs. It is highly likely that teachers will have little cultural compatibility with at least 10% of their class. Therefore, in order for one to deem themselves an effective educator, they must possess more than content knowledge. They must have the ability to not only accept cultural differences, but to respect them and embed them into the core of the learning environment.

Likewise, leaders in education such as superintendents, district leaders, and school administrators must create working environments that are conducive to the melting pot of educators who grace our schools. We are far removed from the American educational system that was once comprised mostly of former white male coaches in leadership roles and white females as teachers. Gone are the days where the bulk of our schools and districts were segregated. Today's educational system is made up of a mesh of races, ethnic backgrounds, religions, and belief systems. All of which carry value and must not only be tolerated, but accepted in order to adequately prepare our students for productive living in our world.

The Importance of Cultural Competence in Teaching

Culturally competent teachers establish classrooms that are inclusive and celebratory of the things that make people different. These classrooms are rich in discussions of cultural differences and what is acceptable and unacceptable among groups of people. In environments that are fostered by culturally competent educators, differences are not regulated to be celebrated during an assigned month. They are acknowledged, discussed, and celebrated throughout the school term. Teachers who lack cultural competence leave greater room for intolerance and bullying to occur under their guidance. They are more likely to misunderstand students who are different from their cultural norm.

Additionally, teachers who are not culturally competent are less likely to build authentic positive relationships with the students and parents who reside outside of their "normal", thus preventing them from truly making a positive difference in the lives of the students who are assigned to their tutelage. In some instances, teachers who are not culturally competent will utilize office referrals as a means to address behaviors that they do not understand as opposed to nurturing differences and using them as teaching and learning opportunities.

Ways to Address Cultural Competency Issues

This land of opportunity that we live in is great in theory; however, it is in practice where we seem to fall into error. Much of this failure stems from our refusal to not only accept but also respect differences. Having culturally competent teachers in every classroom will assist in getting us to the point where theory becomes a way of life. We get there by first acknowledging that there is a deficit of culturally competent teachers in our classrooms, and then we tackle "the how". How do we address cultural competency issues in education?

Take a microscopic look at who we are. We must consider our values and the nuisances that make up our psyche. Did we come from a two-parent home? Were or are we currently a part of the low, middle, or high class? What are our religious beliefs? After pondering all of these things, we should consider how they shape how we respond and relate to others. We must recognize, accept, and improve when the microscope reveals that who we are is preventing us from accepting and understanding others who are not like us.

Be intentional in our pursuit to understand others. School districts spend thousands of dollars annually investing in our ability to understand and teach content standards. Only a small portion of that amount is allotted towards professional development for teachers to acquire the skills necessary to become culturally competent.

This lack of investment is evident when we consider the testimonials of teachers who maintain that although they teach, the students do not care to learn. Most educators would agree that they are most successful working with students whom they have developed an authentic relationship. The more authentic the relationship between student and teacher, the greater the likelihood that the student is receptive to receiving knowledge. Investing financial resources into professional development geared towards helping teachers connect with students who are dissimilar to them will help eliminate the disconnect that prevents students from receiving the education that is being offered.

Look for ways to be inclusive. Our schools should be inviting to the community in which we serve. Regardless if a parent is from a lower or higher tax bracket, the treatment that they receive should be the same. As educators, we should search for ways to make sure that our PTAs, boosters, volunteer lists, and others reflect the body of students we serve. It is counterproductive to have a student body that is made up of various races, income brackets, and religious beliefs to only have a select type of parent representative serve in key volunteer roles.

Traditional event scheduling and invitations to volunteer and participate may not yield the results we need in diversifying inclusion in our schools. We must think outside the box by using mediums such as social media, church gatherings, and celebration dates that are special to different groups to increase inclusiveness.

Competency in utilizing differences as leverage to develop productive human beings is a must. The learners who grace our classrooms deserve to be taught by culturally competent educators who strive to relate to them beyond the information that they are relaying from a textbook.

References
Diller, J.V. and Moule, J. (2005). Cultural competence: A primer for educators. Belmont, CA: Thomas Wadsworth.

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Cultural Competence in Education - TeachHUB

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I recently stumbled upon a social media thread that asked educators to post three words that they would tell themselves during their first year as a teacher. I found myself replying, "Learn them first". The "them" in my statement referred to the students who would spend the academic year learning and growing with me as their guide.

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Why is it important in early learning classrooms?

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Why is it important in early learning classrooms?

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Cultural competence is very important to think about when becoming a teacher. It is important that framework is set up for success. Valuing diversity, self-assessing, managing differences, learning about others cultures, and the ability to adapt are key in developing cultural competence in the classroom. It is important because it is my job as a teacher to make sure that every student has to same opportunities to learn and achieve. Every student has a right to feel safe, heard, and accepted.

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Cultural competence is one of the key components of high-quality early care and education programs and has been shown to promote empathy, inclusion, and healthy identity development. So how can we promote cultural competency among young children? Like many things, it starts with you! If you can build an inclusive classroom and model cultural awareness and competence, the children in your care will likely do the same!

What is cultural competence and why does it matter?

Culture is a collection of shared ideas, beliefs, values, activities, and knowledge that can be shaped by history, geography, religion, race, ethnicity, language, and traditions. Culture is informed by past events but is also shaped by individuals and groups within the culture meaning that culture is always changing. Cultural competence can be thought of as the ability to both understand and communicate with people across cultures. It is important that we are aware that we all have a culture that involves certain practices and values and this culture both influences and is influenced by our experiences and actions. However, cultural competence is more than just being aware that other cultures exist. It can also be thought of as being able to interact with individuals of a different cultural background than one's own.

Cultural competence in early care and education classrooms can positively impact young children in multiple ways. Children who are cared for by teachers who are culturally competent are more likely to feel accepted and cared for in the classroom as well as develop a positive view of themselves and their families. In addition, children are also more likely to be accepting and empathetic toward other children and engage in pro-social behaviors. This is extremely important as there is research to suggest that children's early social-emotional skills are largely predictive of their later social-emotional skills as well as the interactions they have with peers and the people around them.

Building cultural competence in your classroom

One helpful way to think about the classroom space is that it should serve as both a mirror and a window. Children should be able to see their own culture reflected through the activities, decorations, and materials in the classroom (the mirror) and they should also be able to see other cultures displayed in the classroom as well (the window). Focusing on both "the mirror" and "the window" will allow children to feel safe and included as well as encourage them to be empathetic and accepting of people who are different from themselves. It can also be a great tool to encourage self-expression as well as general curiosity about the world. Here are some specific things you can do to demonstrate cultural competence in your classroom.

Representing children's first language. It is important that children feel included and represented in the classroom. Try to ensure there are written words and reading materials in the first language of every child in your classroom. Similarly, share some songs in a child's first language that is different from the majority of children in your classroom.

Traditions and celebrations can be a wonderful way for children to learn about diverse cultures. You can invite families to share their own cultural traditions or simply talk with children about different celebrations around the world. Food can also be a fun way to teach children about different cultures.

Pictures and books are a terrific resource for celebrating cultural differences. Think about the materials displayed in the classroom. If there are pictures in the classroom these should reflect the diversity in your classroom. In addition, the books you read and are available to children should represent diverse characters. Again, think of the mirror and the window!

Be mindful of how you discuss cultural differences. Try not to make assumptions about a child or their family--stereotyping can be extremely harmful. When learning about another culture encourage children to be open and not judgmental and think of differences as something to be celebrated not something to be overcome!

Take a moment to think about how you would define your own culture. How would you describe it to someone who does not know you well? How do you think it has shaped your attitudes and beliefs? This awareness of your own culture along with the recognition that some people come from similar cultural backgrounds to you and others likely come from very different cultural backgrounds, is one of the first steps to becoming culturally competent. Understanding other cultures and becoming more culturally competent is a journey. Be kind to yourself and recognize that you might make mistakes in trying to understand other cultures. However, if you approach cultures that are different from your own from a place of curiosity and interest it can make a big difference.

To learn more about how you can celebrate different cultures in your classroom be sure to check out the following Better Kid Care courses:

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Cultural Competency in Early Care and Education Classrooms (News)

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We want children to grow up to be happy, well-rounded, caring people and a large part of this is influenced by their early experiences and interactions with those around them. It is extremely important that children grow up learning to respect, accept, and celebrate people from different backgrounds and that have different experiences than themselves.