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Avoiding "Girls vs Boys" competitive approach

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Avoiding "Girls vs Boys" competitive approach

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Strategy
In an article discussing how to handle gender differences in the classroom for instruction, it mentions how effective, culturally responsive teachers "structure student groups to encourage cooperative and collaborative learning rather than a girls-versus-boys competitive approach." (Lynch, 2020). Doing so allows all students to feel more comfortable working and collaborating together.

Why I chose it
I chose a strategy because teachers tend to use the competitive strategy of boys versus girls a lot because it is easy. However we need to be cognizant of the fact that some students may not identify as either a boy or a girl and it ultimately does more harm than good pit students  against each other. In order to achieve a collaborative, unified classroom environment a teacher shouldn't encourage students to be against each other especially in regards to gender. There's enough of that in the real world there doesn't have to be space for it in the classroom.

Age Group
This being said, this strategy is applicable for all age groups and grade levels. Even with extremely young students, those ideologies can be picked up and influence them immensely. Children as young as 3 years old can have opinions about their gender identity, so it is important that we honor and recognize those differences.

References

Lynch, M. (2020, May 9). Handling gender differences in the classroom through instruction. The Edvocate. https://www.theedadvocate.org/handling-gender-differences-classroom-instruction/

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Handling Gender Differences in the Classroom through Instruction - The Edvocate

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Spread the loveTo actively engage students in the classroom, it is necessary to avoid gender discriminations. This article discusses an instructional approach to eliminating discriminations within the classroom. Differentiated instruction is a key instructional strategy that addresses bias-related issues. Differentiated instruction refers to lesson planning and curriculum design that focuses on students where they are, rather than the standardized one-size-fits-all approach. Teachers are proactive in arranging varied approaches to the material to be learned. Differentiated instructional strategies are student-centered and focus attention on how students learn and how the learning will be evaluated. This approach involves giving students choices for […]

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Strategy
American University's school of education encourages teachers to "Assign a family history project to encourage students to learn about their cultural heritage and share what they learn with their classmates." (American University, 2019). This is a great way to not only a great way to discuss and present the diversity within the classroom, but also provides students with a chance to learn more about themselves and their families as well.

Why I chose it
I chose this strategy because I think it would be a great conversation starter about the differences within the classroom. It would also enlighten students on how despite our differences, we are all still together supporting one another. It can also reduce biases by educating students that while we may have differences, there may also be similarities that exist too.

Age Group
This being said, this strategy can be done at all grade levels, but more specifically younger elementary/preschool when they learn about different types of family dynamics and cultures. It can also be used in older grades at a more advanced level, like having the students interview a parent or grandparent about what the world was like when they were their [the student's] age.

References

American University. (2019, December 5). Culturally responsive teaching strategies: Importance, benefits & tips. School of Education Online | American University. https://soeonline.american.edu/blog/culturally-responsive-teaching

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Culturally Responsive Teaching: Strategies and Tips | American University

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Culturally responsive education can have impressive benefits. Explore teaching strategies with the power to transform education, one student at a time.

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Strategy
Inviting and welcoming members of the community - whether it be parents, caregivers, grandparents, or other members of the community into the classroom helps "provide cultural bridges between the larger community and the school community." (Howard, 2020). It can help create a sense of interconnectedness within the school community and create opportunities to bring people together in ways they may not have experienced before.

Why I chose it
I chose this strategy because I have witnessed the benefits of having members of the community involved in the school community within my own education experience. Parents/guardians would come in and read stories, share about their jobs, coach teams, and get to know their child's classmates. It really creates a safer and connected school environment.

Age Group
This being said, this strategy can be done at all grade levels. Providing parents/guardians any opportunity to be apart of their child's education, in any capacity and at any stage of life can be of benefit for the student.

References

Howard, T. C. (2020, November 19). Culturally responsive teaching: 7 strategies and instruction practices. Education and Learning Technology Company | HMH. https://www.hmhco.com/blog/culturally-responsive-teaching-strategies-instruction-practices

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Culturally Responsive Teaching: 7 Strategies and Instruction Practices

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Implement these culturally responsive teaching strategies in the classroom to improve learning outcomes and help students feel included, validated, valued, and safe.

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Setting high expectations for all students

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Setting high expectations for all students

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Strategy
A Reading Rockets article highlights the importance of setting high expectations for all students, especially students with disabilities. In the article, it states that "Bullying and teasing will likely ensue when some students are held to different standards than others. Similarly, high expectations for all students with regard to both behavior and academics (Corbett, 2001; Salisbury et al.) will help students with disabilities reach their potential and help other students develop an understanding that students with disabilities do not need special treatment in every area of their life." (Milsom, 2017). Having and creating high standards for each individual student adapts the playing field rather than leveling it, which can help students excel more in their individual goals.

Why I chose it
I chose this strategy because it is something that all teachers are capable of doing, individualizing their instruction and expectations. Having high expectations for students truly motivates and encourages students to learn and achieve more. When all students are viewed as individual, capable human beings, and the more valued they feel -- the more likely they are to succeed.

Age Group
This being said, this strategy can be done at all grade levels. Students with disabilities of any grade level tend to be singled out and are usually seen as "different," but holding high expectations for all students helps them feel more like a part of a whole. At the end of the day, a student is a student.

References

Milsom, A. (2017, August 23). Creating positive school experiences for students with disabilities. Reading Rockets. https://www.readingrockets.org/article/creating-positive-school-experiences-students-disabilities

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Creating Positive School Experiences for Students with Disabilities

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The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and staff and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate.

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Foster non-classist assumptions and interactions

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Foster non-classist assumptions and interactions

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Strategy
This strategy involves students not sharing about material possessions during circle time, but instead sharing about personal and life experiences. In the article, it states that teachers can "Make a decision not to focus on children’s new possessions during circle and sharing times. Encourage children to share information about experiences they had with their families. Invite children to bring in their oldest toy and talk about how they still play with it." (Derman-Sparks & Edwards, 2020). Not every family can afford to buy new toys, so this will allow students to not feel left out or highlight any potential insecurities.

Why I chose it
I chose this strategy because it is a small, yet incredibly impactful change that teachers can implement for the overall benefit of all students. It can make students also become more cognizant of the fact that material goods aren't everything. It can also help students indirectly become less prone to flaunting and revolving their world around toys or material items. It allows them to see and share the joys in life through quality time and experiences.

Age Group
This being said, this strategy would likely be used most in preschool classrooms. However, teachers can encourage students and families of all age groups to not bring in new or expensive toys to school as a general rule (which would also prevent lost, stolen, or damaged items at school).

References

Derman-Sparks, L., & Edwards, J. O. (2020, March). Addressing inequity with anti-bias education: Learning about class and fairness. NAEYC. https://www.naeyc.org/resources/pubs/tyc/feb2020/inequity-with-anti-bias-education

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

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

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

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

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

The big picture: Economic class is real

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

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

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

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

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

The value and importance of different kinds of work

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

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

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

Strategies and activities about economic class and fairness

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

Create a welcoming and equitable learning community

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

Have the same high expectations for children from every family.

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

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

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

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

Foster non-classist assumptions and interactions

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

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

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

Make whole-class murals out of handprints or drawings.

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

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

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

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

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

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

Photographs: © Getty Images

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

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

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Anti-bias literature in classroom library

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Anti-bias literature in classroom library

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Strategy
Lesley University published an article on teaching young children to understand and accept differences. Within the article, it mentions the benefits of filling the classroom library with anti-biased picture books. This includes books that feature children of various races, ethnicities, cultures, genders, family backgrounds, and children who are disabled. This allows for all students to feel represented in literature and more included in the classroom.

Why I chose it
I chose this strategy because I recognize how important representation is. I can imagine that not being able to identify with characters in books would be very discouraging. This being said, having a diverse range of literature in the classroom can not only allow students to feel represented, but also help other students acknowledge the vast range of beautiful people who exist in our world.

Age Group
This being said, this strategy can be done at all grade levels, but more specifically early childhood grade levels (Pre-K to 3rd) when it comes to picture books. This would also work for older grades by selecting literature that features a non-white/cisgender/able-bodied protagonist.

References

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

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Teaching Young Children to Understand and Accept Differences | Lesley University

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

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Strategy
The Harvard Graduate School of Education's "Making Caring Common" project developed a list of five tips for preventing and reducing gender bias. Within one of the five tips, it encourages teachers, parents, and families to be mindful of their own biases and be mindful of how speak to their students/children. In the article, it states that "When we comment on how pretty girls look or how strong boys are, for example, we send messages about our expectations for kids based on their gender. Use gender-neutral words like “they” or say “she or he” when talking about people in the abstract. Say “firefighter” instead of “fireman” and “police officer” instead of “policeman.” (Harvard Graduate School of Education, 2022). It is important that we refrain from referring to students using gender specific terms such as "you guys" as it is possible that not every student feels comfortable identifying with that term.

Why I chose it
I chose this strategy because it is essential that teachers recognize that the way they speak to their students has an incredible impact on them. Becoming more aware of one's biases and the way they speak to others is an important aspect of communication in general, but especially young, impressionable students. While there may not be anything inherently wrong with the way one speaks and the person doesn't intentionally mean anything negative by it, words carry meaning and it is necessary that all teachers recognize the weight of their words and teach their students the impact words can have as well.

Age Group
This strategy would work for any age group. Children as young as preschool age have the ability to become more cognizant of the words they use towards others. Students of every age are susceptible to being influenced by their teachers words and actions, therefore it is the teacher's responsibility to conduct themselves in a manner that they wish to see emulated by their students.

References

Harvard Graduate School of Education. (2022, August 10). 5 tips for preventing and reducing gender bias — Making caring common. Making Caring Common. https://mcc.gse.harvard.edu/resources-for-families/5-tips-for-preventing-and-reducing-gender-bias

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Why

We all carry biases that are based on gender; throughout our lives we receive daily messages about what is expected of males and females. These biases become ingrained and it's often impossible to completely get rid of them. But, if we can be more aware of our biases, we have a better chance of counteracting them.

How

Take a hard look at how biases might be affecting your attitudes or actions. Be mindful that the relationships, language, and behaviors that come naturally to you may express bias. Think about what conclusions you jump to about what boys or girls should dress like, act like, think about and feel.

TRY THIS

Practice counteracting stereotypes. Exposing our brains to images that contradict stereotypes can actually decrease our implicit, unconscious biases. Find images that do not fit traditional gender stereotypes-women doing construction work or men in care-taking roles-and post them in places you view often at home or at work, e.g., save them to your phone or use them as your screensaver.

Watch your language. Our language sends messages about our expectations based on gender. When we comment on how pretty girls look or how strong boys are, for example, we send messages about our expectations for kids based on their gender. Use gender-neutral words like "they" or say "she or he" when talking about people in the abstract. Say "firefighter" instead of "fireman" and "police officer" instead of "policeman." Be on the look-out for statements that start with "all girls" or "all boys."

Check in with a friend or family member. Because we all are blind to some of our biases, we need feedback. Talk to close friends and family members about your own gender biases and ask them whether you are expressing gender biases that you might be unaware of. Ask kids to hold you accountable, to give you feedback if you are modeling stereotypes or expressing bias. Modeling this openness and being willing to admit bias sends a powerful message to kids about the nature of biases and how they are counteracted. It can be, of course, very hard to receive this kind of feedback from our kids or other loved ones, but it's a key part of responsible, moral parenting.

2. Engage Your Kids in Making Your Home a Bias-Free Zone

Why

Beginning at a very young age, kids notice differences between girls and boys that can develop into narrow understandings of gender. Parents and caregivers can shape healthier understandings about gender by cultivating family practices that widen kids' sense of gender roles and alert them to bias.

How

Develop routines and habits in your family, with input from your kids, that help to counteract and prevent biases and stereotypes. Build strong, trusting relationships with your children so it's easier for them to ask you uncomfortable questions related to gender. When kids ask questions about differences, let them know that you appreciate the question, and answer with straightforward, honest language.

TRY THIS

Mix it up. Proactively start conversations with your kids about how responsibilities get divvied up in your family. Talk about what is fair and balanced, rather than make assumptions about who does what based on gender. Create a chore wheel so that everyone gets a chance to participate in all the types of chores. Be willing to model behavior that doesn't fit gender stereotypes and show kids that you can step outside your own comfort zone.

Hold each other accountable. Periodically ask kids whether they think your family practices are gender-biased in any way. Are there different expectations of females and males in the family? If so, why? When kids do identify biases or inequities at home, brainstorm solutions with them.

Tell your story. Share with your kids examples of times when you've experienced bias because of your gender. Talk to them about times you've felt you've been treated unfairly or times that you've taken a stand against gender bias and injustice. Sharing your stories opens the door for them to share theirs.

Expand their horizons. Provide your kids with books, games, TV shows, movies, art, etc. that show people from diverse racial and cultural backgrounds demonstrating non-traditional gender roles, images that they may not see in mainstream media. Expose both boys and girls to a variety of activities. Don't just assume, for example, that boys will like sports and girls will like ballet. Ask girls to imagine themselves as senators, sports team managers and business leaders and ask boys to imagine themselves as child care directors and dance choreographers. Facilitate children interacting with mixed gender groups and developing cross-gender friendships.

3. Help Kids Kick Stereotypes to the Curb

Why

Kids are often unaware of the gender biases and stereotypes they confront every day, biases and stereotypes that can powerfully shape their views of gender. Kids need to learn from the adults in their lives how to recognize bias in themselves and others, how to talk constructively to others about biases, and how to avoid being influenced by stereotypes

How

Be alert to and prepared to explain to kids why bias is harmful in ways that they can understand and appreciate and give kids strategies for responding to biases and stereotypes that are appropriate for their developmental stage.

TRY THIS

Ask kids what they think. Kids are excellent at finding unfair images of themselves and others, whether at school, in the neighborhood or in the media. Create a list together of gender stereotypes you both see or hear. Spot them when you're watching television, listening to a song, or shopping for clothes together. Talk to them about how these stereotypes make them feel. If you see a bias or stereotype that your kids don't see, point it out to them. Make the connection clear: "That commercial shows girls not caring about school as much as about how they look. That doesn't seem fair."

Help kids be a first responder. Brainstorm with kids strategies for responding to stereotypes they encounter in their daily interactions. Talk together about the words they can use to speak up, and how those words might be different when talking to a friend or a stranger or a teacher, for example. Practice different responses and conduct role plays that help children find the right words. Help kids identify who their allies could be when they need more help in a difficult interaction.

Question their lingo. When you hear kids use terms to describe boys or girls that reflect biases, ask them to consider what the words mean and what messages these words might send.

4. Don't Just Let "Boys Be Boys"

Why

Too often boys' demeaning stereotypes and remarks about girls go unchecked. Often both adults' and kids' peers don't know how to intervene when boys make demeaning remarks about girls and often they fear being written off or ridiculed. Yet excusing these behaviors as "boys being boys" sends them the message that those behaviors are okay.

How

Take time to consider how to intervene when boys are demeaning to girls, and step in immediately if you observe or hear these behaviors.

TRY THIS

Talk about real honor and strength. Point out to boys the false bravado in demeaning girls and the real courage and strength in defying one's peers when they devalue girls in general or divide girls into "good girls" and "bad girls." Talk about commonly used, denigrating words to describe girls and why they're offensive, even when they're used "just as a joke" or sarcastically. Brainstorm strategies with boys for talking to their peers about this denigration that won't cause them to be ridiculed or spurned.

Allow boys to express their full selves. Encourage them to talk about vulnerabilities and worries, and appreciate them when they do. Encourage and recognize their expressions of empathy and care, especially for girls and others who are different from them.

Teach boys to value and stand up for girls and women. Help boys understand their responsibility in counteracting gender bias and stereotypes. Reinforce that being an ally to girls and women means not just avoiding demeaning girls but also speaking up when others do. Show them that you support and appreciate the women in your life.

5. Build Girls' Leadership Skills and Self-Confidence

Why

Too many girls are dealing with biases about their leadership capacity specifically. Perhaps the best way for girls to counteract their negative images about their own and other girls' leadership capacity is for them to experience themselves as effective leaders.

How

Expose girls to various, appealing examples of leadership and help them develop the skills and confidence they need to become leaders in a wide variety of fields. Too often girls avoid leadership because they don't feel confident in skills such as public speaking or because they fear their peers will disapprove. Many girls fear appearing bossy

Try This

Connect girls to leadership opportunities that are meaningful to them. Discuss with girls many types of leadership and explore with them how their interests and passions align with these different types. Show them images of girls and women in a range of leadership positions, such as the lead scientist in the recent Pluto mission.

Help girls develop specific leadership skills. Give girls chances to practice public speaking, to participate in decision-making processes, to work in teams, and to give and receive feedback. Invite them to practice these skills in decisions your family makes, for example, or encourage them to take action on problems they're concerned about in their schools and communities.

Talk to girls about their fears. Start conversations with girls about the things they feel hold them back from leadership. Model for them that it's okay to feel nervous or worried about how they'll be perceived or the reactions they may get when in leadership roles. Explore with girls various strategies for dealing with disapproval and criticism. Consider with girls how they might engage peers as supporters and allies when they face disapproval.

Encourage girls to lead in collaboration with diverse groups of girls. Collaboration and teamwork are essential skills for leadership in today's workplace, helping to develop social awareness, problem-solving abilities, perspective-taking and other key skills. And working in racial and economically diverse groups can enrich girls' understandings of different cultures, expose girls to a wide range of leadership styles and abilities, and enable girls to draw on various kinds of cultural wisdom about leadership.

Last reviewed October 2018.

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5 Tips for Preventing and Reducing Gender Bias - Making Caring Common

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If we can be more aware of our biases, we have a better chance of counteracting them. Use these tips and suggestions for understanding and addressing bias with your kids.

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Strategy
In an article discussing how teachers can reduce implicit biases regarding race, it states that practicing mindfulness can have a direct effect on reducing biases in general. In fact, "In one study, young white participants who listened to a 10-minute audiotape with instructions in mindfulness showed less implicit bias towards blacks and older people than those who listened to a 10-minute discussion of nature. This suggests that nonjudgmental awareness, even when not specifically focused on reducing prejudice, can help reduce unconscious biases." (Suttie, 2016). This quote is evidence that simply taking 10-minutes out of a school day to practice mindfulness has the potential to reduce biases in the classroom.

Why I chose it
I chose this strategy because it is such a simple and effective thing to do to combat bias in the classroom. Teaching students to practice mindfulness has additional benefits as well -- it can reduce stress and contribute to a calmer and safer classroom environment. Practicing mindfulness and loving-kindness is a positive message that can resonate with pretty much everyone, which makes it a universal method to reduce bias in the classroom.

Age Group
This being said, this strategy would work for almost any age group. Starting in preschool all the way up to college level, I think that there is value in students, and all people for that matter, taking a moment to destress and refocus energy on being mindful, loving, and kind towards others.

References

Suttie, J. (2016, October 28). Four ways teachers can reduce implicit bias. Greater Good. https://greatergood.berkeley.edu/article/item/four_ways_teachers_can_reduce_implicit_bias

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A friend of mine recently told me about an incident involving students at Berkeley High School. On the first day of classes, African-American juniors and seniors were being asked by their honors course teacher to show him their schedule when they entered the classroom. The teacher, who was white, apparently assumed the black students were lost and in the wrong room, and his gesture made them feel unwelcome and humiliated.

This is an example of implicit bias-a behavior that arises from subconscious associations, which may even contradict someone's explicit values. Implicit racial bias plays a role in many classrooms and schools with potentially devastating effects. In one recent experiment with preschool teachers, researchers found that when teachers were primed to look for behavioral problems while watching a classroom video with black and white children (none of whom were misbehaving), teachers gazed much longer at black children than white children, as if anticipating the behavioral problems would come from the black children.

In another experiment from the same study, teachers read a vignette about a behavioral problem with a preschooler randomly identified as a black boy, black girl, white boy, or white girl, and then were given details about the child's background or not. Providing the background information on the child increased the severity of suggested disciplinary actions when the race of the teacher didn't match that of the child, supporting the idea that we are more inclined to punish those who look different from us.

In fact, disciplinary actions are more likely to be perpetuated against African Americans-boys and girls alike-than any other group of students, regardless of the infraction. And while it's understandable that teachers would want to prevent disruptions in the classrooms and take actions to avoid them, some seem to have little idea of how to do that without turning to ingrained biases.

Of course, teachers are not alone in having racial biases. Their behavior reflects how social messages are hard to escape, even for people of color. But studies like these show how racial disparities can be perpetuated in classrooms, too. If left unchecked, this kind of biased treatment can haunt a student well into elementary school and beyond, making the promise of "schools as the great social equalizers" a false one.

The good news is that teachers can learn to combat their prejudice, even the implicit kind, if they become more aware of it and take steps to actively fight it in themselves. Here are some of the ways that might help educators treat all of their students with dignity and care.

1. Cultivate awareness of their biases

Teachers are human and therefore influenced by psychological biases, like the fundamental attribution error, when we assume that others who behave in a certain way do so because of their character (a fixed trait) rather than in response to environmental circumstances. In-group bias leads us to assign positive characteristics and motivations to people who are similar to us.

Biases like these are natural, used as cognitive shorthand for making quick social judgments in ambiguous situations, especially those involving people from unfamiliar ethnic or social groups. They become a problem when we're not aware of their impact on other people. And if we're part of a majority group with more social, economic, or political power than a minority one, then accumulated unconscious bias can be extremely destructive, limiting the life opportunities and hurting the well-being of the minority group.

Many researchers believe that becoming more aware of our biases can help us improve our interactions with others, decrease our sense of unease in interracial contexts, and make better decisions. Though most of this research has been done with other professional groups or the general public, the same lessons are likely to apply to teachers.

However, many teachers feel pressures not to cop to those biases, perhaps out of fear they will be accused of racism. This leaves them blind to the ways that biases work at an unconscious level. Pretending to be colorblind is not helpful and in fact adhering to a color-blind philosophy has been shown to increase implicit bias, at least in college students. Admitting that we are all subject to biases creates a safer space to examine them more carefully and to take steps to fight them.

2. Work to increase empathy and empathic communication

Empathy -the ability to understand another's perspective and emotions-is important in all human social encounters, including teaching. Yet, often teachers have little understanding of the communities where their students live and have trouble understanding their perspectives, leading them to treat these students more harshly.

One solution: learning about the lives of students and showing that you care. At least one study has found that actively trying to take the perspective of another person-as opposed to trying to be "objective"-increased one's ability to not fall prey to stereotypical views of others. Actively inducing empathy for another person has been tied to a willingness to consider environmental circumstances more closely when handing out punishments for misbehavior. And, one recent study has found that training teachers in empathy cut down student suspension rates in half.

Though perhaps more research has been done on empathy in other professionals (such as physicians and police officers), teachers may want to take note of the ways that they have learned to increase their empathy through a combination of stress reduction, learning how to manage difficult emotions, and practicing empathic communication. Treating students with kindness and consideration is a sure way to bring out kindness in them, too.

3. Practice mindfulness and loving-kindness

Mindfulness practices-such as paying attention in a nonjudgmental way to one's breath or other sensations-has been shown to decrease stress in teachers, which can indirectly have an effect on reducing bias. But according to some research, mindfulness may also have a direct effect on bias reduction as well.

In one study, young white participants who listened to a 10-minute audiotape with instructions in mindfulness showed less implicit bias towards blacks and older people than those who listened to a 10-minute discussion of nature. This suggests that nonjudgmental awareness, even when not specifically focused on reducing prejudice, can help reduce unconscious biases.

Loving-kindness meditation-a practice that involves consciously sending out compassionate thoughts toward others-may also help. In a recent study, the random assignment of a short-term loving-kindness meditation reduced implicit bias toward a targeted group, though it didn't decrease implicit bias for other groups not targeted by the meditation.

4. Develop cross-group friendships in their own lives

While it's important to take steps in the classroom, the relationships we form outside of the classroom can also have an impact on bias.

Cross-group friendships have been shown in several studies to decrease stress in intergroup situations, to decrease prejudice toward outgroup members, and to decrease one's preference for social hierarchy or domination over lower-status groups. These findings alone might encourage teachers to seek out cross-group friendships in their lives so that they can be more receptive to the diverse students they find in their classrooms.

Another reason for teachers to consider developing cross-group friendships is that they may influence their students to do the same. When people see cross-group friendships working out in positive ways, they tend to be more willing to engage in cross-group friendships themselves.

In addition, positive cross-group friendships can have contagion effects in other people within social groups, turning whole communities into warmer, more receptive spaces for cross-group interactions. All of this bodes well for teachers role-modeling the kind of behavior they want to see in their students.

Of course, this doesn't necessarily mean teachers should indiscriminately approach someone just because they are from a different racial group. Instead, teachers can reach out to colleagues at work, or get involved in activities or perhaps attend events where people with different backgrounds and perspectives come together for a common cause. Developing friendships can be one of the best ways to break down barriers of prejudice, and it's more easily done when people have some common interests.

Is this a lot to ask, given all the burdens our society heaps on teachers? Perhaps. Teachers should get more support than they do, and, ideally, school districts should make reducing implicit bias a priority backed up with money, policy, and training. Individual teachers can only do so much.

Luckily, the teaching profession tends to attract altruists who want to teach in a way that helps their students. By working at countering implicit bias in themselves, they can truly make a difference in the lives of their students, making them feel safe, cared for, and welcome in the classroom.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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Four Ways Teachers Can Reduce Implicit Bias

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We're all subject to bias. Here are tips to help teachers treat all of their students with dignity and care.

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Strategy
A Time article discussing how to teach about religions in schools, it encourages teachers to educate their students about religion by taking field trips to houses of worship -- as a way to observe rather than participate in the rituals. The article states that it may be better to go to the house of worship when there is no service in session, out of respect for the members of the religious community.

Why I chose it
I chose this strategy because I think it would be so memorable and engaging to go to a house of worship different or completely new to one's personal experience. For example, I have never been to a temple or a mosque and I think it would be so interesting and enlightening to observe one and learn about a religion different from my own and it would help combat any biases towards a particular religion by witnessing their place of worship firsthand.

Age Group
This being said, this strategy would probably be best for middle school, high school, or potentially upper elementary (depending on behavior). To execute this strategy effectively and respectfully, it is vital that students recognize and have the ability to conduct themselves in a controlled, respectful manner -- therefore, this would not be suitable for children younger than 12 years old in my opinion.

References

Wertheimer, L. K. (2016, September 30). How to teach about world religions in schools. Time. https://time.com/4515229/religion-teaching-public-schools/

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How to Teach About World Religions in Schools

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Ten tips for explaining today's most controversial subject

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Using materials and photos in the classroom that counter stereotypical associations

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Using materials and photos in the classroom that counter stereotypical associations

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Strategy
The Ohio State University's Kirwan Institute encourages teachers to combat implicit biases in the classroom by using posters, pictures, and materials depicting people of multiple races as doctors, teachers, and other professionals when describing career choices. Teachers must ensure that all races are represented in positions of power and are represented equally.

Why I chose it
I chose this strategy because it is a simple and effective way to show children that they can be whatever they want to be in life and, as mentioned previously, combats the development of implicit biases.

Age Group
This being said, this strategy can be done at all grade levels, but more specifically early childhood grade levels (Pre-K to 3rd) when they explore and identify various career options through dramatic play, books, etc. The Kirwan Institute recommended this strategy for early childhood education classrooms as well.

References

Capatosto, K. (2015, July). Strategies for Addressing Implicit Bias in Early Childhood Education. Kirwan Institute for the Study of Race and Ethnicity. https://kirwaninstitute.osu.edu/sites/default/files/2015-06//implicit-bias-strategies.pdf