Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination

Abstract

Teachers play a vital role in socializing children's anti-biased beliefs. Kindergarten through second grade teachers (N = 147; 99% women; 93% White, non-Hispanic) in the U.S. responded to hypothetical vignettes of peer-based racial and gender discrimination. Content analysis revealed 21 practices across three themes: Anti-Bias, Minimizing, and General. Teachers more frequently referenced Anti-Bias and Minimizing practices and less frequently referenced General practices in gender versus racial contexts. Further, the specific types of Anti-Bias and Minimizing practices were more varied in gender versus racial contexts. Findings have implications for ways teachers promote inclusive spaces for all children, including children of color and girls.