Children and Prejudice Racism

1
Children and PrejudiceRacism

• Session 7
• CI 111
• Jin-ah KIM
• York Chapter 2 and 3
• Spring 2007

2
I. Racial Awareness and Prejudice

• A. Infants self-awareness
• B. Toddlers
• C. Twos identify people with the words me, mine,
  and you
• D. Three and fours
• E. Fives and sixes
• F. Sevens to nines gender and racial constancy

3
II. Research

• Childrens awareness of human differences
• Children notice skin color as early as six months
  to be exact
• Preferences associated with skin color
• Doll study controversial

4
III. Prejudice and Stereotypes

• Definition? (_ _ _ - _ _ _ _ _ _ _ individual
  based on attitudes and _ _ _ _ _ _ _ about an
  entire group of people.
• Is it easy or difficult to change?
• Stereotypes
• Definition
• Discuss an incident that you saw or had
  experience with stereotype (prejudice)

5
IV. Discrimination

• Prejudice feelings discriminatory behavior
• Passive vs. aggressive
• Behavior moves from passive to aggressive and
  from verbal to physical.
• What is role of teacher? In positive ways and
  negative ways.

6
V. Progression of prejudice

• Discuss among group on how prejudice progress
• Share the examples
• How can we prevent and reduce prejudice?
  Discussion

7
Racism

• York Chapter 3

8
I. Race

• 17th and 18th century anthropologists proposed
  a system to classify people by observable
  characteristics such as skin color, hair type,
  body proportions and skull measurements
• Caucasoid
• Mongoloid
• Negroid
• (The FreeDictionary.com)

9
A. Definition

• Today, race is defined, not by observable
  features, but by genetic characteristics such as
  blood groups
• (The FreeDictionary.com)
• Race is important, politically, economically,
  and historically (Hodgkinson, 2001, p. 3) but is
  very problematic
• E.g. Identification of Native American groups
  (The Museum of the Native American)

10
II. Ethnicity

• Generally refers to a subset of the national
  culture in which people share one or more of the
  following race, nationality, religion,
  ancestry, or language (www.multied.com)
• Group or groups that people identify with
• Share a sense of common origin (geographical)
• Claim a common and distinctive history
• Feel a unique sense of collective solidarity

11
III. Culture

• The social backgrounds that imbue children with
  particular forms of knowledge, values, and
  expectations of behavior (Swiniarski
  Breitborde, 2003, p. 80).
• Our culture defines for us what is normal, what
  is expected, what is the ideal way of living, and
  how the world works (Swiniarski Breitborde,
  2003, p. 80).

12
Continued.

• Shared assumptions, values, traditions, norms,
  customs, art, stories, symbols, history,
  institutions, and experiences (www.ojp.usdoj.gov)
• Material artifacts and physical objects
• Nonmaterial language, beliefs, customs, myths,
  family patterns, and rules (M. Scott Williams,
  2004)

13
IV. Racism

• Teachers are even more important than the
  materials they use..
• Teachers in both _____ and ____ ways, communicate
  negative feelings to students of color (Haberman,
  1996 Irvine, 1990).

14
V. Creating a nonracist classroom

• Check your racism at the door
• Make unity and equality the goal of your
  classroom
• Respect yourself and others too
• Demystify skin color
• Provide positive cross-racial experiences
• Foster social awareness and action

15
(No Transcript)