Anti-bias or Not: A Case Study of Two Early Childhood Educators

Abstract

This work examines anti-bias teaching practices through a case study of two early childhood educators working in classrooms with 4- to 5-year-old children. The educators self-identified that they intentionally addressed diversity in their classrooms using the anti-bias curricular approach (Derman-Sparks & the ABC Task Force, 1989). Specifically, the study explored how early childhood educators used anti-bias practices, and how educators discussed race and gender with young children. The methodology involved semi-structured interviews, naturalistic observations of educator-child interactions, and a survey of educators’ beliefs and classroom practices regarding race and gender. Findings indicated that educators felt more comfortable and skilled at addressing gender and sexism than race and racism. There were discrepancies between educators’ beliefs and classroom practices regarding race, gender, and anti-bias practices. Implications for children's prejudice and stereotype development, as well as for educators’ professional development are addressed.