"Start Seeing Diversity Video" Blog: Gender, Gender Identity, and Sexual Orientation

1.      Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.

I can remember as a child growing up in a community that was highly populated by one culture of people. That group of people was Black people. I hardly ever seen, let alone interacted with children and families from other “diverse” backgrounds. With the increasing amount of children and families who are residing in this country, it is imperative that school settings be prepared to teach and educate children and families about the many different types of diverse families. Being an advocate for diverse cultures of families, I support the inclusions of all children and their families. It is so beneficial that children are supported for who they are and where they are from. Children need to see themselves and their families reflected in their learning environments. This will give children a sense of belonging and allow them to feel more comfortable in their learning environments. Helping children and their families develop self-esteem and a sense of belonging in their new school is important for success (Kirmani, 2007). With the use of materials such as books, puzzles, family photos, posters, and multicultural dolls, children and parents are better able to understand families that are very much different from their own. It is essential that teachers help children see that gender, race, culture, and sexual orientation can be expressed in multiple ways and that some of these ways have more power than others (Hyland, 2010). With these differences, there is room for many wonderful learning experiences for children and families.

 

2.      How would you respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child.

My initial response would probably be in disbelief of what the parent/family member is communicating. As an educator it would be my responsibility to educate and share with the parent about the harmful effects of discrimination and bias against others. This does not only affect the educator but their child as well. Children may receive a harmful message regarding gays and lesbians if parents are not careful of their communications regarding such issues. While families are in a critical place in shaping children’s values on such matters, classroom practices communicate and reinforce strong, subtle, and respected social messages about what is and is not valued (Hyland, 2010).  I would explain to the parent that all educators are highly credentialed educators and regardless of their sexual orientation, they are assigned to support and educate their child as well as the parents. I would them assure the parent that no teacher who is openly or secretly gay or lesbian will be enforcing their sexuality on any child. Their sole responsibility is to educate their child. As the educator, I would share literature regarding equity-based pedagogies. I believe that the parent just may not be aware of equity in the classroom setting. This applies to the staff as well as children. In early childhood programs and in preschool and primary classrooms, it is critical for teachers to address injustice and develop equity-based pedagogies, because children form ideas about families and their own sense of identity within the large world during these early years (Boutte 2008).   

 

References

Hyland, N. E. (2010). Social justice in early childhood classrooms what the research tells us. YC Young Children, 65(1), 82-90. Retrieved from http://search.proquest.com/docview/197637742?accountid=14872

Kirmani, M. H. (2007). Empowering culturally and linguistically diverse children and families. YC: Young Children, 62(6), 94–98.