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requires fostering long before any Audit Assumptions: Avoid making terms that appeal to students. I, for
student stumbles upon the world of assumptions about students and one, used phrases like, “Gather,
lockers, schedule requests, and Snap their personal lives. As the dynamics minions!” or “Attention esteemed
Chat. One of the greatest misconcep- of family have changed over the scholars!” to get a chuckle out of my
tions, one that I admittedly shared in years, from career norms to divorce students. Something as simple as us-
earlier stages of my own journey, is rates, educators have learned to ing the term police officer, instead of
that discussions about gender-identity suppress assumptions that every policeman or policewoman, can make
are directly correlative to sexual pref- household has a mommy, a daddy, a significant impact on that one kid
erences. This misconception imme- a white picket fence and a dog who feels alone or lost.
diately deters elementary educators named Spot. The same is true for Intelligent Exploration: When doing
from wanting to touch this topic with LGBTQ+ families. Currently, it is research, beware any websites
a ten foot pole. Allow me to ease any safe to assume that there is at least that are overshadowed with biased
concerns; gender-identity is not about a handful of families, in any district, information. As educators, we support
preference and is not beyond the com- that includes lesbian, gay, bisexual, agendas to expand our students’
prehension of our little ones. transsexual, or queer parents, aunts, learning, but playing in the political
In fact, by pre-kindergarten ages, uncles, or grandparents. When talking arena is not a requirement. Some
children already formulate their own to students about their families, ask excellent resources include the
beliefs about gender. “[By ages 3-4] about the “adults” (non-gendered) following: www.tolerance.org and
gender identity takes on more meaning in their lives who love and care for www.newsela.com both of which
as children begin to focus on all kinds them, as opposed to asking about curated specific LGBTQ+ readings for
of differences. Children begin to con- their “moms” and “dads.” This practice students. www.gardenstateequality.org
nect the concept ‘girl’ or ‘boy’ to specific applies to other topics such as rules, and www.hrc.org are also very good;
attributes. They form stronger rules careers, fairness, individuality and you will just need to navigate them to
or expectations for how each gender relationships. When discussing these suite your needs. For example, this
behaves and looks.” (Kuhn, Nash, & topics, avoid reinforcing the only HRC webpage lists inclusive practices
Brucken 1978; Martin, Ruble, & Szkry- boys do this, and only girls do that for classrooms: www.hrc.org/blog/tips-
balo, 2004; Halim & Ruble, 2010). Fur- mentality. Dancing the line between for-making-classrooms-more-inclusive-
thermore, students who feel particularly social learning and labeling can be as-students-head-back-to-school. If
repressed at a young age are likely tricky, so do research and find books you are looking for books related to
to suffer from anxiety, depression and that illustrate these topics for you. LGBTQ+ equity, visit the American
suicidal ideation during shockingly early A fantastic book about identity and Library Association website: www.ala.
stages of development. By utilizing assumptions is Red: A Crayon’s Story, org/rt/glbtrt/tools.
inclusive practices, starting in kinder- by Michael Hall. Start Somewhere, Anywhere: As
garten, educators allow students with a Inclusive Language: As any adult educators, we are in the business
broad spectrum of feelings, beliefs and who has interacted with children of correcting mistakes; this doesn’t
experiences to thrive in the classroom can tell you, kids are sponges. They mean that we are immune to missteps
without being alienated. absorb experiences that are character- from time-to-time. It is important to
ized by the actions we take and the keep the lines of communication open
Simple Steps to Tackle a words we use in their presence. When between teachers, administrators and
Potentially Complicated shifting the culture of a classroom, the parents when making these types of
Topic easiest and most immediate impact changes. The biggest step anyone
What Needs to Change: Surprisingly, can be made with words. Think of can take is to start the conversation
the words we use in the classroom
there is little need to depart from the as transmitters sending hundreds of they were once afraid to have. It is
standard academic and Social Emo- thousands of signals to our students. okay to not know and to ask ques-
tional Learning (SEL) already taking These signals tell our students what tions. Show yourself and others
place in elementary classrooms. As is acceptable and unacceptable about grace. We can do this, together.
this mandate rolls out, it is safe to themselves and the world around
assume that a plethora of vendors will them. At the ages of 5 and 6, students A very special “Thank You” to Bergen
be chomping at the bit to sell districts become the most “rigid” about values; County Education Specialists, Norah
the “latest and greatest” in LGBTQ+ this is why the term “white lie” can Peck & Sharon Rosario, the Bergen
curriculum. However, key topics that sometimes escape them (Weinraub et County Curriculum Consortium
we already cover like friendship, fair- al., 1984; Egan, Perry, & Dannemiller, Executive Board, and North Arlington
ness, family, careers, relationships, 2001; Miller, Lurye, Zosuls, & Ruble, Superintendent, Dr. Stephen Yurchak
and rules can all remain. With a simple 2009). By swapping out some com- for their direct roles in supporting the
tweaking of materials, standards and mon terms we use in the classroom, understanding of these initiatives for
verbiage, educators can create organi- we can send inclusive signals to our me and so many others.
cally safe classroom environments kids. For example, instead of say-
without forcibly tacking on extra units ing “Boys and Girls,” use the term
or lesson plans. “Friends” or any other gender-neutral

Educational Viewpoints -39- Spring 2020