1.  You will increase your awareness and understanding of your own social identity  You will examine what you have learned about differences, connection, and what you enjoy or fear across lines of human diversity

2. You will identify how you have been advantaged or disadvantaged by the “isms” and the stereotypes or prejudices you have absorbed about yourself or others

3.  Personal Identity: our name, age place in the family, personality, interests, talents, etc.

4.  Social Identity: racial identity, gender, culture, language, abilities and disabilities, economic class, family structure, sexual orientation, religion…

5.  Examining all these concepts of ourselves is an important step towards becoming an Anti-Bias Teacher

6.  This activity will help us determine our Social Identity  Follow the instructions on the chart  Prepare to discuss your social identity with your partner

7.  Time to complete chart: 10 minutes  Discussion with partner: 20 minutes ◦ In what ways have you experienced privilege and visibility? ◦ In what ways have you experienced discrimination and prejudice? ◦ Which identities have opened doors for you? ◦ Which identities have made life harder?

8.  Question to Class: When you reflected on yesterday’s Social Identities Portrait activity, what concept was the most powerful for you?

9.  Beginning ideas and feeling very young children that may develop into real prejudice if reinforced by societal biases. It may be based on young children’s limited experience and developmental level, or it may consist of imitations of adult behavior.

10.  Click here to link to the PBS internet location of A Class DividedA Class Divided

11. How can we help develop anti-bias children?  Role Model accepting social interactions  Create opportunities to learn about diversity  Watch for Teachable Moments!

12.  Children’s questions about their own and others’ various identities and appearance reflect their desire to make sense of the world.

13.  Silencing children or avoiding real answers can lead children to conclude there is something discomforting or fearful about being different.

14.  Just listen-Stay calm and interested.  Figure out what the child wants to know  Listen for feelings behind the words – Curiosity? Discomfort?

15.  Answer matter-of-factly and simply  Always respond-even if you have to think about if for a day or so first  Follow up

16.  “Why is my hair black and Tommy’s hair yellow?”  “Why does Caleb have braces on his feet?”  “Why is Daniah’s mom wearing that head scarf?”  “Why does Madison have two mommies?”

17. Derman-Sparks, L., & J. O. Edwards. 2010. Anti-Bias Education for Young Children and Ourselves. Washington, DC: NAEYC Peters, W. (Producer/Director). (1985). A Class Divided [Documentary]. Boston: WGBH Educational Foundation. http://www.pbs.org/wgbh/pages/frontline/shows/divided/