Gender, Gender Identity, and Sexual Orientation

I had never realized what a huge issue gay families present in mainstream society.  It has never bothered me; the thought of someone loving someone else, regardless of race, religion, sexual orientation, etc.  The video presentation for this week was an eye opener.  Young children are being exposed to issues of homosexuality and gender roles from a very early age. 

If a family member were to inform me that they didn’t want anyone who was homosexual or transgender to be caring for, education, and/or interaction with their children, I would approach them in a nonthreatening way to have a conversation about it.  I would ask them what their concerns were.  I feel that it is best to acknowledge the fact that the family may not be homophobic, but may have had a negative experience of their own as a child, and may be concerned that their child will have the same.  In addition, by starting the argument by allowing the parent to voice their opinion, you are giving them the power, which will lead them to being more open with their feelings.  I would then explain all of the reasons why the person they are concerned about is qualified for their position, and how wonderful they are with the children.  I would also explain, that just like my heterosexual relationships are not discussed, nor are they a factor in my classroom, neither are my coworker’s relationships.  I would also offer to set up a meeting with my director to discuss the family’s concerns with him/her, as well as my conversation with the family. 

I feel that gender roles are not only encouraged, but solidified in many early childhood environments.  Children learn to segregate themselves at a very early age and the ways in which an early childhood classroom can be set up, can further encourage these separations.  “Rather than their gender anatomy, young children typically focus on the external and cultural aspects of their gender identity—that is, they believe that how they dress (appearance) or what they like to do (behavior) is what makes them a girl or a boy” (Derman-Sparks & Edwards, p. 91, 2010).  Early children, as depicted in the video, put a great deal of weight on gender roles.  Depending on the type of family they grow up in, depends on the role they wish to play.  For example, when I taught preschool, one of my girls had a mother who flew all over the country for business.  Every day she would go to the dramatic play area and put on a suit jacket and pretend to fly somewhere for business, and some of the boys would tease her for it.  Because their fathers were the ones that worked, it was confusing to the young boys in my classroom that she would want to be a business woman.  “Certainly, the children’s play provided us with many opportunities to pay attention to gender” (Pelo, p. 69, 2008).  This young girl’s depiction of a business woman, led to productive discussions among the class, as well as a visit from her mother to discuss her job, and her husband’s job at home with the children.

I believe in order to create an anti-bias classroom; we need to focus on gender and sexuality issues with our students.  Not all diversity resides in the color of our skin; we need to focus on all aspects that are very real in our student’s lives. 

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. Washington D.C. : NAEYC Books.

Pelo, A. (2008). Rethinking Early Childhood Education. Milwaukee: Rethinking Schools .