Multicultural Curriculum

Erika Enriquez
Pacific Oaks College HD 412

One of the most common misconceptions in a classroom environment is that of gender

roles. Gender roles have no place in a quality preschool program. One idea is that in order to
create a gender inclusive environment we first need to asses ourselves and our classrooms. In
order to achieve a breakdown of gender roles within a classroom we need to understand the
importance of inclusion. Inclusion requires for all children to be encouraged to participate in all
the learning centers within the classroom, by proving interest points throughout the environment.
Children can only excel when introduced to a variety of materials that can be manipulated and
that can allow developmental growth to take place. The idea that only girls belong in the house
area or only boys in the block area are only setting limits to our childrens leaning ability and
experiences. Secondly I feel that we need to be aware of the language used with children, and
make sure we are not promoting gender roles through the use of informal language. An example
would be using words to describe community members, fireperson instead of fireman, and
mailperson/mail carrier instead of mailman. Other examples would be the expectation of a girl to
want to talk about her feeling while that same expectation is not present for boys.
Identity
Identity is often focused on physical aspects of a boy and a girl. When a parent has a son
or daughter the stereotypical ideas spring forth as to the outward acceptance of their child.
Parents direct children to what is socially acceptable in regards to; clothing, hairstyles, and toys
they should be playing with. Yet, identity in children must be examined in how the child views
themselves within their supportive environments.
Educators also direct identity by the classroom environment they create. Identity is
placed within gender specific materials. Within the dramatic play area, clothing and materials are
mainly female related. A few materials for boys are male designed hats, coats, and ties. When a

boy puts on gloves, necklaces, and holds a purse he is automatically scolded for his choices,
since those materials are for girls.
Creating an inclusive environment will enable a child to create and develop their own
identity. Estola suggests that it is important that all play domains are not culturally divided into
separate boys or girls games since this narrows childrens possibilities to develop their full
potential (2011,48). Supporting a childs interests should not be regulated based on gender
acceptance. Broadening our minuscule ideals will engage children to explore unknown interests
that may exist.
Expectations about gender roles are not only affected by the general sexism in our
society; ethnic and cultural background also influences peoples beliefs about gender behavior
(Copple, C. p 119). Adults base concerns on what a child plays with in regards to future sexual
preferences. When a boy plays with a doll this does not label him homosexual or a girl working
with blocks as a lesbian. These ideas are inconclusive and harbor future potential in breaking
gender roles. As young children develop gender awareness, they establish rigid lines around
gender roles (Copple, C. p 115). Fostering daily positive and inclusive experiences for children
will dismantle stereotypes to encourage the exploration of identity without criticism.
Social Justice
Reflecting upon social justice in the preschool environment, views throughout the
educational perspective are shown to be faced with similar situations. Social justice is defined by
the Department of Government and Justice Studies at Appalachian State University by Matthew
Robinson as, Promoting a just society by challenging injustice and valuing diversity. It exists
when all people share a common humanity and therefore have a right to equitable treatment,
support for their human rights, and a fair allocation of community resources. (Robinson, 2015)

As we begin the educational career of so many young minds through preschool we must look at
the classroom as a microsystem. A system set up to support the needs of the children in the class.
Teachers must focus on each individual child and assess that every childs basic needs are being
met. Teachers should strive to develop a pedagogy which encompasses tolerance, diversity, antibias, culturally relevant, and anti-oppressive teachings.
Focusing on gender equality in the preschool environment we find that through play and
family interactions children build understand of gender roles. In the book, A World of Difference
it states, Research shows that family characteristics such as structure, socioeconomic level,
class, culture, race, and religion can significantly shape childrens gender learning. (Copple, C.
p.114) Teachers must learn to build an environment rich in all abilities and levels, full of new
experiences for each and every child to learn from. By providing children with opportunities we
build their sense of self and foster learning moments. Teachers must also set aside their own
assumptions and stereotypical understandings of gender. In the journal, Preparing Teachers of
Young Children to be Social Justice-Oriented Teacher by Celia Oyler, we see how our own
assumptions can play a role in our view of social justice as stated, We want our students to see
how their own social class location affects many of their assumptions. (Oyler, 2011, p.154) To
build and nurture an environment of equality we must first set aside our own beliefs and focus on
the children in our class. By incorporating all types of play throughout the environment, we build
a more gender free atmosphere for all children to develop at their own pace.
Biases
We all have preconceived biases, biases we dont even know exist. We can clearly see
and criticize others when they express them but tend to be blind of our own. These biases, what
we think are socially acceptable gender norms are nothing more than gender role stereotypes that

can negatively affect the expectations, career decisions and overall outcome in a childs life
(Mills, Culbertson, Huffman, Connell, 2012).
The agents of socialization such as parents or caregivers, schools and churches, families
and friends, as well as toys and mass media, are responsible for conditioning children, through
learned behavior what is culturally expected gender behavior. An example of this would be, a
boy pretending to be a chef while playing and manipulating kitchenware toys, and his father
redirecting his playing by offering and saying, play with cars, cooking is for girls. This would
be an example of a caregiver being an agent of socialization teaching a gender expectation even
knowing that the worlds most renowned chefs are in fact men. A similar example can be, a girl
building a well-thought out road for her cars in the block area and her teacher redirecting her to
the dramatic house area where, unknowingly the cultural norms and preconceived biases
influence her at preparing her for the expected role of a housewife and a mother.
There is so much to learn from when building with toys blocks. Its more than just fine
motor skills and hand-eye coordination and spatial awareness, children become critical thinkers
and express their creativity. As if that wasnt enough, the greatest benefit from block playing is
mathematical skills. According to Gender Biases in Early Number Exposure to Preschool-Aged
Children, an article in the Journal of Language and Social Psychology, Parents can shape
expectations and interests, which may predict later differences in achievement and occupational
choices. Exposing both genders to an equally rich mathematical environment might put an end
to the stereotype of male dominance in math (Chang, Sandhover, Brown, 2011).
There are other ways in which children are victims of the gender biases that grownups
have over them that unintentionally reinforce prescribed gender roles. Lets take active physical
play for example, when taking out the balls, a teacher can unknowingly be handing balls out only

to boys, assuming girls wont play with them. At home, a father might feel that his four year old
son is ready to have the training wheels off of his bicycle, yet his daughter, at age six still rides
with them. If he was to fall off and get hurt, he would most likely be conditioned to suck it up
and not cry because of the social role theory about what is expected male behavior. If his
daughter was to fall and get the most minimal scrape, it would be an expected behavior for her to
be emotionally expressive. Daddy would most likely encourage her to verbally share her
feelings. Then we wonder why most men cant express themselves, they have been taught to not
to express their emotions or even talk about it, which is something that comes quite easily for
most women.
Social psychologist have theorized that stereotypes act as conservative forces that justify
and maintain the existing relations between dominant and subordinate (Diekman, 2000 ).
Striving for gender equality and to begin closing the gender gap can be attainable through letting
go of our personal biases. Because implicit stereotypes are learned through experiences and the
environment, we must aim to provide an environment free from gender roles within our
classrooms.
Parent Communication
One of the key factors of a successful program is including the families that we serve.
Successful parent communication requires consistency and frequency. In order to have positive
outcomes when communicating gender inclusion throughout the environment clear goals need to
be set and implemented. Along with setting clear goals they need to be communicated in various
forms. Incorporating newsletters along with parent meetings or a simple email would produce
higher level of success when communicating with parents. With the facilitation of the parents, a
teacher can create an environment that promotes gender inclusion. According to the book, A

World of Difference, To foster gender-role flexibility in their students, teachers can organize
classroom environments and conduct lessons that encourage boys and girls to engage in crossgender cooperative activities. (pp.115)
The benefits of gender inclusion throughout the classroom include many developmental
advantages. Two of the areas of focus are the Block Area and the House/ Home living area.
According to the website Early Childhood News, Play with blocks provides an excellent
opportunity for social and physical development and enhances creativity. (Alexander, 2008)
Play in the block area provides all children an opportunity for them to learn math skills, spatial
relations, coordination, and social skills. Through block and manipulative play children learn
creativity and how to work with others to achieve a common goal. The benefits of the house area
include all children leaning imaginative play. They begin to develop social emotional skills and
learn real life skills through the shared knowledge of their peers. Along with social emotional
skills children learn language skills and communication skills through play.
Curriculum
In order to incorporate a gender-neutral environment we must first, take the dramatic play
area and provide a rich environment with plenty of open ended gender-neutral materials such as
community member attire. Attire that will spark interest in all the children, and not just the boys
or just the girls. Proving a variety of professional attire that can be worn by all children will
create the open ended discussions about gender equality in real life. An example of this would
be business attire like coats and blazers. Another example would be solid colored scrubs that can
be worn by both doctors and nurses. Along with the materials provided in the classroom needs to
have images throughout the play area with people doing non-traditional roles.

The materials within this area can be contained in neutral containers. Most materials and
clothing are stored in gender coded containers or trunks. Within the dark blue container you find
all male related items and the turquoise container are female. By taking away the gender coded
containers and placing materials in profession labeled containers allows each child to not
question if they can use them, but that they want to. When materials are not color coded, children
can be drawn to use them.
Between the ages of 3 and 5 years, children develop their gender identity and begin to
understand what it means to be male or female. Almost immediately after becoming gender
aware, children begin developing stereotypes, which they apply to themselves and others, in an
attempt to give meaning to and gain understanding about their own identity(Aina, O. &
Cameron, P. 2011). By creating a gender free environment, this will broaden a childs perspective
of what they want to utilize within their own creative play.
In order to debunk gender roles throughout the classroom, the teaching staff needs to take
a step back and analyze the strengths and weaknesses of the environment. There needs to be a set
goal and expect follow through by all staff. At a young age children begin to associate people,
items, colors and toys into categories. During this crucial time it is important to provide an all
inclusive environment where they themselves can explore all areas of leaning. During this time
the childrens own interest can facilitate the use of a variety of materials. The goal of a gender
inclusive classroom is to encourage and facilitate children in the learning process. Each area of
the classroom can introduce children to many subjects like math, reading, science and social
interactions.

References
Aina, O.E. & Cameron, P.A. (2011). Why Does Gender Matter? Counteracting Stereotypes With
Young Children. V. 39 No. 3 Retrieved from: http://www.southernearlychildhood.org
Alexander, N. (2008). Earlychildhood NEWS - Article Reading Center. Retrieved November 30,
2015, from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?
ArticleID=397
Chang, A., Sandhofer, C., & Brown, C. (2011). Gender Biases in Early Number Exposure to
Preschool-Aged Children. Journal of Language and Social Psychology, 440-450.
doi:10.1177/0261927X11416207
Copple, C. (2003). A World of Difference: Readings on Teaching Young Children in a Diverse
Society. National Association for the Education of Young Children. United States of
America
Diekman, Amanda (10/01/2000). "Stereotypes as dynamic constructs: Women and men of the
past, present, and future".Personality & social psychology bulletin (0146-1672), 26 (10),
p. 1171.
Estolla, E. (2011). Discussing gender. In Perspecitves on Gender In Early Childhood, ed. T.
Jacobs. 39-58. St. Paul, MN. Redleaf.
Mills, M. J., Culbertson, S. S., Huffman, A. H., & Connell, A. R. (2012). Assessing gender
biases. Gender in Management, (8), 520-540.
doi:http://dx.doi.org.tcsedsystem.idm.oclc.org/10.1108/17542411211279715
Oyler, C. (2011). Preparing Teachers of Young Children to be Social Justice-Oriented Teachers,
147-161. Retrieved from http://academia.edu

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Robinson, M. (2015). What is Social Justice, Retrieved from http://gjs.appstate.edu/socialjustice-and-human-right/what-social-justice