Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination

Teachers play a vital role in socializing children's anti-biased beliefs. Kindergarten through second grade teachers (N = 147; 99% women; 93% White, non-Hispanic) in the U.S. responded to hypothetical vignettes of peer-based racial and gender discrimination. Content analysis revealed 21 practices across three themes: Anti-Bias, Minimizing, and General. Teachers more frequently referenced Anti-Bias and Minimizing practices and less frequently referenced General practices in gender versus racial contexts. Further, the specific types of Anti-Bias and Minimizing practices were more varied in gender versus racial contexts. Findings have implications for ways teachers promote inclusive spaces for all children, including children of color and girls. •Teachers reported using anti-biased practices more frequently in gender versus racial vignettes.•Teachers reported using minimizing practices more frequently in gender versus racial vignettes.•General practices were more common in the racial context compared to the gender context.•Teachers used more varied responses in gender compared to racial discrimination vignettes.