Dr. Flora Farago (www.florafarago.com) has a background in developmental psychology and early childhood education. Her teaching and research interests center around children’s prejudice and stereotype development, anti-bias curricula, and inclusive early childhood education surrounding race and gender. Dr. Farago is particularly interested in the link between research and community activism. She collaborates with colleagues and organizations nationally and internationally, including the Indigo Cultural Center, Local to Global Justice, the Jirani Project, and the Girl Child Network.
This study on the racial socialization practices and dilemmas of caregivers of 0-8 year-old BIPOC... more This study on the racial socialization practices and dilemmas of caregivers of 0-8 year-old BIPOC children utilized an openended online survey, with a mixed-methods approach to data analysis. The study included 173 caregivers (i.e., 59% white; 41% BIPOC; 94.2% female) in the U.S. who held a variety of roles (e.g., 33.5% parents/relatives; 28.3% early childhood educators; 12.1% mental health/health professionals). Caregivers were prompted with a message about joy and resilience in BIPOC children. Analysis of open-ended data revealed practices such as the use of books, adult education, talking, preparation for bias or acknowledgment of racism, stereotyping, privilege, anti-bias/anti-racist education, art, music, dance, home language, and miscellaneous topics. Caregivers highlighted the following: (a) Nurturing a positive racial identity and pride in children's own heritage; (b) Nurturing love and knowledge about racial diversity; (c) Preparation for bias; and, (d) Racial socialization network: Adult-to-adult practices. Regarding racial socialization dilemmas, caregivers highlighted challenges with nurturing a positive racial identity/pride in children's heritage; nurturing love and knowledge about racial diversity; preparation for bias; and, adult education. Dilemmas were reported about nurturing self-love in a racist world, whiteness, others' biases, relationships, representation, multiracial families, own biases, age appropriateness, and colorism. Chi-square analyses confirmed that there were no statistically significant differences between white and BIPOC, and familial and non-familial, caregivers' racial socialization practices and dilemmas. Descriptive results revealed some differences in racial socialization dilemmas by race and role of caregivers.
The current study analyzed bodyweight representation of characters in 50 children's picturebooks ... more The current study analyzed bodyweight representation of characters in 50 children's picturebooks about body image. A repeated-measures ANOVA confirmed that average-weight characters were depicted significantly more often than thin and fat characters, both of which were depicted equally as often. There were four times as many average-weight characters as fat characters and nearly 11 times as many average-weight characters as thin characters in the picturebooks. Average-weight and fat characters were depicted significantly more often with positive traits compared to negative traits. Average-weight characters were depicted engaging with food and exercise more often than fat and thin characters. White children and girls were predominantly portrayed in the picturebooks. There appears to be a lack of diverse bodyweight representation in the picturebooks analyzed, which leaves room for diversifying the representation of children of varied body weights across children's picturebooks.
This chapter’s approach to exploring culturally responsive care is influenced by a predominance of... more This chapter’s approach to exploring culturally responsive care is influenced by a predominance of the literature that has positioned culturally responsive care as a relational construct. That is, teachers who are responsively attuned to each child’s culture will have a positive impact on children’s social–emotional development and, thereby, on their later growth and development. However, this chapter will also make the case that both culturally responsive and anti-bias early education and the resulting impacts on teacher–child relationships and on infants’ and toddlers’ social–emotional outcomes are influenced by broader societal dynamics such as socioeconomic privilege, racism, marginalization, and oppression. It is only recently in developmental psychology, early education research, and professional development narratives that our field has embraced and highlighted the broader societal influence on children’s concurrent and future development.
This mixed-methods study investigated how two White preschool teachers, who were familiar with an... more This mixed-methods study investigated how two White preschool teachers, who were familiar with anti-bias pedagogy but had low training on anti-racist teaching strategies, discussed race and racism, using books, in two predominantly White classrooms. Teachers were observed in two classrooms, during book discussions with children, and teachers' racial attitudes were assessed via two survey measures. The book discussions were audiorecorded and transcribed. Teachers discussed skin, hair, and eye color, and avoided naming "race" or "racism." Teachers placed racial discrimination on the same footing as other physical differences, decreasing the significance of racism and racial discrimination. There was silence surrounding race, both from the White teachers and primarily White children. The teachers focused on encouraging children to accept all differences and minimized the salience of race, racism, and racial discrimination. Despite reporting race-conscious attitudes on the survey measures, the teachers struggled to discuss race and racism with young children in the actual classrooms. Implications are discussed for teacher professional development.
Positive body image, an important perspective in the research literature on body image with adole... more Positive body image, an important perspective in the research literature on body image with adolescents and adults, has become a popular theme in children’s picturebooks. This is promising and warrants researchers’ attention. Thus this study examined body image-related strategies in 50 children’s picturebooks, focusing on body image through content analysis based on the lens of positive body image perspectives. Four main strategies for promoting positive body image emerged from the study including body appreciation, inner positivity, perceived support for protective filtering, and adaptive body investment. This study also examined how these strategies were presented for promoting positive body image through text and pictures. This study fills a gap in the current literature regarding positive body image-related messages for young children. Findings clarify how children’s picturebooks can be used to encourage young children to love, respect, and take care of their own and others’ bodies physically and mentally.
Positive body image, an important perspective in the research literature on body image with adol... more Positive body image, an important perspective in the research literature on body image with adolescents and adults, has become a popular theme in children’s picturebooks. This is promising and warrants researchers’ attention. Thus this study examined body image-related strategies in 50 children’s picturebooks, focusing on body image through content analysis based on the lens of positive body image perspectives. Four main strategies for promoting positive body image emerged from the study including body appreciation, inner positivity, perceived support for protective filtering, and adaptive body investment. This study also examined how these strategies were presented for promoting positive body image through text and pictures. This study fills a gap in the current literature regarding positive body image-related messages for young children. Findings clarify how children’s picturebooks can be used to encourage young children to love, respect, and take care of their own and others’ bodies physically and mentally.
This qualitative case study investigated how two White female preschool teachers, who were famili... more This qualitative case study investigated how two White female preschool teachers, who were familiar with anti-bias pedagogy, discussed gender non-conformity using a book in their classrooms. The book discussions were audio-recorded and transcribed. Teachers challenged some of the children's gender stereotypes about gender non-conformity; however, teachers did not counter other stereotypes and kept discussions about gender non-conformity at the surface level. Children drew on their normative understandings of gender as a binary concept to make sense of gender non-conformity. Children were aware of gender-stereotyped clothing that would be deemed gender appropriate by their peers or family. Some children had difficulty understanding why a boy would wear a dress, while others challenged gender stereotypes. Teachers did not engage in in-depth discussions around gender non-conformity or around the gendered nature of bullying of a 'girly' boy in the book. Implications are discussed for teacher professional development and for gender-affirming early childhood pedagogy.
This study used an online survey in the U.S. to examine Pre-K, 2 nd , and 5 th grade (N = 539) te... more This study used an online survey in the U.S. to examine Pre-K, 2 nd , and 5 th grade (N = 539) teachers' (81% white; 94% female) gendered classroom practices (i.e., promotion of gender salience, gender segregation, gender integration) as well as the effects of gender-role attitudes on these practices. The promotion of gender salience entailed practices such as the use of gender labels and setting up competitions between boys and girls. The promotion of gender segregation entailed practices facilitating same-gender student interactions whereas the promotion of gender integration entailed practices facilitating mixed-gender interactions. Teachers reported making gender salient a few times a month, frequently promoting gender integration, and infrequently promoting gender segregation. Preschool teachers promoted gender salience and gender segregation less often than elementary school teachers. Teachers were more likely to assign students to mixed-sex groups than to same-sex groups for the following reasons: students need experience with other-sex (vs. same-sex) students; it is an efficient and easy way to group students; and, it cuts down on discipline problems. On average, teachers held egalitarian gender-role attitudes. Holding more traditional gender-role attitudes was positively associated with the promotion of gender salience and gender segregation; however, there was no relation between gender-role attitudes and the promotion of gender integration. These findings have implications for classroom practices and teacher professional development, and for the promotion of gender diverse experiences in the classroom.
This qualitative case study investigated how two White female preschool teachers, who were famili... more This qualitative case study investigated how two White female preschool teachers, who were familiar with anti-bias pedagogy, discussed gender non-conformity using a book in their classrooms. The book discussions were audio-recorded and transcribed. Teachers challenged some of the children's gender stereotypes about gender non-conformity; however, teachers did not counter other stereotypes and kept discussions about gender non-conformity at the surface level. Children drew on their normative understandings of gender as a binary concept to make sense of gender non-conformity. Children were aware of gender-stereotyped clothing that would be deemed gender appropriate by their peers or family. Some children had difficulty understanding why a boy would wear a dress, while others challenged gender stereotypes. Teachers did not engage in in-depth discussions around gender non-conformity or around the gendered nature of bullying of a 'girly' boy in the book. Implications are discussed for teacher professional development and for gender-affirming early childhood pedagogy.
This study used an online survey in the U.S. to examine Pre-K, 2 nd , and 5 th grade (N = 539) te... more This study used an online survey in the U.S. to examine Pre-K, 2 nd , and 5 th grade (N = 539) teachers' (81% white; 94% female) gendered classroom practices (i.e., promotion of gender salience, gender segregation, gender integration) as well as the effects of gender-role attitudes on these practices. The promotion of gender salience entailed practices such as the use of gender labels and setting up competitions between boys and girls. The promotion of gender segregation entailed practices facilitating same-gender student interactions whereas the promotion of gender integration entailed practices facilitating mixed-gender interactions. Teachers reported making gender salient a few times a month, frequently promoting gender integration, and infrequently promoting gender segregation. Preschool teachers promoted gender salience and gender segregation less often than elementary school teachers. Teachers were more likely to assign students to mixed-sex groups than to same-sex groups for the following reasons: students need experience with other-sex (vs. same-sex) students; it is an efficient and easy way to group students; and, it cuts down on discipline problems. On average, teachers held egalitarian gender-role attitudes. Holding more traditional gender-role attitudes was positively associated with the promotion of gender salience and gender segregation; however, there was no relation between gender-role attitudes and the promotion of gender integration. These findings have implications for classroom practices and teacher professional development, and for the promotion of gender diverse experiences in the classroom.
Although the lay public perceives children as innocent and color-evasive, young children develop ... more Although the lay public perceives children as innocent and color-evasive, young children develop racial and gender stereotypes between 3-5 years of age (Levy & Hughes, 2009). The ways in which early childhood educators discuss race and gender with young children have been largely unexplored. Thus, the current study explores these themes via two case studies of preschool teachers in the Southwestern U.S. who were familiar with anti-bias curricula (Derman-Sparks & Edwards, 2010). One method of discussing raceand racism, as well as gender and sexism, involves the use of children’s books (Lazar & Offenberg, 2011), the focus of the current paper. One teacher was a 30-year-old, White, cis-gender, gay, female and the other teacher was a 45-year-old, White, cis-gender, heterosexual, female
Research indicates that parents of color discuss race with their children, but white parents tend... more Research indicates that parents of color discuss race with their children, but white parents tend to adopt a colorblind, misleading attitude: “If I don’t talk about race—and I treat everyone fairly—my children will grow up to be non-racist.”In the face of silence, children may come to stereotypical conclusions on their own. Without fully understanding that racism results in racial disparities, children might make incorrect assumptions: for example, they may make the association that skin color is what makes people poor
Ugandan adolescents (n = 202, 54% girls; Mage = 14.26) answered closed- and open-ended questions ... more Ugandan adolescents (n = 202, 54% girls; Mage = 14.26) answered closed- and open-ended questions about the gender composition of friends and attitudes about, and activities with, same- and other-gender peers and friends. Adolescents’ friendships were somewhat gender segregated, although other-gender friendships were present. Positive attitudes about same- and other-gender peers and friends were prevalent. Girls and boys displayed similar attitudes about same- and other-gender peers, with the exception of boys reporting more positive attitudes toward boys. Adolescents enjoyed the following aspects of same- and other-gender friendships: talking about problems, receiving help, sharing items and activities, receiving advice about romance and puberty, and receiving help with schoolwork. Adolescents engaged with mixed-gender peers for most shared activities, although gender segregation was present for certain activities (e.g., playing sports). Results may inform programs that support posi...
Research indicates that parents of color discuss race with their children, but white parents tend... more Research indicates that parents of color discuss race with their children, but white parents tend to adopt a colorblind, misleading attitude: “If I don’t talk about race—and I treat everyone fairly—my children will grow up to be non-racist.”In the face of silence, children may come to stereotypical conclusions on their own. Without fully understanding that racism results in racial disparities, children might make incorrect assumptions: for example, they may make the association that skin color is what makes people poor
This study on the racial socialization practices and dilemmas of caregivers of 0-8 year-old BIPOC... more This study on the racial socialization practices and dilemmas of caregivers of 0-8 year-old BIPOC children utilized an openended online survey, with a mixed-methods approach to data analysis. The study included 173 caregivers (i.e., 59% white; 41% BIPOC; 94.2% female) in the U.S. who held a variety of roles (e.g., 33.5% parents/relatives; 28.3% early childhood educators; 12.1% mental health/health professionals). Caregivers were prompted with a message about joy and resilience in BIPOC children. Analysis of open-ended data revealed practices such as the use of books, adult education, talking, preparation for bias or acknowledgment of racism, stereotyping, privilege, anti-bias/anti-racist education, art, music, dance, home language, and miscellaneous topics. Caregivers highlighted the following: (a) Nurturing a positive racial identity and pride in children's own heritage; (b) Nurturing love and knowledge about racial diversity; (c) Preparation for bias; and, (d) Racial socialization network: Adult-to-adult practices. Regarding racial socialization dilemmas, caregivers highlighted challenges with nurturing a positive racial identity/pride in children's heritage; nurturing love and knowledge about racial diversity; preparation for bias; and, adult education. Dilemmas were reported about nurturing self-love in a racist world, whiteness, others' biases, relationships, representation, multiracial families, own biases, age appropriateness, and colorism. Chi-square analyses confirmed that there were no statistically significant differences between white and BIPOC, and familial and non-familial, caregivers' racial socialization practices and dilemmas. Descriptive results revealed some differences in racial socialization dilemmas by race and role of caregivers.
The current study analyzed bodyweight representation of characters in 50 children's picturebooks ... more The current study analyzed bodyweight representation of characters in 50 children's picturebooks about body image. A repeated-measures ANOVA confirmed that average-weight characters were depicted significantly more often than thin and fat characters, both of which were depicted equally as often. There were four times as many average-weight characters as fat characters and nearly 11 times as many average-weight characters as thin characters in the picturebooks. Average-weight and fat characters were depicted significantly more often with positive traits compared to negative traits. Average-weight characters were depicted engaging with food and exercise more often than fat and thin characters. White children and girls were predominantly portrayed in the picturebooks. There appears to be a lack of diverse bodyweight representation in the picturebooks analyzed, which leaves room for diversifying the representation of children of varied body weights across children's picturebooks.
This chapter’s approach to exploring culturally responsive care is influenced by a predominance of... more This chapter’s approach to exploring culturally responsive care is influenced by a predominance of the literature that has positioned culturally responsive care as a relational construct. That is, teachers who are responsively attuned to each child’s culture will have a positive impact on children’s social–emotional development and, thereby, on their later growth and development. However, this chapter will also make the case that both culturally responsive and anti-bias early education and the resulting impacts on teacher–child relationships and on infants’ and toddlers’ social–emotional outcomes are influenced by broader societal dynamics such as socioeconomic privilege, racism, marginalization, and oppression. It is only recently in developmental psychology, early education research, and professional development narratives that our field has embraced and highlighted the broader societal influence on children’s concurrent and future development.
This mixed-methods study investigated how two White preschool teachers, who were familiar with an... more This mixed-methods study investigated how two White preschool teachers, who were familiar with anti-bias pedagogy but had low training on anti-racist teaching strategies, discussed race and racism, using books, in two predominantly White classrooms. Teachers were observed in two classrooms, during book discussions with children, and teachers' racial attitudes were assessed via two survey measures. The book discussions were audiorecorded and transcribed. Teachers discussed skin, hair, and eye color, and avoided naming "race" or "racism." Teachers placed racial discrimination on the same footing as other physical differences, decreasing the significance of racism and racial discrimination. There was silence surrounding race, both from the White teachers and primarily White children. The teachers focused on encouraging children to accept all differences and minimized the salience of race, racism, and racial discrimination. Despite reporting race-conscious attitudes on the survey measures, the teachers struggled to discuss race and racism with young children in the actual classrooms. Implications are discussed for teacher professional development.
Positive body image, an important perspective in the research literature on body image with adole... more Positive body image, an important perspective in the research literature on body image with adolescents and adults, has become a popular theme in children’s picturebooks. This is promising and warrants researchers’ attention. Thus this study examined body image-related strategies in 50 children’s picturebooks, focusing on body image through content analysis based on the lens of positive body image perspectives. Four main strategies for promoting positive body image emerged from the study including body appreciation, inner positivity, perceived support for protective filtering, and adaptive body investment. This study also examined how these strategies were presented for promoting positive body image through text and pictures. This study fills a gap in the current literature regarding positive body image-related messages for young children. Findings clarify how children’s picturebooks can be used to encourage young children to love, respect, and take care of their own and others’ bodies physically and mentally.
Positive body image, an important perspective in the research literature on body image with adol... more Positive body image, an important perspective in the research literature on body image with adolescents and adults, has become a popular theme in children’s picturebooks. This is promising and warrants researchers’ attention. Thus this study examined body image-related strategies in 50 children’s picturebooks, focusing on body image through content analysis based on the lens of positive body image perspectives. Four main strategies for promoting positive body image emerged from the study including body appreciation, inner positivity, perceived support for protective filtering, and adaptive body investment. This study also examined how these strategies were presented for promoting positive body image through text and pictures. This study fills a gap in the current literature regarding positive body image-related messages for young children. Findings clarify how children’s picturebooks can be used to encourage young children to love, respect, and take care of their own and others’ bodies physically and mentally.
This qualitative case study investigated how two White female preschool teachers, who were famili... more This qualitative case study investigated how two White female preschool teachers, who were familiar with anti-bias pedagogy, discussed gender non-conformity using a book in their classrooms. The book discussions were audio-recorded and transcribed. Teachers challenged some of the children's gender stereotypes about gender non-conformity; however, teachers did not counter other stereotypes and kept discussions about gender non-conformity at the surface level. Children drew on their normative understandings of gender as a binary concept to make sense of gender non-conformity. Children were aware of gender-stereotyped clothing that would be deemed gender appropriate by their peers or family. Some children had difficulty understanding why a boy would wear a dress, while others challenged gender stereotypes. Teachers did not engage in in-depth discussions around gender non-conformity or around the gendered nature of bullying of a 'girly' boy in the book. Implications are discussed for teacher professional development and for gender-affirming early childhood pedagogy.
This study used an online survey in the U.S. to examine Pre-K, 2 nd , and 5 th grade (N = 539) te... more This study used an online survey in the U.S. to examine Pre-K, 2 nd , and 5 th grade (N = 539) teachers' (81% white; 94% female) gendered classroom practices (i.e., promotion of gender salience, gender segregation, gender integration) as well as the effects of gender-role attitudes on these practices. The promotion of gender salience entailed practices such as the use of gender labels and setting up competitions between boys and girls. The promotion of gender segregation entailed practices facilitating same-gender student interactions whereas the promotion of gender integration entailed practices facilitating mixed-gender interactions. Teachers reported making gender salient a few times a month, frequently promoting gender integration, and infrequently promoting gender segregation. Preschool teachers promoted gender salience and gender segregation less often than elementary school teachers. Teachers were more likely to assign students to mixed-sex groups than to same-sex groups for the following reasons: students need experience with other-sex (vs. same-sex) students; it is an efficient and easy way to group students; and, it cuts down on discipline problems. On average, teachers held egalitarian gender-role attitudes. Holding more traditional gender-role attitudes was positively associated with the promotion of gender salience and gender segregation; however, there was no relation between gender-role attitudes and the promotion of gender integration. These findings have implications for classroom practices and teacher professional development, and for the promotion of gender diverse experiences in the classroom.
This qualitative case study investigated how two White female preschool teachers, who were famili... more This qualitative case study investigated how two White female preschool teachers, who were familiar with anti-bias pedagogy, discussed gender non-conformity using a book in their classrooms. The book discussions were audio-recorded and transcribed. Teachers challenged some of the children's gender stereotypes about gender non-conformity; however, teachers did not counter other stereotypes and kept discussions about gender non-conformity at the surface level. Children drew on their normative understandings of gender as a binary concept to make sense of gender non-conformity. Children were aware of gender-stereotyped clothing that would be deemed gender appropriate by their peers or family. Some children had difficulty understanding why a boy would wear a dress, while others challenged gender stereotypes. Teachers did not engage in in-depth discussions around gender non-conformity or around the gendered nature of bullying of a 'girly' boy in the book. Implications are discussed for teacher professional development and for gender-affirming early childhood pedagogy.
This study used an online survey in the U.S. to examine Pre-K, 2 nd , and 5 th grade (N = 539) te... more This study used an online survey in the U.S. to examine Pre-K, 2 nd , and 5 th grade (N = 539) teachers' (81% white; 94% female) gendered classroom practices (i.e., promotion of gender salience, gender segregation, gender integration) as well as the effects of gender-role attitudes on these practices. The promotion of gender salience entailed practices such as the use of gender labels and setting up competitions between boys and girls. The promotion of gender segregation entailed practices facilitating same-gender student interactions whereas the promotion of gender integration entailed practices facilitating mixed-gender interactions. Teachers reported making gender salient a few times a month, frequently promoting gender integration, and infrequently promoting gender segregation. Preschool teachers promoted gender salience and gender segregation less often than elementary school teachers. Teachers were more likely to assign students to mixed-sex groups than to same-sex groups for the following reasons: students need experience with other-sex (vs. same-sex) students; it is an efficient and easy way to group students; and, it cuts down on discipline problems. On average, teachers held egalitarian gender-role attitudes. Holding more traditional gender-role attitudes was positively associated with the promotion of gender salience and gender segregation; however, there was no relation between gender-role attitudes and the promotion of gender integration. These findings have implications for classroom practices and teacher professional development, and for the promotion of gender diverse experiences in the classroom.
Although the lay public perceives children as innocent and color-evasive, young children develop ... more Although the lay public perceives children as innocent and color-evasive, young children develop racial and gender stereotypes between 3-5 years of age (Levy & Hughes, 2009). The ways in which early childhood educators discuss race and gender with young children have been largely unexplored. Thus, the current study explores these themes via two case studies of preschool teachers in the Southwestern U.S. who were familiar with anti-bias curricula (Derman-Sparks & Edwards, 2010). One method of discussing raceand racism, as well as gender and sexism, involves the use of children’s books (Lazar & Offenberg, 2011), the focus of the current paper. One teacher was a 30-year-old, White, cis-gender, gay, female and the other teacher was a 45-year-old, White, cis-gender, heterosexual, female
Research indicates that parents of color discuss race with their children, but white parents tend... more Research indicates that parents of color discuss race with their children, but white parents tend to adopt a colorblind, misleading attitude: “If I don’t talk about race—and I treat everyone fairly—my children will grow up to be non-racist.”In the face of silence, children may come to stereotypical conclusions on their own. Without fully understanding that racism results in racial disparities, children might make incorrect assumptions: for example, they may make the association that skin color is what makes people poor
Ugandan adolescents (n = 202, 54% girls; Mage = 14.26) answered closed- and open-ended questions ... more Ugandan adolescents (n = 202, 54% girls; Mage = 14.26) answered closed- and open-ended questions about the gender composition of friends and attitudes about, and activities with, same- and other-gender peers and friends. Adolescents’ friendships were somewhat gender segregated, although other-gender friendships were present. Positive attitudes about same- and other-gender peers and friends were prevalent. Girls and boys displayed similar attitudes about same- and other-gender peers, with the exception of boys reporting more positive attitudes toward boys. Adolescents enjoyed the following aspects of same- and other-gender friendships: talking about problems, receiving help, sharing items and activities, receiving advice about romance and puberty, and receiving help with schoolwork. Adolescents engaged with mixed-gender peers for most shared activities, although gender segregation was present for certain activities (e.g., playing sports). Results may inform programs that support posi...
Research indicates that parents of color discuss race with their children, but white parents tend... more Research indicates that parents of color discuss race with their children, but white parents tend to adopt a colorblind, misleading attitude: “If I don’t talk about race—and I treat everyone fairly—my children will grow up to be non-racist.”In the face of silence, children may come to stereotypical conclusions on their own. Without fully understanding that racism results in racial disparities, children might make incorrect assumptions: for example, they may make the association that skin color is what makes people poor
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