TY - JOUR TI - He, she, and me DO - https://doi.org/doi:10.7282/T3RX9G5P PY - 2017 AB - This qualitative study details two iterations of a Design-Based Study (DBR) implemented to examine how children construct their understanding of race and gender in the context of their elementary classroom when experiencing an anti-bias curriculum. The study revealed young children have a rigid understanding of the male/female gender binary, with both genders showing a preference for adopting masculine traits as a means of gaining social status. The study revealed that young children are impacted by cultural racism, and that the school community showed a tendency to be a colormute space (Pollock 2004). Intersectionality in the classroom community of practice was seen in the experiences of Dallas, a third grade black female. Despite the curriculum’s focus on exploring inequalities, with an emphasis on stereotypes, the study found that children held firm gender and racial schemas in place, which required the creation of a counterbias to alter. KW - Social Studies Education KW - Sex differences in education KW - Toleration--Study and teaching (Early childhood) LA - eng ER -