This qualitative case study investigated how an early childhood teacher and young children in a public White-predominant kindergarten classroom engaged in critical discussions of anti-bias issues including racism, White privilege, gender stereotypes, gender nonconformity, sexism, and homophobia. Through the use of interactive read-alouds using anti-bias picture books, the study’s findings revealed that (a) the children could participate in thoughtful interactions during anti-bias read-aloud sessions and showed their complex understanding of race and gender issues; (b) the children needed substantial support to engage in activism against social injustices; (c) the children displayed a variety of responses to the discussion questions and activities related to gender-themed picture books as most children had difficulties resisting gender binary conceptions and stereotypes while some children, especially boys, were strongly empowered to embrace gender-nonconforming practices; and finally (d) some children internalized and enacted anti-immigrant, anti-Blackness, and racial/gender discriminatory actions to which the early childhood teacher often failed to either disrupt or intervene.

这个定性案例研究调查了一个以白人为主的公立幼儿园教室中的幼儿教师和幼儿如何对包括种族主义、白人特权、性别刻板印象、性别不合格、性别歧视和同性恋恐惧症在内的反偏见问题进行批判性讨论。通过使用反偏见绘本进行互动朗读，研究结果显示：(a) 儿童可以在反偏见朗读课程中参与深思熟虑的互动，并表现出他们对种族和性别问题的复杂理解；(b) 儿童需要大量支持才能参与反对社会不公正的活动；(c) 孩子们对与性别主题绘本相关的讨论问题和活动做出了不同的反应，因为大多数孩子在抵制性别二元观念和刻板印象方面有困难，而一些孩子，尤其是男孩，则被赋予了强烈的权力去接受不符合性别的做法; 最后 (d) 一些儿童内化并实施了反移民、反黑人和种族/性别歧视行为，而幼儿教师往往未能破坏或干预这些行为。