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Nurturing Girls to Respect Differences and Embrace Similarities
What’s in a name? In Allyse Holcomb’s junior kindergarten class, a name can be the start of a conversation about cultural competency.
“At the beginning of the year, we introduce ourselves and say something about our names,” Holcomb said. “Some girls will say ‘my name means this’ or ‘my grandmother is also Ruth and my name is Ruth.’ A lot of what we’re doing in early childhood learning is getting to know ourselves. The girls start making connections larger than themselves.”
Junior kindergarten teacher Allyse Holcomb looks for ways to help girls learn about their differences and similarities.
Four-year-olds, of course, are naturally curious. They thrive on asking questions, and often have a look of amazement on their faces when they hear the answers. As Holcomb admits, young girls can be blunt; they just “observe and say” as they notice different things. “There’s an innocence to it, but it allows for a conversation.”
For adults, though, sometimes these conversations and questions are a bit shocking and uncomfortable. The emphasis can often be only on differences. Helping girls understand that differences are okay, that people have varied cultural backgrounds, beliefs, or skin color, is part of the fabric that teachers try to weave into the curriculum at Hutchison.
What does it mean to be culturally competent? It’s a widereaching phrase, but in its essence, it is the ability to recognize and appreciate diversity and to practice the principles of equity and inclusion.
“Striving to be culturally competent is a lifelong endeavor,” said Dr. Kristen Ring, head of school. “It’s not a class we take, pass, and are done with. It’s a continuum. We never stop learning new things about ourselves or other people.”
By the nature of their work, Tara Thomas, lower school librarian, and Kenna Chelsoi, lower school Spanish teacher, are often discussing cultural differences with girls. Thomas ensures that the library is stocked with books that represent a diversity of people and cultures. Similarly, Chelsoi and the other world language teachers help girls explore other nations and cultures in their classes. They’re doing more than teaching Spanish, Chinese, or Latin vocabulary and comprehension.
Thomas mentioned what happened when she shared a book with the girls called Jalapeño Bagels. The book is about a boy with a Jewish father and Mexican mother who is looking for a way to show who he is at his school’s international day. “In the discussion of the book, I had one girl who shared that she speaks Farsi and English at home,” Thomas said. “I had no idea. I don’t know if she would have felt comfortable sharing that information if it hadn’t been for that book. That shows you the power of literature.”
To stretch her own boundaries and experiences, Thomas traveled out of the country for the first time this summer to visit Colombia as part of a Fulbright Teachers for Global Classrooms program. She spent the time teaching, observing, and learning about the country’s culture. She’s now able to bring that expanded perspective back to her students.
Allyse Holcomb, Tara Thomas, and Kenna Chelsoi
Engaging in Teachable Moments
For several years, Hutchison faculty and students have participated in workshops through Facing History and Ourselves. The organization “heightens students’ understanding of racism, religious intolerance, and prejudice; increases students’ abilities to relate history to their own lives; and promotes greater understanding of their roles and responsibilities in a democracy.”
“Working with Facing History and Ourselves opened up my mind,” Chelsoi said. “I realized you don’t avoid those conversations. You need to take advantage of those teachable moments.” Originally from Colombia, she admitted it can be a challenge sometimes for her to understand the dynamics of race in the U.S. “That’s one part of growth for me. I’m doing research, reading, and going to conferences to build that competency.”
The adage that young children are colorblind did not ring true for Thomas, Chelsoi, or Holcomb. “They know their skin is brown or that their skin is white and that it’s different,” Chelsoi said. “For them it’s a fact. We have to acknowledge that and reinforce that it’s okay that we’re different.”
Holcomb said one simple tool that helps in having that conversation with junior kindergarten girls is crayons. “We don’t see just a peach crayon or a brown crayon. We have a wide variety of tones.” She said it has provided an entry to the topic. “We look at our skin color, and we look at our hair and we celebrate all of that. We talk about what the meaning of similar and different is.”
“We create a safe space where they feel like they can ask those questions,” Chelsoi said.
Creating a Level Playing Ground
One thing Thomas, Chelsoi, and Holcomb agreed on that helps everyone feel accepted and included is to dial down some of the comparisons in group exercises.
“Conversation from the girls comes very naturally, but as a teacher, you have to be very intentional with what you use for your class,” Chelsoi said. “There’s this activity we often do where we ask—‘What did you do for the summer. Where did you go for the summer?’ Some people don’t go anywhere for the summer, so we changed it to say things like: ‘I went to eat ice cream.’ ‘I went to Target.’ ‘I went to the library.’ ‘I went to the park or the pool.’ ‘I went to visit my grandparents.’ That way we don’t exclude anybody. Everybody is included in the activity.”
Holcomb adjusted a similar exercise. “We used to ask the girls to bring in pictures of their houses. Some girls felt uncomfortable discussing that because their houses might have been smaller or maybe they lived in an apartment. Now we talk about the various places people live, and how houses look different in different parts of the world.”
Chelsoi mentioned that instead of focusing on certain celebrations, they now share favorite traditions that their families have. “The girls really like that, and it changed the conversation. The girls can personalize it. It’s more meaningful, and we can learn from one another and get the chance to share our traditions.”
She added: “I think with our girls the work is in the details, like how to be accepting of one another. For instance, one girl goes to temple on Saturday, another goes to church on Sunday. Those are different, but we’re trying to get them to realize that they each go somewhere to practice their beliefs. It’s finding those commonalities more than the differences.”
Thomas said one of the most important things she and her fellow faculty members can do is teach girls how to ask difficult or sensitive questions and help them know where to find the answers. “With the older girls, we do sometimes get to those difficult questions. Because we have good books, I can guide them and encourage them to have conversations at home, because it’s not for me to explain to them. But I appreciate the questions.”
Getting Families Involved
Another way to foster cultural competency is by nurturing relationships between the girls, their teachers, and their families.
“With our study of Memphis, I encourage the girls to talk to their parents about their favorite place to go or something that their family enjoys doing,” Holcomb said. “The girls come in and share those things. They have pride in that. They always get so excited bringing in the parent piece.”
She also engages parents, because they are the best source. “I will ask parents to share with me any traditions, customs, or beliefs that could affect our learning or that they would like for me to know. Some parents love that and get excited and will send me articles or pictures of their family.”
“That’s been a good way for me to connect with the girls. I’m able to talk about it with them or ask questions about what they’ve been doing. They light up because they feel more included. If they feel comfortable, they can even teach their friends about their traditions.”
